Special Education - Sayre Area School District

Pennsylvania Department of Education
Commonwealth of Pennsylvania
Department of Education
333 Market Street
Harrisburg, PA 17126-0333
Special Education Report
Friday, February 10, 2012
(Last Approved: Friday, July 01, 2011)
Entity: Sayre Area SD
Address: 333 W Lockhart St
Sayre, PA 18840-1609
Phone: (570) 888-7615
Contact Name: Dean Hosterman

School District Demographics
School
District
Sayre Area
SD
IU #
BLaST IU
17
Superintendent # of
Bldgs
Dean
Hosterman
Total
Enrollment
3 1074 172
Total Unduplicated SES
Students
District Special Education Contact:
Name Title Phone Fax Email
Tracy Wright Special Education Supervisor (570) 888-4892 (570) 888-8248 twright@sayresd.org
Special Education Plan Team Members
Name Affiliation Membership Category Appointed By
Charles
Carver
Business Owner
Dave Kinsley Special Education
Teacher
Dayton
Handrick
Dean
Hosterman
Deborah
Wheeler
Karen
Rockwell
Secondary School
Administrator
Business Representative Board of School Directors
Special Education
Teacher
Administrator
Board of Education
Elected by Peers
Superintendent Administrator Elected by Peers/Board of
School Directors
Community Member
Community
Representative
Board of School Directors
Parent Parent Elected by Peers
Mary Cole High School Regular Education
Teacher
Michelle
Murrelle
Elementary School
Administrator
Administrator
Paul Stropko Elementary School Special Education
Teacher
Rick Rava Director of Technology Administrator District
Samuel
Moore
Stacy
Richmond
Community Member
School Guidance
Counselor
Community
Representative
Ed Specialist - School
Counselor
Elected by Peers
Elected by Peers
Elected by Peers
Board of School Directors
Elected by Ed. Specialists
Tracy Wright BLaST IU 17 Administrator Superintendent
Tracy Wright
Special Education
Coordinator
Special Education
Representative
Program Evaluation (P.L. 105-17, §612(2) and §613(a))
Current Program Strengths and Highlights
Elected by Ed. Specialists

The Sayre Area School District (SASD) provides programs and services in accord with the
Individuals with Disabilities Education Act and PA Chapter 14 Special Education Programs for
students with disabilities. It is this district's goal to provide FAPE in the least restrictive
educational placement according to federal guidelines and mandates. Sayre currently offers five
elementary learning support classes and six at the high school. During the 2010-2011 academic
year, SASD added a full-time highly qualifed Special Education teacher to provide a learning
support classroom and services at Litchfield Elementary.
The following paragraphs will highlight SASD's special education programming strengths:
Staff and Programming:
The SASD special education department works to include all students within the regular
education setting to the maximum extent possible. SASD implements inclusive practices for all
students and works to reduce the amount of pull-out services to a minimum. The Special
Education teachers and paraprofessionals are highly qualified in special education and the
content areas they teach. There are certified Reading Specialists at the elementary and high
school level who assist in intervening with struggling readers. These teachers help to maintain
students in the regular education setting with Wilson curricular reading support as a level of
reading intervention. In addition, the guidance counselors, school psychologists, and special
education supervisor work together to identify at-risk students and support them with inclusive
interventions prior to a complete special education psychological evaluation when possible. Once
a student is identified as being in need of specially designed instruction, the student receives an
IEP developed by an appropriate team including the parent(s) and student as valued, contributing
members.
This school year, 2010-2011, SASD implemented a co-teaching model which further supports the
district's vision of inclusion. Special education teachers and regular education teachers co-taught
classes in all content areas grades 1-12. Over 80% of the students identified with IEPs in our
district benefitted from this inclusion model. This inclusion model will continue to expand into a
greater number of classes in the upcoming school years. Teachers all received inservice training
from IU 17 educational professionals on co-teaching and inclusion during the 2009-2010 and
2010-2011 school years.
The SASD special education department is led by a certified Supervisor of Special Education
contracted by BLaST IU17. During the 2009-2010 and 2010-2011 school years, SASD has also
added a contracted school psychologist from IU17 to assist with psychological services and
evaluations for district students. In addition, SASD contracts with IU17 for itinerant emotional
support, hearing support, audiological support, behavioral support, vision support, and social
work services.
SASD has certified Speech Therapist on staff to support all students needing speech and
language services. Occupational and Physical Therapies are provided as related services.
While it is the goal of SASD to provide FAPE in the student's home school district, there are some
students who receive their education at other local school districts or approved private schools
both in and out-of-state. Examples of such placements include Autistic Support, Emotional
Support, Partial Hospitalization, Alternative Education, and multi-disabilities life skills classes.
Professional Development:
Sayre Area School District is proud to provide quality instruction by teachers who are deemed
highly qualified. The paraprofessionals who work with students are also considered highly
qualifed by state standards. In addition, the District provides tuition reimbursement so

professionals can obtain higher education and certifications. All teachers acquire necessary Act
48 credits relating to their teaching assignments. Teachers are encouraged and rewarded for
obtaining Masters degrees and graduate credits in education. Paraprofessionals are provided
with yearly CPR and First Aid training at no cost to the staff. The District provides on-going
professional development through inservice days, onsite professional development, as well as
opportunities for growth offered through PDE, PaTTan and the local IU#17.
Child Find:
The district participates through our local intermediate unit, BLaST IU #17 to complete Child Find
activities on an annual basis. In addtion, Sayre Area School District has developed policies in
accordance with federal and state regulations and guidelines to ensure the provision of a free and
appropriate public education to all school-age children, including those with disabilities. The
District provides appropriate special education programs, related services, and early intervention
programs that are:
-provided at no cost to parents
-provided under the authority of a school entity, directly by referral of by contact
-individualized to meet the educational or early intervention needs of the child
-reasonably calculated to yield meaningful educational or early education benefits and progress
-designed to conform to an Individual Education Program (IEP)
SASD has procedures in place to screen and identify students of have special needs. All
students are screened at Kindergarten registration using assessment tools by trained
professionals in the areas of hearing, vision, speech, and potential for learning. If a disability or
area of concern is suspected, a referral for a complete evaluation or further assessment is
discussed and presented to the parents of the student. Furthermore, if parents suspect their
son/daughter has a disability, a request for a school evaluation can be made by the
parent. Screening of children using immediatlely available resources and data such as health
records, report cards, attendance reports, enrollment records, etc. are tools the District use to
help identify children with special needs. Screening of children helps the District to determine
which students need further assessment and which students may benefit from regular education
interventions without the special education identification.
Identification and Evaluation Process:
Sayre Area School District implemented a streamlined indentification and evaluation process in
2010. The procedure for referring students is outlined so teachers were more familiar and
comfortable with the procedure. If a teacher or staff has a concern about a learning, emotional,
or behavioral need which is impacting that student's learning or functioning at school, the teacher
should refer the student to the Supervisor of Special Education. The Supervisor of Special
Education then collects important data and reviews this with building principals and a school
psychologist to determine whether a complete evaluation is necessary. Supportive interventions
and teaching strategies may be tried in the interim or in lieu of a complete evaluation. The
district's school psychologists conduct a complete evaluation with varied assessment tools and
diagnostic instruments to determine special education eligibility.
Intervention Strategies and Programs:

Sayre Area School District strives to provide quality education to all students. Intervention
programming and strategies including Learning Focussed Schools, Wilson Reading curriculum,
Kurzweil, Read Naturally, tutoring, Aleks math, VLINC, and Blended Schools are a few of the
intervention programs offered to students. These programs supplement the general education
curriculum and and are provided to students with or without an IEP. Many students benefit from
the tutorial period at the end of each school day at Sayre Jr./Sr. High School. This thirty minute
block is used for intervention and remediation four days each week. Students can be assigned to
a class tutorial for additional instruction or can elect to attend a tutorial where they feel they need
the extra help. At the elementary level, students in grades 4-6 have tutorial periods available to
them for 30 minutes, twice weekly at the end of the school day. Students who attend tutorials
have demonstrated an increase in academic achievement compared to students who struggled
with the same content but elected to not attend tutorial.
Community/ Parent Involovement:
Sayre Area School District is extremely involved in the educational process of their youth. The
parental support system is reinforced by various parent trainings that are offered throughout the
school year. Parent involvement is encouraged in the student's educational planning and support
thereof. Meetings for students are scheduled to accommodate the needs of parents. Parents
may also invite outside service agencies/ providers, consultants, or other family members to
attend educational planning meetings or reviews. SASD is proud to have many parents
employed at the district as teachers, aides, bus drivers, administrators, and other capacities. The
district also encourages parents to volunteer in district classes and activities.
Transition:
The Sayre Area School District is devoted to preparing students for the transition to adult life. We
provide a continuum of services to support students as they prepare for adult life. Our Career
Development Council provides job shadowing, speakers, and career fairs to students with
disabilities and nondisabled students. Our Career Counselor provides one-to-one support in
preparing students with disabilities with resumes, job applications, and job hunting skills. We
also have a Transition Council that includes representatives from local agencies who meet with
students and their parents for the purpose of transition planning. The council includes
representatives from the Office of Vocational Rehabilitation, Mental Health/ Mental Retardation,
Futures Community Services, Northern Tier Career Center, Penn York Opportunities, and other
agencies as needed (i.e., military recruiters, adult literacy coordinators, and medical
assistance/social security representatives). The purpose of the council is to insure that both
students and parents have the information required to make informed decisions about the
services available to them after graduation.
In addition, we participate in a county-wide Transition Council so that our students may
participate in a variety of services offered in our county. For example, our students participate in
an "Experience Transition to College Program" that offers students an opportunity to acquire selfadvocacy
skills and a better understanding of how to access educational resources in college.
Our students also participate in a "Transition Fair" that offers information to students about
colleges, vocational training programs, and employment opportunities. We also provide services
to students who have been struggling to find part time employment after school. We contract with
local agencies to provide students with job coaching services. The job coaches assist the
students with completing and submitting applications, shadowing various jobs, and participating
in internships within local businesses.
Identifying Students with Learning Disabilities

The Sayre Area School District is currently utilizing an ability - predicted achievement discrepancy
model to identify students with specific learning disabilities. The district school psychologist
conducts a comprehensive psycho-educational evaluation that investigates the scope and depth
of each student's learning strengths and needs. The evaluation includes a comprehensive
assessment of cognitive and developmental skills including visual attention, auditory attention,
executive functions, language, sensorimotor skills, visuo-spatial skills, and memory (visual
memory, auditory memory, and visual-auditory memory). In addition, the evaluation includes a
comprehensive assessment reading, math, and written language skills. Special attention is given
to explain how underlying psychological processes influence learning in each achievement area.
Along with the multi-disciplinary team, a parent who may suspect their child has a learning
disability may also notify the Special Education Office to request an evaluation. Once a signed
Permission to Evaluate form is received, the school psychologist will observe, collect classroom
and assessment data, and administer both cognitive and intellectual scales. The school
psychologist will also use behavioral and adaptive functioning scales on students with issues in
these realms.
When making a determination if a student has a learning disability, a multidisciplinary team
determines that the academic problems are not the result of lack of instruction or other disabilities
such as vision, hearing, speech, motor problems, mental retardation, emotional disturbance,
cultural, envioronmental issues, or limited English proficiency. The determination is based on the
student's failure to meet age or grade level standards in one of the follwing areas: oral
expression, listening comprehension, written expression, basic reading skills, reading
comprehension, mathematical caluculation, and mathematical problem solving. Along with these
learning disability areas, students may qualify for special education services provided for by an
IEP if the students' emotional disability impedes their ability to learn in a regular education setting.
Once the evaluation is complete, the results are discussed with parents and appropriate staff. If
the student is found eligible for special education, an Individualized Education Plan is
developed. The IEP will outline and detail the specially designed instruction the student needs to
benefit from the FAPE being offered to him/her at Sayre Area School District.
Enrollment Differences
Not significantly disproportionate.
Ethnicity Enrollment Differences
Not significantly disproportionate.
24 P.S., §1306 and §1306.2 Placements
Facilities for Nonresident Students
Facility Name Provider of Educational Services # of Students Receiving
Srvcs as of Dec 1
Sayre Area School
District
We do not host any programs for students in
the 1306 category.
0

Nonresident Students Oversight
Sayre Area School District does not have any 1306 students.
Facilities for Incarcerated Students
Facility Name Provider of Educational Services # of Students Receiving
Srvcs as of Dec 1
Sayre Area
School District
The Sayre Area School District does not host any
programs for incarcerated youths.
0
Incarcerated Students Oversight
Incarcerated students are housed at the Bradford County Correctional Facility (Burlington, PA) in
the Troy Area School District. The Intermediate Unit #17 provides educational services to
incarcerated youths. The IU instructional staff monitors the information pertaining to students with
disabilities who are assigned to the facility. We are notified by the Intermediate Unit when a
student is incarcerated and actively participate in the process to provide FAPE to the student. We
collaborate with the teacher, the IU, and the host district in order to maintain to the extent
possible the student's current IEP.
Least Restrictive Environment 34 CFR §300.114
Ensuring Maximum Integration
The Sayre Area School District aims to include all students in the general education setting to the
maximum extent possible. All students are considered general education students until they are
evaluated and found eligible for specially designed instruction. It is then the MDE team's goal to
determine what adaptations and modifications need to be made to ensure the students' success
in the general eduation setting. Through the use of supplementary aids and services, the vast
majority of identified students are accommodated in the regular eduation classroom. The District
also provides intervention programs including tutoring, Title I, Wilson Reading Curriculum
including FUNDATIONS at the Kindergarten grade level, co-taught inclusion classes in all content
and some elective courses, Student Assistance Program, social work services, itinerant
emotional support instruction, Read Naturally, and Kurzweil software programs.
All students are pulled out of the regular education setting as little as possible. It is the goal of
SASD to provide assistance and interventions to students in the regular education classroom to
the maximum extent possible while still affording the identified student the support he/she needs
while not interrupting the educational process or development of the other students. Examples of
self-contained services would include small group instruction for speech, physical, or
occupational therapies, adpated PE where it is necessary for the gym teacher to have a small
group for safety purposes, and math and reading instruction at the students' instructional level in
a small group setting. In addition, at the Junior-Senior High School, identified students may have
a resource period instead of a typical study hall. During resource, a certified Special Education
teacher is available to the small group to assist with organization, time management, homework
completion, extended time assignments or tests, and guided instruction. The Resource Room
teacher and regular education teachers at the Jr.-Sr. High School communicate daily to help
identify areas of need for struggling students with IEPs. If a student does not have necessary
work to complete or a test to study for with the help of the Resource Room teacher or

instructional support aide, the student will likely be investigating careers or colleges on the
computer.
Since the overall goal of the IEP is to develop goals which will allow for the student to be
successful in the general education classroom, the IEP is reviewed, at least, annually. If it is
noted, through the collection of data and observations, that a student is not making progress or is
regressing, an IEP meeting is held and the goals are discussed with probable revisions being
made.
For students whose behaviors are impeding their ability to learn, a functional behavioral
assessment is completed. Sayre Area School District contracts with IU#17 for behavioral
support. The school psychologist may also complete the FBA. Upon completion of the FBA data,
a positive behavioral support plan is developed. Again, it is the goal of the FBA, PBS plan, and
IEP to maintain the student within the regular education classroom to the maximum extent
possible. If a more restrictive setting is necessary, students may attend one of the neigboring
school district's emotional support classes, the partial hospitalization program in Monroeton, Pa. ,
an alternative education classroom run by the IU#17, or an Autistic Support Class in either
Athens, Pa. or Towanda, Pa (the later being run by IU#17), or Futures (a Bradford County
educational facility for students with cognitive disabilities). The IU programs have an agreement
with the host districts to include students in regular education classes and activities to the
maximum extent possible for each individual student. The Supervisor of Special Education
attends all review meetings to maintain relations with the student and outside programs as well as
to ensure progress. Once a student is determined by the MDE team to have met his/her goals at
that current educational placement, the student is returned to their home school district facility
with an updated plan in place.
The Sayre Area School District believes in the integration of all students for extra-curriculuar
opportunities as well. Students with disabilities are encouraged to participate in any of Sayre's
extra-curricular activities including, but not limited to, sports, band, FBLA, dances, Forensics, and
choir. The District does not discriminate against students who are receiving FAPE outside of the
district. All students are welcome to participate in sports and activities regardless of where they
receive their education.
Supplementary Aids and Services
Service/Resource
Assistive Technology
Behavioral Support Services:
Behavior Specialist
Community Based Services
Description
The Sayre Area School District receives assistive technology
support services from the Intermediate Unit. The assistive
technology coordinator consults with parents, teachers, and
students to assess the child's needs and provide the type of
technology that will insure maximum participation in the general
education setting.
The Sayre Area School District utilizes behavior support services
through the Intermediate Unit. The behavior specialist
(BS)consults with the teacher, parent, and students for the
development of a Functional Behavior Assessment. The BS
supports the creation of a behavioral plan designed to insure
success within the general education setting.
The Sayre Area School District works closely with representatives
and service providers from local agencies. We fully support the
utilization of behavioral-health services within all school settings.
We participate in collaborative team meetings to insure that each
student has an opportunity to fully benefit from his or her

Hearing Support Services:
Itinerant Hearing Support
Teacher
Inclusion services at the
Sayre High School: Highly
qualified teachers and
paraprofessionals
Inclusion services at the
Snyder Elementary School:
Highly qualified teachers and
paraprofessionals
Itinerant Emotional Support
Research-based reading
instruction
educational program.
The Sayre Area School District strives to support students with
hearing impairments in general education settings via itinerant
hearing support services. The hearing support teacher provides
ongoing consultation services with instructional staff, parents, and
students to insure maximum integration and support. The hearing
support teacher also monitors the use and operation of hearing
aids, FM Systems, and other forms of assistive technology.
The special education teachers at the Sayre High School provide
itinerant learning support services to 77% of students with
disabilities. We achieve this percentage by insuring that special
education teachers and paraprofessionals provide to the
maximum extent possible support services within the general
education setting.
The special education teachers at the Snyder Elementary School
provide itinerant learning support services to 70% of students
with disabilities. We achieve this percentage by insuring that
special education teachers and paraprofessionals provide to the
maximum extent possible support services within the general
education setting.
Itinerant Emotional Support is provided by a certified special
education teacher deemed highly qualified. This IU17 teacher
has individualized goals based on the needs of the
student. Some of the goals the student may have include areas
of orgnaization, conflict management, positive coping skills, and
social skills.
The itinerant emotional support service began in the 2009-2010
academic year. The ES teacher has helped to maintain students
in SASD which may have been placed out-of-district without this
support. In addition, the ES teacher is identified as a transition
service for students who return from an out-of-district ES
placement.
The Sayre Area School District provides research based reading
instruction to children with disabilities and at-risk readers at the
kindergarten and first grade levels. We also provide researchbased
reading instruction to children with disabilities in second
through eighth grade. Our goal is to provide seamless instruction
in a research-based instructional model through twelfth grade.
We firmly believe that intensive reading instruction at the primary
level will prevent more complex difficulties in the future and
further insure maximum participation for all students in the
general education setting.
LRE Data Analysis
Personnel Development Activities

Topic: The SASD has met the state targets for LRE as of December 1, 2008.
Sayre will continue to implement progressive inclusive practices to meet or
exceed the state target.
Anticipated
Training
Dates
Training
Partners
Training Participants
and Audience
Training Format
Evidence of
Results
In-service
Trainings in
September,
October, and
March.
PATTAN
Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Conferences, Study
Groups, Distance
Learning
Based on our
current data, we
have already met
the SPP goal;
however, we will
continue to
monitor and
assess the
number of student
requiring this level
of support. We will
work
collaboratively with
our staff and
trainers to insure
that all students
have the
opportunity for
maximum
integration within
general education
settings. We will
also reassess our
utilization of
paraprofessionals
to accomplish this
goal.
Topic:
There are currently no trainings entered for this topic.
Least Restrictive Environment - Facilities
Facility Name Type of Facility Type of Service # of Students
Placed
Athens Area School District Neighboring School
Districts
Athens Area School District Neighboring School
Districts
Binghamton University of
New York
Life Skills Support Services 2
Emotional Support
Services
Out-of-State Schools Autism Support Services 3
Private Homes Instruction in the Multiple Disabilities 3
4

Bradford County Partial
Hospitalization
Home
Other
Support Services
Emotional Support
Services
Penn York Opportunities Other Transition Services 2
Serve, Inc. Other Transition Services 1
Athens Area School District Neighboring School
Districts
Deveraux Residential
Facility
Monroeton Alternative
Education
Multiple Disabilities
Support Services
Other Residential Facility 1
Other
Alternative Education
Setting
Futures Other Community-based
vocational Training
Personnel Development for Improved Student Results
Personnel Development - PA NCLB Goal #1
Reflections
Legacy Dataview 1531
4
1
2
2
Strength Last Modified:
The Sayre Area School District continues to make the AYP requirements as set forth by
PDE and NCLB.
Base Line Data
Sayre Area School District 2010 PSSA results- Reading and Math
Students with IEPs scored 27% advanced in math, 30.3% proficient in math, 19% basic, and
23.6% below basic.
Students with IEPs scored 15.7% advanced in Reading, 28.1% proficient, 27% basic and 29%
below basic.
In Science, students with IEPs scored 2.8% advanced, 27% proficient, 28% basic, and 41%
below basic.
In writing, 3% of students with IEPs scored advanced, 52% scored proficient, 36% basic, and 9%
below basic.
Sayre Area School District continues to make AYP.
Personnel Development Activities
Topic: Reading & Writing: Students with disabilities will demonstrate
growth toward meeting PA academic standards for Reading and Writing.

Anticipated Training
Dates
2010-2011 Trainings to
be scheduled on inservice
days during
each school year.
Trainings shall be
designed to equip
educational staff with
the knowledge and
skills necessary to
meet individual learning
needs and improve
student achievement in
relation to state
standards within the
general classroom and
curriculum to the
maximum extent
appropriate. Training
topics shall include, but
are not limited to:
Differentiated
Instruction, Best
Practices in Inclusion,
Team-Teaching
Techniques, Evidence-
Based Instructional
Strategies and
Research-Based
Interventions. In
addition, staff will be
afforded opportunities
to explore/pursue
additional training
opportunities via
conferences/workshops
when/where available.
Graduate level courses
will continue to be a
source for personnel
development as well.
Training
Partners
PATTAN
Staff, IU
Staff, Higher
Education
Staff,
conferences,
workshops,
graduate
level
coursework.
Training
Participants and
Audience
New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff
2010-2011 PATTAN
Staff, IU
New Staff,
Paraprofessional,
Staff, Higher Instructional Staff,
Education Administrative Staff
Staff,
Conferences,
workshops,
graduate
level courses
Training Format
On-site Training with
Guided Practice,
Conferences,
College/University
provided coursework
and technical
training.
On-site Training with
Guided Practice,
Conferences,
College/University
provided courses
Evidence of
Results
The K-12
general and
special
education staff
will utilize the
PSSA results to
modify
instructional
strategies for
students
identified as
below basic. We
anticipate that
PSSA scores
will improve in
reading and
writing by 1%
each year of this
special
education plan.
We anticipate
an annual
increase of 1%
in the number of
special
education
students scoring
proficient on the
reading and
writing sections
of the PSSA.
2011-2012 PATTAN Parent, New Staff, On-site Training with We anticipate

Staff, IU
Staff, Higher
Education
Staff
2011-2012 PATTAN
Staff, IU
Staff, Higher
Education
Staff
2010-2011 Kurzweil
software training will be
conducted during a two
day workshop. The
goal of this workshop is
to introduce and train
staff on how to best
use Kurzweil to support
student learning.
Kurzweil
software
trainer
Paraprofessional, Guided Practice, an annual
Instructional Staff, Workshops with Joint increase of 1%
Administrative Staff Planning Periods,
Conferences,
College/University
provided courses
in the number of
special
education
students scoring
proficient on the
reading and
writing sections
of the PSSA.
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff
Parent,
Paraprofessional,
Administrative
Staff, Related
Service Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences,
Distance Learning,
College/University
provided courses
On-site Training with
Guided Practice
We anticipate
an annual
increase of 1%
in the number of
special
education
students scoring
proficient on the
reading and
writing sections
of the PSSA.
Kurzweil
instructional
support
software will
help identified
learning support
students
increase
reading skills as
demonstrated
by an increase
of 1%
proficiency
score on the
2010-2011
PSSA data.
Topic: Math: Students with disabilities will demonstrate growth toward
meeting PA academic standards for Math.
Anticipated Training
Dates
2011-2014 - Trainings
will be scheduled inservice
days during
each school year.
Trainings shall be
designed to equip
educational staff with
the knowledge and
Training
Partners
Training
Participants and
Audience
PATTAN New Staff,
Staff, IU Paraprofessional,
Staff, Higher Instructional Staff,
Education Administrative Staff
Staff,
Conferences,
workshops,
graduate
Training Format
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups,
College/University
coursework and
Evidence of
Results
The K-12
general and
special
education staff
will utilize the
PSSA results to
modify
instructional

skills necessary to level
meet individual learning coursework
needs and improve
student achievement in
relation to state
standards within the
general classroom and
curriculum to the
maximum extent
appropriate. Training
topics shall include, but
are not limited to:
Differentiated
Instruction, Best
Practices in Inclusion,
Team-Teaching
Techniques, Evidence-
Based Instructional
Strategies and
Research-Based
Interventions. Staff will
be afforded
opportunities to
explore/pursue
additional training
opportunities via
conferences/workshops
when/where available.
Graduate level courses
will continue to be a
source for personnel
development as well.
2011-2012 PATTAN New Staff,
Staff, Higher Paraprofessional,
Education
Staff,
Instructional Staff,
Administrative
Conferences, Staff, Related
workshops, Service Personnel
graduate
level
coursework
2012-2013 PATTAN New Staff,
Staff, Higher Paraprofessional,
Education
Staff,
Instructional Staff,
Administrative
Conferences, Staff, Related
workshops, Service Personnel
graduate
level
coursework
technical training.
strategies for
students
identified as
below basic. We
anticipate that
PSSA scores
will improve in
mathematics by
1% each year of
this special
education plan.
On-site Training with We anticipate
Guided Practice, an annual
Workshops with Joint increase of 1%
Planning Periods, in the number of
Conferences, Study special
Groups,
education
College/University students scoring
coursework and proficient on the
technical training. mathematics
sections of the
PSSA.
On-site Training with We anticipate
Guided Practice, an annual
Workshops with Joint increase of 1%
Planning Periods, in the number of
Conferences, Study special
Groups, Distance education
Learning,
students scoring
College/University proficient on the
coursework and mathematics
technical training. sections of the
PSSA.
2013-2014 IU Staff, New Staff, On-site Training with We anticipate

Higher Paraprofessional,
Education Instructional Staff,
Staff, Administrative
Conferences, Staff, Related
workshops, Service Personnel
graduate
level
coursework
Guided Practice, an annual
Workshops with Joint increase of 1%
Planning Periods, in the number of
Study Groups, special
Distance Learning, education
College/University students scoring
coursework and proficient on the
technical training. mathematics
sections of the
PSSA.
Qualified Staff
Reflections
There are currently no reflections selected for this section.
Base Line Data
All teachers are certified and highly qualified via additional content area certification, the Bridge,
and/or HOUSSE. All paraprofessionals meet the minimum state requirements and are engaged in
continuous improvement.
Personnel Development Activities
Topic: AUTISM: Students with disabilities will be provided services by an
adequate supply of personnel with the knowledge and skills necessary to
meet their needs
Anticipated
Training
Dates
Training
Partners
Training Participants
and Audience
2011-2014 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
Higher
Education
Staff, District
employees
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Training Format
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning, Joint
planning time
Evidence of
Results
Students will
receive direct
instruction from
district staff,
related service
providers, and
staff from
neighboring
districts or other
agencies to meet
the recommended
needs of the
students with
IEPs. Professional
development will
be provided as
needed to staff to
maintain their
certification and

2011-2014 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
Higher
Education
Staff, District
employees
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning, Joint
planning periods
highly qualified
status.
Students will
receive direct
instruction from
district staff,
related service
providers, and
staff from
neighboring
districts or other
agencies to meet
the recommended
needs of the
students with
IEPs. Professional
development will
be provided as
needed to staff to
maintain their
certification and
highly qualified
status.
Topic: ROLE OF PARAEDUCATOR/HIGHLY QUALIFIED TEACHER:
Students with disabilities will be provided services by an adequate supply
of personnel with the knowledge and skills necessary to meet their needs.
Anticipated
Training
Dates
Training
Partners
Training Participants
and Audience
Training Format
Evidence of
Results
2011-2014 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
Higher
Education
Staff
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups
The district will
continue to
provide a wide
variety of
professional
development
opportunities for
the special
education staff to
meet the
requirements of
highly qualified
teachers and
paraeducators in
accordance with
NCLB. The district
plans to maintain
our 100% level of
highly qualified
teachers and
trained

2011-2012 PATTAN
Staff, IU Staff
2012-2013 PATTAN
Staff, IU Staff
2013-2014 PATTAN
Staff, IU Staff
New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
paraprofessionals.
The district will
continue to
provide a wide
variety of
professional
development
opportunities for
the special
education staff to
meet the
requirements of
highly qualified
teachers and
paraeducators in
accordance with
NCLB. The district
plans to maintain
our 100% level of
highly qualified
teachers and
trained
paraprofessionals.
The district will
continue to
provide a wide
variety of
professional
development
opportunities for
the special
education staff to
meet the
requirements of
highly qualified
teachers and
paraeducators in
accordance with
NCLB. The district
plans to maintain
our 100% level of
highly qualified
teachers and
trained
paraprofessionals.
The district will
continue to
provide a wide
variety of
professional
development
opportunities for
the special
education staff to
meet the

equirements of
highly qualified
teachers and
paraeducators in
accordance with
NCLB. The district
plans to maintain
our 100% level of
highly qualified
teachers and
trained
paraprofessionals.
Transition/Post School Outcomes
Reflections
There are currently no reflections selected for this section.
Base Line Data
The Sayre Area School District schedules a transition meeting with the parents of in-coming
school age students from Early Intervention Programs. We conduct assessments to determine if
the child continues to require special education services within a school-age program. The IEP
team prepares an IEP for each student to insure a successful transition.
The Sayre Area School District is committed to achieving 90% graduation rates over the next five
consecutive years. The District has developed a positive approach to dropout prevention. This
plan was created in the Fall of 2010 and implementation began 1/1/2011. A team of dedicated
stakeholders meet each month to determine appropriate intervention strategies for at-risk
students. With the implementation of this dropout prevention program, Sayre Area School District
is committed to increasing the graduation rate to meet the 90% goal in 2016. The District is
confident that the increase in inclusion support and transition services will also help students be
successful in graduating from high school.
Personnel Development Activities
Topic: TRANSITION: Students with disabilities will demonstrate increased
ability to successfully make the transitions to school age programs, to
work, to post-secondary education and/or adult living.
Anticipated
Training
Dates
Training
Partners
2010-2011 PATTAN
Staff, IU Staff
Training Participants
and Audience
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff
Training Format
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
Evidence of
Results
The Sayre Area
School District is
striving to achieve
90% graduation
rates over the next
five consecutive
years. We intend

2011-2012 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
Higher
Education
Staff
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
to improve upon
our inclusion and
transition services
to insure that our
graduate rates
reflect our efforts
to meet the
educational needs
of all students. To
accomplish this
goal the district
intends to guide
students toward
advanced
educational
programs,
employment, or
independent living
skills in
anticipation of a
1% increase in
employment and
post-secondary
enrollments. The
district is striving
to decrease the
drop out rate by
2.5% annually.
The Sayre Area
School District is
striving to achieve
90% graduation
rates over the next
five consecutive
years. We intend
to improve upon
our inclusion and
transition services
to insure that our
graduate rates
reflect our efforts
to meet the
educational needs
of all students.
The District has
identified this as
area that needs to
be improved and
has implemented
in dropout
prevention
program in 2010-
2011. In addition,
Sayre intends to
guide students

2012-2013 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
Higher
Education
Staff
Instructional Staff,
Administrative Staff,
Related Service
Personnel
2013-2014 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
Higher
Education
Staff
Instructional Staff,
Administrative Staff,
Related Service
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
toward advanced
educational
programs,
employment, or
independent living
skills in
anticipation of a
1% increase in
employment and
post-secondary
enrollments. The
district is striving
to decrease the
drop out rate by
2.5% annually.
The Sayre Area
School District is
striving to achieve
90% graduation
rates over the next
five consecutive
years. We intend
to improve upon
our inclusion and
transition services
to insure that our
graduate rates
reflect our efforts
to meet the
educational needs
of all students. To
accomplish this
goal the district
intends to guide
students toward
advanced
educational
programs,
employment, or
independent living
skills in
anticipation of a
1% increase in
employment and
post-secondary
enrollments. The
district is striving
to decrease the
drop out rate by
2.5% annually.
The Sayre Area
School District is
striving to achieve
90% graduation
rates over the next

Personnel
Groups, Distance
Learning
five consecutive
years. We intend
to improve upon
our inclusion and
transition services
to insure that our
graduate rates
reflect our efforts
to meet the
educational needs
of all students. To
accomplish this
goal the district
intends to guide
students toward
advanced
educational
programs,
employment, or
independent living
skills in
anticipation of a
1% increase in
employment and
post-secondary
enrollments. The
district is striving
to decrease the
drop out rate by
2.5% annually.
Topic: Transition: Parents, and students with disabilities are provided with
opportunities to participate in Transition Council meetings, College
Exploration Programs, Employment/Career Fairs, and Mentoring programs
to increase knowledge of factors pertinent to a successful transition to
adult life.
Anticipated
Training
Dates
Training
Partners
Training Participants
and Audience
Training Format
Evidence of
Results
2010-2011 IU Staff,
Community
based
employers,
trainers, and
agency
personnel.
Parent, New Staff,
Instructional Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups
The district
anticipates a 1%
increase in
students obtaining
employment or
enrollment in postsecondary
programs. We
anticipate a 1%
decrease in the
drop out rate. We
plan to accomplish

these goals by
scheduling at least
three transition
meetings per year,
scheduling college
exploration events,
career fairs, and
ongoing mentoring
opportunities for
students with
disabilities, and
parents. We will
evaluate the
effectiveness of
these strategies by
monitoring
attendance at
trainings, soliciting
student feedback
regarding career
awareness
activities, and
evaluating training
content.
2011-2012 IU Staff,
Community
based
employers,
trainers, and
agency
personnel.
Parent, New Staff,
Instructional Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups
The district
anticipates a 1%
increase in
students obtaining
employment or
enrollment in postsecondary
programs. We
anticipate a 1%
decrease in the
drop out rate. We
plan to accomplish
these goals by
scheduling at least
three transition
meetings per year,
scheduling college
exploration events,
career fairs, and
ongoing mentoring
opportunities for
students with
disabilities, and
parents. We will
evaluate the
effectiveness of
these strategies by
monitoring
attendance at
trainings, soliciting
student feedback

20112-2013 IU Staff,
Higher
Education
Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Related Service
Personnel
2013-2014 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
Higher
Education
Staff
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
regarding career
awareness
activities, and
evaluating training
content.
The district
anticipates a 1%
increase in
students obtaining
employment or
enrollment in postsecondary
programs. We
anticipate a 1%
decrease in the
drop out rate. We
plan to accomplish
these goals by
scheduling at least
three transition
meetings per year,
scheduling college
exploration events,
career fairs, and
ongoing mentoring
opportunities for
students with
disabilities, and
parents. We will
evaluate the
effectiveness of
these strategies by
monitoring
attendance at
trainings, soliciting
student feedback
regarding career
awareness
activities, and
evaluating training
content.
The district
anticipates a 1%
increase in
students obtaining
employment or
enrollment in postsecondary
programs. We
anticipate a 1%
decrease in the
drop out rate. We
plan to accomplish
these goals by
scheduling at least

three transition
meetings per year,
scheduling college
exploration events,
career fairs, and
ongoing mentoring
opportunities for
students with
disabilities, and
parents. We will
evaluate the
effectiveness of
these strategies by
monitoring
attendance at
trainings, soliciting
student feedback
regarding career
awareness
activities, and
evaluating training
content.
Topic: Transition: Effective Transition Plan development by IEP teams to
ensure 100% compliance with Indicator 13. Present IEP data reflects that all
students of transition age have the required transition services completed
in their IEP.
Anticipated
Training
Dates
Training
Partners
Training Participants
and Audience
2010-2011 PATTAN Parent, New Staff,
Staff, IU Staff, Paraprofessional,
District
employees
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Training Format
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
Evidence of
Results
Students with
disabilities will
have a
comprehensive
Transition Plan as
a component of
their IEP. The
transition plan will
be 100%
compliant with
Indictor 13. The
Summary of
Performance
forms will serve as
a resource to the
student in the next
endeavor
(postsecondary
education,
competitive
employment, and
or independent

2011-2012 PATTAN
Staff, IU Staff
2012-2013 PATTAN
Staff, IU Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Related Service
Personnel
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
living). The district
intends to achieve
this goal via the
training special
education staff.
Students with
disabilities will
have a
comprehensive
Transition Plan as
a component of
their IEP. The
transition plan will
be 100%
compliant with
Indictor 13. The
Summary of
Performance
forms will serve as
a resource to the
student in the next
endeavor
(postsecondary
education,
competitive
employment, and
or independent
living). The district
intends to achieve
this goal via the
training special
education staff.
Students with
disabilities will
have a
comprehensive
Transition Plan as
a component of
their IEP. The
transition plan will
be 100%
compliant with
Indictor 13. The
Summary of
Performance
forms will serve as
a resource to the
student in the next
endeavor
(postsecondary
education,
competitive
employment, and
or independent
living). The district

2013-2014 PATTAN
Staff, IU Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups
intends to achieve
this goal via the
training special
education staff.
Students with
disabilities will
have a
comprehensive
Transition Plan as
a component of
their IEP. The
transition plan will
be 100%
compliant with
Indictor 13. The
Summary of
Performance
forms will serve as
a resource to the
student in the next
endeavor
(postsecondary
education,
competitive
employment, and
or independent
living). The district
intends to achieve
this goal via the
training special
education staff.
Behavior Support Services
Reflections
Legacy Dataview 1575
Last Modified:
Subgroups continue to make AYP. Below Basic Category can be improved upon across
the board. A high number of students have scored in the Proficient and Advanced
categories.
Legacy Dataview 1576
Concern Last Modified:
Reduce the number of students with an IEP who are scoring in the below basic and basic
categories.
Legacy Dataview 1768
Strength Last Modified:

Sayre offers an incredible amount of activities for students to improve their all-round
character. It seems impossible that a student would not find some area to excel.
Summarized School District Policy
The Sayre Area School District adopted a behavior management policy in compliance with
Pennsylvania State Board of Education Regulations Chapter 14, Section 14.36 and the
Pennsylvania Department of Education standards Chapter 343, Section 342.36. The behavior
management policy advocates the use of a three tier hierarchical model based upon the best
practices cited in professional literature. The first level of the hierarchical model includes the
implementation of effective classroom management strategies. The second level includes specific
interventions designed for individual students. Individual behavior management plans
are specifically designed for students with disabilities. The third level requires that the IEP team
meet to discuss and revise the current behavior management plan. The IEP team further
discusses the breath and depth of supplemental aides and services required to support the
student within general and special education settings.
For students identified with emotional or behavioral needs which are impeding his/her learning or
disrupts the learning of others, a functional behavioral analysis will be completed and positive
behavioral support plan will be developed. In addition, students may be supported within the
general education setting at SASD given itinerant emotional support service and/or social work
services weekly. These are newly provided services contracted by IU #17 as of 2009 and have
demonstrated success with many of our identified and non-identified students who have these
needs.
Personnel Development Activities
Topic: The Sayre Area School District is committed to working
collaboratively with agencies in support of students with emotional and
behavioral needs. We welcome and accommodate behavioral health
support staff and mobile therapists within our elementary schools and high
school. We seek to train and transfer skills to our staff for the purpose of
maintaining consistency in the implementation of positive behavioral
supports. In addition, the itinerant emotional support teacher and school
social worker also provide supports to students and staff.
Anticipated
Training
Dates
Training
Partners
2011-2014 PATTAN
Staff, IU Staff
Training Participants
and Audience
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Training Format
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
Evidence of
Results
The Sayre Area
School District will
continue to
collaborate with
local agencies with
regard to schoolbased
behavioral
health services.
We expect to
maintain active
participation in the
collaborative

2011-2012 PATTAN
Staff, IU Staff
2012-2013 PATTAN
Staff, IU Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
process. We
anticipate a 2%
increase in the
number of
emotionally
disturbed students
that will be
educated within
the home school
district.
The Sayre Area
School District will
continue to
collaborate with
local agencies with
regard to schoolbased
behavioral
health services.
We expect to
maintain active
participation in the
collaborative
process. We
anticipate a 2%
increase in the
number of
emotionally
disturbed students
that will be
educated within
the home school
district.
The Sayre Area
School District will
continue to
collaborate with
local agencies with
regard to schoolbased
behavioral
health services.
We expect to
maintain active
participation in the
collaborative
process. We
anticipate a 2%
increase in the
number of
emotionally
disturbed students
that will be
educated within
the home school
district.
2013-2014 PATTAN Parent, New Staff, On-site Training with The Sayre Area

Staff, IU Staff Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
School District will
continue to
collaborate with
local agencies with
regard to schoolbased
behavioral
health services.
We expect to
maintain active
participation in the
collaborative
process. We
anticipate a 2%
increase in the
number of
emotionally
disturbed students
that will be
educated within
the home school
district.
Topic: The Sayre Area School District has supported the training of
professional and paraprofessional staff in the implementation of nonviolent
crisis intervention techniques. Staff members are training in deescalation
techniques such as "calm-down stop and think", "deep
breathing", and "counting backwards". Our counselors work individually
with students to engage in the problem solving process and peer
mediation. The IEP teams consult with behavior specialists, behavioral
health providers, and school counselors to support students within
disabilities in all school environments.
Anticipated
Training
Dates
Training
Partners
2010-2011 PATTAN
Staff, IU Staff
Training Participants
and Audience
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Training Format
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
Evidence of
Results
The Sayre Area
School District
intends to continue
providing staff with
training in nonviolent
crisis
intervention and
de-escalation
techniques. We
anticipate a 2%
decrease in the
number of
disciplinary
referrals for
students with
IEPs.

2011-2012 PATTAN
Staff, IU Staff
2012-2013 PATTAN
Staff, IU Staff
2013-2014 PATTAN
Staff, IU Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences
The Sayre Area
School District
intends to continue
providing staff with
training in nonviolent
crisis
intervention and
de-escalation
techniques. We
anticipate a 2%
decrease in the
number of
disciplinary
referrals for
students with
IEPs.
The Sayre Area
School District
intends to continue
providing staff with
training in nonviolent
crisis
intervention and
de-escalation
techniques. We
anticipate a 2%
decrease in the
number of
disciplinary
referrals for
students with
IEPs.
The Sayre Area
School District
intends to continue
providing staff with
training in nonviolent
crisis
intervention and
de-escalation
techniques. We
anticipate a 2%
decrease in the
number of
disciplinary
referrals for
students with
IEPs.
Topic: BEHAVIOR SUPPORT: Students with disabilities will interact with
others in their school environment in an effective manner so that their
behavior does not impede their learning or the learning of others. The
Sayre Area School District acknowledges the necessity for positive

ehavioral support within both the elementary and high school settings.
We are committed to providing up-to-date training and guidance for all
professionals, paraprofessionals, and parents.
Anticipated
Training
Dates
Training
Partners
Training Participants
and Audience
Training Format
Evidence of
Results
2011-2014 PATTAN
Staff, IU Staff
2011-2012 PATTAN
Staff, IU Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
We will provide
ongoing
professional
development
training in the
utilization of
appropriate
behavioral
interventions. As a
result of
appropriate
beahvioral
interventions used
by staff, we
anticipate that the
suspension rate
for students with
IEP's will decrease
by 2% annually. In
addition, we
anticipate the
number of
students identified
as emotionally
disturbed will
remain at or below
the state average.
The school district
will utilize positive
behavioral
supports to reduce
the number of
referrals by 2%
each year over the
next three years.
We will provide
ongoing
professional
development
training in the
utilization of
appropriate
behavioral
interventions. As a
result of
appropriate

2012-2013 PATTAN
Staff, IU Staff
2013-2014 PATTAN
Staff, IU Staff
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
Parent, New Staff,
Paraprofessional,
Instructional Staff,
Administrative Staff,
Related Service
Personnel
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
On-site Training with
Guided Practice,
Workshops with Joint
Planning Periods,
Conferences, Study
Groups, Distance
Learning
beahvioral
interventions used
by staff, we
anticipate that the
suspension rate
for students with
IEP's will decrease
by 2% annually. In
addition, we
anticipate the
number of
students identified
as emotionally
disturbed will
remain at or below
the state average.
We will provide
ongoing
professional
development
training in the
utilization of
appropriate
behavioral
interventions. As a
result of
appropriate
beahvioral
interventions used
by staff, we
anticipate that the
suspension rate
for students with
IEP's will decrease
by 2% annually. In
addition, we
anticipate the
number of
students identified
as emotionally
disturbed will
remain at or below
the state average.
We will provide
ongoing
professional
development
training in the
utilization of
appropriate
behavioral
interventions. As a
result of
appropriate
beahvioral

interventions used
by staff, we
anticipate that the
suspension rate
for students with
IEP's will decrease
by 2% annually. In
addition, we
anticipate the
number of
students identified
as emotionally
disturbed will
remain at or below
the state average.
Topic: Behavior Support: The Sayre Area School District recognizes the
need for improvement of collecting data and creating functional
behvavioral reports and positive behavior plans. The school psychologist
will attend training on data collection and FBA development conducted by
IU #17 behavioral consultants.
Anticipated
Training
Dates
Training
Partners
Training Participants
and Audience
Training Format
2011-2012 IU Staff Administrative Staff On-site Training with
Guided Practice,
Conferences
Evidence of
Results
All of our school
psychologist will
successfully
complete FBA
training at the
BLaST IU#17
office to be
completed by
January 2012.
This training will
support the district
in having trained
professionals to
conduct FBAs and
train teachers in
the development
of FBAs and PBS
plans.
Interagency Collaboration (11 P.S. §875.304)
Ensuring FAPE/Hard to Place Students
Students with disabilities are educated in the least restrictive environment and may be
placed in settings other than the regular education class when the nature or severity of

the student’s disability is such that education in the regular education class with the use
of appropriate supplementary aids and services cannot be achieved satisfactorily. The
IEP team for a student with disabilities shall develop a positive behavior support plan if
the student requires specific intervention to address behavior that interferes with learning.
The identification, evaluation, and plan or program shall be conducted and implemented
in accordance with state and federal law and regulations.
Sayre Area School District uses a multi-disciplinary team approach to identifying the
needs of students with special needs. FAPE is ensured fo "hard to place" students by
accessing all resources available through the district and at times, outside agencies and
the IU.
Currently, students with emotional disturbance as an identification and need for support,
are either supported through the district's contract with the IU for itinerant emotional
support or through a neighboring school district which provides full-time emotional
support at their district. In addition, some students who needs are greater than what can
be provided for at the district level, may get ES through the partial hospitalization
program with education being provided by the IU.
Students with autism have also been hard to place. The majority of students with Autism
from Sayre Area School District are provided FAPE through IU based programs or a local
school district which offers AS as a full-time placement.
All of these decisions are made considering LRE first and balancing the needs of the
students as well as the teams consensus for providing FAPE in an environment best
suited for hard to place students.
.

Program Profile
Change
Type
OPR Location /
Building
Name
SD Snyder
Elementary
School
SD Sayre High
School
SD Sayre High
School
SD Sayre High
School
SD Sayre High
School
SD Sayre High
School
SD Sayre High
School
SD Snyder
Elementary
School
SD Snyder
Elementary
School
SD Snyder
Elementary
School
SD Sayre Area
Jr.-Sr. High
Building
Grade
Building
Type
Type of
Support
Type of
Service
Low High Caseload Teacher
Age Age
FTE
E GE I SLS 5 12 46 0.80
S GE I SLS 13 18 12 0.20
S GE S LS 16 20 11 1.00
S GE S LS 12 16 13 1.00
S GE I LS 13 17 15 1.00
S GE I LS 15 19 15 1.00
S GE I LS 12 15 9 1.00
E GE I LS 5 8 15 1.00
E GE I LS 7 10 12 1.00
E GE S LS 9 12 12 1.00
S GE I LS 12 19 17 1.00

Change OPR Location /
Type Building
Name
School
SD Snyder
Elementary
School
SD Litchfield
Elementary
School
SD Snyder
Elementary
IU
IU
IU
Snyder
Elementary
Litchfield
Elementary
Sayre Area
Jr-Sr High
School
SD SRU Middle
School
Building
Grade
Building
Type
Type of
Support
Type of
Service
Low High Caseload Teacher
Age Age
FTE
E GE I LS 10 12 11 1.00
E GE I LS 8 11 17 1.00
E GE I LS 9 12 9 1.00
E GE I DHIS 5 21 1 0.25
E GE I BVIS 5 21 1 0.25
JS GE I ES 12 21 10 0.20
S GE S LSS 11 15 1 0.13
SD Lynch Bustin E GE S ES 6 10 10 0.20
Elementary
School
IU
IU
IU
IU
Sayre Area
Jr-Sr High
School
Snyder
Elementary
Litchfield
Elementary
Snyder
Elementary
School
Support Staff (District)
School District: Sayre Area SD
JS GE I ES 12 21 10 0.18
E GE I ES 5 12 10 0.18
E GE I BVIS 5 17 2 0.10
E GE I DHIS 5 21 4 0.27
ID OPR Title Location FTE
- SD Personal Care Assistant Snyder Elementary School 1.00
- SD Personal Care Assistant Snyder Elementary School 1.00
- SD Personal Care Assistant Snyder Elementary School 1.00
- SD Personal Care Assistant Snyder Elementary School 1.00
- SD Personal Care Assistant Snyder Elementary School 1.00
- SD Personal Care Assistant Snyder Elementary School 1.00
- SD Instructional Assistant Snyder Elementary School 1.00

- SD Instructional Assistant Sayre High School 1.00
- SD Personal Care Assistant Sayre High School 1.00
- SD Personal Care Assistant Sayre High School 1.00
- SD Personal Care Assistant Sayre High School 1.00
- SD Personal Care Assistant Sayre High School 1.00
- SD Personal Care Assistant Sayre High School 1.00
- SD Special Education Secretary District 1.00
- SD School Psychologist District 1.00
Contracted Support Services
ID IU / Agency Title / Service Amount of Time
per Week
- BLAST IU 17 Physical Therapy 60 Minutes
- Sensational Kids Occupational and Physical Therapy 5 Days
- Northern Tier Career Center Vocational Training 5 Days
- Serve, Inc. Vocational Training 5 Days
- Penn York Opportunities Vocational Training 5 Days
- BLAST IU 17 School Social Work Services 2 Days
- BLAST IU 17 School Psychological Services 3 Days
- Futures Community Support
Services
Non-traditional placements
- Towanda Memorial Hospital Physical therapy, occupational therapy,
and speech therapy
5 Days
5 Hours

Assurance for the Operation of Special Education Services and
Programs
School Years: 2014 - 2017
The Sayre Area SD within BLaST IU 17 assures that the school district will comply with the
requirements of 22 Pa. Code Chapter 14 and with the policies and procedures of PDE. PDE will
specify, in writing, policies and procedures to be followed. Requests for any deviations from these
regulations, standards, policies, and procedures must be made in writing to PDE. The school
district understands that special education reports will be approved by PDE in accordance with
the following criteria as set forth in 22 Pa. School Code § 14.104:
1. There are a full range of services, programs and alternative placements available to the
school district for placement and implementation of the special education programs in the
school district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special
education residing within the school district"s jurisdiction. Child find data is collected,
maintained, and used in decision-making. Child find process and procedures are
evaluated for its effectiveness. The school district implements mechanisms to
disseminate child find information to the public, organizations, agencies, and individuals
on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and nonacademic
programs and activities to the maximum extent appropriate in accordance with
an Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special
Education"s report revision notice process.
5. The school district follows the state and federal guidelines for participation of students
with disabilities in state and district-wide assessments including the determination of
participation, the need for accommodations, and the methods of assessing students for
whom regular assessment is not appropriate.
6. The school district assures the Pennsylvania Department of Education that funds
received through participation in the medical assistance reimbursement program,
ACCESS, will be used to enhance or expand the current level of services and programs
provided to students with disabilities in this local education agency.
This assurance must be signed by the School Board President and the Superintendent for
the school district to operate services and programs.
_________________________ __________ _________________________ __________
Board President Date Superintendent Date