Special Education in Coatesville

The purpose in writing this piece is to provide further insight on where the district’s special education program was in the past, is currently at present, and what it could look like in the future.

At one time, there were programs in place throughout the district that met the needs of the students who had Individualized Education Plans (IEP). These programs required more support, structure, and training, than a typical learning support environment. The programs I am referring to are the Autistic, Emotional, and Life Skills Support.

PAST:

The Autistic Support (AS) program started in the elementary level at Friendship and Rainbow. Each building consisted of two Autistic Support teachers who were divided by grade level, K-2nd and 3rd-5th, who provided direct academic and social skills instruction. Students within these classrooms were also supported by a classroom aide and if deemed necessary, a 1:1 paraprofessional. Where appropriate, students within this program were included for electives and academics with their neurotypical peers. Students eventually filtered into Scott Middle School where there was one Autistic Support class and finally reaching the Campus where there were two Autistic Support classrooms, one in each building. The secondary programs (middle and high school) functioned the same as the elementary classes in regards to classroom support (paraprofessionals). Throughout the programming, students received either itinerant or supplemental support services based on their individual needs. As part of the social skills classes, students went into the community to practice and generalize the skills they were previously taught. Over the years, Mental Health Specialists were assigned to work with the classes as an additional support in helping the students develop appropriate social and self-regulation skills. The specialist provided direct explicit instruction in a whole group lesson or if needed, on an individual basis. In addition to receiving academic and social skills instructions, students also received transition instruction, support, and services. Transition instruction looks vastly different at every level; it included, but was not limited to; working around the school, participating in non-paid work crews with a job trainer, or even running a mini business.

*There was a point in time, that many families were moving into the district due to the structure and success of the Autistic support programming K-12. Much credit goes towards the teachers and support teams, but we all know it truly takes a village to educate a child. It is the support from therapists (mental, speech, occupational, and physical), administrators, guidance counselors, general education teachers, and secretaries, who can influence the growth a child.

The Life Skills program was one of the longest running programs in the district. This program provided student instruction in the areas of functional academics, daily living skills, social skills, and transitional skills. The Life Skills classes were housed in Friendship (2), South Brandywine (1), the 9/10 Center (1), and the 11/12 Building (1). The programs in their respective buildings were tailored to meet the needs of the children. The classes were staff with a teacher, a classroom paraprofessional, and 1:1 paraprofessional(s) if deemed necessary by the IEP team. Students participating in this program were taught the necessary skills to live independently as well as developing occupational and vocational skills in order to maintain supported and/or competitive employment. At the transition age, students had the opportunity to participate in a non-paid work experience with local employers with assistance from a job trainer. The older a student became the more chances there were for he/she to work 4-5 days a week, with a job trainer, and gain employable skills. Students also received community-based instruction where they practiced travel training, community safety, shopping, dining out, and explored community services.

The Emotional Support Program began at Reeceville Elementary, students than transitioned to North Brandywine, and finally to the Campus. This program supported students who had a higher level of behavioral needs impeding his/her learning. Each classroom had a classroom paraprofessional and based on the individual need of the child, possibly a 1:1 paraprofessional. Students in this program had a Functional Behavioral Assessment conducted in order to develop the Positive Behavior Support Plan. There were classroom and behavioral incentives the students could earn based on their progress. Mental Health Specialist also supported the students in these classes. The specialist delivered whole group lessons and/or individual sessions, based on the need of the child.

PRESENT:

Over the past few years, the district has slowly removed the types of classes mentioned above and it appears the specific programming for the students no longer exists. Students are not receiving adequate services therefore, their needs are not being properly met. From the 2014-2015 school year through the 2017-2018, there has been a 19.3% increase in the number of students receiving itinerant level of supports. There was approximately a 9%-10% increase each year, starting in the 2015-2016 school year. With the removal of the Autistic, Emotional, and Life Skills programs, students have been mainstreamed into the general education classes with limited supports. Schools are using a pull out method that can be defined as taking a student out of the regular classroom and providing instruction in a smaller setting. Ultimately, this type of program is ideal for some students. However, for the student(s) with a higher-level of need, that require a more intensive and structured environment this method is not as favorable and a child may not demonstrate meaningful progress.

FUTURE: We are Coatesville proud! Let us start by educating as many of our own students as possible in district.

(Page 13, in the Special Education Strategic Plan) Section titled, Least Restrictive Environment Facilities, 21 students are being educated in a Multiple Disabilities Support program at the Child and Career Development Center.

Possible Action Plan: Coatesville should consider opening an in district Multiple Disabilities program. To start this type of program can be very expensive, but the long-term outcome has many advantages and can potentially save the district money.

(Page 13, same section as listed above) 20 students are being educated in the Life Skills Support program at the Child and Career Development Center.

Possible Action Plan: Bring back the Life Skills program to CASD and review the IEP’s of the students receiving services at the CDC. Can the students be educated in their home district? Are there enough supports and services currently in place?

(Through-out pages 13-15) There are students receiving Autistic Support services at various private schools.

Possible Action Plan: Bring back the Autistic Support program to CASD and review the student’s IEPs to determine if his/her needs can be met in district. Another option, based on the child’s needs, would be to develop a Verbal Behavior Autistic Support classroom. This is currently a PATTAN initiative and local school districts have already began implementing this type of specialized programming.

-Written By Special Educator