Pennsylvania Fellowship Program (PFP) 2022-2023
Multiple locations
Session Dates
Tuesday September 27, 2022 10:30 AM - 5:00 PM - Hilton Garden Inn; State College
Wednesday September 28, 2022 8:30 AM - 3:00 PM - Hilton Garden Inn; State College
Wednesday November 02, 2022 12:30 PM - 3:45 PM - Webinar
Thursday November 03, 2022 8:30 AM - 11:45 AM - Webinar
Wednesday December 14, 2022 8:30 AM - 11:45 AM - Webinar
Tuesday January 24, 2023 8:30 AM - 11:45 AM - Webinar
Tuesday February 28, 2023 1:00 PM - 4:15 PM - Hershey Lodge and Convention Center
Wednesday March 01, 2023 8:00 AM - 11:45 AM - Hershey Lodge and Convention Center
Tuesday May 16, 2023 12:30 PM - 3:45 PM - Webinar
Wednesday May 17, 2023 8:30 AM - 11:45 AM - Webinar
Closed
The Pennsylvania Fellowship Program (PFP) for Special Education Leaders is a customized, year-long professional development opportunity for special education administrators interested in developing their knowledge and skills of special education. “Fellows” are engaged in learning, networking, and mentoring opportunities designed to enhance their capacity and promote effective programming to ensure success for all students with disabilities. The PFP is designed specifically for special education leaders with three or less years of experience in their current role. Upon completion of the program, Fellows will have an enhanced understanding of Pennsylvania resources, practices, and procedures to implement effective programming that will lead to success for all students with Individualized Education Programs (IEPs). Through participation in this program, PFP Special Education Leaders have continual opportunities to develop a sustainable network of collaborative relationships from across the Commonwealth.
Objectives
Day 1: Creating Your Special Education Program Landscape
Participants will be able to…
1. Identify attributes that attracted them to the field of education/special education
2. Describe the program landscape of special education within their LEA
3. Compare and contrast data found within the LEA's Special Education Data Report (SEDR) to statewide data
4. Describe key leadership skills that advance the stewardship of resources for the benefit of students with disabilities
Day 2: Building an Effective Special Education Infrastructure
Participants will be able to…
1. Engage in system’s level analysis to organize fluid and proactive programming within
special education
2. Explain the relationship between IDEA and Chapter 14
3. Examine key landmark cases that defined federal and state special education legislation
4. Discuss and prioritize compliance and “best practice” strategies regarding drafting quality IEPs
5. Engage in discussion surrounding the attraction, preparation, and retention efforts of special education personnel and identify possible solutions
Day 3: Tapping Pennsylvania’s Special Education Resources
Participants will be able to…
1. Identify resources and supports available through the Office of Dispute Resolution
(ODR) to enhance programming for students with disabilities
2. Identify the fiscal responsibilities associated with the role of the special education administrator, including placements in Approved Private Schools (APS)
3. Identify the available resources to enhance professional development needs and special education programming
4. Review and highlight components of the Special Education Plan as part of the
Comprehensive Plan Portal
Day 4: Fostering High Expectations While Presuming Competence
Participants will be able to…
1. Examine the state assessment requirements regarding students with disabilities noting the specific eligibility criteria for the Pennsylvania Alternate System of Assessment (PASA)
2. Define presumed competence and identify LEA specific examples of its use and/or
opportunities for implementation
3. Examine the state assessment requirements regarding students with disabilities noting the specific eligibility criteria for the Pennsylvania Alternate System of Assessment (PASA)
4. Review and discuss Early Intervention transition to school age processes and procedures
Day 5: Navigating the Least Restrictive Environment to Ensure Equitable Practices
Participants will be able to…
1. Calculate and interpret LRE at both the district and student level
2. Examine the criteria for determining eligibility for Extended School Year (ESY) and the documentation needed to support compliance
3. Outline the LEA’s continuum of services to identify possible gaps and design potential solutions
Day 6:Programming Considerations for Secondary Transition
Participants will be able to…
1. Review and analyze pertinent case law pertaining to Secondary Transition
2. Discuss the requirements of Every Student Succeeds Act (ESSA) and Career Readiness using the Career Education Work (CEW) Mapping Tool
3. Identify Secondary Transition resources and apply to individual LEAs
Day 7: Using Collaborative Team Structures
Participants will be able to…
1. Describe components of organizational structures that support inclusive education
2. Assess the LEA’s policies and procedures through the lens of fostering equitable
partnerships with families and communities
3. Identify the critical role that collaborative efforts hold for all stakeholders
4. Engage in reflective and intentional opportunities to evaluate equitable practices from a systemic lens
5. Review and discuss the national and state perspectives for professional and ethical
codes of conduct for educators
Day 8: Program Considerations for Students with Low Incidence Disabilities- Specialty Cafe
Participants will be able to…
1. Examine Alternative Education for Disruptive Youth (AEDY) compliance and best
practice measures
2. Discuss common areas of need for students with low incidence disabilities
3. Review the processes for evaluation and reevaluation while reflecting on the LEA’s
current procedures
Day 9: Planning for Student Success Through Effective Behavioral Programming
Participants will be able to…
1. Reflect on the LEA’s behavior processes and how they align to current professional opportunities
2. Discuss components and requirements of behavioral procedures (i.e. MD, FBAs, and
PBSPs, PBIS) applicable to students with disabilities
3. Recognize potential risk factors and warning signs for a range of mental health problems such as: depression, anxiety, trauma, and self-injurious behavior while applying knowledge of the appropriate self-help resources available to aid someone with a mental health problem
Day 10: Planning for Student Success Through Effective Academic Programming
Participants will be able to…
1. Explore effective instructional delivery models that provide access to the general education curriculum
2. Identify ways to apply the Universal Design for Learning (UDL) framework to reduce barriers to learning
3. Define both high-leverage and evidence-based practices to advance educator preparation and practice and subsequently the outcomes for students with disabilities
Day 11:Culminating Implementation Commitment Activity and Comprehensive Application
Participants will be able to…
1. Engage in structured completion activities to commemorate program requirements
2. Navigate Hot Topic through a collaborative session of problem-solving
Day 12: Year in Review: What have we gained?
Participants will be able to…
1. Reflect on year-long implementation commitments and plan for comprehensive application to achieve balance and manage compliance while leading improvement within the LEA
Target Audience
Selected Special Education Administrators from submitted applications
Reasonable efforts will be made to accommodate individuals who have special needs as addressed by the Americans with Disabilities Act and who need assistance at this event. Contact: [PERSON], at [PHONE], or [EMAIL].