Pennsylvania Fellowship Program (PFP) 2023-2024
Multiple locations
Session Dates
Wednesday September 20, 2023 11:00 AM - 1:00 PM - Webinar
Tuesday October 03, 2023 12:30 PM - 4:15 PM - PaTTAN - CENTRAL
Wednesday October 04, 2023 8:15 AM - 12:00 PM - PaTTAN - CENTRAL
Tuesday November 07, 2023 6:00 PM - 8:00 PM - PaTTAN - WEST
Wednesday November 08, 2023 8:30 AM - 11:30 AM - PaTTAN - WEST
Thursday December 14, 2023 8:30 AM - 11:45 AM - Webinar
Wednesday January 24, 2024 8:30 AM - 11:45 AM - Webinar
Tuesday February 27, 2024 1:00 PM - 4:15 PM - Hershey Lodge and Convention Center
Wednesday February 28, 2024 8:00 AM - 11:15 AM - Hershey Lodge and Convention Center
Wednesday May 15, 2024 12:30 PM - 3:45 PM - Webinar
Thursday May 16, 2024 8:30 AM - 11:45 AM - Webinar
Monday July 08, 2024 5:00 PM - 6:30 PM - Wyndham Gettysburg
Tuesday July 09, 2024 8:30 AM - 10:30 AM - Wyndham Gettysburg
Closed
The Pennsylvania Fellowship Program (PFP) for Special Education Leaders is a year-long comprehensive continuum of professional development that will result in a systematic view of special education while building the leadership capacity of the participant. Fellows are engaged in learning, networking, and mentoring opportunities built 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. While individuals hold many different titles within Pennsylvania local educational agencies including: special education director, special education supervisor, special education
coordinator, and director of pupil services, a special education leader is defined as someone who has primary responsibility for the oversight of special education supports, programs, and services within a local education agency. As such, anyone holding these responsibilities is encouraged to apply for the PFP.
Objectives
Day 1: Building a Network of Support
Participants will be able to…
1. Describe key leadership skills that advance the stewardship of resources for the benefit of students with disabilities
2. Identify attributes that attracted them to the field of education/special education
3. Identify the available resources to enhance professional development needs and special education programming
Day 2: Tapping Pennsylvania’s Special Education Resources
Participants will be able to…
1. Engage in system’s level analysis to organize fluid and proactive programming within
special education
2. Identify resources and supports available through the Office of Dispute Resolution
(ODR) to enhance programming for students with disabilities
3. Discuss and prioritize compliance and “best practice” strategies regarding drafting quality IEPs
4. Review and discuss the national and state perspectives for professional and ethical
codes of conduct for educators
Day 3: Building an Effective Special Education Infrastructure
Participants will be able to…
1. Explain the relationship between IDEA and Chapter 14
2. Examine key landmark cases that defined federal and state special education legislation
3. Engage in discussion surrounding the attraction, preparation, and retention efforts of special education personnel and identify possible solutions
4. Identify the fiscal responsibilities associated with the role of the special education administrator, including placements in Approved Private Schools (APS)
Day 4: Creating Your Special Education Program Landscape
Participants will be able to…
1. Describe the program landscape of special education within their LEA
2. Compare and contrast data found within the LEA's Special Education Data Report (SEDR) to statewide data
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
4. Review and discuss Early Intervention transition to school age processes and procedures
Day 6: 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. Explore Dynamic Learning Maps (DLM) to support teachers in the utilization of essential elements
4. Review and highlight components of the Special Education Plan as part of the
Comprehensive Plan Portal
Day 7: Using Collaborative Team Structures Part 1
Participants will be able to…
1.Analyze partnerships within LEA around EL and Secondary Transition
2. Engage in reflective and intentional opportunities to evaluate equitable practices from a systemic lens
3. Identify resources and understand the process to support Interagency collaboration
Day 8: Using Collaborative Team Structures Part 2
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
Day 9: 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 10: 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 (e.g., 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 11: 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 12: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 13: Year in Review: What Have We Gained?
Participants will be able to…
1. Reflect on year-long implementation commitments
2. 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].