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Special education director reviews programs, trainings and parent advisory process
Summary
Dr. Cantor outlined autism supports, literacy interventions, staff training and the Special Education Parent Advisory Council (CPAC); the district has scheduled public input on the three‑year special education plan and is working on speech‑pathology evaluation follow‑ups recommended by the intermediate unit.
Dr. Cantor (special education lead) briefed the committee on Special Education Department work including program models, staff training, parent engagement and compliance deadlines.
Cantor described multiple early‑literacy and intervention programs in use and in pilot: LETRS (Orton‑Gillingham‑based) training for elementary teachers, Read 180 coding at the middle level, the Aspire middle school program for LETRS implementation, EDMARK for sight words in some classrooms, and a University of Florida literacy foundation (UFLI) pilot. He said the district uses Unique Learning System as a standards‑based curriculum option for students with significant needs and noted a trial of Everyday Speech for social‑emotional and pragmatic skills.
Cantor outlined professional development and behavior supports: in‑district trainings on applied behavior analysis and VB‑mapping for autism (verbal behavior milestones), expanded work by board‑certified behavior analysts who now act as inclusion facilitators in classrooms, live‑log behavior monitoring, CPI de‑escalation training for staff and bus monitor/driver trainings with the transportation department. He also said the district engaged the Bucks County Intermediate Unit to evaluate speech‑pathology services; the IU report prompted updates including a current library of up‑to‑date testing materials and standardized schedules for speech staff.
On parent engagement and planning, Cantor described the Special Education Parent Advisory Council (CPAC) and said the district is finalizing a steering‑committee review of the special education plan; the steering committee meets March 19 and the district will open a public input session on March 25. Cantor also discussed Indicator 13 (transition planning) and how the district is aligning goals to post‑secondary outcomes and reported the district’s practice of serving eligible students up to age 21.
Board members requested more detail on program descriptions and the IU speech‑pathology evaluation; Cantor agreed to provide program descriptions and the IU report for board review.
Ending: Special education leaders said they will provide program descriptions, the IU evaluation report and will follow up with CPAC and the special education plan public input schedule.
