The mission of the Warren County School District is to educationally empower all students to think critically and solve problems through a rigorous curriculum that will provide them with the skills necessary to graduate and pursue a career of their interest.

Principles for Governance and Leadership

Pennsylvania school boards are committed to providing every student the opportunity to grow and achieve.  The actions taken by the Board ultimately have both short and long-term impact in the classroom.  Therefore, school directors collectively and individually will...

Advocate Earnestly

• Promote public education as the keystone of democracy
• Engage the community by seeking input, building support networks, and generating action
• Champion public education by engaging members of local, state and federal legislative bodies

1. Gifted and Enrichment Academic Competitions

2. SkillsUSA and DECA Participants

3. Fundations Certification

4. Laura Demers - Jan Brett Visit

5. Caitlin Strassburg - PA Governor School of Science at Carnegie Mellon

Financial Reports

Executive Summary

1. IU5 - Mr. Paul Mangione

2. PSBA Liaison - Mrs. Marcy Morgan

3. Career Center Advisory - Mrs. Elizabeth Huffman, Mr. Michael Zamborik

Executive Summary

The Achievement Center will provide a Behavior Specialist Consulting (BSC) with Applied Behavior Analysis experience to systemically apply interventions based on ABA learning theory to support the facilitation of interventions directly with children throughout the district.  The BSC will also consult & train teachers to implement specific interventions, collaborate with special education case managers, and support parent inquiries.   

The Achievement Center will provide a BSC to support the facilitation of group and individual social counseling session, as well as plan behavioral interventions tailored to support individual needs for students and conduct ABA-based language assessments (ABLLS-R; VB-MAPP; PEAK) in the Central and Western Attendance Area Autistic and Emotional Support Programs.  The service is necessary to ensure continuous social and behavioral interventions are available to students with disabilities.   

The Achievement Center will provide Behavior Specialist Consultant services throughout the 2018 Extended School Year Program.

Bollinger will provide the WCSD with Pre-Employment Transition Services (PETS) in each of the WCSD attendances areas, where students will learn independent living skills, self-advocacy, and workplace readiness training.

IU5 will provide ESL services to Warren County School District throughout the 2018-2019 school year.  The rate has decreased $2.69/hour for 2018-2019.

The Northwest Tri-County Intermediate Unit 5 (IU5) offers English as a Second Language (ESL) services for English Language Learners (ELLs). Services provided will assist member districts in meeting some of the requirements for their ESL program and support compliance with existing state and federal regulations. The lU5’s ESL services include referral/intake, screening/assessment of language proficiency, individual or small group direct instruction, staff development, supervision, logistics/scheduling, alignment with school curriculum, and instructional and professional resources.

Handle With Care Behavior Management will be implemented district-wide as the primary physical intervention response.  Special education staff will be provided an annual recertification training throughout the 2018-2019 school year by certified WCSD trainers.

Achievement Center will provide the following training to the WCSD designated staff in Summer 2018. Scheduled dates are June 13, 14; August 8, 9, 10.

Applied Behavior Analysis Intensive Summer Training Instructors: 

The training will be presented by experts in ABA and in the material presented in the curriculum.  Instructors will include individuals with BCBA, LPC, and/or LBS credentials. 

1. Conduct 5 days of instruction to the designated WCSD staff
   1.  Day 1 –
      1. Applied Behavior Analysis Principles
      2. Measurement and Data Collection
   2.  Day 2 –
      1. Functional Behavioral Assessments
      2. School-Based Behavior Support Plans
   3.  Day 3 –
      1. Systems and School Wide Positive Behavior Supports
      2. Crisis Definition and Planning
   4. Day 4 –
      1. Acceptance and Commitment Training for Staff, Administration, and Students
   5.  Day 5 –
      1. Application of ABA using Scenario, Role Play, and Work Groups 

Glenn-Den Enterprises will provide related services (Occupational Therapy) to support student needs throughout the WCSD 2018 Extended School Year Program.

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Please see attachment.

Please see attachment.

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Executive Summary:  This transfer is for the reallocation of funds in order to properly align the Title IVA budget to their allocation.

Executive Summary:  This transfer is for the reallocation of funds in order to properly align the Title II budget to their final allocation.

Executive Summary: This transfer is for the reallocation of funds in order to properly align the Title I budget to their final allocation.

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When the District administration chooses to dispose of unneeded or obsolete equipment, it may do so at its discretion and without formal advertisement or Board action, if said equipment is deemed as having less than $500 of value at the time of disposal.  In all other circumstances, where the value of such equipment considered for disposal is beyond $500, the Board will recommend the formal public advertising for bid and/or public auction.  Once formal bidding procedures have been carried out, and no bids are received, the District administration may dispose of the said equipment at its discretion.  Notwithstanding the foregoing, any unneeded or obsolete equipment that was gifted/donated to the District may be returned to the donor through Board action, for no consideration, and without having to adhere to the mandates of this Policy. 

Adoption Date         -     September 13, 1999

Revision Date          -     May, 14, 2018

Review Date            -    

Legal Reference       -    

Cross Reference       -    Policy 11501

In order to provide a safe and effective learning environment the District must maintain student behavior so that students do not hurt themselves, other students, employees or other when they are exhibiting acute or aggressive behavior. This policy is intended as a general outline for the manner that such behaviors are to be handled.

It is the intent of the District that positive techniques for the development, change and maintenance of selected behaviors shall be attempted prior to the use of more intrusive or restraining measures.

When specialized intervention is required, the following basic premises are to be pursued:

1. Behavior concerns should be addressed through goals established in the student’s IEP;
2. Positive, rather than negative, measures shall be used in designing interventions;
3. The least restrictive alternative necessary to develop and maintain appropriate change in behavior shall be used;
4. Appropriate replacement behavior should be identified;
5. Instruction in task and/or work related behaviors which lead to increased academic growth shall be provided;
6. Procedures should be used which can be faded, normalizing consequences to a level and type found in the community;
7. Components of the District’s code of student conduct shall be used as appropriate.
8. A team process shall be used when making decisions regarding any change in placement.

I.      Authority

The IEP team for a student with disabilities shall develop a positive behavior support plan if the student requires specific intervention to address behavior interfering with learning. The Board directs that the district’s behavior support programs shall be based on positive techniques rather than negative behavior techniques to ensure that students shall be free from demeaning treatment and unreasonable use of restraints or other aversive techniques. Behavior support programs and plans shall be based on a functional assessment of behavior and shall include research-based techniques to develop and maintain skills which will enhance students’ opportunity for learning and self-fulfillment.

The Board recognizes that in some instances the threat of danger inherent in a student’s acute or aggressive behavior may be so great that the most positive technique may be immediate physical intervention in order to halt the acute or aggressive behavior. In such situations the Board authorizes, and this policy is not intended to limit, the use of reasonable force to halt or restrain the acute or aggressive behavior. It is again impossible to provide an exhaustive list of instances in which physical intervention is warranted; however, such instances include the need to quell a disturbance, to obtain possession of weapons or other dangerous objects, the need for self-defense, and the need for the protection of persons or property.

II.     Definitions

The following terms, when used in this policy, shall have the following meanings, unless the context clearly indicates otherwise.

Antecedent strategies - specific strategies employed prior to a behavioral event or when a student is displaying signs of an impending behavioral event. Antecedent strategies may include but are not limited to: prompting a student to engage in a replacement behavior; offering a choice of acceptable alternatives to the negative behavior; offering a break from an activity; or redirecting a student to a quiet area to calm down.

Aversive techniques - deliberate activities designed to establish a negative association with a specific behavior.

Behavior support - development, change, and maintenance of selected behaviors through the systematic application of behavior change techniques.

Behavior Support Plan or Behavior Intervention Plan - plan for a student to address behavior interfering with learning. When a student with a disability is involved, a positive behavior support plan shall be developed by the IEP team, be based on a functional behavioral assessment, and become part of the individual student’s IEP. A plan for a student with a disability must include positive techniques and related services required to assist a student with a disability to benefit from special education.

Behavior Management Program - any behavior management program, the use of which has been pre-approved by the Superintendent, which emphasizes the use of relationship-based skills to de-escalate and support students who have a history of engaging in assaultive or aggressive behavior. Staff trained in a pre-approved behavior management program shall be trained and/or certified to utilize the primary restraint technique as a method of restraint, to be used only as a last resort when a student’s behavior is a danger to themselves or others.

Positive Techniques - methods utilizing positive reinforcement to shape a student's behavior, ranging from the use of positive verbal statements as a reward for good behaviors to specific tangible rewards.

Restraints - application of physical force, with or without the use of any device, designed to restrain free movement of a student’s body, excluding the following:

1.     Briefly holding a student, without force, to calm or comfort him/her.

2.     Guiding a student to an appropriate activity.

3.     Holding a student’s hand to escort him/her safely from one area to another.

4.     Hand-over-hand assistance with feeding or task completion.

5.     Techniques prescribed by a qualified medical professional for reasons of safety or for therapeutic or medical treatment, as agreed to by the student's parents/guardians and specified in the IEP.

6.     Mechanical restraints governed by this policy, such as devices used for physical or occupational therapy, seatbelts in wheelchairs or on toilets used for balance and safety, safety harnesses in
        buses, and functional positioning devices.

Seclusion - confinement of a student in a room, with or without staff supervision, in order to provide a safe environment to allow the student to regain self-control.

Students with disabilities - school-aged children within the jurisdiction of the district who have been evaluated and found to have one or more disabilities as defined by law, and who require, because of such disabilities, special education and related services.

Trauma Informed Care - is the understanding by providers that many students with disabilities who engage in challenging behavior may suffer from the effects of trauma. When necessary to address the specific needs of an individual student, school staff will be trained to understand the neurological, biological, psychological effects of traumatic events.

III.    Delegation of Authority

The Superintendent or his/her designee may develop administrative procedures to implement this policy.

The Superintendent or his/her designee shall maintain and report data on the use of restraints, as required by law, which shall be available for review during the state’s cyclical compliance monitoring. Procedures shall be established by the Superintendent or his/her designee requiring reports to be made to the district by entities educating students with disabilities who attend programs or classes outside the district, including private schools, agencies, intermediate units and vocational schools.

IV.    Guidelines

When a student with a disability engages in behaviors which are disruptive to the learning environment or that are dangerous to themselves or others, a positive behavior support plan will be put in place based on a functional assessment of their behavior. The positive behavior support plan will be part of the student's individualized education plan.

When an intervention is necessary to address problem behavior, the types of intervention chosen for a student shall be the least intrusive necessary. Specifically, appropriately trained and/or certified School staff will utilize the following interventions in descending order when possible:

1.     A trauma informed care approach with all students.

2.     De-escalation techniques.

3.     Antecedent strategies, if such interventions have been identified in the student’s positive behavior support plan.

4.     Use of a behavior management program that has been pre-approved by the Superintendent, including approved restraints.

5. Restraints

V.     Restraints

Restraints to control acute or episodic aggressive behavior may be used only when the student is acting in such a manner presenting a clear and imminent as to be a danger to himself/herself the student, to other students, or to employees or others, and only when less restrictive measures and techniques (trauma informed care, de-escalation techniques, antecedent strategies) have been proven to be ineffective or are less effective. The following will serve as general guidelines for the implementation of this policy:

The Director in charge of special education, or his/her designee, shall notify the parent/guardian as soon as practicable of the use of restraints to control the aggressive behavior of the student and shall convene a meeting of the IEP team within ten (10) school days of the use of restraints, unless the parent/guardian, after written notice, agrees in writing to waive the meeting. At this meeting, the IEP team shall consider whether the student needs a functional behavioral assessment, re-evaluation, a new or revised positive behavior support plan, or a change of placement to address the inappropriate behavior.

The use of restraints shall not be included in the IEP for the convenience of staff, as a substitute for an educational program and/or a positive behavior support plan, or employed as punishment. It is understood the use of a restraint is solely intended to maintain safety when de-escalation strategies and positive behavioral support methods have not been effective. Restraints may be included in an IEP only if:

1.     There is reason to believe, based on history, that the student may need this level of support.

2.     There is an existing positive behavior support plan in place for the student, and the restraint is utilized with specific component elements of positive behavior support.

3.     The restraint is used in conjunction with the teaching of socially acceptable alternative skills to replace problem behavior.

4.     The restraint is used only as necessary to maintain the student's own safety or the safety of others.

5.     Staff members responsible for implementing the IEP receive training in de-escalation techniques, the uses of antecedent strategies, the use of behavior management programs that have been
        pre-approved by the Superintendent, restraints, and seclusions.

6.     The student’s behavior support plan includes efforts to eliminate the use of restraints through the application of positive behavior support.

1. Positive Techniques

• Whenever the situation will reasonably warrant, positive techniques will be used to manage acute or aggressive student behavior. Positive techniques are methods which utilize positive reinforcement to shape a student’s behavior. It is impossible to provide an exhaustive list of positive techniques; however, such techniques range from the use of positive verbal statements as a reward for good behavior to specific tangible rewards;
• The Board recognizes that in some instances the threat of danger inherent in a student’s acute or aggressive behavior may be so great that the most positive technique may be immediate physical intervention in order to halt the acute or aggressive behavior. In such situations the Board authorizes the use of reasonable force to halt or restrain the acute or aggressive behavior. It is again impossible to provide an exhaustive list of instances in which physical intervention is warranted; however, such instances include the need to quell a disturbance, to obtain possession of weapons or other dangerous objects, the need for self defense, and the need for the protection of persons or property.

2. Restraints

• For students whose education is provided under an IEP, the use of restraints to control the aggressive behavior of an individual shall cause a meeting of the IEP team to review the current IEP for appropriateness and effectiveness. Wherever possible, this meeting shall occur within twenty-four (24) hours of the use of the restraint. The building administrator is to meet with parents and/or guardians of a student who does not have an IEP when a restraint was used to control the student’s aggressive behavior.
• The use of restraints may not be included in an IEP, employed as punishment, for the convenience of staff, or as a substitute for an educational program.

VI.    Mechanical Restraints

Mechanical restraints, which are used to control involuntary movement or lack of muscular control of students when due to organic causes or conditions, may be employed only when specified by an IEP or service agreement and as determined by a medical professional qualified to make the determination and as agreed to by the student’s parents and/or guardians.

Mechanical restraints shall prevent a student from injuring himself or others or shall promote normal body posturing and physical functioning.

7. Seclusion

VII.   Seclusion

The district permits involuntary seclusion of a student in accordance with the student’s IEP or in an emergency to prevent immediate or imminent injury to the student or others, but the seclusion must be the least restrictive alternative.

8. Aversive Techniques

VIII.  Aversive Techniques

The following aversive techniques of handling behavior are considered inappropriate and shall not be used in educational programs:

1.     Corporal punishment

2.     Punishment for a manifestation of a student's disability.

3.     Locked rooms, locked boxes, or other locked structures or spaces from which the student may not readily exit.

4.     Noxious substances.

5.     Deprivation of basic human rights, including the such as withholding of meals, water, or fresh air.

6.      Suspensions constituting a pattern as defined in state regulations.

7.     Treatment of a demeaning nature

8.     Electric shock

9.     Methods Implemented by untrained personnel

10.   Prone restraints, which are restraints by which a student is held face down on the floor.

C. Inappropriate Techniques

The following aversive techniques of handling behavior are considered inappropriate and may not be used in educational programs:

• Punishment for a manifestation of the student’s disability
• Serial suspensions
• Methods which have not been outlined in the agency’s plan

4. Training

The District will train personnel responsible for the delivery of specialized procedures, methods, and techniques under an IEP or service agreement.

The Superintendent or his/her designee is authorized to develop procedures for the implementation of this policy.

5. Behavior Support Plan:

A behavior support plan is a special education service for eligible students whose behavioral problems interfere with their own learning or the learning of others. Positive approaches that are less intrusive will be attempted in order to maintain and support the dignity of the individual, and shall be attempted prior to the use of any negative approaches. An eligible student with disabilities whose behaviors interfere with learning will have a program of behavior support. A behavior support plan shall be included in the IEP of any student, when appropriate, and shall include the following:

• Primary focus on positive rather than negative measures;
• Interventions that are the least intrusive necessary;
• Use of systematic application of behavior change techniques, and not substitute adversive techniques, restraints or discipline

The behavior support plan shall utilize two levels of intervention from which to choose, depending upon staff training and type of behaviors which require attention. The two levels of intervention are:

• Good classroom management strategies. No individual behavior support plan will be required as part of the IEP for Level 1 intervention.
• Specific interventions designated for individual students. An individual behavior support plan shall be required as part of the IEP, with parental consent.

Students with disabilities are subject to District and building discipline policies to the extent that these policies comply with special education regulations on suspension and expulsion.

IX.   Referral to Law Enforcement

The Superintendent or his/her designee shall report required incidents and may report discretionary incidents committed on school property, at any school-sponsored activity or on a conveyance providing transportation to or from a school or school-sponsored activity by a student with a disability, including a student for whom an evaluation is pending, to the local police department having jurisdiction over the school’s property, in accordance with state and federal laws and regulations, and the procedures set forth in the memorandum of understanding with local law enforcement and Board policies. The Superintendent or designee shall respond to such incidents in accordance with the district’s Special Education Plan and, if applicable, the procedures, methods, and techniques defined in the student’s behavior support plan.

Subsequent to notification of law enforcement, an updated functional behavioral assessment and behavior support plan shall be required for students with disabilities who have behavior support plans at the time of such referral.

If, as a result of such referral, the student is detained or otherwise placed in a residential setting located outside the district, the Director in charge of special education, or his/her designee, shall ensure that the responsible school district or intermediate unit is informed of the need to update the student’s functional behavioral assessment and behavior support plan.

For a student with a disability who does not have a behavior support plan, subsequent to notification to law enforcement, the district shall convene the student’s IEP team to consider whether a behavior support plan should be developed to address the student’s behavior, in accordance with law, regulations and Board policy.

X.   Relations with Law Enforcement

The district shall provide a copy of its administrative procedures for behavior support, developed in accordance with the Special Education Plan, to each local police department that has jurisdiction over school property. Updated copies shall be provided each time the administrative procedures for behavior support are revised by the district.

The district shall invite representatives of each local police department having jurisdiction over school property to participate in district training on the use of positive behavior supports, de-escalation techniques, and appropriate responses to student behavior which may require intervention, as included in the district’s Special Education Plan and positive behavior support program.

Adoption Date -          April 10, 2000

Revision Date -           April 13, 2009, May 14, 2018

Review Date -

Legal Reference -        22 PA Code 14.133

22 PA Code 14.145

20 U.S.C. 1414

34 CFR 300.114

34 CFR 300.324

22 PA Code 14.143

24 P.S. 1302.1-A

22 PA Code 10.2

22 PA Code 10.21

22 PA Code 10.22

22 PA Code 10.23

22 PA Code 10.25

22 PA Code 14.104

34 CFR 300.535

U.S.C. 1400 et. seq.

24 P.S. 1303-A

34 CFR Part 300

Cross Reference - Policy 9301, Policy 11120

The budget is recognized as the plan for the expenditure of funds. The Board acknowledges circumstances may arise during the course of any fiscal year which may necessitate the making of expenditures not reflected in the budget.  It is the purpose of this policy to ensure appropriate fiscal controls exist with respect to the making of budgetary transfers.

In accordance with the School Code, the District’s annual budget is prepared on a uniform document provided by the PDE, Form No. 2028.  The various class(es) of expenditure listed on that form as four-digit sub-function codes (as that form may be amended) are incorporated in this policy as though set forth at length and are hereinafter referred to as class(es)of expenditure.

The Superintendent or his/her designee is charged with the responsibility of overseeing and establishing procedures for the transfer of funds between the sub-classes listed under a single class of expenditure.  Transfer of funds between classes of expenditure during the first 3 months of the fiscal year must be approved, in advance, by the Board by an affirmative vote of 2/3 of the members thereof.  Transfer of funds between classes of expenditure during the last 9 months of the fiscal year must be approved, in advance, by the Board by a majority vote of the members thereof.

Adoption Date         -     September 13, 1999

Revision Date          -     June 11, 2018

Review Date            -   

Legal Reference       -     School Code, Section 609, 666, 687(d); Shoemaker v. Greencastle-Antrim Board of School Directors, 403 A.2d 1018 (Pa. Cmwlth. Ct.)

Cross Reference       -    

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