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AEDY Program Requirements

 In order to receive approval to operate and/or place students into an AEDY Program, applicants must demonstrate how they will meet the requirements of applicable laws and the AEDY Guidelines. LEAs remain accountable for their students' progress in AEDY Programs, regardless of whether students are placed in the LEA's own In-house AEDY Program, placed in another AEDY LEA In-house Program, or placed in an AEDY Private Provider Program. LEAs must hold the AEDY Programs that serve their students accountable for adhering to academic standards and meeting students' academic and behavioral goals.

Application Fees

    1. All AEDY LEA In-house Programs must submit a fee of $400.00 per site to the Commonwealth of Pennsylvania for each application submitted.  Applications must be resubmitted every two years. All LEA In-house applications must be renewed by June 30 of every odd-numbered year. 
    2. All AEDY Private Provider Programs must submit a fee of $1000.00 per site to the Commonwealth of Pennsylvania for each location.  Applications must be submitted for reevaluation every three years to maintain approval.

Days and Annual Hours of Operation

AEDY Programs must operate five days per week, at least 180 school days per year, and provide a minimum of 990 hours of instruction per year or 27.5 hours per week.  Program applications that do not satisfy the following requirements will not be accepted by the online system. In the event a program cannot meet the requirements, you must contact the AEDY Office. 

The required 990 hours must include at least:

    • 20 hours of academic instruction including:
      • Math
      • Science
      • Social studies
      • English/Language Arts
      • Health or Life Skills
    • 2.5 hours of counseling.
    • Electives (Effective 2019/20 School Year).
      Note: Electives must be offered within the AEDY Program. 
    • Implementation of an evidence-based behavior modification program.

PDE recommends that AEDY Programs maintain the same schedule and hours of operation as the regular education setting.  By aligning AEDY Program and LEA hours, AEDY students are able to transition back to the regular education setting in an efficient manner.

Blended Instruction

If AEDY Programs utilize blended instruction, incorporating both computer-based and direct instruction, programs must demonstrate that students are receiving grade-appropriate instruction in required subjects.

Personalized Learning

It is recommended that AEDY Programs utilize personalized learning approaches when designing curricula and education for students. 

Academic Assessment and Programming

An academic assessment evaluates individual student growth in the core subjects in relationship to Chapter 4 of 22 Pa. Code. Each AEDY Program should use a combination of various teaching and assessment types.  Types of assessments may include aptitude, achievement, diagnostic, screening, and neuropsychological. These assessments should guide individualized academic program planning, evaluate individual student progress, and indicate the effectiveness of the program overall.

AEDY Programs are encouraged to use course grading, report cards, portfolios, graduation projects, exhibitions of student work, and other local assessment tools to monitor student progress. These assessments should align with the requirements of the student's sending LEA. This will facilitate transition back to the regular education setting and ensure that credit is given by the sending LEA for work completed in the AEDY Program. Additional assessment strategies that support success in the particular AEDY Program are also encouraged.

Assessments that measure progress against the Pennsylvania standards are available at no cost via the SAS Portal (www.pdesas.org).

Each student being served in an AEDY LEA In-house Program or an AEDY Private Provider Program must be provided with:

    1. A 45-day Presumptive Exit Date.
    2. A course of instruction sufficient to make normal academic progress in the core academic subjects (English language arts, mathematics, science, social studies, and life skills/health) and work toward the requirements for graduation as defined by the placing LEA.
    3. Clear and measurable academic performance goals established after administering required academic assessments as described in Appendix A of this document. Plans for individual academic programs should be formulated in close collaboration between the sending LEA and AEDY Program. A student cannot remain in AEDY placement for failure to meet these academic goals.
    4. A course of instruction that recognizes their special needs and prepares them for successful return to a regular education setting and/or completion of the graduation requirements established by their home LEA.
    5. Individual academic evaluations to measure progress in the core academic subjects in relationship to the academic standards established by 22 Pa. Code Chapter 4.
    6. Differentiated instruction must take place in order to provide students with academic curriculum that is appropriate to their grade level. 

Counseling

AEDY Programs must provide at least 2.5 hours per week of counseling for every student. Counseling may be delivered in individual or group sessions.

    1. The purpose of counseling is to remediate the behavior(s) that caused the placement in the AEDY Program and to help the student to transition back to the regular setting.
    2. The 2.5 hours of counseling per week must be provided in addition to the required hours of academic instruction. It is recommended that the 2.5 hours of weekly counseling take place in a small group or individual format.
    3. AEDY LEA In-house Programs and AEDY Private Provider Programs are responsible for maintaining an up-to-date counseling record. The counseling record should include, at a minimum, student attendance, group topics, name of the counselor leading the group, the date, and the start and stop times of the group session.
    4. As of July 1, 2019, individuals delivering counseling services must hold one of the following credentials and should have experience in providing services to students in the appropriate age range: certified school counselor, certified school psychologist, certified school social worker, certified drug and alcohol counselor (as appropriate), licensed social worker, licensed clinical social worker, certified/licensed therapist, licensed psychologist or psychiatrist.

Evidence-based Program Implementation

In addition to the required 2.5 hours per week of student counseling, AEDY Programs must implement a multi-tiered system of support (MTSS) utilizing evidenced-based positive behavioral supports. The premise of all MTSS models is that universal approaches must be in place before more intensive data-based interventions are utilized. To that end, LEA must ensure AEDY Programs offer universal positive behavioral supports and that all students have a clear understanding of rules and expectations. Intensive supports for students with significant behavioral needs require a foundational comprehensive universal approach (also known as Tier 1). MTSS models, such as SWPBIS, provide an evidenced-based conceptual framework for schoolwide implementation. Furthermore, AEDY Programs must establish a data-reporting process and platform for the collection of school-level and AEDY data. PDE funded training and technical assistance on how to build the infrastructure of a MTSS for behavior is available by contacting your local PaTTA​N office.

Behavioral Assessment

AEDY Programs are required to assess each student at the time of placement and at the end of each 45-day period following placement. The behavioral assessment must be completed within the first five school days of attendance in the AEDY Program.  Behavioral assessment tools are used to not only identify areas in which the student is experiencing difficulties and set goals, but also to measure and document student success towards behavioral goal attainment. If the sending LEA of a student with a disability has recently (within 60 days) completed an FBA, it should be used in conjunction with the behavioral assessment.

AEDY Programs are required to administer a behavioral assessment upon entry of each student into the AEDY Program.  Information gathered through this assessment, in addition to the student's reason for placement and other input, must be used to develop the student's behavioral goals.  This assessment may be used to measure and document student success towards behavioral goals.

45-Day Formal Periodic Review (FPR) Exit Document

AEDY Programs must develop individualized measurable behavior goals that evidence positive behavioral interventions and approach for each student that is based on the results of the student's behavioral assessment, the reason(s) for placement in the AEDY Program, and any supporting documentation from the LEA, in order to address the behavior(s) that prompted placement into the AEDY Program.

The FPR should reflect best-practice and utilize motivation and reinforcement. Components of evidenced based positive behavior supports include:

    • Antecedent (prevention) Strategies: Outline strategies to assist in preventing the behavior of concern from occurring and to increase the occurrence of the replacement behavior. This may include a description of environmental adjustments, or adjustments to type of content or instruction presented to the student.

    • Replacement Behavior: Identify the behavior that will be taught to the student as a replacement to the behavior of concern. The replacement behavior should efficiently achieve the same function as the behavior of concern. Include the plan for instruction including prompts, and systematic adjustment of behavior requirements over time (based on data). 

    • Consequences (reinforcement) for when the student performs the replacement behavior: Describe specific procedures for providing reinforcement when the student performs the replacement behavior, so that the replacement behavior will be effective and efficient for the student in achieving the same function. Reinforcement should increase the likelihood that the student will continue or increase the replacement behavior. Also, include a plan for systematically thinning the reinforcement schedule over time (based on data). 

Each student must have an FPR that has clear and measurable goals.  The intent of the document is to address the function of the disruptive behavior, thereby preparing students to return to the regular education setting.  The AEDY Program must review the FPR with the parent and student in order to afford them the opportunity to provide input.  The FPR must have signature lines for all of those providing input into the document.

The Exit team must set clear exit criteria with measurable behavioral goals within five school days of placement. The goals should be reasonably achievable by the presumptive exit date and clearly communicated to all staff who have contact with the student. Exit criteria may only address the behavior that resulted in placement.

45-day Formal Periodic Review (FPR) Meeting

    1. If behavioral goals have been met, a FPR meeting must be conducted within one week, regardless of the timing associated with the end of the semester.  During the FPR meeting, an exit/transition plan must be created to return the student to the regular education setting (See "Formal Periodic Review" below for additional information about this process.). 
    2. If behavioral goals have not been met, the LEA must justify continued placement in the AEDY Program, thereby triggering a new 45-day Presumptive Exit Date.

Prior to the 45th day of a student's Presumptive Exit Date, the LEA must consult with the AEDY Program working with the student to review the student's progress toward meeting behavioral goals.

  1. The ultimate goal of AEDY Programs is to assist students in addressing disruptive behaviors so they may successfully return to the regular education setting.  Students' readiness to return to the regular education setting is determined by their ability to meet behavioral goals. All AEDY Programs must have a formal documented process for periodic review and evaluation of each student's behavioral goals. The purpose of a formal periodic review is to determine the readiness for return to the regular classroom setting.  

  2. The review team should consist of the AEDY Program's administrators, teachers, counselors, parent(s), student and a representative from the sending LEA's school administration. In addition, the parent or student may invite other(s) to take part in this process.

  3. The FPR must include an evaluation of the student's behavioral progress and may include a review of the student's academics and attendance in the AEDY Program.  As mentioned above, students' readiness to return to the regular education setting is determined by their ability to meet behavioral goals.  A student cannot remain in placement for lack of academic progress or lack of attendance. If a student has met behavioral goals, the FPR is developed to support and facilitate return to the regular education setting.  Each student's behavior, academic, attendance, and/or other needs should be considered when developing an appropriate exit plan.  If a student has not met behavioral goals, the FPR must justify continued placement in the AEDY Program, thereby beginning a new 45-day Presumptive Exit Date.

  4. All AEDY Programs are required to document and maintain all information discussed at the FPR meeting. The AEDY Program must develop and implement FPR that documents: the student demographic information, the date and time of review, names and signatures of all in attendance at the review, behavioral assessment information, previous data collection, current interventions, behavioral goals/progress related to the results of the behavior of concern and the behavioral assessment, current student academic progress and attendance, and if appropriate the exit plan. The FPR must be uploaded to the reporting system and a copy located in each student's file.  If it is determined that the student will no longer remain in placement, the AEDY Program will use the FPR to document the student's exit plan. It is recommended that the review include input from the LEA, AEDY Program staff, parent(s)/guardian(s), and student.  

Background Clearances

The individual proprietor, each member of a partnership, association or company, and each officer and director of a corporation that intends to contract with a school entity, along with all other staff members, including contractors involved in the operation and/or delivery of services within an AEDY Private Provider, must have the following clearances. In addition, all LEA In-house AEDY Program staff must have the following clearances:

    1. Federal and State Criminal History Records, as specified in 24 P.S. § 1-111.
    2. A Child Abuse Clearance, as specified in 23 P.S. § 6344.
    3. Child Abuse and Reporting Training, as specified in 24 P.S. § 12-1205.6.

Level I or Level II Pennsylvania Teaching Certificate

Teachers working in AEDY Programs must possess a Level I or Level II Pennsylvania Teaching Certificate in the area of instructional assignment, as provided for in the Pennsylvania Code (22 Pa. Code Chapter 49), relating to certification of professional personnel.  24 P.S. § 19-1902-C(3).  Approved AEDY Private Provider Programs are exempt from this requirement.  24 P.S. § 19-1902-E.  LEAs remain responsible for ensuring the implementation of special education program and services that are provided by In-house and Private Provider AEDY Programs meet the requirements of IDEA and Chapter 14 or Chapter 711.

All EL services, regardless of whether the student's placement is in an AEDY LEA In-house Program or an AEDY Private Provider Program must be delivered by a certified ESL/Bilingual Education teacher (Program Specialist ESL Certification).