Pennsylvania Virtual Fellowship Program (PVFP)


Session Dates

Wednesday October 28, 2020 1:00 PM - 4:15 PM
Thursday October 29, 2020 8:30 AM - 11:45 AM
Wednesday December 09, 2020 1:00 PM - 4:15 PM
Thursday December 10, 2020 8:30 AM - 11:45 AM
Friday January 08, 2021 8:30 AM - 11:45 AM
Wednesday February 03, 2021 8:30 AM - 11:45 AM
Thursday February 04, 2021 1:00 PM - 4:15 PM
Tuesday March 02, 2021 1:00 PM - 4:15 PM
Thursday April 08, 2021 8:30 AM - 3:00 PM
Wednesday May 12, 2021 8:30 AM - 11:45 AM
Thursday May 13, 2021 1:00 PM - 4:15 PM

This event is by invitation only. You must have a registration key in order to register.

The Pennsylvania Virtual Fellowship Program (PVFP) is a 35-hour professional development program for Special Education Leaders designed to build the knowledge and skills of veteran and novice special education administrators. During the program, participants will actively engage with colleagues to discuss topics, offer insights and perspectives, and collaborate on assigned work. Upon completion of the program, participants 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). PVFP Special Education Leaders have continual opportunities to develop a sustainable network of collaborative relationships from across the Commonwealth. 


Building your Program Landscape as a Special Education Leader
Participants will be able to…
1. List the conceptual bedrocks that support strong special education systems grounded in the tenets of IDEA.
2. Identify areas of strength and need relative to the bedrocks of special education?
3. Discuss the implications of the landmark legislation that led to the regulatory review process for special education.
4. Engage in discussions regarding case studies related to presented special education topics.

Refining Your Infrastructure Utilizing the Cyclical Monitoring Process  
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 the use of available tools, strategies, and resources to develop and/or enhance deliberate work habits and organizational structures to proactively prepare for special education mandated data collection and reporting.

Managing Complex Change in a Climate of Presumed Competence
Participants will be able to…
1. Describe components of organizational structures that support inclusive education.
2. Define presumed competence and identify LEA specific examples of its use and/or opportunities for implementation.
3. Examine ways to ensure compliance and effective programs are provided in the least restrictive environment.

Supporting the Least Restrictive Environment (LRE) Through Equitable Practices
Participants will be able to…
1. Calculate and interpret LRE at both the district and student level.
2. Identify a key area of focus related to equitable classroom practices, based upon results of self-assessment. 
3. Create a working definition of equity in education.   
4. Outline the LEA’s continuum of services to identify possible gaps and design potential solutions.

Planning Considerations for Special Education Programming.
Participants will be able to…
1. Review and highlight components of the Special Education Plan as part of the Comprehensive Plan Portal.
2. Construct caseloads based on students’ needs and continuum of services.
3. Assess the LEA’s policies and procedures through the lens of fostering equitable partnerships with families and communities.

Coordinating Effective IEP Processes and Procedures
Participants will be able to…
1. Review the processes for evaluation and reevaluation while reflecting on the LEA’s current procedures.
2. Discuss and prioritize compliance and “best practice” strategies regarding drafting quality IEPs.
3. Assess current IEP practices and procedures used before, during, and after meetings to determine areas for enhancement.

Building Collaborative Team Structures and Shared Responsibilities
Participants will be able to…
1. Review and discuss the national and state perspectives for professional and ethical codes of conduct for educators.
2. Develop collaborative strategies to improve school-wide practices and policies and coordination of needed services for students with disabilities. 
3. Examine Alternative Education for Disruptive Youth (AEDY) compliance and best practice measures. 

Pennsylvania Resources: From Compliance to Best Practice
Participants will be able to…
1. Discuss the requirements of ESSA Career Readiness using the Career Education Work (CEW) Mapping Tool.
2. Identify resources and supports available through the Office of Dispute Resolution (ODR) to enhance programming for students with disabilities.
3. Review and analyze pertinent case law pertaining to Secondary Transition. 

Programming for Students with Low Incidence Disabilities
Asynchronous Learning Day
Participants will be able to…
1. Identify communication options for students with low incidence disabilities.
2. Discuss common areas of need for students with low incidence disabilities.
3. Develop a process for sharing timely and pertinent information about educational, instructional, and assistive technologies for students with low incidence disabilities.

The Design and Delivery of Effective Academic Programming
Participants will be able to…
1. Explore effective instructional delivery models that provide access to the general education curriculum (i.e. MTSS).
2. Identify ways to apply the Universal Design for Learning (UDL) framework to reduce barriers to learning.
3. Articulate the instructional impact of John Hattie’s research on Visible Learning.

The Design and Delivery of Effective Behavioral Programming
Participants will be able to…
1. Reflect on the LEA’s behavior processes and how they relate to current trends in the classroom, building and system’s data.
2. Discuss components and requirements of behavioral procedures (i.e. MD, FBAs, and PBSPs, PBIS) applicable to students with disabilities.
3. Review the LEA’s behavior policies to ensure all required components are present.

Target Audience

Special Education Administrators 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: Paula Quinn at 412-826-6880, or

Event Info

Event Type:


Credit Type:

Act 48 Clock Hour
No credit


PaTTAN Educational Consultant

Event Contact:


Paula Quinn
800-446-5607 x6880


Christine Moon