Lancaster Mid-Year 25-26SY

NSS PA Quality & Continuous ImprovementReport Card

Lancaster Mid-Year 25-26SY

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Organized by Goal Type (Subject) vs. Progress

IEP Goal Progress Summary

Overview

• Lancaster’s IEP goals mainly focus on Behavior, Speech, OT, and Other Academic areas. Many students are making Expected Progress toward their IEP goals.

What’s Strong

• Speech and Other Academic goals are particular areas of strength. Speech demonstrates the highest volume of expected progress with relatively low no-progress counts, and Other Academic goals show strong progress with very limited regression, suggesting effective instructional alignment and follow-through.

• The large number of Recently Implemented Goals (especially in Behavior and OT) reflects active goal initiation rather than stagnation. Combined with strong documentation, this allows leadership to clearly distinguish between goals that are newly underway versus those needing adjustment.

Total Goals by Goal Subject

• Priority Risks & Opportunity for Improvement
• Behavior remains the highest risk area, with elevated regression and a large number of recently implemented goals, indicating frequent plan changes that require close, early monitoring.
• ELA and Math show notable limited and no progress, suggesting the need for earlier instructional data reviews and stronger alignment between instruction and IEP goal demands.

• Greatest opportunity for improvement is to reduce regression and limited progress in Behavior, ELA, and Math by strengthening early data reviews and making targeted instructional and behavioral adjustments in the second half of the year.

Mid‑Year Restraint & Safety Brief

• Lancaster recorded 249 incidents across 50 students year‑to‑date, peaking in October and holding at moderate levels through January. Incidents are primarily driven by Demand Given and Denied Access; behaviors are overwhelmingly staff‑directed aggression with elevated property destruction and self‑injury, concentrated in the late morning (10 a.m.–12 p.m.) and mid‑week.

Strengths & Positive Indicators

Key Performance Metrics

• Total incidents: 249

• Total restraint minutes: 1,830 minutes
• Average/median hold duration: 7.6 minutes / 5.0 minutes
• Students involved: 50
• Monthly Trend: Aug 12 → Sep 51 → Oct 66 (peak) → Nov 40 → Dec 35 → Jan 45

• Holds are typically brief (median of 5 minutes), which suggests staff are consistently releasing students once they are calm.
• Common triggers are clear, with most incidents connected to demands or denied access and occurring more often in the late morning. This gives the team specific areas to focus on for prevention.
• Incidents are spread across multiple students, with the top five accounting for 41.8% of events. This means improvement efforts can benefit the whole school, rather than relying on changes with just one student.

Opportunity for Improvement

Patterns

• Primary Triggers: Demand Given: 40.6%; Denied Access: 32.9%; Transition: 13.7%; Alone / Low Attention: 11.6%

• Behavior Types: Aggression toward staff: 99.6%; Property destruction: 55.8%; Self‑injury: 51.4%; Escape/Elopement: 37.8%; Peer aggression: 13.7%; Other behaviors: 9.2%

• Temporal Hot Spots: 10 a.m.–12 p.m.: 53%; 12–3 p.m.: 28%; before 10 a.m.: 18.5%; after 3 p.m.: 0%; Heaviest days: Wednesday (26.1%) and Thursday (24.5%), then Tuesday (19.3%).

• Student Concentration: 5 students account for 41.8% of all incidents; 3 students account for 44.4% of all restraint minutes.

• Reduce incidents connected to work demands or waiting by teaching students simple, consistent skills for starting tasks, asking for help, waiting their turn, and handling “no” or “not yet.”
• Increase stability during the late morning and early afternoon (10:00 a.m.–3:00 p.m.) by building in planned movement or sensory breaks, clearly preparing students for transitions, and keeping routines consistent, especially in the middle of the week.
• Continue strengthening safety practices by keeping interventions brief, refreshing staff safety skills, arranging classrooms thoughtfully, and maintaining clear documentation to support coaching and ongoing improvement.

Mid-Year Employee Injury Incident Insights

Enrollment vs. Budget (Sept–Jan)

• Lancaster started the year above budget, reaching its highest point in September (+14 students) and remaining slightly above budget in October.
• Beginning in November, enrollment moved below budget, with the gap widening to about 7 students below budget in December and January.
• Overall, the pattern shows a mid-year shift from being above budget early in the year to ending the reporting period slightly below budget.

• Incidents: 30
• During restraint: 13.3%
• Top cause / location / injury: Multiple Causes; Classroom 25; Contusion/Bruising

• Summary: Broad mix of incident types centered in classrooms; bruising is the primary injury pattern.

Referral Conversion Overview

• Lancaster NSS processed 98 total referrals, the highest volume across schools. 78 referrals converted to completed outcomes (79.6% conversion rate)
• 20 referrals actively in progress at the time of reporting.