CARLYNTON SCHOOL DISTRICT NEWS

52 Carlynton-Montour

This notice is sent annually to all addresses within the school district , both commercial and residential . In addition it is published on the district website .

EQUAL OPPORTUNITIES FOR PROTECTED HANDICAPPED STUDENTS

In compliance with state and federal law , the Carlynton School District will provide to each protected handicapped student without discrimination or cost to the student or family , those related aids , services or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student ’ s abilities . In order to qualify as a protected handicapped student , the child must be of school age with a physical or mental disability which substantially limits or prohibits participation in or access to an aspect of the school program

These services and protections for “ protected handicapped students ” are distinct from those applicable to all eligible or exceptional students enrolled ( or seeking enrollment ) in special education programs . However , the district will request parent permission to complete an evaluation through IDEA , due to Child Find obligations , to consider the need and eligibility for Special Education placement . If determined that there is a significant educational impact , the district will then offer Special Education over a 504 Plan .

For further information , on the evaluation procedures and provisions of services to protected handicapped students , contact the Coordinator of Special Education and Student Services .

RIGHT TO KNOW – CHILD FIND

The Carlynton School District is required by law to annually notify parents about the screening and evaluation processes , special education programs , privacy rights of parents and students , and Chapter 15 / Other Protected Handicapped Students . The District uses the following procedures for locating , identifying and evaluating specified needs of school-aged children requiring special programs or services :

INDICATIONS OF AND RISK FACTORS FOR DEVELOPMENTAL DELAY AND PHYSICAL , SENSORY , MENTAL , OR EMOTIONAL DISABILITIES

Some indications that your child may be a student with a disability , in order to meet the first part of the two-part definition are :

• Difficulty performing tasks that require reading , writing , or mathematics

• An emotional condition over a period of time which affects your child ’ s ability to learn

• Consistent problems getting along with others

• Difficulty communicating

• Lack of interest in age-appropriate activities

• Resistance to change

• Difficulty seeing or hearing that interferes with the ability to communicate

• Health problems that affect educational performance , including attention problems

IS MY CHILD GROWING AND DEVELOPING NORMALLY ?

As parents / guardians , each of us undoubtedly asks this question of ourselves at times . On one hand , we do not want to be overly anxious parents and create problems where none exist . On the other hand , research shows that if there is a problem , the earlier the specialized help is provided , the better the outcome for children .

So , how do we really know if we should be concerned ? The following information about expected developmental milestones and skills may assist parents / guardians in assessing this : 6 MONTHS Rolls from stomach , reaches for toys , transfers toy from one hand to other , looks for noise made near him / her , makes sounds for specific reasons ( hunger , wet , etc .), helps hold bottle while drinking , plays with toes , pats mirror image , puts everything in his / her mouth , watches toys held in front of him / her and moved slowly

1 YEAR Sits without support , pulls self to stand , crawls on all fours , understands the meaning of No and Bye-Bye , repeats sounds made by others , feeds self cookies and crackers ( may not be neat ), plays “ pat-a-cake ” or “ peek-aboo ”, turns pages of magazine or book ( more than one at a time ), picks up small objects with thumb and index finger

2 YEARS Walks well , walks up steps – two feet on a step , speaks several words which are understandable and meaningful , refers to self by name , recognizes self in mirror ,

feeds self with spoon , drinks from a cup , occupies self in play , plays with an adult ( roll ball back and forth ), builds a tower of four blocks , puts two words together , shows body parts ( eyes , nose , and toes ) when asked 3 YEARS Walks up steps – one foot for each step , walks on tiptoes , runs easily , unbuttons , unwraps candy , uses words to make needs known , speaks in three-word sentences : “ Mommy go home ”, undresses self , is toilet trained , helps adults by putting away toys and clothes , turns pages one at a time , recites nursery rhymes , imitates adults doing simple tasks 4 YEARS Tells stories , speaks clearly and can be understood by non-family members , dresses self with help , feeds self with fork , washes face and hands , gets along with other children , balances on one foot , builds a tower of ten blocks , copies a circle , matches some objects and colors 5 YEARS Hops on one foot , marches in time , catches a ball with their hands , brushes their teeth , cares for all toileting needs , follows two-step directions , points to shapes , names five colors , copies a square and circle , counts to four , shares and takes turns

Parents who have questions about their child ’ s development or disability should speak to their family physician or health care provider , school district , or the Allegheny Intermediate Unity . With questions or concerns , please contact Dr . Rachel Andler , Director of Special Education and Student Services at 412-429-2500 x . 3309 .

SCREENING AND EVALUATION

The District , as prescribed by Section 1402 of the School Code , routinely conducts screening of a child ’ s hearing acuity in the following grades : kindergarten , one , two , three , seven and 11 . Visual acuity is screened in every grade . Speech and language skills are screened in kindergarten and on a referral basis . Gross motor and fine motor skills , academic skills and social-emotional skills are assessed by classroom teachers on an on-going basis . Specified needs from all of these screening sources are noted within a child ’ s official file .

Parents with concerns regarding their child may contact building principals at any time to request a screening or evaluation . Communication with parents and a student with a disability shall be in English or the native language of the parents . Screening information will be used by the Response to Intervention team ( RtI ) within the student ’ s school to meet his / her specific needs or to document the need for further evaluation . If it is determined that a child needs additional services , the RtI will make adjustments relative to such things as the child ’ s learning style behavior , physical inabilities and speech problems to be more in keeping with traditional classroom experiences . If a student does not make progress or it is determined that a child needs additional assistance , parents will be asked to give written permission for further individual professional evaluations .

After all of the evaluations are completed , a Multi- Disciplinary Evaluation Report will be compiled with parent involvement and include specific recommendations for the types of intervention necessary to deal with the child ’ s specific needs . Parents are then invited to participate in a meeting where the results of the multidisciplinary evaluation will be discussed . If the student is eligible , an Individualized Education Program ( IEP ) will be developed for specialized services for the student . Parents are an integral part of the IEP Team and need to be physically present at the IEP meeting ( s ). The district will make every effort to insure parent participation . Parents are then presented with a Notice of Recommended Educational Placement , ( NOREP ) which they may approve or disapprove . If parents disapprove the recommended program , the parents may request a pre-hearing conference , mediation or a due process hearing .

Information about early intervention , parent rights , mediation or due process procedures , specific Special Education services and programs offered by the District , specific Gifted Education services , and the District ’ s Educational Records Policy is available upon request from the building principal in the student ’ s school . Parents may request that the District initiate a screening or evaluation of their child ’ s specified needs at any time by contacting the building principal . Further information about these procedures may be obtained by calling the Coordinator of Special Education and Student Services .

SERVICES FOR SCHOOL-AGE STUDENTS WITH A DISABILITY

The District provides a free , appropriate public education to special education students as set forth in the Federal Individuals with Disabilities Education Improvement Act ( IDEIA ), the Chapter 14 regulations of the Pennsylvania State Board of Education and the Chapter 16 PA Regulations governing gifted education . Child find activities and procedures extend to all school-age children

residing in the District including children attending private schools and home-schooled children . To qualify as a special education student , the child must be of school age , in need of specially designed instruction and meet eligibility criteria for mentally gifted and / or one or more of the following physical or mental disabilities as defined by Chapter 14 : autism , deaf-blindness , emotional disturbance , hearing impairment , mental retardation , multiple disabilities , orthopedic impairment , other health impairment , specific learning disability , speech and language impairment , traumatic brain injury , deaf and hard of hearing , and visual impairment , including blindness .

The District utilizes identification procedures to ensure eligible students receive an appropriate education program consisting of special education and related services individualized to meet student needs . At no cost to the parents , these services are provided in compliance with state and federal law and are reasonably implemented to yield meaningful educational benefit and student progress . Special education services are founded to include related services ( i . e . speech , occupational therapy , physical therapy , orientation and mobility therapy , psychological services , etc ).

To identify a student who may be eligible for special education services , various screening activities are conducted on an ongoing basis . Screening activities include the District-wide kindergarten screening program , review of group-based data ( cumulative records , enrollment records , health records , report cards , ability and achievement test scores ); hearing , vision , physical , a speech / language screening and student case review at Student Assistance Program ( SAP ) meetings when appropriate . The Response to Intervention team ( RtI ) at the elementary level , continually reviews student progress and intervenes as warranted . School district personnel and / or parents may refer a student for screening to the school principal at any time .

When screening results suggest a student might have a disability , the school district seeks written parental consent to conduct a multidisciplinary evaluation . Parents who suspect their child may be a student with a disability may request an evaluation at any time through a written request to the school principal . The letter should indicate the parent ’ s reason for the request . Parents who suspect their child may be eligible for gifted education may request an evaluation through a written request to the school principal as well .

When a multidisciplinary evaluation determines a student is eligible for special education services , a report is sent to parents . Special education reports and records are considered confidential and are protected under the Family Educational Rights and Privacy Act and released only with written parental permission .

The extent of special education services and the location for the delivery of such services is determined by the Individual Education Plan ( IEP ) or Gifted Individual Education Plan ( GIEP ) team and are based on the student ’ s identified abilities , needs , chronological age and the level of intensity of the specified intervention .

Parents may obtain additional information regarding special education services and programs and parental rights by contacting the child ’ s school principal or the Coordinator of Special Education and Student Services .

SERVICES FOR PRESCHOOL-AGE CHILDREN

Act 212 , the Early Intervention Services Act , entitles all preschool age children with disabilities to appropriate early intervention services . Young children experiencing developmental delays or physical or mental disabilities are eligible for early intervention services . At-risk children are eligible for screening and tracking .

The Pennsylvania Department of Public Welfare is responsible for providing services to infants and toddlers through age two . Contact information : Allegheny County Assistance Office , 300 Liberty Avenue , Suite 301A , Pittsburgh , PA 15222 , 412-565-2146 .

The Pennsylvania Department of Education is responsible for providing services to preschool age children from age three until eligible for kindergarten . Contact information : Project DART , 475 East Waterfront Drive , Homestead , PA 15120 , 412-394-5736 .

Parents of children less than the age of kindergarten and at least three years of age and are considered to have developmental delays in the areas of cognitive , communicative , physical , social / emotional and self-help development can direct questions and concerns to the Coordinator of Special Education and Student Services .

ENGLISH AS A SECOND LANGUAGE ( ESL ) LANGUAGE PROGRAMS FOR LEP AND IMMIGRANT STUDENTS

The Carlynton School District develops and provides a planned educational program for each student with Limited English Proficiency . These programs enable students to