Secretary to the School Psychologist
SBAP/RMTS Coordinator and Athletic Dept. Secretary
Notice to Parents, Students and the General Public
2 months ago
SPECIAL EDUCATION SERVICES/CHILD FIND
All public schools in the Riverview lntermediate Unit 06 provide special education and related service to children with disabilities who are ages three through twenty-one. The purpose of this notice is to describe (1) the types of disabilities that might qualify the child for such programs and services; (2) the special education programs and related services that are available; (3) the process by which the public schools screen and evaluate such students to determine eligibility; and (4) the special rights that pertain to such children and their parents or legal guardians.
Under the Federal Individuals with Disabilities Education Act or "IDEA," children qualify for special education and related services if they have one or more of the following disabilities and, as a result, need such services: (1) intellectual disability; (2) deaf/hearing impairments, including deafness; (3) speech or language impairments; (4) blind/visual impairments, including blindness; (5) emotional disturbance; (6) orthopedic impairments, or physical disabilities; (7) autism, including pervasive developmental disorders; (8) traumatic brain injury, or neurological impairment; (9) other health impairment; and (10) specific learning disabilities. Children age three through the age of admission to first grade are also eligible if they have developmental delays and, as a result, need special education and related services. Children with more than one of the foregoing disabilities could qualify, for special education and related services as having multiple disabilities.
Educational institutions may not discriminate against individuals or groups because of age, race, color, national origin, sex, religion, marital status, non-relevant handicaps or disabilities, Vietnam-era veterans, or any other protected class of individuals as per federal government directive/law. No person shall on the basis of the foregoing be excluded from participating in, be denied the benefit of, or be subject to discrimination under any educational programs, activity, or employment. The Educational institution's commitment to non-discrimination extends to students, employees, prospective employees and the community in accordance with state and federal laws including Title IX and Section 503 and 504 (Chapter l5 PA) of the Rehabilitation Act of 1973.
Additional information regarding special education services can be found on the Brookville Area School District's website at www.basd.us. Parents may also call the Brookville Area School Director of Special Education Office 814-849-8372 for additional information.
What are the warning signs of a developmental delay?
There are several general "warning signs" of possible delay. These include:
- Behavioral Warning Signs
- Does not pay attention or stay focused on an activity for as long a time as other children of the same age
- Focuses on unusual objects for long periods of time; enjoys this more than interacting with others
- Avoids or rarely makes eye contact with others
- Gets unusually frustrated when trying to do simple tasks that most children of the same age can do
- Shows aggressive behaviors and acting out and appears to be very stubborn compared with other children
- Displays violent behaviors on a daily basis
- Stares into space, rocks body, or talks to self more often than other children of the same age
- Does not seek love and approval from a caregiver or parent
- Gross Motor Warning Signs
- Has stiff arms and/or legs
- Has a floppy or limp body posture compared to other children of the same age
- Uses one side of body more than the other
- Has a very clumsy manner compared with other children of the same age
- Vision Warning Signs
- Seems to have difficulty following objects or people with her eyes
- Rubs eyes frequently
- Turns, tilts or holds head in a strained or unusual position when trying to look at an object
- Seems to have difficulty finding or picking up small objects dropped on the floor (after the age of 12 months)
- Has difficulty focusing or making eye contact
- Closes one eye when trying to look at distant objects
- Eyes appear to be crossed or turned
- Brings objects too close to eyes to see
- One or both eyes appear abnormal in size or coloring
- Hearing Warning Signs
- Talks in a very loud or very soft voice
- Seems to have difficulty responding when called from across the room, even when it is for something interesting
- Turns body so that the same ear is always turned toward sound
- Has difficulty understanding what has been said or following directions after once she has turned 3 years of age
- Doesn't startle to loud noises
- Ears appear small or deformed
- Fails to develop sounds or words that would be appropriate at her age
In addition, because children usually acquire developmental milestones or skills during a specific time frame or "window", we can predict when most children will learn different skills. If a child is not learning a skill that other children are learning at the same age, that may be a "warning sign" that the child may be at risk for developmental delay. If a child has not learned these skills during a specific time frame, it does not mean your child is delayed. We would recommend, though, that you let your child's doctor know about your concerns.
Learn how you can receive a developmental screening/evaluation by contacting Riverview Intermediate Unit at 1-800-672-7123.
What are early intervention services?
Early intervention services include a variety of different resources and programs that provide support to families to enhance a child's development. These services are specifically tailored to meet a child's individual needs. Services include:
- Assistive technology (devices a child might need)
- Audiology or hearing services
- Counseling and training for a family
- Educational programs
- Medical services
- Nursing services
- Nutrition services
- Occupational therapy
- Physical therapy
- Psychological services
- Respite services
These services are provided by public agencies and private organizations for children who are found to be eligible for these services after a developmental evaluation.
Why is early intervention important?
If a child is found on a developmental evaluation to have some developmental delays, it is important that intervention occurs early.
Also, early intervention helps a child advance in all areas of development. Sometimes if a child has a delay in one area (i.e. speech), it can affect other developmental areas (i.e., social and emotional). Therefore, it is vital that a child receive early intervention as soon as possible.
Finally, early intervention is critical for the child to develop good self-esteem. Without early intervention, a child's self-image may suffer and they may become avoidant of school. For example, a child who has a language delay may feel embarrassed to speak in front of their peers and teacher at school. Early intervention can help prevent these embarrassing moments for a child before they begin school.
NOTICE TO PARENTS, STUDENTS AND THE GENERAL PUBLIC/504
2016-17 School Year Educational institutions may not discriminate against individuals or groups because of age, race, color, national origin, sex, religion, marital status, non-relevant handicaps or disabilities, Vietnam-era veterans, or any other protected class of individuals as per federal government directive/law. No person shall on the basis of the foregoing be excluded from participating in, be denied the benefit of, or be subject to discrimination under any educational programs, activity, or employment. The Educational institution’s commitment to non-discrimination extends to students, employees, prospective employees and the community in accordance with state and federal laws including Title IX and Section 503 and 504 (Chapter 15 PA) of the Rehabilitation Act of 1973.
CHAPTER 15 PA (Section 504) In compliance with state and federal law the Riverview Intermediate Unit and constituent school districts 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.
Contact your school’s Title IX coordinator for questions regarding sex discrimination, your school’s Section 504 (Chapter 15 PA) coordinator for information on civil rights for the physically and mentally handicapped, and your high school office pertaining to vocational training programs.
|Allegheny-Clarion Valley||Clarion Area||Cranberry Area|
|776 State Route 58, P. O. Box 100 Foxburg 16036||221 Liberty St, Clarion 16214||3 Education Dr, Seneca 16346|
|Title IX: David McDeavitt||Title IX: John Kimmel||Title IX: William Vonada|
|Title VI: David McDeavitt||Title VI: Roger Walter||Title VI: William Vonada|
|Section 504: Stacy McMillen||Section 504: John Kimmel, Roger Walter||Section 504: Elizabeth Daugherty & Elizabeth Conkle|
|Voc. Training Program:||Voc. Training Program:||Voc. Training Program:|
|David McDeavitt||Richard Smith|
|Brockway Area||Clarion Co. Career Center||DuBois Area|
|40 North Street||447 Career Lane, Shippenville 16254||500 Liberty Blvd.|
|Brockway 15824||814-226-4391||DuBois 15801|
|814-265-8411||Title IX: Paula Davis||814-371-2700|
|Title IX: Daniel J. Hawkins||Title VI: Paula Davis||Title IX: Kristina Kline|
|Title VI: Amy Glasl||Section 504: Paula Davis||Title VI: Kristina Kline|
|Section 504: Daniel J. Hawkins||Voc. Training Program:||Section 504: Kathy Ginther, El.|
|Paula Davis||Jacqueline Canter, Sec.|
|Mark Dippold||Voc. Training Program:|
|Brookville Area||Clarion-Limestone Area|
|104 Jenks Street, PO Box 479||4091 C-L School Rd.||Forest Area|
|Brookville 15825||Strattanville 16258||22318 Route 62|
|Title IX: Robin Fillman||Title IX: Jeff Standfest||814-755-4491|
|Title VI: Robin Fillman||Title VI: Mike Stimac||Title IX: Amanda Hetrick|
|Section 504: Robin Fillman||Section 504: Dr. Alex Gray||Title VI: Amanda Hetrick|
|Voc. Training Program:||Voc. Training Program:||Section 504: Debra Arner|
|Robin Fillman||Jeff Standfest||Voc. Training Program:|
|Franklin Area||Oil City Area|
|702 Liberty Street||825 Grandview Rd, Box 929||Union School District|
|Franklin 16323||Oil City 16301||354 Baker St, Suite 2|
|Title IX: Pamela Dye||Title IX: Patrick Gavin||814-473-6311|
|Title VI: Pamela Dye||Title VI: Tammie Newman||Title IX: Jean McCleary|
|Section 504: Pamela Dye||Section 504: Karen Taylor||Title VI: Jean McCleary|
|Voc. Training Program:||Voc. Training Program:||Section 504:|
|Pamela Dye||Cheryl Adams||Judy Rupp/Melissa Anderson|
|Voc. Training Program:|
|Jeff Tech||Punxsutawney Area||Jean McCleary|
|576 Vo Tech Road||475 Beyer Avenue|
|Reynoldsville 15851||Punxsutawney 15767||Valley Grove School District|
|814-653-8265||814-938-5151||429 Wiley Av, Franklin 16323|
|Title IX: Barry Fillman||Title IX: Gerald G. Gigliotti||814-432-4919|
|Title VI: Barry Fillman||Title VI: Gerald G. Gigliotti||Title IX: Jeffrey A. Clark|
|Section 504: Barry Fillman||Section 504: Katherine Shaffer||Title VI: Jeffrey A. Clark|
|Voc. Training Program:||Voc. Training Program:||Section 504: Jeffrey A. Clark|
|Barry Fillman||David London||Voc. Training Program:|
|Keystone School District||Redbank Valley School District|
|451 Huston Ave, Knox 16232||920 Broad Street||Venango Technology Center|
|814-797-5921||New Bethlehem 16242||1 Vo-Tech Dr, Oil City 16301|
|Title IX: Shawn Algoe||814-275-2426||814-677-3097|
|Title VI: Shawn Algoe||Title IX: Michael Drzewiecki||Title IX: Mario Fontanazza/|
|Section 504: Vernon Lauffer||Title VI: Cheryl McCauley||Larry Baughman|
|Voc. Training Program:||Section 504: Michael Drzewiecki||Title VI: Mario Fontanazza/|
|Shawn Algoe||Voc. Training Program:||Larry Baughman|
|Debra Boozer||Section 504: Mario Fontanazza/|
|North Clarion County||Larry Baughman|
|10439 Rt. 36, Tionesta 16353||Titusville Area||Voc. Training Program:|
|814-744-8536||221 N Washington St.||Mario Fontanazza/Larry Baughman|
|Title IX: Keith Hastings||Titusville 16354|
|Title VI: Keith Hastings||Title IX: Terry Kerr||Riverview Intermediate Unit 6|
|Section 504: Steven Young||Title VI: Debra Amsler||270 Mayfield Rd, Clarion 16214|
|Voc. Training Program: Steven Young||Section 504: Beth Mather||814-226-7103/800-672-7123|
|Voc. Training Program: Angela Stromdahl||Title IX: Christine Merryman|
|Title VI: Christine Merryman|
|Section 504: Steve Chizewick|
|Voc. Training Program:|
NOTICE TO PARENTS, STUDENTS AND THE GENERAL PUBLIC/Gifted Education
Parents who suspect that their child is in need of specially designed instruction beyond that required in 22 Pa. School Code §4 (relating to academic standards and assessments) may request in writing that their child be evaluated under the criteria of 22 Pa. School Code §16.22. Contact Mary Ann Brown, Director of Special Education at 814-849-1108.
The district protects the confidentiality of personally identifiable information regarding its students in accordance with the Family Educational Rights and Privacy Act (FERPA) of 1974 and other applicable federal and state laws.
Does your child need special education services?
2 months ago
If you believe that your child may be in need of a special education program or service, an evaluation process to assess your child’s needs is available to you at no cost through the school district in which you live. A special education program often involves adapting materials and modifying instruction to meet your child’s specific learning needs.
If you request these services, your child will receive an evaluation from a team of persons who are skilled in assessing children. A program planning team will determine if your child has a disability and is in need of special education. You would be an important member of your child’s evaluation and program planning teams.
Before the school district proceeds with an evaluation, you will be notified in writing of the specific types of tests and procedures which may be used, and of your rights throughout this process. The evaluation cannot be scheduled until you sign and return to the school district the written notice, indicating that you agree to the proposed assessment.
If, after an evaluation, your child is thought to have a disability and to need special education, public school personnel will develop, with your participation, an Individualized Education Plan (IEP). An IEP is a written document that specifically describes the services your child needs. The services in the IEP will be offered to your child in a public school setting. If you wish to accept the offer, you will have to enroll your child in the public school for at least a part of the school day. If you choose not to accept the program specified in the IEP, your child still may be eligible to receive certain services.
For Further Information
If you are interested in finding out more about the special education process, please feel free to call the contact person in your school district. At the Brookville Area School District, please contact the school psychologist at (814) 849-8372 x2702, P.O. Box 479, Brookville, PA 15825. All information is kept confidential.
Adapted from content summarized by Eastern Instructional Support Center, King of Prussia, PA.
¿Lo Suyo Necesidad de Niño Servicios de Educación Especiales?
Proceso de Evaluación
Si usted cree que su niño puede necesitar un programa de educación especial o el servicio, un proceso de evaluación para tasar las necesidades de su niño está disponible a usted gratis por el distrito escolar en el cual usted vive. Un programa de educación especial a menudo implica adaptar materiales y modificar la instrucción para encontrar las necesidades de aprendizaje específicas de su niño.
Si usted solicita estos servicios, su niño recibirá una evaluación de un equipo de personas que son expertas en la evaluación de niños. Un equipo de planificación de programa determinará si su niño tiene una invalidez y necesita la educación especial. Usted sería un miembro importante de evaluación de su niño y programa que planea equipos.
Antes de que el distrito escolar siga con una evaluación, usted será notificado en la escritura de los tipos específicos de pruebas y procedimientos que pueden ser usados, y de sus derechos en todas partes de este proceso. La evaluación no puede ser programada hasta que usted firme y devuelva al distrito escolar el aviso escrito, indicando que usted está de acuerdo con la evaluación propuesta.
Planificación de Equipo
Si, después de una evaluación, se piensa que su niño tiene una invalidez y necesita la educación especial, el personal escolar público se desarrollará, con su participación, un Plan de Educación Individualizado (IEP). Un IEP es un documento escrito que expresamente describe los servicios sus necesidades de niño. Los servicios en el IEP serán ofrecidos a su niño en un ajuste escolar público. Si usted desea aceptar la oferta, usted tendrá que matricular a su niño en la escuela pública para al menos una parte del día escolar. Si usted decide no aceptar el programa especificado en el IEP, su niño todavía puede ser elegible para recibir ciertos servicios.
Para Información Adicional
Si usted está interesado en la averigución más sobre el proceso de educación especial, por favor siéntase libre de llamar la persona de contacto en su distrito escolar. En el Distrito de Escuela de Área Brookville, por favor póngase en contacto con el psicólogo escolar en (814) 849-1109, el APARTADO DE CORREOS 479, Brookville, PA 15825. Toda la información es guardada confidencial.
Adaptado de contenido resumido por Apoyo Educacional del Este Center, Rey de Prusia, PÁ.
Early Intervention and Disability Definitions
2 months ago
A child with a disability means a child evaluated in accordance with IDEA §§ 3000.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as “emotional disturbance”), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.
For children from 3 years to Kindergarten entrance, the Pennsylvania Department of Education Office of Child Development and Early Learning (OCDEL) operates the preschool early intervention program. OCDEL provides early intervention services through MAWAs (Mutually Agreed Upon Written Arrangements) typically with Intermediate Units or school districts. Legislative and regulatory guidance is provided through IDEA Part B, Pennsylvania’s Act 212, the Early Intervention Services System Act of 1990, Chapter 14, and the Basic Education Circulars related to early intervention. Regional services and programs are available through Riverview Intermediate Unit #6 including support services such as speech therapy, physical therapy, parent education/supports and other family-centered services assist in child development and may be included in a family’s early intervention program.
Definitions of Disability Terms
Autism: a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Deaf-blindness: concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Deafness: a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance.
Developmental delay: a child who is less than the age of beginners (Kindergarten) and at least 3 years of age is considered to have a developmental delay when one of the following exists: the child’s score, on a developmental assessment device, on an assessment instrument which yields a score in months, indicates that the child is delayed by 25% of the child’s chronological age in one or more developmental areas; and/or the child is delayed in one or more of the developmental areas, as documented by test performance of 1.5 standard deviations below the mean on standardized tests.
Emotional disturbance: a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; general pervasive mood of unhappiness or depression; and/or a tendency to develop physical systems or fears associated with personal or school problems. Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance as previously explained.
Hearing impairment: an impairment in hearing whether permanent or fluctuating that adversely affects a child’s educational performance but that is not included under the definition of deafness.
Mental retardation: significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.
Multiple disabilities: concomitant impairments (such as mental retardation-blindness or mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities do not include deaf-blindness.
Orthopedic impairment: a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
Other health impairments: having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that is due to chronic or acute health problems such as: asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia and Tourette syndrome and adversely affects a child’s educational performance.
Specific learning disability: a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as: perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Disorders not included include: learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance or of environmental, cultural, or economic disadvantage.
Speech or language impairment: a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
Traumatic brain injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability of psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as: cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Visual impairments including blindness: an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
For more information, call (814) 849-1109.