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Annual Notice

Parent Information Notice

Services for Disabled Preschool Age Children

   Act 212, the Early Intervention System Act, entitles all preschool age children with disabilities to appropriate early intervention services. Young children experiencing developmental delay or physical or mental disabilities are eligible for early entrance services. He or she is considered to have a developmental delay when difficulties exist in the areas of cognitive, communicative, physical social /emotional and self help development. Services for special needs children, below school age, who reside in suburban Allegheny County, are provided through two different systems linked by a transition process. Birth through age two programming is provided through the Pennsylvania Department of Welfare funding and is coordinated by the Alliance for Infants and Toddlers, Inc. Students who are three years old to entry age are serviced through the Pennsylvania Department of Education funding. This preschool program is presently coordinated by the Allegheny Intermediate Unit’s Early Childhood and Family Support Services program, DART.

   For more information, please contact the Alliance for Infants and Toddlers, Inc. at 412-885-6000 or the Allegheny Intermediate Unit/DART Program at 412-394-5736.

   You may find information regarding the appropriate developmental milestone descriptors for infants and toddlers at the Center of Disease Control (CDC) website: http://www.cdc.gov/ncbddd/autism/ActEarly/default.htm

Services for School Age Exceptional Students

   The school district provides a free, appropriate public education to exceptional students according to state and federal mandates. To be eligible, the child must be of school-age, need specially designed instruction, and meet eligibility criteria for mentally gifted and/or one or more of the following physical or mental disabilities as set forth in the Individual with Disabilities Education Act which was re-authorized in 1997 (IDEA –97) and the Chapter 14 Special Education Services and Programs State Regulations: Autism, Blindness/Visual Impairment, Deaf- Blindness, Deafness/Hearing Impairment, Emotional Disturbance, Intellectual Disability, Multiple Disability, Orthopedic Impaired, Other Health Impaired, Specific Learning Disability, Speech and Language Impairment, Traumatic Brain Injury.

   Identified students are provided with a continuum of services designed to meet the individual needs of eligible students. These services may include supportive intervention in the regular class, supplemental intervention in the regular class or in a special education resource program, placement in a part-time or full-time special education class in a regular school or placement in a full-time special education class outside of the regular school. The extent of special education services and the location for the delivery of such services are determined by the parents and staff at the IEP team meeting and is based on the student’s identified needs and abilities, chronological age, and the intensity of the specified intervention. The school district also provides related services, such as transportation, physical therapy, occupational therapy, and counseling services that are required to enable the student to derive educational benefits.

   Parents of public school students who suspect that their child is exceptional and in need of special education may request a multidisciplinary team evaluation of their child through a written request to the Building Principal or Director of Pupil Services. Please contact the Building Principal or Director of Pupil Services for the required form.

Screening and Evaluation

   The West Allegheny School District employs the following procedures for locating, identifying, and evaluating specified needs of school age students requiring special programs and services.

   Level 1: Review of group-based data

   Level 2: Review of hearing, vision, motor, speech and language

   Level 3: School Based Intervention Teams

The Multidisciplinary Evaluation (MDE)

   The MDE is a process to gather information that will be used to find out if children really do need special education and if so, the types of services needed. Prior to an MDE, the District must obtain permission via the Permission to Evaluate form. Before an evaluation can occur, the form must be signed by the parent or legal guardian.

   Evaluations are conducted by a certified school psychologist. Additional information is provided by the parents, classroom teacher, and other pertinent individuals who work with the student. All of this information is compiled into an Evaluation Report (ER). This report will recommend whether a child has one or more disabilities or mental giftedness. It also recommends whether or not the child requires special education and the type of program and services that the child needs. The ER may recommend that a child is not exceptional and therefore does not need special education services. If this is recommended, the report will list changes that may be made in the regular classroom to make the child more successful. All members of the MDT, including the parents, are entitled to review the ER.

Reevaluations for students, who are eligible for special education services, are compiled every three years or two years for students with intellectual disabilities or when requested by one or more members of the IEP team (please see information on Individualized Education Plan).

Individualized Education Plan

   Children who are regarded to be exceptional by the MDT team are entitled to receive special education services. The document that specifically addresses these services is called an Individual Education Plan (IEP). Required members of the IEP team include: The child’s parents, At least one of your child’s regular education teachers, At least one special education teacher, A representative from the school district who:(1) is qualified to provide or supervise special education programs (2) knows about the general curriculum (3) knows what resources the Local Education Agency (LEA) can offer, Someone who can interpret the evaluation results, who may already be a member of the team, at your request or that of the school,

Other people who know your child well or who have worked with your child, Your child (at age 14 when planning will be done for life after graduation or any time before that age when you want your child to be present), or A representative from a vocational-technical school if a vocational- technical school is being considered for your child.

   The IEP will review all of the evaluation material and will determine how your child is performing in school. The IEP team will write annual goals that can be measured and which meet the needs of your child.

IEPs for eligible students are developed on an annual basis, or sooner, if requested by one or more members of the IEP team.

Notice of Recommended Educational Placement

   Once the IEP has been developed with the IEP team; you will receive a Notice of Recommended Educational Placement (NOREP). The NOREP explains the placement or class recommended for your child and explains your rights. You must approve the NOREP in writing for your child’s first special education placement if you want it to go into effect. You will receive a NOREP with each completed IEP and you have 10 calendar days to return the NOREP. In circumstances when this form is NOT completed parental consent is NOT required, the school will proceed after 10 calendar days.

   West Allegheny School District offers a continuum of educational services designed to meet the needs of eligible students including varying degrees of gifted, learning, and speech and language support. In addition, related services such as transportation, occupational therapy, physical therapy, vision support, and deaf and hearing support are available to those students that qualify.

Detailed information regarding special education procedures may be obtained by calling the Special Education Department at 724-695-5221.

Services for Protected Handicapped Students

   There are instances in which students are identified as handicapped or disabled, but may not qualify for Special Education services. If it is determined necessary, the school district will provide these students, without discrimination or cost to the student or family, those related aids, services or accommodations which are needed to ensure equal opportunity to participate in and obtain the benefits of the school programs and extracurricular activities. 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. Services and protections for protected handicapped students are different from those applicable to all eligible students enrolled in special education programs. These services are outlined in a Chapter 15 Service Agreement. Questions regarding Chapter 15 should be directed to the Director of Pupil Services at 724-695-5221.

Services for Students in Nonpublic Schools

   Public special education is accessible to resident students attending nonpublic schools by permitting the nonpublic school student to enroll on a part-time, duel enrollment basis in a special education program operated in a public school. The student must have a multidisciplinary team evaluation completed and an Individual Education Plan must be developed with the public school; parents must a sign a Notice of Recommended EducationalPlacement.

   Parents of nonpublic school students who suspect that their child is exceptional and in need of special education may request a multidisciplinary team evaluation of their child through a written request to the district Director of Pupil Services.

Public Notice on Student Records

   The Education Records Plan for Exceptional Students is a state approved plan for the local school districts within the Allegheny Intermediate Unit which defines all procedures for collection, maintenance, and dissemination of educational records belonging to exceptional students. Education records are needed to provide appropriate educational programs, but at the same time it is necessary to protect the rights of privacy and confidentiality of students and parents.

   Official student education records are kept where a student attends a district operated class. Copies of the District Education Records Plan may be obtained from your building principal.

Confidentiality of Student Records

   The privacy rights of parents and students are mandated by federal legislation known as the Family Educational Rights and Privacy Act of 1974 (Buckley Amendment), state regulations (Chapter 14 - Special Education Services and Programs, Chapter 12 - Student Rights and Responsibilities), and district policy.

   The different categories of information maintained by the school district are as follows: educational and health records, personally identifiable information and directory information. With the exception of receiving school district, educational and health records, personally identifiable information cannot be disclosed or released without parental consent or adult student’s (a student who is eighteen years of age or older, married or attending an institution of post secondary education) consent.

   Information known as directory information can be released without consent. Directory information means information which would be considered not harmful or an invasion of privacy if disclosed. This information includes the following: student’s name, address, date and place of birth, courses taken, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received and the most recent previous educational agency or institution attended by the student.

   Written, parental or adult student request is required for the disclosure of educational and health records and personally identifiable information. The consent must specify the records that may be disclosed and the purpose of the disclosure; and identify the party or class of parties to whom the disclosure may be made. A written record of the disclosure must be maintained by the school district.

   Parent or adult students have the right to inspect and review the students’ educational records within thirty (30) days of the date the district receives a written request for access. Parents of eligible students should submit to the building principal a written request that identifies the specific records they wish to inspect. Parents or adult students can seek to amend the student’s educational record that is believed to be inaccurate, misleading, or otherwise in violation of the student’s privacy rights. The parent or eligible student in writing must clearly identify the parts of the record to be changed and specify why it is inaccurate or misleading. If the district decides not to amend the record, the parent or eligible student will be notified of the decision and advise the individual of his/her right to a hearing regarding the requested amendment.

   Parents or adult students have the right to file complaints concerning alleged failures of the district to comply with the requirements of the Family Educational Rights and Privacy Act of 1974. Such complaints should be directed to the Health, Educational and Welfare Office, Washington, D. C. With regard to parents who do not understand English, the School District will attempt to inform them of their rights in their native language. Further information regarding the Policy of the Collection, Maintenance and Dissemination of Records is available through the principal’s office.