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  Calendar Employment Lunch Menus Policies PowerSchool Access School Board Strategic Plan
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| Parent/Guardian Information For Students With Disabilities
Services |
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| Beginning in kindergarten and continuing through high school, the district conducts comprehensive screening to determine whether or not students are in need of specially designed instruction.
Screening information is collected from cumulative records, enrollment records, health records, report cards, and results of mandated vision and hearing screening. Pre-School Services are provided by Colonial Intermediate Unit #20. Students with disabilities who are not eligible for Special Education Services may obtain a 504 Service Agreement with the School District. Please contact your child's guidance counselor if you need such an agreement. |
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The Saucon Valley School District offers the following Special Education Services in either district operated or outside agency programs:
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| The ER is a report of findings of the MDE process in written format.
It includes reason(s) for the referral, historical information, parent/guardian information, classroom observations,
teacher input, test results which must include instructional evaluation, and as needed ecological results, vocational education results, student's interests, behavior assessment results, strengths, needs, conclusions, and recommendations.
All this information is gathered within 60 school days after receipt of consent from the parent/guardian to conduct the evaluation/re-evaluation.
After the MDE team collects and evaluates all of the information about a student, a Evaluation Report (ER) is typed and presented to the parents within 10 school days after the
60 school day evaluation process.
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| The MDE team determines
whether specially designed instruction is needed. If
specially designed instruction is needed, a plan is
developed so that the student can receive the help that is
needed. The plan is called an Individualized Education
Program (IEP). This plan is developed by the IEP Team which
includes the parent/guardian, the student, the guidance
counselor, the principal, the school psychologist, the
regular education teacher(s), the special education teacher, and anyone else who has a
direct interest or knowledge of the student's educational
program. The IEP lists everything the parent/guardian needs to know about the student's educational program. The plan includes the student's strengths and needs, educational goals and objectives, specially designed instruction, where the program is located, and when the program will begin and end. Specific goals and objectives are necessary on the IEP, and parents must receive progress reports quarterly. The Special Education teacher will provide progress reports to the parent/guardian. IEP's are reviewed and rewritten yearly, or when there is a change in the student's program, or when any member of the IEP Team requests a meeting. The same procedure is followed in which the special education teacher will arrange the IEP meeting.
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| Before the IEP can be implemented, a Notice of Recommended
Educational Placement (NOREP) must be signed by the superintendent and the parent/guardian.
The NOREP is a legal document that the parent/guardian or 18-year-old student signs before the student is allowed to start a specially designed instruction program.
The NOREP lists the program(s) recommended, the level of intervention, the location of the program, appropriate grouping, and other related services.
The Procedural Safeguards Notice, and Options Considered are also completed and given to the parent/guardian. An IEP cannot be implemented until the parent/guardian signs the NOREP agreeing to student's placement. If the NORA is signed at the meeting, the IEP can be implemented within 5 days. If the parent/guardian has not returned the NOREP within 10 days, phone contact must be made home before services can begin. A new NOREP should be issued whenever there is a change in the student's IEP in regards to location or programs. The same procedure listed above should be followed regarding issuing a NOREP. |
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| The MDE is a process of collecting and evaluating information about a student's strengths and needs.
The MDE may be requested by the Child Find Team, the School District, or by the parent/guardian to determine if Special Education Services are needed. Parental/Guardian consent for permission to evaluate is required before the MDE process can be initiated. The parent/guardian also receives a copy of the Procedural Safeguards Notice explaining the process and their rights. You, as a parent/guardian, are part of the MDE team. The team also includes the student's regular education teacher(s), guidance counselor, principal, psychologist, the student, and anyone else who has a direct interest or knowledge of the student's educational program. The MDE team will collect and evaluate information about the student's strengths and needs and make recommendations about educational programming. |
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| Confidentiality of students' records is adhered to as listed in Saucon Valley's Student Records Plan and Section 342.68 of the State Standards for Special Education.
These procedures are in compliance with the Family Educational Rights and Privacy Act of 1974 and Chapter 12 of the State Board Regulations relating to students. Access to student records by outside agencies is limited and in most cases requires parent/guardian and student (18 years or older) consent. Only school staff involved in the instruction or supervision of a student may access the student's records. Procedures for parent/guardian or student (18 years or older) inspection and release of a student's records are available at the building level. Personally identifiable information is protected by district policy in the Students Records Policy. This policy may be reviewed by contacting the building administrator.
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Child Find |
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Some students need additional support to experience success in school. Pursuant to IDEA ’04, Section 1412 (a)(3) and 1412 (a)(10) all school districts are required to actively identify every student with disabilities residing within the district’s jurisdictions who may be eligible for special education and related services. Saucon Valley School District accomplishes this task with its Child Find process. The Child Find Process is a systematic approach providing initial screening and direct intervention to students experiencing difficulty academically or behaviorally. This process can be the first step in identifying whether a student is eligible for special education services. A student is identified “at risk” of school failure by student performance data. These data may include grades, district or school assessment results, standardized test scores, attendance rates and disciplinary referrals. The Child Find Team meets to examine the data and design appropriate interventions for the student. With the interventions in place, the child’s performance is monitored for a specified length of time. After this time period, the team reconvenes to assess the data and decide if further evaluation is warranted. Team members may include parents and any appropriate school personnel. Parents/guardians play an integral part in the success of the process and are encouraged to attend their child’s team meetings and reinforce interventions and strategies implements both at school and home. If you believe that your school-aged child may be in need of special education services and related programs, or that your child, age 3 to school age, may be in need of early intervention, screening and evaluation are available at no cost. This screening is designed to assess the needs of your child and his/her eligibility for services. A written request for screening and evaluation can be made at any time, whether or not your child is enrolled in the District’s public school program by contacting Mr. Shawn Rutt, Director of Special Education for Saucon Valley School District.
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