Special Education Services
Welcome to the Special Education Department. We know how challenging it can be for parents to find resources to help their child with special needs succeed in school. We also know that there are so many rights, rules, regulations, forms, and jargon, it can be intimidating for parents and difficult to understand everything that is going on.
Our goal is to provide you answers and resources to help make your experience with your child a positive one. If you ever have any questions about the services your child receives, or if you feel your child should be receiving services, please give us a call. We are always happy to help you.
Screening and Evaluation
Glendale School District uses the following procedures for allocating, identifying, and evaluating specific needs of school-age students requiring special programs or services. The district routinely conducts screening of a child’s hearing acuity in the following grades: kindergarten, 1st, 2nd ,3rd, 7th and 11th. Visual acuity is screened in every grade. Speech and language skills are screened for all students entering 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 ongoing basis. Specified needs from all of these screenings sources are noted within the child’s official file. School records are always open and available to parents and only to school officials who have legitimate “need to know” information about the child.
Information from the records is released to other persons or agencies only with appropriate authorization that involves written signed permission by parents. Parents with concerns regarding their child may contact building principals at any time to request a screening or evaluation of their child. Communication with parents and exceptional students shall be in English or the native language of the parents.
Screening information will be used by the child study team within the student’s school to meet his or her specific needs or to document the need for further evaluation. If it is determined that a child needs psychological evaluation, the parents will be asked to give written permission.
After the evaluation is completed, an evaluation report will be compiled with parent involvement and include specific recommendations for the types of interventions 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. An individualized evaluation plan (IEP) will be developed for specialized service for the student.
The school district IEP team will consist of at least two of the following district staff: building principal, special education teacher(s), school psychologist, special education supervisor, other teachers or specialist as needed and other administrative staff, when appropriate.
Parents are an integral part of the IEP team and need to be physically present the IEP meeting. The district will make every effort to insure parent participation. The district will notify the parents in writing, make documental phone calls, and any other necessary accommodations, to make parents aware of the IEP conference and the need for parent participation. Parents are then presented a notice of recommended educational placement (NOREP) with which they may agree or disagree. If parents disagree with the program being recommended the issue may be taken to mediation or a due process hearing.
Privacy Rights of Parents and Students
The school district and its employees are required by federal law and state and federal rules and regulations to protect the rights of students. Information about students cannot be disclosed without written parental consent.
Educational Records, Personally Identifiable Information, and Directory Information
Educational records consist of information directly related to a student which is maintained by an educational agency. Personally identifiable information includes the students name, the name of the parent or other family members, a personal identifier, or a list of personal characteristics that would make the student’s identity easily traceable. Educational records and personally identifiable information cannot be disclosed or released without written parent consent, or if a student is over eighteen, without student consent.
There is certain information that can be released without consent which is called directory information. Directory information means information contained in an education record of a student which would not generally be considered a harmful or an invasion of privacy, if disclosed. The school district designates what information is labeled as directory information. It shall include the following: The student’s name, address, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletics teams, dates of attendance, degrees of awards receive, and the most recent previous educational agency or institution attended by the student. Disclosure of the information means to permit access to or the release, transfer, or other communication of educational records, or the personally identifiable information contained in these records, to any party, by any means, including oral, written, or electronic. This means that information about a student cannot even be shared in conversation without permission. This also applies to other personal who do not have an educationally relevant reason to possess knowledge of a student.
Written parental consent is necessary for disclosure of personally identifiable information and educational records. The consent must: (1) specify the record that may be disclosed; (2) state the purpose of a disclosure; (3) identify the part of class of parties to whom the disclosure may be made. Furthermore, the school district must maintain a written record of disclosure for the parents to inspect in case information has been released.
Fees: The Glendale School District may charge a fee for copies of records that are made for parents if the fee does not effectively prevent the parents from exercising their right to inspect and review those records. There will be a charge of .25 per copy for single documents and .30 per copy for multi-page documents.
Chapter 15 Protected Handicapped Students
A protected handicapped student is a student who is school age with a physical or mental disability which substantially limits or prohibits participation in or access to any aspect of the school program.
In compliance with state and federal law, the school district will provide to each protected handicapped student, without discrimination or cost to the student or family, those related aides, 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. These services and protections for “protected handicapped student” are distinct from those applicable to all eligible or exceptional students enrolled (or seeking enrollment in special education programs).
The goal of Child Study of to provide a process whereby a committee of school personnel and non-school personnel, as appropriate, meet to address the needs of individual students who are having difficulty in the educational setting. The Child Study team will intervene in order to maintain the child in the regular classroom setting.
Student Success Team
The goal of the student success team (SST) is to provide a process whereby a committee of school personnel and non-school personnel, as appropriate, meet to address the needs of individual students who are having difficulty in the educational setting. The SST will intervene in order to maintain the child in the regular education setting.
Disability Services: Office of Vocational Rehabilitation
The Pennsylvania Office of Vocational Rehabilitation, or OVR, provides vocational rehabilitation services to help persons with disabilities prepare for, obtain, or maintain employment. OVR provides services to eligible individuals with disabilities, both directly and through a network of approved vendors. Services are provided on an individualized basis. The OVR counselor, during face-to-face interviews, assists customers in selecting their choice of vocational goals, services and service providers. An individualized plan for employment (IPE) is developed, outlining a vocational objective, services, providers, and responsibilities. Certain services are subject to a financial needs test (FNT) and may require financial participation by the customer. Counseling and guidance, diagnostic services, assessments, information and referral, job development and placement, and personal services such as readers or sign language interpreters are provided at no cost to the individual. Also, by law OVR customers receiving social security benefits for their disability (SSI, SSDI) are exempt from OVR’s financial needs test.
Nicole Lodge, M.S., CRC - Rehabilitation Counselor
Amy Roberts, M.A., CRC - Vocational Rehabilitation Counselor
Special Education Programs
To meet the needs of eligible students, services are available in the following buildings which meet the needs of the entire district.
Glendale School District
Mr. Edward DiSabato, Superintendent
Mr. Rick Kozak, Assistant High School Principal
Mr. Richard Magulick, Special Education Supervisor
Mr. Brian Stacey, High School Principal
Mrs. Kate Bacher, Elementary Principal