Special Education Services

Avonworth School District provides a free, appropriate, public education to exceptional students according to all state and federal mandates. To be eligible, the child must be of school age, need specially designed instruction, and meet eligibility criteria for one or more of the following physical or mental disabilities as set forth in the Pennsylvania State Standards:

Autism
Deaf-Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment including Blindness

Student Identification and Evaluation Process

The District uses identification procedures to ensure that eligible students receive an appropriate educational program consisting of special education and related services, individualized to meet student needs. At no cost to the parents/guardians, these services are provided in compliance with state and federal laws and are reasonably calculated to yield meaningful educational benefit and student progress. Various screening activities are conducted on an ongoing basis to identify students who may be eligible for special education. These screening activities include: review of group-based data (cumulative records, enrollment records, health records, report cards, ability, and achievement test scores); hearing, vision, physical, and speech/language screening; and review by a Child Study Team, Pupil Personnel Team, or Student Assistant Program (SAP) Team. When screening results suggest that the student may be eligible for special education services, the District seeks parent/guardian consent to conduct a multi-disciplinary evaluation. Parents/guardians, who suspect that their child is eligible for special education services, may request a Multi-Disciplinary Evaluation at any time through a written request to the Director of Student Services.

Special Education Programs and Services

Services designed to meet the needs of eligible students include the annual development of an Individualized Education Program (IEP), bi-annual or tri-annual multi-disciplinary re-evaluation, and a full continuum of services, including Itinerant, Supplemental, or Full-Time Levels of Intervention. The extent of special education services and the location for the delivery of such services are determined by the IEP team and are based on the student’s identified needs and abilities, chronological age, and the level of intensity of the specified intervention. The District also provides related services. Related services are supportive services that are required for a child to benefit from special education. Related services help students with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving.

Special Education Eligibility

In compliance with the Individuals with Disabilities Education Act (IDEA) and directives from the Pennsylvania Bureau of Special Education, the Avonworth School District provides services to students meeting eligibility criteria for special education services. Part of the District’s responsibility is locating, identifying, and educating school-aged students who are in need of special services and/or programs. This is commonly known as Child Find. Eligibility criteria for special education is a two-pronged approach defined as the student having a disability AND the need for specialized instruction due to that disability. Each of our buildings continues to implement a continuum of regular and special education services to meet the needs of all students. The continuum includes all levels of special education services based on the individual needs of each student. Avonworth School District serves students in the least restrictive environment, maintaining them in District schools whenever possible. Some students with low-incidence disabilities are served by intermediate units, alternative programs, or approved private schools in order to most appropriately meet their needs.

Educational Placement and Inclusion

Regular and special education classes serve students in kindergarten through age 21 with learning, emotional, social and behavioral needs, as well as those with physical or other handicapping conditions. Most exceptional students are assigned to regular homerooms and participate in the general education curriculum to the maximum extent appropriate, based on evidence-based assessment data and as determined by the student’s Individual Education Plan (IEP).

Pre-Referral and Referral Process

When an academic, emotional, social or behavioral concern arises and the school has concerns that the student may need additional supports, the student is referred to the Student Assistance Program (SAP) and/or Multi-Tiered System of Supports (MTSS) teams. From there, individual meetings for students will be set up and may consist of any school staff member, parents, legal guardians, and the student, when appropriate.

Multidisciplinary Team Evaluation

If the appropriate pre-referral supports and services are provided with fidelity, and the student is still not demonstrating adequate progress as per research-based data, a student may be referred for multidisciplinary team evaluation. The referral process provides vital information from the pre-referral activities and interventions and leads to the formulation of questions to be addressed in the evaluation. In cases of emergency, the multidisciplinary team evaluation may occur concurrently with other interventions.

Parental Consent

Parent permission is required for the multidisciplinary team evaluation process. When assessments are complete, an Evaluation Report (ER) is prepared. The ER guides the Multidisciplinary Team in determining eligibility for special education services. If the student is determined to be eligible, an Individual Education Plan (IEP) meeting is held to determine the programming and interventions required to meet the individual student’s needs.

The student’s program, outlined during the IEP meeting, is specified in the written IEP that is provided to the parents. Along with the written IEP, the District sends the parent a Notice of Recommended Educational Placement (NOREP), which must be signed by the parent and returned to the District.

Parents may also request that the District perform a Multidisciplinary Team Evaluation at any time. Once a written request is received, the District has 10 calendar days to provide a formal response, either a Permission to Evaluate (PTE) or a Prior Written Notice (PWN) explaining why the District is denying the request at this time. Requests can be made to Dr. Justin Karam, JKaram@avonworth.k12.pa.us, Director of Student Services.

IEP Development and Notice of Recommended Placement (NOREP)

If the student is found to be eligible for special education, an IEP meeting is held within 30 calendar days to develop the student’s program. Following the meeting, the District provides the parent with a Notice of Recommended Educational Placement (NOREP). This document must be signed and returned by the parent/guardian before initial services can begin. Agreeing with the completion of the initial evaluation cannot be considered as consent for special education services.