LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

Addendum #1

Special Education Policies

TABLE OF CONTENTS

Procedure

  1. Special Education Confidentiality of Student Records
  2. Special Education Record Keeping
  3. Special Education Confidential Records Authorized Access List
  4. Chronology of Service Delivery
  5. Evaluation Procedures (For newly identified students)
  6. Independent Evaluation at Public Expense Procedure
  7. Addressing Cultural Diversity in the Evaluation Process
  8. Transition Procedures (Elementary to Middle to High School)
  9. Multidisciplinary Reevaluation Procedures
  10. Student Re-entry Procedure
  11. Individual Education Plans (IEPs)
  12. Individual Education Program (IEP) Procedures (Newly Identified)
  13. Individual Education Program (IEP) Procedures (Current student w/re-eval)
  14. Individual Education Program (IEP) Procedures (Current student, no re-eval)
  15. Transition Plan Process
  16. Transition Follow-up Policy
  17. Transfer Procedures (into LVDLCS from within PA)
  18. Transfer Procedures (into LVDLCS from outside PA)
  19. Disciplinary Procedures
  20. Disciplinary Exclusion of Students w/Disabilities (Suspension)
  21. Disciplinary Exclusion of Students w/Disabilities (Expulsion)
  22. Disciplinary Change in Placement Procedure
  23. Monitoring Special Education Students
  24. Extended School Year
  25. Adaptive Physical Education Procedures
  1. Students with Hearing Aids and other Assistive Technology Devices
  2. Surrogate Parents
  1. Referral for Psychological Counseling as a Related Service
  2. Reporting of A Crime Involving Students Receiving Special Education
  3. Services
  4. Registration of Students in Foster Placements

XXXI. Composite List of Forms

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

I. CONFIDENTIALITY OF STUDENT RECORDS

Storage of Records

  1. Original Special Education files will be stored in a filing cabinet in a secure location, which may be the special education classroom or the secretary's record files office.
  2. These files will remain locked when not in use.
  1. Keys to these files will be kept in a secure location. Special education teachers, the secretary and the principal shall be aware of the key's location.
  1. Special Education teachers must keep their special education files, for

students on their current caseload, in a locked, secure location.

Release/Access to Records:

  1. A binder, containing a "sign out" sheet, will be kept with the filing cabinets.
  1. Only the persons specified below have access to these records without prior parental consent:

Building Principal and CEO/COO of School

Assistant Principal

Itinerant Professional Personnel

Teachers of a Student with a special education file

Counselor

Secretary

Authorized State and Federal Personnel

  1. Authorized Access List must be posted on front or open side of file cabinets containing the special education files.
  1. Current listing of the names and position of those employees who have been determined by LVDLCS administrators to have legitimate educational interests and who are authorized by LVDLCS administrators to have access to special education files will be maintained for public inspection in the Office of the CEO/COO and Principal.
  1. All requests for special education information must be authorized by written consent from the eligible student, former student, parent, or in compliance with a judicial order.
  2. Release of Information Form (See appendix) must be completed and signed

by parent and/or legally authorized representative of the student before any

special education information can be released to any outside agency.

Confidentiality Training:

  1. Confidentiality training will be provided in relation to the LVDLCS student records policy, in general, and the LVDLCS special education records policy during the initial in-services held before the beginning of the regular school year.
  1. Additional training will be provided as part of the LVDLCS induction program for new professionals.

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

II. SPECIAL EDUCATION RECORD KEEPING

In LVDLCS there are two sets of records on each special education student:

I) Secretary File: maintained in the central office and may contain copies of original documentation of Permissions to Evaluate, Notices of Intent to reevaluate, ER/RR, Waivers, and NOREP's. These files are restricted access.

2) Special Education Teacher File: located in a locked cabinet in the teacher's classroom or office. It should contain copies of Permission to Evaluate, Notices of Intent to re-evaluate, ER's, Waivers, and NOREP's. It may also contain the teacher's record of parent contacts. This is also a restricted access file.

When a student withdraws from LVDLCS, Special Education teachers should forward their original and complete files to the Central Office of the new school within ten days of their request for records. We will maintain photocopies of the files as inactive in the LVDLCS central office and will be returned to appropriate staff if the student returns to the school.

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

III. SPECIAL EDUCATION
CONFIDENTIAL RECORDS AUTHORIZED ACCESS LIST

CEO/COO -Principal and Assistant principal

Building Counselor

Special Education Teachers and Paraprofessionals

Itinerant Professional Personnel (Speech, Occupational, and Physical Therapists)

General Education Teachers of a Special Education Student

Central Office Secretary

Authorized State and Federal Personnel

IV. CHRONOLOGY OF SERVICE DELIVERY

Student is referred –evaluation or reevaluation

60 School Days to complete evaluation and send to parent

Evaluation identifies if student meets eligibility requirements for Special
Education Services

Student meets criteriaStudent does NOT meet criteria

IEP is developed

NOREP given to parents for approval and signing
within 10 school days

Special Education Teacher completes Penn Data
Form

Reevaluation conducted every 3 years or as requested by teacher, parent, or administrator

IEP written within 30 calendar days of
reevaluation or annually by calendar year

NOREP issued

Penn Data updated

10 calendar days to implement IEP

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

V. EVALUATION PROCEDURES

(For Newly Identified Students)

The Child Find Team identifies students through a referral system, reviews data and completes forms. Special education personnel completes referral packet. This information is shared with building principal and assistance principal.

IV. Parent Request for Evaluation and Re-Evaluation.

  1. Referral form completed.
  2. Parent contacted and process explained

V.Permission to Evaluate is mailed to parents including

  1. Reason for the evaluation
  2. Proposed date(s) for the evaluation
  3. Types/forms of assessment data to be used (tests, observation, input etc.)
  4. Parent Input form, to be completed by parent
  5. Procedural Safeguards Notice
  1. When signed Permission to Evaluate:

A. Appointment is made with Psychologist

  1. Educational testing is completed on the student
  2. Psychological testing is completed on the student

VII. Copies of following documents made for psychologist:

  1. Report Card and Progress Reports
  2. Class schedule
  3. Attendance Record
  4. Discipline Report
  5. Parent Input Form
  6. Referral Packet from IST
  7. Nurse Input Form

VIII. Referral and permission forms are given to the psychologist within 5 school days of receipt of PTE.

IX.A type written Evaluation Report (ER) shall be completed and sent to special education teachers for routing.

X.Evaluation meeting procedure:

  1. Meeting date coordinated between psychologist and special education teachers. The special education teachers will make the contacts to the appropriate team members. (The psychologist may review the Evaluation Report with the parents, prior to the evaluation, at their discretion).
  2. Psychologist brings the draft ER to the meeting. Additional copies can be made at the school.
  1. Meeting participants should include psychologist, special education teachers, regular education teacher, principal, parent, Title I, speech, and other support service personnel.
  1. Changes and/or deletions will be made to the report, at this time, since it is still a draft copy.
  2. Signatures may be made to the ER at this time, unless the team determines that further data needs to be collected or revisions need to be made.

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

G. Final copy of the ER will be issued at the conclusion of the meeting or upon completion of changes or further data collection.

XLWithin 60 school days of receipt of PTE, the completed Evaluation Report (ER) must be received by parent.

  1. With parent approval, a WAIVER may be used to eliminate the time between the evaluation and the IEP. However, a typewritten ER is needed to complete the Evaluation and subsequent development of the IEP.
  2. IEP Process — Follow IEP procedure for newly identified students

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

VI. INDEPENDENT EVALUATION AT PUBLIC EXPENSE PROCEDURE

I. Criteria to be met by independent evaluation

 Must be administered by a certified school psychologist.

 Sufficient in scope and depth to investigate information relevant to the student's suspected exceptionality, including academic functioning, adaptive behavior, social behavior, learning problems, learning strengths and educational needs and information obtained as a result of instructional support activities, if conducted, and shall be consistent with the Pennsylvania Department of Education Chapter 14 Special Education laws.

 The multidisciplinary evaluation process shall include information from the parents.

 A single test or procedure may not be the sole factor in determining whether a student is exceptional.

 Tests selected and administered in a manner that is free from racial and cultural bias.

 Selected and administered so that the test results accurately reflect the student's aptitude, achievement level or whatever other factors the test purports to measure, rather than the student's impaired sensory, manual or speaking skills, except if those skills are the factors which the test purports to measure.

 Professionally validated for the specific purpose for which they are used.

 Selected and administered by certified professional employees under instructions provided by the producer of the tests and sound professional practice.

 Evaluation of students suspected of being exceptional and in need of special education services and programs that address academic skills shall include an instructional evaluation consisting of an assessment of the basic academic content that the student is expected to learn, shall yield the student's rate of acquisition and the student's rate of retention and shall result in a determination of the type and quantity of instructional support that is required to maintain the student at the student's instructional level.

 Evaluation of low-functioning students or students with multiple disabilities shall include an ecological/life-skills evaluation which determines how the student functions in the school, home and the community and what strengths and needs the student has in relation to basic skill areas. The assessment shall include the following basic skill areas: communication, social, motor, behavior, academic and work or vocational.

 Intelligence tests yielding IQ score may not be used as the only measure of aptitude for student of limited English proficiency, or for students of racial, linguistic, or ethnic minority background.

 No determination of mental retardation or serious emotional disturbance may be made until the student has the demonstrated skills necessary to render the evaluation and diagnosis valid.

 A comprehensive written report which brings together all of the information and findings from the evaluation concerning the student's educational needs and strengths based upon present performance levels, and which includes an interpretation of assessment results and information on observations in other settings.

 The report shall be given in a language that is clear to the parents and educators who will use it in implementing and evaluating the instructional services and programs specified.

 The comprehensive evaluation report shall contain the following:

 Demographic data.

 The reason for referral.

 The student's educational, social and physical history.

 Evaluations and information provided by parent.

 Current classroom-based assessments and observations.

 Observations by teachers and related service providers.

 Results and summary of all assessment tools and strategies used.

 A summary of findings.

 Conclusions and recommendations regarding eligibility.

 The report shall make recommendations:

 Whether the student needs special education and related services.

 Shall indicate the basis for those recommendations.

 Indicating present levels of performance and educational needs of the child.

 Each team member shall sign the report, indicating whether or not it reflects his conclusions.

 A team member may submit a separate statement presenting his conclusions if the report does not reflect his conclusions.

II. To recommend that a student who has been evaluated as an exceptional student, the multi-disciplinary evaluation shall conclude that:

 The student requires special education services to access his/her education.

 The student meets the criteria for eligibility as defined (or relating to the definitions) and as set forth in the Pennsylvania Department of Education Chapter 14 Special Education laws.

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

VII. SPECIAL EDUCATION
ADDRESSING CULTURAL DIVERSITY
IN THE EVALUATIONPROCESS

I.The Multi-Disciplinary Team (MDT) will be comprised of those persons knowledgeable of the student and the student's culture.

II.LVDLCS will offer the parents the Procedural Safeguards in Spanish, if that is the language spoken in the home.

III.LVDLCS will have the Procedural Safeguards translated at such times when the language spoken in the home is neither English nor Spanish.

IV.When the district or parents of a student believe that the student's cultural background may affect the results of the evaluation, the district will designate a person familiar with the student's background to become an active member on the evaluation.

A. The agencies/persons listed below have been identified as possible resources for Spanish translators.

1) Ms. Lisa Pluchinsky - Principal

2) Mr. Scott Wedemeyer – Assistant Principal

3) Ms. Tia Weaver – Instructional Support

4) Ms. Evelyn Dechamps – Instructional Support

5) Other qualified staff as designed by principal.

V.LVDLCS will translate the Notice of Recommended Educational Placement (NOREP) in Spanish.

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

VIII.TRANSITION PROCEDURES
(Elementary to Middle to High School)

  1. Teacher reviews student's recent academic and behavioral performance.
  2. Conduct a reevaluation if a "significant" change in program is recommended. Refer to Re-evaluation/IEP Procedures.
  3. If student's current level of intervention is appropriate, only an IEP needs to be developed. Refer to IEP Procedures.
  1. Measurable goals and objectives will be developed according to needs, based on formal and informal assessments.
  1. The teacher will complete the IEP.
  1. Confirm NOREP is appropriate for school/ building. IF NOT, revise the NOREP.
  2. Student folder should be complete and in order prior to the end of the school year.

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL

IX. MULTIDISCIPLINARY RE-EVALUATION PROCEDURES
(For Students Currently in Special Education)

I.Students are to be re-evaluated.

A. As per PA state regulations

B. Upon significant change in educational placement

C. Upon Parent Request

D. Upon staff recommendation

E. Prior to applying a disciplinary action, which would result in a change in educational placement.

II.The IEP team and the School Psychologist conduct the re-evaluation for students currently receiving special education services. The final Reevaluation Report is typed, signed by the appropriate team members, and copies sent to the parents and maintained in the IEP files.

III.The IEP team may decide that more information is needed for a specific evaluation. The following process is then followed:

A. Permission to Reevaluate and Parent Input form are sent to parent with Procedural Safeguards Notice.

B. Parental consent must be secured prior to conducting reevaluation unless there is appropriate documentation of 3 attempts to get parental permission before proceeding with the reevaluation.

C. If a parent checks that he/she objects to the proposed reevaluation, do not begin the reevaluation process. Notify the principal and/or assistant principal. An informal meeting may be requested by the parents prior to a pre-hearing conference mediation due process.

D. Documented attempts to secure permission on the PTE form

E. Following information is sent to psychologist

1. Reevaluation packet compiled by caseload teacher

2. Observation form

3. Educational testing

F. School psychologist completes testing requested by the IEP team and types a Re-evaluation Report (ER).

G. Typewritten Re-evaluation Report (ER) is sent to the special education teachers for review and signatures.

H. Final Re-evaluation Report is mailed to parent within 60 days of LVDLCS’s personnel receipt of signed PTE from parent.

X. STUDENT RE-ENTRY PROCEDURE

(After Mental Health in-patient treatment)

Guidance counselor notified that student has been placed in, or will be returning from, a mental health facility.

A. Counselor has parent sign release of information form

B. Counselor requests copies of:

  1. Expected date of re-entry into school
  2. Psychiatric and psychological evaluations done
  3. Discharge instruction sheet
  1. All data pertinent to student's education

C. Counselor forwards above documents to Principal or Assistant Principal. Appropriate building administrator will be notified & documents placed in the student's psychological file.

D. Counselor arranges meeting prior to student returning to classes with:

1. Team Members May Include: (*mandatory) Parents*

Student

Counselor*

Representative from mental health facility

Special education

Psychologist*

Building principal

2. Team will discuss and determine possible need for the following:

  1. Behavior Plan
  2. Section 504 Service Agreement
  3. Need for further testing
  4. Possible involvement of outside mental health services
  5. SAP team

3. Team will set date for student to resume attending classes

Counselor provides building principal with current status of this student.

III.Counselor will monitor progress of student for 30 days after re-entry A. A follow-up meeting to be held, if needed.

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Policies and ProceduresAdopted December, 2012

LEHIGH VALLEY DUAL LENGUAGE CHARTER SCHOOL