SASD-Special-Education-Plan-2015-2018-web.doc - Shenango Area SD Special Education Plan Report District Profile 2 Demographics 2501 Old Pittsburgh Rd

SASD-Special-Education-Plan-2015-2018-web.doc - Shenango...

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Shenango Area SD Special Education Plan Report 07/01/2015 - 06/30/2018
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2 District Profile Demographics 2501 Old Pittsburgh Rd New Castle, PA 16101 (724)658-7287, ext. #3 Superintendent: Michael Schreck Director of Special Services: Christine A. Moon Core Foundations Special Education Special Education Students Total students identified: 162 Identification Method Identify the District's method for identifying students with specific learning disabilities. The Shenango Area School District currently utilizes the discrepancy model between ability and achievement to determine the presence or absence of a learning disability. Student products, comparisons to normative assessments, state assessments and classroom peers may be utilized along with classroom behavior, both observed and reported. Parental input via questionnaires or interviews is sought, and information from related service providers may be used. Evaluations provided by the parents are incorporated. Information provided by the teacher related to classroom behavior and performance is obtained. How the student has responded to classroom and other interventions is incorporated, as appropriate. The following statements are addressed: 1. Whether the child has a specific learning disability; 2. The basis for making the determination (the basis will be predominately based upon whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services, noting that no single method is always used in making this determination. A team, including a minimum of the student's teacher, a school psychologist, and the student's parent are involved with making this decision); 3. The relevant behavior noted during the observation of the child; 4. The relationship of that behavior to the child's academic functioning; 5. The educationally relevant medical findings, if any; 6. The determination of the team concerning the effects of environmental, cultural, or economic disadvantage. Based upon the request for evaluation, the following screening protocol may take place:
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3 Review of school records (attendance, office discipline referrals, and report cards) Vision and hearing screenings Speech and Language screenings Curriculum and performance based assessments (i.e. PSSA, PASA, Keystone Exams, progress monitoring, Aimsweb, Title 1 assessments) Systematic observation of behavior Pre-referral intervention is currently targeted through intensive Title 1 programming and data garnered through the District Intervention and Enrichment programming (grades K-6). Additionally, grade level teaming occurs where area(s) of concern are identified and systematically monitored and remediated. The elementary Core Teaming process was created to bridge the gap between regular education and special education. The team consists of Director of Special Services, School Psychologist, Elementary Principal, School Counselor, and Inclusion Support Teacher. An
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