Pre-Referral and Referral Process
When an academic, emotional, social or behavioral concern arises and the student’s needs cannot be met within the regular education continuum of services, the student is referred to the Multi-Tiered System of Support team (MTSS team) or the Student Assistance Program (SAP team). SAP teams may consist of any school staff member, parents, legal guardians, and students. If a parent is worried about their student’s progress, they could refer them to the MTSS team or SAP team for interventions and support.
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.
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 the eligibility for special education services. The Charter School does not use any single measure or assessment as a sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child.
If the student is determined to be eligible for special education services, 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 Placement (NOREP), which must be signed by the parent and returned to the District.
Chapter 15/504 Service Agreements
Services for Protected Handicapped Students (Chapter 15)
In compliance with state and federal law, PA Distance Learning Charter School will provide to each protected handicapped student without discrimination or cost to the student, or family, those related aids, services, or accommodations that 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. In order to qualify as a protected handicapped student, the child must be of school-age with a physical or mental disability that substantially limits or prohibits participation in or access to an aspect of the school program.
These services for “protected handicapped students” are distinct from those applicable to all eligible or exceptional students enrolled or seeking enrollment in special education programs. Parents may request an evaluation for services under Chapter 15 by contacting the grade-level principal.
For further information on the evaluation procedures and provision of service to protected handicapped students, contact your building principal or the Special Education Director Stephanie Faith.