Special Education Programs
The Canon-McMillan School District is committed to providing quality special education programs to all identified students throughout the district. All special education programs are operated under the guidelines of both the federal Individuals with Disabilities Education Act (IDEA) and state (Chapter 14) regulations.
Identification
Students who are suspected of having a disability may be referred for a Formal Evaluation by their parents or by school staff. Prior to referral for possible special education services, intervention services are available to students in order to support them in areas of difficulty. This is accomplished through the Instructional Support Team (IST) process at the elementary level and through the Pupil Focus Team process at the intermediate school, middle school and high school levels.
In order to be determined eligible for special education programming, the two-pronged criteria, as outlined below, must be met and documented by the evaluation team:
- The student must have a disability in one of the following categories: Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Mental Retardation, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment including Blindness.
- Secondly, the student must demonstrate a degree of need for specially designed instruction in addition to what can be provided in the regular education setting with supplementary aids and services.
After formal evaluation, if eligibility is determined, a team meeting is held andan Individualized Education Program (IEP) is developed for the student. This document summarizes the student's present educational levels, outlines goals/objectives and lists specially designed instruction and educational services that the student needs in order to make progress in the areas specified by the team. For students who are 14 years of age or older, a transition plan is developed that includes appropriate measurable postsecondary goals related to training, education, employment and, when appropriate, independent living skills. The IEP team meets at least on an annual basis (more often if requested by a parent or other IEP team member) to review progress and develop a plan for the upcoming year. Reevaluations are conducted on a regular basis (established by state regulations) in order to determine continued eligibility and need for special education services.
Programs and Services
Various special education programs, as well as supplementary aids and services, are available in Canon-McMillan to meet the needs of identified special education students. The following is a summary of the support programs currently available to Canon-McMillan students:
Services for students with the disability of autism who require services to address needs primarily in the areas of communication, social skills or behaviors consistent with those of autism spectrum disorders. The IEP for these students must address needs as identified by the team which may include, as appropriate, the verbal and nonverbal communication needs of the child; social interaction skills and proficiencies; the child’s response to sensory experiences and changes in the environment, daily routine and schedules; and, the need for positive behavior supports or behavioral interventions.
- Blind-Visually Impaired Support
Services for students with the disability of visual impairment including blindness, who require services to address needs primarily in the areas of accessing print and other visually-presented materials, orientation and mobility, accessing public and private accommodations, or use of assistive technologies designed for individuals with visual impairments or blindness. For students who are blind or visually impaired, the IEP must include a description of the instruction in Braille and the use of Braille unless the IEP team determines, after the evaluation of the child’s reading and writing needs, and appropriate reading and writing media, the extent to which Braille will be taught and used for the student’s learning materials.
- Deaf and Hard of Hearing Support
Services for students with the disability of deafness or hearing impairment, who require services to address needs primarily in the area of reading, communication, accessing public and private accommodations or use of assistive technologies designed for individuals with deafness or hearing impairment. For these students, the IEP must include a communication plan to address the language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode; and assistive technology devices and services.
Services for students with a disability who require services primarily in the areas of social or emotional skills development or functional behavior.
Services for students with a disability who require services primarily in the areas of reading, writing, mathematics, or speaking or listening skills related to academic performance.
Services for students with a disability who require services primarily in the areas of academic, functional or vocational skills necessary for independent living.
- Multiple Disabilities Support
Services for students with more than one disability the result of which is severe impairment requiring services primarily in the areas of academic, functional or vocational skills necessary for independent living.
Services for students with a physical disability who require services primarily in the areas of functional motor skill development, including adaptive physical education or use of assistive technologies designed to provide or facilitate the development of functional motor capacity or skills.
- Speech and Language Support
Services for students with speech and language impairments who require services primarily in the areas of communication or use of assistive technologies designed to provide or facilitate the development of communication capacity or skills.
Other Related Services are available to students who require such services to gain benefit from their educational program. These services may include: occupational therapy, physical therapy, psychological services, nursing services and guidance counseling services. Special transportation is also offered to students who are unable to access regular transportation services, due to the disability or the location of the special education program.
Location of Services
Most identified special education students receive all services in their neighborhood schools. Some district students may participate in a program in another district building, depending on their needs and where they can most appropriately be met.
Some students require a more specialized program than what is offered at the district level, based on the severity of their needs and/or the type of program that is required for the student to make progress. To meet the needs of such students, placements are available through Intermediate Unit operated programs, Approved Private Schools, and other alternative educational programs. These programs are monitored by the Canon-McMillan School District to ensure that students make sufficient progress in the outside programs.
Transportation services are provided by the district at no cost to parents so that students may access the appropriate special education program in or out of the district.
Levels of Special Education Services
Various levels of services are available to special education students based on the severity of the needs presented and the amount of service required to address these needs. To the extent appropriate, identified special education students participate in the regular education setting for all or part of their day as part of the district's commitment to inclusionary special education services. Below are some examples of how special education services may be provided by Canon-McMillan:
Special education supports and services provided by special education personnel for 20% or less of the school day.
Special education supports and services provided by the special education personnel for more than 20% of the day but less than 80% of the school day,
Special education supports and services provided by special education personnel for 80% or more of the school day
If documented by a medical doctor, the district provides some students with temporary homebound instructional services by a certified teacher if the student cannot participate in a school-based program due to medical involvement.
Special Education Staff
Special education teachers are a part of the team in each school building in the Canon-McMillan School District. Staff is assigned to buildings based on the number of identified special education students and the degree of need displayed by the students. Special education paraeducators are also placed in various buildings to offer additional support services to special education students and to assist teachers with making adaptations for specific students. All special education paraeducators work under the supervision of the building principal and special education teacher.
The district also utilizes the services of Pennsylvania Certified School Psychologists, in addition to a Director of Special Education. The psychologists are regularly involved in the initial evaluation and reevaluation processes. In addition, they provide consultation to parents and staff regarding academic and behavioral issues of students. The Director of Special Education oversees the operation of the special education programs within the district, as well as outside of the district.
All special education staff is involved in both district-wide inservice training throughout the school year, as well as training geared toward their specific roles as special educators. The district is committed to ensuring that all staff is knowledgeable of current state and federal guidelines related to the provision of special education services. Special education staff also participates in trainings offered by the Canon-McMillan School District Administration, the Intermediate Unit, the Pennsylvania Training and Technical Assistance Network (PaTTAN), local colleges and universities and other training groups on an ongoing basis.
Preschool Special Education Services
District preschool age students with various disabilities and developmental delays are entitled to appropriate early intervention services. Locally, United Cerebral Palsy (through the Pennsylvania Department of Public Welfare) provides evaluation and services to infants and toddlers (birth - 2 years). Intermediate Unit I (through the Pennsylvania Department of Education) provides evaluation and services to preschool age children (3 - 5 years). Parents may contact these agencies directly for additional information or they may contact the Canon-McMillan Special Education Department for assistance in accessing the appropriate agency for these preschool services.
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