Special Education
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NCASD Special Education Plan
The New Castle Area School District is committed to educating students with disabilities within the confines of the District whenever possible, and with their same age peers to the maximum extent possible. It is our strong belief that special educational support services can first be provided within the regular education setting. To that end, a wide range of supports and services have been established. These supports include pre-referral interventions, curricular or instructional adaptations, alternative grading/assessment systems, inclusionary teams, classroom paraprofessionals, and instructional strategies. Additional services such as speech/language therapy, occupational therapy, physical therapy, and behavioral consults can be provided. These services are available grades K-12.
In addition to these services, the District in collaboration with the Human Services Center operates three (3) children’s partial hospitalization programs. These programs offer children with significant mental health issues, the opportunity to receive therapeutic counseling and grade-level instruction in a school-based setting. These programs allow for intense intervention without leaving the District.
The NCASD has implemented a comprehensive child find system to identify students who have a disability. Beginning with our school-based pre-referral teams, we periodically review students suspected of having a disability who have been referred by administrators, teachers, or parents. A student will be recommended for a comprehensive multidisciplinary evaluation once minimal response to tried interventions is demonstrated.
This multidisciplinary evaluation includes many components and utilizes information from a variety of sources. Some of the components include the following: classroom observation, administration of intelligence and achievement tests, and the utilization of behavior rating scales or perceptual tests. Information is obtained from the classroom teacher, the child’s parent/guardian, mental health agencies, and health professionals. A careful review of the child’s previous school records, including grades, standardized test results, and attendance is conducted. This information is then compiled into a formal evaluation report, and a determination is made with regard to the nature and degree of the child’s needs. In order to receive special education support services, the child must meet two conditions. The first condition is that they must possess one of the thirteen (13) disabilities outlined in the Individuals with Disabilities Education Improvement Act (I.D.E.I.A.). The second condition is that they must require the use of specially designed instruction. Once these conditions are met, then an I.E.P. team is constructed. This team includes the parents/guardians and school personnel. This team then develops the Individualized Education Program in order to outline specific academic, behavioral, or social goals for the student. This document also outlines the special techniques, modifications, materials, and equipment that the student will need to meet these goals. A special education teacher is then assigned so that the I.E.P. can be implemented. In addition, that teacher can consult with or support the regular education teacher. Progress toward each goal is closely monitored, documented, and reported to the families on a quarterly basis.
Dr. John Mozzocio
Director of Pupil Services
724-656-4763
Child Find Public Notice
The New Castle Area School District seeks to identify any handicapped child ages 3-6 that is a resident of the New Castle Area School District. The specific purpose is to engage the parent/ guardian and child in early identification, and to institute the appropriate educational interventions. Confidentiality of information is guaranteed. Parent/guardians of identified special education students are afforded specific rights by law. These rights are not limited to annual program review and specific procedural rights in matters of dispute over educational programs and/or placements. For further information contact Dr. John Mozzocio, Special Programs Supervisor, at 724-656-4763.
The New Castle Area School District is committed to educating students with disabilities within the confines of the District whenever possible, and with their same age peers to the maximum extent possible. It is our strong belief that special educational support services can first be provided within the regular education setting. To that end, a wide range of supports and services have been established. These supports include pre-referral interventions, curricular or instructional adaptations, alternative grading/assessment systems, inclusionary teams, classroom paraprofessionals, and instructional strategies. Additional services such as speech/language therapy, occupational therapy, physical therapy, and behavioral consults can be provided. These services are available grades K-12.
In addition to these services, the District in collaboration with the Human Services Center operates three (3) children’s partial hospitalization programs. These programs offer children with significant mental health issues, the opportunity to receive therapeutic counseling and grade-level instruction in a school-based setting. These programs allow for intense intervention without leaving the District.
The NCASD has implemented a comprehensive child find system to identify students who have a disability. Beginning with our school-based pre-referral teams, we periodically review students suspected of having a disability who have been referred by administrators, teachers, or parents. A student will be recommended for a comprehensive multidisciplinary evaluation once minimal response to tried interventions is demonstrated.
This multidisciplinary evaluation includes many components and utilizes information from a variety of sources. Some of the components include the following: classroom observation, administration of intelligence and achievement tests, and the utilization of behavior rating scales or perceptual tests. Information is obtained from the classroom teacher, the child’s parent/guardian, mental health agencies, and health professionals. A careful review of the child’s previous school records, including grades, standardized test results, and attendance is conducted. This information is then compiled into a formal evaluation report, and a determination is made with regard to the nature and degree of the child’s needs. In order to receive special education support services, the child must meet two conditions. The first condition is that they must possess one of the thirteen (13) disabilities outlined in the Individuals with Disabilities Education Improvement Act (I.D.E.I.A.). The second condition is that they must require the use of specially designed instruction. Once these conditions are met, then an I.E.P. team is constructed. This team includes the parents/guardians and school personnel. This team then develops the Individualized Education Program in order to outline specific academic, behavioral, or social goals for the student. This document also outlines the special techniques, modifications, materials, and equipment that the student will need to meet these goals. A special education teacher is then assigned so that the I.E.P. can be implemented. In addition, that teacher can consult with or support the regular education teacher. Progress toward each goal is closely monitored, documented, and reported to the families on a quarterly basis.
Dr. John Mozzocio
Director of Pupil Services
724-656-4763
It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing in the Commonwealth, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated. This responsibility is required by a federal law called the Individual with Disabilities Education Act (IDEA).
The IDEA requires each state educational agency to publish a notice to parents/guardians in newspapers or other media before any identification or evaluation activity. The IDEA requires this notice to contain certain information. Pennsylvania law requires each school district to fulfill this notice requirement by providing an annual public notice.
The school district is required by the IDEA to provide a free appropriate public education to children with disabilities who need special education and related services. Pennsylvania has adopted state laws that conform with the IDEA and which school districts must follow. In Pennsylvania school-age children with disabilities who need special education-related services are identified as a child with a disability. Students are exceptional if they need specially designed instruction and have one or more of the following physical or mental disabilities:
Autism/pervasive development disorder
Serious emotional disturbance
Traumatic brain injury
Deafness/hearing impairment
Specific learning disability
Intellectual disability
Orthopedic impairment
Other health impairment
Blindness/visual impairment
Speech or Language impairment
In Pennsylvania, students also qualify as exceptional if they require specially designed instruction and are determined to be mentally gifted.
The IDEA requires the provisions of a free appropriate public education (FAPE) to children with disabilities between 3 years of age and the school district’s age of beginners. In Pennsylvania, a child between 3 years of age and the school district’s age of beginners who has a development delay or one or more of the physical or mental disabilities listed above is identified as a child with a disability.
These children are afforded the rights of school-age exceptional children, including screening, evaluation, individualized education program planning, and provisions of appropriate programs and services. The Pennsylvania Department of Education is responsible for providing programs and services to these children under Act 212 of 1990, the Early Intervention Services System Act.
Screening
Each school district must establish and implement procedures to locate, identify, and evaluate students suspected of being exceptional. These procedures include screening activities, which include but are not limited to: review of group-based data (cumulative record, enrollment records, health records, and report cards); hearing screening (at a minimum of kindergarten, special ungraded class, first, second, third, seventh, and eleventh grades); vision screening (every grade level); motor screening; and speech and language screening.
In schools that have an Instructional Support Team (IST), child study team, or Response to Intervention (RTI), the above screening activities may be considered as another level of screening by these teams. Parents/Guardians and members of the professional staff of the student’s school have the right to request screening by the IST or child study team.
Except as indicated above or otherwise announced publicly, screening activities take place in an ongoing fashion throughout the school year. Screening is conducted in the student’s home school unless other arrangements are necessary. For more information, contact:
Dr. John Mozoccio
Director of Pupil Services
420 Fern Street
New Castle, PA 16101
Evaluation
When screening indicates that a student may be exceptional, the school district will seek parental consent to conduct an evaluation. “Evaluation” means procedures used to determine whether a child has a disability and the nature and extent of the special education and related services that meet the child’s needs. The term means procedures used selectively with an individual child and does not mean basic tests administered to or procedures used with all children.
In Pennsylvania, this evaluation is called a multidisciplinary evaluation (MDE). It is conducted by a multidisciplinary team (MDT), which must include a school psychologist, a teacher, and the parents/guardians. The MDE process must be conducted in accordance with specific timelines and use procedural safeguards. For example, tests and procedures used as part of the multidisciplinary evaluation may not be racially and/or culturally biased.
The MDE process results in a written evaluation report called an (ER). This report makes recommendations about a student’s eligibility for special education based on the presence of a disability and the need for specially designed instruction. The evaluation report also makes recommendations for educational programming regardless of whether or not the team recommends that the student is exceptional. Once parental consent for an evaluation is obtained, the school district has timelines and procedures specified by law which it must follow.
Parents/Guardians who think their child is a child with a disability may request, at any time, that the school district conduct a multidisciplinary evaluation. This request should be made in writing to the Coordinator of Pupil/Special Services. If a parent makes an oral request for a multidisciplinary evaluation, the school district shall provide the parent/guardian with a form for written permission. Instructional Support (IS) activities or RTI do not serve as a bar to the right of a parent/guardian to request, at any time, including prior to or during the provision of instructional support activities, a multidisciplinary evaluation.
Parents/Guardians also have the right to obtain an independent educational evaluation. The school district must provide to parents/guardians, on request, information about where an independent educational evaluation may be obtained.
Educational Placement
The determination of whether or not the student is exceptional is made by an Individualized Education Program (IEP) team. A single test or procedure may not be the sole factor in determining that a child is exceptional. The IEP team must include a district representative, the student’s teacher, a special education teacher, and the parents/guardians. If the student is determined to be exceptional, an IEP will be developed.
An IEP describes a student’s current educational levels, goals, and objectives and the individual programs and services that the student will receive. IEP’s are reviewed on an annual basis. The IEP team will make decisions about the type of services, the level of intervention, and the location of intervention.
Placement must be made in the least restrictive environment in which the student’s needs can be met with special education and related services. All students with disabilities must be educated to the maximum extent appropriate with children who are not disabled.
Services for Protected Handicapped Students
Students who are not eligible to receive special education programs and services may qualify as protected handicapped students and therefore, be protected by other federal and state laws intended to prevent discrimination. The school district must ensure that protected handicapped students have equal opportunity to participate in the school program and extracurricular activities to the maximum extent appropriate for the individual student.
In compliance with state and federal law, the school district will provide to each protected handicapped student without discrimination or cost to the student or family, those related aides, 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 which substantially limits or prohibits participation in or access to an aspect of the school program.
These services and protections for protected handicapped students are distinct from those applicable to all eligible or exceptional students enrolled (or seeking enrollment) in special education programs.
The school district or parent/guardian may initiate an evaluation of a student under the laws that protect handicapped students. Parents/Guardians who wish to have a child evaluated should contact the building principal or the Office of Pupil/Special Services.
Confidentiality
Each school district protects the confidentiality of personally identifiable information regarding its exceptional and protected handicapped students in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws.
The Family Education Rights and Privacy Act (FERPA) affords parents/guardians and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records. These rights are:
1. The right to inspect and review the student’s education records within 45 days of the day the school receives a request for access.
Parents/guardians or eligible students should submit to the school principal (or appropriate school official) a written request that identifies the record(s) they wish to inspect. The principal will make arrangements for access and notify the parent/guardian or eligible student of the time and place where the records may be inspected.
2. The right to request the amendment of a student’s education records that the parent/guardian or eligible student believes are inaccurate or misleading.
Parents/Guardians or eligible students may ask the school to amend a record that they believe is inaccurate. They should write to the school principal (or appropriate school official), clearly identify the part of the record they want to be changed, and specify why it is inaccurate. If the school decides not to amend the record as requested by the parent/guardian or eligible student, the school will notify the parent/guardian or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent/guardian or eligible student when notified of the right to a hearing.
3. The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate education interests. A school official is a person employed by the district as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent/guardian or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her task.
A school official has a legitimate educational interest if the official needs to review an educational record in order to fulfill his or her professional responsibility.
4. The right to file a complaint with the U.S. Department of Education concerning alleged failure by the school district to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, S.W.
Washington, DC 20202-4605
The school district maintains its education records in compliance with the guidelines for the collection, maintenance, and dissemination of pupil records. Category “A” data, which includes the minimal personal data necessary for operation of the school district, will be maintained for a minimum time period of a 100 years. Category “B” data, which includes verified information of clear importance but not absolutely necessary to the school, over time, in helping the child or in protecting others, will be maintained until the child leaves school. Category “C” data, which includes potentially useful information but not yet verified or clearly needed beyond the immediate present, will be reviewed at least once a year and destroyed as soon as its usefulness has ended.
In addition, the school district may release “directory information” without parental consent unless a prior written objection to the release of such information is provided to the school district by the parent(s)/guardian(s). “Directory information” includes the following: student’s name, address, telephone listing, date and place of birth, photographs, videotapes, major fields of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, duties of attendance, and honors and awards received. If you object to the disclosure of this information, you must submit a written letter of objection to the school district on or before the end of September. Written objections should be mailed to:
New Castle Area School District
420 Fern Street
New Castle, PA 16101
Procedural Safeguards
Procedural safeguards protect the rights of parents/guardians and students. These safeguards include the following:
A Parent’s/Guardian’s consent is always required prior to:
1. Conducting an initial (for the first time) evaluation or re-evaluation.
2. Initially placing a child with a disability in a special education program.
3. Disclosing personally identifiable information to unauthorized persons.
The school district must notify parents/guardians in writing whenever it wants to begin, change, or discontinue special education and related services. Along with this notification, the school district will provide the parents/guardians with a comprehensive, written description of their rights.
Parents/Guardians who disagree with such actions proposed or refused by the school district have the right to request a hearing by an impartial third party using a procedure called due process. School districts also have the right to initiate due process in certain situations. During a due process procedure, a student must remain in the last agreed upon educational placement (a status called pendency). Due process procedures are governed by timelines and procedures in Pennsylvania law.
Due process usually begins with a pre-hearing conference between the school district and the parents/guardians, although either party may waive the right to a pre-hearing conference. Throughout due process, any person, including an attorney, may represent parents/guardians. If a pre-hearing conference does not resolve the dispute, the parent/guardian may request an impartial due process hearing with an independent hearing officer.
Due process hearings are oral personal hearing and are open to the public, unless the parents/guardians request a closed hearing. The decision of the hearing officer shall include finding of fact, a discussion, and conclusions of law. The decision of the hearing officer may be appealed to the appropriate court.
Pennsylvania has also made mediation services available throughout the Commonwealth at Commonwealth expense. Mediation services help parents/guardians and agencies involved in a dispute over special education to attempt to reach a mutually agreeably settlement with the assistance of an impartial mediator. Mediation does not deny or delay a party’s right to a due process hearing.
Each school district must make available, upon request, printed information regarding special education programs and services and parent due process rights. This printed information is available from each building principal and the Office of Pupil/Special Services.
Mode of Communication
The content of this notice has been written in straight forward, simple language. If a person does not understand any of this notice, he or she should contact the school district or IU and request an explanation.
The school district or IU will arrange for an interpreter for parent/guardian with limited English proficiency. If a parent/guardian is deaf or blind or has no written language, the school district or IU will arrange for communication of this notice in the mode normality used by the parent/guardian (e.g. sign language, Braille, or oral communication).
For further information contact:
Dr. John Mozoccio
Director of Special Services
420 Fern Street
New Castle, PA 16101
724-656-4763
The New Castle Area School District will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sex, disability, age, religion, ancestry, or any other legally protected classification. Announcements of this policy are in accordance with the state and federal laws, including Title VI of the Civil Rights Act of 1966. Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. For information regarding grievance procedures, services, activities, programs, and facilities that are accessible to and usable by handicapped persons, or for inquires regarding compliance with the above nondiscriminatory policies, please contact:
Superintendent of Schools
New Castle Area School District
420 Fern Street
New Castle, PA 16101
724-656-4756
New Castle Area School District will make reasonable accommodations to its programs and services to assure access to all persons. If, because of a disability, you require an accommodation, please contact the Superintendent of Schools, Americans with Disabilities Act Coordinator, 724-656-4756.
With the original passage of I.D.E.A. in 1990 and its subsequent reauthorizations in 1997 and 2004, the term “inclusion” has found itself in the forefront of discussions involving the placement of students with disabilities.
Although this term denotes the concept of “least restrictive environment,” it does not have a legal definition, nor does it represent a legal requirement that every child should be educated in the same way. This term has been used to restate some facets of well-established educational law. This term also represents best practice in that it specifically outlines how a district meets local capacity with regard to training, support, and technical assistance.
In addition to increased positive social interaction, inclusion also promotes positive learning effects. These positive results have been well documented and supported by numerous research studies.
It is believed that inclusion promotes participation and equality. Inclusion leads to a greater sense of belonging and acceptance, in that the students identify with a particular group and eventually become a member of a community at large. Research also suggests that when these children are integrated with supplementary aids and services, then the legal underpinning of the “least restrictive environment” is met, and the children do indeed succeed. Conversely, there exist several myths concerning the concept of inclusion.
These myths include the following:
1. Inclusion is not a new requirement. The tenets of the least restrictive environment have been an integral requirement for nearly twenty years.
2. Inclusion does not mean all children with disabilities should be educated solely with regular education students. It does mean that districts should provide a continuum of services in order to meet diverse needs.
3. Inclusion is not always cost-effective. It may or may not be less expensive.
4. Inclusion is not a unilateral placement of students in regular education classrooms without special supportive services.
5. Inclusion is not meant to leave the regular education teacher with greater challenges without increased resources. These increased resources may be in the form of additional training, consultative and collaborative planning, and the addition of paraprofessionals. These may be needed in order for the teacher to deliver instruction that will be beneficial to children.
6. Inclusion does not mean that the students with disabilities have the same curricular goals or must achieve the same objectives.
7. Inclusion does not mean that students with disabilities are held to lower expectations; in fact, they must just be different.
8. Inclusion does not mean that there will be reduced need for special teachers. On the contrary, the need for consultation and collaboration will be even greater, in order to provide the necessary supports.
9. Inclusion does not mean that individual education programs are not necessary.
10. Inclusion means that no exceptional student can ever be removed from the regular education environment. This removal can only occur when the intensity or nature of the disability does not permit satisfactory progress to be achieved
11. Inclusion is not something that must be earned by the student. The regular education classroom must be the first consideration and must be the starting place for any decision-making about the educational placement of a child.
12. Inclusion is not feasible if the child might not be able to succeed. Sometimes, services are portable and can be brought to the child, rather than removing the child to the service.
13. Inclusion only concerns students. On the contrary, successful inclusion requires that teachers and administrators may have to increase their capacity to utilize effective techniques and technical assistance.
14. Inclusion means using only the general education curriculum as the basis of instruction. This is also false in that the teachers may have to use a combination of curriculums in order to adequately remediate deficit skill areas.
In conclusion, the New Castle Area School District is in total agreement with both the courts and the Department (P.D.E) with regard to the inclusionary process. Our beliefs are based on the following:
1. Individualized planning should occur using the full potential of both the multidisciplinary team process and the individualized education program process.
2. A recognition of specific educational, social, and communication needs of individuals.
3. A recognition that social interaction and effective communication make educational achievement more likely.
4. A careful analysis of needed services will determine whether these services are portable or not and whether they must be included as a part of the regular education placement.
5. The organizational patterns of schools must provide the classroom teachers with the necessary training and support in order to ensure both teachers and students succeed.
6. Education must take place in the regular education in the regular education classroom whenever possible.
7. A full inclusion of services and alternative placements must be in place for these students who cannot succeed, even when enhanced regular classes are provided.
8. Applications of best educational practices and research-based techniques will ultimately lead to increased success.
It is our hope that by adhering to the above principles we will be better equipped to prepare children to lead productive independent lives as contributing citizens and members of an adult community.
