Individualized Education Program

An Individualized Education Program (IEP) is a customized plan for a child with a disability that is developed, reviewed, and revised at an annual meeting in accordance with §§300.341-300.350

The IEP is developed to meet the individual needs of the student. The following people may participate in the IEP process:

• Parent(s)
• Local Education Agency representative (LEA) – Special Education Supervisor and/or Building Principal
• Special Education Teacher
• Regular Education Teacher
• Guidance Counselor (not required)
• School Psychologist (not required)
• Other staff members who work with the child and has a vested educational interest (not required)

The IEP is reconvened annually at a minimum. The team may determine that it is appropriate to meet prior to the annual meeting to address concerns. Also, the IEP may be revised periodically throughout the year with parental consent. There are several components to the IEP:

• Cover Page – Demographic information
• Signature Pages
  • 10 Day Waiver
  • Age Waiver
  • Participation Signature Page
  • Procedural Safeguards
• Special Considerations
  • Visually Impaired
  • Deaf or Hard of Hearing
  • Communication Needs
  • Assistive Technology
  • Limited English Proficiency
  • Behaviors that impede learning their learning or that of others
• Present Levels
  • Academic Achievement
  • Functional Performance
  • Post-Secondary Transition Goals (if applicable)
  • Parental Concerns
  • Disability Affects Involvement and Progress
  •  Strengths
  • Needs
• Transition Services (if applicable)
  • Post-Secondary Education
  • Employment
  • Independent Living
• Participation in Assessments
  • PSSAs
  • Keystones
  • PASA
  • Local Assessments
• Goals and Objectives
• Program Modifications and Specially Designed Instruction
• Related Services
• Supports for School Personnel
• Gifted Support – Students who are twice exceptional
• Extended School Year (ESY) – Eligible students must meet the 7 factors as outlined in Chapter 14.32(2).
• Educational Placement
• Type and Level of Support
• PennData Reporting – The percent of time spent inside the general education classroom.

All staff members working with the student are expected to read the current IEP and implement the plan as listed in the document.

Transition Services

The Upper Dauphin Area School District has an assortment of transition activities that will prepare students for success in their post-secondary experiences. These activities include career and college research, transition assessments, and referrals to community agencies. Exploration of these options will begin by 14 years of age and continues until graduation. Students’ interest and abilities are assessed at the secondary level. UDASD has a Transition Coordinator, Job Coach, and allows opportunities for students to participate in a Co-op experience. They support special education students participating in community-based work experiences and training.

Transition Resources

• Vocational Rehabilitative Services
• OVR-Letter to Parent
• OVR-Directory
• Pennsylvania Secondary Transition Guide
• Pennsylvania Secondary Transition – PaTTAN
• Autism Transition Handbook
• Secondary Transition Planning – Questions and Answers

Early Intervention Services

Early Intervention Services are provided by the CAIU for children 3-5 years old who have been identified as being eligible to receive Special Education.

Early Intervention Resources

• Early Intervention Services – CAIU
• A Family’s Introduction to Early Intervention in PA
• Principles of Early Intervention in Pennsylvania
• Early Intervention Supports and Services: Facts for Families
• The Transition Process From Early Intervention to School-Age Programs

Gifted Students

As a commitment to all students, the Upper Dauphin Area School District adheres to mandates from the Pennsylvania Department of Education regarding Gifted Education. Gifted education is provided to children who meet the criteria described in Pennsylvania School Law and the UDASD District Policy, and requires instruction beyond the regular education curriculum. Opportunities include enrichment, acceleration, and advanced coursework.

An evaluation process is used to identify those students who are in need of specialized gifted support services. When a student meets the criteria, and is in need of specially designed instruction, then a Gifted Individualized Education Plan (GIEP) is developed to meet that student’s identified academic areas of strength. The GIEP is created by a team, including parent(s), student’s case manager, student’s teacher(s), an LEA, and any other person who is requested to be present by either the parent(s) or the District.
The GIEP identifies present levels of academic achievement, annual goals, instruction for specially designed instruction, and supports each student in developing individual strengths.

Eligibility

The District’s established procedures for screening and evaluation for gifted education aligns with the Pennsylvania’s Department of Education Chapter 16 provisions. The Evaluation is a systematic process through which the need for gifted education services is determined. Determination of gifted ability is not based on IQ score alone. A person with an IQ score lower than 130 may be eligible to receive gifted education services when other educational criteria in the person’s profile strongly indicate gifted ability.

Multiple criteria indicating gifted ability may include:
• A year or more above grade level achievement.
• Demonstrated achievement, performance, or expertise in one or more academic areas.
• An observed accelerated rate of acquisition of new information with retention.
• Frequent use of high level thinking skills, academic creativity, leadership skills, intense academic interests, communication skills, foreign language aptitude, or technology expertise.
• Evidence that factors, such as gender or race bias, socio/cultural deprivation, disabilities, or limited English proficiency, are masking gifted abilities.

Gifted Resources

• Chapter 16 Procedural Safeguards
• Chapter 16 Guidelines
• Chapter 16 PA Department of Education – Gifted Education Page

Parent Training Videos:

The Six Principles of Individuals with Disabilities Act (IDEA)

Parent Resources

• Special Education Plan
• Special Education Data Report
• Parent Guide to Special Education
• The IEP Process – A Toolkit for Parents
• Parent Information – Autism
• Annual Public Notice of Special Education Services and Programs
• Psychological and Related Services Available
• Understanding Procedural Safeguards
• Procedural Safeguards Notice for Special Education
• Procedural Safeguards Notice for Special Education (Spanish)
• Extended School Year – Services in Pennsylvania
• Early Intervention Services – CAIU
• What IEP Teams Need to Know – Career and Technical Education
• PA Medical Assistance Billing Notice to Parents
• Parent Networks and Resources – CAIU

Transition

• OVR-Letter to Parent
• Pennsylvania Secondary Transition Guide
• Pennsylvania Secondary Transition – PaTTAN
• Autism Transition Handbook
• Secondary Transition Planning – Questions and Answers

Covid-19 Resources

• PaTTAN Family Resources for Students with Complex Learning Needs
• Pennsylvania Department of Education COVID-19 Frequently Asked Questions
• Supporting Student with Disabilities in Virtual Environments (SSDVE)

PaTTAN Initiatives Resources:

• Supporting Student with Disabilities in Virtual Environments (SSDVE)
• Assistive Technology
• Autism
• Behavior
• Blind-Visual Impairment
• Deaf and Hard of Hearing
• Deaf-Blind
• English Learners
• Family Engagement
• Graduation/Post Secondary
• Inclusive Practices
• Literacy
• Mathematics
• MTSS
• Paraprofessionals
• Secondary Transition
• Special Education Leadership
• Speech Language
• STEM and Computer Science
• Students with Significant Cognitive Disabilities

2022-2023 Trainings

• 10/11/2022 – The Biggest Job – UDAMS
• 

• Malcolm and Laura Gauld will be with us to present on their book “The Biggest Job We’ll Ever Have”, a book that highlights the importance of families and educators working together to encourage success in students.
• UDASD is providing free childcare, transportation, and refreshments for this event.
• Just RSVP here: https://forms.gle/k2HuYajjCErFx2Qv6

• 11/09/2022 – Family Support Network Supporting Families of Children with Special Needs

• 

• 02/07/2023 – GPS Can’t Help You Navigate the Special Education Process, BUT WE CAN!

2021-2022 Trainings

• 02/15/2022 – Important Essential Planning – At the HEART of an IEP
• 12/01/2021 – Orientation to Deafness and Hearing Loss
• 11/30/2021 – The Office of Dispute Resolution
• 11/05/2021 – Managing Challenging Behaviors – 9:00-11:00 UDAMS
• 09/23/2021 – IBHS, BHT, ABA- What Do These Mean!! 
• 08/02/2021 – 08/05/2021 – National Autism Conference
• 08 02/2021 – Routines Based Interventions: Supporting Families
• 07/01/2021 – Social Emotional Development within the Context of Relationships

2020-2021 Trainings

• 06/01/2021 – The Meaning of Behavior and Appropriate Responding
• 05/11/2021 – Special Education, Equitable Participation & Dual Enrollment: Ensuring Access for All Eligible Students
• 05/03/2021 – Early Intervention: Family Centered Services 
• 05/03/2021 – Responsive Routines and Environments
• 04/21/2021 – Engaging Families in Re-Entry Planning
• 04/06/2021 – Special Education, Equitable Participation & Dual Enrollment: Ensuring Access for All Eligible Students
• 03/23/2021 – Office for Dispute Resolution:  An Overview
• 02/18/2021 – Managing Your Stress
• 02/11/2021 – Assessments, Evaluations, and Testing in this COVID Environment
• 12/22/2020 – Compensatory Education, Compensatory Services and COVID-19
• 12/02/2020 – How Music Sparks, Soothes. And Optimizes the ADHD Brain  in Children
• 12/01/2020 – Building a Feedback Culture in Classrooms & Schools Webinar
• 11/17/2020 – Special Education in a Time of Covid
• 06/04/2020 – Highlighting Resources for Teachers and Parents to Enhance the Continuity of learning During COVID-19 for Children with Disabilities
• 06/02/2020 – Social & Emotional wellness for families during COVID-19

Annual Public Notice of Special Education Services and Programs, Services for Gifted Students, and Services for Protected Handicapped Students

Notice to Parents

According to state and federal special education regulations, annual public notice to parents of children who reside within a school district is required regarding child find responsibilities.  School districts (SDs), intermediate units (IUs) and charter schools (CSs) are required to conduct child find activities for children who may be eligible for services via Section 504 of the Rehabilitation Act of 1973.  For additional information related to Section 504/Chapter 15 services, parents may refer to Section 504, Chapter 15, and the Basic Education Circular entitled Implementation of Chapter 15.  Also, school districts are required to conduct child find activities for children who may be eligible for gifted services via 22 Pa Code Chapter 16.  For additional information regarding gifted services, parents may refer to 22 PA Code Chapter 16.  If a student is both gifted and eligible for Special Education, the procedures in IDEA and Chapter 14 shall take precedence.

This notice shall inform parents throughout the school district, intermediate unit, and charter school of the child identification activities and of the procedures followed to ensure confidentiality of information pertaining to students with disabilities or eligible young children.  In addition to this public notice, each school district, intermediate unit, and charter school shall publish written information in the handbook and on the web site.  Children age three through twenty-one can be eligible for special education programs and services.  If parents believe that their child may be eligible for special education, the parent should contact the staff member identified for their school district of residence, listed at the end of this public notice.

Children age three through the age of admission to first grade are also eligible if they have developmental delays and, as a result, need Special Education and related services.  Developmental delay is defined as a child who is less than the age of beginners and at least 3 years of age and is considered to have a developmental delay when one of the following exists: (i) The child’s score, on a developmental assessment device, on an assessment instrument which yields a score in months, indicates that the child is delayed by 25% of the child’s chronological age in one or more developmental areas. (ii) The child is delayed in one or more of the developmental areas, as documented by test performance of 1.5 standard deviations below the mean on standardized tests.  Developmental areas include cognitive, communicative, physical, social/emotional and self-help.  For additional information you may contact Eric Bostick, Supervisor of Preschool/Early Intervention, Capital Area Intermediate Unit #15, at ebostick@caiu.org, or at 717-732-8400, ext. 8619.

Evaluation Process

Each school district, intermediate unit, and charter school has a procedure in place by which parents can request an evaluation.  For information about procedures applicable to your child, contact the school that your child attends.  Telephone numbers and addresses can be found at the end of this notice.  Parents of preschool age children, age three through five, may request an evaluation in writing by addressing a letter to Eric Bostick, Supervisor of Preschool/Early Intervention, Capital Area Intermediate Unit #15.

Consent

School entities cannot proceed with an evaluation, or with the initial provision of special education and related services, without the written consent of the parents.  For additional information related to consent, please refer to the Procedural Safeguards Notice which can be found at the PaTTAN website, www.Pattan.net.  Once written parental consent is obtained, the district will proceed with the evaluation process.  If the parent disagrees with the evaluation results, the parent can request an independent education evaluation at public expense.

Program Development

Once the evaluation process is completed, a team of qualified professionals and parents determine whether the child is eligible.  If the child is eligible, the Individualized Education Program team meets, develops the program, and determines the educational placement.  Once the IEP team develops the program and determines the educational placement, school district staff, intermediate unit staff, and/or charter school staff will issue a Notice of Recommended Educational Placement/Prior Written Notice (NOREP/PWN).  Your written consent is required before initial services can be provided.  The parent has the right to revoke consent after initial placement.

Confidentiality of Information:

The school districts, intermediate units and charter schools maintain records concerning all children enrolled in the school, including students with disabilities.  All records are maintained in the strictest confidentiality.  Your consent, or consent of an eligible child who has reached the age of majority under state law, must be obtained before personally identifiable information is released, except as permitted under the Family Education Rights and Privacy Act (FERPA).  The age of majority in Pennsylvania is age 21.  Each participating agency must protect the confidentiality of personally identifiable information at collection, storage, disclosure, and destruction stages.  One official at each participating agency must assume responsibility for ensuring the confidentiality of any personally identifiable information.  Each participating agency must maintain, for public inspection, a current listing of the names and positions of those employees within the agency who have access to personally identifiable information.

In accordance with 34 CFR § 300.624, please be advised of the following retention/destruction schedule for the Pennsylvania Alternate System of Assessment (PASA), Pennsylvania System of School Assessment (PSSA), and Keystone Exam related materials:

• PSSA, Keystone Exam, and PASA test booklets will be destroyed one year after student reports are delivered for the administration associated with the test booklets.
• PSSA and Keystone Exam answer booklets and PASA media recordings will be destroyed three years after completion of the assessment.

For additional information related to student records, parents can refer to the Family Education Rights and Privacy Act (FERPA).

This notice is only a summary of the Special Education services, evaluation and screening activities, and rights and protections pertaining to children with disabilities, children thought to be disabled, and their parents.  For more information or to request evaluation or screening of a public or private school child, contact the responsible school entity listed below.  For preschool age children, information may be obtained and screenings and evaluations may be requested by contacting the Intermediate Unit.  The addresses of these schools are as follows:

The school entity or charter school will not discriminate in employment, educational programs, or activities based on race, color, national origin, age, sex, handicap, creed, marital status or because a person is a disabled veteran or a veteran of the Vietnam era.  No preschool, elementary or secondary school pupil enrolled in a school district, intermediate unit, or charter school program shall be denied equal opportunity to participate in age and program appropriate instruction or activities due to race, color, handicap, creed, national origin, marital status or financial hardship.

PASA 1% Cap

The Every Student Succeeds Act (ESSA) requires Pennsylvania to ensure the total number of students assessed in each subject using the PASA does not exceed one percent of the total number of all students in the state assessed on the statewide assessments. Each local educational agency (LEA) must complete and submit the PASA 1.0 Percent Participation Threshold Justification to BSE if it anticipates that more than 1.0 % of its students enrolled in grades 3-8 and 11 will be assessed using the PASA. A list of LEAs who anticipate exceeding the threshold will be made publicly available on the PDE website, in accordance with 34 CFR 200.6 (c)(3) regulations.  LEAs must also make the document publicly available upon request, removing any personally identifiable information. The Upper Dauphin Area School District anticipates exceeding the 1.0 percent threshold for PASA participation for the 2020-2021 testing cycle.  The necessary justification information has been submitted to the Bureau of Special Education.  Questions on the Upper Dauphin Area School District’s participation rates should be directed to:

Heather Haupt
Director of Special Education & Student Services
717-362-6573
haupth@udasd.org