their use, identifying items by size, identifying
colors of familiar objects not in view, or
identifying simple objects by touch.
OTHER FACTORS THAT COULD INDICATE
A DISABILITY
Developmental disabilities are birth defects
related to a problem with how a body part
or body system works. They may also be
known as functional birth defects. Many of
these conditions affect multiple body parts or
systems. Researchers have identified thousands
of different birth defects. Birth defects can have
a variety of causes, such as:
Genetic problems caused when one or more
genes doesn’t work properly or part of a gene
is missing, problems with chromosomes, such
as having an extra chromosome or missing
part of a chromosome, environmental factors
that the expectant mother is exposed to
during pregnancy, such as Rubella or German
measles or if she uses drugs or alcohol during
pregnancy.
FACTORS CONSIDERED WHEN DETERMINING
MENTAL GIFTEDNESS
1. The child performs a year or more above
grade achievement level in one or more subjects
as measured by a nationally normed and
validated achievement test.
2. The child demonstrates rates of acquisition/
retention of content and skills reflecting gifted
ability.
3. The child demonstrates achievement,
performance, or expertise in one or more
academic areas as evidenced by products,
portfolios or research, as well as criterion-
referenced team judgment.
4. The child demonstrates early and measured
use of high level thinking skills, academic
creativity, leadership skills, intense academic
interest, communication skills, foreign language
aptitude, or technology expertise.
5. The child demonstrates that intervening
factors such as English as a second language,
disabilities, gender or race bias, or socio/
cultural deprivation are masking gifted abilities.
FREE APPROPRIATE PUBLIC EDUCATION
(CFR 300.121)
Chartiers Valley School District provides a
free, appropriate, public education (FAPE) to
exceptional students residing in the district. All
children with a disability between the ages of
three to twenty-one who have bee n identified as
needing special education and related services
have the right to FAPE. The determination that a
child is eligible for special education and related
services is made on an individual basis by a
team of qualified professionals and the parent of
the child following a multidisciplinary evaluation
and the completion of an evaluation report. A
student qualifies as exceptional if he or she is
found to be a child with a disability and in need
of specially designed instruction and related
services under the provisions of the Individuals
with Disabilities Act (IDEA) and Chapter 14 of
the Pa. School Code. The following are disability
categories under IDEA: autism, deafness, deaf/
blindness, emotional disturbance, traumatic
brain injury, hearing impairment, specific
learning disability, mental retardation, multiple
disabilities, other health impairment, speech and
language impairment, orthopedic impairment
and visual impairment including blindness.
INDIVIDUALIZED EDUCATION PROGRAM
(CFR 300.340)
An Individualized Education Program (IEP)
is developed and implemented annually for
each eligible child with a disability. The IEP
is completed within 30 calendar days of the
parent’s receipt of the evaluation report and
must be in effect before special education and
related services are provided. An IEP describes
a student’s current educational levels, goals,
and objectives, and the individualized programs
and services that the student will receive. These
services include the learning support class, life
skills support class, emotional support class,
sensory support (deaf or hard of hearing and
blind or vision support class). The extent of
special education services and the location for
the delivery of such services are determined
by the IEP team which consists of the child’s
parent, a regular education teacher, a special
education teacher and the LEA or district
representative responsible for supervising the
provision of special education services. The
IEP goals and objectives and related services
are based on the student’s identified needs
and abilities, chronological age and the level
of intensity of the specified intervention. The
school district will invite a student with a
disability of any age to attend his or her IEP
meeting if a purpose of the meeting will be
the consideration of the student’s transition
services needs. If the student does not attend
the IEP meeting, the district will take other
steps to ensure that the student’s preferences
and interests are considered. In implementing
these requirements, the district also invites
a representative of any other agency that is
likely to be responsible for providing transition
services to the student.
The District also provides related services,
such as transportation, physical therapy,
occupational therapy, and speech and language
support services, or other appropriate services
determined to be necessary for
the student to benefit from the special education
program.
LEAST RESTRICTIVE ENVIRONMENT
(CFR 300.130)
is owed by the district, to the maximum extent
appropriate, are educated with children who
are nondisabled and that special classes,
separate schooling or other removal of
children with disabilities from the regular
educational environment occurs only if the
nature or severity of the disability is such that
education in regular classes with the use of
supplementary aids and services cannot be
achieved satisfactorily. Chartiers Valley School
District provides a continuum of services based
upon the needs of the individual child ranging
from the least restrictive setting in the regular
school to more restrictive services in a program
outside the regular school. The placement
options considered by the IEP team include
supportive intervention in the regular class,
itinerant services, resource services, part-time
or full-time services. The placement may be in
a district operated program, an intermediate
unit operated program in a neighboring school
district, a private school placement or other
agency operated program. The placement
decision is made by the IEP Team at least
annually based upon the child’s IEP and is as
close to the student’s home as possible. In
selecting the least restrictive environment,
consideration is given to any potential effect
of the program and on the quality of services
that the child needs. A child with a disability is
not removed from education in age-appropriate
regular classrooms solely because of needed
curriculum modifications.
SURROGATE PARENTS
(34CFR 300.515)
General. Each public agency shall ensure that
the rights of a child are protected if (1) no
parent (as defined in 34CFR 300.20) can be
identified (2) the public agency, after reasonable
efforts, cannot discover the whereabouts
of a parent; or (3) the child is a ward of the
State under the laws of that State.(b) Duty of
public agency. The duty of a public agency
under paragraph (a) of this section includes
the assignment of an individual to act as a
surrogate for the parents. This must include
a method (1) for determining whether a child
needs a surrogate parent; and(2) for assigning
a surrogate to the child (c) criteria for selection
of surrogates, (d) non-employee requirement;
compensation. A person who otherwise qualifies
to be a surrogate parent under paragraph
(c) of this section is not an employee of the
agency solely because he or she is paid by
the agency to serve as a surrogate parent.
(e) Responsibilities; surrogate parent may
represent the child in all matters relating to
(1) identification evaluation, and educational
placement of the child; and (2) the provision
of FAPE to the child. For more information,
please contact the Director of Pupil Personnel at
412.429.2639. (Authority: 20U.S.C. 1415(b)(2).
It is the school district’s policy for children
with disabilities, including children in public
or private institutions or other care facilities,
for whom a free appropriate public education
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