Services

Special Education

OVERVIEW
The Pennsylvania Special Education Standards, which reflect both State Board of Education Regulations and federal legislation, require the articulation of an Individualized Education Program (IEP) or Gifted Individualized Education Program (GIEP) for each exceptional student identified as needing special education or related services. This requirement extends to all exceptional students in Pennsylvania enrolled in public and approved private schools. Writing an IEP or GIEP is a three-step process that involves the child, parents/guardian, and school personnel in: (1) defining a student’s interests or needs, (2) identifying how much and what one can reasonably expect him/her to learn by the end of the year, and (3) determining the steps to be taken in achieving annual goals and the means to measure the student’s progress.

The Learning Support program is available to students who are identified as possessing a disability that  interferes with their capacity to meet expectations in the regular classroom. Basic to this concept is the belief in mainstreaming a student into a regular classroom whenever there is evidence that he/she can function effectively in that environment. Students who may qualify to receive learning support services to varying degrees during the school day include students with learning disabilities, physical disabilities, certain mild social or emotional disorders, and students with impaired intellectual development. Services provided and accommodations made will be determined by an IEP team that includes the parents, student, and school personnel, following a review of the Evaluation Report (ER) produced during the multidisciplinary evaluation process that indicates the student qualifies for, and would benefit from, specially designed instruction. The IEP team will articulate in an Individualized Education Program (IEP) document the specially designed instruction, accommodations, and/or services the student will receive in either a consultative, inclusion, and/or pullout setting.

Pupil Services Team

OVERVIEW
The Pupil Services Team (PST) at Landis Run Intermediate School was developed to help maximize individual student success. PST is a positive, success-oriented program that uses intervention techniques to help students achieve their potential in the school setting.

The classroom teacher, parents, counselors, and/or administrators identify students for PST services. The PST Team typically includes the principals, school psychologist, school counselors, school social worker, school nurse, and classroom teachers.

The PST process is based on teamwork. During the meetings, the team determines which strategies need to be implemented to help the student achieve success in the regular classroom setting.  Collaboration and joint planning occur throughout the entire decision making period.  Each member of the team has equal input in helping to determine what methods, learning strategies, or special techniques best address the student’s needs.

The PST process involves a multi-step approach.  First, it identifies a student’s need for academic or behavioral support. Next, the team determines the strategies needed to assist the student.  Finally, the team implements the intervention strategies. The strategies are than evaluated by the team. If the teacher reports a positive change, then the strategies are continued. Additional interventions may be added to help the student continue to maintain a proper level of success in the classroom.

Student Assistance Team

OVERVIEW
The Landis Run Intermediate School Student Assistance Program (SAP) exists to identify and intervene with high-risk students who are having school related problems because of a variety of concerns which may include but not be limited to depression, chronic anxiety, eating disorders, or possible drug and alcohol involvement. The Student Assistance Program is coordinated by the school district social worker and is staffed by a combination of building staff including teachers, administrators, the school nurse, school counselors, etc. The SAP Team conducts a process for intervening with and referring students to appropriate community services for assistance in dealing with these problems.  If a staff member has concerns about a student, he/she should complete a referral form and forward the form to the SAP Team Coordinator. Referral forms are located in the Guidance Office. Parents, students, or other individuals may also refer students to the SAP Team for consideration.

Once a student is referred to the SAP program, the SAP Team acts in strict confidence to establish a profile of the student’s behaviors and decide on an appropriate level of intervention. Possible interventions range from deciding that the SAP program is not the appropriate avenue for addressing the presented concern to contacting the parent to obtain permission to speak with the student and possibly conduct a SAP assessment. Assessments are thorough data gathering experiences that entail the use of different instruments with the referred student and his/her parents and are intended to uncover possible roots of student difficulty in school. Assessments are performed by a certified professional from an outside agency who reports the results of the assessment to the parents, student, and SAP case manager tracking the intervention. Assessment outcomes are shared with the hope that parents and their children will follow up with recommended health care professionals to develop an appropriate treatment plan.

The SAP process is both confidential and voluntary; the school may not force students or their parents to participate in the Student Assistance Program.

Gifted Support Services

OVERVIEW
The Pennsylvania Special Education Standards, which reflect both State Board of Education Regulations and federal legislation, require the articulation of an Individualized Education Program (IEP) or Gifted Individualized Education Program (GIEP) for each exceptional student identified as needing special education or related services. This requirement extends to all exceptional students in Pennsylvania enrolled in public and approved private schools. Writing an IEP or GIEP is a three-step process that involves the child, parents/guardian, and school personnel in: (1) defining a student’s interests or needs, (2) identifying how much and what one can reasonably expect him/her to learn by the end of the year, and (3) determining the steps to be taken in achieving annual goals and the means to measure the student’s progress.

Gifted Support Services are provided to all students in LRIS who have been identified as gifted based on the regulations outlined by PDE in Chapter 16.  Gifted students with an active GIEP have Gifted Support scheduled in lieu of Reading class.  Gifted Support class is designed to extend the Regular Education classroom curriculum by increasing the depth and breadth of the Regular Education curriculum.  Gifted Support provides opportunities for students to construct and use their knowledge effectively and imaginatively through various hands-on explorations while being appropriately grouped with their intellectual peers.  The program will utilize differentiated instruction by being tailored to student strengths, needs, interests and learning styles.  Additional opportunities available to Gifted Support students include clubs, contests, competitions, independent study, and special activities such as seminars and field trips. Gifted Support also provides support services for use in the Regular Education program, acceleration in appropriate areas, and extra-curricular extension activities.

ESL

OVERVIEW
Students will receive the appropriate amount of instructional time in Language Arts with the ESL teacher commensurate with their level of proficiency and in accordance with the current BEC (Basic Education Circular) “Educating Students With Limited English Proficiency (LEP) and English Language Learners, 22 Pa. Code 4.26,” April 14, 2009.

The results of the Home Language Survey (HLS) will be utilized as an initial identifier of students in need of ESL (English as a Second Language) instruction. Students will be assessed for their initial levels of English proficiency (Entering, Beginning, Developing, Expanding, Bridging) using reliable and valid assessment tools. Appropriate placement for English language acquisition will be initiated.  ESL students will be provided with the appropriate curriculum materials in language arts to meet their current English instructional levels and to insure growth in listening, speaking, reading and writing. ESL students will learn Basic Interpersonal Communication Skills (BICS) through direct involvement of the ESL teacher supported by other classroom and content area teachers.   Working in collaboration with the classroom and content area teachers, appropriate modifications should be included for the student. ESL students will be provided with instruction in Cognitive Academic Language Proficiency (CALP) with the help of the ESL teacher and other classroom and content area teachers. ESL students will be provided access to the full school curriculum and extra-curricular opportunities. The languages and cultures of English Language Learners will be integrated into the regular classroom curriculum. ESL students will be exited from ESL services based on criteria required by the state of Pennsylvania.