The Deer Lakes Special Education staff, K through 12, constantly strives to improve the quality of the curriculum and instruction provided to the students in the district through the continuum of services and programs that ensure the most appropriate placement to the selection of research-based instructional programs that enhance the student’s ability to make academic growth. In addition to the focus on academics, the psychologist and social worker provide the mental health support that some students require to be successful. The Deer Lakes Special Education staff is here to assist students, parents, and teachers to maximize opportunities for success.

Direct services are contracted and provided by others with specialized training and expertise. In accordance with the law, the Deer Lakes School District provides, without cost to parents, screenings, evaluations, and appropriate programs and services to all students thought to be exceptional and in need of specially designed instruction. It is through our team and district staff that Deer Lakes' students receive the free appropriate public education (FAPE) designed to meet their unique needs in the least restrictive environment.

PUBLIC POSTING: Special Education Plan 2022-2025

The Deer Lakes School District Special Education Plan was submitted in June 2022 to the Department of Education (Bureau of Special Education). The Pennsylvania Department of Education requires school districts to submit a special education plan every three years. 

• DLSD Special Education Plan 2022-2025

NOTICE: OUTDATED SPECIAL EDUCATION RECORDS TARGETED FOR PURGING
Deer Lakes School District Offers Opportunity to Obtain Personal Files

The procedural paperwork associated with special education accrues rapidly. These files need to be purged to make room for current student informational records.

In keeping with the Pennsylvania Code, Title 22: Education Chapter 12: Student Rights and Responsibilities Sections 12.31, through 12.33 Pupil Records, The District Special Education services office staff maintain all special education records for five (5) years from their graduation date. Each year, starting on July 31, we will begin to review and purge all special education records including all files of all special education students who graduated a minimum of five years prior.

This notice of records to be purged applies only to special education records which include the files of those students identified for Autistic Support, Learning Support, Emotional Support, Life Skills Support, Physical Support, Speech and Language Support, Vision Impaired Support, Hearing Impaired Support, and Gifted Support Program and Services.

The official administrative records that constitute the minimum personal identifying data necessary for the operation of the education system, such as student’s name, parent’s or guardian’s name, student birth date, academic work completed, level of achievement including grades and standardized achievement test scores and attendance data will be maintained for at least 100 years after the student graduated from high school. These records are on file at Deer Lakes School District. This is in compliance with Pennsylvania Code, Title 22: Education Chapter 12: Student Rights and Responsibilities Sections 12.31 through 12.33. Pupil Records 2.1.1 under Classification and Maintenance of Data.

This public notice provides parents and former students who were eligible for special education programs and services the opportunity to obtain copies of their own information and personal use. While many of the former students who participated in these programs may have retained copies of their records, many have not as evidenced by the variety of requests received by the Special Education office. The records appear to be valuable to their owners when enrolling in institutions of higher education, applying for insurance or medical benefits, and for other purposes. Consequently, the District invites any former students or their parents to request their records before they are purged.

Therefore, if you wish to obtain these records, please complete the form below and forward it to Mrs. Lindsay McGaughey, Deer Lakes School District, 163 East Union Rd; Cheswick, PA 15230 before your term expires.

REQUEST FOR SPECIAL EDUCATION PROGRAMS AND SERVICES RECORDS

THIS FORM MUST BE RECEIVED WITHIN FIVE YEARS OF YOUR STUDENT'S GRADUATION

You will be contacted when your records are ready for pick-up. Proper identification including name and date of birth (i.e. driver’s license) will be required before materials are released.

 DOWNLOAD THE FORM BY CLICKING HERE

The Deer Lakes School District continues to implement a co-teaching model at both secondary buildings with five special education teachers who are also content-certified in each of the two buildings. At the Deer Lakes High School, the Director of Special Education and High School Principal participated in a Co-Teaching Professional Learning Community with the Allegheny Intermediate Unit (AIU), which included meetings, webinars, district tours, readings, and a cumulative research project. In addition, there were days of professional development provided to the co-teaching teams at the high school.  

This year, both elementary buildings are participating in a Pennsylvania Department of Education Bureau of Special Education Grant opportunity on Universal Design for Learning.  Teams from Curtisville and East Union receive professional development and coaching from experts in the field, which will be used to further enhance learning opportunities for students at Deer Lakes.

Deer Lakes has also participated in the Project MAX training with a team of middle school teachers and administrators to learn more about how to support students with complex needs in the least restrictive environment. The team submitted a final project and utilized the resources and skills to support students with complex needs to actively participate in the regular education classroom. There was follow-up onsite training provided to the middle school staff to facilitate the expansion of the initiative as well as support IEP teams working with individual students. The district has also increased the number of sensory rooms so there is one room in three different buildings.

Over the past four years, the district has partnered with the Allegheny Intermediate Unit Training and Consultation team to implement assistive technology support for students so they can participate in both the regular and special education classrooms. The AIU consultant collaborates with IEP teams to complete assistive technology evaluations for students and then provide follow-up support to the teacher, student, and parent. Deer Lakes currently purchases several programs and subscriptions that allow students to have access to text-to-speech, talk-to-text, and word prediction software, audiobooks, and other supports. Onsite training was provided for paraprofessionals, individual teachers, IEP teams, students, and parents and this continues as needed. Specific teams have also attended conferences and workshops to learn more about Augmentative and Alternative Communication (AAC).

Last year, a team from the Curtisville Primary Center participated in the Beyond Dyslexia Pilot program that was offered through PaTTAN and the Allegheny Intermediate Unit. This program provided days of training, as well as onsite support from the AIU. The Director of Special Education, school psychologist, and several special education teachers have also attended trainings on dyslexia offered by the Allegheny Intermediate Unit and additional conferences offered by other organizations, such as the International Dyslexia Association. Over the past two years, the district has implemented the use of tier two and tier three intervention programs that support students with dyslexia.

The Best Buddies Club continues to be active at the High School, including sponsoring the ”Spread the Word to End the Word” campaign.  A student representative attends the National Conference annually and Advisor Mrs. Autumn Weleski, was named Best Buddies Pittsburgh Advisor of the Year!  This year, the Middle School started a Best Buddies Club. New this school year, Deer Lakes High School has a Special Olympics Unified Bocce team that involves special and general education students, who play other area school teams. Some students who receive special education services also participate in the Boy Scouts of America TrailBlazer and Champions programs in their buildings.

English Language Learners (EL)

MISSION STATEMENT

The mission of the Deer Lakes School District English as a Second Language Program is to provide effective and age-appropriate English instruction in listening, speaking, reading, and writing, and to support English language learners to achieve in all content areas.

GOALS

The Deer Lakes School District provides a research-based ESL program for its students who are identified and assessed as English Language Learners (ELLS). The goals of this district's ESL program which are aligned with Pennsylvania English Proficiency Standards are the following:

• To increase the English language proficiency of eligibld students so that they can attain the academic standards adopted by the Board and achieve academic success. To have all identified students reach a level of proficiency in regards to the understanding and usage of the English language.
• To have all identified students attain the language skills necessary to meet the state academic standards.
• To have all identified students successfully participate in school, the community, and social activities.
• Placement in an instructional program that develops listening, speaking, reading, and writing skills with regular classroom support and accommodations to make the transition from limited language use to proficient use.

IDENTIFICATION OF ELLS

Pennsylvania Code (22 Pa. Code, section 4.26) requires that all students for whom responses to the Home Language Survey indicate that another language other than English is spoken in the home be assessed for potential placement in the program. (Certain criteria may exempt them from such assessment — please see the BEC included in the PDE Documents Section).

For newly enrolled students or students who do not come with records indicating that they are currently enrolled in an ESL program from another LEA, the building secretaries will review the Home Language Survey and any relevant documentation and notify the ESL teacher to determine whether assessment is necessary.

New Student Registration Form

ASSESSMENT

The State of Pennsylvania requires all LEAS to use the WIDA ACCESS Placement Test (W-APT). All individuals who ad minister this test must be certified through WIDA by taking the ACCESS for ELLS training on an annual basis. Proof of certification can be downloaded and printed and should be updated annually.

The following documents pertain to identification and assessment and should be part of the handbook:

• School/District Home Language Survey
• Background Questionnaire (if applicable)
• BEC— Educating Students with Limited English Proficiency and English Language Learners
• PDE instructions on Use of the WIDA-ACCESS for English Language Proficiency Screening

• DLSD Gifted Brochure

The Deer Lakes Special Education Department has a brochure to answer the most frequently asked questions and provide more information about the district's gifted programming.

Gifted Education

Gifted Education in PA: Chapter 16 of the School Code defines the rules and regulations concerning gifted education in Pennsylvania. Some sections of Chapter 16, Special Education for Gifted Students, are cited in order to draw a connection between the requirements for gifted education throughout the Commonwealth, and the operation of gifted education in the Deer Lakes School District.

Gifted Education is defined in §16.1 as follows:

Specially designed instruction to meet the needs of a gifted student is:

• Conducted in an instructional setting.
• Provided in an instructional or skill area.
• Provided at no cost to the parents.
• Provided under the authority of a school district, by referral, or by contract.
• Provided by an agency.
• Individualized to meet the educational needs of the student.
• Reasonably calculated to yield meaningful educational benefits and student progress.
• Provided in conformity with a GIEP.

Criteria for Eligibility

Chapter 16 provides further information about who is “mentally gifted”.

Each school district shall establish procedures to determine whether a student is mentally gifted (§16.21).

This term includes a person who has an IQ of 130 or higher OR when multiple criteria indicate gifted ability. Determination of gifted ability will not be based on IQ score alone.

Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of a person strongly indicate gifted ability (§16.21).

Multiple criteria indicating gifted ability include:

1. A year or more above grade achievement level for the normal age group in one or more subjects as measured by nationally normed and validated achievement tests able to accurately reflect gifted performance.
2. An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability.
3. Demonstrated achievement, performance, or expertise in one or more academic areas as evidenced by the excellence of products, portfolio, or research, as well as criterion-referenced team judgment.
4. Early and measured use of high-level thinking skills, academic creativity, leadership skills, intense academic interest areas, communication skills, foreign language aptitude, or technology expertise.
5. Documented, observed, and validated or assessed evidence that intervening factors such as English as a second language, disabilities, gender, or race bias, or socio/cultural deprivation area masking gifted abilities (§16.21).

Gifted Multidisciplinary Evaluation

Chapter 16 defines the referral and evaluation process for determining if a student meets the criteria for mentally gifted and needs specially designed instruction (§16.22).

Referral

• Referral for a gifted multidisciplinary evaluation shall be made when teachers indicate that a student may be gifted and the student is not receiving an appropriate education under Chapter 4 (relating to academic standards and assessment) and one or more of the following apply:

A request for evaluation has been made by the student’s parents under subsection (c).

The student is thought to be gifted because the school district’s screening of the student indicates high potential consistent with the definition of mentally gifted or a performance level that exceeds that of other students in the classroom.

Teacher Referral - In addition to the screening, at any time, a teacher can refer a student for a gifted multidisciplinary evaluation by completing the Teacher Referral for Gifted Support Services and submitting it with evidence of exemplary performance to the Special Education Office.

Parent Referral - A parent is able to request, in writing, a gifted multidisciplinary evaluation, one time per year. Parents may request an evaluation in writing and address that request to their building principal or the Director of Special Education. If a child has received an individual IQ test after the age of 8 years, the IQ score from that test may be used in determining eligibility.

Evaluation

Chapter 16 describes the composition of the Gifted Multidisciplinary Team (GMDT), the information that must be included, and the sources of the information, as well as the protection in evaluation considerations for the assessment materials (§16.22).

• Multidisciplinary evaluations shall be conducted by GMDTs [Gifted Multidisciplinary Teams]. The GMDT shall be formed on the basis of the student’s needs and shall be comprised of the student’s parents, a certified school psychologist, persons familiar with the student’s educational experience and performance, one or more of the student’s current teachers, persons trained in the appropriate evaluation techniques and, when possible, persons familiar with the student’s cultural background. A single member of the GMDT may meet two or more of the qualifications specified in this subsection.
• Gifted multidisciplinary evaluations must be sufficient in scope and depth to investigate information relevant to the student’s suspected giftedness, including academic functioning, learning strengths, and educational needs.
• The multidisciplinary evaluation process must include information from the parents or others who interact with the student on a regular basis and may include information from the student if appropriate.

The following protection-in-evaluation measures shall be considered when performing an evaluation of students suspected of being gifted:

1. No one test or type of test may be used as the sole criterion for determining whether a student is or is not gifted.
2. Intelligence tests yielding an IQ score may not be used as the only measure of aptitude for students of limited English proficiency, or for students of racial-, linguistic ethnic-minority background.
3. Tests and similar evaluation materials used in the determination of giftedness shall be:
4. Selected and administered in a manner that is free from racial and cultural bias and bias based on disability.
5. Selected and administered so that the test results accurately reflect the student’s aptitude, achievement level, or whatever other factors the test purports to measure.
6. Professionally validated for the specific purpose for which they are used.
7. Administered by certified school psychologists under instructions provided by the producer of the tests and sound professional practice.
8. Selected and administered to assess specific areas of educational need and ability and not merely a single general IQ.

As a result of the Gifted Multidisciplinary Team Evaluation, the GMDT prepares a written report that brings together the information and findings from the evaluation or reevaluation concerning the student’s educational needs and strengths. The report 1.) makes recommendations as to whether the student is gifted and in need of specially designed instruction, 2.)indicates the basis for those recommendations, and 3.) includes recommendations for the student’s programming and indicates the names and positions of the members of the GMDT.

The initial evaluation must be completed and a copy of the evaluation report presented to parents no later than 60 calendar days after the agency receives written parental consent for evaluation, except for the calendar days when students are not in session during the summer.

• Mental Health Brochure

The Deer Lakes Special Education Department has a brochure to provide information about the services and resources available to support mental health.

Deer Lakes understands that students have a variety of mental health and emotional support needs throughout the school year. To meet those diverse needs, the district has built multiple layers of support into each building.

Here are the resources that are available to our students:

School Psychologist

• One full-time employee, with an open contract with Allegheny Intermediate Unit 3 to address any additional needs within the district
• Part of our Crisis Response Team, Stand Together, Safe2Say Something, and Threat Assessment Team

School Counselors

• Two school counselors in the high school and one each in our middle school, intermediate center, and primary center

Behavioral Specialist 

• Works within the district primarily with K-5, but available 6-12

School-Based Mental Health Services

• K-12 service for Deer Lakes students
• Offers outpatient counseling services from Family Behavioral Resources (FBR)  to students during the school day at their building 

School Consultation

• Contracted services through the Allegheny Intermediate Unit and Wesley Family Services
• Consultation and assistance for student and classroom support within our district

Mental Health Liaisons & Social Worker Supports

• Deer Lakes also contracts for mental health liaisons and a social worker
• Provides school-based and school-linked mental health, alcohol, tobacco and other drug-related services
• Assigned to schools (three employees total)
• Student Assistance Program (SAP/ESAP)
• Screening
• Postvention
• Psychoeducational Services
• Social Skills

Building-Based Student Assistance Programs and Elementary Student Assistance Programs (SAP/ESAP)

• Consists of principals, school counselors, teachers, administrators, and outside therapists
• Identification of student needs through identified markers
• Consistent interaction with Allegheny County Department of Human Services to assist in supporting students
• Partner with the Holy Family Institute, which sends a representative to all SAP meetings and collaborates on mental health services

Ongoing Districtwide Staff Training
Deer Lakes School District understands that mental health issues can impact every student population constituency and every aspect of the system.  As such, mental health training is a regular part of the school district's staff development.  In the past few years, Deer Lakes' staff have been trained on issues such as: 

• Positive Behavior Supports
• Youth Mental Health First Aid (YMHFA)
• Trauma 101
• De-escalation
• Suicide Awareness
• Crisis Response Procedures

#StandTogether
The Stand Together initiative trains inspires, and equips middle and high school youth to take action against stigma toward youth with mental and/or substance use disorders to reduce negative attitudes, beliefs, and social distance between youth with these disorders and their peers.

SOS Signs of Suicide: A Universal School-based Prevention Program (ages 11-17)

Through a video and guided discussion, students learn to identify warning signs of suicide and depression. At the end of the session, students complete a screening for depression to further encourage help-seeking and connect students at risk with trusted adults. The curriculum raises awareness about behavioral health and encourages students to ACT (Acknowledge, Care, Tell) when worried about themselves or their peers. The goals of this program are:

• Decrease suicide and suicide attempts by increasing student knowledge and adaptive attitudes about depression
• Encourage personal help-seeking and/or help-seeking on behalf of a friend
• Reduce the stigma of mental illness and acknowledge the importance of seeking help or treatment
• Engage parents and school staff as partners in prevention 
• Encourage schools to develop community-based partnerships to support student mental health

SOS also provides a parent webpage.

• Hope Squad

There is a Hope Squad group at Deer Lakes High School.  The program's goal is to prevent and reduce youth suicide through public awareness and education, reduce stigma, and serve as a resource to those touched by suicide.  Hope Squad members are trained to be aware of their peers and to watch for warning signs.  Then, the members can provide peer intervention and take action when someone is struggling while also reducing the stigma regarding mental health.

Child and Adolescent Partial Program
In partnership with Wesley Family Services’ Child & Adolescent Partial Hospital Program, Deer Lakes provides day treatment services for students grades K - 12 at Deer Lakes High School.

The program serves children from various school districts throughout Western Pennsylvania with intense mental health and psychological challenges to transition them back into traditional educational placement. The program provides comprehensive mental health treatment including individual, family, and group therapies as well as weekly psychiatric monitoring.  

Students are referred through their home school district and/or local mental health providers. Students also receive academic instruction and support provided by Deer Lakes' educational staff.

• The Highmark Caring Place

Deer Lakes partners with the Highmark Caring Place to access the following:

• Training—Caring Place staff members provided training to district staff about the grief of children and teens.
• Consultation—Caring Place staff members consult with school staff in situations involving a grieving student.
• Peer Support Groups for Grieving Students—Caring Place staff members are available to facilitate a peer support group within the school for students and school staff are trained as group facilitators.
• Resources—A variety of written resources are shared with staff and the district also hosts Children's Grief Awareness Day activities.

As always, we encourage our parents and guardians to contact the district directly to get the most current account of the programs and resources that the district offers.

Annual Child Find Notice & Confidentiality Services for School-Age Students with Disabilities

The Deer Lakes School District provides a free, appropriate, public education (FAPE) to eligible students. To qualify as an eligible student, the child must be of school age, in need of specially designed instruction, and meet the eligibility criteria for one or more of the following: Autism, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, or Visual Impairment including Blindness. Information regarding the appropriate developmental milestone descriptors for infants and toddlers may be found at the Center for Disease Control (CDC) website at cdc.gov. For additional information regarding the signs of developmental delays or other disabilities, please contact the Special Education Department at 724-265-5300 x2642.

Deer Lakes engages in identification procedures to ensure that eligible students receive an appropriate educational program consisting of special education and related services, individualized to meet student needs. At no cost to the parents, these services are provided in compliance with state and federal laws and are reasonably calculated to yield meaningful educational benefits and student progress. To identify students who may be eligible for special education, various screening activities are conducted on an ongoing basis. 

These screening activities include review of cumulative records including benchmark data, health records, report cards, hearing, vision, physical, cognitive, and speech/language screening, which are reviewed by an RTII/MTSS and/or a Student Assistance Program Team. When screening results and a review of data suggest that the student may be eligible for special education services, the District will seek parental consent to conduct a multidisciplinary evaluation.  Parents may also request that the District initiate a screening or evaluation of their student’s specific needs at any time by contacting Mrs. Lindsay McGaughey, Director of Special Education, at 724-265-5300, ext. 2642.  

After the completion of a multidisciplinary evaluation (ER), if a student is eligible for special education services, an Individualized Education Program (IEP) will be developed by a team, which includes the general education and special education teachers, parents, and district administrator.  The Deer Lakes School District provides a continuum of services, including itinerant, supplemental, and full-time special education supports, in addition to related services that are required for the student to benefit from the special education program (see the Special Education Program webpage for more information).  The extent of special education services and the location for the delivery of such services are determined by the IEP team and are based on the student’s identified needs and abilities. At the conclusion of the IEP meeting, a Notice of Recommended Educational Placement (NOREP) is issued.

Parents may obtain additional information regarding special education services and programs and parental due process rights by contacting the Director of Special Education, Lindsay McGaughey, at 724-265-5300 x2642.

SERVICES FOR STUDENTS WHO ARE GIFTED

The definition of giftedness comes from the Pennsylvania Department of Education (PDE) Special Education Rules and Regulations under Chapter 16 and states that a student who is mentally gifted demonstrates outstanding intellectual and creative ability, the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program. This term includes a person who has an IQ of 130 or higher or when multiple criteria, as set forth in Chapter 16 and in Department Guidelines, indicate gifted ability. Determination of gifted ability will not be based on IQ score alone and includes a full assessment by a certified school psychologist.

Once a student meets the screening requirements, a Gifted Multidisciplinary Evaluation (GMDE) is conducted. The GMDE must be sufficient in scope and depth to investigate information relevant to the student’s suspected giftedness, including academic functioning, learning strengths, and educational needs. The Gifted Written Report (GWR) brings together the findings from the evaluation or reevaluation concerning the student’s educational needs and strengths. The GWR must make recommendations as to whether the student is gifted and in need of specially designed instruction, which are considered by the GMDE Team in the development of the Gifted Individualized Education Plan (GIEP). At the conclusion of the GIEP meeting, a Notice of Recommended Assignment (NORA) is issued.

Parents have the right to obtain an independent educational evaluation at their own expense to share the information with the District. The results of the independent evaluation must be considered by the District in any decision made with respect to the provision of gifted education.

SERVICES FOR PROTECTED HANDICAPPED STUDENTS

A protected handicapped student is a student who is school-age with a physical disability or mental disability, which substantially limits or prohibits participation in or access to any aspect of the school program.

In compliance with state and federal laws, the Deer Lakes School District will provide to each protected and handicapped student without discrimination or cost to the student or family, those related aids, services, or accommodations that are needed to provide equal opportunity to participate in or obtain the benefits of the school program and extracurricular activities as is reasonably appropriate for the student’s abilities. These services or accommodations for protected handicapped students are provided without discrimination and at no cost to the student or family.  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.

Services and safeguards for protected handicapped students are distinct from those applicable to exceptional students enrolled or seeking enrollment in special education programs. Protected handicapped students fall under Pennsylvania Chapter 15 of Title 22 of the Regulations of the State Board of Education, sometimes known by its federal name Section 504 of the 1973 Rehabilitation Act.  For further information about the provisions of these services to protect handicapped students, please contact the Building Principal.

SERVICES FOR STUDENTS IN NONPUBLIC SCHOOL

Parents of nonpublic school students who suspect that their child has a disability and is in need of special education may request a multidisciplinary evaluation through a written request to the Director of Special Education, Lindsay McGaughey.

In order to receive special education services and programs, a student must (1) qualify through the two-pronged evaluation concerning the existence of exceptionality and a consequent need for specially designed instruction and (2) be enrolled in the school district. In the event that a student in a nonpublic school qualifies for special education services and the parent does not wish to enroll them in the district full time, through dual enrollment, the student can access these services during the scheduled times when the services are available in the district. However, transportation to and from those services is the responsibility of the parent.

CONFIDENTIALITY OF STUDENT RECORDS

The Deer Lakes School District protects the confidentiality of personally identifiable information for all students in accordance with state and federal law and the District’s student records policy.

School records are an important part of a student’s formal educational file in a public school setting. They are confidential and privileged; so a policy (216) regarding the collection, maintenance, and dissemination of records has been adopted by the Deer Lakes School Board. A parent of an eligible/non-eligible child has the rights guaranteed by the Family Educational Rights and Privacy Act, (FERPA) (20 U.S.C. §1232 g; 34 CFR Part 99). This notice outlines these rights.

The basic premise of the above-mentioned laws, rules, and regulations is that information about students cannot be disclosed without parental consent. There are different categories of information: Education Records, Personally Identifiable Information, and Directory Information. Education Records consist of information directly related to a student, which is maintained by an educational agency. Personally Identifiable Information includes the student’s name, the name of the parent or other family members, and a personal identifier of a list of personal characteristics that would make the student’s identity easily traceable.

Education Records and Personally Identifiable Information cannot be disclosed or released without written parental consent or if a student is over eighteen without student consent.

There is certain information that can be released without consent, which is called Directory Information. Directory Information contained in an education record of a student would not generally be considered harmful or an invasion of privacy if disclosed. The school district designates what information is labeled Directory Information.

Disclosure of information means to permit access to, or the release, transfer, or communication of education records, or personally identifiable information contained in these records, to any party, by any means, including oral, written, or electronic.  This also applies to other Deer Lakes School District personnel who do not have an educationally relevant reason to possess knowledge of a student.

Written parental consent is necessary for the disclosure of personally identifiable information and education records. The consent must: (1) specify the records that may be disclosed; (2) state the purpose of the disclosure (3) identify the party or class of parties to whom the disclosure may be made. The Deer Lakes School District must maintain a written record of disclosure for the parents to inspect in case information has been released; however, student information may be sent to a district in which a student intends to enroll without prior consent.

Parents have the right to inspect their child’s records within forty-five days from the date of a written request.  Parents may make a written request for copies of a child’s records at a fee not to exceed duplicating costs. Requests for review, inspection, or duplication should be submitted to the staff person designated as having responsibility for the records.  If a parent believes that any information in the records is inaccurate, misleading, or in violation of privacy, they may request a change in records or have a hearing if the request is refused.

Student records will be maintained until no longer necessary. Special Education Records must be retained for six years and the district webpage also posts the notice of what record year is going to be purged next. Permanent records will be kept for 100 years beyond the date the student attains the age of 21. The permanent records may contain such information as the student’s name, birth date, address, enrollment date, class rank, grades, and academic and non-academic awards. Parents have certain rights with respect to their child’s records that are transferred to a student when he or she reaches the age of 18 or attends an institution of post-secondary education unless the student is dependent upon the parent, as defined in Section 152 of the Internal Revenue Code of 1954.

PROCEDURAL SAFEGUARD NOTICES

The download link below is for the Procedural Safeguards Notice describes your rights and the procedures that safeguard your rights under state and federal special education law, including the Individuals with Disabilities Education Act, commonly referred to as “IDEA 2004.”   In addition, there is a link below to download the Parental Rights of students who are Gifted.

• Procedural Safeguards Notice

This Notice explains the rights of parents whose children receive or may be eligible to receive special education services. It includes additional state-level resources.

• Parents’ Rights

This brochure provides a summary of the rights of parents whose children receive or may be eligible to receive special education services.

• Gifted Notice of Parental Rights
• Annual Purge Notice

This notification is to inform guardians and former students of our intent to destroy the Special Education records of students who are no longer receiving Special Education services for at least seven (7) years beyond their graduation.

• Chapter 15 Procedural Safeguards

This letter provides information on the procedural safeguards for students who have a 504 service agreement.

• Deer Lakes Special Education Services Brochure

The Deer Lakes Special Education Department has a brochure to provide information about the services to support students with disabilities.

Special Education Programs

The Deer Lakes Special Education Department is committed to meeting the needs of students with disabilities and helping them reach their potential. Deer Lakes offers a continuum of services and placement options to meet the needs of each student. Services include but are not limited to:

Autistic support—for students with the educational disability of autism who demonstrate the need for services to address needs primarily in the areas of communication, social skills, and/or behaviors consistent with those of autism spectrum disorders.

Blind-visually impaired support—for students with the disability of visual impairment including blindness, requiring services to address needs primarily in the areas of accessing print, and other visually presented materials, and orientation and mobility, including access to the community.

Deaf and hard of hearing support—for students with the disability of deafness or hearing impairment, requiring services to address needs primarily in the area of reading and communication.

Emotional support—for students with a disability requiring services primarily in the areas of emotional or social development, the lack thereof impacting their ability to make reasonable academic progress.

Learning support—for students with a disability requiring services in reading, writing, mathematics, and/or speaking or listening skills as related to academic performance.

Life skills support—for students whose disability requires services in 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.

Physical support—services for students with a physical disability that require services primarily in the areas of functional motor skills development, including adapted physical education or the 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/or language impairments who require services in communication or the use of assistive technologies designed to provide or facilitate the development of communication capacity or skills.

Deer Lakes contracts with several agencies to provide the supports listed above, in addition to occupational and physical therapy, behavior consultation, and mental health support services.  The Deer Lakes School District also partners with approved private schools and licensed private and public programs to meet the needs of individual students.

• Student Assistance Program (SAP) Referral Form/Checklist

SAP is a voluntary program available to students experiencing academic, behavioral, and/or emotional difficulties that may pose barriers to school success. If you have any questions, call your building counselor.

• NY Life Foundation: After a loved one dies— How children grieve and how parents can help

The death of a loved one is difficult for everyone. Children feel the loss strongly. Parents are coping with their own grief. This guide can help.

• Coalition to Support Grieving Students: Concepts of Death

The death of someone close can be overwhelming for children. There are four concepts about death that are important for children to understand. Children who understand these concepts will be better prepared to cope with a loss.

• Coalition to Support Grieving Students: Professional Self-Care

Providing support means bearing witness to students’ pain. It is critical that school professionals take care of themselves and their colleagues in ways that recognize the challenges of this work.

• Highmark Caring Place: Resources for the Journey of Grief

The death of a loved one begins a domino effect of colliding emotions and bewildering changes. Many demands are made on you, on your time, and on your energy. It’s difficult to know where to turn first.

• National Suicide Prevention Lifeline

Call the National Suicide Prevention Lifeline: 1-800-273-TALK (8255).

• Student Assistance Program (SAP) Referral Form/Checklist

SAP is a voluntary program for students experiencing academic, behavioral, and/or emotional difficulties that may pose barriers to school success. Questions? Call your school counselor or social worker Autumn Rodgers at 724-265-5300 ext. 2673.

• resolve Crisis Services

Resolve is a 24-hour, 365-day crisis service that is FREE to all residents of Allegheny County, regardless of ability to pay. Call Resolve Crisis Services: 1-888-7-YOU-CAN (1-888-796-8226)

Substance Abuse and Mental Health Service Administration (SAMHSA)

Find quality treatment options close to home using this confidential and anonymous online treatment locator or call 1-800-662-HELP (4357).

• SOS Parent Newsletter

Policies & Procedures

• School District Policy 819: Suicide Awareness, Prevention and Response
• School District Policy 819: Attachment