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Assessment | Guidance
Services | Gifted Programs | Home
Schooling | Resources | Special
Education News | |
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| The Office of Individualized Student Services supports the District's
mission to empower all students as self-directed, creative, lifelong learners
and responsible citizens who will flourish in a diverse and dynamic world,
by providing them with a strong foundation of knowledge, skills, and experience.
The focus of the District's educational program is to help students to
develop to their maximum potential and to acquire skills in ways that
stimulate curiosity and foster creativity.
AssessmentThe Office of Student Services coordinates the District's overall program of standardized group assessment. These group measures are analyzed at the building and District levels for individual and group trends to provide input for ongoing review of curriculum content and instructional practices. Teachers spend some instructional time beyond the test-taking time allotment preparing students for the format of the tests. Teachers also work to incorporate test-taking strategies into other instructional activities throughout the school year. Standardized Assessment Program Chart for T/E School District Assessment of Student Learning Needs Report Standardized group measures administered by the District are: Educational Records Bureau (ERB) - The Educational Records Bureau Comprehensive Testing Program is required by the District and measures aptitude and achievement in grades 2, 3, 4 and 8. ERB tests measure student advancement in verbal reasoning, reading comprehension, quantitative reasoning and mathematics against rigorous, nationally validated standards. The results of these tests are shared with parents and with students, where age-appropriate, and are carefully reviewed by administrators and instructional staff so that they can inform the improvement of the instructional program. The Director of Student Services prepares an annual report on the results of ERB testing, which is available in all school buildings. District results reported to the public continually indicate high student performance, even compared with schools, both public and private, whose students have a tradition of high performance. Pennsylvania System of School Assessment (PSSA) - The PSSA is a state-required evaluation system of basic skills tests in grades 3 through 8 and 11. The District will continue to administer the state-required testing program to measure school progress according to the State's established basic measures. The results of these tests of school-wide effectiveness are reported to the Pennsylvania Department of Education for public posting, as required. In addition, individual student reports, which are compiled by the State testing offices, are provided to parents. Parents may then discuss these scores with their child's counselor, if they so choose. To date, PSSA results in Tredyffrin/Easttown have confirmed that all schools and all sub groups are meeting basic state learning requirements. Scholastic Assessment Test (SAT) - SAT tests are optional and required by most colleges for admission. Students take the SAT I, as well as the PSAT tests. As is customary, all results are shared with students and parents. Administrators and teachers are also able to review the results of these tests, and to consider their implications on curriculum and instruction. Average SAT test scores in Math, Reading and Writing are reported in the District's Thumbnail Sketch and in the Conestoga High School Profile.
Student ServicesThe Tredyffrin/Easttown School District is committed to the concept that
school counseling should be an integral part of the overall services provided
to the students in the schools. Guidance enables students to assess their
own strengths and needs, to understand goals and purposeful behavior,
and to develop constructive relationships. The primary purpose of the elementary program is to enable each child to obtain maximum benefit from the educational program. By attending to the social and emotional development of children as well as their intellectual resources we believe each youngster can become a fully functioning, independent member of our society. A structured, sequential series of guidance lessons and activities are planned for all children to enhance their social and emotional growth, and to make the school environment safe both physically and psychologically. Goal I: To develop a positive self concept. Middle School Guidance Program School counselors at the middle school level are concerned with the educational, emotional, and social development of all students in relation to their total school experience. Guidance is an integral part of the school program, consisting of a coordinated plan involving pupils, parents, and all members of the professional staff, as well as numerous specialists. Although the counselor plays a major role in developing and implementing a plan of guidance, the cooperation and active participation of teachers and administrators are essential for an effective program. The classroom teacher, because of the direct involvement with the students on a daily basis, plays an essential role in any guidance program. The school administration provides the climate and helps set appropriate guidelines and conditions for an effective guidance program to succeed. The counselor is the key figure in the program, working directly with students and serving as a resource person for parents, teachers, and administrators in helping children meet their developmental needs. The center of the guidance program is the individual student for whom the counselor hopes to provide meaningful educational experience Counselors maintain their student assignments from fifth grade through eighth grades. Conestoga High School Guidance Program The goal of the Conestoga High School Guidance Program is to assist student:
Freshman Year Emphasis:
Sophomore Year Emphasis:
Junior Year Emphasis:
Senior Year Emphasis:
Definition of "Gifted"
| Identification and Eligibility | Gifted
Individualized Education Plans | In Pennsylvania, being mentally gifted is defined having as “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.” The term mentally gifted includes a person who has an IQ of 130 or higher and other factors (listed below) that indicate gifted ability. Gifted ability cannot be based on IQ score alone. If the IQ score is lower than 130, a child may be admitted to gifted programs when other conditions strongly indicate gifted ability. The other factors to be considered include:
How Does the School District Identify Gifted Students? All first grade students and new students to grades 2-8 are screened using the Screening Assessment for Gifted Elementary and Middle School Students (SAGES-2). Based on the SAGES-2 results, the school may, with your informed consent, conduct a gifted multidisciplinary evaluation (GMDE). A team of individuals, including parents and school personnel, will contribute information about your child. A Pennsylvania certified school psychologist will provide individual assessment results. All teachers are alert to the characteristics of gifted children and they may refer children for screening at any time. You may also request an evaluation for your child at any time in writing. Is My Child Eligible for Gifted Support Services? The GMDE is a multiple criteria evaluation process for identifying gifted students:
Important Components in a Gifted Individualized Education Plan (GIEP) The GIEP describes the nature and extent of gifted support that your child needs. The GIEP will contain a statement of your child’s present educational performance. The GIEP team will write annual goals and short term learning outcomes that meet the needs of your child.
The GIEP will also include: specially designed instruction and support services that your child requires to meet the goals; dates for beginning the GIEP; ways for determining whether the goals and learning outcomes are being met; the names and positions of the GIEP team participants; and the date of the meeting.
Gifted Support Options In the T/E School District Gifted support is provided K-12 for eligible students through the GIEP. Gifted support teachers work at every grade level, along with other school personnel, to implement each child’s GIEP. Elementary Level At the elementary level, eligible students in 2nd, 3rd and 4th grade may participate in the Challenge Program. The Challenge Program supplements a gifted student’s regular classroom experience by promoting higher thinking skills in a small group setting where students meet for approximately 100 minutes a week. The Challenge curriculum is organized around interdisciplinary units that are oriented to process, not product. The goals of the program are addressed through themes designed to foster higher level thinking, the creative process, decision making/problem solving ability, group process skills, self-concept development, advanced communication techniques and vocational/avocational interests. Classroom and Challenge teachers work together on integrated themes. These integrations provide all children with the opportunity to explore the natural connection between the regular education and the Challenge curricula. Middle and High School Levels At the middle school and high school levels, eligible students work with gifted support teachers and classroom teachers on the individualized goals in their GIEPs. The goals may be addressed in a variety of ways including differentiated instruction in the regular classroom, alternate assignments, self-directed projects, small group student-centered instruction or participation in specialized events such as academic competitions. Addressing the Needs of Gifted Students Through the Regular Education Program In Pennsylvania, a student is eligible for gifted support when he/she has outstanding intellectual ability and a need for specially designed instruction that is not provided in the regular education program. Many students in our District with outstanding intellectual ability are appropriately educated through the regular education program and, therefore, do not require specially designed instruction. This determination is made through the evaluation process and team meeting. In making this determination, the team considers the educational offerings and opportunities available for the student and whether these are sufficient to meet the student’s needs. Examples of regular education opportunities include advanced instructional groupings for reading and mathematics, the middle school humanities based program and core extension program, advanced placement courses at the high school and District initiatives in self-directed learning, thinking skills and differentiated instruction. If you have questions concerning gifted education, please contact your child's school counselor, the gifted support teacher assigned to your child's building or a building administrator.
Home Schooling(Taken from Homeschooling in Pennsylvania, by Chester County Homeschoolers, Exton, PA.) In Pennsylvania, Act 169 of 1988 makes homeschooling an approved option for all parents with a high school diploma. Compulsory age for attendance is 8, at which point you need to report to your school district and file a homeschooling affidavit. If your child has been in school (other than kindergarten) and you wish to begin homeschooling, you must file an affidavit first, even if he/she is not yet 8. To begin homeschooling, you must file a notarized affidavit with your school district; file by the first day of school, or, if you are a repeat filer, by August 1. You must attach to it: 1. A copy of your high school or college diploma 2. Your objectives (an educational plan for that year that lists your goals for each required subject for each child.) 3. Medical and dental records, or if already on file with the district, whatever medical requirements there are for that year, or a note that you object to this on religious grounds. If your child requires special education, your plan must be pre-approved by a certified special education teacher or psychologist. As you teach your child, you must document this by keeping a log of 180 days, or if you prefer to record hours, then 900 hours in grades 1-6, or 990 hours for grades 7-12. You also must maintain a portfolio, or binder, which includes a list of titles or reading materials used and samples of the student's work in each subject area to demonstrate his/her academic performance. All students in grades 3,5, and 8 must take a standardized achievement test, of which there are 8 recognized by the Department of Education. You may request testing at the school when they do their testing. Include test scores in your portfolio. Near the end of the school year, your child must be evaluated by an evaluator of your choosing, who must be a PA certified teacher, a non-public school teacher with 2 years experience, or a licensed clinical psychologist. The evaluator will interview the child briefly and review the log and portfolio to ascertain whether the child has made sustained progress and is receiving an appropriate education. A letter from the evaluator, portfolio and log must then be submitted for review to the school district superintendent no later than June 30.
ResourcesALAW - Autism Living and Working, (610) 935-9499 ARC of Chester County Newsletter Autism Support for Spanish Speaking Families BUILD (Better Understanding of Individuals with Learning Differences) Childline (The Child Protective Services Law instituted hotline) 1-800-932-0313 Community Mental Health Services, Inc. 1-888-873-1001 LDOnline, www.ldonline.org Resource Manual for Families and Advocates of Children with Special Needs PA Training and Technical Assistance Network, www.pattan.k12.pa.us Parent Education Network, www.parentednet.org Parents Exchange, (215) 242-9501 Parent to Parent (Disabilities: CP), (610) 857-5265 PDDC - PA Developmental Disabilities Council Member (Disabilities: Severe Disabilities), (610) 363-8356 POPI - Parents of Premature Infants Support Group, (610) 933-7009 Pennsylvania Department of Education Pennsylvania Special Olympics, www.paso.org Schwab Learning, www.schwablearning.org Smart IEPs, www.smartieps.com (T/E Parents Association for Gifted Education). Meetings are held the second Thursday of each month at 7:30 pm at the Educational Services Center. The COAD Group (Associate member of the Center for Substance Abuse Prevention and Regional Alcohol and Drug Awareness Resource Network.) 1-800-917-1117 The Education Law Center , (215) 238-6970 The Special Kids Network, 1-800-986-4550 WNWR, Children With Special Needs, www.WNWR.com Wrights Law (Special Education Law), www.wrightslaw.com
Special EducationNotice of Proposed Settlement of Class Action Lawsuit Notice of Special Education Services Resource Manual for Families and Advocates of Children with Special Needs Special Education Power Point Presentation (From December 2004 Special Education Presentation) What is Special Education? Special Education is specially designed instruction, at no cost to the parent, to meet the unique needs of a child with a disability. Does My Child Need Special Education? Your child may be eligible for special education if your child:
Multidisciplinary Evaluation Process
Special Education Programs Special education programs operated by the Tredyffrin/Easttown School District are based on the following key principles:
Special Education programs are provided for all exceptionalities through district-run classes, private programs, and programs operated by the Chester County Intermediate Unit. Special education supports and services are provided, to the maximum extent appropriate, within the regular education setting. Examples of these supports and services include instructional and curricular adaptations, alternative assessment, course modifications, and adult assistance. Under Pennsylvania and federal law, exceptional children have a right to special education and related services that are provided:
FAPE includes related services that helps students get to school and benefit from the special education program. These may include:
When the presence of a disability is known or suspected, a comprehensive multidisciplinary evaluation (MDE) is conducted to determine the nature and degree of the student's needs. An MDE includes a review of all testing and assessments that were conducted, information from the parents, classroom observations and the observations of teachers and related personnel. Family members and school personnel develop an Individualized Educational Program (IEP) in conjunction with the regular education classroom teacher(s). Additional services such as speech therapy, occupational therapy, or physical therapy may be provided to assist each student in participating in the educational program. Progress toward each IEP goal is monitored and reported to families on a quarterly or tri-annual, in elementary, basis. Important Components in an Individualized Education Plan (IEP)
Programs Available in T/E Learning Support Services Population Served: Students whose greatest need is in academic areas such as reading and math. Program Components: Specially designed instruction in a small group setting; modified instructional schedule depending on the students’ needs. Emotional Support Services Population Served: Students who have decreased motivation to learn, learning differences, difficulty maintaining positive interactions, depression and/or anxiety, school phobia or school avoidance. Program Components: Specially designed instruction in a small group setting, modified instructional schedule to minimize transitions during the school day, mental health support, counseling, and social skills instruction. Speech & Language Services Population Served: Students who have speech and/or language impairments that impact educational performance. Program Components: Individual Therapy and/or Group Therapy with a focus on articulation, fluency, language or voice. Extended School Year (ESY) Determination
* Regression~whether the student re- verts to a lower level of functioning as a result of an interruption in educa- tional programming. * Recoupment~whether the student has the capacity to recover skills in which regression occurred to a level dem- onstrated prior to the interruption of educational programming. * Whether the student’s difficulties with regression and recoupment make it unlikely that the student will main- tain the skills relevant to the IEP goals. * The extent to which a skill is particu- larly crucial for the student to meet the IEP goals for self sufficiency and independence from caretaker. * The extent to which successive inter- ruptions in educational programming result in a student’s withdrawal from the learning process. * Whether the student’s disability is severe , such as autism/pervasive de- velopmental, serious emotional dis- turbance, severe mental retardation, degenerative impairments with men- tal involvement and severe multiple disabilities.
Team-Based Student Support ServicesA full range of student support services are available to assist students who may be experiencing difficulties in any aspect of their school life. In addition to guidance, regular education and special education support programs, each building offers a coordinated team-based approach to address concerns and to recommend and/or provide needed services. Instructional Support Team (IST) - The IST operates to identify, in a systematic way, interventions for students who are having academic or behavioral difficulties in school. The goal is to help the student achieve a satisfactory rate of progress in the regular classroom setting, therefore preventing the need for more intensive or restrictive services. The IST includes the classroom teacher, school principal, or a person representing the principal, and the school's support teacher or one of the people who share the support teacher role. Other members of the team may include a guidance counselor, a reading specialist, or a speech pathologist, depending on the student's needs. At the high school level, the IIT (Instructional Intervention Team) assists students in addressing academic issues and learning problems with a focus on students who are at risk of academic failure despite having the potential to succeed. Student Assistance Program (CARE) - Student assistance teams operate to assist students in grades 5 through 12. These teams are comprised of faculty and other professional staff who have been trained to work with students and parents in situations requiring interventions for students' chemical substance abuse or mental health conditions. Peer Mediation - Trained student mediators, at the middle and high school levels, guide their peers through a structured interview format to resolve conflicts. Trained faculty sponsors oversee the process and promote the program within the building.
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