Special Education

Students posing with a sign at the Upper Perkiomen School District Olympics

The Upper Perkiomen School District provides an extensive range of educational services and supports for student with special needs within our schools. These services include: Learning Support, Emotional Support, Autistic Support, Life Skills Support Multiple Disability Support and the Work Program (18-21). Speech/Language therapy, occupational therapy, physical therapy, hearing support, vision therapy, and transition services are also provided to eligible students requiring these services to an educational need. A broad array of supplementary aids and services to support students’ educational needs includes communication devices, audio versions of books, assistive technology, and pre-vocational opportunities. The continuum of programs and services for children with disabilities varies in accordance with the changing needs of our community.

Program Resources for Families

Parent Rights & Information

Age of Eligibility

Special Education Terms

Glossary of Terms from PDE

APPROVED SECONDARY CAREER AND TECHNICAL EDUCATION PROGRAM: A program that has been approved by the Pennsylvania Department of Education in accordance with applicable State Board of Education regulations governing career and technical education. (Family and Consumer Sciences programs are not included.)

CAREER AND TECHNICAL CENTER (CTC): A public school that provides career and technical education to secondary school students, out-of-school youth and adults in a geographical area comprised of and operated by one or more school districts.

CAREER AND TECHNICAL EDUCATION INFORMATION SYSTEM (CATS): A Pennsylvania Department of Education Career and Technical Education Information System for the purpose of approving career and technical education programs.

COMPULSORY SCHOOL AGE: The period of a child's life from the time the child enters school as a beginner which may be no later than at the age of eight (8) years, until the age of seventeen (17) years or graduation from a high school, whichever occurs first. Note: Beginning with the 2020-2021 school year, the compulsory age may be no later than the age of six (6) years, until the age of eighteen (18) years or graduation from a high school, whichever occurs first. Reference: State Board of Education Regulations, Chapter 11, Section 11.

DAY TREATMENT CENTER: A nonresidential facility to which children are referred pursuant to a proceeding under 42 Pa. C.S. Chapter 63 (relating to juvenile matters). Such facilities are approved/licensed under the Department of Human Services. Chapter 3800 Regulations, Child Residential and Day Treatment Facilities, govern day treatment centers/programs.

ELEMENTARY: An instructional level that includes grades one through five.

EVERY STUDENT SUCCEEDS ACT (ESSA): The Every Student Succeeds Act of 2015 replaced the No Child Left Behind Act of 2001. It includes provisions to help ensure success for students and schools.

EXTENDED SCHOOL YEAR: Special education services or related services provided outside of a standard schedule of school days within a school term, for the purpose of ensuring the provision of a free appropriate public education to an eligible student. Membership for students in extended school year programs should not be reported to Child Accounting. Reference: State Board of Education Regulations Chapter 14, Department of Education Chapter 342

GENERAL EDUCATIONAL DEVELOPMENT (GED) CERTIFICATION: A high school equivalency certification obtained through achievement of satisfactory scores on comprehensive tests that measure the educational development of students who have not completed their formal high school education. Such students are issued a Commonwealth Secondary School Diploma issued by the Department of Education.

INDIVIDUALIZED EDUCATION PROGRAM (IEP): The plan written by the IEP team (including parents) that specifically describes the programs and services necessary for a free appropriate public education for the eligible child.

LOCAL EDUCATION AGENCY (LEA): A board of education or other legally constituted local school authority having administrative control and direction of public elementary or secondary schools in a city, county, township, school district, or political subdivision in a state, or any other public educational institution or agency having administrative control and direction of a career and technical education program. This term includes state correctional education agencies.

PLAN OF DELIVERY: Methods of instruction and technical skills development, either in a school or work setting, as outlined in the approved secondary career and technical education program. Plans may encompass either occupational (non-tech prep) or tech prep delivery.

SECONDARY: An instructional level that includes grades six through twelve.

SUMMER SCHOOL PROGRAM: An instructional program that operates after the standard scheduled school year is over which is designed for students to make-up classes they did not pass, etc. Membership for students in summer school programs should not be reported to Child Accounting.

TECH PREP PROGRAM: A combined secondary and postsecondary program that leads to an associate degree or certificate and employment. It provides integration of academic and technical preparation in engineering technology; applied science; mechanical, industrial or practical art or trade; agriculture; health; or business. This includes development of competence in mathematics, science and communications through a sequential course of study.

Special Education Policies

Local Support Groups and Resources

Gifted Education

The Pennsylvania Association for Gifted Education - PAGE

The mission of Pennsylvania Association for Gifted Education (PAGE) is to advocate for mentally gifted children by working with parents, teachers, administrators, policy makers, and the community to meet the diverse needs of gifted learners.

Parent Resource Page:

https://www.pa.gov/agencies/education/programs-and-services/instruction/elementary-and-secondary-education/gifted-education

National Support Groups and Resources

Autism Key: The Autism Friend Finder Program is a unique system that will allow visitors to submit basic contact information through a web-based portal. The data is then shared with anyone residing within a 35-mile radius of their postal zip code. The information will allow individuals facing similar challenges to connect with others in their community.

College Resources for Students with Disabilities Guide: Reviews several technologies and advocate groups available to students who face various disabilities and includes tips and resources to help students transition from college to career.

College Guide for Deaf and Hard of Hearing Students: A guide offering key strategies, resources, scholarships & more for deaf and hard of hearing students entering higher education.

How Myths About Learning Disabilities Rob Many of Their Potential to Succeed and Contribute in School and in the Workplace: This white paper details how learning disabilities rob many of their potential to succeed and contribute in school and in the workplace.

IDEA Early Childhood Policy and Practices Guide: This booklet assists early childhood general educators, early childhood special educators, related service providers, parents, administrators and others in understanding what IDEA now requires for young children with disabilities ages birth through five years old and their families.

National Library Service Talking Books: A free library service available to U.S. residents and citizens living abroad whose low vision, blindness or physical handicap makes it difficult to read a standard printed page.

Understanding the Every Student Succeeds Act: This guide aims to help parents understand the flexibility provided

Response to Intervention (RTI): A Primer for Parents: The National Association for School Psychologists has prepared this helpful guide for parents wanting to know more about RTI.

Special Connections: Connecting teachers to strategies that help students with special needs successfully access the general education curriculum.

U.S. Department of Education, Office of Special Education Programs (OSEP): Provides extensive information on IDEA.

U.S. Department of Education, Restraint and Seclusion Resource Document: Provides information to consider when developing policies on the use of restraint and seclusion.

Wrightslaw: Provides accurate, reliable information about special education law, education law and advocacy for children with disabilities.

The LD Checklist: Recognize and Respond: An interactive tool to detect potential signs of LDs or an attention issue in your child or student.

District Special Education Plan

Annual Public Notice of Special Education & Gifted Services

Contact Information

Director of Special Education
Dr. Carol Giblin
cgiblin@upsd.org

Special Education Supervisor
Mrs. Amy R. Coyle
acoyle@upsd.org

Special Education Supervisor
Dr. Christine Campbell
cmcampbell@upsd.org

PIMS and Child Accounting Specialist

Ms. Amy Hartzell
ahartzell@upsd.org

Administrative Assistant to Curriculum and Instruction & Special Education

Ms. Stacy Sterrett
sasterrett@upsd.org

Administrative Assistant to Pupil Services & Special Education
Ms. Lisa Dicesare
ldicesare@upsd.org
Phone: 215-541-2453
Fax: 215-679-7962

Types of Support:

Learning Support

Each school within the District provides Learning Support (LS) for students determined to be eligible for special education services and in need of LS due to a disability. The amount of time a student receives LS varies according to the individual student's educational need(s) as documented in the student's Evaluation/Reevaluation Report and recommended by the student's IEP team.

The range of support available are:

Full Time (receiving special education services for 80% or more of the school day)
Supplemental (receiving special education services for more than 20% and less than 80% of the school day)
Itinerant (Supplemental (receiving special education services for 20% or less of the school day)

The services provided to the student and the goals established for the year are documented on the student's Individualized Education Program (IEP). Progress monitoring is completed throughout the year and reported to the parent. LS at the four secondary schools is listed as Instructional Support Lab (ISL) on students' schedules. The frequency of ISLs is determined by the IEP team based on the student's individual educational needs.

Life Skills

The District provides life skills support for students determined to be eligible for special education services and in need of specially-designed instruction in the realm of independent living. Eligible students participate in a full time or supplemental program that provides instruction in the areas of self-care, social competencies for success, language development, perceptual motor development and sensory input. The program instructs the students in an educational setting that will allow them to navigate their community with a sense of independence. Students receive related services as determined by their individual needs. This may include physical and/or occupational therapy, speech/language therapy, and or nursing services. Students are included with age and grade level peers as determined by the IEP team to be appropriate.

The Life Skills program at the high school level expands upon these educational opportunities to increase independent skills outside of a traditional school environment. High school students eligible for Life Skills Support utilize a fully furnished apartment on site to promote skill development in all areas of independent living. Regularly scheduled community based experiences occur to promote skill development in the areas of transportation, shopping, banking, etc. Job coaches support student success in community based work experiences.

Emotional Support

The District provides an emotional support program for students determined to be eligible for special education services and in need of ES due to his/her identified disability. The amount of time a student receives ES varies according to the individual student's educational need(s) as documented in the student's Evaluation/Reevaluation Report and recommended by the student's IEP team.

The range of support available are:

Full Time (receiving special education services for 80% or more of the school day)
Supplemental (receiving special education services for more than 20% and less than 80% of the school day)
Itinerant Supplemental (receiving special education services for 20% or less of the school day). An itinerant level of Emotional Support is available at all of the District's schools with participation in the general education classroom to the maximum extent appropriate for the individual student.

In addition to the emotional support provided by teachers, paraprofessionals, psychologists, counselors, and/or social workers, students receiving ES receive a rigorous academic program within the Least Restricted Environment (LRE). Students also participate in affective counseling groups.

Staff working with students with emotional needs receive additional training in the areas of classroom management, positive behavioral support and crisis prevention/intervention (CP/I). Interagency collaboration occurs on a monthly basis to coordinate services available to students from community based providers and school staff. Parents are provided assistance with accessing community-based mental health services and completing applications for Medical Assistance (Access).

Autistic Support

The District provides autistic support for students determined to be eligible for special education services and in need of AS due to his/her identification as a school aged child with Autism Spectrum Disorders (ASD).

The District's autistic support programs have expanded from two to three of our schools due to the increased need within our community. Students represent the entire spectrum of Autism, from students diagnosed with Asperger Syndrome and functioning within the gifted range of intelligence to students with severe autism and significant cognitive challenges. The amount of time a student receives AS and the related services provided varies from full time to itinerant according to the individual student's educational need(s) as documented in the student's Evaluation/Reevaluation Report and recommended by the student's IEP team. Related services may include speech/language therapy, social skills training, occupational and/or physical therapy, counseling, nursing support, transition services and/or behavioral support.

Behavior Specialists are an integral part of the IEP team for students in AS programs within the District. Behavior Specialists assist with the Functional Behavior Assessment process and the development and implementation of Positive Behavior Support Plans that contribute to the successful education of students with autism in the least restrictive environment.

Social skills training also is an important aspect of the AS program that assists with students success in the community. This training is provided by either a speech/language therapist or the AS teacher to facilitate the student's acquisition, generalization, and mastery of social skills needed across current and future environments. In addition to students, parents and staff are taught a common vocabulary to reinforce "expected" behaviors and discourage "unexpected" behaviors for successful social interactions. Social skills training has been expanded at the elementary schools to include a common social emotional curriculum accompanying by tiered interventions, so that young students with autism increase their appropriate engagement with other students during recess and have the skills and opportunities to develop friendships. Social skills training has contributed significantly to the successful inclusion of students in general education programs at all schools.

Students with severe autism or with significant cognitive challenges also have access to life skills training for living independently in the community. This may include participating in community based activities to promote skill development in the areas of transportation, shopping, recreation; practicing self-help skills within the high school's apartment; or participating in community based work experiences with the supervision of job coaches.

Transition Services

College Planning

Services for Students with Disabilities in Post-Secondary Schools Information

The purpose of this information sheet is to provide assistance to students with disabilities and their parents regarding the procedures and requirements to access adaptations, modifications and/or support services in post-secondary schools.

Gather Information: Once your child has expressed a desire to proceed to post-secondary education, it is important to gather as much information ahead of time as possible. You can start gathering information by attending area workshops and information sessions prior to graduation. Watch for special flyers, newsletters from guidance, etc. It’s never too early to begin this process.

Attend IEP Meetings: You and your child should attend IEP meetings and contribute your thoughts and concerns regarding postsecondary plans.

Utilize Career and College Search Tools: There are multiple resources for exploring careers, searching colleges and locating information about support services available in college. Contact your child’s special education teacher or guidance counselor for more information.

Contact Post-Secondary Institutions: Inquire regarding the type of documentation and the time frame within which it must be completed in order to receive support for documented disabilities. Most colleges have web sites where this information is published. It is always beneficial to have a face-to-face meeting with the institution prior to enrollment to get a feel for the types of services that are available.

If Testing is Needed: Many post-secondary schools require a recent (usually within 3 years) psycho-educational evaluation in order for a student to qualify for adaptations, modifications and/or support services. Post-secondary schools vary in the type of evaluations and documentation they need to make eligibility determination. We recommend that you request a list of the assessments/documentation required from the postsecondary schools your child is considering. It is the responsibility of the student/family to secure the necessary documentation to help the postsecondary school determine eligibility for adaptations, modifications and/or support services.

Listed below are possible avenues for securing documentation:

Contact your health care provider and inquire about having a psycho-educational evaluation provided through the mental health component of your insurance plan. Some preliminary discussions with several providers have included the coverage of these services under the mental health portion of the carrier’s plan. Check with your provider regarding obtaining a list of professionals who may provide this service under your insurance plan.
There are occasions when a disability may substantially interfere with employment. In such cases, there is a possibility that the student may qualify for services from the Office of Vocational Rehabilitation. Call the Norristown Office at 484-250-4340.
Obtain your own evaluation on a fee-for-service- basis by contacting a certified school psychologist. Testing services can range anywhere from $500-$1,000.

Assume Nothing! Your child has access to multiple opportunities to seek out the advice and support of professionals in the Upper Perkiomen School District that may provide assistance. Advise your child to stay tuned to school announcements and postings in and around the guidance office. Being proactive in this process could make a substantial difference in the successful transition of your child to a post-secondary school.

Please utilize the following timeline to support and prepare your child for a successful post-secondary transition. Transition Timeline (PDF)

Post-Secondary Parent Resources

Pursuing further education after high school, a stable, satisfying job, and learning to live independently is challenging for all young people making the transition to adulthood. But it can be especially challenging for youth with learning, attention, and other disabilities—and their parents.

This page is designed to provide parents with links to useful resources to assist the school team in preparing your son or daughter to transition to college.

College Board's Service for Students with Disabilities

Some students with disabilities have special testing needs. Eligible students can apply for accommodations for the PSAT/NMSQT, the SAT, SAT Subject Tests and Advanced Placement Program (AP) Exams. Parents are advised of the following as it relates to accommodations.

In order for students to be granted accommodations on the College Board test, these accommodations must be approved by the College Board’s Services for Students with Disabilities (SSD). Most students apply for accommodations with the assistance of their school’s SSD Coordinator. A recent change in the process requires that applications for accommodations for the PSAT and SAT tests be submitted online.

The purpose of this notice is to familiarize you with the steps involved in the new application system. You can initiate the process by going online to www.collegeboard.com/ssd/student where you will find a number of related links. One of the links provides a parent consent form. If you cannot print out the form, please ask your child’s case manager. The signed consent form MUST be returned to the case manager no later than 7 weeks prior to the actual testing date. Once the form is received, the school can then proceed with the application.

Also, please be sure to read the additional information provided on the College Board’s SSD website, including the links that explain eligibility criteria, documentation requirements, and important SSD dates.

Please visit the College Board website for additional information: College Board Link

Links for Transition Planning

For Students and Families,

Your transition from school to adult live is an important series of steps. Links have been provided on this page to assist you in planning for life beyond Upper Perkiomen High School. Specific questions about your transition from school to adult life can be addressed by Mr. Shane Thrush, the District Transition Coordinator, Mrs. Carol Giblin, Director of Special Education, or Mrs. Amy Coyle, Supervisor of Special Education.

The resource list provided is NOT exhaustive, but can serve as a starting point for planning.

Pennsylvania Secondary Transition Guide: This website is organized by topics. The topics cover key areas of transition, including postsecondary education and training, employment and community living. The website also has links to other Pennsylvania agencies and departments that can help support your transition. You can access the website anytime and look for information when it is important for you. If you cannot access the website, you can request a CD or printed copy of the website's documents by contacting your school or by calling the Pennsylvania Training & Technical Assistance Network (PaTTAN) at 800-446-5067.

Autism Speaks: Post-secondary Education Guide: Autism Speaks designed this publication to help you and your family explore the different opportunities and learning environments after leaving high school. The guide offers information on topics such as how to obtain services, advice for parents, peer to peer advice, life on campus and the differences between college and high school. This resource will help guide you through your high school years and the years following graduation.

In addition to the Autism Speaks Guide, below are two additional online resources to help you connect with disability support programs on college campuses.

Here are links to resources that may be helpful as you navigate transition planning:

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