Special Education Processes & Services

Request Process:

Once a student has gone through the referral process, and the team feels they have tried multiple interventions, the special education department may be contacted to further investigate the need for supports and services. The guidance counselor will prepare an intake for the department gathering information for the team. As this process is taking place, the special education department will either issue one of two forms to the parent:

Request Form:

At this stage we are requesting more feedback from the parent on their concerns.
We will review as a team and determine if a consent form needs to be issued.

2) Consent Form: Permission to Test :

Once we receive this form back in our office, the evaluation timelines begin. (60 calendar day)

3) After 60 days, you will be contacted to review the evaluation report: If you would like to see the report prior to the meeting, you may request the information 10 days in advance.

4) At the Evaluation Meeting, the testing will be reviewed by our school psychologist. To be eligible for Special Education Services, a students must qualify for one of the identified eligibility categories.

Evaluation Process:

Dallas School District provides a variety of programs to students who meet the criteria to be identified as eligible and in need of special education and related services. Eligibility is determined through an evaluation conducted by a Multidisciplinary Evaluation Team (MDT). This team prepares an Evaluation Report (ER) which is based on a student's strengths and needs as shown by educational performance levels, rate of acquisition and retention, interpretation of assessment results, classroom observations and information from parents and teachers.

Eligibility Criteria:

To qualify as a student with a disability, the child must be of school age, in need of specially designed instruction, and meet eligibility criteria for one or more of the following physical or mental disabilities, as set forth in Pennsylvania State Standards: autism/pervasive development disorder, blindness/visual impairment, deafness/hearing impairment, deaf blindness, orthopedic impairment, multiple disabilities, traumatic brain injury, mental retardation, other health impairment, emotional disturbance, specific learning disability and speech/language impairment. Sec. 300.8 Child with a Disability

Eligible for Services:

If the Multidisciplinary Evaluation recommends the student is eligible and in need of special education services, the Individual Education Program (IEP) team determines the need of specially designed instruction, an IEP is written. The IEP is a written plan that describes the student's present levels of functioning, goals and objectives, specially designed instruction and resources necessary for the student to experience success within the educational environment.
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/abilities, chronological age, and the level of intensity of the specified intervention. The district also provides related services such as transportation, physical therapy, and occupational therapy required for the student to benefit from the special education program.

Does not meet Eligibility Criteria:

If a student is not eligible for IEP, the team must still make recommendations.
When a student has a documented disability and is not in need of specially designed instruction but rather accommodations, he/she is evaluated by a knowledgeable team of people. This team, including the parents, will determine the presence of a disability and the need for educational accommodations. These accommodations may be outlined in a 504 Service Plan, or various other services as determined by the student’s Evaluation Team in reviewing instructional progress.

The Dallas School District provides all special education students a Free Appropriate Public Education. Special Education will be provided in accordance with the District's Special Education Plan as submitted to the Pennsylvania Department of Education. Educational programs (itinerant, supplemental, or full-time) are available in the district for students found to be exceptional according to the Pennsylvania State Department of Education guidelines. The following categories are included: autism/pervasive development disorder, blindness/visual impairment, deafness/hearing impairment, deaf blindness, orthopedic impairment, multiple disabilities, traumatic brain injury, intellectual disability, other health impairment, emotional disturbance, specific learning disability and speech/language impairment.

What if my child does not qualify?

If your child does not qualify for special education services, a 504 service plan may be reviewed to determine eligibility under this accommodation plan. If your child does not qualify for a 504 service plan, speak with the school team to determine if any further supports are needed.

What if my child qualifies?

At the initial evaluation meeting, an eligibility category will be discussed and areas of needs will be identified in the report. Within 30 days of your evaluation report, and IEP (Individualized Education Plan) will be developed.
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/abilities, chronological age, and the level of intensity of the specified intervention. The district also provides related services such as transportation, speech therapy, physical therapy, and occupational therapy required for the student to benefit from the special education program. Related Services

After Eligibility

The IEP Process: What to Expect throughout the School Year:

1. At the beginning of each year, your child will be assigned a case manager/charge teacher that will monitor your child's IEP. This is your first point of contact if you have any concerns.

2. Quarterly Progress Reports will be sent home reflecting the measurable progress of each goal outlined in the IEP.

3. An annual IEP meeting will be held each year to discuss overall progress and continuous need for supports and service in the LRE (Least Restrictive Environment).

The Re-Evaluation Process:

Every 3 years your child will have a triennial multidisciplinary re-evaluation, or biannual multidisciplinary re-evaluation for students with intellectual disabilities. Services may be provided in an itinerant program, learning support program, placement in a part-time or full-time special education class in a regular school, or placement in a full-time special education class at a location other than the regular school.