English Language Learners
All students who are English Language Learners when possible are tested prior to the start of school using the WIDA Access testing. Students who are 1st or 2nd year English learners receive two periods of intensive instruction in English and are also supported in their core content (Science, Social Studies and Math) with a Bilingual tutor. Students who are in their 3rd or 4th year of learning English have grade-level instruction and a support class in ESL/Reading Instruction where they can access grade-level curriculum and develop writing and reading skills.
Mrs. Natasha Goodlin is our ESL teacher and Ms. Carol Leed is our ESL Coordinator.
Special Education Overview/
Are Special Education Services required?
If you feel your child may require special education services, please contact Mr. Barroso to further discuss your concerns. If you would like to request the school conduct a multidisciplinary evaluation please call us at (717) 295-7763.
Parental Request Form Links:
A multidisciplinary evaluation is a team process of gathering and reviewing information that will help answer the following questions:
1. Does the student have an exceptionality as defined in state regulations and standards?
2. Does the student need special education to make meaningful progress in school?
The team is comprised of parents, a school psychologist, the child’s teacher, and other people as needed. Following the meeting a typewritten evaluation report (ER) is provided to the parents and forwarded to the IEP team who makes recommendations for the student’s educational program.
Individualized Education Program (IEP):
Federal and state law require that an Individualized Education Program (IEP) be developed for all students who need special education services. This plan is developed by A team including school personnel and parents. Reflecting the student’s individual strengths and needs, each plan includes goals and possibly objectives that are developed specifically for the individual student. The IEP is used by general and special education teachers to provide an education that is meaningful for the individual student. IEPs must be reviewed and revised on a yearly basis or upon request by any team member (parent, teacher, special education director).
Section 504 refers to a part of the Rehabilitation Act of 1973. The primary purpose of the Rehabilitation Act of 1973 is to ensure that persons with disabilities are not discriminated against. This law requires that every public school in the United States identify, evaluate, and provide appropriate services to disabled individuals as defined by Section 504. In addition, procedural safeguards must be provided to the parents/guardians of identified students. The Office of Civil Rights and/or U.S. Department of Education is responsible for enforcing Section 504. A student with a disability should be considered for eligibility under Section 504 if he/she has a physical or mental impairment which substantially limits one or more major life activities, has a record of such an impairment, or is regarded as having such an impairment.
Link to Procedural Safeguards Notice:
Post Secondary Transition Resources:
Link to Community Resources: IU 13 Transitions Supports and Resources
Useful Websites for Special Education:
Pennsylvania Department of Education – www.education.state.pa.us
Pennsylvania Training and Technical Assistance – www.pattan.net
Lancaster-Lebanon Intermediate Unit 13 – www.iu13.org
Council for Exceptional Children – www.cec.sped.org