Special Education Information for Parents

• Special Education Programs
  • Montrose Area School District provides a variety of appropriate instructional programs and support services to meet the needs of students with disabilities.


• Screening
  • When students experience difficulties in school, building-based teams will meet to develop interventions to help students be successful in regular education. In elementary schools, the Instructional Support Team (IST) develops these interventions. At the secondary level, the Secondary Instructional Support Team (SIS) or Child Study Team accomplishes this work.
  • If a student continues to experience difficulties even with regular education interventions, the student may be referred for a multidisciplinary evaluation by the building-based team, which includes the parents.


• Evaluation
  • Parent permission is necessary before any evaluation can take place. The parent is notified in writing of the types of assessments that will be given and the proposed date(s) of the evaluation.
  • An evaluation team reviews all pertinent data and compiles a report called an Evaluation Report (ER) which states whether a disability or disabilities exist and if the student is in need of special education. Parents are members of the evaluation team and will be asked to provide relevant information.
  • The entire evaluation process must be completed within 60 school days from the date the district receives signed parent permission on the "Permission to Evaluate" form. A copy of the ER will be given to the parents and a summary of the report will be communicated to them.
  • If a student is found to be eligible for special education, the parents will be invited to an Individualized Education Plan (IEP) meeting. Students eligible for special education must meet one or more of the criteria established by State Standards and regulations for the following categories:
    • Autism
    • Deaf-blindness
    • Deafness
    • Emotional Disturbance
    • Hearing Impairment
    • Mental Retardation
    • Multiple Disabilites
    • Orthopedic Impairment
    • Other Heath Impairment
    • Specific Learning Disability
    • Speech and Language Impairment
    • Traumatic Brain Injury
    • Visual Impairment including blindness
  • A reevaluation is conducted at least every three years unless a student is disabled due to mental retardation, in which case reevaluations are conducted every two years.


• Individualized Education Program
  • The IEP is developed by a team, which includes some members of the evaluation team as well as the parent, the special education teacher, and sometimes the student. The IEP includes a description of the programs and services necessary to assist an eligible student. The team uses information that is contained in the ER to write the IEP.
  • The IEP must be completed within 30 calendar days after the evaluation team issues the ER and put into action no later that 10 school days after it's completion.
  • The student's program is reviewed every year at an IEP meeting or more frequently at the request of an IEP team member.
  • The IEP team will write annual goals and short term learning objectives that can be measured and are designed to meet the needs of the student. The IEP team will determine special education services and programs; where, what kind, how much and how often special education and related services will be provided; date services and programs will begin and how long they will last; and the method of evaluation that will be used.
  • Once the IEP has been developed, the parent will receive a Notice of Recommended Educational Placement (NOREP). The NOREP details the educational program recommended by the district. A parent must approve the NOREP in writing before implementation of the student’s first special education placement.
  • The location and level of placement are determined at the IEP meeting and are based upon the least restrictive environment where the student can successfully achieve his/her goals. The level of intervention may range from itinerant intervention within the regular education class to a full time special education placement outside the public school.
  • The school district uses a continuum of services to provide an appropriate program for every student with a disability.


• Frequently Asked Questions
  • Q: How is my child transported to and from school?
    A: The IEP team will determine the type of transportation required for individual students. The school district is responsible for transporting students for programs that it recommends.
  • Q: What are parents' rights?
    A: Parents must be informed and give consent to decisions regarding their student's evaluation, program, and placement in special education. A copy of procedural safeguards is given to parents prior to an evaluation and/or placement into a special education program.
  • Q: How is my child determined eligible?
    A: In Pennsylvania, students are exceptional if they meet one of the eligibility criterion (see evaluation section) and are in need of specially designed instruction.