Protected Handicapped Services
In compliance with state and federal law, the Central Dauphin School District provides to each protected handicapped student without discrimination or cost to the student or family, those related aids, services or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student's abilities. In order to qualify as a protected handicapped student, the child must be of school age with a physical or mental disability which substantially limits or prohibits participation in or access to an aspect of the school program.
These services and protections for "protected handicapped students" are distinct from those applicable to all eligible or exceptional students enrolled (or seeking enrollment) in special education programs.
Directory information may be made available to authorized representatives of governmental agencies, health and safety officials and other school officials responsible for obtaining such information in the performance of their duty. The purpose of providing directory information is to help the pupil or protect others. Requests for such information by the general public may be granted if, in the opinion of the school official in charge of maintaining the record, there is a clear indication that the information requested is to be used to serve the general welfare of the pupil. Under no circumstances will directory information of this type be released or made available for the purpose of creating lists for any other purpose than those deemed necessary for the operation of school business. Parents not desiring directory information of this type released to the public, should submit their request in writing to the building principal at the beginning of each school year.
Under the conditions and intent listed above, directory information concerning former pupils may be released by the school official or his/her designee in charge of the security of records.
General employment certificates will be secured from the Administration Office.
Any minor of the age of seventeen (17) who is a high school graduate need not apply for an employment certificate upon furnishing proof of graduation to his/her employer.
Elementary - Counselors assist pupils, teachers and parents by helping identify and provide appropriate programs designed to meet individual pupil needs. This is accomplished through developmental programs, assessment, intervention, consultation and coordination of services.
Counselors work with parents and teachers to help children acquire behavior patterns and social/personal skills necessary for developing to his/her potential. The counselor's efforts are directed toward helping pupils be successful in school by developing decision-making skills and assisting the pupils in dealing with everyday problems that are part of human growth and development.
Secondary Guidance and counseling services are an integral part of the school program. The goal of guidance and counseling is to provide support services that afford each pupil the opportunity to achieve maximum growth and development in obtaining self-realization, social/personal skills, economic efficiency, academic excellence, and civic responsibility. Counselors assist pupils in identifying and implementing educational and vocational decision-making. Information services, scheduling and placement, individual and group evaluations, orientation programs, pupil/parent consultation and group guidance activities are available at appropriate times throughout the school year. Junior and senior high pupils are assigned to counselors by grade level and/or alphabetically.
Additional information may be obtained by visiting the following websites:
http://www.schoolcounselor.org/ American School Counseling Association
http://www.psca-web.org PA School Counseling Association
Home and School Visitors
Home and school visitors are responsible for verifying residency regulations and addressing poor attendance patterns that disrupt a child's educational progress.
English As a Second Language
Therefore, the pupil record may include, but is not limited to, personally identifiable information (such as name, address, phone numbers of parents), pupil's school grades, date of birth, attendance record, test results and evaluation reports, progress reports, health and dental records. All information is collected and maintained under such confinements of privacy as may be obtained through informed consent, verification of accuracy, limited access and appropriate use.
Should your child transfer to another school district, his/her permanent record, cumulative folder information, testing record and health record will be forwarded to the new school district upon receipt of written notification of admission. Upon written authorization from the parent or eligible pupil, a high school transcript will be released to persons having a legitimate educational interest, such as post-secondary educational institutions and/or prospective employers. Should you have concern or reason to believe some portion of the record is in error, or handled in a way that may violate the pupil's privacy, you should discuss the matter with the building principal. If the matter is not resolved, a request in writing stating intent and reason for contesting the record should be directed to the superintendent. A ruling will be made and you will be notified of your rights should you desire to appeal further. A copy of the District Records Policy and Procedures is on file in the school principal's office.
Reports to Parents
Parent-teacher conferences often assist in better understanding of a child's progress. Conferences can be initiated by parents by calling the school office. Teachers often arrange conferences with parents. In either case, the understanding that results will be in the best interest of the child.
Conferences must be held at a time that will not interfere with the instructional program of the class.
In addition to the regular report card, parent-teacher conferences will be scheduled by the school for all pupils.
Secondary - The school year is divided into four (4) report periods. Report cards will be issued within two (2) weeks after the report period closes.
Duplicate report cards will only be issued to pupils upon written request by the parents, only if a report card is lost or destroyed.
Counselors may be contacted about report cards. Appointments may be made at your convenience to review student progress, test scores and educational plans.
Pupils will be expected to satisfy all financial and other obligations before report cards are issued and pupil records are cleared.
Progress reports to parents shall be prepared by the teacher for those pupils who are making unsatisfactory progress at the end of the fifth week in each grade period.
Occupational therapists are one of the professionals who may provide services to children receiving special education. In some instances, children in regular education may also require occupational therapy assistance if they are in some way health-impaired.
Occupational therapy is an allied health profession which is found primarily in the fields of rehabilitation, mental health, medicine, and special education. Occupational therapists receive extensive education and training in the areas of activity analysis, applied sciences, human development, and psychomotor performance.
Occupational therapist address functional performance problems in school. The occupational therapist collaborates with teachers, parents, and other educational professionals to identify causes for the student's functional difficulties in school. If the child receives therapy or health services in the community, the school occupational therapist may consult with the community providers in order to learn more about the student's condition or needs. The school occupational therapist then assists the educational team in developing effective methods to address the student's difficulties.
Services provided by the school occupational therapist:
The primary role of the School Social Worker is to assist eligible students in resolving personal, social, and/or emotional problems that interfere with their adjustment to school and their capacity to enjoy and experience the fullest benefits of the educational process. The School Social Worker' s role and function encompass a range of duties and responsibilities to the overall education, health, and welfare of exceptional students.
Services may be provided to parents or guardians of eligible students to increase their knowledge and utilization of community resources. The School Social Worker can facilitate the referral of exceptional students to outside agencies, i.e., Children and Youth, MH/MR, Juvenile Probation, residential treatment facilities, etc. The responsibility of tracking all students who are hospitalized or residentially placed for mental health and/or drug & alcohol issues, students placed into foster care, and court ordered placements is also part of the School Social Worker' s role.
The School Social Worker may make contacts and gather pertinent information to provide strategies and resources for improved adjustment, through home and school visitation and serving as the liaison between the school district and community agencies.
The purpose of the Instructional Support Team is to provide each student with the opportunity for a successful school experience. The team receives requests for assistance for academic, emotional, and/or behavioral concerns. This request can be made by parents, classroom and i,tinerant teachers, the counselor, the principal, or the nurse. After the request is screened, members of the team complete observations, conduct interviews, and complete assessments to determine the child's specific needs. The Instructional Support Team meets to review the information, brainstorm strategies and develop a plan that assists the student at being more successful. At the end of the 30-day intervention period, the IST reconvenes to review the student's progress.
Parents are included in the entire process. Before requesting assistance from the Instructional Support Team, the classroom teacher shares the concern with the child's parents. Parents become a part of the IST. Parents participate in the Action Plan Meeting that creates the specific intervention plan for the child's needs. Parents assist in helping to implement the plan at home. Parents also participate in the Review Meeting at the conclusion of the 30-day intervention.
To view a list of district Instructional Support Personnel click here (file: IST List)
The decision to refer for a psychological or psycho-educational evaluation is usually made when considerable evidence exists that the pupil has an emotional or academic exceptionality. Among other duties, the school psychologist serves as a diagnostician; providing diagnostic assistance to counselors and other professionals; assists teachers in understanding and providing for the social, emotional and intellectual needs of children; and assists in the development of psychological and educational strategies to improve learning.
The school psychologist will not become involved in providing individual therapy or continuous counseling. Initial referrals for psychological testing require written and informed parental consent. Findings are shared with parents and appropriate staff members. Individual reports called Comprehensive Evaluation Reports are retained at the Administration Building, Office of Pupil Services and in the pupil's cumulative folder.
Click HERE for the Early Entrance Procedures for First Grade.
Click HERE for the Educational Trip Form.