Special Education & Pupil Services
(215) 885-3722 • Michele Glennon, Director of Special Education & Pupil Services
Every three years, The School District of Jenkintown is required to develop a Special Education Plan designed to outline the programming, supports, and services provided to students requiring specialized services through the Individuals with Disabilities Education Act. A copy of the draft plan can be downloaded below for public review and comment. Please submit any comments regarding the plan to Michele Glennon the Director of Special Education and Student Services at glennonm@jenkintown.org. Thank you.
Special Education Plan 2023 – 2026
The School District of Jenkintown provides quality educational services for all students. Experienced teachers and staff are dedicated to providing every child with educational opportunity. At times a student may struggle to progress academically or experience difficulties, whether physical, medical, social, emotional, or otherwise, which limit his/her progress. The District has a variety of services, which supplement our general education program to assist these students. Special Education, General Education with Accommodations, Gifted Education and English as a Second Language programs are offered from Kindergarten through twelfth grade. The staff are highly trained in a variety methods, techniques, and strategies to assist a student with making educational progress.
The staff stresses the importance of growth relative to the total child and provides a variety of opportunities for students to form meaningful and responsible relationships with peers and staff.
Click on the links below for further information about Special Education and other district services.
Please feel free to contact me at any time for more specific information on any of these topics.
Michele Glennon, M.Ed.
Director of Special Education/Student Services
Annual Public Notice - 2023-2024
ANNUAL PUBLIC NOTICE TO PARENTS AND GUARDIANS OF CHILDREN WHO RESIDE IN THE SCHOOL DISTRICT OF JENKINTOWN
In compliance with State and Federal Law, notice is hereby given by the School District of Jenkintown that it conducts ongoing identification activities as part of its school program for the purpose of identifying students who may need special education and related services. If your child is identified by the District as needing such services, you will be notified of applicable procedures. Services and programs are available for children who are determined to need specially designed instruction due to the following conditions:
1. Autism/Pervasive Developmental Disability
2. Deafness/Blindness
3. Blindness/Visual Impairment
4. Deafness/Hearing Impairment
5. Emotional Disturbance
6. Intellectual Disability
7. Multiple Disabilities
8. Neurological Impairment
9. Orthopedic Disability
10. Speech or Language Impairment
11. Specific Learning Disability
12. Other Health Impairment
13. Traumatic Brain Injury
14. Mentally Gifted
If you believe that your school-age child may need special education and related services, screening and evaluation procedures designed to assess the needs of the child and his/her eligibility are available to you at no cost, upon written request. You may request screening and evaluation at any time. Requests are to be made in writing to the building principal or Director of Special Education and Student Services.
Communications with parents or with thought-to- be or exceptional students are in English and, if necessary, in the native language or other mode of communication used by the parents or student. In compliance with State and Federal Law, the School District of Jenkintown will provide 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 access for a student to participate in and obtain the benefits of the school program. 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 for protected handicapped students are distinct from those applicable to all exceptional students enrolled (or seeking enrollment) in special education programs.
If a pre-school child is suspected of being eligible for early intervention, evaluation and services are provided through the Montgomery County Intermediate Unit. Information can be obtained by calling 1-610- 539-8550 and asking for the Early Intervention Department. For further information on the rights of parents and their children, provision of services, evaluation and screening (including purpose, time and location), you may contact Michele Glennon, Director of Special Education and Student Services at 215-884- 1801 ext. 116.Confidentiality: All information generated about your child is subject to the confidentiality provisions contained in Federal and State Law. The District has policies and procedures in effect governing the collection, maintenance, destruction and disclosure to third parties of this information. For information
about these policies and procedures, as well as rights of confidentiality and access to educational records, you may contact, in writing, Michele Glennon, Director of Special Education and Student Services, West and Highland Avenue, Jenkintown, PA 19046.
Annual Public Notice of Special Education Services and Programs, Services for Gifted Students, and Services for Protected Handicapped Students
Click the link below to open this annual notice.
Education for Homeless Youth
Click on the link below to open this document.
ESL
School Board Policy: The School District of Jenkintown shall provide English as a Second Language (ESL) instruction for every LEP (Limited English Proficient) or ELL (English Language Learner) student (as defined in Basic Education Circular 22 Pa. Code 4.26) whose dominant language is not English residing in and attending school in the district for the purpose of facilitating the student’s achievement of English proficiency so as to meet state academic standards under 22 Pa. Code § 4.12 and to succeed in school.
The School District of Jenkintown is committed to providing education to English Language Learners (ELLs) that is parallel to grade level standards and benchmarks. It is the District’s intent to provide this instruction in a one to one or small group setting for the period of time necessary for the student to become proficient in Reading, Writing, Listening and Speaking. Students are evaluated annually with standardized assessments as well as triennially with curriculum based assessments to determine his/her level and rate of language acquisition. The ESL teacher will consult with general education teachers to assist with transfer of skills and any necessary accommodations.
All newly registered students are required to complete a Home Language Survey. The survey is reviewed by the school counselor and forwarded to the Director of Special Education/Student Services when the answer to any of the questions is other than “English” and the student is identified as a PHLOTE (Person Having a Language Other Than English).
All students determined to be Persons Having a Language Other Than English (PHLOTE) from the Home Language Survey will be administered the Woodcock-Munoz Language Survey by the ESL teacher to determine his/her level of language proficiency. The District follows PDE recommended guidelines for amount of instruction: Non-English: (2-3 hours of daily instruction), Beginner: (2 hours of daily instruction), Intermediate and Advanced: (1 to 1 ½ hours of daily instruction).
Students are given curriculum-based assessments on grade level benchmarks to determine when they are ready to progress to the next level of proficiency. When a student meets exit criteria they will be monitored for a period of one school year.
ELL will be monitored by the guidance counselor(s) as all new students are. Students having difficulty transitioning into the school system will be seen on an individual basis. The ESL Teacher will act as Case Manager for all ELLs and will coordinate activities between the classroom teacher(s) and home. The ESL teacher in conjunction with the counselor will determine the need for interpreter services for parents to attend conferences as well as the translation of informational documents.
Students who fail to make progress with ESL instruction may be referred to the Instructional Support/Student Assistance Team. If necessary a multi-disciplinary evaluation will be completed to determine eligibility for special education services. Students will not be identified as special education as a result of lack of instruction with accommodations or limited English proficiency.
Every Student Succeeds Act (ESSA)
The Every Student Succeeds Act (ESSA) requires Pennsylvania to ensure that the total number of students assessed in each subject using the PASA does not exceed one percent of the total number of all students in the state assessed on the statewide assessments. Each local educational agency (LEA) must complete and submit the PASA 1.0 Percent Participation Threshold Justification to BSE if it anticipates that more than 1.0 % of its students enrolled in grades 3-8 and 11 will be assessed using the PASA. A list of LEAs who anticipate exceeding the threshold will be made publicly available on the PDE website, in accordance with 34 CFR 200.6 (c)(3) regulations. LEAs must also make the document publicly available upon request, removing any personally identifiable information. The (school district/ charter school) anticipates exceeding the 1.0 percent threshold for PASA participation for the 2019-20 testing cycle. The necessary justification information has been submitted to the Bureau of Special Education. Questions on the (district/charter school) participation rates should be directed to (Special Education Administrator contact information)
Gifted Support (PA Code Chapter 16)
The District operates gifted support classes to eligible students in grades K-12. A full-time Gifted Support teacher instructs small groups of students and mentors individual students as appropriate. Students are determined to be eligible if they meet the multiple criteria, which are compiled in a Gifted Written Report (GWR). A Gifted Individual Education Program (GIEP) is developed for eligible students. For more information, contact the Building Principal, Guidance Counselor or the Director of Special Education and Pupil Services.
Homebound Instruction
If a child becomes ill or temporarily disabled and must remain out of school for more than four consecutive weeks, a request may be made for Homebound Instruction. The District will provide up to five hours a week of instruction. Requests should be made in writing to the building principal and should include the nature of the illness or disability and the probable duration. All requests are submitted to the Superintendent and Board of Education for approval.
Procedural Safeguards Notice
BUREAU OF SPECIAL EDUCATION’S CONSULTLINE, A PARENT HELPLINE
800-879-2301
ConsultLine personnel are available to parents and advocates of children with disabilities or child thought to be disabled to explain federal and state laws relating to special education; describe the options that are available to parents; inform the parents of procedural safeguards; identify other agencies and support services; and describe available remedies and how the parents can proceed.
Additional Resources appear at the end of this notice.
The Individuals with Disabilities Education Act (IDEA), the Federal law concerning the education of students with disabilities, requires the Local Education Agency (LEA) to provide parents of a child with a disability with this notice containing a full explanation of the procedural safeguards available under the IDEA and the U.S. Department of Education regulations. A copy of this notice must be given to parents only once a school year, or:
(1) upon initial referral or parent request for evaluation; (2) upon filing by parents of their first State complaint under 34 CFR §§300.151 through 300.153 and upon filing by parents of their first due process complaint under §300.507 in a school year; (3) when a decision is made to take a disciplinary action that constitutes a change of placement; and (4) upon parent request. [34 CFR §300.504(a)]
This procedural safeguards notice must include a full explanation of all of the procedural safeguards available under §300.148 (unilateral placement at private school at public expense), §§300.151 through 300.153 (State complaint procedures), §300.300 (consent), §§300.502 through 300.503, §§300.505 through 300.518, and §§300.530 through 300.536 (procedural safeguards in Subpart E of the Part B regulations), and §§300.610 through 300.625 (confidentiality of information provisions in Subpart F). This model form provides a format that LEAs may choose to use to provide information about procedural safeguards to parents.
Protected Handicapped Services (PA Code Chapter 15)
The District also provides services, related aids or reasonable accommodations for those individuals identified as protected handicapped students. Students are eligible for a Service Agreement if they have a physical or mental disability which substantially limits a major life activity such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, learning, breathing, or working. Plans are developed to provide reasonable accommodations for the student to be successful in the general education program. For more information, contact the Building Principal, Guidance Counselor or the Coordinator of Special Education.
Psychological Services
The School Psychologist provides direct and indirect services to students, parents, and teachers. The Psychologist works closely with SAP/CARES (Student Assistance Program) Team members in a collaborative effort to address student needs in the general education program. If the team or parent believes that a student may be in need of special education services, the Psychologist coordinates the Multi-Disciplinary Evaluation (MDE) process. This includes gathering information from parents and teachers, completing classroom observations, administering psychological and educational assessments and assisting in the development of an Individual Education Program (IEP). Facilitating counseling groups, assessing student eligibility for Gifted Services and coordinating the re-evaluation of special education programs are other Psychological activities.
Special Education (PA Code Chapter 14)
The District provides Special Education instructional programs and support services to school-aged children who have been identified as eligible and in need of specially designed instruction by a Multi- Disciplinary Evaluation (MDE) and an Individual Education Program (IEP) Team. The instructional adaptations and individualized strategies are focused on maximizing the student’s academic achievement and social-emotional growth. The District operates Learning Support and Emotional Support programs K-12. Personnel include a special education coordinator, special education teachers, instructional aides, a Psychologist, a speech & language teacher and itinerant teachers for occupational therapy, physical therapy, vision and hearing. Identified students needing more intensive special education programs may attend classes operated by the Montgomery County Intermediate Unit or neighboring school districts. The District pays for the services and transportation. For more information, contact the Building Principal, Guidance Counselor or the Coordinator of Special Education.
All records in the School District and Intermediate Unit are maintained to ensure student confidentiality.
Title IX Information
The School District of Jenkintown affirms that no person shall, on the basis of sex, disability, race, color, age, creed,
religion, sexual orientation, gender identity, national origin, ancestry, veteran’s status or genetic information be
excluded from participation in, be denied the benefits of, or be subjected to discrimination in any educational program
or activity. In addition, no person shall, on any of these bases, be excluded from participation in, be denied the
benefits of, or be subjected to discrimination in employment, or recruitment, or consideration, or selection, therefore,
whether full-time or part-time, under any educational program or activity operated by the district. The district shall
make reasonable accommodations for qualified individuals with disabilities upon request.
Anti-Harassment/Anti-Retaliation Statement: The district does not tolerate sexual harassment. Any individual who
believes they have been subjected to sexual harassment is strongly encouraged to make a report which will be
promptly and thoroughly investigated. Retaliation against individuals who file complaints about sexual harassment, or
participate in the investigation of such complaints, is strictly prohibited.
Students or staff found to have engaged in sexual harassment or retaliation will be promptly disciplined, and such
discipline may include, if circumstances warrant, suspension, expulsion and/or termination. Students, parents and
staff are encouraged to work together to prevent sexual harassment.
Notice of Non-Discrimination: Pursuant to Title IX of the Education Amendment Act of 1972, the district does not
discriminate on the basis of sex in the education programs or activities that it operates. This requirement not to
discriminate in the district’s education programs and activities extends to employment with and admission to the
district.
Designated Title IX Coordinator: In compliance with Title IX of the Education Amendment Act of 1972, the district
has a designated Title IX Coordinator who should be contacted regarding any inquiries as to the application of Title IX
or filing a harassment complaint.
Title IX Training Presentation Download
Please contact Michele Glennon, Director of Special Education and Student Services, Title IX Coordinator by phone
(215) 884-801 ext. 116 with any student or employee Title IX questions, concerns or complaints.
Additionally, you may view the Title IX Power Point presentation used to train those that may be involved in any Title
IX related processes in the district.
The School District of Jenkintown
Title IX Grievance Process
- Response to Incident Report
Once the District receives a report of sexual harassment, the Title IX Coordinator will promptly contact the complainant to discuss the availability of supportive measures. The Title IX Coordinator will consider the complainant’s wishes with respect to supportive measures, inform the complainant of the availability of supportive measures with or without the filing of a formal complaint, and explain to the complainant the process for filing a formal complaint.
- Grievance Process
The Grievance Process is the process by which a formal complaint of sexual harassment is addressed equitably and promptly under Title IX and in a manner that ensures due process for the complainant and the respondent. The District’s Title IX policy ensures the fair implementation of the grievance process, which requires the following:
- The Title IX Coordinator, Investigator, Informal Process Facilitator and/or Decision Maker(s) involved in the grievance process are unbiased, impartial and free from conflicts of interest in executing their role in the process.
- Complainants and respondents are treated equitably by recognizing the need for complainants to receive remedies where a respondent is determined responsible and for respondents to face disciplinary sanctions only after a fair process determines responsibility.
- An objective evaluation of all relevant evidence – including both inculpatory and exculpatory evidence – and provide that credibility determinations may not be based on a person’s status as a complainant, respondent, or witness.
- Notice to the Complainant, Respondent and witnesses that they do not knowingly provide false information or statements and, if so, that individual would be subject to possible disciplinary action under District policy, employee or student code of conduct.
- The presumption that the respondent is not responsible for the alleged conduct until a determination regarding responsibility is made at the conclusion of the grievance process.
- Reasonably prompt time frames for the conclusion of the grievance process.
- Informs all parties of critical information about the school’s procedures including the range of remedies and disciplinary sanctions a school may impose, the standard of evidence applied by the school to all formal complaints of sexual harassment under Title IX (which must be either the preponderance of the evidence standard, or the clear and convincing evidence standard), the school’s appeal procedures, and the range of supportive measures available to both parties.
- Protects any legally recognized privilege from being pierced during a grievance process.
- Requires written notice of the allegations to both parties, including informing the parties of the right to select an advisor of choice.
- Materials used to train Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process, must not rely on sex stereotypes and must promote impartial investigations and adjudications of formal complaints of sexual harassment.
A school’s treatment of a complainant, or a respondent, could constitute sex discrimination prohibited under Title IX. Under this policy, the grievance process will ensure that complainants and respondents receive due process and are treated equitably. An investigation will begin promptly following the receipt of a formal complaint with appropriate written notice being delivered to both the Complainant and Respondent and containing all required information as outlined under Title IX (i.e. stating the allegations, what district policies are alleged to have been violated, investigator (s), and overview of what to expect in the investigation process.) The standard of proof that will be applied, analyzing all of the relevant evidence in a grievance process, is [insert preponderance of the evidence or clear and convincing].
Following the stated requirements in the grievance process, the school will promptly initiate an inquiry into a formal complaint in a manner that:
- Keeps the burden of proof and burden of gathering evidence on the school while protecting every party’s right to consent to the use of the party’s own medical, psychological, and similar treatment records;
- Provides the parties equal opportunity to present fact and expert witnesses and other inculpatory and exculpatory evidence;
- Does not restrict the parties from discussing the allegations or gathering evidence;
- Communicates that the Complainant can withdraw the formal complaint at any time prior to a final outcome determination by the decision-maker;
- Communicates that the Complainant and Respondent are not required to participate in the grievance process;
- Gives the parties equal opportunity in a live hearing to select an advisor of the party’s choice (who may be, but does not need to be, an attorney);
- Before reaching a determination regarding responsibility, required the decision-maker(s) to allow each party the opportunity to submit written, relevant questions that a party wants asked of any party or witness, provide each party with the answers, and allow for additional, limited follow-up questions from each party.
III. Investigation
Following the filing of a formal complaint, a prompt investigation will be initiated unless the parties voluntarily elect to participate in an informal resolution process. In initiating an investigation, the Title IX Coordinator will provide written notification (i.e. Notice of Investigation) to both parties. The notice of investigation will include:
- Information regarding the grievance process;
- Information regarding the informal resolution process;
- The nature of the allegations;
- Any additional District policies that are applicable based on the information known at that time;
- The name(s) of the assigned investigator;
- Request of each party to state if there is a reason why they believe the assigned investigator cannot be fair and impartial.
- Notice that if any participant or witness knowingly provides false information, they could be subject to disciplinary action under the District’s code of conduct
If, during the course of the investigation, facts are presented that suggest a possible violation of another section under this policy or any District policy, written notice will be provided to both parties of the additional allegation and potential policy violation. [The following does need to be included in this policy and procedure document but is put here as a reminder- “the written notice of investigation must state that the respondent is presumed to be not responsible for the alleged conduct and that a determination regarding responsibility is made at the conclusion of the grievance process”]
The Title IX Coordinator will do the following to ensure fairness in the investigation process:
- Provide written notice when a party’s participation is invited or expected for an interview, meeting, or hearing;
- Provides written notice to any participant (party or witness) of the date, time, location, other participants, and purpose of all hearings, investigative interviews, or other meetings, [with sufficient time for the party to prepare to participate]
- Provides both parties equal opportunity to review and respond to the evidence gathered during the investigation. Each party will have [insert number of not less than 10] instructional days to review all evidence and respond to the investigator before the completion of the investigation report;
- Create an investigative report that fairly summarizes relevant evidence and, at least 10 days prior to a hearing (if a hearing is required under this section or otherwise provided) or other time of determination regarding responsibility, send to each party and the party’s advisor, if any, the investigative report in an electronic format or a hard copy, for their review and written response.
IV. Complaint Dismissal
- If the conduct alleged in the formal complaint does not meet the definition of sexual harassment as defined in this policy or did not occur in the school’s education program or activity, or did not occur against a person in the United States, then the school must dismiss the formal complaint with regards to sexual harassment under Title IX. However, that alleged behavior can and will be reviewed under other District policies concerning code of conduct;
- The school may dismiss the formal complaint or any allegations contained in the complaint, if at any time during the investigation or hearing the complainant notifies the Title IX Coordinator in writing that they would like to withdraw the formal complaint or any specific allegation;
- The respondent is no longer enrolled or employed by the school; or
- Specific circumstances prevent the school from gathering evidence sufficient to reach a determination as to the formal complaint or allegations therein. The circumstances must be documented.
When a formal complaint or allegation is dismissed, the school will promptly send written notice of the dismissal and reason(s) simultaneously to the parties along with notification about the right to appeal the decision to dismiss the complaint or an allegation. Any appeal must be filed within [insert number] instructional days following the issuance of the dismissal notice.
V. Informal Resolution Process
After a formal complaint is filed, provided that the Title IX Coordinator has provided both parties with information about allegations and explained the informal resolution process, the parties can elect to resolve the complaint through and informal resolution process if each party voluntarily agrees to do so in writing. Complaint or respondent can decide to withdraw from the informal resolution process and resume the grievance process before the conclusion of the informal resolution process. Any complaint alleging that an employee sexually harassed a student is ineligible for the informal resolution process.
VI. Complaint Outcome Determination
Under Title IX, the school district is not required to conduct a live “in person” hearing. The outcome determination can be made through an administrative proceeding. Once a Final Investigation Report has been issued, the Title IX Coordinator will determine if the matter should be scheduled for an Administrative Outcome Determination or Live “In person” Hearing Outcome Determination. With or without a hearing, after the school has sent the investigative report to the parties and before reaching a determination regarding responsibility, the decision-maker(s) will allow each party the opportunity to submit written, relevant questions that a party wants asked of any party or witness, provide each party with the answers, and allow for additional, limited follow-up questions from each party.
For either outcome determination process, an unbiased decision maker or decision-making panel is assigned to adjudicate the matter. Written notice and information regarding the procedures for each process will be provided to the Complainant and Respondent at least [insert number—no less than 10] days prior to the scheduled date for the administrative review. Each party can pose questions in writing they have for the other party during this time to the decision maker. The decision maker will determine relevance and, if relevant, will direct the Title IX Coordinator to provide the questions to the other party for a response. For any question that a decision-maker does not allow, the decision-maker must state why the question was excluded or determined to be irrelevant.
VII. Outcome Determination
A decision-maker or decision-making panel will issue a written outcome determination regarding responsibility simultaneously to the parties within [insert number] instructional days following the hearing/administrative review date. The Title IX Coordinator will notify the parties in writing about their right to appeal which must be filed within [insert number] instructional days following the issuance of the final outcome determination. The outcome determination regarding responsibility becomes final either on the date that the school provides the parties with the written determination of the result of the appeal, if an appeal is filed, or if an appeal is not filed, the date on which an appeal would no longer be considered timely.
VIII. Sanctions
The decision maker or decision-making panel will determine the sanction if, after deliberation, the respondent is found responsible. The range of available sanctions include, but are not limited to, written admonishment to expulsion or termination and are identical to any remedies available under school district policies [insert policy number], the Code of Conduct and application of law and regulations governing student or employee behavior. The complainant and respondent will be given the opportunity to provide a statement in writing regarding impact or mitigation to the Title IX Coordinator prior to the date for the administrative outcome or live hearing. The Title IX Coordinator will provide the impact and mitigation statements of the parties to the decision maker(s) when requested by the decision maker(s) as a part of their deliberation on sanctions. Sanctions will determined based on the totality of the information received including consideration for the safety of the school community.
- Appeal
Outcome Determination: Each party has the right to appeal the outcome determination of the decision maker or decision-making panel. The basis for an appeal is:
- To consider new evidence that was not reasonably available that could have affected the outcome,
- A procedural error that substantially affected the outcome, and/or
- Bias or Conflict of Interest of the Title IX Coordinator, Investigator or Decision Maker that affected the outcome.
Both parties will receive information on their right to appeal from the Title IX Coordinator when the outcome determination letter is delivered. If a party wishes to appeal, they must notify the Title IX Coordinator in writing about their appeal request. The Title IX Coordinator will provide written notice of the appeal process and who is assigned to review the case, the basis for appeal. If an appeal is filed, an appeal decision maker or decision making panel will be assigned the matter for review. Both parties will be given an equal opportunity to submit written statements supporting or challenging the outcome. The appeal request must be made on or before [insert number] instructional days following the date the final outcome determination letter is issued.
Legal and Policy References:
Title IX of the Educational Amendments of 1972, 20 U.S.C. §§1681-1688;
Title VII of the Civil Rights Act of 1964, 42 U.S.C. § 2000e-2(a);
EEOC Policy Guidelines on Sexual Harassment, 29 C.F.R. §1604.11;
PA Human Relations Act, 43 Pa. Cons. Stat. Ann. § 951-960 (Purdon 1964 & Supp. 1991);
Pennsylvania Child Abuse Reporting §6311, https://www.compass.state.pa.us/CWIS/Public/ReferralsLearnMore ;
29 C.F.R. §1604.11
20 U.S.C. 1092(f)(6)(A)(v)
34 U.S.C. 12291(a)(10)
34 U.S.C. 12291(a)(8)
34 U.S.C. 12291(a)(30)
Human Relations Commission Guidelines on Sexual Harassment, 11 Pa. Bulletin No. 5 (Jan. 31, 1981).
Wellness Assessment