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Contact: Josh Stevenson
Email: jstevenson@living-unlimitedinc.com
Phone:
Website: https://www.living-unlimitedinc.com/

Contact: Shay Peters
Email: speters@living-unlimitedinc.com
Phone:
Website:

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LU program brochure_update 2024_Spreads (2)

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Contact: Josh Stevenson
Email: jstevenson@living-unlimitedinc.com
Phone:
Website: https://www.living-unlimitedinc.com/

Contact: Shay Peters
Email: speters@living-unlimitedinc.com
Phone:
Website:

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LU program brochure_update 2024_Spreads (2)

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Contact: David Keegan

Email: dkeegan@carestar.com

Phone: (570) 904-8729

Website: https://www.carestar.com/case-management/programs/pennsylvania/

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Contact: David Keegan

Email: dkeegan@carestar.com

Phone: (570) 904-8729

Website: https://www.carestar.com/case-management/programs/pennsylvania/

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Contact: David Keegan

Email: dkeegan@carestar.com

Phone: (570) 904-8729

Website: https://www.carestar.com/case-management/programs/pennsylvania/

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Contact: Brenda Gorham
Email: Brenda.gorham@goodwillinc.org
Phone: (814) 371-2821

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Contact: Brenda Gorham
Email: Brenda.gorham@goodwillinc.org
Phone: (814) 371-2821

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TechOWL is PA's designated Assistive Technology Act Program.

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Technology for Our Whole Lives (TechOWL)

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Technology for Our Whole Lives (TechOWL)

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For many people, technology makes things easier.

For some people, technology makes things possible!

Contact: Kip Stossmeister
Email: atc@liftcil.org
Phone: 814-781-3050 or 800-341-5438 ext. 204
Website: http://www.liftcil.org

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TechOWL is PA's designated Assistive Technology Act Program.

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Technology for Our Whole Lives (TechOWL)

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Technology for Our Whole Lives (TechOWL)

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For many people, technology makes things easier.

For some people, technology makes things possible!

Contact: Amy Cline
Email: acline@cilncp.org
Phone: (570) 327-9070
Website: http://www.cilncp.org

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TechOWL is PA’s designated Assistive Technology Act Program.

# data[].attributes.headline
Technology for Our Whole Lives (TechOWL)

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Technology for Our Whole Lives (TechOWL)

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For many people, technology makes things easier.

For some people, technology makes things possible!

Contact: Amy Cline
Email: acline@cilncp.org
Phone: (570) 327-9070
Website: http://www.cilncp.org

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Roads to Freedom Center for Independent Living (RTFCIL) is one of 17 Centers for Independent Living (CILs) in Pennsylvania.

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Empowering people with all disabilities by providing: R esources, O ptions, A nd D isability-related S ervices needed to obtain individual FREEDOM in their lives.

Contact: Amy Cline
Email: acline@cilncp.org
Phone: (570) 327-9070
Website: http://www.cilncp.org

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Roads to Freedom Center for Independent Living (RTFCIL) is one of 17 Centers for Independent Living (CILs) in Pennsylvania.

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Empowering people with all disabilities by providing: R esources, O ptions, A nd D isability-related S ervices needed to obtain individual FREEDOM in their lives.

Contact: Amy Cline
Email: acline@cilncp.org
Phone: (570) 327-9070
Website: http://www.cilncp.org

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Director of Special Education: Brandy Prebble
Email: brandy@nvcs.org
Phone: (814) 867-3842

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We work hard today to make dreams come true tomorrow! ﻿﻿

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Contact: Carolyn Lakis
Email: clakis@hopeability.org
Phone: (570) 220-2327
Website:

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Contact: Carolyn Lakis
Email: clakis@hopeability.org
Phone: (570) 220-2327
Website:

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Clearfield County Career and Technology Center

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Clearfield County Career and Technology Center

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Contact: Jessica McKendrick (School Counselor)
Email: jmckendrick@ccctc.edu
Phone: (814) 765-5308 x308

Contact: Holly Ryan (Adult Education Contact)
Email: hryan@ccctc.edu
Phone: (814) 765-5308 x104

Contact: Holly Ryan
Email: hryan@ccctc.edu
Phone: (814) 765-5308 x104

Adult Education Programs:
-LPN
-Truck Driver Training
-Can apply for all 15 programs

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Contact: Lori Trexler
Email: latrexler@centrecountypa.gov
Phone: (814) 355-6786 x1421
Website:

Contact: Jennifer Chessie
Email: jachessie@centrecountypa.gov
Phone: (814) 355-6786 x1411
Website:

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Contact: Tiffany Rachau
Email: Rachau.Tiffany@jobcorps.org
Phone: (570) 295-7584
Website: https://info.joinjobcorps.com/beginhere?utm_term=job%20corps&utm_campaign=Job+Corps+-+2018+Update+-+Search&utm_source=google&utm_medium=cpc&hsa_acc=5421546012&hsa_cam=1482009330&hsa_grp=54816184702&hsa_ad=638365622322&hsa_src=g&hsa_tgt=aud-472591875298:kwd-155062773&hsa_kw=job%20corps&hsa_mt=p&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=EAIaIQobChMIiaHz8Mr6gQMVfUl_AB2dHgKyEAAYASAAEgK5G_D_BwE

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Contact: Tiffany Rachau
Email: Rachau.Tiffany@jobcorps.org
Phone: (570) 295-7584
Website: https://info.joinjobcorps.com/beginhere?utm_term=job%20corps&utm_campaign=Job+Corps+-+2018+Update+-+Search&utm_source=google&utm_medium=cpc&hsa_acc=5421546012&hsa_cam=1482009330&hsa_grp=54816184702&hsa_ad=638365622322&hsa_src=g&hsa_tgt=aud-472591875298:kwd-155062773&hsa_kw=job%20corps&hsa_mt=p&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=EAIaIQobChMIiaHz8Mr6gQMVfUl_AB2dHgKyEAAYASAAEgK5G_D_BwE

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Phone:
Website:

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Phone:
Website:

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Contact: Erin Chapman
Email: echapman@ciu10.org
Phone: (814) 342-0884 x3057

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Secondary transition is the process of preparing students for life after they leave high school, including participation in post-secondary education/training, employment, and community living. These three areas are referred to as "post-school outcomes" and are the driving force behind Individualized Education Plans (IEPs) written for students in high school. The planning process is a collaborative effort between the student, family/caregiver, school team and agency partners.

Transition planning begins at age 14, in middle school or early high school, as students explore what they want their post-school outcomes to be through career awareness exploration activities. It continues through high school as instruction and community experiences support these outcomes. By beginning to discuss transition prior to high school, the IEP team can work with each student and family to select courses of study that will be meaningful to the student's future and motivate the student to complete his or her education.

Secondary Transition should be conceptualized as a bridge between school programs and the opportunities of adult life, including higher education, employment, independent living and community participation. Transition planning involves a partnership between the student, the family, school-age services and program providers, post-school services and program providers, and local community members. Effective transition involves purposeful planning among all these entities. It entails recognizing the student's strengths, interests, preferences, and needs, and then identifying what services and supports he or she will need to achieve future success.

The Central Intermediate Unit 10 supports / facilitates a Transition Coordinating Council (TCC) in each of the three counties it serves.
SAM Inc. (Service Access & Management) Youth Employment Service
Erin Chapman, M.Ed

Educational Consultant

(814) 442-4157

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Secondary Transition - Central Intermediate Unit 10

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Secondary Transition - Central Intermediate Unit 10

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Contact: Michelle Dixon - Waiver Manager
Email: mdixon@sam-inc.org
Phone:
Website:

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Eligibility Documentation Requirements ID ASD DD MCC.docx

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Contact: Meagan Prough
Email: mthomas@ccccservices.org
Phone: (570) 748-9006
Website: https://ccccservices.org/

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Clinton County Community Connections, Inc.

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Clinton County Community Connections, Inc. provides quality services while developing other options and supports to promote movement towards the individual's optimum level of independence.

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Contact: Jamon Andrus
Email: jandrus@pa.gov
Phone: (570) 979-9116

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Connect with OVR on Social!

To apply for OVR services, please contact the OVR District Office that serves your county or apply for services online via the PA CareerLink's Job Seeker Registration Page.
The Pennsylvania Office of Vocational Rehabilitation, or OVR, provides vocational rehabilitation services to help persons with disabilities prepare for, obtain or maintain employment. OVR provides services to eligible individuals with disabilities, both directly and through a network of approved vendors. Services are provided on an individualized basis. The OVR counselor, during face-to-face interviews, assists customers in selecting their choice of vocational goals, services and service providers. An Individualized Plan for Employment (IPE) is developed, outlining a vocational objective, services, providers and responsibilities. Certain services are subject to a Financial Needs Test (FNT) and may require financial participation by the customer. Counseling and guidance, diagnostic services, assessments, information and referral, job development and placement, and personal services such as readers or sign language interpreters are provided at no cost to the individual. Also, by law, OVR customers receiving Social Security benefits for their disability (SSI, SSDI) are exempt from OVR's Financial Needs Test.

Statewide there are 21 District Offices staffed with trained, professional Vocational Rehabilitation Counselors who serve Pennsylvania in all 67 counties. The Hiram G. Andrews Center in Johnstown provides vocational training and comprehensive rehabilitation services to people from across the state. OVR's Bureau of Blindness and Visual Services provides specialized services to blind and visually impaired individuals. These services are designed to increase an individual's independence and employability. OVR's central administrative offices in Harrisburg provide technical assistance to local district offices in order to improve service delivery.

Types of Vocational Rehabilitation Services

OVR provides a wide range of services to eligible applicants. Some services can help you overcome or lessen your disability; others can directly help you prepare for a career. The services you receive will be arranged to meet your individual needs. Not everyone will need every service. OVR services include:

Diagnostic Services: Medical, psychological, and audiological examinations and tests used to better understand your disability and your needs for specific types of services.

Vocational Evaluation: Aptitude, interest, general ability, academic exams, work tolerance and "hands-on" job experience used to understand your vocational potential.

Counseling: Vocational counseling will help you to better understand your potential, to rely on your abilities, to set realistic vocational goals, to change them when necessary, to develop successful work habits and to begin a satisfying career. Counseling is available throughout your rehabilitation program.

Training: Education to prepare you for a job, including, but not limited to, basic academic, vocational/technical, college, on-the-job, independent living skills, and personal and work adjustment training.

Restoration Services: Medical services and equipment, such as physical and occupational therapy, wheelchairs and automobile hand controls can be provided to enable you to pursue and achieve employment.

Placement Assistance: Counseling, job-seeking programs, job clubs, and job development used to increase your ability to get a job. You will receive ideas, practice and advise on finding job leads, filling out applications, getting interviews for a job and on how to interview. Your counselor may also give you job leads or contact employers about available tax credits and hiring incentives. The more contacts with employers you make, the better your chances are of finding a job. For more details, go to our Services for Job Seekers page.

Assistive Technology: Assistive technology includes a wide range of devices and services that can empower persons with disabilities to maximize employment, independence and integration into society. OVR can assist an individual with a disability in effectively selecting and acquiring appropriate assistive technology. OVR can arrange for a consultant to evaluate your situation and to make appropriate recommendations. OVR also operates and maintains our own Center for Assistive and Rehabilitation Technology (CART) at the Hiram G. Andrews Center. There is no charge for evaluation and vocational counseling services through OVR. Based upon your financial needs, you may have to contribute to the cost of assistive technology devices and services. For more details, visit our Assistive Technology page.

Support Services: Other services are provided for eligible persons if they are necessary for you to start and maintain employment. Such services may include:

Room, board and transportation costs during an evaluation or while completing a rehabilitation program.

Occupational tools, licenses or equipment.

Home modifications, adaptive or special household equipment in order to help you get ready to go to and be on time for your job. Van or car modifications, including special driving devices or lifting devices to enable you to travel to your job.

Personal care assistance provided to help you with your daily needs in order to enable you to participate in a vocational rehabilitation program.

Job site modifications that will enable you to get and keep a job. Independent living training to provide the means for you to become more self-sufficient and thereby make it possible for you to participate in employment.

Text Telephone (TTY), signaling devices, hearing aids, and interpreter services may be provided to help you communicate.

Specialized services such as Rehabilitation Teaching, and Orientation and Mobility Training for persons who are blind or visually impaired.

What if I have Questions or Complaints?

OVR will facilitate your rehabilitation program. Don't hesitate to ask questions about anything. You are entitled to the best service that OVR can give you. Your comments, suggestions, and criticisms are important.

If you are an applicant or a customer of OVR and are dissatisfied with a determination or service OVR is providing, you may file an appeal.

Appeal Procedures: A written request for a hearing must be made within thirty (30) days. This request must be mailed to or filed with the Director:

Bureau of Vocational Rehabilitation
Office of Vocational Rehabilitation
651 Boas Street, 7th Floor
Harrisburg, PA 17121

An impartial hearing officer will be assigned to hear and decide your case. You will be given the opportunity for an informal administrative review prior to the impartial hearing. At any time during your program you may contact the Client Assistance Program for help.

What is the Client Assistance Program (CAP)?

If you have questions or concerns about OVR services, CAP can help. CAP is a federally mandated program that provides assistance and advocacy to applicants for and recipients of OVR services. CAP is not a part of OVR, and services are provided at no cost to its clients.

Contact CAP

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Connect with OVR on Social! To apply for OVR services, please contact the OVR District Office that serves your county or apply for services online via the PA CareerLink's Job Seeker Registration Page . The Pennsylvania Office of Vocational Rehabilitation, or OVR, provides vocational rehabilitation services to help persons with disabilities prepare for, obtain or maintain employment.

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Phone:
Website:

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Contact: Bobi Jo Brungard
Email: bbrungard@joinder.org
Phone: (570) 748-2262
Website: joinder.org

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The Lycoming-Clinton Joinder Program is a social service agency responsible for providing State-mandated services and supports to residents of Lycoming and Clinton Counties. We provide various health and human service programs and work together to strengthen our community.

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Phone:
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Transition Coordinator: Erin Johnson
Email: ejohnson@westbranch.org
Phone:

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Faculty

814-345-5615×3850

814-345-5615×3000

Family Education Rights & Privacy Act (FERPA)

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may call 1-800-437-0833.

Or you may contact us at the following address:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520

Parent Information Links

Release of Information: Document (pdf)
Procedural Safeguards: Notice (pdf)
The PEAL Center: Pennsylvania Department of Education: Pennsylvania Training and Technical Assistance: Secondary Transition Information: Child Find: WebsiteAutism society of America: Council for Exceptional Children: National Parent Teacher Association: Pennsylvania Parent Information and Resource Center (PAPIRC) : Pennsylvania Department of Education: Pennsylvania Secondary Transition Guide: Website

Family Education Rights & Privacy Act (FERPA)

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may call 1-800-437-0833.

Or you may contact us at the following address:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520

Parent Information Links

Release of Information: Document (pdf)
Procedural Safeguards: Notice (pdf)
The PEAL Center: Pennsylvania Department of Education: Pennsylvania Training and Technical Assistance: Secondary Transition Information: Child Find: WebsiteAutism society of America: Council for Exceptional Children: National Parent Teacher Association: Pennsylvania Parent Information and Resource Center (PAPIRC) : Pennsylvania Department of Education: Pennsylvania Secondary Transition Guide: Website

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814-345-5615×3850 814-345-5615×3000 FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

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Contact: Shaylee Olson
Email: shaylee.olson@equusworks.com
Phone: 814-765-8118 ext. 305
Website: pacareerlink.pa.gov

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Phone:
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Contact: Cristy Rachau
Email: crachau@skillsgroup.org
Phone: (814) 554-3655 x4113
Website: www.SkillsOfCentralPA.org

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Contact: Maryanne Gilbert
Email: mgilbert@centrecountypa.gov
Phone: (814) 355-6782 x1410
Website:

Contact: Paul Zimmerman
Email: gpzimmerman@centrecountypa.gov
Phone: (814) 355-6786 x1407
Website:

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Contact: Josh Stevenson
Email: jstevenson@living-unlimitedinc.com
Phone:
Website: https://www.living-unlimitedinc.com/

Contact: Shay Peters
Email: speters@living-unlimitedinc.com
Phone:
Website:

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LU program brochure_update 2024_Spreads (2)

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Contact: Andrea Royer
Email: aroyer@commonwealthu.edu
Phone:
Website:

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Contact: Carolyn Lakis
Email: clakis@hopeability.org
Phone: (570) 220-2327
Website:

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Contact: Brenda Gorham
Email: Brenda.gorham@goodwillinc.org
Phone: (814) 371-2821

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Contact: Monica Miller
Email: mmiller@caresofcentralpa.org
Phone: (570) 225-5514
Website: www.cares4u.org

We offer adult day programs, lifesharing and residential services, and supported employment services through ODP and OVR.

Our mission is to provide high quality services and supports that maximize each individual's potential, opportunities, relationships, community involvement, and health and wellness.

Our vision is to create community-based services empowering individuals by creating an environment where the individual's rights and culture are recognized and respected with services that are self-determined, person-centered, and family-focused.

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Contact: Joy Chase
Email: jchase@censop.com
Phone: (814) 404-2983
Website: https://www.pacareerlink.pa.gov/jponline/

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Phone:
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Transition Coordinator: Lydia Everhart
Email: lae16@scasd.org
Phone:

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Transition Coordinator: Karen Sanders
Email: ksanders@svrcs.org
Phone:

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The Special Education Department provides programs and services in accord with the Individuals with Disabilities Education Act (IDEA) and PA Chapter 14 Special Education Programs for students with disabilities. A child with a disability means a child who as the result of a multidisciplinary evaluation is determined to meet the criteria in one or more of the following categories: mental retardation, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities and who is determined to need special education and related services.

Related services are designed to enable the child to participate in or access his or her program of special education. Examples of related services are speech and language therapy, occupational therapy, physical therapy, nursing services, audiologist services, counseling, and family training.

The following definitions apply to the 13 categories of exceptionality as defined by IDEA:

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.

Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
(i) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(ii) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(iii) Inappropriate types of behavior or feelings under normal circumstances.
(iv) A general pervasive mood of unhappiness or depression.
(v) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section.

Intellectual Disability means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance.

Multiple disabilities means concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and
(ii) Adversely affects a child's educational performance.

Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(i) Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

Special education services are provided according to the primary educational needs of the child, not the category of disability. The types of services available are (1) learning support, for students who primarily need assistance with the acquisition of academic skills; (2) life skills support, for students who primarily need assistance with development of skills for independent living; (3) emotional support, for students who primarily need assistance with social or emotional development; (4) deaf or hearing impaired support, for students who primarily need assistance with deafness; (5) blind or visually impaired support, for students who primarily need assistance with blindness: (6) physical support, for students who primarily require physical assistance in the learning environment; (7) autistic support, for students who primarily need assistance in the areas affected by autism spectrum disorders; and (8) multiple disabilities support, for student who primarily need assistance in multiple areas affected by their disabilities.

Related services are designed to enable the child to participate in or access his or her program of special education. Examples of related services are speech and language therapy, occupational therapy, physical therapy, nursing services, audiologist services, counseling, and family training.

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The Special Education Department provides programs and services in accord with the Individuals with Disabilities Education Act (IDEA) and PA Chapter 14 Special Education Programs for students with disabilities.

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Transition Coordinator: Lindsey Prasko
Email: lprasko@harmonyowls.com
Phone:

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Click here for a link to the Special Education
Parent/Family Communication PageAnnual Public Notice of Special Education
Services and Programs: Click Here (.pdf file)
* to download Adobe Reader for viewing PDF files click here HASD Special Education Department:
Mr. Jason Boring, Special Edu…

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Transition Coordinator: Rob Reams
Email: rreams@gsd1.org
Phone:

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Glendale School District uses the following procedures for allocating, identifying, and evaluating specific needs of school-age students requiring special programs or services. The district routinely conducts screening of a child's hearing acuity in the following grades: kindergarten, 1st, 2nd ,3rd, 7th and 11th. Visual acuity is screened in every grade. Speech and language skills are screened for all students entering kindergarten and on a referral basis. Gross motor and fine-motor skills, academic skills, and social-emotional skills are assessed by classroom teachers on an ongoing basis. Specified needs from all of these screening sources are noted within the child's official file. School records are always open and available to parents and only to school officials who have legitimate "need to know" information about the child. Information from the records is released to other persons or agencies only with appropriate authorization that involves written signed permission by parents.

Parents with concerns regarding their child may contact building principals at any time to request a screening or evaluation of their child. Communication with parents and exceptional students shall be in English or the native language of the parents. When a parent orally requests an evaluation, the local educational agency (LEA) will issue the Permission to Evaluate-Evaluation Request form to the parent within 10 calendar days. When a parent presents a written request for an evaluation, if the LEA agrees to evaluate as requested, the LEA will provide the Permission to Evaluate Consent form and Notice of Recommended Educational Placement/Prior Written Notice (NOREP/PWN) form to the parent within a reasonable amount of time, generally 10 calendar days upon the request.

Screening information will be used by the child study team within the student's school to meet his or her specific needs or to document the need for further evaluation. If it is determined that a child needs psychological evaluation, the school district will send a Permission to Evaluate Consent Form, which is to obtain informed parental permission to evaluate a child in order to determine eligibility and need for special education services. In addition, a Procedural Safeguards Notice will be sent, which i s a full explanation of all of the rights available to parents of a child with a disability ages 3-21 when their child has been referred for or is receiving special education services.

After the evaluation is completed, an evaluation report will be compiled with parent involvement and include specific recommendations for the types of interventions necessary to provide the best educational programming to meet the child's specific needs.A copy of the evaluation report will be presented to the parent. If the child is determined to be eligible for special education services, the parents will be invited to an IEP meeting. An individualized evaluation plan (IEP) will be developed based on the evaluation report for specialized service for the student.

The required members of the IEP team are: The parent(s) or legal guardian of the student, a general education teacher, a special education teacher, a representative of the local education agency (LEA), School Psychologist (or someone who can explain the evaluation results (who may already be a member of the team)), the student at age 14 when planning will be done for life after graduation (or any time before that age when it is appropriate), a representative from a career and technical school if a career/technical program is being considered for the student. In addition, at the parents' request or that of the LEA, other people who know the student well or who have worked with the student. Also, Parents may bring an advocate to advise them or anyone else who will add information about the students' educational experience. If a mandated member of the IEP team is unable to attend, the IEP team may excuse them from the meeting if both the LEA and parent/guardian agree in writing. This is done via the Parental Consent to Excuse Members from Attending the IEP Team Meeting form. The IEP team will then review the written input from that member at the meeting. Although, not required, there are many other members who may provide valuable input at the meeting. These individuals may include, but are not limited to: An administrator, a social worker, a psychologist, a nurse, related service providers, other agency representatives, and any other individuals that parents would like to invite to the IEP meeting.

Parents are an integral part of the IEP team and we value their input and contributions to the education of their student. The district will make every effort to insure parent participation. The district will notify the parents in writing, make documental phone calls, and any other necessary accommodations, to make parents aware of the IEP meeting and the need for parent participation. Parents are then presented with a notice of recommended educational placement (NOREP) with which they may agree or disagree. If parents disagree with the program being recommended the issue may be taken to mediation or a due process hearing

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Glendale School District is located in Flinton, PA.

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Transition Coordinator: Sharon LaBorde
Email: slaborde@curwensville.org
Phone: (814) 236-1100 ext. 428

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Centre Learning Community Charter School

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Centre Learning Community Charter School

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Transition Coordinator: Marcy Chichester
Email: marcy@clccharter.org
Phone:

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Academics | Centre Learning Community Charter School | United States

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CLC Charter School is a tuition-free public middle school serving students in grades 5-8 in the greater Centre County region. We are a small and nurturing environment that emphasizes learning by doing. Our innovative, project-based, hands-on curriculum integrates the latest technology and motivates

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Young Scholars Central PA Charter School (K-8)

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Young Scholars Central PA Charter School (K-8)

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“The best and most beautiful things in the world cannot be seen or even touched – they must be felt with the heart.” –Helen Keller As educational leaders, it is our responsibility to help prepare students for the world outside of Young Scholars, not only academically, but emotionally as well. As a…

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Transition Coordinator: Wendy Payne
Email: wpayne@movalley.org
Phone:

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Welcome to our Special Education Home page. Our district provides a number of programs for our students based upon individual need. Our goal is to provide an appropriate education to all of our students.

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Welcome to our Special Education Home page. Our district provides a number of programs for our students based upon individual need. Our goal is to provide an appropriate education to all of our students.

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Transition Coordinator: Philip Rossi
Email: prossi@pomounties.org
Phone:

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Student Services - Philipsburg-Osceola Area School District

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Student Services - Philipsburg-Osceola Area School District

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Transition Coordinator: Hayley Orndorf
Email: horndorf@kcsd.k12.pa.us
Phone: 570-893-4900 ext 4454
Website: https://www.kcsd.us/district-offices/special-education/transition-services

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Secondary Transition is an important aspect of education for all individuals with diverse learning abilities. The transition planning process begins at age 14 and continues until graduation from high school. Throughout this season of education, students and their families, with support from the IEP Team, participate in a multi-step planning process to guide a seamless transition from high school to adult-hood. Opportunities for academic growth, acquisition of functional skill sets, community based activities, and the introduction to community based agencies are examples of how to better prepare our students and their families for the road ahead. Whether the student's future goal is to pursue further education or training in their desired occupational field, pursue on the job training and immediately enter the workforce after high school, or acquire skills necessary to live independently after high school, we are here to help navigate and support the transition planning process!

Check out these Transition Related Events, happening in our region. While these events are not sponsored by Keystone Central School District, they are great opportunities for our students and our families!
Intellectual/Developmental Disabilities Community Summits
-Moving Forward and Building Resilience- presented by Pa Family Network in State College, PA on June 26. This summit focuses on teaching skills to face daily challenges and ways to move forward. The summit is free to attend, includes a buffet dinner, and travel stipends are available. Find out more information by following the link below!
https://www.visionforequality.org/community-engagement/
PA 2023 PA Community of Practice Transition Conference
Our Voice, Our Plan, Our Future
August 9 & 10, 2023-State College PA, Penn Stater Conference Center

This conference is open to youth, families, educators, community partners, and professionals alike! The conference features Keynote Speakers, panel discussions, and breakout sessions focusing on post-secondary outcomes for individuals with disabilities and supporting their transition. Scholarships are available (in limited quantities) follow the link below for more information on the conference, registration for the conference, and scholarship information!
https://www.pattan.net/Training/Conferences/2023-Transition-Conference

Empowering Futures Work Based Learning Program
The Empowering Futures Program at Keystone Central School District has a mission to provide High School Students 16 years and older, with diverse learning abilities access to and participation in pre-employment skills training and community integration through on the job learning and assessment. In addition, the program provides opportunities that will prepare students to independently join the competitive workforce. Students participating in the program have the opportunity to work during school hours, in a paid or unpaid position, while also earning credits towards graduation. Program Goals: -Provide the opportunity for job skill acquisition to promote the likelihood of future competitive employment. - Afford meaningful learning experiences in the workplace and community -Develop beneficial relationships with community businesses and stakeholders -Promote independence and a sense of pride for students with diverse learning abilities Employer Testimonials: "The student worker program within Central Mountain High School Food Services has been an amazing experience. Students have learned a skill set and can decide if a job in food services may be right for them. Our team looks forward to the growth of this program and contributing to the success of the students", says Jesse Golla, Cafeteria Manager at Central Mountain High School

2021-2022 Inaugural Empowering Futures Participants

Want more information?

Contact Hayley Orndorf, Transition Coordinator for more information.
horndorf@kcsd.k12.pa.us
570-893-4900 ext.4454

Have questions about your student's future? Below are links to various resources to help guide and plan for the future!

Planning for the Future Checklist

The Pennsylvania Training and Technical Assistance Network, in collaboration with other Secondary Transition Initiatives throughout Pennsylvania created and published the Planning for the Future Checklist to be used as a Transition Planning resource for educators, students, and student families.
Planning for the Future Checklist

Office of Vocational Rehabilitation (OVR)

Pennsylvania Office of Vocational Rehabilitation (OVR), provides vocational rehabilitation services to help individuals with disabilities prepare for, obtain or maintain employment. OVR offers services for school aged students. Find more information about OVR below!
Why Work With OVR?

Transition Discoveries

Transition Discoveries creates and supports new and exciting opportunities for youth (ages 14-25) and their families to learn about making a successful transition from school to adult life. The website is new and offers a tremendous amount of resources and information on Transition for educators, students, and their families!
Transition Discoveries

Benefits Counseling Toolkit

The PA Secondary Transition Community of Practice recently released a Benefits Counseling Toolkit. This toolkit offers students and their families important information on working after high school and also receiving benefits.

For more information, click on the below link to access to toolkit.
Benefits Counseling Toolkit

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Transition Services - Keystone Central School District

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Transition Services - Keystone Central School District

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Transition Coordinator: Lisa Nelen
Email: nelenl2161@clearfield.org
Phone:

Transition Coordinator: Hannah Uschock
Email: uschockh2192@clearfield.org
Phone:

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Transition Coordinator: Steve Millward
Email: steve.millward@beasd.net
Phone:

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Notice to Parents
According to state and federal special education regulations, annual public notice to parents of children who reside within a school district is required regarding child find responsibilities. School districts and intermediate units are required to conduct child find activities for children who may be eligible for services via Section 504 of the Rehabilitation Act of 1973. For additional information related to Section 504/Chapter 15 services, the parent may refer to Section 504, Chapter 15, and the Basic Education Circular entitled Implementation of Chapter 15. Also, school districts are required to conduct child find activities for children who may be eligible for gifted services via 22 PA Code Chapter 16. For additional information regarding gifted services, the parent may refer to 22 PA Code Chapter 16. If a student is both gifted and eligible for Special Education, the procedures in IDEA and Chapter 14 shall take precedence. This notice shall inform parents throughout the school district and intermediate unit of the child identification activities and of the procedures followed to ensure confidentiality of information pertaining to students with disabilities or eligible young children. In addition to this public notice, each school district and intermediate unit shall publish written information in the handbook and on the website. Children ages three through twenty-one can be eligible for special education programs and services. If parents believe that the child may be eligible for special education, the parent should contact their district of residence. Contact information is listed at the end of this public notice. Children age three through the age of admission to first grade are also eligible if they have developmental delays and, as a result, need Special Education and related services. Developmental delay is defined as a child who is less than the age of beginners and at least three years of age and is considered to have a developmental delay when one of the following exists: (i) The child's score, on a developmental assessment device, on an assessment instrument which yields a score in months, indicates that the child is delayed by 25% of the child's chronological age in one or more developmental areas, or (ii) The child is delayed in one or more of the developmental areas, as documented by test performance of 1.5 standard deviations below the mean on standardized tests. Developmental areas include cognitive, communicative, physical, social/emotional and self-help. For additional information contact the intermediate unit. Contact information is listed at the end of this public notice. Evaluation Process Each school district and intermediate unit has a procedure in place by which parents can request an evaluation. For information about procedures applicable to your child, contact the school which your child attends. Parents of preschool age children, age three through five, may request an evaluation in writing by addressing a letter to the Early Intervention Program Director, Central Intermediate Unit 10, 200 Shady Lane, Suite 100, Philipsburg, PA 16866. Consent School entities cannot proceed with an evaluation or with the initial provision of special education and related services without the written consent of the parents. For additional information related to consent, please refer to the Procedural Safeguards Notice which can be found at the PaTTAN website, www.pattan.net. Once written parental consent is obtained, the district will proceed with the evaluation process. If the parent disagrees with the evaluation, the parent can request an independent educational evaluation at public expense. Program Development Once the evaluation process is completed, a team of qualified professionals and the parents determine whether the child is eligible. If the child is eligible, the individualized education program (IEP) team meets, develops the program, and determines the educational placement. Once the IEP team develops the program and determines the educational placement, school district staff or intermediate unit staff will issue a notice of recommended educational placement/prior written notice. Your written consent is required before initial services can be provided. The parent has the right to revoke consent after initial placement. Confidentiality of Information The school districts and to some extent the intermediate unit maintain records concerning children enrolled in the school, including students with disabilities. All records are maintained in the strictest confidentiality. Your consent, or consent of an eligible child who has reached the age of majority under State law, must be obtained before personally identifiable information is released, except as permitted under the Family Education Rights and Privacy Act (FERPA). The age of majority in Pennsylvania is 21. Each participating agency must protect the confidentiality of personally identifiable information at collection, storage, disclosure, and destruction states. One official at each participating agency must assume responsibility for ensuring the confidentiality of any personally identifiable information. Each participating agency must maintain, for public inspection, a current listing of the names and positions of those employees within the agency who have access to personally identifiable information. In accordance with 34 CFR § 300.624, please be advised of the following retention/destruction schedule for the Pennsylvania Alternate System of Assessment (PASA), Pennsylvania System of School Assessment (PSSA), and Keystone Exam related materials: * PSSA, Keystone Exam, and PASA test booklets will be destroyed one year after student reports are delivered for the administration associated with the test booklets. * PSSA and Keystone Exam answer booklets and PASA media recordings will be destroyed three years after completion of the assessment. For additional information related to student records, the parent can refer to the Family Education Rights and Privacy Act (FERPA). This notice is only a summary of the Special Education services, evaluation and screening activities, and rights and protections pertaining to children with disabilities, children thought to be disabled, and their parents. For more information or to request evaluation or screening of a public or private school child, contact the responsible entity listed below. For preschool age children, information, screenings and evaluations requested, may be obtained by contacting the intermediate unit.

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Transition Coordinator: Sasha Althouse
Email: salthouse@pennsvalley.org
Phone:

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Transition Coordinator: Anita Caruso

Email: acaruso@basd.net

Phone:

Transition Coordinator: Mikaela Keister

Email: mkeister@basd.net

Phone:

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Special Education at Bellefonte Area School District
Special education at Bellefonte Area School District provides a compilation of services designed to meet the needs of certain students. There are 13 categories that students may be classified in - including a combination of those - and receive services based on those needs while in public school. To learn more about services and the special education department, view the links below.

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318 North Allegheny Street, Bellefonte, PA 16823

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Contact: Amy Roberts
Email: amyrobert@pa.gov
Phone: 814-603-0743

Additional Contact: DuBois District Office, Transition Services

Email: RA-LIOVR-DUBOIS-TRAN@pa.gov

Phone: (814) 371-7340

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The Pennsylvania Office of Vocational Rehabilitation, or OVR, provides vocational rehabilitation services to help persons with disabilities prepare for, obtain, or maintain employment. OVR provides services to eligible individuals with disabilities, both directly and through a network of approved vendors. Services are provided on an individualized basis.

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The Pennsylvania Office of Vocational Rehabilitation, or OVR, provides vocational rehabilitation services to help persons with disabilities prepare for, obtain, or maintain employment. OVR provides services to eligible individuals with disabilities, both directly and through a network of approved vendors. Services are provided on an individualized basis.

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PSU Student Disabilities Resource Office

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PSU Student Disabilities Resource Office

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Community Connections of Clearfield/Jefferson Counties (BH)

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Community Connections of Clearfield/Jefferson Counties (BH)

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Contact: Mary Brown
Email: mbrown@ccc-j.com
Phone: (814) 603-1107
Website: www.ccc-j.com

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Contact: Michelle Melius or Laine Seibel
Email: mmelius@sfionline.org or lseibel@sfionline.org
Phone: 814-234-6023
Website: http://sfionline.org

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Strawberry Fields - community support services for children and adults with disabilities

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Ways to Help Community support has played an integral part in the growth of Strawberry Fields. Contributions to The SFI Foundation ensure our stability and future growth and helps us to achieve our goal of providing

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Contact: Elizabeth "Beth" Baker
Email: ebaker@clintoncountypa.gov
Phone: 570-893-2585 ext. 3313
Website: www.clintoncountypa.gov

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