Student Services

Gifted, Special Education and Section 504 of the Rehabilitation Act of 1973

The educational needs of students attending District schools are monitored in each school. When data indicates the possible need for additional services and/or support, the parent is asked to provide signed informed consent so that the special education eligibility may be determined. Parents/guardians residing in the District also may request an evaluation to determine special education eligibility of their child attending one of our schools. This request must be made in writing. Signed, informed parental consent subsequently will be requested by the school. Evaluations are completed within 60 days (excluding summer) by a multi-disciplinary team whose composition varies based on the identified area(s) of educational concern.

In addition to these Child Find activities, the District fulfills its Child Find responsibilities for students who reside within the boundaries of the District, but attend non-public schools. This process begins when a parent/guardian alerts the District and requests an evaluation of the child to determine eligibility. Signed, informed parental consent subsequently will be requested by the school. Evaluations are completed within 60 days (excluding summer) by a multi-disciplinary team whose composition varies based on the identified area(s) of educational concern.

In all instances, if services are required, the parent is an integral member of the child’s learning team.

Child Find Notice

Pre-Referral Interventions

When an academic, emotional, social or behavioral concern arises and the student's needs cannot be met within the regular education continuum of services, the student is referred to the Student Resources Team at the elementary level and to the Student Assistance Teams at the secondary level. Referrals to the Student Resource and Student Assistance Teams can be made by any member of the school staff, parents, legal guardians, and students.

Multidisciplinary Team Evaluation

If the appropriate pre referral supports and services are provided with fidelity, and the student is still not demonstrating adequate progress based on research-based data, a student may be referred for multidisciplinary team evaluation. The referral process provides vital information from the pre-referral activities and interventions and leads to the formulation of questions to be addressed in the evaluation. In cases of emergency, the multidisciplinary team evaluation may occur concurrently with other interventions.

Parent permission is secured for the multidisciplinary team evaluation process. When assessments are complete, an Evaluation Report (ER) is prepared. The ER guides the Multidisciplinary Team in determining the eligibility for special education services. If the student is determined to be eligible for special education services, an Individual Education Plan (IEP) meeting is held to determine the programming and interventions required to meet the individual student’s needs. The student's program, outlined during the IEP meeting is specified in the written IEP that is provided to the parents. Along with the written IEP, the district sends the parent a Notice of Recommended Placement (NOREP), which must be signed by the parent and returned to the district. The following link outlines the referral and evaluation process timeline that is state mandated.

Parent Referrals

Residents who have children in Radnor schools request a multidisciplinary evaluation. Parents wishing to refer their children for evaluation are encouraged to first confer with their home school principal and/or with the student resources/student assistance team coordinator. The members of the team can discuss supports and services that are available and begin the data collection process for multidisciplinary evaluation referral.

Residents of Radnor Township School District whose children attend other educational institutions may request a multidisciplinary evaluation. The process requires completion of the district's registration process prior to any evaluation being initiated.

Newly Enrolled Students

Students who move into the Radnor Township School District with a current IEP from the Commonwealth of Pennsylvania or from any other state will be provided with a level of services commensurate with that noted on their current IEP. An IEP meeting will be held upon the student's entry to determine if the IEP is appropriate. If needed, a new or a revised IEP will be developed by the parents and the Radnor team. Those students who enroll with an active IEP may be provided with a multidisciplinary team reevaluation, which will include a review of records and other assessments as deemed appropriate by the IEP team.

Early Intervention Students

The RTSD Department of Special Education works closely with parents to facilitate transition to school age programs. Transition meetings with the student's parents and the school district staff are initiated by the Delaware County Intermediate Unit in January or February prior to the school year of entry to school age to begin transition planning.

Chapter 15 (Section 504) Service Agreements

Regular education students who are disabled and whose disability significantly impacts the student's ability to access their education, may require specific adaptations or accommodations in the regular education setting due to physical, learning, or other needs. These needs, if the student is deemed eligible, may be provided with a Chapter 15 (504) Service Agreement. The Agreement is developed jointly by the family and the building Chapter 15 coordinator and team. In most cases, prior to granting a Chapter 15 Agreement, an evaluation is completed by the district to determine student needs and strengths and eligibility.

Homebound instruction is provided to students who are unable to attend school due to a short-term medical or psychiatric illness. While hospitalized, the homebound instruction is typically provided through the hospital. During extended recovery, a homebound teacher will provide instruction in the home. 

Homebound instruction is coordinated through your child's school counselor and the Student Services Department. Services are authorized for up to 5 hours per week and may not exceed 12 weeks or extend beyond the school year without approval from the Pennsylvania Department of Education.

To request homebound instruction, please contact your child's school counselor. A form will be provided for completion by your child's doctor. Upon completion and approval, the district will engage certified teachers for instruction in each required content area. A parent or guardian may be required to be present in the home during the instruction.

Title 22 Part I Chapter 11sec. 11.25 Temporary excusals due to illness or other urgent reasons:

• Upon receipt of satisfactory evidence of medical, physical, or other urgent reasons, a child may be excused for nonattendance during a temporary period, but the term "urgent reasons" shall be strictly construed and shall not permit irregular attendance... Temporary excusals shall not exceed three months. 
• If your child's illness is expected to exceed three months, an extension may be requested upon receipt of an updated doctor's certification.
• The student should be involved with the physician or psychiatrist on a continuing basis for treatment, which includes planning to re-involve the student in school.

If a child's disability is expected to be long-term, your child may be referred for an evaluation for services under the Individuals with Disability Education Act.

Policy No. 117, Homebound Instruction

The School-Based ACCESS Program (SBAP) is a partnership between the PA Department of Education (PDE) and the PA Department of Public Welfare (DPW). School entities allowed to enroll as SBAP providers include Pennsylvania school districts, intermediate units, state-owned schools, approved private schools, and charter schools.

The SBAP allows Pennsylvania Local Education Agencies, or LEAs, to receive federal Medicaid reimbursement for providing IEP health-related services to Medical Assistance-eligible children as part of their Individualized Education Program (IEP). All funds received are used to support the special education program and services in the Radnor Township School District.

SBAP is a cooperative effort between the Pennsylvania Department of Education (PDE), the Pennsylvania Department of Public Welfare (DPW), the federal Centers for Medicare and Medicaid Services (CMS), and PDE's contractor. 

Reimbursable services include:

There are many advantages to enrolling children in Medical Assistance, besides the obvious Medical Assistance pays for wrap-around mental health services and other types of services that are not routinely covered by private insurance. Some families will not qualify for Medical Assistance or Social Security Income because the family income exceeds program limits.

To see if your child qualifies and to apply online, visit www.compass.state.pa.us.

In June 2019, Act 18 of 2019 amended the Public School Code of 1949 by adding Article XIII-E, Threat Assessment. Among its provisions, Article XIII-E requires all school entities in Pennsylvania to establish at least one Threat Assessment Team by the beginning of the 2021-22 school year. The teams are responsible for “the assessment of and intervention with students whose behavior may indicate a threat to the safety of the student, other students, school employees, school facilities, the community or others.” Threat Assessment Teams are also responsible for providing training, education, and information to members of their school communities. The Radnor Township School District has developed threat assessment teams in each building. These teams consist of at least one or more of the following: an Administrator, School Counselor, Social Worker, School Psychologist. The team members work together and are interchangeable when conducting assessments. 

Policy No. 236.1, threat assessmentSafe2Say SomethinG program

Warning Signs of Youth ViolenceThreat Assessment Process

On June 26, 2014, Act 71 was signed into law in Pennsylvania. This law, which added section 1526 of the School Code, 24 PS § 15-1526, specifically requires school entities to: (1) adopt a youth suicide awareness and prevention policy; and (2) provide ongoing professional development in youth suicide awareness and prevention for professional educators in building serving students in grades 6-12. Additionally, section 1526 specifically permits school entities to incorporate curriculum on this topic into their instructional programs pursuant to their youth suicide awareness and prevention polices.

Act 71 of 2014 also added section 1527 of the School Code, 24 PS § 15-1527. Section 1527 permits school entities to provide age-appropriate instruction regarding child exploitation for students in grades K-8. If a school entity provides this instruction to its students, the school entity must provide professional development related to child exploitation awareness to those educators assigned to teach courses into which child exploitation awareness education has been incorporated.

Policy No. 252, Suicide Prevention and Self-Harming Behavior

warning signs of suicidal behavior