The Duquesne City School District provides programs and services for locating, identifying, and evaluating specified needs of students. These are described in this notice as required by law.
The district routinely conducts the following screenings - Hearing Acuity: K or 1, 2, 3, 7; Vision Acuity: All grades annually; Dental exams: K or 1, 3, 7; Medical exams: K or 1, 6; Scoliosis: 6, 7; Tine Test: Every three years in grades K or 1.
Speech and language skills are screened during kindergarten registration and on a referral basis. New students are initially screened the year of admission to Duquesne City School District. Gross motor and fine motor skills, academic skills and social-emotional skills are assessed by classroom teachers on a daily basis. Specified needs from all of these screening sources are noted within the child’s official file. School records are open to parents and to those school officials on a “need to know” basis. Information from the records is released to other persons only with appropriate authorization, which involves written-signed permission by parents for outside agencies. Parents with concerns regarding their children may contact grade level principals at any time to request a screening/evaluations of their child. Communication with parents and exceptional students shall be in English or the native language or mode of communication used by the parent.
The Multidisciplinary Team (MDT) consists of parents, teachers, a certified public school psychologist, and persons familiar with the student’s educational experience and cultural background. The team is not required to meet as a whole. The evaluation conducted by the MDT must be sufficient in scope and depth to provide information about the student’s academic functioning, adaptive and social behavior, learning problems/strengths, and information from the parents. An Evaluation Report (ER) will then be written which includes all evaluation results, parent’s information, classroom observation data, and recommendations for the types of intervention necessary to address the student’s specific needs.
Parents are then invited to participate in a meeting where the results of the multidisciplinary evaluation will be discussed. An Individual Educational Program (IEP) will be developed for specialized services for the student. The IEP team will consist of the student’s parents/guardians, the district’s liaison, a special education teacher, and a regular education teacher. Other members may include the student, psychologist, grade level principal, or other specialist as needed.
Parents are then presented with a Notice of Recommended Educational Placement (NOREP) with which they may agree or disagree. If the parents have agreed, the educational assignment will be implemented. If the parents disagree with the program being recommended, the issue may be taken to mediation or a due process hearing.
Information about parent rights to mediation or due process procedures, specific special education services and programs offered by the district, and the district’s Educational Records Policy are available upon request from the principals, the administration office, and the special education office.
To meet the needs of those students eligible for special education services, the Duquesne City School District offers the following services and programs: Within the district – gifted support, learning support, and speech and language support; emotional support, autistic support and life skills support. Out of the district – emotional support, hearing support, multiple handicapped support, autistic support and life skills support as determined by student data, student need, and IEP team decisions.
The Duquesne City School District Solutions Team is a group of administrators, teachers, parents, and support staff that collaborates to provide services free of charge to children in the district who have exhibited some difficulty within their school progress. This team-based approach will give children access to instructional/behavioral support, pre-assessment evaluation, intervention, recommendations and other school-based services to help the child develop the necessary skills needed for school success. These supports will occur within the child’s current educational setting in order to assist the child and others working with him/her to obtain successful outcomes. Referrals can be made to an appropriate outside agency for additional assistance if needed or requested.
Cyclical Monitoring for Continuous Improvement (CMCI)
Parents, please take a moment and click on the link below for documentation about Cyclical Monitoring for Continuous Improvement (CMCI).
After reading the above documentation, please follow this link to be directed to the survey