< PreviouslLegislative Update Legislative Update BY STATE REP. VALERIE GAYDOS State Rep. Valerie Gaydos My office staff and I continue to field phone calls from constituents who are struggling to obtain unemployment compensation benefits that they are owed. At the same time, I have been trying to ensure our kids are getting the best education to build their futures. Both of these issues have been at the forefront of the many challenges facing our Commonwealth. My efforts to ensure both of these areas are met are a priority. Unemployment compensation solutions demanded Issues with unemployment continue to happen statewide. While many of the issues are the result of an overwhelmed system, we must stay focused on finding solutions and fixes. Many Pennsylvanians have not received requested unemployment compensation. Many have received severely delayed payments since being ordered to stay at home beginning in March. While the Department of Labor and Industry has been responsive to the requests on behalf of my constituents, my office continues to be flooded with new reports of unpaid claims - some going as far back as March - while at the same time receiving numerous reports from individuals who have received unsolicited payment checks in their name in the amount of thousands of dollars when they have never filed for, are still fully employed, and are totally ineligible for unemployment compensation. Why and how is this happening while so many are not receiving legitimate claims? What is being done to fix the system so that fraudulent claims are avoided while at the same time funds are delivered to the people who so desperately need it? These are some of the questions that we most recently asked of the Secretary of Labor and Industry and which were addressed at the House Labor and Industry Committee meeting, chaired by Rep. Jim Cox (R-Berks). The meeting was held to discuss the many failures of the unemployment compensation system and how it may be fixed immediately. The program, which is intended to provide a safety net to people who have lost their jobs, virtually imploded when COVID-19 cases reached their peak. It has caused businesses to close, prompting a record 3.5 million Pennsylvanians to apply for benefits. Many waited weeks for a response, let alone a check. During an informational meeting, officials from the Pennsylvania Department of Labor and Industry said they have beefed up staff to 1,700 workers, have amassed 242,000 hours of overtime and are now 98% caught up. However, many are still waiting to receive the money they deserve. Ensuring access to higher education As a member of the House Education Committee, I am dedicated to ensuring Pennsylvanians have access to quality education that allows them to pursue inspiring careers. When individuals have the freedom to choose a career, they are more likely to enjoy it. Higher job satisfaction also comes from higher income, better employment benefits and more advancement opportunities. However, the cost of higher education can be expensive and sometimes seemingly unattainable. I have good news on that front. A new law will help ensure that affordable, high-quality education remains available through the 14 schools that make up Pennsylvania’s State System of Higher Education (PASSHE). Act 50 of 2020 reforms the governance and accountability of PASSHE’s Board of Governors, chancellor and the university councils of trustees. The changes assist the board in its efforts to redesign the university system to better meet student needs and ensure financial sustainability. PASSHE schools have held tuition at the same level for the last two years while many other colleges and universities have increased tuition by 2-3% each year. PASSHE schools remain one of the best financial opportunities available to our constituents. PASSHE universities combined enroll the largest number of Pennsylvania residents among all four-year colleges and universities in the Commonwealth. With nearly 100,000 degree- seeking students and thousands more enrolled in certificate and other career-development programs, the state system is a vital contributor to Pennsylvania’s economy. Collectively, the state system universities offer more than 2,300 degree and certificate programs in more than 530 academic areas. Completing the census: visitors on the way Finally, I want you to be aware that census takers have started to visit homes of people who have not responded to the 2020 Census. If someone visits your home to collect information for the 2020 census, make sure they have a valid ID badge with their photograph, a U.S. Department of Commerce watermark and an expiration date. Census workers may also carry bags and other equipment with the Census Bureau logo. Census takers will wear masks and follow local public health guidelines when they visit your home. All census takers complete a virtual COVID-19 training on social distancing and other health and safety protocols before beginning their work in neighborhoods. Census takers are hired from Allegheny and Westmoreland counties, and their goal is to help you and everyone in your home to be counted in the 2020 census. It is very important that we all complete the census because this information is used to help make funding decisions at both the state and federal level. For more information on the census visit www.2020census.gov. Valerie Gaydos represents the 44th District in the Pennsylvania House of Representatives. She may be reached in her Moon Township office at 1009 Beaver Grade Road, Suite 220 Edgetown Commons, or at (412) 262-3780. 20 • Allegheny West Magazine • September/October 2020lLegislative Update Legislative Update BY STATE SEN. PAM IOVINO State Sen. Pam Iovino Over the course of the COVID-19 pandemic, I have been in regular contact with the superintendents of the 16 public school districts located within the 37th Senatorial District. I’ve wanted to ensure that I understand the myriad of challenges that students, faculty, staff, administrators and families are dealing with due to school closings that this health crisis has mandated. Harrisburg must be as responsive as possible to support the education adjustments, emergency funding needs, and distance learning resources required of this crisis, to the greatest extent possible. My goal throughout has been to give school districts the tools, resources and guidance needed to make the best decisions for their students’ instruction and their districts’ needs. This edition’s updates focus on the actions we have taken at the state level to deliver quality, safe education for the 2020-2021 school year. General Assembly passes $26 billion five-month budget with full-year education funding Due to the COVID-19 pandemic’s significant yet unknown impact on our state budget, the General Assembly acted to pass a partial, five-month budget to ensure continuity of government and services. The budget that was passed in late May, and which I voted in favor of, provides the same level of funding to government programs as last year for the first five months of this fiscal year. Importantly, the interim budget funded education for a full year to provide some certainty to our school districts. Balancing short-term financial stability while allowing more time to assess our Commonwealth’s fiscal landscape and determine what additional federal funds will be made available to states was a prudent, and bi-partisan, approach in these unchartered times. We also appropriated $2.6 billion of Pennsylvania’s $3.9 billion in federal CARES Act funds. I am especially pleased that a number of areas that I prioritized and advocated for received emergency funding under this plan. This includes: $722 million for health and human services, including testing and protective equipment for nursing homes; $225 million for small businesses; $150 million for COVID-related school safety (more details below); $125 million for childcare and early education; $100 million for emergency medical services and emergency management; $72 million for higher education, including student loan relief; and $50 million in hazard pay for front-line workers. As a member of the Senate Appropriations Committee, I remain focused on evaluating all available options to best support the recovery of families, businesses and our communities that have been adversely economically impacted by the pandemic. Additional school safety funding In addition to the passage of the partial budget, the Public School Code was updated and enacted. One of the most relevant provisions of that legislation is the repurposing of the School Safety and Security Grant Program into the COVID-19 Disaster Emergency School Health and Safety Grant Program for the 2020-2021 fiscal year. A total of $215 million was made available in the fund and now has broader eligibility for use to meet needs spawned by COVID-19. Of that amount, $7.5 million is to be used for community violence prevention/reduction grants; $7.5 million is to be used by intermediate units on behalf of non-public schools; and $150 million in the fund can be used by schools for the following COVID-19- related needs: • Providing mental health services and support, including trauma- informed education programs for students • Purchasing of cleaning and sanitizing products • Training and professional development of staff on sanitation and minimizing the spread of COVID-19 • Purchasing of equipment, including personal protective equipment, thermometers, infrared cameras, and other necessary items • Modifying existing areas to allow appropriate social distancing • Purchasing education technology for distance learning to ensure the continuity of education Expanding student grants for higher education The General Assembly appropriated an additional $30 million in federal CARES funds for Pennsylvania Higher Education Assistance Agency financial aid. This funding boosted the maximum student needs-based grant award from the originally projected level of $4,123 to $4,525, the second highest level in the program’s history. Additionally, to accommodate distance education enrollments for the 2020 fall term as a result of COVID-19 this year, students attending courses remotely maintain full eligibility. State Sen. Pam Iovino represents Pennsylvania’s 37th Senatorial District. Her Robinson Township district office is located at 5996 Steubenville Pike and can be reached at (412) 788-2967. Visit her online at www.senatoriovino.com. Follow her on Twitter, Facebook, and Instagram at @senatoriovino. September/October 2020 • www.awmagazine.com • 21{ GroundworkGroundwork Gardening has proven to be a real stress buster these past few months. It’s been a truly enjoyable and safe escape from the problems created by COVID-19. Working in the abundant sunshine helped lift our spirits and provided some much-needed exercise. Maybe you beautified your garden with shrubs, trees or flowers. Others may have grown herbs and vegetables that were great to use in meals and to can. Maybe you even shared some of your tomatoes and zucchini with your neighbors. Autumn, however, is awesome. A refreshing fall is finally starting to arrive after a very hot summer. Now it’s time to prepare your garden for winter. If you grew herbs, now is the time to bring them all indoors. Place your sage, basil, rosemary, mint, lavender, thyme and others in a sunny area. If that isn’t possible, you can cut your herbs and dry or freeze them to use in sauces, soups and potpourri. Potted trees such as fig and hydrangea should be brought into a garage or other cool space and left dormant through the winter. Don’t waste those beautiful garden blooms! The hydrangeas were gorgeous this summer. Dry them and use them in vases, wreaths and bouquets. Cut fully opened blooms from August through October and let them dry upside down in a cool, dark location. After two to three weeks, spray them with a light coat of hairspray, keeping a distance so you don’t damage the delicate petals. Fall is the time to examine your perennials and divide them if they’ve become overgrown or crowded in their space. This provides a great opportunity to share some of your favorite plants with fellow gardeners. We have shared many purple irises, Stella Doro day lilies, cone flowers, black-eyed Susans, hostas and Montauk daisies, to name a few. It is a pleasure knowing these plants are now growing in many other gardens. Autumn is a perfect time to note where you need to add some color or fill in a bare spot. Mid-fall (at least six weeks before the first fall frost) is an ideal time to add new perennials to your garden. It will give new plants time to establish their roots while the soil is warm. Consistently moist soil is needed for the first three weeks for plants to get established before winter. Fall is also a good time to plant trees and shrubs, and to repair bald patches in your lawn. You should also add a fall fertilizer. The best part of fall planting is that you can find big discounts on perennials, trees and shrubs whenever you buy them locally. Many nurseries have a one-year warranty on what they sell, so hold onto your receipts! In the fall, some tender summer- flowering bulbs such as dahlias, canna, caladium and gladiolus need to be dug out and brought inside. In the meantime, this is when you need to plant spring-blooming bulbs like daffodils, tulips, crocus and hyacinth. Bulbs need several weeks in the ground to get their root systems growing before the ground freezes. Be careful not to plant them so early in the season that they have time to sprout. Sending up leaves will deplete some of the energy stored in the bulb that it needs to get through the winter. In general, wait until the temperatures start to dip, especially during the day - usually in October. You can continue planting into November and beyond if the ground has not frozen. Seeing these beauties emerge and bloom in the spring is a sign that winter is over (hopefully!) Fall clean up means removing all weeds and debris. If you leave them through the winter, they can go to seed, dig deeper roots and be more time to remove in the spring. Weeds also steal nutrients from the soil. Many tidy gardeners hate the thought of waiting until spring to cut back perennials and ornamental grasses, but it is important for the garden’s ecology to leave the stems and leaves standing until mid- spring. During winter months, the seeds of your perennials will feed the birds. We have seen many finches eating cone-flower seeds when there has been snow on the ground. Leaving the stems on improves the cold hardiness of perennials and improves their ability to overwinter without damage. Ornamental grasses provide beautiful winter color. Fall gardening tips 22 • Allegheny West Magazine • September/October 2020BY DEBBIE TURICI AND JUDY PACKER MOON TOWNSHIP GARDEN CLUB Imagine your website working as hard for your business as you do. 412.205.8998 | DDSWebDesign.com Websites that get results. Designed in Pittsburgh Contact us for a free website analysis. Affordable Custom Designs Responsive Sites | Content Management SEO | E-commerce | Hosting | Maintenance The Moon Township Garden Club was organized in 1921 to enable women to cooperate in furthering agriculture and horticultural interests. Follow the club on Facebook and visit them online at: moontownshipgardenclub.com. FLEUR DE LUNE – We hoped you enjoyed reading about the Fleur de Lune Garden at the Robin Hill Center that was featured in the last edition of Allegheny West Magazine. Our goal is for Moon Township residents to visit the lovely, spacious garden. Many volunteers from the Moon Township Garden Club work on the garden each week, planting and weeding. In addition, we wanted to acknowledge and thank the following groups who have contributed to the success of the garden with their generous time and stewardship. It is truly a community effort! The Nimick Family, Moon Public Works, Moon Township, Moon Historical Society, Chevron, Girl Scouts, Eagle Scout, Robert Morris University Fraternity, Dick’s Corporation, Costco, McGuire Center, Hope Grows, and the Drew Mathieson Center Greenhouse. Autumn leaves paint a gorgeous fall landscape but are also a valuable source of nutrients for feeding the soil. Instead of kicking bags of leaves to the curb, shred them and use them as fertilizer or mulch. To shred leaves, use a bagger on your mower, set your mower low and cut your lawn with the leaves. After you shred the leaves, they can be used as an organic mulch in flower beds and vegetable gardens, around trees and shrubs, and in containers. Simply apply a two- to three-inch layer of shredded leaves to the plants. The mulch retains moisture in the soil, helps it stay cool and limits weed seed germination. As a bonus, the leaves add nutrients to the soil as they break down, and the worms and microorganisms work on the leaves as well, resulting in lighter, fluffier soil over time. Once you have completed your fall preparations, sit back, relax and take a break. Enjoy some well-deserved time off during the winter months and get ready to start again as soon as you see those happy spring flowers popping up! OPPOSITE PAGE: BOTTOM LEFT: Planting your herbs in pots allows you to extend their use into the fall and winter by moving them indoors. TOP LEFT, MIDDLE AND BOTTOM RIGHT: Extend the blooms of your favorite flowers by drying ad arranging in vases throughout the winter. ABOVE: Fall is the time to divide perennials and bring in tender bulbs to overwinter indoors. September/October 2020 • www.awmagazine.com • 23Your SchoolsYour Schools N Moon Area School District Moon Area School District welcomed back students to each of its buildings the week of Aug. 24, though it was hardly the way anyone in the school community would have preferred. After just a day of meeting with teachers and getting acquainted with the technology that they would be using to start the school year, students were sent home. Students who saw their teachers or friends again for the first time in months said their goodbyes just as quickly. For high school principal Dave Gallup, that meant going back to spending his days in a corner of an empty 300,000 square-foot building. “This building is meant to be filled with kids,” Gallup said Aug. 27 as high school students moved between classrooms. Gallup’s sentiments were echoed by a number of Moon Area educators. For them, the presence of students at the meet and greets brought back a sense of normalcy that hasn’t existed since Gov. Tom Wolf closed schools in March to slow the spread of COVID-19. To start the new school year, faculty have since gone back to teaching remotely and are continuing to do so at the time of this writing. As teachers teach from their classrooms, students work from home using the online platform Microsoft Teams. Students watch lectures, meet with teachers, complete coursework and work in small groups, all over the Internet. Students have the option to either work synchronously in real time or asynchronously, meaning they watch lessons and complete work at their own pace. That could all change soon, however. Superintendent Barry Balaski says that Moon Area is following guidance from the Pennsylvania Department of Education and that the number of positive COVID-19 cases reported by Allegheny County in the district are approaching what they need in order to reopen. “Is this ideal? No, it’s not ideal,” says Balaski. “But hopefully we’ll be back in school soon. If we’re low for a week we’re probably looking at coming back already.” He points out, though, that even if students are able to return, that doesn’t mean they’re out of the woods. If cases spike in the fall, the state could mandate another shutdown. Individual students or teachers may also have to at times quarantine themselves. That’s why, back in April, the district ordered iPads for all elementary students and laptops for middle school students. As high school students have already had laptops for the past seven years, the entire district is now one-to-one. Making sure all students have the ability to go virtual was only part of the challenge, however. To ensure that teachers had the proper training, the district’s digital leader, Sarah Durham, put together professional development training sessions and hosted weekly online sessions throughout the spring and summer. She says at least 100 teachers logged on for every one of the roughly 20 remote seminars, most of which were optional. “I know this, our teachers have worked harder through this since March than they ever have before,” says Balaski. “Our teachers wanted to do the work to make sure they were prepared.” Durham says the sessions covered a range of material on how to set up secure meetings, small group sessions, tests and more. She says that, in many cases, her training sessions complemented strategies teachers had developed on their own immediately following the shutdown in March. She says many teachers have been communicating online about what works best and sharing ideas. At the elementary level, students are also using Microsoft Teams to communicate with their teachers and complete assignments on their iPads. Elementary students utilize a number of educational applications, including Prodigy, Freckle and Kahn Academy. Bon Meade Elementary School principal Ashley Beeson says that a single sign-in through Clever allows students to switch between applications. Just like students at the middle and high schools, elementary students have the option to work synchronously or asynchronously at their own pace. During the elementary schools’ meet and greet week, students in each grade were invited back on different days to get acquainted with the new iPads and software. The rest of the week, students worked from home on Microsoft Teams to prepare. “What we want to do is create a seamless transition in the event we return to school in a blended model or a traditional model,” she says. “We want the students to be comfortable with their school day at a glance but we also want to provide the flexibility to families that might not be able to fully attend to the schedule.” If there’s a silver lining to all of this, it’s not only that the district will be better prepared for disruptions moving forward, but that educators will also have some new technology tools once students return. High school math teacher Loni Iannessa says he wants to use Microsoft Teams more to record lectures that his students can watch prior to class. The concept, known in pedagogy circles as a flipped classroom, is meant to boost class productivity. Durham says she’s also had a number of other teachers find new uses for digital tools over the past five months. In the meantime, educators at Moon Area are working to keep students on track. They say that while they realize students learn better when they’re in the classroom, the current circumstances dictate that they put safety first and be prepared for any future eventuality. “We have to find a way to get the kids back but we have to do it safely,” says Balaski, “and I think this is just step one knowing that education won’t break when we can’t be here. I think that’s where a lot of school districts are struggling.” District goes one-to-one in preparation for fall and road ahead STORY AND PHOTOS BY DOUG HUGHEY ABOVE: Bon Meade elementary teacher Amanda Schiff and principal Ashley Beeson work with third-graders during a meet and greet Aug. 27. BELOW: High school business and computer teacher Sarah Durham, who is also the district’s digital leader, works with her students on Microsoft Teams at the school’s meet and greet. 24 • Allegheny West Magazine • September/October 2020N Your Schools Your Schools Our Lady of the Sacred Heart High School Our Lady of the Sacred Heart High School has announced this year’s Distinguished Alumni Award winners. The honor recognizes graduates of the school who have achieved outstanding personal accomplishments and who have served as positive role models for the current generation of OLSH students. These individuals have made great contributions to the community and to their professions. They have also gained unique distinction among their peers. Among this year’s awardees is Moon Township native Haley Hinds, who is currently an anchor and reporter at Fox 13 News in Tampa, Florida. In addition to writing and delivering live reports to a viewing audience of nearly 1.9 million people, Hinds serves her community by acting as an emcee at various community events and speaking to classes at local schools. She even recorded footage to be shared at OLSH Career Day. Hinds, a 2004 OLSH graduate, was the recipient of the Florida Associated Press Award for Individual Achievement in 2013 and Florida AP Runner-Up in Breaking News. She has received an Emmy nomination in the breaking news category. Hinds and the rest of the Distinguished Alumni Award recipients will be honored at a ceremony in the fall. They include Michael James Kavic (Class of 1998), Daniel Coleman Gallagher (Class of 2002) and Deena E. (Newsom) Swank (Class of 1992). Kavic, an associate professor in the Department of Chemistry and Physics at the State University of New York at Old Westbury, is a member of multiple professional associations and has been invited to present at schools and conferences throughout the country. He has also received several grants to fund his work and published numerous works in scientific journals. Swank, who formerly taught English at OLSH, is now the director of external communication for the Felician Sisters of North America. She is also an active member of Archangel Gabriel Parish, where she serves as a special needs catechetical instructor and leads the Children’s Liturgy of the Word. Gallagher is a religion teacher and assistant campus minister at Central Catholic High School. Gallagher organizes retreats and mission trips, assists with an after school volunteer program, and is the executive director and co-founder of Move a Mountain Missions. Moon native and FOX anchor among OLSH Distinguished Alumni awardees Haley Hinds STORY AND PHOTO SUBMITTED September/October 2020 • www.awmagazine.com • 25Moon Area School District Annual Notices Special education programs are accessible to nonpublic school students following the multidisciplinary team evaluation, which includes input from nonpublic schools via their attendance, conference calls, or written input for development of an individualized education program (IEP). Parents of nonpublic school students who suspect that their child is exceptional and in need of special education may request a multidisciplinary team evaluation (MDE) for their child through a written request to the director of pupil services. The Moon Area School District is responsible for locating, identifying and educating school-aged students requiring special programs or services. If anyone in the community is aware of a child who is in need of special services and/or programs, please notify the Moon Area School District Director of Pupil Services Michael A. Haslett at 412-264- 9440 (ext. 1114). The district as prescribed by section 1402 of the school code, routinely conducts screenings of a child’s hearing (kindergarten, 1st, 2nd, 3rd, 7th, and 11th grade), visual acuity (every year beginning with kindergarten), Body Mass Index screening (kindergarten through 12th grade), and screening for speech and language skills (when a referral is made by parent, teacher, or Child Study Team). Gross motor and fine-motor skills, academic skills, and social and/ or emotional skills are assessed by classroom teachers and support staff on an ongoing basis. Screening activities include review of group-based data, such as cumulative enrollment and health records, report cards, and ability and achievement test scores. Identified needs from these screening sources as well as information obtained from parents and outside agencies, are assessed and noted within student records. These school records are always open and available to parents, and only to school officials who have a legitimate “need to know” information about the child. Information from the records is released to other persons or agencies only with appropriate authorization, which involves written permission by parents. Parents who have concerns regarding their student 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. If appropriate, screening information will be used by the Child Study Team within the student’s school to meet his/ her specific needs or to document the need for further evaluation. If it is determined that a child needs additional services, the screening team will make adjustments relative to such things as the child’s learning style, behavior, physical inabilities, and speech problems to be more in keeping with traditional classroom expectancies. Parents are encouraged to be actively involved in the planning and implementation of intervention strategies. If a student does not make expected progress with this assistance, the team can revise the intervention plan or refer the student for a multidisciplinary evaluation (MDE). Parents must provide written informed consent before any evaluations can be completed. The purpose of the MDE is to establish the student’s eligibility and need for special education and/or related services. After all of the evaluations are completed, an Evaluation Report (ER) will be compiled with parent involvement and include specific recommendations for the types of intervention necessary to deal with the child’s specified needs. When the ER is completed, in accordance with state regulations, a meeting of the Individualized Education Program (IEP) team will be scheduled with parent involvement in order to develop a plan for the student who has been found to be eligible for and in need of special education services. Parents of students who suspect that their child is exceptional and in need of special education may request a multidisciplinary team evaluation (MDE) for their child by making a written request to the building principal. Information about early intervention, parent rights, mediation, 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 building principal in each building. Further information about these procedures may be obtained by contacting Michael A. Haslett, Pupil Services Director, at 412-264-9440 (ext. 1114). Guidelines for Screening, Evaluating Students Services for Students in Nonpublic Schools 26 • Allegheny West Magazine • September/October 2020Services for Preschool Age Children Act 212, the Early Intervention System Act, entitles all preschool age children with disabilities to appropriate early intervention services. Young children experiencing developmental delays or physical or mental disabilities are eligible for early intervention services. The Pennsylvania Department of Public Welfare is responsible for providing services to infants and toddlers, which is defined as children from birth through 2 years of age. Contact The Alliance for Infants and Toddlers, Hough Building 2nd Floor, 2801 Custer Avenue, Pittsburgh, PA 15227 Telephone 412-885-6000. The Pennsylvania Department of Education is responsible for providing services to preschool age children from ages 3 through 5. For more information, please contact the Allegheny Intermediate Unit 3/ DART Program, 475 East Waterfront Drive, Homestead, PA 15120 at 412-394-5736. In compliance with state and federal law, the Moon Area School District 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 equal opportunity to participate in and obtain the benefits of the school programs and extracurricular activities to the extent appropriate to the student’s abilities. To qualify as a protected handicapped student, the child must be of school age with a physical or mental disability, which substantially limits or prohibits participation in or access to an aspect of the school program. These services and protections for “protected handicapped students” are distinct from those applicable to all students with disabilities enrolled (or seeking enrollment) in special education programs. To obtain additional information about the evaluation procedures and provisions of services to protected handicapped students, contact Michael A. Haslett, Pupil Services Director, at 412-264-9440 (ext. 1114). Services for Protected Handicapped Students / Chapter 15 Regulations English as a Second Language Services (ESL) In accordance with federal law and state regulations, the Moon Area School District must identify all students who are English Learners (ELs). These students typically have a primary language other than English that is used in their homes. Students identified with a limited English proficiency are eligible for ESL instructional services to help them attain proficient skills in their use of the written and spoken English language. All students must have a Home Language Survey completed by their parents prior to admission into the school district. This survey allows the Moon Area School District to identify possible English Learners. The ESL teacher will screen any student identified as possibly having a limited English proficiency and will provide direct services to students based on their level of need. Parents or guardians who feel their child may have a limited English proficiency should contact Michael A. Haslett, Pupil Services Director, at 412-264-9440 (ext. 1114) for more information. Retention/Destruction of Exam Related Materials 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 September/October 2020 • www.awmagazine.com • 27Services for School Age Students with Disabilities The School District provides a free, appropriate public education to disabled students according to state and federal mandates. To be eligible, the child must be of school age, need specially designed instruction, and meet eligibility criteria for mentally gifted and/or one or more of the following physical or mental disabilities as set forth in the Pennsylvania State Standards: Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Visual Impairment, Traumatic Brain Injury. Services designed to meet the needs of eligible students include the annual development of an individualized education plan (IEP), triennial multidisciplinary reevaluation (except for those students with intellectual disabilities where reevaluation remains biennial), supportive intervention in the regular class, supplemental intervention in the regular class or in a special education resource program, placement in a part- time or full-time special education class in a regular school or placement in a full-time special education class outside of the regular school. The extent of special education services and the location for the delivery of such services are determined by the parents and staff at the IEP team meeting and are based on the student’s identified needs and abilities, chronological age, and the level of intensity of the specified intervention. The school district also provides related services, such as transportation, physical therapy, and occupational therapy, which are required to enable the student to derive educational benefits. Students receiving special education services, including individuals with disabilities who are enrolled in approved private schools or cross-district placements, are encouraged to participate in the athletic and activity programs offered by the district. Prior to the initiation of services, parents are presented a “Notice of Recommended Educational Placement” (NOREP) with which they may agree or disagree. If parents disagree with the program being recommended, they have the right to request a pre-hearing conference, mediation, and/or a due process hearing. Copies of the Procedural Safeguards Notice are issued when the Permission to Evaluate/Reevaluate Form is sent to parents and at each IEP team meeting. Copies of this notice are also available in the offices of each school and at Central Administration. Protection of Pupil Rights Amendment (PPRA) The Protection of Pupil Rights Amendment (PPRA) (20 U.S.C. § 1232h; 34 CFR Part 98) applies to programs that receive funding from the U.S. Department of Education (ED). PPRA is intended to protect the rights of parents and students in two ways. It seeks to ensure that schools and contractors make instructional materials available for inspection by parents if those materials will be used in connection with an ED-funded survey, analysis, or evaluation in which their children participate; and it seeks to ensure that schools and contractors obtain written parental consent before minor students are required to participate in any ED-funded survey, analysis, or evaluation that reveals information concerning: 1) Political affiliations; 2) Mental and psychological problems potentially embarrassing to the student and his/her family; 3) Sex behavior and attitudes; 4) Illegal, anti-social, self- incriminating and demeaning behavior; 5) Critical appraisals of other individuals with whom respondents have close family relationships; 6) Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; or 7) Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program). Parents or students who believe their rights under PPRA may have been violated may file a complaint with ED by writing the Family Policy Compliance Office. Complaints must contain specific allegations of fact giving reasonable cause to believe that a violation of PPRA occurred. For additional information or technical assistance, you may call 202-260-3887 (voice). Individuals who use TDD may call the Federal Information Relay Service at 1-800-877- 8339. 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. 20202-5920. Right to Participate: It is required by state and federal law that each year school districts notify parents of students with disabilities that their children have the same right to participate in extracurricular activities as do non-exceptional children. The reaction of most people to this notification is, “Well, I already knew that.” The district is always pleased to hear that reaction, since it is hoped that no distinction is made. Nevertheless, the district wants parents and the public to know that students with disabilities have the right to participate in extracurricular activities. 28 • Allegheny West Magazine • September/October 2020 The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. This notice is Moon Area School District’s annual notice of your rights under 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. You can opt out of having your directory information disclosed by notifying your school principal. Moon Area School District officials include a person employed by the school as an administrator, supervisor, instructor or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the school has contracted to perform a special task (such as attorney, auditor, medical consultant or therapist, technology and software companies), bus drivers, food service personnel or a parent or student serving on an official committee, such as a disciplinary or grievance committee, Pennsylvania Department of Education’s Office of General Counsel when performing investigations under the Educator Discipline Act, or assisting another school official in performing his or her tasks. For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may use the Federal Relay Service. 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 If a child transfers to another school system, records will be forwarded after notification of enrollment is received from the new school. High school students’ transcripts will be released to post- secondary or prospective employers with the written permission of the parents or eligible student. Various non-confidential information can be released to outside agencies. This includes information such as names of academic award winners and athletic team members. If you do not desire this type of information to be released, please notify the building principal in writing. Confidential information such as psychological, psychiatric, and other information regarding students’ special needs may be released only with a written parental request. According to the Family Education Rights and Privacy Act of 1974, directory information concerning a student may be included in publications such as sports programs, newspapers, radio and television news releases, awards and graduation programs, yearbooks, musical and play programs and other school publications. This directory information may include data relating to a student’s name, address, telephone number, date and place of birth, major fields of study, participation in officially recognized activities and sports, weights and heights of members of athletic teams, dates of attendance, degrees and awards received and other similar information. Parents who wish to have their children exempted from published lists of directory information may do so by informing the principal in writing. Parents or students may request a copy of Moon Area’s student records policy from the building principal or superintendent’s office. If you would like to see any of these records at any time, please call to make an appointment with the principal. For further information regarding this policy, contact: Mr. Barry Balaski, Superintendent, Moon Area School District, 8353 University Boulevard, Moon Township, PA 15108. Confidentiality of Student Records September/October 2020 • www.awmagazine.com • 29Next >