< PreviousMoon 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 has a disability 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 Ashley Beeson 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 Multi-Tiered System of Supports 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 Multi-Tiered System 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 Ashley Beeson, Pupil Services Director, at 412-264-9440 (ext. 1114). Guidelines for Screening, Evaluating Students Services for Students in Nonpublic Schools 20 • Allegheny West Magazine • September/October 2023Services 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/ Preschool Early Intervention 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 Ashley Beeson, 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 Ashley Beeson, 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 2023 • www.awmagazine.com • 21Services 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. 22 • Allegheny West Magazine • September/October 2023 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 2023 • www.awmagazine.com • 23Gifted Support Program The Every Student Succeeds Act (ESSA) which was signed into law in December 2015 and reauthorizes the Elementary and Secondary Education Act of 1956 (ESEA). These regulations allow you to learn more about your child’s teachers’ training and credentials. We are happy to provide this information to you. At any time, you may ask: • Whether the teacher met state qualifications and certification requirements for the grade level and subject he/she is teaching, • Whether the teacher received an emergency or conditional certificate through which state qualifications were waived, and • What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration. You may also ask whether your child receives help from a paraprofessional. If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications. The ESSA also includes right to know requests. At any time, parents and family members can request: • Information on policies regarding student participation in assessments and procedures for opting out, and • Information on required assessments that include • subject matter tested, • purpose of the test, • source of the requirement (if applicable), • amount of time it takes students to complete the test, and • time and format of disseminating results. Our staff is committed to helping your child develop the academic knowledge and critical thinking he/she needs to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals meet applicable Pennsylvania state requirements. To obtain this information, please submit your request in writing to Kellie Crago, HR and Benefits Manager, at the address listed. Each request should include the student’s name, his/her teachers’ names and the school he/she attends. Please be certain to include your name, address and a phone number at which you can be contacted during the day. Moon Area School District Attn. Kellie Crago Human Resources Department 8353 University Boulevard Moon Township, PA 15108 412-264-9440 ext. 1125 Parents’ Right to Know The Moon Area School District operates a gifted support (Challenge) program that is available for all eligible students. Chapter 16 Special Education Regulations for Gifted Students in Pennsylvania defines a “mentally gifted” student in the following manner: Outstanding intellectual and creative ability, the development of which requires individually designed programs and/or support services not ordinarily provided in the regular education program. This term includes a person who has an IQ of 130 or higher when multiple criteria, as set forth in the Department Guidelines, indicate gifted ability. Determination of gifted ability will not be based on IQ score alone. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the student strongly indicate gifted ability. Determination of mentally gifted ability, along with the need for gifted support is based on the following criteria: the teacher(s) recommendations; the parent recommendations; a student’s recent group achievement test scores; recent individually administered ability (IQ) test scores; rates of acquisition and retention; performance, expertise in one or more academic areas; specialized skills, interests, aptitudes (such as high level thinking skills, academic creatively, leadership skills, intense academic interest, communication skills, foreign language aptitude, and technology expertise); and/or other criteria indicating eligibility and need. Determination of mentally gifted shall also include an assessment by a certified school psychologist. To gather all relevant information prior to determining a student’s eligibility, a Gifted Multidisciplinary Evaluation (GMDE) must be completed within 60 calendar days of the district’s receipt of the parental permission for initial evaluation. Upon completion of this process, a Gifted Written Report (GWR) will be developed and presented to parents. The GWR will include information related to the student’s strengths and needs as well as make recommendations as to whether the student is gifted and in need of specially designed instructions. If a student is identified as being mentally gifted, a Gifted Individualized Education Plan (GIEP) team, including the parent(s), must convene in order to develop a GIEP within 30 days of issuance of the GWR. The GIEP will outline the planned instruction to be provided for the gifted student. The GIEP is reviewed at least annually for its appropriateness and will include annual educational goals and short- term learning outcomes to help the student achieve the goals. Upon completion of the initial GIEP, parents are presented with a Notice of Recommended Assignment (NORA) with which they can elect to agree or disagree with the district’s proposed program. If agreement between parents and the district cannot be reached, parents may request mediation or an impartial due process hearing. To obtain additional information about the gifted support program, contact your child’s building principal. 24 • Allegheny West Magazine • September/October 2023September/October 2023 • www.awmagazine.com • 25On the Horizon On the Horizon ; Woman’s Club of Sewickley Valley Luncheons, meets monthly on a Monday, Edgeworth Club in Sewickley, different program each month, Pittsburgh Symphony member and ensemble, easy bread making, Moon Township history, presidential artifacts, thrift store fashion show, tea, Christmas celebration, more, www. womansclubofsewickleyvalley.org, judyhaluka@verizon.net. Findlay’s Rhythm and Ribs BBQ, Sept. 17, 3-9 p.m., Clinton Park, live music and BBQ, music by Alt Rocks, Part Time Cowboys, Monte’s Pythons, www.findlaytwp.org/184/Parks-Recreation. Robin Hill Lunchtime Concert, Sept. 20, 12-1 p.m., Robin Hill Park, Doo Wop Doctors, free, www.moonparks.org. Carnegie Fall Fest, Sept. 23, 2-9 p.m., downtown Carnegie, hayrides, crafts, live music, Rogi Rumble pierogi contest, live music, www.visitcarnegie.com. Carnegie Farmers’ Market, Sept. 24, 12-3 p.m., East Main Street, produce, baked goods, prepared foods, snacks, crafters, artisans, activities, local retailers, www.visitcarnegie.com/events. Robinson Farmers’ Market, Sept. 25, 3-7 p.m., upper parking lot at Archangel Gabriel Catholic Parish, live music, locally grown and produced food, vendors, Facebook: Robinson Farmers Market at Holy Trinity. Moon Market and Music, Sept. 27, 5-9 p.m., Moon Park, produce market, food trucks, craft beers and wine, kid- friendly activities, music by Shady Mugs (southern/classic rock), www.moonparks. org. Crafton Fall Fest, Sept. 30, 12-6 p.m., Crafton Park (117 W. Steuben Street), ax throwing, beer garden featuring Helltown Brewing, touch-a-truck, cornhole competition, pumpkin carving demonstration, face painting, magician, live polka, variety music from NorthCoast Mix, food trucks, craft vendors, cornhole competition (registration required), www. craftonborough.com/fall-festival. Spooktacular Haunted Mini Golf, Fridays and Saturdays in October, 7-9 p.m., Steuben and Linden Streets, decorated course, family friendly, $2/person, costumes, werewolf for selfies, www.craftonborough.com/parks-recreation. Janoski’s Pumpkinland, weekends in October, 10 a.m.-5 p.m., Janoski’s Farm in Clinton, pumpkin patch, hayrides, corn maze, haunted barn, children’s pony rides, petting zoo, pedal bikes, food vendors, or bring a lunch, janoskis.com/upcoming/. . Hozak’s Fall Festival, weekends throughout October starting Oct. 7, 10 a.m.-6 p.m., Hozak’s Farm in Clinton, pumpkin picking, hayrides, straw pile, farm animals, gift shop, haunted hayrides, refreshments, www.hozakfarms.com/ fallactivites.html Robinson Township Lions Club Corn Hole Tournament and Steelers Watch Party, Oct. 1, 12 p.m. check-in, 1 p.m. start, Clever Park Rotary Shelter, includes hot dogs, sides, draft beer, silent auction, raffle baskets, $50/team, $10 non-players, $5 child 10+, under 10 free, robinsonlions.org. Moon Movies in the Moonlight: “The Mummy,” Oct. 6, dusk, Moon Park Amphitheater, free, www.moonparks. org. Robinson Township Car Cruise, Oct. 7, 12-4 p.m., Robinson Town Centre, Oldies Music with DJ Dan, www. townshipofrobinson.com/special-events. Fall Festivals and Other Happenings Events subject to change. Reference the contact information listed for the latest details. 26 • Allegheny West Magazine • September/October 2023; On the Horizon On the Horizon Nutcracker Auditions, Oct. 7, ages 5-12 at 2 p.m., 13+ at 3 p.m., Carnegie Performing Arts Center (500 Chestnut Street in Carnegie), (412) 279-8887, info@carnegieperformingartscenter.com. Hickory Apple Festival, Oct 7-8, Hickory, live entertainment, unique crafters, brick oven bread, apple crisp, apple butter, candied apples, apple dumplings, petting zoo, pet shows, chainsaw sculpting, blacksmithing, pancake breakfasts, check www. hickoryapplefest.com for schedules. Carnegie Crawl, Oct. 13,5-9 p.m., live Music on Main Street, retailers open late, family-friendly event, www. visitcarnegie.com/events. Coraopolis Fall Festival, Oct. 14, 11 a.m.-3 p.m., Downtown Coraopolis, craft vendors, food trucks, pumpkin painting, more, coraopolisfoundation.org. Robinson Township Library Trunk-or-Treat, Oct. 14, 1-3 p.m., The Mall at Robinson, www. robinsonlibrary.org. West Hills Symphonic Band Concert, Oct. 15, 3 p.m., Montour High School, www.whsb.org. Moon Halloween Spooktacular & RMU Basketball Madness, RMU UPMC Events Center, Oct. 18, 4:30-7 p.m., trick-or-treat line closes 6:15 p.m., RMU Basketball Madness: 7-8 p.m., reusable trick-or-treat bags provided to first 500 kids, www.moonparks.org. Findlay Halloween Spooktacular, Oct. 21, 2-4 p.m., Clinton Park, costume contest, games, craft stations, pizza, www.findlaytwp.org/184/ Parks-Recreation. North Fayette Fall Festival, Oct. 21, 5-8 p.m., North Fayette Community Center Parking Lot, costume contest, trunk or treat parade, crafts, refreshments, www. north-fayette.com/335/Parks-Recreation . Haunted Crafton, Oct. 21-31, self-guided audio-driving tour through the spooky places in Crafton, link provided for donation to borough, www.craftonborough. com. Scout Troop 248 Haunted Cabin, Oct. 25-28, Killbuck Lodge in Oakdale, “Fractured Fairy Tales,” details TBA, Facebook: Oakdale Troop 248. Robinson’s Halloween in the Park, Oct. 28, 12-1 p.m., Clever Park, kids’ Halloween parade led by Forest Grove VFD and Montour Marching Band, meet in upper parking lot 15 minutes prior to participate in parade, townshipofrobinson.com/special-events/. Movies in the Park: “Hocus Pocus,” Oct. 28, starts at dark, Settlers Cabin Park, Moccassin Shelter, www. alleghenycounty.us/special-events. CCDC Chili Cook-Off, Nov. 5, 2-5 p.m., Cobblehaus Brewery, enter a prize chili or come to enjoy, details TBA, coraopolisfoundation.org. September/October 2023 • www.awmagazine.com • 27 Follow Allegheny West Magazine on Facebook and Instagram for event reminders and more. Allegheny West Magazine welcomes submissions of community events. Email events to: info@awmagazine.com.y > Learning CurvesLearning Curves 28 • Allegheny West Magazine • September/October 2023 Myth: “I would be able to tell if I have hearing loss.” Truth: Most hearing losses occur gradually. Due to the non-acute onset, the effects are not always obvious. When discussing this with my patients, I often state the question, “If you don’t hear something, how do you know you didn’t hear it?” Many new hearing aid users are surprised by the environmental sounds they did not realize they were missing. These sounds typically include birds, keys jingling, their air conditioning kicking on or their floor creaking. While I can acknowledge these particular things are not critical, their frequency response falls within the frequencies that are impactful for speech understanding. Simply, if you are missing high frequency sounds, you most likely are not hearing speech as well as you could. Myth: “Having hearing loss just means sounds are not loud enough.” Truth: Increasing the volume of speech for those with hearing loss is generally helpful, however this is only addressing part of the problem. While conducting an audiometric evaluation, better known as a hearing test, we first ask you to repeat the words that you hear followed by responding when you hear tones. This aids in evaluating the two aspects of hearing loss: hearing and understanding. As previously stated, increasing the volume can be helpful to an extent, but improving speech understanding is another feat in itself. The hearing test allows the audiologist to understand how well your ears are able to transfer the louder sound to your hearing nerve and then onto your brain. If your system is unable to complete this process well, increasing the volume is not always the answer. This information provides context for our next myth. Myth: “Hearing aids don’t work.” Truth: Hearing aids of 2023 are the most sophisticated and capable hearing aids to date. The six major hearing aid manufacturers spend enormous amounts of money to research and develop the “best” hearing aids for those with hearing loss. That said, hearing aids are only as good as the audiologist programming the devices. Many individuals are unhappy with hearing aids that may no longer fit their hearing loss or their ears. Others simply do not wear their devices enough to get the most benefit. It is crucial for hearing aid users to wear their devices full time. Full time means when you wake up in the morning to when you go to bed at night. I often use the analogy of running a marathon when stressing the importance of full-time hearing aid use. When you start wearing hearing aids, you need to think of your brain as a muscle that is re-learning how to hear. As compared to training your muscles for a marathon, consistency is key. If you did one practice run before the event, the outcome would not be as positive as if you practiced regularly. If you only wear your hearing aids when you think you need them, such as when you go out to dinner, your brain will not be trained well enough to ignore the background noise and focus on the speech you are interested in hearing. In the 12+ years that I have been using hearing aids to improve patients’ hearing, I have never stated, “Now, you will hear everything perfectly.” Having unrealistic expectations for hearing aids can derail any hearing aid user. We have to keep in mind that hearing aids are very smart computers that aim to improve our hearing, but they will never restore the hearing you remember from when you were 15. Myth: “Not treating my hearing loss is not a big deal.’” Truth: There is more research than ever to support the importance of hearing loss treatment. Social isolation, depression, risks for falls and cognitive impairment have all been found in those with untreated hearing loss. Hearing aid use has been proven to decrease symptoms of depression and improve quality of life. The most eye- opening statistic is that those with hearing loss may be up to five times more likely to develop cognitive impairment. Furthermore, hearing loss is the number one most modifiable risk factor for developing this type of impairment. Meaning, managing your hearing loss could have a lasting impact on your health. Personal relationships are not spared when an individual has hearing loss. A 2007 survey found that 35% of people with hearing loss reported their relationships are negatively impacted. The survey revealed that men and women report these issues influence their lives differently. Another 35% of men admitted to being pressured by their spouse to pursue treatment. Above all else, quality of life can be impacted in those with hearing loss. If you or a family member are interested in learning more about your own hearing, don’t hesitate to contact Hearing AuD. Common hearing loss myths debunked by Hearing AuD BY DR. JACLYN SCHNELLE CHARIE, HEARING AUD Over the past few years, hearing care has been thrust into the media spotlight. While growing attention on the importance of hearing health is music to an audiologist’s ears, misinformation remains prevalent. Before we go further, let’s answer the question: What is an audiologist? The American Academy of Audiology defines an audiologist as the primary health-care professional who evaluates, diagnoses, treats and manages hearing loss and balance disorders in individuals of all ages. A doctor of audiology has completed four years of undergraduate education and four years of a doctoral program, including a year-long clinical residency. In short, an audiologist has devoted their career to being the most well prepared to handle all aspects of hearing care. With that in mind, I have come across many misconceptions about hearing care as an audiologist. I have gathered four of the most common misnomers. This article aims to debunk these myths and invite anyone who may be curious about their hearing to simply participate in a hearing evaluation. Jaclyn Charie, AuD is the owner and lead audiologist at Hearing AuD in Moon Township. She has a doctorate degree in audiology from the University of Pittsburgh and approaches her patients’ hearing care with over 12 years of industry experience. Her practice is currently accepting new patients and is located at: 890 Beaver Grade Road, Second Floor, Moon Township, PA 15108. For appointments, call: (412) 722-6271. One-year service package included with any set of hearing aids purchased from 9/15-11/15 2023. $400 value. Restrictions Apply. Coupon must be present for discount to apply. Special Offer:y > Learning Curves Learning Curves Strength is the single most important physical attribute that an athlete can possess, as it is the precursor to all other forms of athleticism. Adopting a ground-based, functional strength-training program utilizing upper and lower-body compound movements is the key to athletic success. The biggest challenge with strength and power training is that all the fantastic benefits we associate with it from a scientific standpoint (i.e., increases in force production, speed of muscle contractions, inter-muscular coordination, enhanced ground- reaction time, etc.) are reversible. That means all the hard work and performance gains an athlete makes during the off- or pre- season can go away when this type of training is not maintained for prolonged periods. This often takes both parents and athletes by surprise. Surely, all that practice and hard work would go a long way toward enhancing fitness, right? The truth is that those who avoid in- season training will be weaker, slower and more prone to injury as the regular season progresses. This is because regular-season practices are oftentimes not physically intense enough to maintain big fitness or strength gains made before the season begins. During the regular season, head coaches have a tendency to focus more on tactics, plays and improving all the areas of need highlighted in the previous week’s game rather than maintaining fitness and strength gains. A basketball coach unhappy with their team’s rebounding performance might dedicate a practice to box-out drills and technique. A football coach might spend a practice walking through plays at a moderate pace to “iron out the kinks.” Go to any team practice in season, and chances are that you are going to witness a significant amount of standing around, talking, and direction from the coach, with much less time dedicated to all- out scrimmages or drills that simulate game-day conditions, when compared to pre-season activity. Scientific evidence So, what is the outcome of this rather apparent paradox? What happens if an athlete is no longer strength and power training while simultaneously experiencing even less fitness training within a typical in-season practice? Several studies have examined just that. One study on elite male rugby and football players in 2013 found that strength levels tend to decrease after three weeks when no form of strength activity is maintained. That same study showed the decay rates of strength parameters for youth athletes can show an even more marked difference, especially for those who have not yet hit their growth spurt. According to researchers, these athletes lost more strength and forgot it even quicker than their peers who had already hit their growth spurt. The good news is that there are some practical solutions that athletes can undertake to mitigate these adverse effects. A 2017 study conducted on male handball players found that, in as little as two sessions per week, athletes were able to maintain their performance gains. Another study in 1993 found that, so long as the intensity was kept high, athletes (in this case rowers) were able to maintain their performance gains in as little as one session per week. Why training for athletes shouldn’t stop once the sports season starts CONTENT SUBMITTED BY D1 TRAINING PITTSBURGH WEST D1 Training Pittsburgh West is located at 6522 Steubenville Pike, next to Golf Galaxy, in Robinson Township. Call them at (412) 775- 3953 or visit them online at www.d1training/Pittsburgh-West. One hour per week is all it takes Our experience - and the experience of athletes who train with us - is that just one hour per week is all it takes for an athlete to maintain all the performance gains they made in the off- or pre-season. This works out well for the student who is already practicing four times per week while also juggling school, extracurriculars, and a host of other responsibilities during the school year. This also helps them retain their strength improvements after the end of the season. This effectively accelerates their performance at a rate greater than their peers. For us, there is no substitute for in-season training for athletes and coaches who are serious about taking team and individual performances to the next level. The D1 Training approach At D1 Training, we believe in training the entire body as a unit in order to produce an optimal human response to performance. We don’t follow gimmicks or fads. We utilize trusted and proven training techniques to build the world’s best athletes and deliver them in age-appropriate programs under the direction of our expert coaches. Nothing at D1 is random. Every workout and every day follows a strategic eight-week training cycle that is meticulously planned and backed by sports science. With one- on-one personal training, small group training, team training and class membership training, D1 offers a range of options to help every athlete meet their goal. Consistent training, along with proper nutrition and sleep, will keep an athlete performing at their best throughout the season. At all times, our number one goal is to provide proper training for the specific athlete in front of us. D1 Training Coach Peter Fisher CSCS, encourages athletes to view their training not just as a means to be better at their sport but to build a physical and mental habit that will stick with them long after their competitive playing days are over. The idea of training evolves from sports performance into being physically and mentally resilient in life and building these skills at a young age leads to greater competency in movements, development in self-esteem and self- efficacy, and an interest that will stay with athletes forever. D1 Training Coach Peter Fisher spots a client. September/October 2023 • www.awmagazine.com • 29Next >