Student Support Services

Special Education Services, 504 and Gifted Services

Within the multi-tiered levels of support, Special Education Services (IDEA, Chapter 14) are the most restrictive level of support for those students who have been identified with a disability that requires specially designed instruction. For student’s who have been identified with a disability but have not been deemed to need specially designed instruction a 504 Service Agreement (IDEA, Chapter 15) is appropriate. In overview, Laurel School District is in compliance with Federal and State laws and mandates, provides special education services, gifted education services, and Chapter 15 (Section 504) supports to identified, eligible students. The information below is designed to assist families to ensure that each student receives a free and appropriate public education. If you are in need of additional information or clarification, or have concerns about your child please contact the Director of Special Education or School Psychologist.

Academic Services

Academic support services are monitored through our Instructional Support Team (IST) where data is collected and analyzed to determine appropriate intervention and intensity. Laurel’s speech therapist offers multi-tiered services in speech ranging from classroom interventions to individualized therapy per an Individualized Education Plan(IEP). We also partner with Capable Kids Inc. for multi-tiered levels of support for occupational and physical therapy services. If at any time interventions are not showing an adequate rate of improvement or if a disability is ever suspected the team makes a referral for a special education evaluation. 

School Wide Positive Behavior Support

Laurel School District and the Office of Student Services also offer multi-tiered levels of behavioral support services. Laurel School District was one of the original districts in PA and has been recognized by the PA Department of Education for being an innovative leader by implementing School-Wide Positive Behavior Support (SWPBS) with fidelity. The goal of SWPBS is to create a social culture in our school that will encourage positive behavior and interactions while discouraging problem behaviors. This social culture will lead to a safe environment where students achieve academically and build positive relationships with each other and adults. The foundation of the approach emphasizes teaching students the behaviors we expect to see, providing reminders when needed, and acknowledging expected behaviors. Laurel’s SWPBS expectations are Be KIND, Be SAFE, and Be RESPONSIBLE. School staff model and reinforce these expectations in all aspects of the students’ educational experience. As students demonstrate each of these expectations, they earn incentives and rewards based upon monthly goals that the team establishes after reviewing the behavior data of the building. 

Mental Health Services

Mentally healthy children are more successful in school and life. Good mental health is critical to children’s success in school and life. Research demonstrates that students who receive social–emotional and mental health support achieve better academically. School climate, classroom behavior, on-task learning, and students’ sense of connectedness and well-being all improve as well. Mental health is not simply the absence of mental illness but also encompasses social, emotional, and behavioral health as well as the ability to cope with life’s challenges. Left unmet, mental health problems are linked to costly negative outcomes such as academic and behavior problems, dropping out, and delinquency. Laurel School District offers multi-tiered levels of mental health services. Social and emotional learning is taught and embedded into the curriculum in the classrooms. For individuals who struggle referrals are made to our CORE Team to develop group or individualized support. Student’s that receive BHRS services within the school setting are discussed at the monthly CORE TEAM with BHRS staff members being invited and included in our CORE TEAM meeting. It is imperative that as a district we are collaborating with outside agencies to provide a cohesive intervention plan. If the student’s needs are beyond the scope of Laurel’s staff members, the Laurel School District partners with outside agencies for school-based mental health services including counseling by licensed therapists here at our school.  

Maintenance of Records

The Laurel School District is required to maintain special education records for six years upon release from services. At the end of this time period, special education records will be destroyed. If you would like a copy of your student's last evaluation and IEP, please contact the student services office. 

PUBLIC NOTICES

PARENT RESOURCES

Threat Assessment Team
The Laurel School District complies with all Threat Assessment Team requirements under Act 55 of 2022. All school buildings within the Laurel School District have threat assessment teams composed of, but not limited to, the following District employees: principal, school counselors, school psychologist, school police officer, and additional members, as needed. Building level teams report to the District level team, which includes District Central Office administrators and Student Support Services staff. All team members have received training on the process of identifying, reporting, assessing, responding to and intervening with threats by utilizing the threat assessment process and protocols.

The School Safety and Security Coordinators have been identified as Leonard Rich and James Hoyland. They oversee the training, development, and implementation of Threat Assessment and School Safety programming. Annually, staff is provided with information on how to report a threat, report student at-risk behavior, and how to conduct safety and security drills. Student information reviewed and maintained by the Threat Assessment Teams is confidential.