Special Education

SPECIAL ANNOUNCEMENT: Special Ed. Parent/Student Survey

The Pennsylvania Department of Education, Bureau of Special Education (BSE), monitors all school districts and charter schools in the state at least once every six years to ensure that they are complying with federal and state regulations for special education... [Click here for an English/Spanish version of the letter from PDE]  

Click here to gain access to the Parent Survey

Click here to gain access to the Student Survey (14 years old and over)

Your participation in this survey is greatly appreciated.

The Twin Valley School District has a longstanding commitment to the inclusion of students requiring specially-designed instruction within the general education environment to the extent appropriate for the individual child. Students with disabilities participate in general education across all schools. The district is committed to increasing the opportunities for the inclusion of students in special education to exceed state averages. This strong commitment begins with the IEP team's determination of the individual strengths and needs of each student and the supports necessary for the student's success in the general education program. This support may include the assignment of a special education teacher or a specifically trained instructional or behavioral assistant to a student or group of students within the general education classes and/or the support of a designated related service provider to support the student and to consult or collaborate with staff. In addition, Twin Valley implements a co-teaching model at levels in which general and special education teachers plan and provide instruction within a general education class so that instruction is differentiated to meet the educational needs of all students. These co-taught classes increase learning opportunities and success within the least restrictive environment.
Twin Valley School District provides programming for students with Autism in the least restrictive environment.  Whenever possible, the Twin Valley School District provides instruction for students with Autism in his/her home school setting.  When students' display a higher level of need, the district partners with the Berks County Intermediate Unit and other School Settings to collaboratively provide appropriate educational programming to meet the students' needs.  Ongoing training for professional and support staff has been provided regarding an overview of Autism and effective instructional and behavior strategies for students identified as needing Autistic Support services. 
The Twin Valley School District has a current Positive Behavior Support policy in compliance with Chapter 14 regulations for special education.  All Students with behavior needs have a positive behavior support plan as part of his/her IEP.  Twin Valley School District believes that behavior support programs shall be based on positive, rather than negative, behavior techniques to ensure that students shall be given every opportunity to succeed in the general education classroom.    Behavior support programs and plans shall be based on a functional assessment of Behavior and shall include a variety of research-based techniques to develop and maintain skills that will enhance students' opportunity for learning and self-fulfillment. Additionally, the Twin Valley School District provides access to school and community based counseling for students identified with specific needs.
The Twin Valley School District provides services for students with a learning disability in the least restrictive environment.  In most cases, students are included in heterogeneous classes and receive support services from a special education teacher and general education teacher through a co-teaching model.  Instruction is delivered whole group, small group and individually and is based upon the specific needs of the student.  Instructional aides are an integral part of the support system at TVSD.

Twin Valley school district recognizes that each gifted student possesses special characteristics that significantly affect that student’s ability to learn. In order to provide a meaningful benefit, the gifted student’s curriculum must be appropriately modified on an individual basis and include an annual GIEP meeting to update the plan. In keeping with Chapter 16 Guidelines, the Twin Valley School District incorporates differentiation, enrichment, individualization, and acceleration to meet the needs of each student need.