Daily Archives: August 18, 2009

Welcome to All New and Returning Delta/Greely School District Families

There is a touch of snow on the Granite Mountains and the fireweed is full of seeds and that means that it is time to come back to school. We all want to welcome you to our Delta/Greely Learning Community. We believe that we offer a wonderful small and personal learning environment for all students. Delta/Greely School District offers a variety of learning options with our Cyber program and alternate high school. Please talk to the principals or counselors if you need something specific for your student.

We hope you have noticed our facelift that at the Delta Secondary School Complex. This is part one of a two year weatherization project for our secondary students and staff. The new exterior represents an effort to make the building warmer in the winter and cooler in the summer. There are many safety changes that occurred on the inside of the building too. Stop by and meet Delta High School Principal Robert Grimes or Delta Cyber School/New Horizons and Gerstle River Principal Duncan Ware. Get them to show you around. The weatherization project offers a safe and well lighted building for learning and other community events.

In the Delta/Greely School District we believe that everyone can make a difference to a child’s learning. We are always looking for volunteers. Perhaps your students have all graduated and moved or you are new to the area. If you have a skill and a love of learning we would love to have you. Our goal is for all students to graduate. There is no better way to assure that this happens then to have mentors from the community check in with students. Please take time to consider volunteering at one of our schools.

Board meetings are held at the Delta High School complex. The meetings are open to the public and start at 7PM on the first and third Thursday of the month. Call Mrs. Rachelle Stebbins for details. (895-4657 ext. 21)

We may not want to think about winter but it will show up soon bringing its own beauty and challenges. KDHS (95.5 FM) is one the district’s communication tools. It is the first station that will report school closure. We will also post on the district website and the Delta Website. Remember temperatures are not consistent in the Delta/Greely area. Our school cut off is -50 however we encourage parents to exercise judgment when the temperature reaches -39 at your home. The official reading is taken at the district office at about 4:30AM on a calibrated thermometer. All students must wear appropriate winter clothing to ride the school bus.

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DGSD Special Education Services

The Delta/Greely School District provides comprehensive educational services through the Special Education Department to all children ages 3-21 who experience and have additional needs beyond those which generally can be met by the regular classroom program. The special education programs for these children are cooperatively developed by an Individualized Education Plan Team including the parent as a contributing member of the team. These teams make every effort to provide the appropriate special education program to the child in a setting as close to his/her normal classroom as possible. In addition to providing the necessary special education services, related services such as speech therapy, which are necessary to the student’s school success, are provided as an integral part of the child’s school program.

Children experiencing disabilities are guaranteed a free appropriate public education under the Individuals with Disabilities Education Act and Alaska State Regulations.

Alaska State Regulations also provide a definition for gifted students and mandates the Delta/Greely School District to develop an Individualized Education Plan for each gifted student as appropriate.

A child is a “qualified disabled person” under Section 504 of The Rehabilitation Act of 1973 if he or she (1) has a physical or mental impairment that substantially limits one or more major life activities (such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working), has a record of such an impairment; and (2) is of an age at which it is mandatory under state law to provide preschool, elementary, secondary, or adult education to the disabled (in Alaska State, ages 3 to 21). [34 CFR 104.3(j) and (k)(2)]. A child with a diagnosis of ADD/ADHD is a “qualified disabled person” under Section 504 if (1) he or she is between the ages of 3 to 21, and (2) the disabling condition substantially limits the child’s ability to learn or to otherwise benefit from his or her education program.

The Delta/Greely School District recognizes the need for physical access to school facilities by individuals with mobility impairments. While not all buildings are fully accessible, each student with a mobility impairment will have an equal opportunity to educational programs within the District. Students are afforded the opportunity to have an accessibility study completed relating individual needs to the facility of choice to determine the appropriateness of that facility. Please contact the building principal with questions or requests.

DISABILITIES

Autism – A child that experiences irregularities in communication; resistance to environmental change and unusual responses to sensory experiences.

  • Deaf-Blindness – A combination of hearing and visual impairments causing severe communication, developmental and educational problems.
  • Early Childhood Developmental Delay– A child who is 3-8 years old and is significantly developmentally delayed in one or more of the following five areas: cognitive development, fine and gross motor development, speech/language development, psycho-social development, self-help skills.
  • Hearing Impairments – A hearing impairment that adversely affects a child’s educational performance may require a student to have special education, hearing aids, or other assistance or may be so severe as to result in total deafness so that the child cannot understand what is being said with or without a hearing aid.
  • Learning Disabled – A disorder affecting the child’s understanding or use of spoken or written language that adversely affects educational performance. The student’s ability to listen, think, speak, read, write, spell or do mathematical calculations may be affected. Conditions such as perceptual disabilities and developmental aphasia can be included in this category. This term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
  • Mentally Retarded – Both significant sub-average general intellectual functioning and deficits in adaptive behavior, these deficits should have been observable throughout the child’s development and adversely affect educational performance.
  • Multiple Disabilities – A combination of impairments, other than deaf-blind, which adversely affects the child’s educational performance to the extent that any one of the impairments cannot be determined to be primary.
  • Orthopedically Impaired – A severe physical disability that adversely affects educational performance. The term includes impairments such as club foot, absence of limb, cerebral palsy, poliomyelitis, bone tuberculosis, etc.
  • Other Health Impairments – Limited strength, vitality, or alertness due to chronic or acute health problems such as rheumatic fever, asthma, hemophilia, leukemia, etc., which adversely affects the child’s educational performance.
  • Emotional Disturbance – Children who have a marked degree of one or more of the following characteristics, which adversely affect educational performance and are displayed over a long period of time.
    • An inability to learn which cannot be explained by intellectual, sensory or health factors.
    • An inability to build or maintain satisfactory interpersonal relationships.
    • Inappropriate types of behavior or feelings under normal circumstances.
    • A general pervasive mood of unhappiness or depression.
    • A tendency to develop physical symptoms or fears associated with personal or school problems. (This term does not include students who are socially maladjusted, unless they are also seriously emotionally disturbed.)
  • Speech or Language Impairment – A communication disorder, such as stuttering, impaired articulation, a language impairment, or voice impairment which adversely affects a child’s educational performance.
  • Traumatic Brain Injury – A student who experiences impairments that adversely affect educational performance as a result of serious open or closed head injury.
  • Visually Impaired – A visual impairment which, even with correction, adversely affects a child’s educational performance. The term includes both partially seeing and blind children.
  • PROGRAMS/SERVICES AVAILABLE THROUGH DGSD SPECIAL EDUCATION DEPARTMENT

    • Audiological – Hearing testing and medical referral services are provided
    • Blind or Visually Impaired – Students with visual impairments are served by the itinerant teacher of the visually impaired in a regular classroom setting
    • Elementary Special Education – Special education services for students experiencing disabilities are available in all elementary schools dependent upon individual needs. These services provide support and accommodations to students experiencing severe academic deficits as a result of a disability, behavior concerns, or sensory impairments. Emphasis: parental envolvement • basic skill development • communication skills • attendance in home school/regular classroom • adaptive materials • special instruction techniques
    • Hard of Hearing – Itinerant resource support for identified students. Emphasis: audiological evaluation
    • Physical Therapy/Occupational Therapy – Offered to students needing these services to succeed in their special education program. Emphasis: screening • evaluation • consultation
    • Preschool Special Education – Provides an early childhood program for young children 3-5 years of age with special needs. Emphasis: services for all children experiencing disabilities • communication and social skills • developmentally appropriate classroom activities
    • Psychological Services – Assistance in educational programming and menta
      l health adjustment for students. Emphasis: diagnostic assessment • short-term counseling • consultative services • behavior management
    • Secondary Special Education – Middle school and high school special education services are provided in each secondary facility. Emphasis: collaboration • support • adapted curriculum • vocational education•part-time work experience • individualized programming • adaptive materials • transition planning for post graduation
    • Speech/Language Services – Provides diagno-sis/speech/language services to students ages 3-21. Emphasis: parental involvement • coordination with classroom teachers • augmentative commun-ication • specialized instruction

    SUMMARY OF PARENTS’ RIGHTS
    The Individuals with Disabilities Education Act is a federal law which provides for a free and appropriate public education to all children experiencing disabilities in the least restrictive environment. This law requires school districts to provide parents with every opportunity to become involved in their child’s educational program and to document that involvement. These rights place responsibility on parents to become actively involved in the education of their child.

    To ensure that this involvement occurs, several rights to which parents are entitled were included in the Individuals with Disabilities Education Act. These rights are referred to as “procedural safeguards.” Following is a summary of specific areas addressed in these “procedural safeguards.”

    1. Prior Notice – Parents must receive written notice before their child is evaluated or placed in any specialized educational program. Written notice is also required before any change in program.
    2. Consent – Parent consent must be obtained before conducting a preplacement evaluation and before initial placement of a child experiencing disabilities in a program providing special education and related services.
    3. Evaluation – Before any action is taken with respect to the initial placement of a child experiencing disabilities in a special education program, a full and individual evaluation of the child’s educational needs must be conducted. A re-evaluation must be conducted every three years or more frequently if conditions warrant or if the child’s parent or teacher requests an evaluation.
    4. Independent Educational Evaluation – Provisions in the law describe when an independent evaluation completed by non-district personnel can be performed at public expense.
    5. Least Restrictive Environment – To the maximum extent appropriate, children experiencing disabilities, including children in public or private institutions or other care facilities, are to be educated with children who do not experience disabilities. Special classes, separate schooling or other removal of children experiencing disabilities from the regular educational environment should occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily.
    6. Confidentiality of Information – With the exception of certain individuals (school officials, for example, and teachers with legitimate educational interests), no one may see a child’s records unless parents give their written permission. A parent who believes that information in their child’s records is inaccurate, misleading, or violates the privacy or other rights of the child may request the District to amend the information.
    7. Impartial Due Process Hearing – If at a point during identification, evaluation, or placement, parents do not agree with the educational decisions made concerning their child, they have the right to request a hearing. The right to appeal the findings and decisions of the hearing also is assured.

    For more information contact:
    Laural Jackson Assistant Superintendent
    895-4657

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    Students May Qualify for Reduced Price or Free Meals

    The Delta/Greely School District today announced its participation in the National School Lunch Program. Meals will be available to enrolled participants without regard to race, age, color, sex, disability, or national origin at the following sites: Delta High School, Delta Cyber School – Delta Access Center, New Horizons High School, Fort Greely Middle School and Delta Elementary School. Meals meet nutritional standard established by the U.S. Department of Agriculture. The sites will participate in the National School Lunch Program.

    Households with incomes less than or equal to the following guidelines are eligible for free or reduced-price meals. These guidelines are effective July 1, 2009 through June 30, 2010. Households with children who are currently approved for Food Stamps, Alaska Temporary Assistance Program (ATAP), or Native Family Assistance Program (NFAP) are automatically eligible for free school meals by completing an application that includes their assistance number from one of those programs. Students who are identified as migrant, homeless, or runaway are automatically eligible and do not need to fill out an application. Foster children are usually eligible for school meal benefits regardless of the income of the household with which they reside. Note: Medicaid and Denali Kid Care case numbers do not qualify for eligibility.

    If you have any questions, contact Denise Coakley at 907-895-4657 Ext 30.

    Your child(ren) may qualify for free or reduced price meals if your household income falls within the limits on this chart.

    Federal Income Chart Reduced Meals
    For School Year 2009-2010
    Household Size, Yearly, Monthly, Weekly

    1 – Y $25,031, M $2,086, W $482
    2 – Y $33,689, M $2,808, W $648
    3 – Y $42,347, M $3,529, W $815
    4 – Y $51,005, M $4,251, W $981
    5 – Y $59,663, M $4,972, W $1,148
    6 – Y $68,321, M $5,694, W $1,314
    7 – $76,979, M $6,415, W $1,481
    8 – $85,637, M $7,137, W $1,647
    Each additional person: Y $8,658, M $722, W $167

    Federal Income Chart Free Meals
    Household Size, Yearly, Monthly, Weekly
    For School Year 2009-2010

    1 – Y $17,589, M $1,466, W $339
    2 – Y $23,673, M $1,973, W $456
    3 – Y $29,757, M $2,480, W $573
    4 – Y $35,841, M $2,987, W $690
    5 – Y $41,295, M $3,494, W $807
    6 – Y $48,009. M $4,001, W $924
    7 – Y $54,093, M $4,508, W $1,041
    8 – Y $60,177, M $5,015, W $1,158
    Each additional person: Y $6,084, M $057, W $177

    Households receiving assistance under the Food Stamp Program, Food Distribution Program on Indian Reservations (FDPIR), or Temporary Assistance to Needy Families Program (TANF) for their children will be notified of their eligibility and their children will be provided free benefits school meals unless the household notifies this office that it chooses to decline benefits. Households receiving assistance under the above mentioned services should only submit an application if they are NOT notified of their eligibility by September 28, 2009.

    To apply for additional benefits for your family, call:
    Denali Kid Care 1-(888) 318-8890 (or in Anchorage 269-6529)

    Women Infants and Children (WIC)
    http://www.hss.state.ak.us/ocs/nutri/Contact
    For the location of a WIC clinic near

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