Annual Notices
All Quaker Valley School District policies can be found on our website at www.qvsd.org. Specific policies we encourage our families and community to review annually are as follows:
006. Meetings
103. Discrimination/Title IX Sexual Harassment Affecting Students
103.1. Nondiscrimination – Qualified Students With Disabilities
104. Discrimination/Title IX Sexual Harassment Affecting Staff
105.1. Review of Instructional Materials by Parents/Guardians and Students
113. Special Education
114. Gifted Education
123. Interscholastic Athletics
123.1. Concussion Management
123.2. Sudden Cardiac Arrest
138. Language Instruction Educational Program for English Learners
146. Student Services
200. Enrollment of Students
203. Immunizations and Communicable Diseases
204. Attendance
209. Health Examinations/Screenings
209.2. Diabetes Management
210. Medications
210.1. Possession/Administration of Asthma Inhalers/Epinephrine Auto-Injectors
211. Student Records
218. Student Discipline
218.1. Weapons
219.02. School Wellness
219.03 Allergy Management
222. and 323. Tobacco and Vaping Products – Students and Employees
226. Searches
235.1. Surveys
236. Student Rights and Responsibilities
236.01. Wellness Assessment
237. Electronic Devices
247. Hazing
249. Bullying/Cyberbullying
321. Maintaining Professional Adult/Student Boundaries
604. Budget Adoption
609. Use of School Facilities
619. District Audit
705. Facilities and Workplace Safety
716. Integrated Pest Management
802. Emergency Preparedness and Response
806. Child Abuse
804. Food Services
810. Transportation – Video/Audio Recording
902. Public Complaint Procedures
918. Title I Parent and Family Engagement
- Whether the student’s teacher met state qualifying and licensing criteria for the grade level or subject he/she is teaching;
- Whether the teacher is teaching under emergency or other provisional status;
- The teacher’s college major, the baccalaureate degree, and/or any advanced degrees earned by the teacher;
- Whether the child is provided services by paraprofessionals and, if so, their qualifications.
- To assist the school district in providing the correct records to meet the needs of the requesting party, the request must be in writing, setting forth the specific material being sought for review.
- The written request will be sent to the building principal.
- The District will respond to the parent/guardian or student within ten (10) school days by designating the time and location for the review.
- The District may take necessary action to protect its materials from loss, damage or alteration and to ensure the integrity of the files, including the provision of a designated employee to monitor the review of the materials.
- No parent/guardian or student shall be permitted to remove the material provided for review or photocopy the contents of such file. The taking of notes by parents/guardians and students is permitted.
- As prescribed by Section 1402 of the Pennsylvania School Code, the district routinely conducts health screenings for kindergarten (K) through 12th grade students: vision (Gr. K-8, and 10); hearing (Gr. K, 3, and 7) mandated physical exams (Gr. K, 6, and 11) and sports physicals; dental screenings (Gr. K, 1, 3, 7, and 10); scoliosis screening (Gr. 6, 7) and body mass index (BMI) screening (Gr. K-12).
- Speech and language skills are screened in kindergarten and on a referral basis by speech clinicians.
- Gross-motor and fine-motor skills, academic and social-emotional skills are assessed by the teachers and support staff. Screening activities include: review of group-based data such as cumulative enrollment and health records, report cards and academic skill scores. Identified needs from these screening sources, as well as information obtained from parents and outside agencies, are assessed, noted within the student’s record and discussed with parents.
- The annual development of an individualized education program (IEP or Gifted IEP).
- A triennial multidisciplinary re-evaluation for students with disabilities (except for those students with intellectual disability where evaluation remains biennial).
- A range of support for students from itinerant level to supplemental level to full-time level special education support within the school district or placement in a full-time special education disabilities class outside of the regular school.
- 2 months: calms when spoken to or picked up, looks at your face, seems happy when you walk up to them, smiles when spoken to or when smiled at, makes sounds other than crying, reacts to loud noises, watches you as you move, looks at a toy for several seconds, holds head up when on tummy, moves both arms and both legs, opens hands briefly
- 4 months: smiles on their own to get attention, chuckles (not yet a full laugh) when you try to make them laugh, looks at you/moves/or makes sounds to get or keep your attention, makes sounds like "ooooo" or "ahhhh," makes sounds back when you talk to them, turns head toward the sound of your voice, if hungry-opens mouth when they see their mother's breast or bottle, looks at their hands with interest, holds head steady without support when you are holding them, holds a toy when you put it in their hand, uses their arm to swing at toys, brings hands to mouth, pushes up onto elbows/forearms when on tummy
- 6 months: knows familiar people, likes to look at self in mirror, blows "raspberries" (sticks tongue out and blows), makes squealing noises, takes turns making sounds with you, laughs, puts thing in mouth to explore them, reaches to grab a toy they want, closes lips to show they do not want more food, rolls from tummy to back, pushes up with straight arms when on tummy, leans on hands to support themself when sitting
- 9 months: is shy/clingy/fearful around strangers, shows several facial expressions (happy, sad, angry, surprised), looks when you call their name, reacts when you leave (looks/reaches for you/cries), smiles or laughs when you play peek-a-boo, makes a lot of different sounds like "mamamama" and "babababa," lifts arms to be picked up, looks for objects when dropped out of sight (spoon/toy), bangs two things together, gets to sitting position by themself, moves things from one hand to the other hand, uses fingers to "rake" food toward themself, sits without support
- 1 year: plays games with you like pat-a-cake, waves "bye-bye," calls a parents "mama" or "dada" or another person by another special name, understands "no" (pauses or stops briefly when you say it), puts something in a container (like a block in a cup), looks for things he sees you hide (like a toy under a blanket), pulls up to stand, walks while holding on to furniture, drinks from a cup without a lid as you hold it, picks things up between thumb and pointer finger (like small bits of food)
- 15 months: copies other children while playing, shows you an object they like, claps when excited, hugs stuffed doll or another toy, shows you affection (hugs/cuddles/kisses), tries to say one or two words besides "mama" or "dada" (like "ba" for ball or "da" for dog), looks at a familiar object when you name it, follows directions given both with a gesture and words (for example, gives you a toy when you hold out your hand and say, "Give me the toy."), points to ask for something or get help, tries to use things right away like a phone/cup/books, stacks at least two small objects like blocks, takes a few steps on their own, uses fingers to feed themselves some food
- 18 months: moves away from you but looks to make sure you are close by, points to show you something interesting, puts hands out for you to wash them, looks at a few pages in a book with you, help you dress them by pushing arm through sleeve or lifting up their foot, tries to say 3 or more words besides "mama" or dada," follows one-step directions without any gestures (like giving you a toy when you say "Give it to me."), copies you doing chores like sweeping with a broom, plays with toys in a simple way (like pushing a toy car), walks without holding on to anyone or anything, scribbles, drinks from a cup without a lid and may spill sometimes, feeds themself with their fingers, tries to use a spoon, climbs on and off a couch or chair without help
- 2 years: notices when others are hurt or upset (like pausing or looking sad when someone is crying), looks at your face to see how you react in a new situation, points to things in a book when you ask questions (like where is the bear), says at least 2 words together (like "more milk), points to at least 2 body parts when you ask them to show you, uses more gestures than just waving and pointing (like blowing a kiss or nodding yes), holds something in one hand while using the other hand (like holding a container and taking the lid off), tries to use switches/knobs/buttons on a toy, plays with more than one toy at a time like putting toy food on a toy plate, kicks a ball, runs, walks (not climbs) up a few stairs with or without help, eats with a spoon
- 30 months: plays next to other children and sometimes plays with them, shows you what they can do by saying "look at me", follows simple routines when told like picking up toys when told it is clean up time, says about 50 words, says 2 or more words together with one action word (doggie run), names things in a book when you point and ask what something is, says words like I/me/we, uses things to pretend (like feeding a block to a doll as if it were food), shows simple problem-solving skills like standing on a small stool to reach something, follows two-step directions (like put the toy down and close the door), knows at least one color by pointing (when you ask, "Which one is red?"), uses hands to twist things (turning doorknobs or unscrewing lids), takes some clothes off by themselves, jumps off the ground with both feet, turns book pages one at a time when you read to them
- 3 years: calms within 10 minutes after you leave, notices other children and joins them to play, talks with you in conversation using at least 2 back-and-forth exchanges, asks "who," "what," "where," and "why" questions (like where is mommy/daddy?), says what action is happening in a picture or book when asked (like running/eating/playing), says first name when asked, talks well enough for others to understand most of the time, draws a circle when you show them how, avoids touching hot objects like a stove when you warn them, strings items together like large beads or macaroni, puts on some clothes by themself (like loose pants or jacket), uses a fork
- 4 years: pretends to be something else during play (teacher, superhero, dog), asks to go play with children if none are around, comforts others who are hurt/sad, avoids danger like not jumping from tall heights at the playground, likes to be a helper, changes behavior based on where they are (library/playground), says sentences with 4 or more words, says some words from a song/story/nursery rhyme, talks about at least one thing that happened during the day, answers simple questions like "What is a coat for?", names a few colors of items, talks about what comes next in a well-known story, draws a person with 3 or more body parts, catches a large ball most of the time, serves themself food or pours water with adult supervision, unbuttons some buttons, holds a crayon or pencil between fingers and thumb (not a fist)
- 5 years: follows rules or takes turns when playing games with other children, sings/dances/acts for you, does simple chores at home (matching socks or clearing the table), tells a story they heard or make up with at least 2 events (for example, a cat was stuck in a tree and a firefighter saved it), answers simple questions about a story after you read it or told it to them, keeps a conversation going with more than 3 back-and-forth exchanges, uses or recognizes simple rhymes (bat-cat, ball-tall), counts to 10, names some numbers between 1 and 5 when you point to them, uses words about time like yesterday/tomorrow/morning/night, pays attention for 5-10 minutes during activities (screen time does not count), writes some letters in their name, names some letters when you point to them, buttons some buttons, hops on one foot
Parents who have questions about their child’s development or disability may talk with their family physician or health care provider, school districts, and Allegheny Intermediate Unit, Project DART, 425 East Waterfront Drive, Homestead, PA 15120, 412-394-5941.
Title I Program
Title I allocates federal funds to school districts across the United States for the purpose of equalizing the effects poverty may have on the educational opportunities of low-performing children. Using this funding, districts are able to offer additional services to those students who demonstrate a need for assistance beyond the normal classroom. Quaker Valley provides such services to students in kindergarten through grade 5. Parents may request additional information about Title I services, teacher professional qualifications, or accessing services for their child by contacting their building principal.
- The right to inspect and review the student’s educational records within 30 days of the day the school receives a request for access. Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to inspect. The school will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
- The right to request the amendment of the student’s education records that a parent or eligible student believes are inaccurate. Parents or eligible students may ask the school to amend a record they believe is inaccurate. They should write the school principal, clearly identify the part of the record they want to be changed and specify why it is inaccurate. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when they are notified of the right to a hearing.
- The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
- Political affiliations or beliefs of the student or student’s parent.
- Mental or psychological problems of the student or student’s family.
- Sexual behavior or attitudes.
- Illegal, anti-social, self-incriminating or demeaning behavior.
- Critical appraisals of others with whom respondents have close family relationships.
- Legally recognized privileged relationships, such as with lawyers, doctors or ministers.
- Religious practices, affiliations or beliefs of the student or parents.
- Income, other than as required by law to determine program eligibility.
- Any other protected information survey, regardless of funding.
- Any non-emergency, invasive physical exam or screening required as a condition of attendance administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, scoliosis screenings or any physical exam or screening permitted or required under state law.
- Activities involving collection, disclosure or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others.
Inspect, upon request and before administration use:
- Protected information surveys of students.
- Instruments used to collect personal information from students for any of the above marketing, sales or other distribution purposes.
- Instructional material used as part of the educational curriculum.
These rights transfer from the parents to a student who is 18 years old or an emancipated minor under state law.
Disclosure of Information
The requirements concerning activities involving the collection and disclosure of personal information from students for marketing purposes do not apply to the collection, disclosure or use of personal information collected from students for the exclusive purpose of developing, evaluating or providing educational products or services for or to students or educational institutions, such as the following:
- College or other post-secondary educational recruitment, or military recruitment.
- Book clubs, magazines and programs providing access to low-cost literary products.
- Curriculum and instructional materials used by elementary and secondary schools.
- Tests and assessments used by elementary and secondary schools to provide cognitive, evaluative, diagnostic, clinical, aptitude or achievement information about students.
- The sale by students of products or services to raise funds for school-related or education-related activities.
- Student recognition programs.