The mission of the Warren County School District is to educationally empower all students to think critically and solve problems through a rigorous curriculum that will provide them with the skills necessary to graduate and pursue a career of their interest.

Principles for Governance and Leadership

Pennsylvania school boards are committed to providing every student the opportunity to grow and achieve.  The actions taken by the Board ultimately have both short and long-term impact in the classroom.  Therefore, school directors collectively and individually will...

Act Ethically

• Never use the position for improper benefit to self or others
• Act to avoid actual or perceived conflicts of interest
• Recognize the absence of authority outside of the collective board
• Respect the role, authority and input of the superintendent
• Balance the responsibility to provide educational programs with being stewards of community resources
• Abide by the majority decision

1. All County Jr. Musical - Presentation

Financial Reports

Executive Summary

1. IU5 - Mr. Paul Mangione

2. PSBA Liaison - Mrs. Marcy Morgan

3. Career Center Advisory - Mrs. Elizabeth Huffman, Mr. Michael Zamborik

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The agreement summarizes commitments required of school districts to promote the successful implementation and sustainability fo the CSBBH Program. 

The Behavior Specialist Consultant Agreement with the Achievement Center to occur throughout the 2018 Extended School Year Program.  The 2018 ESY Program will run Tuesday and Wednesday 8:15 - 11:15A.M. at Beaty Warren Middle School on the following dates: June 26 & 27, 2018; July 10, 11, 17, 18, 24, 25, & 31, 2018; and           August 1, 7, & 8, 2018.

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The Warren County School District has implemented MTSS to engage students in high quality, research-based instruction in general education.  The RLIS grant will be used to support implementation of Multi-Tiered System of Support (MTSS) software designed to close the achievement gap early and place all K-2 children on a predictable path to reading proficiently by grade 3.  iRead is organized around five foundational principles to deliver the very best early-reading instruction. 

The software integrates (1) direct instruction, (2) guided practice, (3) independent practice, (4) adjusted instruction, and (5) assessment for mastery.

Students will develop as literate individuals through access to a comprehensive blended learning environment that takes into account their individual learning profiles and actively engages them in systematic, explicit instruction in foundational reading.  Beginning with alphabet knowledge, print concepts, and phonological awareness, and working towards increasingly complex skills in word recognition, spelling, and fluency, iRead places all children on a predictable path to read proficiently by grade 3. 

iRead will support implementation of MTSS so children have access to tiered instructional interventions.  The Fluency and Automaticity through Systematic Teaching with Technology (FASTT) algorithm leverages the power of adaptive technology to continuously monitor performance and customize pacing, instructional load, and content for each child, ensuring instructional time is 100% optimized.

iRead also promotes family engagement with program-embedded features and online resources to help parents and caregivers with valuable downloadable resources to teach the alphabet and other foundational reading skills.

Due to a clerical error, the dollar amount pertaining to Youngsville High School ($54,441) does not match the dollar amount of the quote ($51,441.00). 

Robert’s Rules of Order has a procedure whereby the Board can amend a motion that was adopted at a previous meeting.  It is not a re-vote on, or reconsideration of, the underlying issue/motion.  It is merely a motion to amend a previously adopted motion to correct an error in the motion.  If for any reason the motion to amend the previously approved motion would fail, the only result would be that the error in the dollar amount would remain.  The motion that was previously approved would not be rescinded or effected in any way.

This grant item was originally approved on January 8, 2018, at the regular board meeting.  The amount presented was incorrect.  The correct amount of the grant award is $75,971 NOT $75,917.  This motions corrects the amount.  No other aspect of the grant has changed.

Please see attachment.

Please see attachment.

Please see attachment.

Executive Summary

Executive Summary

Individual accounts shall be assigned to each student for accounting purposes for the purchase of meals served in school cafeterias, which ensure the identity of each student is protected.   The District shall permit students to charge a meal.  When money is owed for five or more meals (breakfast or lunch), the applicable school must make at least two attempts to contact the student’s parent(s) or guardian(s) and request that an application for the District’s free and reduced lunch program be submitted. 

This policy and any applicable administrative procedures shall be posted on the District’s website; printed in the student handbooks provided to parents/guardians at the commencement of each school year or when a child enrolls in the District after the commencement of the school year; and communicated annually to building principals, food service personnel, other appropriate school staff, and contracted food service providers and personnel.

Collection of Unpaid Meal Charges -

Reasonable efforts shall be made by the District to collect unpaid meal charges from parents/guardians. Efforts taken in the collection shall not have a negative impact on the student involved, but shall focus on the parents/guardians responsible for providing funds for meal purchases.   All communications regarding money owed for meals must be made to the student’s parent(s) or guardian(s), and not the student.  Provided, however, that the student’s parent or guardian may be contacted by means of a letter addressed to the parent or guardian that sealed, delivered by the student, and marked "confidential - to be opened by addressee only". 

A student who cannot pay for a meal or who has a negative account balance may not be publicly identified or stigmatized.  A student who cannot pay for a meal or who has a negative account balance may not be required to perform chores or other work to pay for the meal (this prohibition shall not apply if chores or other work are required of all students regardless of the student’s inability to pay for a meal or negative account balance).  A student may not be required to discard a meal after it was served to the student due to the student's inability to pay for the meal or the amount of money owed for prior meals.

The Superintendent or designee shall develop administrative procedures to control school meal accounts. Said administrative procedures shall be adhered to cooperatively by the District and the Food Service Management Company. 

Administrative procedures should include the following:

1.   Procedures for collecting money for individual student accounts which ensure the identity of each student is protected if required by FERPA or other applicable laws.

2.   The Method in which parents/guardians are notified when the student’s account reaches a negative balance of five dollars ($5.00), so that the parents/guardians can add additional funds to the account. 

3.   Procedures for providing students with meals when the student forgets or loses his/her money or when his/her account has insufficient funds.  A student’s parents/guardians shall be notified in writing when the student's account reaches a negative balance of thirty dollars ($30.00), with said notice to include a description of the potential legal consequences for the parents/guardians if the account balance is not paid in full. 

4.   When a student’s account reaches a negative balance, he/she shall not be permitted to charge ala carte items or second meals/extras but an ala carte item or second meal/extra shall not be denied to a student who has cash to pay for it. 

5.  A student that requests a reimbursable meal (i.e. the same meal that is available to other students for breakfast and lunch) may not be denied the reimbursable meal, regardless of whether the student has money or a negative account balance unless the student’s parent or guardian has provided a written directive to the school to withhold the meal.   If such a written directive to withhold meals is not provided, any reimbursable meal that is requested by a student shall be provided to the student and charged to the student’s account.   If a parent/guardian has not issued a written directive to withhold meals and desires to prevent additional charges to the account, he/she should send a meal to school with the child and instruct the child not to request a reimbursable meal (if a reimbursable meal is still requested by the child, it must be provided and will be charged to the student’s account).  In the event that a parent or guardian issues a written directive to withhold meals, and the parent’s/guardian’s directive results in an associated deprivation of food that constitutes “child abuse,”as this term is defined via Policy 7020 and applicable law, the incident of child abuse shall be reported pursuant to Policy 7020 and applicable law.    

6.   Accounts shall be reviewed at least annually. 

7.    Procedures for collecting past due meal accounts shall include, but are not limited to, appropriate legal action and other means authorized by law.  When the District’s Superintendent or his/her designee determines the delinquent debt is uncollectible and no further collection efforts will be made, the debt shall be reclassified as bad debt and shall be be written off as operating losses.  Once a delinquent debt is reclassified as bad debt, a transfer of funds for the amount of the debt will occur (prior to end of the school year during which the debt is reclassified as bad debt) into the food service account from non-federal sources because bad debts are an unallowable cost to the food service account. Only debt that is actively being pursued can be carried into the subsequent school year. 

Adoption Date         -     August 8, 2011        

Revision Date          -     September 1, 2017; February 12, 2018; March 12, 2018

Review Date            -    

Legal Reference       -      24 P.S.  §13-1337

Cross Reference       -     Policy 5501, 5505, 5510, 7020, and 10615

It shall be the policy of the Board to acknowledge each student's successful completion of the instructional program appropriate to the student's interest and needs by the awarding of a diploma.

The Board shall award a regular high school diploma to every student enrolled in this District who meets the requirements of graduation established by this Board.  The listed requirements become effective with students entering ninth grade.

Any student graduating from the District is required to satisfactorily complete a minimum of 24.00 credits in grades 9-10-11-12 for a high school diploma.  A breakdown of the credits is as follows:

Credit Requirements for Grades 9 through 12 (Excludes Career Center Students)

Credit Requirements for Grades 9 through 12 (Career Center Students from all attendance areas)

* It is recommended for any student that is considering post-secondary education to include as elective selections at least two consecutive years of a World Language Course.

Students who take four (4) mathematics credits through the approved course sequencing will only be required to take three (3) science credits.  Students who take four (4) science credits through the approved course sequencing will only be required to take three (3) mathematics credits.  It is understood that a cumulative total of seven (7) mathematics/science credits are required for graduation.

In order to graduate from the District, the student must meet State assessment requirements. 

Students receiving educational services pursuant to a Gifted Individualized Educational Program (GIEP) under Chapter 16 of the State Board of Education regulations may receive modified and/or accelerated course instruction, scheduled concurrent college course instruction, as well as other individualized instruction.  Gifted students may accelerate through the curriculum, may not follow a traditional grade sequence, and may graduate ahead of their class. Graduation requirements as provided herein may be modified for gifted students in the GIEP on an individual student basis. Where a student's GIEP provides modification to the graduation requirements of this policy, the student's GIEP shall control; provided, however, that all gifted students shall complete the required number of graduation credits, or their equivalent, for graduation.

“… Children with disabilities who satisfactorily complete a special education program developed by an Individualized Education Program team under the Individuals with Disabilities Education Improvement Act (IDEIA) and this part shall be granted and issued a regular high school diploma by the …” District.

The Superintendent or his/her designee is authorized to develop procedures for implementation of this policy.

Adoption Date         -     January 8, 2018

Revision Date          -     March 13, 2018

Review Date            -    

Legal Reference       -     22 Pa. Code, Chapter 4 – Academic Standards and Assessment

                             -     Chapter 12 – February 2006     

Cross Reference      -     Policy 9190       

In order to provide a safe and effective learning environment the District must maintain student behavior so that students do not hurt themselves, other students, employees or other when they are exhibiting acute or aggressive behavior.  This policy is intended as a general outline for the manner that such behaviors are to be handled.

It is the intent of the District that positive techniques for the development, change and maintenance of selected behaviors shall be attempted prior to the use of more intrusive or restraining measures. 

When specialized intervention is required, the following basic premises are to be pursued:

1.   Behavior concerns should be addressed through goals established in the student’s IEP;

2.   Positive, rather than negative, measures shall be used in designing interventions;

3.   The least restrictive alternative necessary to develop and maintain appropriate change in behavior shall be used;

4.   Appropriate replacement behavior should be identified;

5.   Instruction in task and/or work related behaviors which lead to increased academic growth shall be provided;

6.   Procedures should be used which can be faded, normalizing consequences to a level and type found in the community;

7.   Components of the District’s code of student conduct shall be used as appropriate.

8.   A team process shall be used when making decisions regarding any change in placement.

I.      Purpose

Students with disabilities shall be educated in the least restrictive environment and shall only be placed in settings other than the regular education class when the nature or severity of the student’s disability is such that education in the regular education class with the use of appropriate supplementary aids and services cannot be achieved satisfactorily. The IEP team for a student with disabilities shall develop a positive behavior support plan if the student requires specific intervention to address behavior interfering with learning. The identification, evaluation, and plan or program shall be conducted and implemented in accordance with state and federal law and regulations.

II.     Authority

The Board directs that the district’s behavior support programs shall be based on positive rather than negative behavior techniques to ensure that students shall be free from demeaning treatment and unreasonable use of restraints or other aversive techniques. The use of restraints shall be considered a measure of last resort and shall only be used after other less restrictive measures have been attempted. Less restrictive measures shall include, but not necessarily be limited to, de-escalation techniques, and individually identified antecedent strategies. 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 which will enhance students’ opportunity for learning and self-fulfillment.

III.     Definitions

The following terms shall have these meanings, unless the context clearly indicates otherwise.

Antecedent strategies - specific strategies employed prior to a behavioral event or when a student is displaying signs of an impending behavioral event. Antecedent strategies may include but are not limited to: prompting a student to engage in a replacement behavior; offering a choice of acceptable alternatives to the negative behavior; offering a break from an activity; or redirecting a student to a quiet area to calm down.

Aversive techniques - deliberate activities designed to establish a negative association with a specific behavior.

Behavior support - development, change, and maintenance of selected behaviors through the systematic application of behavior change techniques.

Behavior Support Plan or Behavior Intervention Plan - plan for students with disabilities who require specific intervention to address behavior interferring with learning. A positive Behavior Support Plan shall be developed by the IEP team, be based on a functional behavioral assessment, and become part of the individual student’s IEP. These plans must include methods using positive reinforcements, other positive techniques and related services required to assist a student with a disability to benefit from special education.

Handle With Care Behavior Management™ is a behavior management program emphasizing the use of relationship-based skills to de-escalate and support students who have a history of engaging in assaultive or aggressive behavior. Staff trained in Handle with Care™ are certified to utilize the primary restraint technique as a method of restraint, to be used only as a last resort when a student’s behavior is a danger to themselves or others.

Positive Techniques - methods utilizing positive reinforcement to shape a student's behavior, ranging from the use of positive verbal statements as a reward for good behaviors to specific tangible rewards.

Restraints - application of physical force, with or without the use of any device, designed to restrain free movement of a student’s body, excluding the following:

1. Briefly holding a student, without force, to calm or comfort him/her.

2. Guiding a student to an appropriate activity.

3. Holding a student’s hand to escort him/her safely from one area to another.

4. Hand-over-hand assistance with feeding or task completion.

5. Techniques prescribed by a qualified medical professional for reasons of safety or for therapeutic or medical treatment, as agreed to by the student’s parents/guardians and specified in the IEP.

6. Mechanical restraints governed by this policy, such as devices used for physical or occupational therapy, seatbelts in wheelchairs or on toilets used for balance and safety, safety harnesses in buses, and functional positioning devices.

Seclusion - confinement of a student in a room, with or without staff supervision, in order to provide a safe environment to allow the student to regain self-control.

Students with disabilities - school-aged children within the jurisdiction of the district who have been evaluated and found to have one or more disabilities as defined by law, and who require, because of such disabilities, special education and related services.

Trauma Informed Care - is the understanding by providers that many students with disabilities who engage in challenging behavior may suffer from the effects of trauma.  When necessary to address the specific needs of an individual student, school staff trained in Handle with Care™ will be trained to understand the neurological, biological, psychological effects of traumatic events.

IV.     Delegation of Responsibility

The Superintendent or designee shall ensure that this Board policy is implemented in accordance with federal and state laws and regulations.

The Superintendent or designee shall develop administrative regulations to implement this policy.

The Superintendent or designee shall provide regular training, and retraining as needed, of staff in the use of specific procedures, methods, and techniques, including but not limited to de-escalation techniques, the uses of antecedent interventions, Handle with Care, restraints and seclusions, which will be used to implement positive behavior supports or interventions in accordance with students’ IEPs, and Board policy.

The Superintendent or designee shall maintain and report data on the use of restraints, as required. Such report shall be readily available for review during the state’s cyclical compliance monitoring. Procedures shall be established requiring reports be made to the district by entities educating students with disabilities who attend programs or classes outside the district, including private schools, agencies, intermediate units and vocational schools.

V.      Guidelines

All students who have engaged in behaviors which are disruptive to the learning environment or that are dangerous to themselves or others will have in place a positive behavior support plan based on a functional assessment of their behavior. The positive behavior support plan will be part of the student's individualized education plan.

When an intervention is necessary to address problem behavior, the types of intervention chosen for a student shall be the least intrusive necessary.

Specifically, appropriately trained and/or certified school staff will utilize the following interventions in order:

1.   A trauma informed approach with all students.

2.   De-escalation techniques.

3.   Antecedent interventions if such interventions have been identified.

4.   Handle with Care™ or an approved restraint as a very last resort utilized only to maintain the safety of the student or others and employed only by staff who have been trained and certifie

VI.      Physical Restraints

Restraints to control acute or episodic aggressive behavior may be used only when the student is acting in such a manner presenting a clear and imminent as to be a danger to himself/herself the student, to other students, or to employees or others, and only when less restrictive measures and techniques (Trauma Informed Care, De-escalation techniques, antecedent interventions) have been proven to be ineffective or are less effective.  The following will serve as general guidelines for the implementation of this policy:

The Director of Special Education or designee shall notify the parent/guardian as soon as practicable of the use of restraints to control the aggressive behavior of the student and shall convene a meeting of the IEP team within ten (10) school days of the use of restraints, unless the parent/guardian, after written notice, agrees in writing to waive the meeting. At this meeting, the IEP team shall consider whether the student needs a functional behavioral assessment, re-evaluation, a new or revised positive Behavior Support Plan, or a change of placement to address the inappropriate behavior.

The use of restraints shall not be included in the IEP for the convenience of staff, as a substitute for an educational program and/or a positive behavior support plan, or employed as punishment. It is understood the use of a restraint is solely intended to maintain safety when de-escalation strategies and positive behavioral support methods have not been effective. Restraints may be included in an IEP only if:

1. The student has required a restraint as an emergency intervention within the most recent calendar year or there is reason to believe, based on history, a student may need this level of support. There MUST be an existing positive behavior support plan in place.
2. The restraint is used only as an emergency procedure to maintain a student's own safety or the safety of others. Any student whose behavior necessitates crisis intervention must have a positive behavior support plan as well as identified goals for the development of appropriate social or communication replacement skills.
3. Staff members are authorized to use restraints only when they have received appropriate training. All special education educational assistants will receive annual training in de-escalation techniques, antecedent interventions, and, when appropriate and necessary for them to address the specific needs of a student, trauma informed care. All special education assistants and teachers in programs identified for students with autism or emotional disturbance will receive annual training in Handle with Care or another formal physical management program approved by the Superintendent.  Designated staff (in the case of students who have not been able to de-escalate with the least restrictive methods identified) will receive annual training in Handle with Care Behavior Management™ or another formal physical management program.
4. Behavior Support Plan includes efforts to eliminate the use of restraints.

A.        Positive Techniques

• Whenever the situation will reasonably warrant, positive techniques will be used to manage acute or aggressive student behavior.  Positive techniques are methods which utilize positive reinforcement to shape a student’s behavior.  It is impossible to provide an exhaustive list of positive techniques; however, such techniques range from the use of positive verbal statements as a reward for good behavior to specific tangible rewards;
• The Board recognizes that in some instances the threat of danger inherent in a student’s acute or aggressive behavior may be so great that the most positive technique may be immediate physical intervention in order to halt the acute or aggressive behavior.  In such situations the Board authorizes the use of reasonable force to halt or restrain the acute or aggressive behavior.  It is again impossible to provide an exhaustive list of instances in which physical intervention is warranted; however, such instances include the need to quell a disturbance, to obtain possession of weapons or other dangerous objects, the need for self defense, and the need for the protection of persons or property.

B.        Restraints

• For students whose education is provided under an IEP, the use of restraints to control the aggressive behavior of an individual shall cause a meeting of the IEP team to review the current IEP for appropriateness and effectiveness.  Wherever possible, this meeting shall occur within twenty-four (24) hours of the use of the restraint.  The building administrator is to meet with parents and/or guardians of a student who does not have an IEP when a restraint was used to control the student’s aggressive behavior.
• The use of restraints may not be included in an IEP, employed as punishment, for the convenience of staff, or as a substitute for an educational program.

VII.     Mechanical Restraints

Mechanical restraints, which are used to control involuntary movement or lack of muscular control of students when due to organic causes or conditions, may be employed only when specified by an IEP or service agreement and as determined by a medical professional qualified to make the determination and as agreed to by the student’s parents and/or guardians. 

Mechanical restraints shall prevent a student from injuring himself or others or shall promote normal normative body posturing and physical functioning.

VIII.    Seclusion

The district permits involuntary seclusion of a student in accordance with the student’s IEP or in an emergency to prevent immediate or imminent injury to the student or others, but the seclusion must be the least restrictive alternative.

The district prohibits the seclusion of students in locked rooms, locked boxes and other structures or spaces from which the student cannot readily exit.

IX.      Aversive Techniques

The following aversive techniques of handling behavior are considered inappropriate and shall not be used in educational programs:

1.   Corporal punishment

2.   Punishment for a manifestation of a student's disability.

3.   Locked rooms, locked boxes, or other locked structures or spaces from which the student may not readily exit.

4.   Noxious substances.

5.   Deprivation of basic human rights, including the such as withholding of meals, water, or fresh air

6.   Suspensions constituting a pattern as defined in state regulations.

7.   Treatment of a demeaning nature

8.   Electric shock

9.   Methods Implemented by untrained personnel

10. Prone restraints, which are restraints by which a student is held face down on the floor.

C.  Inappropriate Techniques

The following aversive techniques of handling behavior are considered inappropriate and may not be used in educational programs:

• Punishment for a manifestation of the student’s disability
• Serial suspensions
• Methods which have not been outlined in the agency’s plan

D.        Training

The District will train personnel responsible for the delivery of specialized procedures, methods, and techniques under an IEP or service agreement.

The Superintendent or his/her designee is authorized to develop procedures for the implementation of this policy.

E.         Behavior Support Plan:

A behavior support plan is a special education service for eligible students whose behavioral problems interfere with their own learning or the learning of others.  Positive approaches that are less intrusive will be attempted in order to maintain and support the dignity of the individual, and shall be attempted prior to the use of any negative approaches. An eligible student with disabilities whose behaviors interfere with learning will have a program of behavior support.  A behavior support plan shall be included in the IEP of any student, when appropriate, and shall include the following:

• Primary focus on positive rather than negative measures;
• Interventions that are the least intrusive necessary;
• Use of systematic application of behavior change techniques, and not substitute adversive techniques, restraints or discipline

The behavior support plan shall utilize two levels of intervention from which to choose, depending upon staff training and type of behaviors which require attention.  The two levels of intervention are:

• Good classroom management strategies.  No individual behavior support plan will be required as part of the IEP for Level 1 intervention.
• Specific interventions designated for individual students.  An individual behavior support plan shall be required as part of the IEP, with parental consent.

Students with disabilities are subject to District and building discipline policies to the extent that these policies comply with special education regulations on suspension and expulsion.

X.      Referral to Law Enforcement

The Superintendent or designee shall immediately report required incidents and may report discretionary incidents committed on school property, at any school-sponsored activity or on a conveyance providing transportation to or from a school or school-sponsored activity by a student with a disability, including a student for whom an evaluation is pending, to the local police department having jurisdiction over the school’s property, in accordance with state and federal laws and regulations, and the procedures set forth in the memorandum of understanding with local law enforcement and Board policies. The Superintendent or designee shall respond to such incidents in accordance with the district’s Special Education Plan and, if applicable, the procedures, methods, and techniques defined in the student’s Behavior Support Plan.

Subsequent to notification to law enforcement, an updated functional behavioral assessment and Behavior Support Plan shall be required for students with disabilities who have Behavior Support Plans at the time of such referral.

If, as a result of such referral, the student is detained or otherwise placed in a residential setting located outside the district, the Director of Special Education or designee shall ensure the responsible school district or intermediate unit is informed of the need to update the student’s functional behavioral assessment and Behavior Support Plan.

For a student with a disability who does not have a Behavior Support Plan, subsequent to notification to law enforcement, the district shall convene the student’s IEP team to consider whether a Behavior Support Plan should be developed to address the student’s behavior, in accordance with law, regulations and Board policy.

XI.      Relations With Law Enforcement

The district shall provide a copy of its administrative regulations and procedures for behavior support, developed in accordance with the Special Education Plan, to each local police department that has jurisdiction over school property. Updated copies shall be provided each time the administrative regulations and procedures for behavior support are revised by the district.

The district shall invite representatives of each local police department having jurisdiction over school property to participate in district training on the use of positive behavior supports, de-escalation techniques, and appropriate responses to student behavior which may require intervention, as included in the district’s Special Education Plan and positive behavior support program.

Adoption Date         -     April 10, 2000

Revision Date          -     April 13, 2009, April 9, 2018

Review Date            -

Legal Reference       -     22 PA Code 14.133

                                    22 PA Code 14.145

                                    20 U.S.C. 1414

                                    34 CFR 300.114

                                    34 CFR 300.324

                                    20 U.S.C. 1415

                                    34 CFR 300.34

                                    34 CFR 300.530

                                    22 PA Code 14.143

                                    24 P.S. 1302.1-A

                                    22 PA Code 10.2

                                    22 PA Code 10.21

                                    22 PA Code 10.22

                                    22 PA Code 10.23

                                    22 PA Code 10.25

                                    22 PA Code 14.104

                                    34 CFR 300.535

                                    U.S.C. 1400 et seq

                                    24 P.S. 1303-A

                                    34 CFR Part 300

Cross Reference       -    

Executive Summary