WHMS 2012-2013 Student Handbook - Westmont Hilltop School ...

SCHOOL THREAT ASSESSMENT/TARGETED SCHOOL VIOLENCEThe Westmont Hilltop School District has specific school threat assessment policies and procedures in place in the eventan allegation of a threat of targeted school violence is posed. The threat assessment team meets annually with local lawenforcement officials to review and refine the district’s protocols.The threat assessment team consists of the building level administrators, Student Assistance Program members(counselors, administrators, nurses, and teachers), central office administrative personnel, county MH/MR and/or Drugand Alcohol representatives, and law enforcement representatives from West Hills Regional and/or Upper Yoder PoliceDepartments.In the event an allegation of a threat of targeted school violence is posed by a student or reported by another, the threatassessment team will be convened and will follow the eleven-step procedure in the threat assessment plan to determinethe nature of the threat and to evaluate the credibility of the allegations. The threat assessment team will determine theappropriate course of action in compliance with district policy and Act 26 regulations.When the threat assessment team deems it to be appropriate, police officials will be summoned immediately as per thememorandums of understanding developed in conjunction with each of the police departments serving our district.Subsequent response will conform to Act 26 provisions.SPECIAL EDUCATIONThe Westmont Hilltop School District provides a free and appropriate public education to students with disabilities,according to state and federal law. To qualify, a child must be in need of specially designed instruction and must meetthe eligibility criteria for one or more of the following physical or mental disabilities: autism, hearing impairment,emotional disability, mental retardation, visual impairment, orthopedic impairment, speech and language disability,traumatic brain injury, other health impairment, multiple disabilities, specific learning disability. The district engages inidentification procedures to ensure that all students receive an appropriate program which is specialized to meeteducational needs for progress, at no cost to the parent, and in compliance with state and federal standards. For moreinformation, please call your school Guidance Counselor.The learning support program at the middle school level offers a continuum of services to meet the varying individualneeds of the special education student. Every effort is made to have the student participate fully with his or her peers inthe general education curriculum. Total inclusive classrooms have the availability of a learning support teacher whocollaborates with the regular education teacher. Collaboration allows for the development and implementation ofappropriate accommodations which enable the student to succeed academically. Resource rooms provide remediation,review, or re-teaching sessions during Period 9 for grades 7/8 and Period 7 for grades 5/6. If the IEP team determinesthat more extensive accommodations are needed, small group classes are offered at the 7 th and 8 th grade levels to meetthe specific individualized needs of the students.8