Central Intermediate Unit 10

Local Task Force

The Local Task Force serves in a support and advocacy role to protect the rights of students with special needs, encourages the cooperation among public and private agencies; accentuate progress, and act as a catalyst for enhancing collaboration in education.

The Local Task Force considers problems brought to its attention by its members and identifies system-wide issues that affect the education of all students. The Task Force investigates these issues and recommends solutions as well as provides speakers and presentations to address areas of concern.

History of the Local Task Force

In 1972, a consent agreement was made between the Commonwealth of Pennsylvania and the Pennsylvania Association for Retarded Citizens (PARC) regarding public education for students with intellectual disabilities. The State and Local Task Forces were convened as part of that agreement to help assure that the intent and spirit of the Right to Education Consent Decree was carried out. In 1975, Public Law 94-142 was passed, which guarantees all children with disabilities a free, appropriate, public education in the least restrictive environment.

Duties of the Task Force

The duties of the Local Task Force include:

• Assist local administration in carrying out the rules and regulations growing out of the Right to Education Consent Decree
• Assist parents of students with special needs in understanding the law/regulations that affect their rights and help develop an appropriate educational program for students with special needs
• Review recommendations of the State Task Force and advise local administration of any recommendations which should be adopted or implemented in the Central Intermediate Unit 10 area
• Encourage cooperation with public and private agencies which provide service to school age children with special needs
• Identify local needs and problems and develop recommendations for consideration by appropriate agencies
• Recommend solutions to problems/areas of concern as identified or brought to the attention of the task force
• Advise on the best methods of informing the community about programs for students with special needs
• Assist the State Task Force in the collection of data to determine the effectiveness of the Right to Education Consent Agreement

Members

Parents, representatives of agencies serving people with disabilities, representatives of agencies advocating for people with disabilities, and educators are all eligible to become members of the Local Task Force. According to the Consent Decree, there should be a parent majority on the committee. Interested parents are critical to the membership to keep the Local Task Force effective. Our members are from Centre, Clearfield, and Clinton Counties.

Local Meetings

All meetings of the Local Task Force are open to the public. Anyone wishing to present oral testimony at a Local Task Force meeting must contact the Chairperson to make those arrangements.

Meeting dates and times can be found in the documents below.

If you have any questions or concerns, please contact 

Kaleena Selfridge, PhD

Principal of Student Services

[email protected]

814-422-4122

Adapted or Special Physical Education

Adapted or special physical education is physical education which has been adapted or modified, so that it is appropriate for the student with a disability.  Adapted physical education develops the fundamental motor skills and patterns such as throwing, catching, walking, and running.  In adapted physical education, each student is at different skill levels,and by being in an environment with a small group or even one on one service, each student can spend the time they need to make strides in improving the basic fundamental motor skills.  The class is slow-paced so that each student is not left behind, and that each student’s needs and wants are met by the adapted physical education teacher.  Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

Educational Interpreters

Various districts throughout the CIU area are provided with the services of educational interpreters for individual students.  These students are deaf or head of hearing and benefit from the skilled services of the interpreter.  These individuals interpret effectively, accurately, and impartially both receptively and expressively, using specialized American Sign Language or Pidgin Signed English.  This support allows students to receive access to educational programs specified in their Individual Education Programs.  Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

Occupational Therapy

Occupational therapists work within the CIU participating districts.  The main goal of school based occupational therapy is to improve a student’s ability to complete educationally related tasks such as printing, cutting and coloring.  Occupational therapy focuses mainly on fine motor, visual perceptual motor, self-help and sensory processing skills.  Occupational therapy also provides information regarding adaptive equipment that maybe beneficial in assisting a student to increase his or her independence and complete school related tasks to the best of their ability.  Occupational therapy services are provided as a direct service on a one to one or small group basis or on a consultation basis.  The Occupational Therapist evaluates the student, provides the recommended treatment and is a member of the IEP team.  Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

Physical Therapy

Physical therapists work with students in the various districts, enabling students to benefit fully from their educational programs.  They provide both direct and consultative service to students in order to enhance their physical participation in their educational program.  Exercise programs and adaptive equipment are used to assist the student’s mobility and access their environment.  The school-based physical therapist provides services to children who have needs which limit their ability to participate to their full potential in their school environment.  The school physical therapist provides direct services to improve a student’s postural strength and control for school seated activities, mobility skills to meet the demands of the school setting, and large motor skills for participation in physical education and play with peers at the playground.  The school physical therapist also provides instruction to school staff on optimal handling techniques for physically assisting the disabled student, and instruction on how to carryout therapeutic activities with a student.  The school physical therapist is also responsible for prescribing, fitting, and establishing the programs for use of adaptive equipment in the classroom.  Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

School Psychologist

School Psychologist services are provided to districts as needed. These services include conducting psychological assessments, assist to troubleshoot effective management of student and classroom behavior, assist in monitoring student progress through data collection, promote positive behavior, and mental health practices in resolving individual, group, and system-level challenges in school behavior and mental heal related areas. School Psychologists may also help strengthen family-school partnerships through support to families in understanding their child’s learning and mental health needs, as well, as coordinating the provision of special services and assessments through providers, such as, the intermediate unit, consortium, neighboring districts and/or other providers along with referrals and liaison services to mental health agencies, medical specialists, and private providers. Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

School Social Worker

Social workers are highly trained and specialized to provide a variety of services. At the Central Intermediate Unit 10, services include:  Counseling & Skill Development for Individuals and Groups, Service Coordination, Family Engagement, Consultation with School Staff, Consultation and Referrals for Community Resources, Crisis Response, Psychoeducation, and Home and School Visits.

Social workers enhance the overall wellness of school staff by providing education about compassion fatigue and self-care, as well as professional development in areas including Trauma-Informed Care, Social-Emotional and Character Development, Behavioral Health, Managed Care Organizations, and Collaborating Effectively with Community Stakeholders.

Social workers focus on proactive, rather than reactive, measures and interventions to enhance the quality of life for students, build social-emotional literacy, and support mastery of coping strategies. 

Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

Speech Therapy

Speech and Language services are provided to the districts as needed.  These services include screening, evaluations, report writing, consultations and direct therapy services.  Therapy may be conducted on an individual basis, in a classroom setting or as consultation with other teachers.  The communication needs of the individual student are taken into account when therapy is scheduled.  Communication needs may include articulation errors, receptive and expressive language delays and difficulties, fluency and pragmatic language.  Therapy focuses on improving the overall communication of the students so that they can achieve success in the classroom and after graduation.  Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

Teachers of the Deaf or Hard of Hearing

Teachers of the Deaf or Hard of Hearing provide supportive services in a school based setting on an itinerant basis.  They teach students the auditory and visual skills necessary to fully understand, participate, and succeed in the learning environment.  Educationally they teach the individual student American Sign Language in order to understand and modify the environment independently and enhance self worth within the school and community setting.  These teachers work closely with parents, students, faculty and the interpreter in order to gain the maximum benefit from the educational environment. Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

Teacher of the Visually Impaired/ Orientation Mobility Specialist

Teacher of the Visually Impaired provide supportive services to students who are blind or visually impaired within the educational setting.  Some students also benefit from the use of Orientation and Mobility (O&M) strategies in order to navigate their environment using a cane.  Frequently assistive technology is used to enhance visual skills, using computer software and other mobile devices.  Braille is often taught to students who can benefit from those skills.  Itinerant services are available on a fee for service basis to schools within the Central Intermediate Unit.

A joint venture of the Central Intermediate Unit 10, Clearfield, Curwensville and Philipsburg-Osceola School Districts, this project consists of an apartment located within walking distance of downtown Clearfield. Teachers have the opportunity to take students to the apartment to experience independent living skills that cannot be practiced in a school setting.

At the apartment, students are able to plan menus, work within a budget, look at a lease, clean, do laundry, use kitchen appliances, and learn what skills are necessary to live independently. The access to the downtown business district area provides students with an opportunity to visit businesses, the library, access to public transportation, use the post office, visit a bank, etc.

Each student involved in the program has an IEP. Some of the students involved are in Learning Support and others are in Life Skills Support. Each student attends with their classroom teacher and/or paraprofessional. Their disabilities include Intellectual disabilities, Autism, Specific Learning Disability, and other Health Impairment. The students’ instruction at the apartment includes a wide range of areas including academics, enrichment, vocational, social, and recreation/leisure.

What could be more innovative than taking learning into the community and having students learn in a public setting? When students with disabilities learn in the community in which they hope to live independently, then their success rate is greatly increased. What a tremendous jump start our students will have after experiencing apartment living in small groups. After all, the goal of education is to make our students productive members of society. An independent living apartment program has the potential to make this a reality.

The Central Counties Youth Detention Center provides a court ordered restricted environment for males and females. The educational component of the facility is provided by the CIU on a daily basis for both regular education and special education students. The length of stay at the center varies for individuals depending on the Courts determination. The building is located in the Bellefonte Area School District at 148 Paradise Road, Bellefonte, PA 16823