Version Control and Locations Posted
Our Mission, Vision, and Goal
Why Choose Potential
Accessing Electronic Records (Central Reach)
Notice of Privacy Practices
Potential Inc. Calendar
Individualized Education and Behavior Support Programs
Resources for Families
Grievances and Complaints
Version Control and Locations Posted (TOP)
Our Mission, Vision, and Goal (TOP)
Potential’s Springtime School is a private school, licensed by the Pennsylvania Department of Education. Through the Springtime School, we strive to meet the individual needs of school-aged children (grades 1 – 12) with autism and other developmental disabilities. Students are taught in a year-round setting with one-to-one attention using the principles of Applied Behavior Analysis (ABA).
A world where every person with autism can lead a successful life of value.
To provide the highest quality interventions for individuals with autism and other developmental disabilities. We utilize current research in Applied Behavior Analysis (ABA) which includes an analysis of Verbal Behavior (VB) to improve communication, behavior, toileting, social skills, and more.
At Potential, we have respect for people and show compassion through teamwork and integrity.
Respect – High regard for others’ feelings, rights, and cultural traditions
Compassion – Demonstrate empathy and support for co-workers, clients, and their families
Teamwork – Supporting each other at all times in order to achieve a common goal
Integrity – Acting in an honest and ethical manner
Why Choose Potential (TOP)
When it comes to autism spectrum disorder (ASD), parents often feel overwhelmed and are unsure where to turn for help. While there are plenty of opinions to be found, all experts agree that intervention at an early age is vital.
We understand the emotions that accompany an initial diagnosis and want to work with families to help students (infancy-adulthood) learn to achieve their full potential. “One of the first things I tell every parent I meet is that, while there is no cure, there is treatment.” Kristine Quinby, Founder, President & CEO.
We have seen a wide array of techniques used and believe that Applied Behavior Analysis (ABA) is a well-rounded approach to helping individuals with ASD grow socially, cognitively, and emotionally.
Potential serves the Autism and Developmental Disabilities community, ages 1-64. Since our inception in 2006, we have served hundreds of individuals. Our staff members receive ongoing training in up-to-date treatments using applied behavior analysis. Each Springtime School student receives a comprehensive program that is unique to their specific needs and considers the individual’s strengths and weaknesses.
Potential also utilizes experienced, licensed, and ASHA-certified speech-language pathologists, and licensed Occupational Therapists to provide evaluation and treatment. Potential’s vocational program for adults is ACRE-certified. Parent training is offered to families for the generalization of skills and support.
Here at Potential, we use a person-centered approach. This means that we work with the individual and their support system, consulting directly with them to determine their views and aspirations that inform the decision-making process. Rather than being a medical model where the individual passively receives services or is referred to by their diagnosis (e.g., “autistic”), we embrace the person-centered approach, referring to our Springtime School students as “individuals with autism,” and then using those principles, helping them acquire new skills to allow them to live more independently in society rather than being isolated from it.
Potential provides services and programs that are person-centered and designed to help the individual achieve greater independence in a variety of tasks that utilize a host of different skill sets (e.g., social, emotional, vocational).
Each of our Springtime School students’ needs, abilities, and interests are taken into consideration and ultimately goals are determined utilizing formal and informal assessments and data-based decisions. This is done in collaboration with the Individualized Education Program (IEP) team, including family, teachers, related service staff, etc.
Potential’s Springtime School is an ideal option for elementary and secondary-aged children on the autism spectrum who have not been successful in other programs, have behavior that interferes with learning or others, or who have an additional medical diagnosis that affects learning. A Licensed Private School, we provide a comprehensive educational program tailored to the individual needs of the child and family. This program is on-site in Newtown Monday through Friday during typical school hours.
In addition to our school, Potential provides Intensive Behavioral Health Services (IBHS) which support children, youth, and young adults with mental, emotional, and behavioral health needs. IBHS offers a wide array of services that meet the needs of these individuals in their homes, schools, and communities, as well as in our center and is based on individual schedules. Center-based services are provided on-site in Newtown, Warminster, and Philadelphia.
Potential offers four different services for adults 21 up to age 64. An adult may participate in one or a combination of these services depending upon their goals. Service hours can vary from 2 – 45 hours each week, and all services are covered under the Office of Developmental Programs (ODP) waivers. This program primarily supports individuals in the home and community and is based on individual schedules.
General Policies (TOP)
We encourage all families to utilize Central Reach as a primary method of communication and alerts. As part of this system, you can sign up for text message notifications that include a link to any new messages you receive. To set this up you would click on the circle in the top left of your Central Reach page and click “notification settings”. Here you can verify a mobile number and checkmark notifications for new messages via SMS. For your convenience, you may also visit our Facebook page at https://www.facebook.com/potentialinc in addition to our website at http://potentialinc.org/.
The company also utilizes an announcement texting system for which we will text the primary number on file for clients in Central Reach in case we need to alert all students. That text will come from 215-579-0670 our main number.
Springtime School students may bring lunch, drink, and individual snacks each day. If allergic to foods, or on a special diet, please inform a supervisor immediately. Potential will work directly with families who have individual students qualifying for reduced lunches through their district.
Potential seeks to provide a Nut Aware Facility within our waiting areas, classrooms, and throughout our clinic. To be Nut Aware is to be careful or avoid eating nuts while in public areas. We believe that this policy will help ensure that our school and spaces are safe learning environments for all.
To improve nut awareness, we must clarify that this applies to all nuts, not just peanuts. For many with allergies, simply encountering a small piece of a tree nut or peanut, or the oily residue that these nuts may leave behind can be fatal.
We realize that this transition may be difficult at first. However, to a child who is allergic to peanuts or other nuts, strict avoidance of these products is often the only way to prevent a life-threatening allergic reaction.
If you do engage in eating peanuts, peanut butter, or other nuts be sure to thoroughly wash your hands afterward.
Tables or other surfaces regularly touched by staff and clients will be thoroughly cleaned after client snack time or lunch, as well as after sessions have concluded.
Dual or multiple relationships exist between a behavior analyst and a student when multiple roles exist between the two, such as if the student is also a friend, family member, employee, or business associate of the analyst. Multiple relationships could impair the objectivity, competence, or effectiveness of the behavior analyst. Due to the potentially harmful effects of multiple relationships, employees at Potential refrain from interacting with Springtime School students outside of the workplace. Outside interactions include personal relationships, email, and social media (Facebook, Instagram, Snapchat, and Twitter).
These guidelines exist to protect the confidentiality of students and their families, as well as employees. If our employees find that, due to unforeseen factors, multiple relationships have arisen, they seek to resolve it. They recognize and inform families/students about the potentially harmful effects of such relationships.
We welcome the opportunity to work on toilet training. Our toilet training intake, along with a phone interview, will help us determine if the time to start this process is now. Please discuss this with the Program Coordinator or Teacher. Our goal is to make toilet training fun and easy, not frustrating.
If the child wears diapers, please send a supply of diapers and wipes with them, clearly labeled. Additionally, please send at least one extra pair of labeled clothing to be kept at Potential in case of accidents. Soiled or wet clothes will be sent home in a plastic bag.
Private property and money brought to Potential should be limited. Potential will not be held responsible for any lost or broken items brought into the facility.
The following types of clothing are not allowable during school for students:
- Shorts must reach fingertips
- No clothing with crude language/alcohol or tobacco products
- Shirts must cover their entire stomach, no low-cut shirts
- No excessively tight or loose clothing (no pants falling down)
Supervised TV and video viewing are only permitted when it is included in the student’s program for reinforcement and will be limited.
A lost and found is maintained throughout the year. Parents are encouraged to check for lost items. Springtime School students should have their names on all clothing and other items brought to Potential, Inc.
Employees may transport school students for community-based outings, which requires written permission.
Transportation to and from school is managed by the student’s school district and/or family members. Any concerns about transportation should be directed to the local education agency.
Items sent with the individual to our services may become damaged or broken during services. We ask that you do not send in items or take proper precautions in doing so. Potential does not accept responsibility for the destruction of private property due to student behavior when reasonable attempts are made to safeguard it. If there is repeated damage to facility property due to student behaviors, a team meeting to review the treatment plan will be coordinated. Modifications may need to occur to limit the damage.
Children attending outside school activities will be required to have written permission from the parent before the activity. This includes field trips and community outings that may be related to IEP goals.
General complaints or concerns should be first brought to the attention of the individual that the issue concerns. If the problem is not resolved, please report the issue to the supervisor of the individual whom the problem concerns. Assistance should be sought by escalating through the chain of command (Lead Teacher, Clinical Manager, CEO) until the problem is resolved. Contact information is provided in the Resources for Families Section.
We ask that if you choose to no longer attend Springtime School that you provide 30 days’ notice. Doing so will help to ensure: a consistent level of care for the Springtime School student; maintenance of prior learned targets; and transition of materials and data to assist in future success.
Staff and Springtime School students will practice exiting the building in the event of an emergency. Additionally, we practice securing the facility in the event of a potentially dangerous situation. The Operations Manager will contact the parents/guardians in case of an emergency. Please always keep emergency contact information up to date in Central Reach. You may also inform us in writing of a contact change.
Every Springtime School student is assigned to a staff member. The staff member is responsible for always supervising the student.
Upon arrival, please call 215-579-0670 and follow prompts for drop off and pick up.
Our facility maintains a daily sign-in/sign-out sheet for all Springtime School students and staff members. This enables us to complete a roll call in the event of an emergency evacuation.
Regular school attendance is an important element for success in school. When a student is frequently absent, tardy, or dismissed early from school, students lose valuable instructional time. Because regular attendance is necessary for students to succeed in school, the Springtime School encourages punctuality and regular attendance. Students attending the Springtime School are required to meet the minimum attendance requirements set by the Pennsylvania Department of Education.
Absences should be reported to our school or teacher at (215)- 579- 0670. A written excuse explaining the reason(s) for an absence should be sent in with the child when they return to school. See section below for excused/unexcused absences. The note must clearly indicate the reason for absence and must be presented within three (3) school days from the child’s return to school. Please note that a phone call does not excuse your child’s absence. An email/text will be accepted as long as it is submitted within three days of the absence.
Springtime School students who utilize transportation should communicate directly with their respective transportation services regarding absences or changes to schedule. The Springtime School must be notified of any changes to a student’s route.
Springtime School will convene a meeting with parents if patterns of excessive unexcused absences occur based on the guidance below. Further, if applicable, Springtime School will coordinate and report students’ unexcused absences to the relevant resident school district(s) throughout the school year.
Acceptable Excuses for Absence
- Illness, quarantine or obtaining professional health care or therapy from a licensed practitioner
- Family emergency
- Required court appearance
- Death in family
- Observance of a religious holiday observed by bona fide religious group, upon prior written parental request
- Educational trips (see more details below)
Requests for permission to have children absent from school for educational trips must be made ten (10) days prior to the trip. The number of approved days absent cannot exceed five (5) days in a given school year. Days beyond this limit will be considered unlawful and/or unexcused. The student will be held responsible for making up missed assignments.
If an excuse is not presented within three (3) school days, the absence will be marked unexcused. Only medical excuses, signed by a practitioner, will be accepted after three (3) days.
All absences for reasons other than those listed above will be considered as unexcused.
All unexcused absences for students under the age of 17 are also recorded as unlawful.
Whenever students arrive late or depart prior to the end of the school day, parents/guardians must present the school with a written note explaining the situation. These incidents are recorded as “excused” or “unexcused” applying the same criteria as those for full-day absences.
Pennsylvania School Districts comply with 24 P.S. §§ 13-1326 – 13-1354: Compulsory School Attendance, Unlawful Absences, and School Attendance Improvement Conferences. Therefore, the applicable School District will be responsible for the following actions.
Three (3) Unexcused Absences
When a student accumulates three (3) days of unlawful absence in a school year, the school will send a letter to the parent/guardian. In addition, a School Attendance Improvement Plan may be developed to improve student attendance.
Six (6) Unexcused Absences
After six (6) unexcused absences, the school must develop a School Attendance Improvement Plan.
More than six (6) unexcused absences
For each incident of unlawful absence after the sixth unlawful absence, a referral to Children and Youth may be made or a truancy citation may be filed with the District Magistrate.
Ten (10) Cumulative Absences
Whenever a student accumulates ten (10) or more absences in a school year (excused and/or unexcused), a medical excuse will be required for every subsequent absence and a School Attendance Improvement Plan may be developed.
Ten (10) Consecutive Absences
Whenever a student has ten (10) consecutive absences and there is no evidence that these absences are excused, the district is required to remove the student from its active membership roll.
Truancy or Chronic Absences Due to Disability
Under the Individuals with Disabilities in Education Act (IDEA), 20 U.S.C. 1400, et seq., an eligible student who is chronically or habitually truant, or where truancy is impacting a student’s academic or functional performance, the IEP team should reconvene to discuss the truancy issues to determine whether revisions to the IEP are necessary and/or appropriate.
A student with a disability who is truant or chronically absent for health-related reasons must still produce a valid excuse for any absence, which may include a written excuse from a physician.
Students will only be allowed to leave with individuals listed on the Authorized Pick-Up form that each parent/guardian is required to complete during registration. Additional individuals will be permitted to be added to this list, only by a legal guardian, in person. Authorized individuals will be required to present a form of ID upon arrival at the facility.
Springtime School makes decisions based on available weather data and seeks to ensure the safety of our students and staff. Potential, Inc. will post information about weather delays, early dismissals, and closings on its website, internal messaging through Central Reach, Facebook page, as well as on several TV news outlets.
Services and/or school days missed due to weather closures will not be made up.
Parent/Guardian who has a student attending Springtime School and receive transportation should notify respective transportation services directly if the school is closed due to weather.
Springtime School and families will work together diligently to provide a healthy, safe learning environment for all.
Students should not come to school if any of the following signs or symptoms of suspected illness have been exhibited:
- An elevated temperature of 100 degrees or more within the last 24 hours
- Students should be free of fever without the use of fever-reducing medications for 24 hours before returning to Potential, Inc.
- Vomiting within the last 24 hours
- Diarrhea within the last 24 hours
- Chills, loss of appetite, dizziness, earache, and/or lingering headache
- A significant amount of untreated nasal discharge, particularly yellow or greenish in color
- Persistent cough and/or sore throat (A forceful cough or sneeze can travel up to 3 feet!)
- Undiagnosed rash or contagious rash
- Was sent home from school or daycare due to sickness that day
Please note that medications such as Tylenol and Motrin can reduce symptoms such as fever and malaise but do not decrease an individual’s level of contagiousness. Keeping student home when he/she is unwell will ensure that he/she has time to fully recover and decreases the spread of illness to others.
In the case of an illness while at the center, parents/guardians of student will be contacted. If the primary guardians are not available, the emergency contacts will be notified next. The student will be made as comfortable as possible until someone is able to them pick up. Your conscious effort to support the comfort and well-being of all of the students and staff at the facility is appreciated.
Head lice are a common community problem. Although they are not dangerous, they do spread very easily from direct contact often at school, sports activities, camps, and home.
If it is suspected that the student might have head lice, it is important to talk to a school nurse, pediatrician, or family physician to get appropriate care. All household members and other close contacts should be checked as well. In order to prevent the spread of lice throughout the facility, it is essential that students with lice do not come to Potential, Inc. until they are treated and all nits (eggs) are removed.
At the time of registration, parents/guardians should provide copies of their student’s past immunizations. It is the responsibility of the parents/guardians to inform Potential with updated information when there is an important change regarding their student’s records.
Parents are required to notify the facility whenever the student has had or been exposed to a contagious disease. In turn, Potential will notify parents if student has been exposed to infectious diseases.
In the case of an injury, if it is a non-emergency, the client will be treated on-site, and the staff will complete an incident report. Parents/guardians will receive a copy of this report, and a staff member will be available to answer any questions. If it is a medical emergency, Potential, Inc. will contact 911 for emergency help.
If a student requires medication, Potential works with parents/guardians and collaborates with prescribing physicians to better understand the necessity for the medication.
If a Springtime School student requires the administration of prescribed medicine, Potential will require an authorized individual or will require a form signed by a doctor for Potential to administer medicine should no authorized individual be available.
At Potential, belief is rooted in the principles and methodologies of Applied Behavior Analysis (ABA) and working towards helping all achieve their greatest potential in all aspects of their lives, reducing negative behaviors, and encouraging positive behaviors whenever possible.
The staff is trained in Safe Crisis Management; using recommended practices that eliminate the need for physical assists. Potential fully believes in creating a culture of positive behavior supports necessary for building an environment that nurtures and adds to an individual’s quality of life and feel that the use of physical assists would hinder this process greatly and be a detriment to the individual and are used only as last resort.
Accessing Electronic Records (Central Reach) (TOP)
Central Reach is an Electronic Health Record System that allows us to communicate to the family in a HIPAA compliant way and provides you with all documentation produced during services and access to information about who has access to your child’s information or is scheduled for services with them.
Your Central Reach login is shared with you during the intake process. If you need more assistance in logging in, please reach out to intakes or your teacher.
The following table helps to explain accessing the system and the YouTube training.
|Main Site URL||https://members.centralreach.com/|
|Quick Link to unsigned documentation||https://www.potentialinc.org/notes|
|YouTube Playlist of Training on the system||https://www.potentialinc.org/CRtraining|
Notice of Privacy Practices (TOP)
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
FERPA gives parents certain rights concerning their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.”
Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
Parents or eligible students have the right to request that a school correct records that they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
Schools must have written permission from the parent or eligible student to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
- School officials with legitimate educational interest
- Other schools to which a student is transferring
- Specified officials for audit or evaluation purposes
- Appropriate parties in connection with financial aid to a student
- Organizations conducting certain studies for or on behalf of the school
- Accrediting organizations
- To comply with a judicial order or lawfully issued subpoena
- Appropriate officials in cases of health and safety emergencies
- State and local authorities, within a juvenile justice system, under specific State law.
Schools may disclose, without consent, “directory” information such as a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.
For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may call 1-800-437-0833.
Or you may contact us at the following address:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520
Potential Inc. Calendar (TOP)
Springtime School calendar is located directly on our website http://springtimeschool.org/current-school-calendar/.
Individualized Education and Behavior Support Programs (TOP)
Springtime School is committed to data-based decision-making according to ABA principles, and, as such, operates an extensive data collection and analysis program. Data from student IEP goals and treatment plans are collected on an ongoing basis and analyzed on a routine, periodic schedule. We start by developing rapport and a therapeutic relationship with the learner to encourage cooperation and active engagement with instruction.
Each student has an Individual Education Program (IEP) developed in collaboration with school staff at Potential and, if applicable, a representative from the student’s public school district or Local Education Agency, (LEA).
IEPs will be completed annually, as facilitated by your teacher or local education agency representative (LEA). Re-evaluations will be completed as needed or as required by your LEA representative.
Each of our Springtime School students is also assigned to a team of behavior technicians led by a teacher with support from our related service personnel which includes behavior analysts, speech-language pathologists, occupational therapists, and any additional personnel as dictated by the IEP. A student’s IEP ensures that program goals are clearly stated and easily understood by all team members who will be implementing the plan. The plan must also describe the behavior(s) in objective and measurable terms so that data can be collected most efficiently to note the student’s progress.
Our school behavior analysts design the student’s Positive Behavior Support Plan to align with information found in the individual’s plan, demonstrating goals that have been expressed as well as describing the supports needed to assist them through stressful or difficult situations.
The plan should include situations that may occur upon the onset of a behavior; why the behavior occurred (both team and individual’s perspectives), the rationale for the need to change the behavior; what has worked and what has not worked in the past to address the behavior(s); and results and interpretation of any assessments completed. Behavior Support Plans are reviewed annually as part of the treatment plan process, or more often as deemed necessary.
Assessments may occur if a Springtime School student requires evaluation as part of their programming, is required as part of students FAPE (Free and Appropriate Public Education), a parent or team member request, and/or if a new need arises to address student’s skills/programming.
Functional Behavior Assessment (FBA) – This assessment is conducted by a behavior analyst when the student is engaging in behaviors that interfere with a student’s ability to learn or the learning of others. An FBA results in a hypothesis of why the student is engaging in problem behavior so that a comprehensive behavior plan may be written that matches treatment to the functions. We are sensitive to the multiple functions a behavior may serve and will confirm our hypothesis through a practical functional assessment whenever possible. To learn more about practical functional assessment, go to https://practicalfunctionalassessment.com/ or watch a video explaining it at https://youtu.be/JnUqNFG_KyU
Verbal Behavior-Milestones Assessment and Placement Protocol (VB-MAPP) by Mark Sundberg The VB-MAPP is an assessment that covers language and learning skills that are demonstrated by typical children aged 0-48 months of age. It also includes barriers and transition assessments to assist with placement and treatment decisions. This assessment is appropriate for students 1-8 years of age. It may be used with older students in conjunction with other assessments if desired.
Assessment of Functional Living Skills (AFLS) by James Parrington and Michael Mueller -This set of four assessments is appropriate for students aged 8-21 years and older. It may also be used with younger students who have either surpassed the skills in the VB-MAPP or are making limited progress with the VB-MAPP skills. Some or all the assessments may be used, depending upon individual needs. The set includes assessments for Basic Living Skills, Home Skills, and Community Participation Skills Protocols.
Essential for Living by Patrick McGreevy -The Essential for Living Assessment was created by Patrick McGreevy and Troy Fry. Essential for Living (EFL) is a functional, life skills curriculum-based assessment instrument designed for children and adults with moderate-to-severe disabilities, including but not limited to autism, who exhibit limited skill repertoires and problem behavior. EFL is referenced against criteria, in the form of specific skills within the instrument, which are necessary for safe, effective, and high-quality participation in family, school, and community living, and which are reasonable and appropriate expectations of instruction. This description was taken from http://www.essentialforliving.com. The Essential for Living assessment is comprised of selecting a vocal profile for the learner based on his or her current skill set and then determining the essential skills the learner is still needing to acquire.
Transitional and Vocational Assessments- These are conducted when appropriate considering the student’s age and skill level. A variety of assessment tools are considered and then selected based upon the individual.
Quarterly progress reports, individualized to student progress on IEP goals, will be generated for parents and Local Education Agency, if necessary, to review at regular intervals throughout the school year. Refer to the school calendar for dates of quarters and dates progress reports will be available.
Copies of such reports shall be made available to both the student’s parents and the parent/guardian. These can be accessed from Central Reach directly. Springtime School has the student’s most recent IEP and agrees to adhere to the educational plan outlined therein.
Springtime School will administer Pennsylvania state assessment following the “Individuals with Disability Act” of 2004 (IDEA) to all eligible students enrolled in the Springtime School.
Resources for Families (TOP)
Potential encourages parents/guardians and other family members to take an active part in their student’s education. It is through continued education and a better understanding of Applied Behavior Analysis (ABA) that families can learn to supplement the work done within our school and continue care at home – all of this helps the student make incredible gains and significant accomplishments.
Additionally, Potential provides a reference library for families. The materials within this collection are peer-reviewed and show the latest research in autism treatment. Recommended reading can also be found on Potential’s website (www.potentialinc.org), or by a lending program that Potential has established to allow families access to resources and materials at no cost.
We have a quarterly consultation with families to help work on transferring skills to the home environment, a consultation can occur at home or school but home preferred. Parents are a key component of schooling and a key factor in helping a child to succeed in life. Additionally, we encourage you to be an active student in your child’s learning, providing timely communication and sharing opportunities to collaborate with yourself and others. Also, team meetings are encouraged to involve all organizations and individuals involved in the treatment of the student.
Students may be observed throughout the classroom day at the request of the family, teacher, and/or other relevant team members. These observations need to be arranged, in advance, with the teacher. Confidentiality forms must be signed in advance to protect the privacy of all students and staff.
Grievances and Complaints (TOP)
Rachel Landers M. Ed BCBA
215-579-0670 Ext: 213
Karen Umstead Yosmanovich M. Ed BCBA LBS
215-579-0670 Ext: 113
Founder and CEO
Kristine Quinby M. Ed BCBA LBS
215-579-0670 Ext: 105
Quality Assurance Manager
215-579-0607 Ext: 102
Bureau of Special Education’s Consult line, A parent helpline: 800-879-2301
Additional Involvement (TOP)
Since Potential is a nonprofit, tax-exempt organization, there are many ways for our staff, families, and the community to help us grow. The following are ways you can help; however, participation is not required to receive services.
We appreciatively accept any items to be used for crafts, language activities, free play, and supplies. Please make sure donated items are complete and in good condition. Since these donations may be tax-deductible, please have an estimated value of the goods so we may provide a receipt.
Various fundraisers are held each year to support Potential’s programs. Please refer to the calendar for specific events. If you would like to contribute to our fundraising efforts either with a donation or as a volunteer, please contact the Donor Relationship Manager at firstname.lastname@example.org.
Throughout the year, we have several opportunities for single-day and ongoing volunteer opportunities including helping with spring and fall cleanup days, planning events, and assisting with various office tasks. If interested in volunteering, please watch for upcoming events on our website. Also, feel free to contact our office at 215-579-0670 to inquire about such opportunities. Clearances will be required.
We highly appreciate any way that you can contribute to enhancing the operations and services of our organization.
We appreciate your support of these procedures. If you have any questions, please do not hesitate to stop by the office or contact us by phone or email.