Special Education & Student Services
Department Team Members
Ms. Terri Bracken
Director of Special Education and Student Services
bracket@garnetvalley.org
610-579-7364
Key Responsibilities
Provides strategic leadership and oversight for all special education and student support services, ensuring equitable access to high-quality programs for all learners.
Ensures compliance with federal and state special education regulations, Section 504, and district policies, while maintaining accurate documentation and reporting.
Oversees the development, implementation, and evaluation of individualized education programs (IEPs), student support plans, and related services across all schools.
Collaborates with district and school leadership to foster inclusive practices, guide student services decision-making, and align supports with the district’s educational mission.
Mrs. Kim Hassel-Kloss
Assistant Director of Special Education hasselk@garnetvalley.org
610-579-7302
Key Responsibilities
Provides direct support for special education programs at GVMS, BSES, and the Community Living and Learning program, ensuring consistent implementation of services and instructional practices.
Coordinates professional development for district-wide life skills and autism support programs, with a focus on program continuity, staff training, and instructional alignment.
Oversees PASA coordination, student progress monitoring, and transition planning to support student growth and post-secondary readiness.
Serves as the district’s lead Crisis Prevention Intervention (CPI) trainer, ensuring staff are prepared to support student safety and de-escalation strategies.
Acts as the primary liaison for all Early Intervention transitions into GVSD, facilitating smooth entry for students and families.
Mrs. Caitlin Jones
Assistant Director of Special Education jonesc@garnetvalley.org
610-579-7352
Key Responsibilities
Oversees special education programs at GVHS, GVES, and CES, with a focus on supporting K–12 learning and emotional support services.
Coordinates training and professional development for staff in designated schools and programs to ensure instructional consistency and compliance.
Manages student progress monitoring and assessment processes, including PSSA, Keystone, and MAP testing accommodations for students with IEPs.
Serves as the primary coordinator of Extended School Year (ESY) services, ensuring appropriate identification, planning, and implementation.
Dr. Kim Doyle
Supervisor of Social Emotional Wellness doylek@garnetvalley.org
610-579-7381
Key Responsibilities
Coordinates all aspects of social and emotional wellness and mental health programming across GVSD to support student well-being and success.
Oversees the Student Assistance Program in each building, school counseling services, and the MTSS framework for social-emotional learning.
Serves as the district liaison for community mental health resources and partnerships that enhance support for students and families.
Leads analysis of wellness-related data, including PAYS and Renaissance, to inform programming and targeted interventions.
Supports professional development for student services staff and plays a central role in risk and threat assessment protocols district-wide.
Student Services Administrative Support Staff
Dana Erieg, Kim Karpinski, & Amy Hartfuss (Left to Right)
Manages essential behind-the-scenes operations, including billing, purchase orders, IEP Writer support, data collection, and state and federal reporting.
Coordinates outside placement referrals and supports all aspects of nursing service scheduling and communication.
Oversees Federal Medical Assistance (MA) reimbursement processes and ensures accurate documentation for service claims.
Supports Early Intervention transitions by maintaining timely communication, scheduling, and student records management.
Dana Erieg
eriegd@garnetvaley.org
610-579-7301
Kim Karpinski
karpink@garnetvaley.org
610-579-7363
Amy Hartfus
hartfua@garnetvaley.org
610-579-7305
School Psychologists & Home Visitor
Dr. Kerri Flatau
Psychologist (BSES)
flatauk@garnetvalley.org
610-579-3006
Dr. Emily Hartz
Psychologist (GVES)
hartze@garnetvalley.org
610-579-4240
Ms. Peggy Katsouros
Psychologist (CES)
katsoup@garnetvalley.org
610-579-6164
Mrs. Lauren Blong
Psychologist (GVMS)
blongl@garnetvalley.org
610-579-5237
Dr. Jaclyn Levy
Psychologist (GVHS)
levyj@garnetvalley.org
610-579-7403
Mrs. Kristin Smeins
Home and School Visitor
smeinsk@garnetvalley.org
610-579-6124
General Information
Special Education Overview
The Garnet Valley School District offers Special Education Services to eligible students in need, both independently and in partnership with other education agencies such as the Delaware County Intermediate Unit (DCIU). In collaboration with several social agencies, the Garnet Valley School District strives to augment and support their educational efforts. The services provided are tailored to meet the requirements specified in the student's Individualized Education Plan (IEP), providing a comprehensive spectrum of programs and placement options.
The primary objective of the District's Special Education Services is to offer appropriate educational opportunities to students who qualify for such services. The District aims to provide all necessary services and supports in the least restrictive environment to guarantee the student's success. When required, additional services such as transportation, physical and occupational therapy, psychological and social services, will be provided to help the student achieve their IEP goals.
504 Services
Garnet Valley School District provides services for students who have disabilities that impact major life activities. Through accommodations to the learning environment students with handicapping conditions are able to access general education. A student who qualifies for services will receive services under Section 504 of the Rehabilitation Act.
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."
Some examples of conditions that may qualify a student for a Section 504 Service Agreement include diabetes, epilepsy, disorders of attention, disorders of bowel function, and allergies. Other disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit a major life function that impacts the ability to receive a appropriate education as defined by Section 504, they may also be qualifying conditions for services.
If you believe your child may be eligible for services, please contact your child's school counselor. The District will ask for your permission to conduct an evaluation to determine if your child has a qualifying disability, and the extent to which the disability impacts major life function. If your child is deemed to be a "protected handicapped child" you will be invited to a meeting to help develop a plan that describes the services that your child requires to access education. These services will be provided at no charge to you.
For additional information, please contact your child's school counselor.
Notice of Special Education Services
The public school districts and charter schools of Delaware County, Pennsylvania, and the Delaware County Intermediate Unit (“the Delaware County school entities”), provide special education and related service to resident children with disabilities who are ages three through twenty-one. The purpose of this notice is to describe (1) the types of disabilities that might qualify the child for such programs and services, (2) the special education programs and related services that are available, (3) the process by which each of the Delaware County School entities screens and evaluates such students to determine eligibility, and (4) the special rights that pertain to such children and their parents or legal guardians.
Special Education Plan
Support Services
Autistic Support
Services for students with the disability of autism who require services to address needs primarily in the areas of communication, social skills, or behaviors consistent with those of autism spectrum disorders. The IEP forthese students must address needs as identified by the team which may include, as appropriate, the verbal and nonverbal communication needs of the
child; social interaction skills and proficiencies; the child’s response to sensory experiences and changes in the environment, daily routine and schedules; and, the need for positive behavior supports or behavioral interventions.
Emotional Support
Services for students with a disability who require services primarily in the areas of social or emotional skills development or functional behavior. Services and support are directed to meet the emotional and behavioral needs of students. This program relies on collaborative efforts involving school, home, andcommunity resources.
Hearing and Vision Support
Services for students with the disability of deafness or hearing impairment, who require services to address needs primarily in the areas of reading, communication, accessing public and private accommodations, or use of assistive technologies designed for individuals with deafness or hearing impairment. For these students, the IEP must include a communication plan to address the language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode; and assistive technology devices and services.
Learning Support
Services for students with a disability who require services primarily in the areas of reading, writing, mathematics, or speaking or listening skills related to academic performance. Academic instruction and supports are provided to students who may require modifications and accommodations within the regular education curriculum. When necessary, support services in addition to, or in place of, the regular education curriculum will be provided.
Life Skills Support
Services for students with a disability who require services primarily in the areas of academic, functional, or vocational skills necessary for independent living.
Multiple Disabilities Support
Services for students with more than one disability, the result of which is severe impairment requiring services primarily in the areas of academic, functional, or vocational skills necessary for independent living.
Physical Support
Services for students with a physical disability who require services primarily in the areas of functional motor skill development, including adaptive physical education or use of assistive technologies designed to provide or facilitate the development of functional motor capacity or skills.These supports enable students with physical disabilities to access and benefit from appropriate educational curriculum.
Speech and Language Support
Services for students with speech and language impairments who require services primarily in the areas of communication or use of assistive technologies designed to provide or facilitate the development of communication capacity or skills. A speech and language pathologist designs and implements programs to improve students’ abilities to understand language and/or communicate.
Vision Support
Services for students with the disability of visual impairment including blindness, who require services to address needs primarily in the areas of accessing print and other visually-presented materials, orientation and mobility, accessing public and private accommodations, or use of assistive technologies designed for individuals with visual impairments or blindness. For students who are blind or visually impaired, the IEP must include a description of the instruction in Braille and the use of Braille unless the IEP team determines, after the evaluation of the child’s reading and writing needs, and appropriate reading and writing media, the extent to which Braille will be taught and used for the student’s learning materials.