1. The Evaluation and Re-evaluation Process Guidelines for Parents Karen Finigan, Director of Special Education & Michelle Giovanola, Lead School Psychologist March 23, 2016

2. What Can I Do When I have a Concern About my Child’s Progress?  Teachers and even schools can change from year to year, parents are the constant connection between their children and learning, both at home and at school.  When children are struggling or have been identified as having a disability, parents face additional challenges to ensure an appropriate education for their child’s needs.  While each state has is its own procedures and rules for special education services, there are some basic steps for federal law that must be followed.  Tonight we will look at some of the basic guidelines to follow for the Evaluation Process for Special Education.  Teachers and even schools can change from year to year, parents are the constant connection between their children and learning, both at home and at school.  When children are struggling or have been identified as having a disability, parents face additional challenges to ensure an appropriate education for their child’s needs.  While each state has is its own procedures and rules for special education services, there are some basic steps for federal law that must be followed.  Tonight we will look at some of the basic guidelines to follow for the Evaluation Process for Special Education.

3. Asking for Help  Concerns about your child can be first made to the child’s classroom teacher.  Request a teacher/parent conference.  Briefly state your concerns when scheduling the conference.  Bring a written list of questions.  The teacher/parent collaboration process is essential for student success.  If relevant, request that other personnel be invited. (ie counselor)  Federal regulations require that schools try interventions prior to consideration for special education.  Know the goals of the intervention, length of time implemented, how progress will be monitored, and how parents will be informed of the progress.  Concerns about your child can be first made to the child’s classroom teacher.  Request a teacher/parent conference.  Briefly state your concerns when scheduling the conference.  Bring a written list of questions.  The teacher/parent collaboration process is essential for student success.  If relevant, request that other personnel be invited. (ie counselor)  Federal regulations require that schools try interventions prior to consideration for special education.  Know the goals of the intervention, length of time implemented, how progress will be monitored, and how parents will be informed of the progress.

4. What if Interventions Don’t Work?  Many times the interventions in the general education classroom will be helpful, but if they are not, then teachers or parents may request an evaluation for special education services.  An Evaluation for Special Education Eligibility is conducted to determine:  If the child has a disability as determined by Federal Law.  The child’s specialized needs related to the disability require specialized intervention that can only be provided by special education services.  You must agree (Provide consent)  Understand your rights and be sure to receive your Procedural Safeguards which are the rights and responsibilities of all parties involved in the special education process.  Ask questions.  Many times the interventions in the general education classroom will be helpful, but if they are not, then teachers or parents may request an evaluation for special education services.  An Evaluation for Special Education Eligibility is conducted to determine:  If the child has a disability as determined by Federal Law.  The child’s specialized needs related to the disability require specialized intervention that can only be provided by special education services.  You must agree (Provide consent)  Understand your rights and be sure to receive your Procedural Safeguards which are the rights and responsibilities of all parties involved in the special education process.  Ask questions.

5. What Happens During the Evaluation?  Students are observed in multiple environments.  Students are assessed over multiple evaluation sessions.  Students work with multiple specialists (Psychologist, Speech Language Pathologist, School Nurse, Occupational Therapist, and/or Physical Therapist.  An Evaluation Report is drafted with evaluation data and interpretation of results.  The Evaluation Team meets with parents to discuss evaluation results and make an eligibility determination. If your child is eligible then an IEP is developed within 30 CALENDAR DAYS of the eligibility meeting.  The Evaluation Report is finalized after the eligibility meeting.  Students are observed in multiple environments.  Students are assessed over multiple evaluation sessions.  Students work with multiple specialists (Psychologist, Speech Language Pathologist, School Nurse, Occupational Therapist, and/or Physical Therapist.  An Evaluation Report is drafted with evaluation data and interpretation of results.  The Evaluation Team meets with parents to discuss evaluation results and make an eligibility determination. If your child is eligible then an IEP is developed within 30 CALENDAR DAYS of the eligibility meeting.  The Evaluation Report is finalized after the eligibility meeting.

6. What Happens After a Child is Determined Eligible to have a Disability?  The school district has 30 CALENDAR days to develop and propose a draft IEP to the parent/guardian.  The purpose of an IEP meeting is to review the proposed goals and objectives and further develop the proposed goals/objectives with parent input.  Students DO NOT receive initial special education services until and IEP has been developed.  The school district has 30 CALENDAR days to develop and propose a draft IEP to the parent/guardian.  The purpose of an IEP meeting is to review the proposed goals and objectives and further develop the proposed goals/objectives with parent input.  Students DO NOT receive initial special education services until and IEP has been developed.

7. What if I Don’t Agree with the Evaluation?  You may request an Individualized Educational Evaluation (IEE) at public expense.  If the district disagrees with your request, then we file due process in which during a hearing, a judge will hear both sides presented and determine if in fact the district must pay for an IEE at public expense.  You may request an Individualized Educational Evaluation (IEE) at public expense.  If the district disagrees with your request, then we file due process in which during a hearing, a judge will hear both sides presented and determine if in fact the district must pay for an IEE at public expense.

8. What if I Disagree with a Proposed IEP?  If you disagree with the team’s recommendations, and an agreement cannot be reached, the parent or school may request mediation, or a due process hearing.

9. What Does Special Education Involve?  Broad term with a wide variety of services based on individual child needs.  LRE, right to be educated as much as possible to achieve educational benefit and progress on their IEP goals.  Continuum of placements and instructional arrangements can include  Full or partial inclusion in general education  Placement in a class or school for part of full day where specific interventions and instructional techniques are provided by special education personnel  Small group instruction for short time by sped personnel.  Combination of settings and services.  Broad term with a wide variety of services based on individual child needs.  LRE, right to be educated as much as possible to achieve educational benefit and progress on their IEP goals.  Continuum of placements and instructional arrangements can include  Full or partial inclusion in general education  Placement in a class or school for part of full day where specific interventions and instructional techniques are provided by special education personnel  Small group instruction for short time by sped personnel.  Combination of settings and services.

10. Why Does Special Education Eligibility Take so Long?  Once a school district has received written consent from a parent/guardian to begin the initial evaluation process, we have 35 SCHOOL DAYS to complete the assessment and convene a meeting to review results.  We need ample time to work with your child to complete the evaluation. Often multiple specialists are involved in assessing your child.  The School District is required to complete a comprehensive evaluation that is related to the referral areas of concern.  Once a school district has received written consent from a parent/guardian to begin the initial evaluation process, we have 35 SCHOOL DAYS to complete the assessment and convene a meeting to review results.  We need ample time to work with your child to complete the evaluation. Often multiple specialists are involved in assessing your child.  The School District is required to complete a comprehensive evaluation that is related to the referral areas of concern.

11. The Language of Special Education  There are many acronyms in special education  Behavior Intervention Plan (BIP)  Individualized Education Plan (IEP)  Free and Appropriate Public Education (FAPE)  Least Restrictive Environment (LRE) Available on our website http://www.rentonschools.us/Page/159  There are many acronyms in special education  Behavior Intervention Plan (BIP)  Individualized Education Plan (IEP)  Free and Appropriate Public Education (FAPE)  Least Restrictive Environment (LRE) Available on our website http://www.rentonschools.us/Page/159

12. Summary  This was an overview of some basic guidelines on the evaluation process, particularly in determining eligibility and designing programs.  The most important aspect of the special education process is COMMUNICATION.  Parents and educators working together to provide the greatest probability of successful outcomes for children with disabilities.  This was an overview of some basic guidelines on the evaluation process, particularly in determining eligibility and designing programs.  The most important aspect of the special education process is COMMUNICATION.  Parents and educators working together to provide the greatest probability of successful outcomes for children with disabilities.