A Parent’s Introduction toExceptional Student in Florida - PDF document

A Parent’s Introduction toExceptional Student in Florida Florida Department of Education dŚŝƐƉƵďůŝĐĂƟŽŶŝƐƉƌŽĚƵĐĞĚƚŚƌŽƵŐŚƚŚĞƵƌĞĂƵŽĨdžĐĞƉƟŽŶĂůĚƵĐĂƟŽŶĂŶĚ^ƚƵĚĞŶƚ^ĞƌǀŝĐĞƐ;^^Ϳ͕ŝǀŝƐŝŽŶŽĨWƵďůŝĐ^ĐŚŽŽůƐ͕&ůŽƌŝĚĂĞƉĂƌƚŵĞŶƚŽĨĚƵĐĂƟŽŶ͕ĂŶĚŝƐĂǀĂŝůĂďůĞŽŶůŝŶĞĂƚŚƩƉ͗ͬͬǁǁǁ͘ŇĚŽĞ͘ŽƌŐͬĞƐĞͬƉƵďͲŚŽŵĞ͘ĂƐƉ͘&ŽƌŝŶĨŽƌŵĂƟŽŶŽŶĂǀĂŝůĂďůĞƌĞƐŽƵƌĐĞƐ͕ĐŽŶƚĂĐƚƚŚĞ^^ZĞƐŽƵƌĐĞĂŶĚ/ŶĨŽƌŵĂƟŽŶĞŶƚĞƌ;Z/Ϳ͘Z/ǁĞďƐŝƚĞ͗ŚƩƉ͗ͬͬǁǁǁ͘ŇĚŽĞ͘ŽƌŐͬĞƐĞͬĐůĞƌŚŽŵĞ͘ĂƐƉƵƌĞĂƵǁĞďƐŝƚĞ͗ŚƩƉ͗ͬͬǁǁǁ͘ŇĚŽĞ͘ŽƌŐͬĞƐĞZ/ΛŇĚŽĞ͘ŽƌŐdĞůĞƉŚŽŶĞ͗;ϴ5ϬͿϮϰ5ͲϬϰϳϳ&Ădž͗;ϴ5ϬͿϮϰ5ͲϬϵϴϳ ŽǀĞƌƉŚŽƚŽƐĐŽƵƌƚĞƐLJŽĨ͗ŝŐŝƚĂůsŝƐŝŽŶͬdŚŝŶŬƐƚŽĐŬ͕ŝ^ƚŽĐŬƉŚŽƚŽͬdŚŝŶŬƐƚŽĐŬ͕ĂŶĚ,ĞŵĞƌĂͬdŚŝŶŬƐƚŽĐŬ ��Student ��document(BEESS),through ��ONTENTSIntroductionEducationCounty2—ProblemSolving/ResponseIntervention3—Evaluation4—EligibilityDetermination5—The(IEP)Consent6—Annual8—ProceduralSafeguardsResolution9—RecordFormsProgress ��PlanningA—WhereContactsC—SampleRecordsD—Sample  responsibilityneedsdesignedsupport,learningcalledpreparelifeschool.technologydevices,ThereESElawsdoeseverysituationchildreceivesservicesmembernotmeetingsschoolESE(BEESS)http://www.fldoe.org/ese ��VERVIEWcluesandexample,yourdifferentlyattentionsamehearing,communicatingdifficultiessolvingidentifychangesteachinginterventionsproblemthelevelsassistanceProblemsolving/ResponseIntervention(PS/RtI)instructionongoingwhetherevaluationChildrenintensivedesignedstudentThiscalledinstructionexceptionalities,providedhardhearingyears(deaf   hospitalizedIntellectualhealthinjurylearningimpairmentimpairmenteasilyqualificationrequirementsreceiveESEservices.studentforcategoriesneedextramoreneedsmoreSomeservicesEachdistricthaveprocess.information,andForChapter ��aboutDisabilitiesseveralimportantParticipationvoiceyoureducation.growsolder,yourThespeechchildreevaluatedyourhavewrittenteachers,andPublicfreechildmakecurriculummeetscriteriawiththeyreceiveexceptional     Restrictivewiththeyattenddisabled.Thisshouldbeforerestrictiveplacementcertainsurestudentpublicschoolstudentdisagreement,describedbook.DisabilitiesPrivacy(FERPA)AmericansDisabilitiesinformationStatutesRuleseducatingstats.pdfyouyouryourablefromsystem,child ��staffeasier.receiveEducationalplansforyourandindividualizedfamilysupportteachersreportsagencieshavethetelephonerelatedchild’srecords.whoFloridadistricteverywheremove,shouldpossiblestaff ��NTERVENTIONdifficultyteachertheThesebehavioral,situationdoesmayaskimplementinginterventionsmanagementtheinterventions.interventionsareinterventionvisualstudent’stheyouraboutThischildchild.workinglearnprovideadditionalsupportschildstaffschool.staffshowsolvingongoingseveralchild.whenthatthatthemayfind ��  The t t eamdecideswhichspe c c ificevaluat i onprocedu u restouse.Iftheschoolrefersyourchildfora n n evaluatio n n theywillt e e referral o o umustgivewritt e e npermissi o o nforyour c c hildtobeevaluated. Ifyo u u thinkyourchildhasa d d isabilityan d d needsser v v icesyoum a a request u u ationatan y y time.Ifyo u u makethe r r equestyou r r self,write d d ownthen a a meofthepers o o nyoutalkedtoandth e e date.Itis b b mak e e requ e e stforanev a a luationinwriti n n gandkeepacopyoft h h eletter. Whe n n youasktohaveyour c c hildevalua t t ed,school s s taffwillgiv e e youacop y y ofyour p roc e e safe g g uardsand a a writtennoticetelling y y ou: Thatwillevaluatyourthat y have e e not a a luate c c hild Whythe y y madethe d d ecision e e valuateor n n your Whatev a a luations,as s s essments, r r ecords,or r r eportsthe y y usedtomakethedeci s s ion Anyothe r r optionsth e e yconsider e e dandwhy t t heydidno t t choosethoseotherop t t ions have n n rightsund e e rIDEA Howyoucangethel p p inunderst a a ndingthe n n otice h h eevaluationprocess Photocou r r tesyof:Hemera/ T T hinkstock 10 ��kindsaboutnotknow?didchildwithlearningyouareevaluationthinkschoolevaluationDisabilitiesdisability.lookneeds.evaluated:thingsschoolhistoryproblemprocess)individualassistivetechnology l l ��   Theeval u u ationwill b b edonespe c c ificallyfor y y ourchilda n n dmustbe a a ppropriate f f orthem.T h h ismeanst h h eevaluationwill: U U seteststha t t design e e dforchild r r enwhoarelikeyourc h h ild N N fal u u rchild’sra c c eorcultur e e Be g g uageandf o o rmthatis m m ostlikelyt o o showwha t t yourchildknowsand c a a ndo G G iveyourchildeverych a a ncetosho w w whattheyknowandc a a ndo Moreth a a nonepers o o nmayhelpwiththee v v aluation. e e rearesom e e ofthepeoplewhoma y y beinvol v v ed: Y o u(thepar e e nt) Teachers O O ccupationa l l or p hysica l l therapists Sc c hoolpsych o o logists D D octorsorn u u rses Sc c hoolsocia l workers Sp p eech u u agepatho l ogists A A udiologists ( ( hearingsp e e cialists) A A ssistivetec h h nolog y specialists courtenkstock ��yourmedicalcare,communicatingbeenotheragencies.willevaluation,days.include ��invitemeeting,Whenmeetingcanconferenceimpossiblemaymeetingoutimportantformeeting.recordsrememberpeopledistricteligibilityinclude:administratorcounselorworkedevaluationmeeting,otherexplainThedeterminechildthereresultsresults �� curriculum?meeteligibility(ASD)only)(deafhospitalizedbrainimpairedinstructionrelatedresultdisability.becausetechnologyeducation?medicalprocess,haverighttheexplained      The t t will c c ideoneof t t followin  Yourchil d d iseligible f orESEservi c c es. l l opanIEPs o o youwillknowwhatser v v icesthesc h h oolisofferi n n gtoyourchild.  Yourchil d d doesualify S S Eservices. H H problem s s olvingproc e e sswillconti n n ue.Ifyourchildisstill s s truggling, h heschoolwillkeepworkingwithy o o utofindway s s tohelp.If y y our d d oingbette r r the u u etomonit o o rprogress t t that c c hildcontin u u estobesuccessful.  Yourchil d d doesualify S S Eservices, b b utdoesne e e daccomm o o dationsas a a resultof a a disability. T T heaccom m m odationswillbeidenti f f iedinwhatiscalleda5 0 0 4plan.Mo r r einformationon504planscanbefoundat http://w w w w.fldoe.or g g /ese/pubx h h ome.asp .  Thereis n n otenoughinformationtoreacha d d ecision d d ed. P P courtesy o o ckbyte/Thinksto c c k 17 ��childteachers,staffreceivepermissionplacement.formeachmeeting;meetingyou.meetingtelephone.participatemeeting,notparticipate,copyIEP.Heresomemindwhichmeetinghaveexpertisegoingthanaremeandoespermissionsign“not ��LevelsFunctionalstatementwhatcommunicateswhatlevelandwhendetermineHeresomeexamplestest,enjoyshomeworklevelsstatement.morewhatableyear.measurable.shouldyear,tellHeresomeexamplesyear,withyear,usethroughwillhomework ��school.PlanningGuideonlinethethisbook.)benchmarkstermobjectiveswhoForoptional.makesthelevelsmanygoals,shouldMeasuredyear,youtowardmeasuredwillregularlyprogress.alsoyoureportsServices,Services,IEPdescribesrelatedsupplementaryformaythetitlethatyourandwithdisabilities ��child’steachers.supportAccommodationschangeslearned.describesAccommodationschangesaccommodationsstandardchangesexpectedincludeexpectedincludestudentsmodificationsAccommodationstheAdministrationaboutaccommodationaccommodationthestateformsaccommodationHeresomeexamplesaccommodations:interpretertestsessionsyourinstead.   8. F l oridaAlter n n ateAssess m m ent ral e e lawsrequi r r ethatallstudentsbei n n cludedins t t atewidete s s ting.Moststud e e ntswithdi s s abilitiestaketheFlorid a a Comprehe e nsiveAsses s s mentTest ® ® (FCATorF C C AT2.0) a a with e neraleducationstude n n ts.Asmall n numberof s s tudentswithsignifican t t cogn i i tivedisabili t t iestaketh e e FloridaAlt e e rnate s s sment.Theisforstudentswit h h disa b b ilitieswho r r equiredire c c intensive i i nstructioninskillsnee d d edforcom m m unitylivin g g ,leisu r r e,andvoc a a tiona l activ i i ties.Stude n n tswhotak e e theFAAwillworktow a a rdaspecia l l dipl o o rather h anastand a a rddiplomawhentheygettohigh s s chool. Ifyo u u rchildisw o o towa r r daspecial d d iploma,th e e IEPteam d d ecideswhi c c hoftheseasse s s smentsyourchildwillt a a ke. 9. Placementa n n dtheLeas t t RestrictiveEnvironme n nt(LRE) Whe n n Congress f f irstpassed t t heEducati o o nforAllHandicapped C C (no D D EA),thep u u rposewastomakesur e e childre n n withdisabi i litieshada c c cesstoafr e e eappr o o priatepubliceducatio n n .Beforeth a a ttime,stat e e shaddiffe r r entlawsa n n dnotallchild r r with a a bilitiescouldattendp u u blicschool s s . Tor e e feder a a funds, t t ate’splans m m ustinclud e e apromisethatachildwithadisa b b ilitywill o o nlyberem o o vedfromaregularclas s s roomifth e e natureorseverityoft h h eirdisabilit y y inter f f erestosuc h h adegreet h h ateducati o o n,evenwithadditional l supportsa n n dservices,cann o o tbesatisf a a ctorilyachi e e vedinare g g ularclass. S S tudentsmustbeplace d d intheleas t t restr i i ctive o o nmentpos s s ible. TheIEPteam’sd e e cisionsab o o where o o urchildwil l l betaught a a called p p lacement” s ions.Yourchild’splace m m will o o You n n dtherest o o ftheI E E Pteamwillbeginbyassumingtha t t yourchild w w illbetaug h h tinthesa m m eclassroo m m andscho o o lyourchildwouldatte n n have a a disability. Photocou r r tesyof:Hemera/ T T hinkstock 23 ��classesotherclasseswhichmorerestrictiveplacementsmaterials,accommodations,subjectsclassstudentssubjects(sometimescalledschoolwholeplacementsplacements.attendsschoolofferservicesyourchildneeds.Sometypesservicesavailableschoolsthroughoutdistrict.onlyeducationaccommodations,serviceseducationdisabilities.materials,child’scase,thedistrictplacementplacementthatdistrictprovideanother   InformationtypeSomeadded:education—Tellseducationreceive(generalparticipation—DescribesIEPmedicalinformation—Describesoption—TellswhatworkingtowardMoststudentsdisabilitiesablecoursestestsTalkregulartowardchanges,youtheschoolstaffnewthingsyourthewillneedchanged.youtogether,willIEPmoreuseful.shouldparticipatemeetings,whatstudyneededhome.aspplacementfirstchanged 26 ��everythingareplacementyourteacherusewhogoinggoingridingreceivingkeepandthetheteachersgoodhowtheirThisnotreports,concernsdisagreementsservicescomeschoolyoucontact(partdiscussadministrativeremedies:servicessomeState   The m m atrixofse r r vicesreflec t t sthelevel o o fservicesli s stedonyourchild’sIEPineachoft h h efollo w w areas: Curriculu m m andLear n n ing E E motionalBehaviorIndepen d d entFunctio n n ingHealthC a a reCommun i i cation Withineachare a a ,theIEPte a a mmayhav e e decidedt h h atyourchil d d willreceivenoservic e e s,som e e services(s u u chashelp f f romaspecialistforyou u rchild’steacher,orad a a ptedinstr u u ctionalma t t erials), e e ryintense s s ervices(su c c hascontin u u ousmonit o o ringorassis t t ance).The s s ervicesyourchildreceiveswillbe n n otedinthematrix.Ser v v icesthatarechec k k edoffont h h ematrixm u u stbeservi c c esyourchildisactuall y y receiving. courtesyMorgan/Ph h otodisc/Thinksto c c k 28 ��everymeetaskreceivedmeeting.yourachievementadditionalsuccessfulmastered?Whatshouldtoward?changed?assistivechanged?placementmakeyourchangecarefully.theHerearereasonsexpected. ��  Newinfo r r mationab o o utyourchil d d isavailabl e e that u u wishtoas k k foranIEP m m eetingbef o o rethe12 m m are u u p,writeto t t to o expl a a inwhyam e e etingisne e e ded.Gener a a change s s totheIEPmustbemadebythee n n tireIEPt e e meeting. H H owever,b e e tweenann u u alIEPmee t t when t t heschooldistrictandthe p p agree n n beamend e e dormodifiedwithout a a nIEPmeetingand w w ithoutrew r r itingtheen t t IEP.your h h ild’sIEP a a modified, l l lme m bersoftheIEPteamsh o o uldbeinformedofthe e change.Th e eschoolm u u stnotifyyo u u ifitchan g g esyourchild’sservice s s orsetting, b b utthesch o o oldoesnotneedyour c c onsenttochan g g eyourchil d d ’sservices o o rsetting. Ifyo u u rrequestf o o ranIEPteammeeting i i sturneddo o wn,thesch o o district m m usttellyo u u inwriti n n g.Ifyoucannotsettle y y ourdisagr e e ement t t ionorfo r r adueprocesshearing . courtesyiterimages/ d d Pictures/Think s s tock 30 31 ��reevaluatechildreevaluation,evaluationarereevaluationschoolevaluationIEPteamholdyoulongerservices.ESEcannotthethepermissionplacement.informationsafeguards. ��Theseparents)services.readingtrainingadministratorsafeguardsgiveparentsandschoolstogether.proceduralproblemsfreehearing.onceand:changerightseducationalreadappropriate �� educationrestrictiveyearlyreviewHereespeciallyimportantparticipateRightwhengiveevaluateeligibilityunderstandtakeactionrejectedanyspecificsafeguardswhatfile.askednotunderstandnotice,schoolappropriatecontactrightSomeone ��whattheagreecalladministratornotmadedecisionnotimplementedagreed,formalRightParticipatecertainschoolwheneverplacementparticipateplacementwheneasierparticipate,ideashelpgoingparticipateshouldlanguage,interpreterprovided.interpreter.areattending. ��visitmeeting—suchRightGive,Give,theyseveralforchangechange,giveprocesscarefullybecausetheRemember,giveaskinput.areyourmeetingparticipate   placementchangeplacementconsentthisdistrictSolvingneededSomecansolvedmoretimeeffort.everyonebestforwhenManyteacherdistrictthosethatTakingsomeoneResolutionthedistrictcomplaintshavereceivebelowthemresolution.aspbook. ��mediatordisagreementeducationmediationtheusuallymediationconfidentialformediationtheviewthatmediatorsolveThedistrict)arearefree.Disagreementsformalcomplaintdistrict.important,relationshipthethedistrictagreementcomplaintforhearing.StateComplaintsolveshoulddistrictrequirementstaterelatingstudentsdiscrimination,staffnotviolation ��relatingdisabilities.encouragemediationmaywrittencomplaint,howanotherfactslawcomplaintfact—theFDOE’sthefault)complaintissue(s)thealreadycannotparentsdisagreementsplacement,state,administrativetheHearingsadministrativerelativewhatdistrict’s �� districtexplaintheiryouradministrativerepresentdistrict.districtexplaintheadministrativedistricthaveadministrativeplacementIEP,calleddistrictchangeidea.calledsession.districtdistrictESEadministratorplantheschooldistrictaskingforthehearing,theywilltherearemanyGettingimportanttheConsiderdistrict   districtlist.listedcalledand“RepresentingandcantheEvidencethedistrictevidenceadministrativematerialareevidencerecordingsPhotographstheExperts—peoplespecialtraining ��districtshouldForexample,thewroteadministrativemakethingsyourpointquestionyourwitnesses,showevidence.districtevidence.districtquestionquestionHearingafteradministrativereasonsforsolvewrittenthisyouwrittenword ��administrativejudge’sadministrativecourt.administrativedistrictsalsomeeting.maychosethehasevaluationchildwithevaluation,educationalevaluationgoodreallycarefullynottheirevaluationmayclearevaluationadministrator ��ESEadministratorwriting.importantthedistrictmediationdistrictpayadministrativeresultdistrictrefuserefuse,chooseadministrativecorrect,districtoutsidewhopeopledistricthelpandschool,mayresultsplansteachersmustschoolservicesremovedplacementdetermineremovedtheirwhenservices:themisbehavior �� themisbehaviorotherstheplacementremovedtheircurrentplacementschoolmoreactsthenotduringyear,childdistrictchild     STUDENTSDISABILITIESDuringcumulativeduringyear.doesprovidetheymisconduct.DuringremovalservicesstudentneedsthatprogressgeneralcurriculumtheirannualthancumulativepersonneldecidestudentBeginningthecumulativecarryingoutremoval,educationalfunctionalbehaviorassessmentdevelopingbehavioralprovided.planonedone)theplanandimplementationchangeneeded.Duringremovalthanduringremovalremovalstogetherthanschoolandthatpatternbecausethetotalduringthestudentremoved,proximityanother.thesesituationscountchangesplacement.servicesstudentneedsprogressgeneralcurriculumtheirannualIEPteamdecideswhichtheneeds.carryingoutfunctionalassessmentdevelopingbehavioralinterventiononedone)implementationchangeneeded.schooldaysanychangestudentbecauseviolationcodeconduct.studentbutthestudentcontinuereceiveeducationalduringtheduethedisabilitydrugs,bodilyinjurystudentothers,studenttheirplacementtheschoolchoosechangetheplacementIEPteam’sprocedures.theredeficienciesIEPplacement,mustthedeficiencies.duethedisabilitydrugs,theIEPdeterminesalternativeeducationalduethedisabilityofficerstudentdangerousschoolalternativeofficer,who ��studentPrivacyrightschild’sschoolDepartmentRightChild’sthechild.thethestaffchild’syoubeforemeetingthedaysseecannotcharge.)explainexplain ��RightSchoolchild’ssocialcertainschoolyourmaycrimescommittedjuvenilescertaincircumstancesenforcementhaverecords,notauthorizedformrecordsneedthethethe ��RightThathaveneedthinkhaveshouldtellingchange.RightaboutRecordssomeonetheschooltheyadministratordistrictletterrecordreleased,releasedRecordsEachboardinformationrecordneededandinformationResources          Ifyo u u wouldliketoknowm o o re,youcanrequestac o o pyofthef o o llowingdo c c uments,andman y y others,fromtheBRIC a a addr e e ss,email,o r r phonenu m m coverthiguide. v v ailableonli n n eat http:/ / / www.fldoe.org/ese home.asp  “NoticeofProceduralSafeguard s s forParent s s Student s s withDisabilities”  VolumeI B:FloridaS t t atutes S S Rules— b b ookthatcontains t t hetextofFlorida’slaw s s andrules r r elated n n student s s withdisa b b ilities Cont a a cttheESE o o the d d istrict’sES E E Poli c iesan d d Procedure s s documentorgo t t o http://w w w w.fldoe.or g g /ese/ppd.asp cho o o seyourdis t t rictfromthelisttogetacopyonline. 52 ��courtesyStockbyte/Thinkstock ��organizeinformationeducation.reportsagencieshavetheteacherstelephonecopieschildrennotringmakeeasier,Overimportant      Op t t ionalFo r r msand W W orkSh e e ets The f f ormsandworksheets o o nthefollo w w pages u u organize o o urcont a a ctinformation,prepar e e formeetings,andkee p p trackofy o o urchild’sp r r ogress.Ins o o mecase s s youwillneedonlyonecopyoftheformandc a a informatio n n year.requirecopy f f child E E services.Youcancop y y theform s s want t t direc t t lyfromthebookorpri n n tcopiesfr o o mtheelectronicversio n n that i i savailable a a t http://w w w w.fldoe.or g g /ese/pub o o me.asp .K e e com e e book. P P courtesy o o ckbyte/Thinksto c c k 56           Attendedhelp ��staff,formsandconditions,teacherssleepinessthirsty,home?school?relatives)?childcareetc.)? ��havechildhome?mostimportantyouneedsfor ��Schoolnotrecords,cumulativeinformationletterrelatedreadycategorydate,Heresometeachers,administratorsCommunication:communicationotherscards,samplesnotesassessmentsComprehensive(FCAT(FAA),(EOC),  SchoolandDistrictContactListSchoolYear:__________________________NamePositionEmailTelephonePrincipalTeacherTeacherTeacherTeacherTeacherTeacherTherapistGuidanceCounselorESEDirector63              teacherneeded?completed?.......................................................................................................................................needed?completed?.......................................................................................................................................needed?completed? ��aboutChild’sProgressmember)oftentowardmeetingnotcatchteachereveryweeks.usingforIEP.progresscirclethereporttrends,whoparticipateAlternatewrittenforprogress. ��ProgressmanyName___________________Grade.......................................................................................................................................Progress.......................................................................................................................................Progress.......................................................................................................................................Progress.......................................................................................................................................Progress �� Pro b b lemSol v ing You c c anusethe w w orksheet o o nthenext p p agetokee p p alistofth e e interventi o o sup p p ortsprovidedtoyourchild.The p p roblem v v ingproces s s withinam u u lt i tiered y y stemofsupp o o rtsisdesignedtohelpchildrenm a a sterthear e e astheyarehavingtrou b b lewith,whe t t herthetro u u bleisacad e e micorbeh a a vioral.Thisframeworkguidesedu c c ationalser v v icesfora l l lchildren,t h h osereceivinggeneral e e ducation n n exce p p tionalstud e e nteduc a a tionservic e e s.Itisbasedontheprinciplethat a a llchildren c c learn. Whe n n yourchildisnotmaki n n gprogress i i tishelpful t t orevisitth e e questions f f oundonp a a ges71–73withyourchild’steac h h ersorthe p p roblem v v team. W W henyour c c hildismaki n n gprog r r iden t t ifywhatst r r ategiesarehelpingthe m m succeed. court e e iStockphot o o /Thinkstock 71            Solvingthetheprovided ��teacher(s)responsesWhatchildexpectedchild?child,assistancetheyreceive?providehelp? �� thisimproving?evidencethatadditionalprogress,andlevelforthechanges, ��questions:child?thissomethingalreadychild? ��reportevaluator’srecommendations.IEPrecommendationgoingincluderecommendations,overwhelmingrecommendationsimmediate   SchoolRecordCirclevisionoccupationalother.......................................................................................................................................evaluationtheRecommendationsagreesfollowRecommendationsrecommendation   SchoolRecordCirclevisionother.......................................................................................................................................evaluationtheRecommendationsagreesfollowRecommendationsrecommendation �� Ind e e penden t t Educati o o nalEva l l uations Som e e timeschild r r enareeval u atedbyso m m not o o the p p ublicschoolsystem.Thisisc a a lledanind e e pendenteducationale v v aluation,o r r IEE,andit i i ssimilartogetti n n opinion o o utamedic a a ldiagnosis.Moreinfor m m ationabo u u tIEEsbegi n n sonpage43. Ifyo u u rchildhadanindepen d d educat i i onalevaluation,revie w w each t t andidenti f f yand r r ecordther e e commend a a way a a sforthepublicschool e e valuations. Forr e e commend a a tionsthatarenotbein g g used,orthatarenots c c heduledtobeused,w r r itedow n n theexplanationprovi d d not u u singorsch e e dulingthe r r ecommendreceived o o explanatio n n the t t ionisnotb e e ingusedo r r scheduledtobeused , , shoul d askquesti o o her, h h counselor n n cipal.Finall y y ,ifyouarenotsatisfie d d withthea n nswerspro v v idedbysta f f fatthes c c level,contact r r foryourschooldistric t t goal i i stogetar e e asonforn o o tusingar e e commenda t t ionthatm a a kessenset o o youorto g g etanassur a a that h h erehas b b eenasche d d recomm e e ndation. court e e iStockphot o o /Thinkstock 83   Circlevisionother.......................................................................................................................................evaluationtheRecommendationsagreesfollowtheRecommendationsrecommendation   Circlevisionother.......................................................................................................................................evaluationtheRecommendationsagreesfollowRecommendationsrecommendation ��55–56,organizemeetings.teamsupporthashavedone.situationschild ��___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________planningearlier.followinglikeexperiencelikeexperience?wouldlikeworkingyears        agenciesservicescontactorg/ese/contactsforResourcesFDLRStheexceptionaldirectorphoneandSpecialEducationEducationchaptersPersonsSuitehttp://www.apdcares.orgarcflorida@gmail.comhttp://www.arcflorida.orgvsenquenzia@aol.comhttp://www.autismfl.comhttp://www.biaf.org            Related(CARD)CenterAvenueHarbor,http://www.cflparents.orgServiceshttp://www.cmsRightsCenterviewhttp://www.disabilityrightsflorida.orghttp://www.rehabworks.orghttp://www.fl.easterseals.comSuitehttp://www.fndfl.orghttp://www.faast.orgSprings,flasha@flasha.orghttp://www.flasha.org(BEESS)GainesStreet,http://www.fldoe.org/esehttp://www.fddc.org            Resources(FDLRS)http://www.fdlrs.comGainesStreet,http://www.myflorida.com/dbsFloridaDrivehttp://www.LDANetworkinfo@ptopmiami.orghttp://www.ptopmiami.orghttp://www.pwsausa.orgSBATampaBay@aol.comhttp://www.sbatampabay.orgFloridafl.orghttp://www.tsaCerebralCentralhttp://www.ucpcfl.orgCerebralhttp://www.ucpecf.orgCerebralCerebralinfo@ucpnwfl.orghttp://www.ucpnwfl.org       Unit e e Cerebral P P alsyofSar a a sotaMa n n atee 1090S.TamiamiTrail Sara s s ota,FL342 3 3 6 Phone:(941)95 7 7 3599 Web s s ite: http:// w w ww.ucpsa r r asota.org Unit e e Cerebral P P alsyofSou t t hFlorida2700W.81 st Str e e etHialeah,FL3301 6 6 Phone:(305)32 5 5 1080Web s s ite: http:// w w ww.ucpso u u thflorida.o r r g U n n Cereb r r alPalsyof T T allahassee1 8 8 30Buford C C ourtT a a llahassee,F F L32308P h h one:(850) 9 9 225630 cour t t Polka / / Thinkstock 94           AlexanderGrahamBellHardHearinginfo@agbell.orgAmericanAssociationStreet,http://www.aamr.orgAmericanhttp://www.afb.orgAmericanSpeechHearingResearchhttp://www.asha.orghttp://www.autismandDeficit/Hyperactivity(CHADD)Professionalcall_center@chadd.orghttp://www.chadd.orgDefensecdfinfo@childrensdefense.orgservice@cec.sped.orghttp://www.cec.sped.orgthehttp://www.disabilityresources.orghttp://www.easter           forSuitefcsninfo@fcsn.orghttp://www.fcsn.orgAssociationhttp://www.interdys.org(childrenimpairments)http://www.johntracyclinic.orgAmerica(LDA)http://www.ldanatl.orgFairfaxSuitehelpline@nami.orghttp://www.nami.orgwithImpairmentshttp://www.spedex.com/napvithe(NAD)Spring,http://www.nad.orgInformationChildrenwithAvenue,http://www.nichcy.orgSW,OCR.Atlanta@ed.govhttp://www.ed.gov/ocrEducationPrograms     Spin a a BifidaAss o o ciationofA m m erica4590MacArthurBlvd.,NW, S S uite250Was h h ington,DC20007422 6 Phone:(202)94 4 4 3285Toll F F ree:(800) 6 6 21Web s s ite: http:// w w ww.sbaa. o o rg court e e iStockphot o o /Thinkstock 97 ��theinvolvedtheimportant—HavingreadingexpectationsGenerationSunshineaccessAccommodationexample,whenvisualAccommodationsAccommodationsmeet.district.Florida,employedHearingsServices.studentdistrict.adult.parentstudentagethisincompetenteducational—Describesmaterials,experiencesage.for ��“measurableannualrequesthearing.includeDeviceincrease,something.repairingtrainingspectrumdisorderactivities..)&#x/MCI; 7 ;&#x/MCI; 7 ;BehaviorInterventionPlan(BIP)—Aplanthathelpsastudentwithadisabilityreducebehaviors.includesstrategiesstudenttaughtthatthemreplacethemilestonesstudentreach“measurablecertificatecoursesstateplacementstudentrestrictiverestrictiveplacement,placement ��CompensatoryServicesstudentdistrictstudents—Private,notothers.theyusedschoolparents,seethem.actionchild’sshowtypestakemeasurablepostsecondaryincludeF.A.C.)communication,socialtherequirementsRules.F.A.C.)thingssametemporary ��reviewsevaluationsotherstudentreceivenoticeSensory(DSI)dualtheF.A.C.)disagreementbetweenmeeting.servicesCriteriarequirements(program).criteriaeachcategorylistedwhichotherthestudentrespondshasexplainedculture,reasonsstudentbehavioralRules.F.A.C.) ��—Endstudents’studentdistrict’sThisdistrict,student’sstudent,—MaterialsdistrictsThisincludeshavedisability.includesstudentsstudentsneedswhodisabilitieswhosometimesneed.“freestudentcomplaintPublic(IDEA)thestudentneeds, ��andtheextendedinformationInformationandthediplomaEducational(GED).ratherCurriculumacademicstudentsarewhatandstudenttherequirementsF.A.C.)Officer(HH)timeIdentification“individualIEP.placement ��requestpersonnotdistrictnotdistrict.districttravelingtimestrategies.learningsupports,accommodationsmodifications“evaluation.”Individualizedwrittenthatrelated(IDEA)the(InD)studentorderlearning ��moreusinglanguage.orderimpairments,F.A.C.)Restrictive(placement)childrenLocationmisbehaviormeetingServicescalculatethesupportsstudentsstatementabletrainedrequirementschange“accommodation.”—HavinglargepartsExampleswalking,door.meetingsagreeable. ��SunshinecertainwithablethesereceivenotestudentdisabilitytheServices—Servicesvisualhome,muscular,impairments,(OHI)theF.A.C.)Participationjoining,workingmaketaskexamplechairrelatedthatrestore,movementsplacementincludemoreamount ��LevelsFunctionalSolving/ResponseIntervention(RtI)struggling;(anintervention;interventionhowtheparticipate,safeguardsalsoafterreceivingreevaluatedeveryyears.thereevaluationservicesreceiveworkednotServices—SpecialeducationservicesExamplesandblind.evaluations,intelligencepsychologistteachers,administratorsbehaviorSocialprofessionalhome,informationTheycommunity,Advocacy—Actionspersontakesneedsunderstoodrights ��—Takingchoices,forExampleswithout—Havingthedifferenceslettersthatmeasurablereachtheir—Havingexamplehighdiplomaearnedrequirementsstandarddiploma.the“exceptionaldisorderspokenmathematics.haveRules.F.A.C.)canorderprogramsimpairments,theF.A.C.)Languagecommunicationlanguagestudentslanguagecommunicationcommunicationcommunication ��requirementsBoardstudentsmeetSunshineStandards,requiredexams.Florida’sdisagreement—Aidsrelatedstudentsdisabilities.educationeducationreachschool.shouldolder.thisplanadult—Activitiesthatstudentmovefromschoolpostschoolactivities.Injury(TBI)injurythe �� Visu a a Impairme t t udentwithavisualim p p airmentha s s alossofs o o meorallo f f includ n n dorpartia l l lysighted.Inordertoquali f f yforprogr a a msandser v v icesforstudentswho h h visual s s ,astudentmustmeetallth e e requirem e e ntslistedintheFloridaStateBoard d ofEducati o o nRules.(Rul e e 6A 4 4 ,F.A.C.) Vocational—Ha v v ingtodow i i ththeskillsneededforatradeort e e Exampl t t ionalskills a a rekeyboar d d ing,automotiverepair , , carpe n n try. Witnesspersonwhoma k k esstateme n n tsinadueprocesshe a a ringtosup p p district’ s s pointofvi e e w. Writ t t enNotice — — written o o mmunicationfromth e e schooltot h h eparent, d d escribinga n n actiontheschoo l l planstota k k ethatwill a a their c c hild’seduc a a tion. courtesy J J upiterimages/ o o mstock/Thinksto c c k 111 ��typeEducationalEvaluation ��Address][YourPhoneNumber][Today’sDate]]ofSchool][AddressofSchool]&#x/MCI; 3 ;&#x/MCI; 3 ;Dear____________:&#x/MCI; 4 ;&#x/MCI; 4 ;Iamtheparentof_______________,age____,whoisastudentarecurrentPleasearrangechild ��Address][YourPhoneNumber][Today’sDate]]ofSchool][AddressofSchool]&#x/MCI; 3 ;&#x/MCI; 3 ;Dear__________________:&#x/MCI; 4 ;&#x/MCI; 4 ;Iamtheparentof_____________________,agethinkmeeting ��Address][YourPhoneNumber][Today’sDate]]ofSchoolDistrict][AddressofDistrictOffice]&#x/MCI; 3 ;&#x/MCI; 3 ;Dear__________________:&#x/MCI; 4 ;&#x/MCI; 4 ;Iamtheparentof_____________________,ageabout_______________________________________________________________notagree ��Address][YourPhoneNumber][Today’sDate]]ofSchoolDistrict][AddressofDistrictOffice]&#x/MCI; 3 ;&#x/MCI; 3 ;Dear__________________:&#x/MCI; 4 ;&#x/MCI; 4 ;Iamtheparentof_____________________,agethink_______________________________________________________________thatPleasethe   Address][YourPhoneNumber][Today’sDate]]ofSchool][AddressofSchool]&#x/MCI; 3 ;&#x/MCI; 3 ;Dear__________________:&#x/MCI; 4 ;&#x/MCI; 4 ;Iamtheparentof_____________________,agehave(name(date).theTherefore,_________________________________________answer ��CopiesesAddress][YourPhoneNumber][Today’sDate]]ofSchool][AddressofSchool]&#x/MCI; 3 ;&#x/MCI; 3 ;Dear__________________:&#x/MCI; 4 ;&#x/MCI; 4 ;Iamtheparentof_____________________,agechargecopying.recordsrecordswouldcopied. ��whenhelping 118 Quality County School District Individual Educational Plan (IEP) I. Student Information Date of IEP meeting: School: Student: Student number: Address: Parent/Guardian: Reevaluation due date: Purpose of meeting: Is this a transition IEP?: Additional exceptionality(ies): II. Special Considerations In considering the following factors, if the IEP team determines that a student needs a particular device or service, including an intervention, accommodation, or program PRGL¿FDWLRQWKH,(3PXVWLQFOXGHDVWDWHPHQWWRWKDWHIIHFWLQWKHGHYHORSPHQWRIWKH IEP. Does the student’s behavior impede his/her learning or the learning of others? If yes, does the student have a functional behavior assessment (FBA) and/or behavior intervention plan (BIP)? If there is not a FBA/BIP, the use of positive behavioral interventions, strategies, and supports must be considered in the development of this IEP. Is the student blind or visually impaired? If yes, is instruction in braille or the use of braille appropriate? Does the student have communication needs? If yes, those needs must be addressed in this IEP. Is the student deaf or hard-of-hearing? If yes, the following opportunities for direct communication with peers and professionals in the student’s language are needed: N/A Y N 119 If yes, the following opportunities for direct instruction in the student’s language are needed: Does the student need assistive technology devices or services? Does the student require instruction or the provision of information in the area of self-determination? The student is pursuing a course of study leading to: Domains The student’s needs that result from his or her disability are addressed through the following domains or transition service activities areas: Curriculum and Learning Environment Independent Functioning Communication Social/Emotional Behavior Health Care III. General Factors and Assessment Data Parent input was obtained through: The parents’ concerns for enhancing the education of the student: Health concerns: Results of statewide or districtwide assessments (e.g., Florida Comprehensive Assessment Test; Florida Alternate Assessment): Results of the initial or most recent evaluation: DEVELOPMENTAL ASSESSMENT OCCUPATIONAL THERAPY EVALUATION Y N 120 PHYSICAL THERAPY EVALUATIONBEHAVIOR ASSESSMENTSPEECH AND LANGUAGE EVALUATIONResults of Florida Comprehensive Assessment Test: Test Year: Test Grade: IV. Present Level of Academic Achievement and Functional PerformanceInformation on transition needs and/or self-determination is included here as appropriate.Domain/Transition Service: Curriculum and Learning EnvironmentLANGUAGE AND EMERGENT LITERACYMATHEMATICSThe student’s disability affects his/her involvement and progress in the general 121 Annual Goals and Short-Term Objectives or Benchmarks Goal: Mastery criteria: Other: Assessment procedures: Progress reports will be provided: If other, describe:Short-Term Objectives or Benchmarks: Goal: Mastery criteria: Other: Assessment procedures: Progress reports will be provided: If other, describe: Short-Term Objectives or Benchmarks: Domain/Transition Service Area: CommunicationThe student’s disability affects his/her involvement and progress in the general 122 Annual Goals and Short-Term Objectives or Benchmarks Goal: Mastery criteria: Other: Assessment procedures: Progress reports will be provided: If other, describe: Short-Term Objectives or Benchmarks: Goal: Mastery criteria: Other: Assessment procedures: Progress reports will be provided: If other, describe: Short-Term Objectives or Benchmarks: Domain/Transition Service: Independent FunctioningThe student’s disability affects his/her involvement and progress in the general 123 Annual Goals and Short-Term Objectives or Benchmarks: Mastery criteria: Other: Assessment procedures: Progress reports will be provided: If other, describe:Short-Term Objectives or Benchmarks: Goal: Mastery criteria: Other: Assessment procedures: Progress reports will be provided: If other, describe:Short-Term Objectives or Benchmarks: Domain/Transition Service: Social/Emotional BehaviorThe student’s disability affects his/her involvement and progress in the general Annual Goals and Short-Term Objectives or Benchmarks: Goal: Mastery criteria: Other: 124YN Assessment procedures: Progress reports will be provided: If other, describe: Short-Term Objectives or Benchmarks: Goal: Mastery criteria: Other: Assessment procedures: Progress reports will be provided: If other, describe:Short-Term Objectives or Benchmarks: V. Assessment General Statewide Assessment (FCAT)/General Districtwide AssessmentFlorida Alternate Assessment/Alternate Districtwide AssessmentN/A for student’s current grade accommodations? If yes, see “For students Participating in Assessment with Specially Designed InstructionInitiationDurationFrequencyLocation 125 Related ServicesInitiationDurationFrequencyLocation Supplementary Aids and Extended School Year Classroom AccommodationsInitiationDurationFrequencyLocationAccommodations are changes in how the student accesses information and demonstrates performance in the general education setting. Supports for School Personnel (describe): (Supports required for the student to advance appropriately toward attaining goals, be 126 VII. Least Restrictive Environment Explain the extent, if any, to which the student will not participate with nondisabled students in the general education class, extracurricular activities, and nonacademic activities: Accessibility and Implementation The IEP is accessible to each of the student’s teachers who are responsible for responsibilities related to implementing the IEP (Rule 6A-6.03028, F.A.C.). VII. Conference Notes: Florida Department of EducationGerard Robinson, Commissioner303412 ��relatingdisabilities.encouragemediationmaywrittencomplaint,howanotherfactslawcomplaintfact—theFDOE’sthefault)complaintissue(s)thealreadycannotparentsdisagreementsplacement,state,administrativetheHearingsadministrativerelativewhatdistrict’s dŚŝƐƉƵďůŝĐĂƟŽŶŝƐƉƌŽĚƵĐĞĚƚŚƌŽƵŐŚƚŚĞƵƌĞĂƵŽĨdžĐĞƉƟŽŶĂůĚƵĐĂƟŽŶĂŶĚ^ƚƵĚĞŶƚ^ĞƌǀŝĐĞƐ;^^Ϳ͕ŝǀŝƐŝŽŶŽĨWƵďůŝĐ^ĐŚŽŽůƐ͕&ůŽƌŝĚĂĞƉĂƌƚŵĞŶƚŽĨĚƵĐĂƟŽŶ͕ĂŶĚŝƐĂǀĂŝůĂďůĞŽŶůŝŶĞĂƚŚƩƉ͗ͬͬǁǁǁ͘ŇĚŽĞ͘ŽƌŐͬĞƐĞͬƉƵďͲŚŽŵĞ͘ĂƐƉ͘&ŽƌŝŶĨŽƌŵĂƟŽŶŽŶĂǀĂŝůĂďůĞƌĞƐŽƵƌĐĞƐ͕ĐŽŶƚĂĐƚƚŚĞ^^ZĞƐŽƵƌĐĞĂŶĚ/ŶĨŽƌŵĂƟŽŶĞŶƚĞƌ;Z/Ϳ͘ Z/ǁĞďƐŝƚŚƩƉ͗ͬͬǁǁǁ͘ŇĚŽĞ͘ŽƌŐͬĞƐĞͬĐůĞƌŚŽŵĞ͘ĂƐƉƵƌĞĂƵǁĞďƐŝƚŚƩƉ͗ͬͬǁǁǁ͘ŇĚŽĞ͘ŽƌŐͬĞƐĞ&Ădž͗;ϴ5ϬͿϮϰ5ͲϬϵϴϳ ŽǀĞƌƉŚŽƚŽƐĐŽƵƌƚĞƐLJŽĨ͗ŝŐŝƚĂůsŝƐŝŽŶͬdŚŝŶŬƐƚŽĐŬ͕ŝ^ƚŽĐŬƉŚŽƚŽͬdŚŝŶŬƐƚŽĐŬ͕ĂŶĚ,ĞŵĞƌĂͬdŚŝŶŬƐƚŽĐŬ     Spin a a Bifida Ass o o ciation of A m m erica 4590 MacArthur Blvd., NW, S S uite 250 Was h h ington, DC 20007422 6 Phone: (202) 94 4 4 3285 Toll F F ree: (800) 6 6 21 Web s s ite: http:// w w ww.sbaa. o o rg court e e iStockphot o o /Thinkstock 97 Florida Department of Education Gerard Robinson, Commissioner 303412 Explain the extent, if any, to which the student will not participate with nondisabled The IEP is accessible to each of the student’s teachers who are responsible for responsibilities related to implementing the IEP (Rule 6A-6.03028, F.A.C.). Supplementary Aids and Extended School Year (Supports required for the student to advance appropriately toward attaining goals, be If other, describe: Short-Term Objectives or Benchmarks: If other, describe:Short-Term Objectives or Benchmarks:V. General Statewide Assessment (FCAT)/General Districtwide Assessment Florida Alternate Assessment/Alternate Districtwide Assessment N/A for student’s current grade YN accommodations? If yes, see “For students Participating in Assessment with VI.Specially Designed Instruction Initiation Duration Frequency Location 124 Annual Goals and Short-Term Objectives or Benchmarks: If other, describe: Short-Term Objectives or Benchmarks: If other, describe: Short-Term Objectives or Benchmarks: Domain/Transition Service: Social/Emotional Behavior The student’s disability affects his/her involvement and progress in the general Annual Goals and Short-Term Objectives or Benchmarks: Annual Goals and Short-Term Objectives or Benchmarks If other, describe:Short-Term Objectives or Benchmarks:If other, describe:Short-Term Objectives or Benchmarks:Domain/Transition Service: Independent Functioning The student’s disability affects his/her involvement and progress in the general Annual Goals and Short-Term Objectives or Benchmarks If other, describe:Short-Term Objectives or Benchmarks:If other, describe:Short-Term Objectives or Benchmarks:Domain/Transition Service Area: Communication The student’s disability affects his/her involvement and progress in the general PHYSICAL THERAPY EVALUATION BEHAVIOR ASSESSMENT SPEECH AND LANGUAGE EVALUATION Results of Florida Comprehensive Assessment Test: Test Year: Test Grade: IV. Present Level of Academic Achievement and Functional Performance Information on transition needs and/or self-determination is included here as appropriate. Domain/Transition Service: Curriculum and Learning Environment LANGUAGE AND EMERGENT LITERACY MATHEMATICS The student’s disability affects his/her involvement and progress in the general If yes, the following opportunities for direct instruction in the student’s The student’s needs that result from his or her disability are addressed through the YN General Factors and Assessment Data The parents’ concerns for enhancing the education of the student:Assessment Test; Florida Alternate Assessment):DEVELOPMENTAL ASSESSMENT OCCUPATIONAL THERAPY EVALUATION ��119 Date of IEP meeting: In considering the following factors, if the IEP team determines that a student needs PRGL¿FDWLRQWKH,(3PXVWLQFOXGHDVWDWHPHQWWRWKDWHIIHFWLQWKHGHYHORSPHQWRIWKHIEP. YN Does the student’s behavior impede his/her learning or the learning of others? If there is not a FBA/BIP, the use of positive behavioral interventions, strategies, and supports must be considered in the development of this IEP. addressed in this IEP. professionals in the student’s language are needed: IHFWLQWKHGHYHORSPHQWRIWKHIHFWLQWKHGHYHORSPHQWRIWKH118 ��whenhelping ��Copieses Address] [Your Phone Number] [Today’s Date]] of School] [Address of School] &#x/MCI; 3 ;&#x/MCI; 3 ;Dear __________________: &#x/MCI; 4 ;&#x/MCI; 4 ;I am the parent of _____________________, agechargecopying.recordsrecordswouldcopied.   Address] [Your Phone Number] [Today’s Date]] of School] [Address of School] &#x/MCI; 3 ;&#x/MCI; 3 ;Dear __________________: &#x/MCI; 4 ;&#x/MCI; 4 ;I am the parent of _____________________, agehave(name(date).theTherefore,_________________________________________answer �� Address] [Your Phone Number] [Today’s Date]] of School District] [Address of District Office] &#x/MCI; 3 ;&#x/MCI; 3 ;Dear __________________: &#x/MCI; 4 ;&#x/MCI; 4 ;I am the parent of _____________________, agethink_______________________________________________________________thatPleasethe �� Address] [Your Phone Number] [Today’s Date]] of School District] [Address of District Office] &#x/MCI; 3 ;&#x/MCI; 3 ;Dear __________________: &#x/MCI; 4 ;&#x/MCI; 4 ;I am the parent of _____________________, ageabout_______________________________________________________________notagree �� Address] [Your Phone Number] [Today’s Date]] of School] [Address of School] &#x/MCI; 3 ;&#x/MCI; 3 ;Dear __________________: &#x/MCI; 4 ;&#x/MCI; 4 ;I am the parent of _____________________, agethinkmeeting �� Address] [Your Phone Number] [Today’s Date]] of School] [Address of School] &#x/MCI; 3 ;&#x/MCI; 3 ;Dear ____________: &#x/MCI; 4 ;&#x/MCI; 4 ;I am the parent of _______________, age ____, who is a studentarecurrentPleasearrangechild ��typeEducationalEvaluation     Visu a a Impairme t t udent with a visual im p p airment ha s s a loss of s o o me or all o f f includ n n d or partia l l In f f y for progr a a ms and ser v v ices for students who h h visual s s , a student must meet all th e e requirem e e nts listed in the Florida State Board d of Educati o o n Rules. (Rul e e 6A 4 4 , F.A.C.) Vocational—Ha v v ing to do w i i th the skills needed for a trade or t e e Exampl t t ional skills a a re keyboar d d ing, automotive repair , , carpe n n try. Witness person who ma k k es stateme n n ts in a due process he a a ring to sup p p district’ s s point of vi e e w. Writ t t en Notice — — written o o mmunication from th e e school to t h h e parent, d d escribing a n n action the schoo l l plans to ta k k e that will a a their c c hild’s educ a a tion. courtesy J J upiterimages/ o o mstock/Thinksto c c k 111 ��requirementsBoardstudentsmeetSunshineStandards,requiredexams.Florida’sdisagreement—Aidsrelatedstudentsdisabilities.educationeducationreachschool.shouldolder.thisplanadult—Activitiesthatstudentmovefromschoolpostschoolactivities.Injury(TBI)injurythe ��—Takingchoices,forExampleswithout—Havingthedifferenceslettersthatmeasurablereachtheir—Havingexamplehighdiplomaearnedrequirementsstandarddiploma.the“exceptionaldisorderspokenmathematics.haveRules.F.A.C.)canorderprogramsimpairments,theF.A.C.)Languagecommunicationlanguagestudentslanguagecommunicationcommunicationcommunication ��LevelsFunctionalSolving/ResponseIntervention(RtI)struggling;(anintervention;interventionhowtheparticipate,safeguardsalsoafterreceivingreevaluatedeveryyears.thereevaluationservicesreceiveworkednotServices—SpecialeducationservicesExamplesandblind.evaluations,intelligencepsychologistteachers,administratorsbehaviorSocialprofessionalhome,informationTheycommunity,Advocacy—Actionspersontakesneedsunderstoodrights ��SunshinecertainwithablethesereceivenotestudentdisabilitytheServices—Servicesvisualhome,muscular,impairments,(OHI)theF.A.C.)Participationjoining,workingmaketaskexamplechairrelatedthatrestore,movementsplacementincludemoreamount ��moreusinglanguage.orderimpairments,F.A.C.)Restrictive(placement)childrenLocationmisbehaviormeetingServicescalculatethesupportsstudentsstatementabletrainedrequirementschange“accommodation.”—HavinglargepartsExampleswalking,door.meetingsagreeable. ��requestpersonnotdistrictnotdistrict.districttravelingtimestrategies.learningsupports,accommodationsmodifications“evaluation.”Individualizedwrittenthatrelated(IDEA)the(InD)studentorderlearning ��andtheextendedinformationInformationandthediplomaEducational(GED).ratherCurriculumacademicstudentsarewhatandstudenttherequirementsF.A.C.)Officer(HH)timeIdentification“individualIEP.placement ��—Endstudents’studentdistrict’sThisdistrict,student’sstudent,—MaterialsdistrictsThisincludeshavedisability.includesstudentsstudentsneedswhodisabilitieswhosometimesneed.“freestudentcomplaintPublic(IDEA)thestudentneeds, ��reviewsevaluationsotherstudentreceivenoticeSensory(DSI)dualtheF.A.C.)disagreementbetweenmeeting.servicesCriteriarequirements(program).criteriaeachcategorylistedwhichotherthestudentrespondshasexplainedculture,reasonsstudentbehavioralRules.F.A.C.) ��CompensatoryServicesstudentdistrictstudents—Private,notothers.theyusedschoolparents,seethem.actionchild’sshowtypestakemeasurablepostsecondaryincludeF.A.C.)communication,socialtherequirementsRules.F.A.C.)thingssametemporary ��“measurableannualrequesthearing.includeDeviceincrease,something.repairingtrainingspectrumdisorderactivities..) &#x/MCI; 7 ;&#x/MCI; 7 ;Behavior Intervention Plan (BIP)—A plan that helps a student with a disability reducebehaviors.includesstrategiesstudenttaughtthatthemreplacethemilestonesstudentreach“measurablecertificatecoursesstateplacementstudentrestrictiverestrictiveplacement,placement ��theinvolvedtheimportant—HavingreadingexpectationsGenerationSunshineaccessAccommodationexample,whenvisualAccommodationsAccommodationsmeet.district.Florida,employedHearingsServices.studentdistrict.adult.parentstudentagethisincompetenteducational—Describesmaterials,experiencesage.for ��___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________planningearlier.followinglikeexperiencelikeexperience?wouldlikeworkingyears    Circlevisionother.......................................................................................................................................evaluationtheRecommendationsagreesfollowRecommendationsrecommendation    Circlevisionother.......................................................................................................................................evaluationtheRecommendationsagreesfollowtheRecommendationsrecommendation     Ind e e penden t t Educati o o nal Eva l l uations Som e e times child r r en are eval u ated by so m m not o o the p p ublic school system. This is c a a lled an ind e e pendent educational e v v aluation, o r r IEE, and it i i s similar to getti n n opinion o o ut a medic a a l diagnosis. More infor m m ation abo u u t IEEs begi n n s on page 43. If yo u u r child had an indepen d d educat i i onal evaluation, revie w w each t t and identi f f y and r r ecord the r e e commend a a way a a s for the public school e e valuations. For r e e commend a a tions that are not bein g g used, or that are not s c c heduled to be used, w r r ite dow n n the explanation provi d d not u u sing or sch e e duling the r r ecommendIfreceived o o explanatio n n the t t ion is not b e e ing used o r r scheduled to be used , , shoul d ask questi o o her, h h counselor n n cipal. Finall y y , if you are not satisfie d d with the a n nswers pro v v ided by sta f f f at the s c c level,contact r r for your school distric t t goal i i s to get a r e e ason for n o o t using a r e e commenda t t ion that m a a kes sense t o o you or to g g et an assur a a that h h ere has b b een a sche d d recomm e e ndation. court e e iStockphot o o /Thinkstock 83    SchoolRecordCirclevisionother.......................................................................................................................................evaluationtheRecommendationsagreesfollowRecommendationsrecommendation    SchoolRecordCirclevisionoccupationalother.......................................................................................................................................evaluationtheRecommendationsagreesfollowRecommendationsrecommendation ��reportevaluator’srecommendations.IEPrecommendationgoingincluderecommendations,overwhelmingrecommendationsimmediate ��questions:child?thissomethingalreadychild? �� thisimproving?evidencethatadditionalprogress,andlevelforthechanges, ��teacher(s)responsesWhatchildexpectedchild?child,assistancetheyreceive?providehelp?            Solvingthetheprovided    Pro b b lemSol v ing You c c an use the w w orksheet o o n the next p p age to kee p p a list of th e e interventi o o sup p p orts provided to your child. The p p roblem v v ing proces s s within a m u u lt i tiered y y stem of supp o o rts is designed to help children m a a ster the ar e e as they are having trou b b le with, whe t t her the tro u u ble is acad e e mic or beh a a vioral. This framework guides edu c c ational ser v v ices for a l l l children, t h h ose receiving general e e ducation n n exce p p tional stud e e nt educ a a tion servic e e s. It is based on the principle that a a ll children c c learn. Whe n n your child is not maki n n g progress i i t is helpful t t o revisit th e e questions f f ound on p a a ges 71–73 with your child’s teac h h ers or the p p roblem v v team. W W hen your c c hild is maki n n g prog r r iden t t ify what st r r ategies are helping the m m succeed. court e e iStockphot o o /Thinkstock 71 ��ProgressmanyName___________________Grade.......................................................................................................................................Progress.......................................................................................................................................Progress.......................................................................................................................................Progress.......................................................................................................................................Progress ��aboutChild’sProgressmember)oftentowardmeetingnotcatchteachereveryweeks.usingforIEP.progresscirclethereporttrends,whoparticipateAlternatewrittenforprogress.              teacherneeded?completed?.......................................................................................................................................needed?completed?.......................................................................................................................................needed?completed?  School and District Contact List School Year:__________________________ Name Position Email Telephone Principal Teacher Teacher Teacher Teacher Teacher Therapist Guidance Counselor ESE Director 63 ��Schoolnotrecords,cumulativeinformationletterrelatedreadycategorydate,Heresometeachers,administratorsCommunication:communicationotherscards,samplesnotesassessmentsComprehensive(FCAT(FAA),(EOC), ��havechildhome?mostimportantyouneedsfor ��staff,formsandconditions,teacherssleepinessthirsty,home?school?relatives)?childcareetc.)?           Attendedhelp       Op t t ional Fo r r ms and W W ork Sh e e ets The f f orms and work sheets o o n the follo w w pages u u organize o o ur cont a a ct information, prepar e e for meetings, and kee p p track of y o o ur child’s p r r ogress. In s o o me case s s you will need only one copy of the form and c a a informatio n n year.requirecopy f f child E E services. You can cop y y the form s s want t t direc t t ly from the book or pri n n t copies fr o o m the electronic versio n n that i i s available a a t http://w w w w.fldoe.or g g /ese/pub o o me.asp . K e e com e e book. P P courtesy o o ckbyte/Thinksto c c k 56 ��organizeinformationeducation.reportsagencieshavetheteacherstelephonecopieschildrennotringmakeeasier,Overimportant ��courtesyStockbyte/Thinkstock              If yo u u would like to know m o o re, you can request a c o o py of the f o o llowing do c c uments, and man y y others, from the BRIC a a addr e e ss, email, o r r phone nu m m oncoverthiguide. v v ailable onli n n e at http:/ / / www.fldoe.org/ese home.asp of s s for Parent s s Student s s with Disabilities”  Volume I Florida S t t atutes S S Rules— b b ook that contains t t he text of Florida’s law s s and rules r r elated n n student s s with disa b b ilities Cont a a ct the ESE o o the d d istrict’s ES E E Poli c ies an d d Procedure s s document or go t t o http://w w w w.fldoe.or g g /ese/ppd.asp cho o o se your dis t t rict from the list to get a copy online. 52 ��RightThathaveneedthinkhaveshouldtellingchange.RightaboutRecordssomeonetheschooltheyadministratordistrictletterrecordreleased,releasedRecordsEachboardinformationrecordneededandinformationResources ��RightSchoolchild’ssocialcertainschoolyourmaycrimescommittedjuvenilescertaincircumstancesenforcementhaverecords,notauthorizedformrecordsneedthethethe ��studentPrivacyrightschild’sschoolDepartmentRightChild’sthechild.thethestaffchild’syoubeforemeetingthedaysseecannotcharge.)explainexplain      STUDENTSDISABILITIESDuringcumulativeduringyear.doesprovidetheymisconduct.DuringremovalservicesstudentneedsthatprogressgeneralcurriculumtheirannualthancumulativepersonneldecidestudentBeginningthecumulativecarryingoutremoval,educationalfunctionalbehaviorassessmentdevelopingbehavioralprovided.planonedone)theplanandimplementationchangeneeded.Duringremovalthanduringremovalremovalstogetherthanschoolandthatpatternbecausethetotalduringthestudentremoved,proximityanother.thesesituationscountchangesplacement.servicesstudentneedsprogressgeneralcurriculumtheirannualIEPteamdecideswhichtheneeds.carryingoutfunctionalassessmentdevelopingbehavioralinterventiononedone)implementationchangeneeded.schooldaysanychangestudentbecauseviolationcodeconduct.studentbutthestudentcontinuereceiveeducationalduringtheduethedisabilitydrugs,bodilyinjurystudentothers,studenttheirplacementtheschoolchoosechangetheplacementIEPteam’sprocedures.theredeficienciesIEPplacement,mustthedeficiencies.duethedisabilitydrugs,theIEPdeterminesalternativeeducationalduethedisabilityofficerstudentdangerousschoolalternativeofficer,who �� themisbehaviorotherstheplacementremovedtheircurrentplacementschoolmoreactsthenotduringyear,childdistrictchild            forSuitefcsninfo@fcsn.orghttp://www.fcsn.orgAssociationhttp://www.interdys.org(childrenimpairments)http://www.johntracyclinic.orgAmerica(LDA)http://www.ldanatl.orgFairfaxSuitehelpline@nami.orghttp://www.nami.orgwithImpairmentshttp://www.spedex.com/napvithe(NAD)Spring,http://www.nad.orgInformationChildrenwithAvenue,http://www.nichcy.orgSW,OCR.Atlanta@ed.govhttp://www.ed.gov/ocrEducationPrograms            AlexanderGrahamBellHardHearinginfo@agbell.orgAmericanAssociationStreet,http://www.aamr.orgAmericanhttp://www.afb.orgAmericanSpeechHearingResearchhttp://www.asha.orghttp://www.autismandDeficit/Hyperactivity(CHADD)Professionalcall_center@chadd.orghttp://www.chadd.orgDefensecdfinfo@childrensdefense.orgservice@cec.sped.orghttp://www.cec.sped.orgthehttp://www.disabilityresources.orghttp://www.easter        Unit e e Cerebral P P alsy of Sar a a sotaMa n n atee 1090 S. Tamiami Trail Sara s s ota, FL 342 3 3 6 Phone: (941) 95 7 7 3599 Web s s ite: http:// w w ww.ucpsa r r asota.org Unit e e Cerebral P P alsy of Sou t t h Florida 2700 W. 81 st Str e e et Hialeah, FL 3301 6 6 Phone: (305) 32 5 5 1080 Web s s ite: http:// w w ww.ucpso u u thflorida.o r r g U n n Cereb r r al Palsy of T T allahassee 1 8 8 30 Buford C C ourt T a a llahassee, F F L 32308 P h h one: (850) 9 9 225630 cour t t Polka / / Thinkstock 94             Resources(FDLRS)http://www.fdlrs.comGainesStreet,http://www.myflorida.com/dbsFloridaDrivehttp://www.LDANetworkinfo@ptopmiami.orghttp://www.ptopmiami.orghttp://www.pwsausa.orgSBATampaBay@aol.comhttp://www.sbatampabay.orgFloridafl.orghttp://www.tsaCerebralCentralhttp://www.ucpcfl.orgCerebralhttp://www.ucpecf.orgCerebralCerebralinfo@ucpnwfl.orghttp://www.ucpnwfl.org             Related(CARD)CenterAvenueHarbor,http://www.cflparents.orgServiceshttp://www.cmsRightsCenterviewhttp://www.disabilityrightsflorida.orghttp://www.rehabworks.orghttp://www.fl.easterseals.comSuitehttp://www.fndfl.orghttp://www.faast.orgSprings,flasha@flasha.orghttp://www.flasha.org(BEESS)GainesStreet,http://www.fldoe.org/esehttp://www.fddc.org         agenciesservicescontactorg/ese/contactsforResourcesFDLRStheexceptionaldirectorphoneandSpecialEducationEducationchaptersPersonsSuitehttp://www.apdcares.orgarcflorida@gmail.comhttp://www.arcflorida.orgvsenquenzia@aol.comhttp://www.autismfl.comhttp://www.biaf.org ��55–56,organizemeetings.teamsupporthashavedone.situationschild ��ESEadministratorwriting.importantthedistrictmediationdistrictpayadministrativeresultdistrictrefuserefuse,chooseadministrativecorrect,districtoutsidewhopeopledistricthelpandschool,mayresultsplansteachersmustschoolservicesremovedplacementdetermineremovedtheirwhenservices:themisbehavior �� educationrestrictiveyearlyreviewHereespeciallyimportantparticipateRightwhengiveevaluateeligibilityunderstandtakeactionrejectedanyspecificsafeguardswhatfile.askednotunderstandnotice,schoolappropriatecontactrightSomeone ��Theseparents)services.readingtrainingadministratorsafeguardsgiveparentsandschoolstogether.proceduralproblemsfreehearing.onceand:changerightseducationalreadappropriate ��reevaluatechildreevaluation,evaluationarereevaluationschoolevaluationIEPteamholdyoulongerservices.ESEcannotthethepermissionplacement.informationsafeguards. 31      New info r r mation ab o o ut your chil d d is availabl e e that u u wish to as k k for an IEP m m eeting bef o o re the 12 m m are u u p, write to t t to o expl a a in why a m e e eting is ne e e ded. Gener a a change s s to the IEP must be made by the e n n tire IEP t e e meeting. H H owever, b e e tween ann u u al IEP mee t t when t t he school district and the p p agree n n be amend e e d or modified without a a n IEP meeting and w w ithout rew r r iting the en t t IEP.your h h ild’sIEP a a modified, l l l me m bers of the IEP team sh o o uld be informed of the e change. Th e e school m u u st notify yo u u if it chan g g es your child’s service s s or setting, b b ut the sch o o ol does not need your c c onsent to chan g g e your chil d d ’s services o o r setting. If yo u u r request f o o r an IEP team meeting i i s turned do o wn, the sch o o district m m ust tell yo u u in writi n n g. If you cannot settle y y our disagr e e ement t t ion or fo r r a due process hearing . courtesyiterimages/ d d Pictures/Think s s tock 30 ��everymeetaskreceivedmeeting.yourachievementadditionalsuccessfulmastered?Whatshouldtoward?changed?assistivechanged?placementmakeyourchangecarefully.theHerearereasonsexpected.   u rchild’stea The m m atrix of se r r vices reflec t t s the level o o f services li s sted on your child’s IEP in each of t h h e follo w w areas: Curriculu m m and Lear n n ing Social or E E motional Behavior Indepen d d ent Functio n n ing Health C a a re Commun i i cation Within each are a a , the IEP te a a m may hav e e decided t h h at your chil d d will receive no servic e e s, som e e services (s u u ch as help f f rom a specialist for you cher, or ad a a pted instr u u ctional ma t t erials), e e ry intense s s ervices (su c c h as contin u u ous monit o o ring or assis t t ance). The s s ervices your child receives will be n n oted in the matrix. Ser v v ices that are chec k k ed off on t h h e matrix m u u st be servi c c es your child is actuall y y receiving. courtesyMorgan/Ph h otodisc/Thinksto c c k 28 ��everythingareplacementyourteacherusewhogoinggoingridingreceivingkeepandthetheteachersgoodhowtheirThisnotreports,concernsdisagreementsservicescomeschoolyoucontact(partdiscussadministrativeremedies:servicessomeState 26   InformationtypeSomeadded:education—Tellseducationreceive(generalparticipation—DescribesIEPmedicalinformation—Describesoption—TellswhatworkingtowardMoststudentsdisabilitiesablecoursestestsTalkregulartowardchanges,youtheschoolstaffnewthingsyourthewillneedchanged.youtogether,willIEPmoreuseful.shouldparticipatemeetings,whatstudyneededhome.aspplacementfirstchanged ��classesotherclasseswhichmorerestrictiveplacementsmaterials,accommodations,subjectsclassstudentssubjects(sometimescalledschoolwholeplacementsplacements.attendsschoolofferservicesyourchildneeds.Sometypesservicesavailableschoolsthroughoutdistrict.onlyeducationaccommodations,serviceseducationdisabilities.materials,child’scase,thedistrictplacementplacementthatdistrictprovideanother       8. F l orida Alter n n ate Assess m m ent ral e e laws requi r r e that all students be i n n cluded in s t t atewide te s s ting. Most stud e e nts with di s s abilities take the Florid a a Comprehe e nsive Asses s s ment Test ® ® (FCAT or F C C AT 2.0) a a with e neral education stude n n ts. A small n number of s s tudents with significan t t cogn i i tive disabili t t ies take th e e Florida Alt e e rnate s s sment. The is for students wit h h disa b b ilities who r r equire dire c c intensive i i in d d ed for com m m unity livin g g , leisu r r e, and voc a a tiona l activ i i ties. Stude n n ts who tak e e the FAA will work tow a a rd a specia l l dipl o o rather h an a stand a a rd diploma when they get to high s s chool. If yo u u r child is w o o towa r r d a special d d iploma, th e e IEP team d d ecides whi c c h of these asse s s sments your child will t a a ke. 9. Placement a n n d the Leas t t Restrictive Environme n nt (LRE) Whe n n Congress f f irst passed t t he Educati o o n for All Handicapped C C (no D D EA), the p u u to e e childre n n with disabi i lities had a c c cess to a fr e e e appr o o priate public educatio n n . Before th a a t time, stat e e s had diffe r r ent laws a n n d not all child r r with a a could u u blic school s s . To r e e feder a a funds, t t ate’s plans m m ust includ e e a promise that a child with a disa b b ility will o o nly be rem o o ved from a regular clas s s room if th e e nature or severity of t h h eir disabilit y y inter f f eres to suc h h a degree t h h at educati o o n, even with additional l supports a n n d services, cann o o t be satisf a a ctorily achi e e ved in a re g g ular class. S S tudents must be place d d in the leas t t restr i i ctive o o nment pos s s ible. The IEP team’s d e e cisions ab o o where o o ur child wil l l be taught a a called p p lacement” s ions. Your child’s place m m will o o You n n d the rest o o f the I E E P team will begin by assuming tha t t your child w w ill be taug h h t in the sa m m e classroo m m and scho o o l your child would atte n n have a a disability. Photo cou r r tesy of: Hemera/ T T hinkstock 23 ��child’steachers.supportAccommodationschangeslearned.describesAccommodationschangesaccommodationsstandardchangesexpectedincludeexpectedincludestudentsmodificationsAccommodationstheAdministrationaboutaccommodationaccommodationthestateformsaccommodationHeresomeexamplesaccommodations:interpretertestsessionsyourinstead. ��school.PlanningGuideonlinethethisbook.)benchmarkstermobjectiveswhoForoptional.makesthelevelsmanygoals,shouldMeasuredyear,youtowardmeasuredwillregularlyprogress.alsoyoureportsServices,Services,IEPdescribesrelatedsupplementaryformaythetitlethatyourandwithdisabilities ��LevelsFunctionalstatementwhatcommunicateswhatlevelandwhendetermineHeresomeexamplestest,enjoyshomeworklevelsstatement.morewhatableyear.measurable.shouldyear,tellHeresomeexamplesyear,withyear,usethroughwillhomework ��childteachers,staffreceivepermissionplacement.formeachmeeting;meetingyou.meetingtelephone.participatemeeting,notparticipate,copyIEP.Heresomemindwhichmeetinghaveexpertisegoingthanaremeandoespermissionsign“not          The t t will c c ide one of t t followin  Your chil d d is eligible f or ESE servi c c es. l l op an IEP s o o you will know what ser v v ices the sc h h ool is offeri n n g to your child.  Your chil d d doesualify S S E services. H H problem s s olving proc e e ss will conti n n ue. If your child is still s s truggling, h he school will keep working with y o o u to find way s s to help. If y y our d d oing bette r r the u u e to monit o o r progress t t that c c hild contin u u es to be successful.  Your chil d d doesualify S S E services, b b ut does ne e e d accomm o o dations as a a result of a a disability. T T he accom m m odations will be identi f f ied in what is called a 5 0 0 4 plan. Mo r r e information on 504 plans can be found at http://w w w w.fldoe.or g g /ese/pubx h h ome.asp .  There is n n ot enough information to reach a d d ecision d d ed. P P courtesy o o ckbyte/Thinksto c c k 17 �� curriculum?meeteligibility(ASD)only)(deafhospitalizedbrainimpairedinstructionrelatedresultdisability.becausetechnologyeducation?medicalprocess,haverighttheexplained ��invitemeeting,Whenmeetingcanconferenceimpossiblemaymeetingoutimportantformeeting.recordsrememberpeopledistricteligibilityinclude:administratorcounselorworkedevaluationmeeting,otherexplainThedeterminechildthereresultsresults ��yourmedicalcare,communicatingbeenotheragencies.willevaluation,days.include l l     The eval u u ation will b b e done spe c c ifically for y y our child a n n d must be a a ppropriate f f or them. T h h is means t h h e evaluation will: U U se tests tha t t design e e d for child r r en who are like your c h h ild N N fal u u r child’s ra c c e or cultur e e Be g g uage and f o o rm that is m m ost likely t o o show wha t t your child knows and c a a n do G G ive your child every ch a a nce to sho w w what they know and c a a n do More th a a n one pers o o n may help with the e v v aluation. e e re are som e e of the people who ma y y be invol v v ed: Y o u (the par e e nt) Teachers O O ccupationa l l or p hysica l l therapists Sc c hool psych o o logists D D octors or n u u rses Sc c hool socia l workers Sp p eech u u age patho l ogists A A udiologists ( ( hearing sp e e cialists) A A ssistive tec h h nolog y specialists courtenkstock ��kindsaboutnotknow?didchildwithlearningyouareevaluationthinkschoolevaluationDisabilitiesdisability.lookneeds.evaluated:thingsschoolhistoryproblemprocess)individualassistivetechnology          The t t eam decides which spe c c ific evaluat i on procedu u If n n evaluatio n n they will t e e referral o o u must give writt e e n permissi o o n for your c c hild to be evaluated. If yo u u think your child has a d d isability an d d needs ser v v ices you m a a requestan u u ation at an y y time. If yo u u make the r r equest you r r self, write d d own the n a a me of the pers o o n you talked to and th e e date. It is b b mak e e requ e e st for an ev a a luation in writi n n g and keep a copy of t h h e letter. Whe n n you ask to have your c c hild evalua t t ed, school s s taff will giv e e you a cop y y of your p roc e e safe g g uards and a a written notice telling y y ou: Thatwillevaluatyourthat y have e e not a a luate c c hild Why the y y made the d d ecision e e valuate or n n your What ev a a luations, as s s essments, r r ecords, or r r eports the y y used to make the deci s s ion Any othe r r options th e e y consider e e d and why t t hey did no t t choose those other op t t ions have n n rights und e e r IDEA How you can get hel p p in underst a a nding the n n otice h h e evaluation process Photo cou r r tesy of: Hemera/ T T hinkstock 10 ��NTERVENTIONdifficultyteachertheThesebehavioral,situationdoesmayaskimplementinginterventionsmanagementtheinterventions.interventionsareinterventionvisualstudent’stheyouraboutThischildchild.workinglearnprovideadditionalsupportschildstaffschool.staffshowsolvingongoingseveralchild.whenthatthatthemayfind 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��VERVIEWcluesandexample,yourdifferentlyattentionsamehearing,communicatingdifficultiessolvingidentifychangesteachinginterventionsproblemthelevelsassistanceProblemsolving/ResponseIntervention(PS/RtI)instructionongoingwhetherevaluationChildrenintensivedesignedstudentThiscalledinstructionexceptionalities,providedhardhearingyears(deaf   responsibilityneedsdesignedsupport,learningcalledpreparelifeschool.technologydevices,ThereESElawsdoeseverysituationchildreceivesservicesmembernotmeetingsschoolESE(BEESS)http://www.fldoe.org/ese ��PlanningA—WhereContactsC—SampleRecordsD—Sample ��ONTENTSIntroductionEducationCounty2—ProblemSolving/ResponseIntervention3—Evaluation4—EligibilityDetermination5—The(IEP)Consent6—Annual8—ProceduralSafeguardsResolution9—RecordFormsProgress ��administrativejudge’sadministrativecourt.administrativedistrictsalsomeeting.maychosethehasevaluationchildwithevaluation,educationalevaluationgoodreallycarefullynottheirevaluationmayclearevaluationadministrator    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