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FREQUENTLY ASKED QUESTIONS

1. Question: I get confused by all the meetings. Can you explain the different

types of meetings that occur before and after classification?

Answer:

I&RS Meeting: The I&RS Team process is a collaborative school effort

between district personnel and parents to intervene when a student has been

identified as making minimal academic and/or emotional progress in the general

education setting. The team or committee collects and evaluates relevant data in

order to determine or identify specific barriers to student performance.

Identification Meeting: This meeting provides the opportunity for the school

and/or parents to convey concerns related to the student’s educational progress.

The full CST is in attendance and will determine if an evaluation is warranted. If

an evaluation is warranted, the CST will develop an evaluation plan and present it

to the parents for their consent. If the parents consent to the plan, the CST has 90

days to complete the assessments, determine the child’s eligibility, and have the

child placed in a program.

Eligibility Meeting: At this meeting, the case manager presents the findings

from the completed assessments, reviews the student’s eligibility status, and if

eligible, develops appropriate programming for the student in collaboration with

the IEP team.

IEP Meeting: In this meeting, the IEP team reviews the student’s progress in the

current program and then plans for future programming based on the information

presented.

2. Question: At what point is my child considered classified?

Answer: After the eligibility meeting is held that deems the student eligible for

special education and related services.

3. Question: Does my child have to be classified to have speech/language

services?

Answer: Yes, either as eligible for special education and related services or as

eligible for speech/language services.

4. Question: Should my child have goals and objectives for in-class support

programs?

Answer: No. Goals and objectives are for replacement and related services

programming and in-class support follows the general education curriculum.

5. Question: I would like my child evaluated for special education eligibility by

an outside agency. Can this be done?

Answer: Parents are entitled to an independent evaluation of their child at no cost

if they are in disagreement with the evaluation provided by the district’s CST.

The independent evaluation would occur, however, after the district’s CST has

conducted its own evaluation. Districts often maintain a list of agencies that

provide independent evaluations. It is important that the district’s CST evaluate

your child since it is in the best position to observe classes, speak to teachers and

be knowledgeable of curriculum delivery in the child’s school. The evaluation

process also helps the CST become more knowledgeable of your child’s needs

and puts the CST in a better position to assist teachers and therapists who may be

working with your child in the future.

6. Question: I have had a private evaluator assess my child and several

recommendations are made in the evaluator’s report. Will these be accepted

by the district?

Answer: The district’s CST must consider the findings of any evaluation

provided by the parents of a student receiving special education or undergoing

consideration for services. In some cases, the entire report may be accepted, in

other cases a portion of the report, and in some instances the CST may not accept

the findings of a report. The CST should provide you with its determination in

this regard and the reasons for its determination.

7. Question: My child is receiving private services outside the school day and is

responding well to the methodology that is used in this program. Will the

school district adopt this methodology if I request it?

Answer: The fact that your child is responding to a particular strategy or method

is important information of which the IEP team should be aware. To the degree

possible, the district staff may wish to implement strategies that the parent

identifies as productive for the child. The ability to adopt a particular method

may be limited in many instances by factors such as environmental conditions

(some methods that are successful in a non-school setting do not transfer to a

classroom setting), specific training requirements, or a lack of supportive

scientific research. For these reasons, districts are given the responsibility of

choosing the method which they view to be most appropriate. However,

particular methodologies are not a required component of an IEP.

8. Question: Are parents’ part of the team who decides eligibility for special

education and related services?

Answer: No. Although parental input is utilized in making eligibility

determinations, the CST is responsible for determining eligibility for special

education and related services and consent is not required.

9. Question: What do I do if I just want occupational therapy?

Answer: Occupational therapy is a related service and is only required to be

provided if a student is determined as eligible for special education and then

found to be in need of occupational therapy, as determined by the IEP team based

upon an occupational therapy evaluation.

10. Question: When is a child eligible for Extended School Year (ESY) services?

Answer: The IEP team determines eligibility for ESY services by reviewing

several factors. One factor to be considered includes the regression/recoupment

analysis which considers the amount of regression a student experiences as a

result of an interruption in educational services over the course of the summer

with the amount of time required to regain the prior level of skill upon the

student’s return to school in the fall. The IEP team may also consider other

factors such as the nature and severity of the student’s disability.

11. Question: As a parent, am I a member of the CST and IEP team?

Answer: The CST consists of a school psychologist, a learning disabilities

teacher/consultant, school social worker, and when needed, a speech-language

specialist, responsible for conducting evaluations to determine eligibility for

special education and related services for students with disabilities. Parents are

members of the IEP team.

12. Question: What are related services?

Answer: Related services are services that are provided to help classified students

benefit from special education. The services are specified in the student’s IEP

and are provided in conjunction with the special education program. Many times

the related services to a special education program are provided in the classroom

setting. Some examples of related services include:

1. counseling services

2. occupational therapy

3. physical therapy

4. speech/language services

5. transportation

13. Question: Once my child is classified, can my child have transportation if I

live too close for the regular bus?

Answer: While transportation is a possible related service, most classified

students are not eligible for transportation as part of their IEP. Transportation is

only provided as a related service due to a condition of the student’s disability and

in accordance with specific needs of the student as detailed in their IEP.