Special education services begin when an Individualized Education Program (IEP) team, including the parent(s), determines that a child is a “child with a disability” who “requires Special education and services”. This team meeting is the result of multiple steps that precede it:

 First, a teacher or a parent identifies that a student is experiencing difficulty in school.

 Second, a problem solving team, including the parent, will convene to discuss the concern(s) and ways to address the student’s needs. This team may be called a Student Success Team (SST), a Student Study Team, a Child Study Team or an Intervention Team. The “SST” process is recommended in order to begin and document interventions and accommodations.

 One of the many options of a team like this is to gather further information, from recommending eye exams, to academic or behavioral interventions, to a referral for an assessment to determine eligibility for special education services.

 The team or a parent may submit a written referral for assessment to determine eligibility for special education program and services. The school has fifteen (15) calendar days from the date the school receives this written referral to present an assessment plan.

 If, in the future, a student is assessed for eligibility for special education, the IEP team must be able to document that interventions and accommodations have been attempted and are not adequate for the child’s success, as a condition of eligibility for special education.

 Please note: The Charter LEA does have the right to decline to assess, with valid reasons; but, in those circumstances, the Charter LEA must provide you with written notice of the decline and the reasons why.

 A representative of the Charter LEA will contact you to review the proposed assessment plan and secure your signature. The school has sixty (60) calendar days(excluding school breaks of more than five (5) school days) from the time of signed parent consent for assessment, to complete assessments, prepare assessment reports, schedule and hold the next IEP team meeting.

 IEP team membership must include: parent, administrator, special education teacher, and a general education teacher. When appropriate, the IEP team will include the student, additional specialists, teachers, or people with knowledge of the student.

 An IEP team meeting will be held. The IEP team will determine if the student is eligible for special education programs and services. If the student is eligible, the IEP team will develop goals and objectives and determine appropriate services and placement.

 Prior to the IEP meeting, parents may make a written request for the assessment results and other information pertinent to the IEP. This can give you the opportunity to read all the documents carefully and prepare questions you may have.

 Services will begin on the date designated in the IEP but only after the IEP is signed by the parent/guardian. Individuals with Disabilities Education Act (IDEA) You, the parent, and your child have certain legal rights. IDEA is a federal law, which mandates and affirms the right of all disabled children to a free appropriate public education (FAPE). The purposes of IDEA are to do the following:

 Ensure that all children with disabilities have available to them a free appropriate, public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living;

 Ensure that the rights of children with disabilities and parents of such children are protected;

 Assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities;

 Assist states in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families;

 Ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting systemic change activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services;

 Assess and ensure the effectiveness of efforts to educate children with disabilities.