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

    types of meetings that occur before and after classification?


    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


    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


    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


    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.