Know Your Forms-Eligibility

After you’ve had your initial meeting (Know Your Forms-Referral For Help), the next meeting will be to discuss all the data and any new evaluations that have taken place since your last meeting.  There are  14 categories a child can qualify under in North Carolina.  They are the following: Autism, Deaf-Blindness, Deafness, Developmental Delay, Serious Emotional Disability, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment including blindness.  Your child must meet at least one of these areas to qualify for special education in North Carolina. There are times where a student will meet two of the criteria and you can list a primary disability and a secondary disability on the eligibility form.

Each of the fourteen areas have their own worksheet with specific criteria for qualification.   Again, here is the link to a list of the worksheets and forms from NCDPI http://ec.ncpublicschools.gov/policies/forms/statewide-forms    Your team will meet to discuss the overall evaluations which were conducted and any new data as well as review which categories your child may fit best under.  Each worksheet for each possible category must be filled out and discussed at your child’s eligibility meeting. Remember, you are meeting as a team (Who Is On Your Child’s Team?).  If your child meets the criteria on at least one of the worksheets, the team can then decide that he/she qualifies for specialized education and you can then move on towards writing an IEP (Individualized Education Plan). The DEC 3 form will also be filled out and all members of the team will sign the form in agreement.  It is common to move directly into developing an IEP (Individualized Education Plan).  To keep this post shorter and focused on the eligibility requirements, we are going to have a separate post this week regarding the IEP.

After this meeting, you will have a copy of the following forms: Invitation to the meeting, Eligibility Determination (also known as a DEC 3), the completed worksheets of the categories that were discussed at the meeting, and the DEC 5 (The Importance of a DEC5).

This determination is good for 3 years.  Every three years, your child’s special education teacher (0r case manager) will have a Reevaluation meeting (the form is called a DEC 7) to review your child’s data as a team.  The team will decide if he/she continues to meet the criteria for the disability and a new DEC 3 form as well as the qualifying worksheet(s) will once again be filled out and discussed.  It is a good idea to keep all of your copies of your child’s paperwork organized at home. It’s also a good idea to be aware of the last time your child had his/her Eligibility Evaluation meeting and when his/her three-year mark is up.

As always, your school should offer you a copy of the Parents Rights and Responsibilities Handbook in Special Education at each meeting.  Here is a link with the newest copy of the handbook: http://ec.ncpublicschools.gov/parent-resources/ecparenthandbook.pdf

If you have any questions about a referral or eligibility meeting, drop us an e-mail at confidentsolutions7@gmail.com. We love hearing from you!

With Appreciation,

Christina and Wendy

 

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Know Your Forms-Referral For Help

In order to be prepared for a meeting, it is important to know your forms. We’re going to break down the forms into separate blog posts because it can be confusing as there are several forms for each step. This post is for initial referrals for specialized help.  Please also refer to the post The Importance of a DEC5

An excellent reference to all of the forms is the North Carolina’s Department of Public Instructions (NCDPI) page. http://ec.ncpublicschools.gov/policies/forms/statewide-forms This page tells you what each form is and even gives directions on how it should be filled out.  Do not hesitate to also call or e-mail your child’s case manager with questions about the process, forms, or information you would like to see noted.

Before every meeting, you will receive a paper invitation stating the day and time of your meeting.  If there is a conflict, you can write on the form requesting a second option and send it back to the school.  If the day and time work, you sign the invitation and send it back to the school.  You can also write in the people you are bringing to the meeting on this form. Examples would include tutors, therapists, advocates, or psychologists.

Most schools will have a draft prepared before you arrive. You can request to see the draft prior to the meeting so you are also prepared for what will be discussed. Always remember, you are part of your child’s team. You have the right to add information or even make suggestions for how some things can be worded.

At this initial referral meeting, your child’s team will first address if your child has had a recent vision and hearing screening. This rules out your child’s specific needs are not caused by any possible hearing or vision problems.  You will then discuss his/her strengths in all academic and functional areas (such as reading, writing, math, gross and fine motor skills, and daily living activities).  The next step will be to address any areas of concerns and any medical diagnosis your child may have.  After discussing and documenting the areas of concern, your team will then decide one of three things: The first option is for no evaluations to be conducted based on the information reviewed. A statement will be written to explain this decision. If this choice is made, the special education process stops.  However, there are times the team decides your child would benefit from a 504 Plan.  That will be a separate meeting.  For the differences in IEPs and 504s, please check out our blog post 504 and IEP’s: What’s the difference?  The second option is the team determines the current data is enough to say your child qualifies for one of the 14 disabling conditions North Carolina recognizes. This most typically would happen when a child is aging in to the school district through early intervention. The third option would be to conduct evaluations.  The team may decide they need more data such as a speech and language therapy evaluation or a psychological and educational evaluation.   If you decide on option 3, then you will also then sign a form called a DEC 2 which gives permission for your child to receive these evaluations. The third option is the most common.

The process for a referral, which includes gathering more data through evaluations if necessary,  is 90 days.  The end of 90 days date will be marked on your initial referral paperwork which is also called a DEC 1.

By the end of this meeting, you should have a copy of the following paperwork: Invitation To the Meeting, the Referral (also known as a DEC1 form), the Prior Notice/DEC 5 (The Importance of a DEC5) and the Informed Consent for Evaluation (also known as the DEC 2 form) if the team decided to collect more evaluations.  It is a good idea to start a new file folder or have an organized place to file these forms.  That way, you can easily access them when you have questions or concerns for your child’s school or need to refer to them for counselors, etc.

With Appreciation,

Christina and Wendy

 

 

 

 

 

Appreciation

Nature's Bouquet quote wm

Appreciating the unique needs of our children is important. We use the word “our” because it does take a team to help a child.  As teachers, find that connection with your child that has unique needs in your class.  When you recognize his/her gifts, we promise your heart will fill with gratitude.  All children have gifts and strengths.  When we take the time to notice those gifts in detail, we appreciate what they have to offer to us as educators and parents.

With Appreciation,

Christina and Wendy

Who Is On Your Child’s Team?

As we begin a new school year, it’s helpful to remember who is on your child’s team at school.   By definition, a team is “a number of persons associated in some joint action.”  Special education meetings are made up of a team that meets to discuss and make decisions about your child’s specialized needs.  Ideally, just like a team, all members are participating for one common goal…to help your child succeed.  There are certain members that are required to attend each meeting and it is okay to put a meeting on hold until all members are there.

So who is on your child’s team?  Who should be at a meeting to discuss your child’s specific needs in special education?  Teachers are stretched for time these days with the requirements that are put on them by the state.  However, legally, you should not have a meeting when one of these members is absent. These members must be present even if your child is in a separate setting and even if your child is a “speech only” student.  They are the following:

LEA Representative: This will typically be your school’s principal or assistant principal. This person is responsible for making any final decisions and is the person who has all knowledge regarding budget and how your district meets state and federal requirements.

Regular Education Teacher: Typically, your child’s general education teacher will be at your meeting.  There are times, however, where another teacher that works with your child may be in attendance.  Sometimes, there may be more than one general education teacher that attends.  This is more frequent in middle and high school where your child has several general education teachers. Even if your child is in a separate setting, there should still be a regular education teacher present from your child’s grade.

Special Education Teacher:  The exceptional education teacher will most likely be running most of your meetings and answering specific questions regarding the process.  This EC teacher will typically also be your child’s case manager and the contact person for specific questions.

Parent or Guardian: This will be yourself.

If the meeting is to discuss special education services from a school evaluation, than someone who is qualified to interpret the results needs to be present (for example, a school psychologist or a speech language therapist).

As a parent, you also have the right to bring people who can speak on behalf of your child such as: advocates, your child’s tutor, therapist, or person that privately evaluated your child to the meeting.  When you receive your invitation to your child’s meeting, you can write in who you are bringing to the meeting as part of your child’s team.  Once your child turns 14, he/she is legally invited to attend the meetings as well.

 

With Appreciation,

Christina and Wendy

 

Shout Out to Special Education Staff

As the beginning of the school year approaches, Christina and Wendy would like to say THANK YOU to all of the special education staff, including related service providers (such as speech language, occupational, and physical therapists) working in public schools. Your job isn’t easy and we appreciate you! We have first hand knowledge of how hard you work and how much you care.

Parents, please remember that most of the people who work with your children choose this profession because they want to make a difference in your child’s life. They don’t come with ill intentions or to do your child harm.

Teachers, please remember that as parents of children with disabilities, we can struggle to fully release our children. We want what’s best for our children and most parents want to form a partnership with you.  We like to share information about our children and feel like we’ve been heard.  As parents of children with unique needs, we will do our best to be open to hearing your voice throughout the year as well.  We want to build a partnership founded in trust.

Let’s all remember that it’s ok to disagree about how to reach our common goals. Recognize, as parents and educators, that sometimes conflict can be a learning tool to find a compromise and practice compassion. Maybe you give more this time and maybe they do next time. Listen with your whole heart to what the other person is saying. Try and be open, seeing it from their perspective. Parent’s know more about their child than anyone else.  Teachers see a  side of your child at school that you may not be aware of.  Come to your meetings with the child’s best interest at heart, leaving past negative experiences at the door.  This just may be the year that your child has a Rock Star special educator.  When we start the year off with gratitude and positive thoughts, it helps set a tone of love and acceptance for your child in school.

Sending love and appreciation to all of the special educators, related service providers and parents of children with special needs.

Wendy and Christina

 

Symphony 4 wm quote

Social Skills Class for Parents and Children Coming Soon

We are currently organizing a social skills group for elementary aged children.  This class will be perfect for children diagnosed with ADD, ADHD, and Asperger Syndrome. In partnership, there will be a parent class that meets at the same time.  This class will be a  six-week session.  It will provide children  the opportunities to grow in their social understanding with real life application.  The parents will have the opportunity  to connect with each other as well as learn the tools to implement strategies with their child at home. Please check back soon for specific updates on the location, time, and details of the group.  This is a class you won’t want to miss!

As a reminder, we love hearing from you! Please e-mail us with your thoughts and ideas at confidentsolutions7@gmail.com.

With Appreciation,

Christina and Wendy

504 and IEP’s: What’s the difference?

You are in  agreement  with your child’s school that your child needs help in his school day on specific needs.  Now what? Should your child get a 504 Plan or go the route for an IEP?  How does the school typically decide?  It will depend on the level of needs that your chid is currently expressing.

504 Plans are designed for the student who is able to do the work with the general education teacher but needs some modifications in his school day.  For example, maybe he has a difficult time remembering  what to do next on an assignment which results in the assignment going unfinished.  So the teacher comes up with a strategy to write short bulleted instructions on a sticky note that can either go directly on his assignment or on his desk.  She helps teach him how to use his list, crossing it off as he completes each item.  This is creating an interdependence between your child and his/her teacher as he gains skills to become more independent.   Your child can have testing accommodations through a 504 plan as well such as testing in a small group or extended test time. The general education teacher is responsible for the modifications that are written and agreed upon at your child’s 504 meeting. This is also for students who have severe allergies and medical conditions that require modifications.

IEPs (Individualized Education Plan) are designed for students who need specialized help.  There is a gap in their learning and they need more time and specific attention from a special education teacher to receive that help.  At your meeting, your child’s team will write goals that are aligned with his/her grade level.  If your child has a large gap in his/her abilities, the law says he should be receiving special education time to work on closing those gaps.  As well as having specific goals written for your child on the IEP, it will list accommodations and modifications that he/she will also be receiving throughout the school day.  So who is responsible for implementing these needed and agreed upon accommodations, modifications, and goals?  The special education teacher (or EC teacher) is responsible for working on your child’s goals as well as helping support him/her with those accommodations within the general classroom environment.  Your child’s general education teachers are responsible for implementing the modifications that are written on the IEP.  Examples could be sitting  close to the teacher or restating directions for assignments.  Typically, you will receive a progress report on your child’s goals with each report card.

With Appreciation,

Wendy and Christina

 

The Importance of a DEC5

The DEC5 is a form that accompanies all other forms.  You will receive a DEC5 with any type of meeting you have regarding your child’s unique needs in school.  The DEC5 is important in several ways and it should be reviewed before your meeting comes to a close. It provides a summary of the meeting, stating what was discussed, what decisions were made and how/why those decisions were made.   Every meeting also documents what proposals were discussed for your child and which ones were refused and why. If you disagree with a decision, you can ask for a statement to be documented on the DEC5 as to why you disagree.   This form also documents how your child is receiving FAPE (Free Appropriate Public Education).

This form can be filled out during the meeting so nothing is forgotten. Everything will be documented from the meeting.  For example, if service time was changed from a previous IEP, it will be documented and why. If a service was added or taken away, it will be documented here. This form can be critical if there is ever a dispute about what is on other special education forms.  Do not be afraid to ask for something to be written on this form.

Your child’s school should also offer you a copy of The Handbook on Parent’s Rights.  In that handbook, it will give you information of your rights as well as your child’s rights.   It is always a good idea to have a recent copy of that handbook and if your school hasn’t yet offered you one, you can request one or find it here: http://ec.ncpublicschools.gov/parent-resources/ecparenthandbook.pdf

If you would like to see a blank DEC5, please check out this link from DPI’s website.  Scroll down to the DEC5/Prior (Written) Notice:  http://ec.ncpublicschools.gov/policies/forms/statewide-forms

With Appreciation,

Christina and Wendy

What Can I Do if My Child is Struggling in School?

The RTI system is a lenghty process.  Perhaps you, as a parent, have outside evaluations and information that you can share with your child’s school.  North Carolina schools must consider your private evaluations as part of the data finding process in identifying your child’s unique learning needs.  A parent can also formally request a special education meeting to evaluate for special education services.  Once the parent has made this request, the school has 90 days to start and complete the process.  Please read the blog post Knowing Your Forms (coming very soon) to learn about the different forms and what they mean.  During the first meeting, the team will discuss your child’s strenghts in various areas and his/her areas of need.  The team will also discuss any evaluations or inofrmation you might have and what interventions have been tried prior to this meeting.  After all data has been discussed and documented, one of three decisions will be made: 1. conduct an evaluation 2. determine your child is eligible for services or 3. do not conduct an evalution.

If the decision is to conduct the evalution, the team will decide based on the areas of need which evaluation will be conducted.  If there is enough data to support finding your child eligible at this meeting, eligibility forms can then be completed and an IEP implemented.

The third choice of not conducting an evluation could happen as a reult of not having enough data.  It could also result in your child moving to a meeting for a 504 instead (there is an upcoming blog post coming soon about the differences between IEPs and 504s). If the team decides that there is not enough data the team may decide to also have your child go back into the RTI process to gather more information, observations and overall data on what your child needs to be more successful in his/her school environment. The law says, however, that the RTI process can not be used to prolong or delay evaluating. If it is decided that your child should be evaluated based on current data, then the information that would be collected through RTI must be complete before the timeframe for the special education process is complete. In North Carolina, that would be 90 days from the day the school received the referral.

If you need help writing a letter to your child’s school, please check out this link: http://www.parentcenterhub.org/repository/evaluation-2/

 

With Appreciation,

Wendy and Christina