Resource for Schools

We both love organization and being able to find what we need quick and easily.  Especially when it comes to paperwork. We have created these forms for schools to use within EC files.  “Unit 1” will clip together a full set of paperwork for a child.  From there, you can divide the sets of paperwork with the cover sheet of Unit 2.  We have used these in the past and NCDPI has commented to us how helpful it was when going through EC files.  Once the paperwork is put in each child’s folder, you can put one of these cover sheets to divide each section.  You can print it on colored paper to see it clearly, or use a binder clip at the bottom to clip each section together.  We recommend having the newest paperwork on top and then progressing down from there.  Typically, your first unit will be at the bottom  of the file.

Please let us know if you have any questions or need help organizing your EC files in your school.

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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

 

 

 

 

 

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