OPTIONS AND REQUIREMENTS
FOR PROVIDING ASSISTANCE TO STUDENTS WHO HAVE LEARNING DIFFICULTIES
OR WHO NEED OR MAY NEED SPECIAL EDUCATION SERVICES
If a child is experiencing learning difficulties, the parent may contact the person listed below to learn about the district’s overall general education referral or screening system for support services. This system links students to a variety of support options, including referral for a special education evaluation. Students having difficulty in the regular classroom should be considered for tutorial, compensatory, and other academic or behavior support services that are available to all students including a process based on Response to Intervention (RtI). The implementation of RtI has the potential to have a positive impact on the ability of local education agencies to meet the needs of all struggling students.
At any time, a parent is entitled to request an evaluation for special education services. Within a reasonable amount of time, the district must decide if the evaluation is needed. If the evaluation is needed, the parent will be notified and asked to provide informed written consent for the evaluation. The district must complete the evaluation and the report within 60 calendar days of the date the district receives the written consent. The district must give a copy of the report to the parent.
If the district determines that the evaluation is not needed, the district will provide the parent with a written notice that explains why the child will not be evaluated. This written notice will include a statement that informs the parent of their rights, if they disagree with the district.
Additionally, the notice must inform the parent how to obtain a copy of the
Notice of Procedural Safeguards – Rights of Parents of Students with Disabilities.
SPEDTex can help!
We provide information and resources that can help you understand your child’s disability, your rights, and responsibilities under the Individuals with Disabilities Education Act (IDEA), and facilitate collaboration that supports the development and delivery of services to children with disabilities in our state.
Description: The Differentiated Monitoring and Support process includes each district to distribute a Stakeholder Survey to campus staff, evaluation staff, district administration, teachers, and parents/family members. The survey is anonymous and will help support Forsan ISD by providing information from all stakeholders and guide TEA to further develop support and resources.
Link: See below.