In order to make sure we are constantly monitoring our students’ progress, we have a Child Find process in place at our school, so we are able to identify students who may be in need of specially designed instruction, under Chapter 14, 15, and 16 of federal law. As a public charter school, we are responsible for developing and maintaining a system that ensures that each child with an exceptionality receives a Free Appropriate Public Education (FAPE) and that each family has access to a system of Procedural Safeguards. Our Child Find process consists of universal screening, classroom instruction & assessment, periodic benchmark assessments, data analysis through Professional Learning Communities (PLC), a Multi-Tiered System of Support (MTSS), proceeding with a comprehensive psycho-educational evaluation, which may or may not lead to an individualized education plan (IEP), a gifted individualized education plan (GIEP), or a 504 plan, if students are eligible. A parent may request an evaluation for their child at any time if they feel their child is exceptional and they have legitimate concerns about their child’s academic or functional performance levels compared to the grade level standards. A written letter is required by parents who request an evaluation.
Child Study Team
As part of our Child Find process, EEACS has Child Study Teams in place where collaboration between teachers and administrators is a critical component. The purpose of Child Study Team is to identify students who are in need of extra support in the classroom. We do this by coming together, as a team, to utilize the MTSS process by logging and monitoring student interventions each month. The administration team analyzes data gathered through interventions, and then collaborates with teachers to group students according to their specific needs. Students receive reading, math, and behavior interventions during their class with their regular teacher and also out of their classroom with support teachers if they are identified as needing more intensive support, during a 45 minute Small Group Instruction (SGI) period that is allotted into the daily schedule. Each time the Child Study Teams meet, the teachers and administration discuss student progress and the plans to move forward with those students.
Kindergarten screening activities include a review of informal social and health history, developmental areas, functional vision and hearing, and speech and language. Kindergarten screenings are held before the school year begins. Further screenings are conducted through the Child Study Team process, in each community throughout the year for any student that may indicate a need for Special Education Services, 504 Services, or Gifted Services. Parents who wish to request a screening and/or evaluation for their child may do so by contacting a school administrator.
If a child is undergoing the evaluation process the following steps will be taken:
- Request an evaluation (written letter by parent or legal guardian) OR MTSS Referral and meeting takes place to discuss the student.
- Consent (signed permission to evaluate form)
- Evaluation (the multidisciplinary team has 60 days from the date of consent to complete the evaluation)
- Program Development (the multidisciplinary team, including the parents, meet to determine if the child is eligible for special education services. If the student is eligible the team will formulate an individual education plan (IEP) or 504 plan, which must be placed into effect 30 days from the date the evaluation was completed.)
- IEP Meeting (the multidisciplinary team will meet to review the official plan together and a Notice of Recommended Educational Placement (NOREP) will be instated by law.
- Annual Review & Re-evaluation (students’ IEPs must be reviewed and revised at a minimum of once per year and re-evaluation reports must be conducted at least once every 3 years, unless parental consent to waive is given OR the student is intellectually disabled.
The IEP team shall be composed of the parents, persons familiar with the child’s development, persons knowledgeable in such areas of suspected disability, persons trained in the appropriate evaluation techniques and, if possible, persons familiar with the child’s cultural background. All information gathered through the screening and/or re-evaluation process is considered confidential under Section 438 of the General Education Provisions Act.
24 P.S. Section §13-1357
24 P.S. Section §13-1372
24 P.S. Section §17-1729-A(a)(5) 24 P.S. Section 17-1728-A(b)
24 P.S. Section 17-1732-A(c)(1)-(2) 24 P.S. Section §25-2552
State Board of Education Regulations
22 Pa. Code Chapter 14
22 Pa. Code Chapter 711
20 U.S.C. Section 1412 20 U.S.C. Section 1416 20 U.S.C. Section 1232d
34 CFR Part 300
Bureau of Special Education Pennsylvania Department of Education 333 Market Street
Harrisburg, PA 17126-0333