Hi socks. I was directed to this site by amyf and could really use your advice. I understand that your an advocate in Florida & are well versed in the law & procedures. I could really use the expertise in how to proceed. I live in Georgia,Columbia County, and had an “official” meeting with my son’s teacher, Asst. Principal, and the Title 1 teacher on Wednesday. I had assumed that this meeting was to sign the paperwork for IEP and to get the teacher to implement some modifications for him in class. Turns out that they don’t want to bother with the testing for IEP regardless of the fact that I have requested such in writing and that my son’s doctor has written a prescription requesting that it be dom. The Asst. Principal said that it was too lengthy a process(wouldn’t be done with the testing until May) and that I shouldn’t label my child as “special ed”. My son is more than a grade level behind in reading comprehension and math comprehension and I see him falling farther behind every day. They have implemented an SST(student support team) and say that this program is Georgia based and that it should follow him as long as he stays in a GA school. They have also placed him in EIP(early intervention program) for math and reading but refuse to agree to not use recess/free time as a time to hold these extra classes. I didn’t get anything in writing and am not sure if I should be satisfied with their offer or if I should start making a huge fuss. Suggestions?
Re: socks(anyone),Need Advice on IEP
Hi Shellbie:-)
I became an advocate,because of my two boys:-) Both are ld and ADHD are 12 and 13 these days. ANyway,Linda is correct in the sense that Special ed is not going to be the end all be all in helping to educate your son. I won’t get into this,I will tell you what your rights are.
Okay in GA,there is a 60 calender day time line for evaluation. Once you request this and the consent has been signed,they are violating their state policy by not evaluating him in the given time frame,or are they? When did you sign consent,and how many holidays have there been? Figure out what the ending date should be,is it May?IN regards to making a big fuss,I have found that in some isntances the big fuss causes much less fuss later on down the road.
Rule # 160-4-7-07
you can find all the sped rules for your state on http://www.doe.k12ga.us/sla/exceptional/rules.asp
. In the 2001 – 2002 school year and thereafter: Within 60 calendar days from
receipt of parent’s(s’)/guardian’s(s’)/ surrogate’s(s’) consent for initial evaluation to the
development of the IEP. The winter and spring holiday period, when students are not in
attendance for at least five consecutive days, shall not be counted toward the 60 calendar
day timeline. During the summer vacation period, a 90 calendar day timeline will be in
effect beginning 30 calendar days prior to the last school day of the local school calendar.
If extenuating circumstances, e.g., illness, unusual evaluation needs, revocation of
parent’s(s’)/guardian’s(s’) /surrogate’s(s’) consent for evaluation, affect this time line, the
LSS/SOP shall document the exceptions.
Bottom line,you asked for the eval,they MUST provide it,period. Here is your state policy on identifying children who have a ld,or have a possible ld:
160-4-7-.03 CHILD FIND PROCEDURES.
(1) GENERAL.
(a) Each local school system and state-operated program (LSS/SOP) shall have in
effect policies and procedures for the identification, location, and evaluation of all
students with disabilities residing in Georgia, regardless of the severity of the disability,
and who are in need of special education and related services. [refer to 34 CFR 300.125]
(b) These policies and procedures shall provide for the identification, location, and
evaluation of students with suspected disabilities including the following:
1. Students enrolled in the LSS/SOP.
2. Students who are individually suspected of having a disability and are in need of
special education, even though they are progressing from grade to grade. [refer to 34
CFR 300.125 (2)(i)]
3. Students attending private schools who are residents of the local school system.
[refer to 34 CFR 300.125(a)(i)]
4. Students attending charter schools within their school district, or are attending any
charter school in their area that is designated as an individual local school system. [refer
to 34 CFR 300.312]
5. Students who are highly mobile, such as homeless and/or migrant students. [refer
to 34 CFR 300.125 (2)(i)]
6. Students in community programs or services (medical services, rehabilitation
centers, daycare centers, etc.).
7. Preschool students, which include three- and four-year olds, and five-year olds not
yet eligible for state-funded kindergarten.
8. Children with disabilities from birth to two years of age who will transition into
the LSS/SOP at age three from Early Intervention programs.
[refer to 34 CFR 300.125(c)]
9. Students, ages 18-21, who are incarcerated in facilities operated by the Department
of Corrections, and who had been identified as having disabilities and received special
education and related services in accordance with their IEPs, but who left school prior to
incarceration; or did not have an IEP in their last educational setting, but who had
actually been identified as having a disability. [refer to 34 CFR 300.122(2)(ii)(A)(B)]
Here is hoping this information makes you angry. Angry that they try and feed you the “you don’t want to label him” BS,angry that they make you think or feel like you are not allowed an opinion,that you are not an equal member of the team. Bull…
Get your child evaluated, don’t get your child evaluated. Either way do not think that sped is an answer. From what I have seen on these boards and my own personal experience it often is not.
So, if you are really at a loss as to what is wrong get her tested but I guess what I am saying is, “Don’t stop there.”