Table of Contentsmint.fiu.edu/wp-content/uploads/2014/05/CCF_Parent... · Psychologists, School Social Workers, Staffing Specialists, and other support personnel such as Speech and

Table of Contents

A Guide to Navigating Miami-Dade County Public Schools

Office of Exceptional Student Education Contact List*

Getting Ready for Your Child’s IEP Meeting

Section 504*

ABC’s of ESE: Understanding Acronyms*

FAQ*

Additional Parent Resources

** Items obtained from http://ese.dadeschools.net/parent_resources.asp.

FIU – Center for Children and Families “A Guide to Navigating Miami-Dade County Public Schools”

You feel that your child has special needs and may require additional services?

The first person you should direct your questions and concerns (academic or behavior) is your child’s teacher. Behavior or emotional concerns can be addressed at the initial level by either the school counselor, school social worker, or school psychologist. Explain your concern and begin the problem solving process at this level. You can request a convening of the School Support Team (SST). It is a multi-disciplinary team involving the School Psychologist, School Social Worker, teacher(s), special education support teacher(s), administrative representative and the parents. Together, the concerns are discussed and strategies are put in place. Interventions are monitored and additional supports are convened at the request of the team or parent. Psych-educational evaluations are requested at the SST level as well. 504 plans and special education services are two avenues that can be explored during the SST.

Where do I go for help? Help and services are traditionally dependent upon the nature of the concerns but they typically are addressed hierarchically from the school level, region level, and district level:

School Level – Teacher, Assistant Principal, Principal (if you are not satisfied at the administrative level the next step is Region)

Region Level – Miami-Dade County Public Schools (M-DCPS) is divided into four main regions: ETO (Educational Transformation Office, North Region, Central Region, or South Region. Each school reports directly to a region. Each principal reports to an Administrative Director within the region. The administrator over each region is the Region Superintendent. Most concerns are resolved at the school or region level (Administrative Director).

• North Region – 305-572-2800• Central Region – 305-499-5050• South Region – 305-252-3041• ETO Region – 305-995-3091

District Level – School Operations division typically oversees all school –site administrators. District offices also house program level supports such as the Division of Student Services, Division of Special Education and School Support, and the Division of Psychological Services.

I have a question or concern about my child’s ongoing evaluation process or special education program concerns. M-DCPS currently has five special education centers that are responsible for schools throughout the district. School Psychologists, School Social Workers, Staffing Specialists, and other support personnel such as Speech and Language Therapists are based at these centers. The chairpersons for these individuals are available for consultation: (evaluation concerns should be directed to the Psychology Chairperson). Their supervisors are the Instructional Supervisors listed below.

• SPED Service Center North – Kate Cadieux - 305-827-3025• SPED Service Center Central – Alfredia Robinson – 786-413-3001• SPED Service Center South – Kathy Maguire – 786-268-4757• SPED Service Center South Satellite - Helene Chait – 305-247-8432• SPED Center for Charter Schools – Elena Camacho - 305-995-1983

The Administrative Director for Office of Special Education is Ms. Ava Goldman at 305-995-2037. Additional district office contact information is included within this guide.

The Center for Children and Families is committed to helping the children of South Florida lead healthy, happy lives. If you believe your child might be struggling, or if you're looking for info on children's mental health, visit our website at http://ccf.fiu.edu/ or call 305-348-0477.

Office of Exceptional Student Education and Student Support Ava Goldman, Administrative Director Office of Exceptional Student Education and Student Support [email protected] 305 995-2037 Fax: 305 995-2053

Kelli Hunter-Sheppard, District Director [email protected] 305 995-1733 Fax: 305 995-2053 ESE Region/School Support

Liliana Salazar, District Director [email protected] 305 995-1531 Fax: 305 995-1760 ESE Programs

Shannon Gottardi, Executive Director [email protected] 786-268-4757 Fax: 786 268-4758 ESE Fiscal Operations

Jill Brookner, Instructional Supervisor [email protected] 786-268-4757 Fax: 786 268-4758 Modified Curriculum Supports, Transition Services and Programs Students with Intellectual Disabilities and Physical Impairments Assistive Technology

Dr. Sue L. Buslinger-Clifford, Instructional Supervisor [email protected] 305 995-2735 Fax: 305 995-2049 Psychological Services, Section 504 Compliance, School Support Team (SST)

Fifi Derby, Instructional Supervisor [email protected] 305 995-2055 Fax: 305 995-1760 ESE/Due Process

Guirla Dodard, Instructional Supervisor [email protected] 786 268-4757 Fax: 786 268-4758 Physical/Occupational Therapy

Dr. Rosalia F. Gallo, Instructional Supervisor [email protected] 305 274-8889 Fax: 305 666-1250 Student Learning Standard Curriculum Supports, ELL Support Services Private School Outreach, SLD/Inclusion

Robin J. Morrison, Instructional Supervisor [email protected] 305 995-7419 Fax: 305 995-7122 Emotional/Behavioral Disabilities and Parental Supports, School Social Work Program

Mary Paz, Instructional Supervisor [email protected] 305 995-2707 Fax: 305 995-1760 SPED Operational Services, McKay Scholarship Liaison, ESY, Charter School Services

Angie Torres, Instructional Supervisor [email protected] 305 275-9801 Fax: 305 598-5361 Specialized Programs and Communication Supports for Students with Autism

Dr. Ann Marie Sasseville, Instructional Supervisor [email protected] 305 836-0012 Fax: 305 836-6910 Speech and Language Impaired Programs and Thena C. Crowder Early Childhood Diagnostic & Special Education Center

Oksana Sosa, Instructional Supervisor [email protected] 305 995-1606 Fax: 305 995-2053 ESE Support

Claudia Leary, Instructional Support Specialist [email protected] 786 268-4757 ext. 2109 Fax: 305 268-4758 Medicaid Reimbursement Programs and Contracted In-School Nursing Services Supports

Delsey Yancoskie, Instructional Support Specialist [email protected] 305 274-3501 Fax: 305 598-7752 Project Manager FDLRS-S

Alberto Fernandez, Principal [email protected] 305 274-8078 Fax: 305 279-6114 Instructional Systemwide

Dr. Terry Vaccaro, School Psychologist [email protected] 305 514-5100 Fax: 305 447-3761 Clinical Program, Hospital/Homebound, Parent Surrogate Program

SPED Service Delivery Centers

SPED Service Center North

Mac North 13813 NW 97 AVE

Hialeah, Florida 33018 305 827-3025

Fax: 305 827-3026

SPED Service Center Central

Westview Middle 1901 NW 127 ST

Miami, Florida 33167 786 413-3001

Fax: 786 413-3018

SPED Service Center South JR Lee

6521 SW 62 AVE South Miami, Florida 33143

786 268-4757 Fax: 786 268-4758

SPED Service Center South Satellite Center

Center for International Education

900 NE 23 AVE Homestead, Florida 33030

305 247-8432 Fax: 305 247-8433

SPED Center for Charter Schools

1501 Biscayne Boulevard Suite 407

Miami, Florida 33132 305 995-1983

Fax: 305 995-2049

Kate Cadieux Instructional Supervisor [email protected]

Alfredia Robinson Instructional Supervisor [email protected]

Kathy Maguire Instructional Supervisor [email protected]

Helene Chait Instructional Supervisor [email protected]

Elena Camacho Instructional Support Specialist [email protected]

A Parent and Teacher Guide to Section 504:

Frequently Asked Questions

Section 504 is part of a federal civil rights law known as the Rehabilitation Act of 1973. This law specifically prohibits discrimination against students with disabilities and guarantees them a free and appropriate public education (FAPE). Discrimination, as defined in Section 504, is the failure to provide students with disabilities the same opportunity to benefit from education programs, services, or activities as provided to their nondisabled peers. Therefore, schools cannot exclude students with disabilities from facilities, programs, benefits, activities, or services that are provided to students without disabilities. Schools must make sure that all students receive equal access to educational opportunities. Students with disabilities receiving exceptional student education (ESE) services, as defined by the Individuals with Disabilities Education Act (IDEA), are protected under Section 504, but not all Section 504 students are eligible for ESE.

Questions and Answers

1. How does the Rehabilitation Act of 1973 define a “person with disabilities”?

The Rehabilitation Act of 1973 defines a person with disabilities as any person who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having an impairment. Major life activities as defined in the Rehabilitation Act of 1973 include caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Learning does not have to be the major life activity affected in order for an individual to be eligible for protections and services under Section 504.

2. How are students identified as having a disability?

A parent, teacher, or other member of the school staff may raise a concern about a student’s unique need for special help. Parents, teachers, and other staff members will meet to discuss all relevant information about the student. The parents’ participation in this meeting is critical and helps to establish an accurate picture of the student’s needs. At the meeting, the team will consider whether the student has a disability that substantially limits a major life activity. (See definitions in question #1.) If the team needs more information, they will request the parent’s consent to evaluate the student. If the team determines that the student does have a disability, they will then identify what types of support, or accommodations, are appropriate to meet the student’s needs. The accommodations will be described in a document referred to as the Section 504 accommodation plan.

3. What is included in a Section 504 accommodation plan?

A Section 504 plan describes the accommodations that the school will provide to support the student’s education. The team that determined the student’s eligibility for Section 504 and identified the needed accommodations will write the accommodation plan. While Section 504 does not require a written plan, it does require documentation of evaluations and accommodations. It is very useful to have a written plan to provide clarity and direction to the individuals delivering services or making accommodations.

While there is no time limit specified for an accommodation plan, a yearly review is recommended. Section 504 accommodation plans may be updated at any time to reflect changes and recommendations by the team.

4. What is the role of parents?

Parents are their child’s first and most important teachers, as well as their advocates. If a parent believes his or her child has a disability or is having problems in school, the child’s teacher should be contacted to discuss these concerns. Building a strong parent/school relationship begins with effective communication. Parents play a key role by providing important information to schools about their child’s needs, particularly for students with disabilities. As an added benefit, this involvement demonstrates the importance the parent places on education.

5. What is the role of teachers?

Classroom teachers need to be flexible in their teaching techniques and expectations for students with disabilities. In order for students with disabilities to be successful in school, teachers may need to modify the classroom environment, adjust their teaching strategies, or make other accommodations. In addition to making classroom modifications, other tasks include assessment of student progress and effective communication with parents. Teachers are required under Section 504 to make necessary accommodations as specified in the Section 504 accommodation plan.

6. What should parents or teachers do if they become dissatisfied with the plan?

Ongoing communication between parents and teachers will help avoid disagreements related to the student’s accommodation plan. When parents’ or teachers’ concerns are not addressed to their satisfaction, they should contact the school principal or the designated staff member responsible for Section 504. If the plan is not appropriate, it should be revised following the same procedures used to develop the original plan. Because situations change and students’ needs change, flexibility in this process will help everyone meet the students’ needs.

7. What procedural safeguards are provided by Section 504?

Procedural safeguards are rules that tell what procedures schools (and parents) must use in making decisions about services for students with disabilities. School principals should have the procedural safeguards information available for parents upon request. Under Section 504, parents have the right

• to receive notice regarding the identification, evaluation, and placement of their child • to receive prior notice when the school is changing or discontinuing services for their child • to review their child’s records • to participate in an impartial hearing and review process with or without representation by

counsel.

In addition, school districts must provide public notification of the following:

• policies of nondiscrimination • grievance procedures • the contact information for the district coordinator of Section 504 compliance.

8. Are students with disabilities disciplined differently than are their nondisabled peers?

While all students are expected to follow classroom and school rules, a student with a disability may need a specialized behavior plan or accommodations to support his or her appropriate behavior during all school activities. Students with disabilities are not exempt from consequences for violations of the code of student conduct. In cases of severe violations of the district’s code of student conduct, disciplinary interventions are frequently based on approved school board policies and require specific consequences. However, if it is determined that the behavior was a manifestation of the student’s disability, the consequence outlined in the student code of conduct may be deemed inappropriate and consideration should be given to revising the student’s individual behavior plan. Revisions may include strategies and supports that will reduce the likelihood that inappropriate behavior occurs in

the future and encourage more socially acceptable behaviors within the school setting. Students who are eligible under IDEA cannot be denied FAPE as a result of discipline. Although Section 504 does not specifically address discipline, best practice would suggest that districts use the policies and procedures outlined in the IDEA when making decisions about disciplinary consequences for a student eligible for a Section 504 accommodation plan.

9. What are the major differences between IDEA and Section 504?

Both IDEA and Section 504 guarantee students with disabilities access to a free and appropriate public education. However, there are major differences between them, specifically in the criteria used to determine eligibility and the definition of a free and appropriate public education. IDEA provides more specific categories of disabilities, including mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, and specific learning disabilities. For a student to receive exceptional student education services under IDEA, the student’s educational performance must be adversely affected by the disability and he or she must be in need of special education services (i.e., specialized instruction). Students with a disability who meet specific IDEA requirements are also protected under Section 504. Finally, IDEA applies only to individuals from birth through age 21.

Section 504 is not limited to specific disability categories and does not require evidence that the disability adversely affects the student’s educational performance, however the definition states that in order to be eligible for an accommodation plan, the student must “have a physical or mental impairment which substantially limits one or more major life activities.” Major life activities under Section 504, include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Students ineligible for services provided under IDEA may be eligible for accommodations under Section 504. Finally, Section 504 covers individuals of all ages.

10. Whom do I contact for information on Section 504?

Parents and teachers may contact the school principal; the school district’s Section 504 coordinator; the Florida Department of Education’s Student Support Services office at (850) 245-7851; or the U.S. Department of Education’s Office for Civil Rights at (404) 974-9406 or email [email protected].

Gerard Robinson, Commissioner Florida Department of Education

ESE 11780

What happens after the IEP meeting? After the first IEP has been written, you will be asked to give written consent for your child to receive ESE services. If you give your consent, the school will begin implementing the IEP by providing the specially designed instruction and services in the IEP. Check that all the plans are be­ing carried out and that your child is making prog­ress.

Continue to look over your child’s school work, keep in touch with your child’s teachers, and visit your child’s class. (Call the school first.)

The IEP must be updated at least once every 12 months. However, you may ask for an IEP meeting at any time if you believe it is important to consider changes in your child’s IEP.

If you disagree with the IEP, there is a process for resolving differences: You may schedule another IEP team meeting. You may seek mediation, file a state complaint with the Florida Department of Education, or ask for a due process hearing. For more information, talk to the ESE administrator in your local school district of­fice.

This booklet was produced in collaboration with the Florida PTA

by the Florida Department of Education, Dr. Eric J. Smith, Commissioner.

You will find more information of value to parents at the Bureau of Exceptional Education

and Student Services website at http://www.fldoe.org/Schools/k12links.asp#ese

311424 revised 2010

Getting Ready for Your Child’s IEP Meeting Every child with a disability who is eligible for exceptional student education (ESE) will have an individual educational plan (IEP). An IEP is a written plan for the special education of a child with a disability.

The IEP is like a road map. It describes what the child can already do and what the child needs to learn in order to reach his or her goals. The IEP also identifies the kinds of help the child will be provided. Your child’s IEP will be written by a team of people at an IEP meeting.

The IEP team will decide which special services and supports your child needs in order to make progress.

You are an important member of the IEP team. This guide will help you know what to expect during the IEP meeting so that you will feel more comfortable and be able to participate effectively in the process.

Keep in Mind— n The IEP is written for your child only. n There is only one IEP at a time for your child. n The IEP is a plan for up to 12 months of your

child’s education.

Who Can Be on the IEP Team? The following people can be at an IEP meeting:

n You (both parents, if possible) n Your child (if appropriate) n At least one exceptional student education (ESE)

teacher who provides, or may provide, services to your child

n Your child’s general education teacher n Someone who understands the evaluations that

have been done for your child and can explain them (This may be one of the people already on the attendee list.)

n Someone from the school district who knows about special education and the school district’s resources (This may be your child’s ESE teacher.)

n Other people invited by you or the school

You may, in writing, excuse a team member from the IEP meeting if that member’s area is not being discussed or if that member provided input for the development of the IEP before the IEP meeting.

How Can I Get Ready for the IEP Meeting? Think about the goals you have for your child’s future. Make a list of what your child can do, likes to do, and needs to learn. Make a list of types of help your child needs, including what has worked or not worked before.

Talk with your child about the IEP process and what he or she wants from it.

Let the school know in advance if you will need a translator or if you need to change the meeting time or place. Ask to look over your child’s school records and evaluations. Read them carefully.

If you would like to, ask a friend, another parent, or an advocate to attend the meeting with you. Let the school know if you have invited someone, and ask who the school is sending to the meeting.

How Can I Participate in the Meeting? Bring paper, a pen, and any records or evaluations of your child. At the meeting, the IEP team is counting on you to:

n Share your vision for your child for this school year and for the years to come

n Talk about what your child can do and what help your child needs

n Talk about any services your child has received in the past

n Listen and ask questions to make sure you under­stand

n Have a positive attitude—even when you disagree

At the end of the meeting, review the proposed IEP. If you would like to, you may tell the team you want to take the IEP home to think about it before signing. If you think the IEP is not finished, ask for another meeting. Once the IEP is complete, the school will give you a free copy. Keep it in your records.

Make Sure the IEP Includes—

n What your child knows and can do now n What your child needs help with n How your child’s disability affects his or her success

in school n What your child should learn by the end of the

school year n What special education services, supports,

accommodations or modifications, and assistive technology your child will receive during the year

n An explanation of any time that will be spent receiv­ing instruction outside the regular class

n How your child’s progress will be measured n If your child is age 14 or in the eighth grade, what

type of diploma your child is working toward n If your child is age 16 or older, your child’s goals for

life after high school

The A:B:C’s of ESE: Understanding Exceptional Student Education

Acronyms

AIP: Academic Improvement Plan

APE: Adapted Physical Education

ASL: American Sign Language

AT: Assistive Technology

ATIP: Assistive Technology

Implementation Plan

BIP: Behavior Intervention Plan

CC: Common Core

CM: Case Manager

CR: Compliance Review

CST: Child Study Team

DEC: Division of Early Childhood (CEC)

DVR: Division of Vocational

Rehabilitation

EC: Early Childhood

EC: Established Condition

EI: Early Intervention

EOC: End of Course

EP: Educational Plan

ESD: Extended School Day

ESE: Exceptional Student Education

ESOL: English for Speakers of Other

Languages

ESY: Extended School Year

FAA: Florida Alternative Assessment

FAB: Functional Assessment of Behavior

FAPE: Free & Appropriate Education

FCAT: Florida Comprehensive Assessment

Test

FERPA : Family Educational Rights &

Privacy Act

FLDOE: Florida Department of Education

GED: General Equivalency Diploma

Gen Ed: General Education

IDEA: Individuals with Disabilities

Educational Act

IEP: Individual Educational Plan

IFSP: Individual Family Service Plan

IQ: Intelligence Quotient

ISP: Individual Service Plan

K-12: Kindergarten through twelfth

grade

LEA: Local Education Agency

LEP: Limited English Proficient

LRE: Least Restricted Environment

M-Team: Multidisciplinary Team

MTSS: Multi-Tiered System of Support

OCD: Obsessive Compulsive Disorder

ODD: Oppositional Defiant Disorder

OSEP: Office of Special Education

OT: Occupational Therapy or Therapist

PBS: Positive Behavioral Supports

PDD: Pervasive Developmental Disorder

PI: Physically Impaired

PLEP: Present Levels of Educational

Performance

PT: Physical Therapy or Therapist

PMP: Progress Monitoring Plan

RT: Re-evaluation Team

RtI: Response to Intervention

RtIB: Response to Intervention for

Behavior

SAT: Standardized Achievement Test

SCM: Safe Crisis Management

SDT: Student Development Team

SLP: Speech & Language Pathologist

SPED: Special Education

SPED-EMS: Specialized Education

Electronic Management

System (IEP)

SSS: Sunshine State Standard

SST: School Support Team

Voc. Ed: Vocational Education

EXCEPTIONALITIES

ASD: Autism Spectrum Disorder

DD : Developmental Delay

DHH: Deaf or Hard of Hearing

DSI: Dual-Sensory Impairments

EBD: Emotional/ Behavioral Disability

HHP: Homebound or Hospitalized

InD: Intellectual Disabilities

LI: Language Impairment

OHI: Other Health Impairment

OI: Orthopedically Impaired

SLD: Specific Learning Disabilities

SI: Speech Impairment

TBI: Traumatic Brain Injury

VI: Visual Impairment

The Division of Special Education ensures that eligible students with disabilities receive a free and appropriate public education consistent with the Individuals with Disabilities Education Act (IDEA) and State rules. The district is required to provide students with disabilities appropriate programs and /or related services. These services are provided based on the individual needs of the student as documented on an Individual Educational Plan (IEP). The following pages will provide you with answers to frequently asked questions by parents of children with disabilities. We hope this information will guide you in supporting your child and actively participating in your child’s education.

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Miami-Dade County Public Schools Division of Special Education FDLRS-South/Parent Services

5555 SW 93rd Avenue

305-274-3501

North Satellite Center 305-626--3970

The Division of Special Education 1500 Biscayne Boulevard, Suite #409 Miami, Florida 33132 305-995-2027 http://ese.dadeschools.net/

What is Response to Instruction/Intervention (RtI)? Response to Intervention (RtI) is a process where schools use student assessment data to make sure that all students are progressing in both academics and behavior. Multiple Tiers (or levels of intensity) of both academic and behavioral supports are made available to groups or individual students based on data that the schools collect on a regular basis. Some students who need the most intensive level of support may be referred for possible eligibility determination for special education. PARENT RESOURCE: Parent Brochure on RtI: http://www.florida-rti.org/_docs/RtI-Parent-Brochure.pdf

How Do I Request Assistance if I Think My Child May Need Special Education Services? Parents are entitled to request a comprehensive evaluation of their child when a disability is suspected. For all but the most severe disabilities, the evaluation process will seek to determine the types of interventions that will help the child meet age and grade level standards and utilize those interventions during the evaluation. Record reviews, parent and teacher interviews, observations, and analysis of student assessment data are utilized in a four step problem solving process to develop interventions. Parents are encouraged to contact their child’s school to request a meeting to discuss concerns. PARENT RESOURCE: Evaluations for Special Education Services: http://www.fldoe.org/ese/parent/pdf/idp.pdf

What Are My Rights As a Parent of Child with a Disability? The Notice of Procedural Safeguards for Parents of Students with Disabilities (Revised May 2010) describes the parent's rights under the IDEA. These rights, or procedural safeguards, are intended to ensure that you have the opportunity to be a partner in the educational decisions made regarding your child. Contact your child’s school or visit the below listed websites to access a copy of the procedural safeguards. PARENT RESOURCES: Procedural Safeguards English: http://www.fldoe.org/ese/pdf/procedural.pdf Creole: http://www.fldoe.org/ese/pdf/creoleps.pdf Spanish: http://www.fldoe.org/ese/pdf/safeguards-span.pdf Russian: http://www.fldoe.org/ese/pdf/russian-reso.pdf

What is a Local Education Agency (LEA)? The LEA is the IEP team participant who is responsible for making decisions on behalf of the district. He or she ensures that your child’s IEP meets compliance with State and federal regulations and is authorized to commit district resources. The signature of the LEA representative on the IEP ensures that the program and services specified on the document will be provided within the timeframes delineated in the IEP. Check with your child’s school to find out who is the designated LEA.

.How Will I Be Notified About Upcoming IEP Meetings and How Do I Prepare For Them? The State and IDEA emphasize the importance of parental involvement in developing, reviewing, and revising the IEP. The parent must receive a Notification of Meeting even when the student has reached the age of majority. To ensure that parents are given the opportunity to attend the meeting, the LEA must schedule a meeting at a mutually agreed upon time and place. For tips on how to prepare for IEP meetings contact FDLRS-South Parent Services staff at 305-274-3501 or 305-754-4081.

PARENT RESOURCE: Getting Ready for Your Child’s IEP Meeting: http://www.fldoe.org/ese/pdf/iep-card.pdf

How Will I Know What Kind of Progress My Child is making Towards his/her IEP Goals? Your child’s school must communicate with you on a quarterly basis regarding your child’s progress on each of the goals that were developed at the last IEP meeting. The information that is communicated to you should reflect one of the following: mastery of the goal, adequate progress made, some progress made, or insufficient progress made. Contact your child’s school to discuss concerns and to schedule an IEP meeting to review progress if necessary.

What is A Section 504 Plan? A Section 504 plan describes the accommodations that the school will provide to support your child’s education. Your child may be entitled to Section 504 accommodations if s/he has a physical or mental impairment that substantially limits one (1) or more major life activities. Parents, teachers, and other staff members will meet to discuss all relevant information about your child to determine eligibility for Section 504. For more information on Section 504, feel free to contact Ms. Mary Paz, at 305-995-1816 or [email protected]

What Can I Do If I Disagree with Decisions Made at an IEP Meeting? Parents and schools have a “built-in” partnership, with the child as the primary focus. This partnership will grow when parents and school staff work together. Disagreements may happen, but when they are solved happily it makes the parent/school relationship stronger. Parents can also refer to the Notice of Procedural Safeguards for Parents of Students with Disabilities for formal ways to resolve disagreements. For additional information on resolving disagreements, feel free to contact one of the resources listed on the Parent Resources sheet. This sheet provides parents with information on organizations in the community that offer support for parents of students with disabilities. PARENT RESOURCE: Parent Resource Sheet: http://forms.dadeschools.net/webpdf/6334.pdf

Where Can I Go To Get Early Intervention Services for My Infant or Toddler? For screening and evaluation of infants and toddlers suspected of having a developmental delay or disability, at no cost to the family: Birth-3 years of age Early Steps Program

North

Miami Center for Child Development 1601 NW 12th Avenue, 2nd Floor Miami, Florida 33136 305-243-5600

Southernmost Coast (Servicing South Miami-Dade and Monroe)

Miami Children’s Hospital Palmetto Bay Center 17615 SW 97th Avenue Miami, Florida 33157 786-268-2611

3 – 5 years of age Florida Diagnostic and Learning Resources System-South http://fdlrs-south.dadeschools.net

South

5555 SW 93rd Avenue Miami, Florida 33165 305-274-3501

North

2201 NW 207th Street Miami, Florida 33056 305-626-3970

What Services are Available for Students Who Speak a Language Other and English? The Bilingual English for Speakers of Other Languages (ESOL) Special Education Program was created in an effort to meet the requirements of the State Board of Education vs. LULAC (League of United Latin American Citizens) et. al., Consent Decree and the needs of the multicultural/multilingual population of special education students in Miami-Dade County Public Schools. The current policies and procedures assure the appropriate identification and placement of English Language Learner (ELL) students of special education. The Division of Special Education monitors schools to ensure the appropriate identification and placement of special education students who speak a language other than English at home.

Who Do I Contact If I Think My Child Needs Counseling Services? There are counseling professionals available at each school to assist students and parents/guardians with issues regarding academic, personal/social and behavioral concerns. These counseling professionals include: School Guidance Counselors, School Social Workers, TRUST Specialists, School Psychologists, and school health aides/health screeners. If you are interested in counseling services, please contact one of the identified counseling professionals at your child’s school. If you require further information on these services, please call the Division of Psychosocial Clinical Support Services at 305-995-7315 or visit our website at http://psy.dadeschools.net.

Who Do I Contact About Schooling if My Child is Confined to the Home or Hospital? Hospital/Homebound Instructional Program (HHIP) is available for students who are confined to the home or hospital. Medical authorization signed by a licensed physician is required for participation in this most restrictive program. Based upon the IEP, instruction is provided either in the student’s home/hospital room or through tele-class (class conducted via telephone and/or computer). Parents and students must sign an agreement which specifies their responsibilities during enrollment in this program. Referral to the HHIP can be made by the student’s doctor, hospital personnel, teacher, counselor, or parent. Eligibility requirements include medical certification that the student is expected to be absent from school a minimum of fifteen (15) consecutive days. PARENT RESOURCE: Hospital/Homebound Instructional Program 305-445-5188

What is the Florida Alternate Assessment (FAA)? The FAA is the statewide assessment designed for those students with disabilities whose participation in the FCAT is not appropriate even with accommodations. The FAA measures student mastery of the Sunshine State Standards Access Points at three levels: participatory, supported, and independent. For a student with disabilities to be administered the FAA, the student must meet State determined exemption criteria. Only students with significant cognitive disabilities meet FCAT exemption criteria and are eligible to participate in this alternate assessment. The IEP team is responsible for determining whether students with disabilities are eligible to participate in alternate assessment based on the set criteria. Parents are encouraged to review their child’s IEP to determine which statewide assessment will be administered to their child.

What is a Transition IEP Meeting? The purpose of transition planning is to provide your child with the services and supports he or she needs to make a successful move into adult life. The IEP team identifies the services that will help your child make this transition. The team includes you, your child, and teachers. When developing the IEP to be in effect when your child turns 16, the team may also include representatives of agencies that are likely to provide or pay for services. Agencies can only be invited with your consent or the consent of your son or daughter who has reached the age of majority. PARENT RESOURCE: Transition website: http://transition.dadeschools.net/ Transition Planning for Students with Disabilities-A Guide for Families: http://www.fldoe.org/ese/pdf/Transition.pdf

What Kind of High School Diploma will My Child Receive? The diploma option is determined through the IEP process. A statement of whether your child is pursuing a course of study leading toward a standard or special diploma must first be made during your child’s 8th grade year or during the school year your child turns 14, whichever comes first. It must be readdressed at all subsequent IEP meetings.

The State of Florida offers the following diploma options for students with disabilities: Standard Diploma: The standard diploma is earned by most students who graduate from Florida high schools. To do so, they must meet the graduation requirements set by the State of Florida and the local school districts. Special Diploma Option 1: A special diploma is available for students with disabilities who have been identified as eligible for special education services and have a current IEP. The special diploma is a viable option for students with disabilities who are not able to meet the requirements for a standard diploma. Special Diploma Option 2: Special Diploma Option 2 is an employment based graduation option. This option allows eligible students to obtain a special diploma through demonstrated mastery of specified employment and community competencies.

What Kind of Waivers are Available for My Child? Waiver of End of Course Results

Senate Bill 4 amended s. 1003.428 (8)(b)2, F. S., to state, “A student with a disability, as defined in s. 1007.02(2), F. S. for whom the IEP committee determines that an end-of-course assessment cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations, shall have the end-of-course assessment results waived for the purpose of determining the student’s course grade and credit as required in paragraph (4) (a).” The decision to waive the End Of Course assessment results is made by the IEP team. The IEP team meets to determine whether or not the End Of Course assessment accurately measures the student’s abilities, taking into consideration allowable accommodations.

Waiver of FCAT Graduation Requirement

The 2003 Legislature passed the Enhanced New Needed Opportunity for Better Life and Education for Students with Disabilities (ENNOBLES) Act (HB 1739). This law requires that school districts provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. Based on this law, IEP teams may waive the required passing score for one or both sections of the FCAT under specific circumstances for eligible students with disabilities for the purpose of receiving a standard high school diploma. The decision to waive the FCAT is made by the IEP team. The IEP team meets to determine whether or not the FCAT accurately measures the student’s abilities, taking into consideration allowable accommodations. The team must review student information to determine if the student has mastered the Sunshine State Standards.

What Additional Supports and Services are Available? Additional services are also available to students with disabilities through a multitude of supports. Some of the available support services are:

John McKay Scholarships for Students with Disabilities

The John McKay Scholarships for Students with Disabilities Program is established to provide the option to attend a public school other than the one to which assigned, or to provide a scholarship to a private school of choice. For more additional information, contact Ms. Mary Paz, at 305-995-1816 or [email protected] or Ms. Judi Fain, at 305-995-1742 or [email protected] McKay Scholarship Program FAQs: http://www.floridaschoolchoice.org/Information/McKay/faqs.asp

Florida Inclusion Network (FIN)

FIN provides learning opportunities, consultation, information and support to educators, families, and community members resulting in the inclusion of all students. Ms. Deidre Marshall-Phillips FIN Facilitator 305-626-3970 http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Locations/Region_18.aspx

Multiagency Network for Students with Emotional/Behavioral Disabilities SEDNET is a

system of partnerships between individuals and organizations with mutual responsibilities for

students with emotional disabilities and their families.

Ms. Dianne Halfaker Project Manager 305-598-2436 http://sednet.dadeschools.net/

Autism Community Resource Center

The Community Resource Center in Cooperation with the Autism Society of Miami provides

family, teacher, and community trainings related to Autism Spectrum Disorders (ASD). Staff is

also available to assist parents with referrals and materials related to the needs of the student

with ASD or the family. For more information, contact the Autism Support Team at FDLRS-

South, Trailer 1, 5555 SW 93rd Ave., Miami, FL 33165, or 305-598-5361 or contact the District

Special Education Office at 305-995-2121.

Prekindergarten Program for Children with Disabilities

We serve children, ages 3 to 5 years old, with disabilities and their families in 186 classrooms in 100 schools around the district. Prekindergarten Program for Children with Disabilities 5555 SW 93 Avenue Phone: 305-271-5701 http://prekese.dadeschools.net/index.html

Florida Diagnostic and Learning Resources System-South

Parent Services Our Parent Services Team is available to help parents develop effective partnerships and provide technical assistance to parents of children with disabilities (e.g., active parenting, response to instruction/intervention, disability related information, advocacy, dispute resolution). Main Office: 5555 SW 93rd Avenue 305-274-3501 North Satellite Center: 2201 NW 207th Street 305-626-3970 http://fdlrs-south.dadeschools.net

Florida Department of Education Annual ESE Parent Survey

Each year the Florida Department of Education (FDOE) requests your participation in a survey designed to provide the state with information on how well schools are supporting parental involvement in their child’s education. Under IDEA, each state is required to annually collect this information from parents of children receiving special education services and report to the federal government. This information only comes from parents; therefore, it is very important that a large number of parents participate in this effort. The survey period is February 2012-June 2012. If you would like more information about this survey, please contact Ms. Keisha C. Robinson, FDLRS-South at 305-626-3970.

Volunteer Surrogate Parents Needed

M-DCPS is looking for individuals to volunteer to serve as educational decision makers for students with disabilities who are wards of the state or unaccompanied minors who have no one to protect their rights during the special education decision making process. For more information contact Ms. Keisha C. Robinson, The Surrogate Parent Program Coordinator at 305-626-3970. http://www.fldoe.org/ese/pdf/surrogate%20flyer%2007.pdf

Parent Resources

The Parent Resources sheet provides parents with information on organizations in the community that offer support for parents of students with disabilities. Your child’s school can provide you with a copy or you can download a copy at: http://forms.dadeschools.net/webpdf/6334.pdf

Community Resource Guide

FDLRS-South maintains a resource guide that lists local, state, and national resources for families of children with disabilities. http://fdlrs-south.dadeschools.net/gen/2009-2010_Community_Resource_Guide.pdf

Special Education E-News

Sign up for our Special Education E-News at: http://tinyurl.com/3eoxwtj Receive information on upcoming parent trainings, events, and other activities for special education.