MissionStatement
TheOklahomaParentsCenterisdedicatedtotheinclusionandequalityof childrenandadultswithdisabilities.Ourmissionistotrain,inform,educate, andsupportparents,families,professionals andconsumersinbuilding partnershipsthatmeettheneedsofchildrenandyouthwiththefullrangeof disabilitiesages’birththroughtwenty-six.
DearParents,
ThankyouforcontactingtheOklahomaParentsCenter. Wearesendingyouageneral informationpacketwhichwillprovideyouwithsomebasic informationaboutthe OklahomaParentsCenterandtheservices weprovidealongwithsomebasicfacts about thespecialeducationprocess. Wehopethatour staffhasbeenabletoprovideyouwith relevantandhelpfulinformation. Our missionistohelpparentsandprofessionalsbuilda bridgewiththepublicschoolsothatchildrenwith disabilitiescanreachtheirmaximum potential. Sinceall ofourstaffareparentsorrelativesofa childwithdisabilities,we understandtherangeofemotionsyoumaybefeelingandhaveexperiencedfirsthand howdifficultitcanbe. Youmayhavemanyquestionsandweareheretohelp. Itisour desiretogiveyouthebenefitofour personalexperienceaswell asour knowledgeofthe law. Ifyouhavefurtherquestionsorneeds,pleasefeelfreetocontactusat1-877-553-
4332and/orcheckoutourwebsiteat
Sincerely,
Sharon Coppedge-House, Executive Director
Whatis theOklahomaParents Center(OPC)orParent TrainingandInformationCenter(PTI)?
TheOklahomaParentsCenteristhestatewideparenttrainingand informationcenterservingparentsof childrenwithdisabilities.Ourgoalistoeducate andsupportparents,familiesandprofessionalsin buildingpartnershipsthatmeet theneedsofchildren andyouthwith thefullrangeofdisabilitiesages’ birthto26.We arearegionalizedmodelwithstafflivingintheareathattheyserve.
Who shouldcalltheOklahomaParentsCenter?
*Parentsofchildrenwithdisabilities,or suspecteddisabilitiesagebirthto26.
*Parentsofchildrenwithemotionalor behavioralproblemsagebirth to26.
*Professionalsin educational,medical,orhumanservice fields.
What servicesdoesthe OklahomaParentsCenteroffer?
*Informationandreferral
*SpecialEducationHelp-Line– tollfree@877-553-IDEA(877-553-4332)or405-379-6015- availableinbothEnglishandSpanish
*ChildFind Hotline – toll free@888-9OK-FIND(888-965-3463)or405-379-3841
*Trainingona varietyoftopics relatedtochildrenwithdisabilities
*CommunityIEPPartnerTrainingandMatching
* “Count Me in” Disability Awareness andBullyingPreventionPrograms
*StatewideConference
*RegionalParentalInvolvementInstitutes
*QuarterlyNewsletter
* LendingLibrary(Pleasevisit ourwebsite formoreinformation)
*FactSheetsona varietyoftopics
Where arethe OklahomaParentsCenter's servicesavailable?
TheOklahomaParents Center’sservicesare availablethroughoutthestate.Wehaveregionaltrainersgeographically dispersedthroughoutthestate,butourmainofficeislocatedin Holdenville,Oklahoma.
Whenis OklahomaParentsCenter open?
TheOklahomaParentsCenter’smainofficeisgenerallyopenfrom8amto5pm;however,allofour
staffhaveobligationsoutsidetheoffice.Theremaybetimesthatyouwouldreachvoicemail duringour regularoffice hours.Ourstaffmakesevery effortto return yourcall ina timelymanner,usuallywithin24 hours.
Waysyoucanhelp the OklahomaParentsCenter:
1. BecomeanIEPPartner.
2. Volunteer toassist withthe“COUNT MEIN” puppets.
3. Makeatax-deductiblecharitablecontribution.
4. AssistOPCinsettingupacommunitytraining.
5. Coordinatea fund-raisingactivityinyourcommunity.
6. Help spreadtheword!Tellyour friendsandfamilyaboutOPC.
10BasicStepsinSpecial Education
Childrencanhaveallsortsofdifficultiesgrowing up.Sometimes problemsareobviousrightfrom the start;andsometimestheydon't appear untilachildis in school.Somechildrenhavetrouble learning toread orwrite. Othershave a hardtimeremembering newinformation. Stillothersmayhave trouble with their behavior.For somechildren, growing upcanbeveryhard to do!
Whenachild ishaving trouble inschool,it'simportant to findout why. Thechild mayhavea disability. By law,schoolsmustprovide specialhelptoeligiblechildrenwithdisabilities.This help is called specialeducationand relatedservices.
There'sa lottoknowabout theprocess by which childrenare identified ashaving adisabilityand inneed of specialeducationand relatedservices.This briefoverviewisanexcellentplacetostart. Onceyouhavethebigpictureofthe process, it'seasiertounderstand themany details undereach step.
Step1. Child isidentified as possiblyneedingspecialeducationand related services.
There are two primarywaysinwhichchildrenare identifiedaspossiblyneedingspecialeducation and related services:thesystem knownas ChildFind(whichoperatesineachstate), and by referralofaparent orschoolpersonnel.
ChildFind.Eachstate isrequired by IDEAtoidentify, locate, andevaluate all childrenwith disabilitiesin thestate whoneed specialeducationand related services.To doso, states conduct what areknownasChild Find activities.
Whenachild isidentified byChild Find aspossiblyhaving adisabilityandasneeding special education,parentsmay be askedforpermission toevaluate theirchild. Parents canalsocallthe Child Find officeandaskthat their child beevaluated.
Referralorrequest forevaluation.A school professionalmayask thata child beevaluatedto see ifheor shehas adisability.Parentsmayalso contactthechild’s teacher or other school professionaltoask that their child be evaluated. This requestmaybeverbal,but it'sbest toput it in writing.
Parentalconsentisneeded beforeachild maybeevaluated. Underthefederal IDEA regulations, evaluationneedstobecompletedwithin 60daysaftertheparentgivesconsent.However,thestate guideline inOklahomais 45school daysafterparentsigns for consent.
Step2. Child isevaluated.
Evaluationis anessentialearlystep inthespecial educationprocess for achild. It'sintended to answerthesequestions:
Doesthechild haveadisabilitythatrequires the provisionofspecial educationand related services?
What arethechild’sspecificeducationalneeds?
What special educationservices and related services,then,areappropriate for addressing those needs?
By law, the initialevaluationof thechild mustbe"full andindividual"—whichis tosay, focused on that child and thatchild alone. The evaluationmustassess thechild inallareas related to thechild’s suspected disability.
The evaluationresults willbeusedtodecidethechild’seligibilityfor specialeducationand related
servicesandto makedecisionsabout anappropriate educationalprogramfor thechild.
Iftheparentsdisagreewiththe evaluation, theyhave therightto take their childfor an IndependentEducationalEvaluation(IEE). They canask that theschoolsystem payfor this IEE.
Step3. Eligibilityisdecided.
A group ofqualified professionals and theparents lookatthechild’sevaluationresults. Together, they decide ifthechild isa "childwithadisability,"asdefinedbyIDEA. Ifthe parentsdonot agreewiththeeligibilitydecision,they mayaskfora hearing to challenge thedecision.
Step4. Child isfoundeligiblefor services.
Ifthechild isfound tobea child withadisability, asdefined byIDEA, he or she is eligiblefor specialeducationand relatedservices.Within30calendardaysafter achild is determinedeligible, the IEPteammustmeet towrite an IEPfor thechild.
Step5.IEPmeetingisscheduled.
The schoolsystemschedules andconducts the IEPmeeting.Schoolstaff must:
contact theparticipants,includingtheparents;
notifyparents early enoughtomakesurethey haveanopportunity to attend;
schedule themeetingatatimeandplaceagreeabletoparents and the school;
tellthe parentsthepurpose,time,and locationofthe meeting;
tellthe parentswho willbe attending;and
tellthe parentsthat theymayinvitepeopleto themeeting whohaveknowledge orspecial expertise aboutthechild.
Step6.IEPmeetingisheldand theIEPiswritten.
The IEPteamgathersto talkabout thechild’sneeds and writethe student’sIEP.Parentsandthe student(whenappropriate)are fullparticipating membersoftheteam. Ifthe child’s placementis decidedbyadifferentgroup, theparentsmustbe part ofthat group as well.
Beforetheschoolsystemmayprovidespecial educationand related servicestothechild for the first time,theparentsmustgive writtenconsent. Thechild begins to receiveservices as soonas possible aftertheIEPiswrittenandthisconsentisgiven.
Iftheparentsdonotagree withtheIEP andplacement,theymaydiscusstheir concerns withother membersof theIEP teamand try to workoutanagreement. At any timein this process, theparent maycall theOklahomaParents Centertoaskfor assistance.Iftheystilldisagree, parentscanask for mediation,or the schoolmay offermediation.Parentsmayfile a complaintwiththestate educationagencyand may requesta dueprocesshearing,atwhich time mediationmustbe available.
Step7. AftertheIEPiswritten,services are provided.
The schoolmakessurethat the child’s IEPis carriedoutas it waswritten. Parents aregivena copyof theIEP. Eachof the child’s teachersand serviceprovidershasaccessto the IEP and knows his or her specific responsibilities for carrying out the IEP. This includestheaccommodations,modifications,andsupports that must be providedto thechild,inkeeping withtheIEP.
Step8. Progressismeasuredand reportedtoparents.
The child’sprogress towardtheannualgoalsismeasured,asstated inthe IEP.His orher parents areregularlyinformedoftheir child’sprogress andwhetherthat progressis enoughfor thechild to achievethegoalsby the end of theyear.These progress reportsmust begiven toparentsat least as oftenasparents are informed of their nondisabled children’s progress.
Step9.IEPisreviewed.
The child’s IEPisreviewedbytheIEP teamat least once ayear,or moreoftenifthe parentsor schoolask forareview. Ifnecessary,theIEP isrevised. Parents,asteammembers,mustbeinvited to participateinthesemeetings. Parentscan makesuggestionsforchanges,canagreeor disagree withtheIEP,and agree or disagreewith theplacement.
Ifparentsdonot agreewith theIEP and placement, they maydiscuss their concerns withother membersof theIEP teamand try to workoutanagreement.Thereareseveral options,including additional testing, anindependent evaluation, or asking for mediation, ora due processhearing. They mayalsofileacomplaint withthestate educationagency.
Step10. Childis reevaluated.
At least every threeyearsthe child mustbe reevaluated.Itspurposeis tofind outifthechild continuestobe achild withadisability,asdefinedbyIDEA, andwhat thechild’seducationalneeds are. However, thechild must bereevaluated more oftenif conditionswarrantor ifthechild’sparent or teacherasksfor anewevaluation.
Need moreinformation?CalltheOklahomaParents Centerat1-877-553-4332.
NationalInformationCenterforChildren and Youth with Disabilities(NICHCY) P.O.Box1492
Washington,DC20013-1492
800.695.0285(V/TTY)
202.884.8200(V/TTY) E-mail:eb:
ADAandSection504in2009:
BroaderEligibility,MoreAccommodations
By LauraKaloi, NCLDPublicPolicyDirector, andKristinStanberry
Published:March12,2009
Didyouknowthat,effectiveJanuary2009, eligibilityforprotectionunderSection504 oftheRehabilitationActbecamebroader? Somestudents whodidnot qualify for Section504inthepast,orwhowere not eligibleforservices andsupportsunderthe Individualswith Disabilities Education Act (IDEA)maynow qualifyforSection504 plans.StudentswithSection504 plansmay now qualify for additional supports, services, auxiliaryaids,and/or accommodationsin public schools.For manystudentswith learningdisabilities(LD) and/orAD/HD (Attention- Deficit/HyperactivityDisorder),thisisgood news!Thesepositivechanges aretheresult ofrecentamendments totheAmericans withDisabilitiesAct(ADA), abroadcivil rightslawthat alsoimpactsSection 504.
You'll be especiallyinterested in these developmentsif:
Your child was evaluatedunder IDEA but
wasfoundineligible.
Your child was previously evaluated for
Section504butwasfoundineligible.
Your child is currently receiving informal accommodations inschool.
YourchildhasaSection504planinplace. (If yourchild hasanIEP,heisautomatically considered tohavea504plan.)
Your child needs accommodations on the
SAT or ACT.
Your teenagerisgettingreadytogocollege.
What'sthe connection between
Section 504and the ADA?
WhatdoestheADAAmendmentsActof2008
(ADAAA)havetodowithSection 504?Bothare civilrightslaws thatprotectindividuals with disabilitiesfromdiscrimination. Section 504was enactedin 1973and appliestoall programsand activities that receive federal financial assistance. This includes public schools, colleges,anduniversities aswellascertain employers,stateand localgovernment programs,and placesofpublicaccommodation (such asapubliclibrary).Sothe"common denominator"betweenSection 504andADAAA relatedtoschool-agestudentsis protecting students withdisabilitiesfrombeing discriminated againstinour publicschools.
TheADAAAincludes a"conforming amendment" to Section 504 of the RehabilitationAct; meaningthatthe newly expandedcoverageunderADAAAalsoapplies toSection 504. MattCohen,anattorneywho worksonbehalf ofchildrenwithdisabilitiesin disputes with public schools, explains, "Because ADAand 504areinterpretedin parallel,the ADAAA will beappliedtothe public schools in theirinterpretation ofboththeADAAAand Section504."
How ThingsHaveChanged with
ADAAA?
Because of the ADAAA, more students may
nowqualifyaspersonswith disabilitiesentitled to protection from discrimination based on theirdisabilities.Theyalso maynowbeeligible to receive special education or general education with relatedservicesand reasonable accommodations,including auxiliaryaidsand services in school, under Section 504.
The ADA Amendments Act of2008 includes several significant changes, which also applyto Section 504.
Thedefinitionof"majorlifeactivities"wasexpanded
toincludelearning, reading, concentrating, and thinking.Also,thedefinition of"majorbodily functions" has been expanded to include neurologicalandbrainfunctions.Thischangemakes itmuch easierforindividualswithLDand/orAD/HD toqualifyforprotections underADAAA.
ADAAArequiresthatthelimitationona"major" lifeactivity bebroadly,ratherthan narrowly, interpreted.
Conditionsthatareepisodicorinremissionare coveredwhen theyareactive. For example,a studentwithAD/HD maybeaffectedbyhis symptomsdifferentlyand atdifferenttimesand underdifferentconditions. ADAAA doesnot disqualifyhimfromprotectionon thatbasis alone.
Under ADAAA a person cannot be denied protectionsimplybecause heusesamitigating measure,suchastakingmedicationforAD/HD, orbeing allowed extratimewhen taking teststo accommodateforan LD. (Theonlyexception to thisiscorrectivelensesthatfullycorrect a vision problem.)
Limitation in one major life activity need not impact other majorlife activitiesin orderto triggerADAAA protection. Somestudentswith disabilitiesstrugglein just oneacademicarea, such as reading or writing, but excel inother skills or subjects,and shinein extracurricular activities.Suchstudents mightnowqualifyfor ADAAAprotection,whereasbefore 2009 they wouldhavebeenfoundineligiblebecause they struggled in only one major life activity.
What does this mean for your child? Now that you have a sense of how the ADAAA affects the interpretation of Section 504, you're probablyeagertoknowhowthesechangesmight helpyourchild.Whileeverysituation—andevery child—isunique,we'llprovideanswersandaction steps for someofthemostcommonquestionshere.
Question:Mychild receivesinformal accommodationsthathis teacher orotherschool personnel(e.g.,counselor, nurse)provides.ShouldI request these accommodations be formalized througha504plan?
Answer:Yes.Bydocumentingthatyourchildhasa
disability which substantially limits a major life activity(e.g.,learning or concentrating), youare ensuring thelegal protectionsprovided byfederal law.You'realsoprovidingdocumentationthatwill beimportantinthecase oftransitiontoanew school/setting,anewteacher, or some other life event.
Question:Mychildwaspreviouslyfoundineligible forservicesunderIDEA,buta 504plan wasnot discussedat that time.SinceADAAAhasbroadened eligibilityrequirements,shouldwereapply?
Answer:Yes,you should requesta 504evaluation if youbelieveyourchild couldbenefitfrom a504 plan. Because ofthesimilaritiesbetweentheIDEA and Section 504"childfind"requirementtoprovidea free,appropriatepubliceducation,schools should begin topayparticular attention tostudentsfound ineligibleforservicesunderIDEA andbewillingto discuss whetheraccommodations undera 504plan are appropriatefor thechild.
Question:Mychildwaspreviouslyfoundineligible for a504plan. Shouldwereapply?
Answer:Yes,especiallyifyou believethedenialwas directlyrelatedtothe oldinterpretationof thelaw, suchasfindingthat therewasnosubstantial limitationof a major lifeactivity, or denial duetouse of amitigating measuresuchasmedication.
Question:MychildalreadyhasaSection 504plan. ShouldIask ifhe isallowedadditional(ordifferent) accommodations underADAAA?
Answer: Yes, if you believe that your child will benefitfromadditional ordifferentreasonable accommodations, auxiliary aids, supports, or services.Onceyour child hasa 504plan,theschool should be willingtohave regulardiscussionsabout theeffectiveness oftheplanandwhether adjustmentsneedtobemadetosupport your child's success.
Question:Mychild hasbeeneligibleforservices underIDEAandnowthe schoolproposesto endthat eligibility.Shouldtherebe adiscussionabouta504 plan?
Answer:Yes.Everyyear, about66,000 studentsin specialeducation(3%)aredeclassified,which means theireligibilityforservicesandsupportsunderIDEA is terminated. It's verylikelythatmanyof these childrenneedaccommodationsforboth classroom instruction and testing in ordertosucceed in general education.In thosecases,aSection504plan might providesuchaccommodations.
Question:Myteenagerhasa 504planand willsoon betakingAdvancedPlacement testsand/orcollege entranceexams.Whataccommodations mighthebe allowed touseduringthoseexams?
Answer:Thisiswherethe ADAAAandSection 504 intersect. National testing services are required undertheADAAAtoprovide reasonable accommodations, and most have information on theirwebsitesabouthow todocumentadisability and requestaccommodations. However,all documentation mustbepreparedwellinadvance. Youandyourteenwillwanttotalktohishighschool counselorabout therequiredpaperwork andthe timelineforsubmissiontoTheCollegeBoard,The ACT orEducation TestingService.
Question: My teenager has a 504 plan and is applyingtocollege.What arethe mostimportant stepsin assuringshegetswhatsheneedsin the collegesetting?
Themostimportantthingtoteachyourteenageris toadvocateforherself— tocommunicatewhather disabilityisand whataccommodationssheneedsto succeed.Becauseeach collegeestablishesitsown proceduresbased on itsinterpretation oftheADAAA and Section 504,it'simportanttocheckwiththe collegeaboutitspolicies.
Federal FundingandRegulations
Whilepublicschoolsreceivefederal financial assistanceunderIDEA,theydon'treceiveanysuch
financialassistance toprovideSection504plans. Schools maythereforeviewprovidingaSection 504 plan asafinancialburden. Becausethere'sno requirementtocollectdata onhow manystudents actuallyhave504plans (ZirkelandHoller reportin
2008 that 1.2% of students on average nationally have 504 plans), some schools and districts don't trackhowmanystudentsbenefitfromSection504 or the costassociatedwithservingthosestudents. The new law intends to expand eligibility and coverage; however, while new regulations are forthcoming from the Equal Employment Opportunity Commission on the ADAAA, Congress hasurgedtheU.S.DepartmentofEducation,Office for Civil Rights (OCR) to maintain the current regulationsandguidancerelatedtoSection504.This meansthatparentswillneedtoadvocatefortheir children'srightsandschoolsareobligatedtoensure their current policies and practices are in full compliancewith thenewlaw.
WhiletheADAAA representsa victoryforstudents withdisabilities,you’ll wanttobe vigilanttoensure your child is treated fairly and appropriately. Through theADAAA, Congresshasintentionally expandedtheADA which,inturn,broadens the interpretationof whoshouldhaveaccessto504 plans.StudentswithLDand AD/HDshould directly benefitfromthenewlawbecause theuse of mitigating measurescan nolongerbethebasis for denying504planstostudents.Ifyourchildalready hasa504plan,youshouldworkwithyourschool’s504team,guidancecounselor,and/orotherschool personneltomakeanyappropriatechanges.
Distributedby:
IEPMeetingPreparationSheet
oDoyouhaveacurrentcopyofyourchild’sIEPandanycurrentevaluations?
Have youreadthem?
oWhatistheage anddisabilityof thechild?
oWhatprogresshaveyouseeninthelastyear?
oWhataretheprimaryconcerns for thisupcomingIEP/schoolyear?Prioritize your concerns.
oPresentLevel of Educational Performancefrom theparent’s perspective:
oHow doesthedisabilityimpactyour child’s learning?
oList outyour child’s strengths
oListoutyour child’s learningopportunities
oWhatdoes yourchildneedtolearnnext?
oAre evaluationscurrent?Are moreneeded?
oWheredoyousee yourchildinoneyearineach goalarea?
oListoutanyspecificquestionsthatyouwouldliketodiscussat theIEPmeeting.
oList out any goals/objectives you would liketoinclude on your child’s IEP.
oOtherissuestothinkabout:
oCommunicationbetweenschool/parent
oAccommodations/Modifications
oExtendedSchoolYear
oBehavior
oSocial/Communicationskillsof thechild
oRelatedServices
oPlacement
oState/DistrictAssessmentparticipation
oExtracurricularandnon-academicparticipation
oTransition
oAsk fora copyof theschools ‘draftIEP’priortotheIEPmeeting.
oCreateyouragendafortheIEPmeeting.BeingpreparedfortheIEPishow parentscan best advocatefortheirchild.
oCalltheOklahomaParentsCenterifyouneedspecificquestionsansweredabout
your child’s IEP.Call theOPC’s tollfree number at1-877-553-4332.
P.O.Box512*Holdenville,Oklahoma74848
TollFree:877-553-4332*Fax:405-379-2106*Phone:405-379-6015
Email:*Website:
BehaviorAnalysis/PlanningForm
Student:School:
Whatis/aretheproblembehavior(s)?Describe inobservable/operationalterms.
Whatis/arethefrequencyand/ordurationoftheproblembehavior(s)?
Describe setting(s)andtime(s)whenproblembehavior(s)occur.
Underwhatcondition(s)is/are theproblembehavior(s)likelytooccur?
Describe theconsequencesthatoccurafter theproblembehavior(s)occur(s).
Whatreinforcesor conditionshavebeenobservedtoreduce theproblembehavior(s)in thepast?
Whatis/arethepositivebehavior(s)thatis/are desiredasreplacement(s)fortheproblem behavior(s)?
What are thechild’s strengths, interests, andskillsthat may be helpful in developing the
positivereplacementbehavior(s)?
Whatarethepotentialreinforcesfor thepositive replacementbehavior?
Describe anyskillsdeficits,communicationneeds,health/medical,orenvironmental factorsthatmayneedtobe consideredindevelopingthepositive replacementbehavior.
Is thereaneedfor anyemergency procedures?If so,describe.
Whatbehaviorinterventions,strategies,and planswillbeimplementedandwhowillbe involved?(Attachdocumentsasnecessary)
Whatcriteria,information,data,or observationsmightdocumentprogressinthe identifiedbehaviors?
Whenwouldberecommendedtimelinesor datestoreviewprogress?
Otherinformation,concerns, or comments:
SIGNATURE(S):DATE:
Source: OKState Department ofEducation-SpecialEducation Services.11/99
ExamplesofModifications
1.Individualized behavioral expectations,rather than adherencetoaset ofexiting classroom rules.
2.Developmentofa “system” toredirecta studentwhose behavior is
beginningto escalate.
3.Twosetsof textbooks, oneforhomeandoneforschool.
4.A copyof theteacher’slecturenotes to use as a studyguide.
5.A planforleavingtheclassroomandreportingelsewhere when under great stress.
6.Individualized expectations for meetingschoolrules,orindividualized consequences for failureto follow rules.
7.A computertostimulateinterest and facilitate independent work.
8.Taped textbooksfor studyinglessons.
9.Smallerclassroom,fewerstudents(regular classes).
10.Oraltests andbook reports.
11.Daily grading inbook reports, science projects,etc., asopposed to single grade for completionof theproject.
12.Aide inthe classroom to redirector helpwithbehavior.
13.Individualizedcurriculum.
14.Individualizedapproach toattendance andtardyissues.
15.Individualized gradingbased onIEPobjectives.
QuickGuidetoHomeDocumentationFiles
Oneofthemostimportant thingsthatyou, asaparent,can doasanactive informed memberofyour child’seducationalteamistokeepan accurate,uptodatehomedocumentationfile.Youwill probablyfindyouwillneedtouseorrefertoinformationcontainedinitmanytimes overtheyears youchildisinschool.
Homefilesareeasyto make,requireminimal upkeepand cansaveyoualotof futurestress. Homedocumentationfilesshouldcontain copiesofthe followinginformationaboutyourchild:
1. BirthCertificate
2. Immunization Records
3. RelevantMedicalRecords
4. SchoolRecords
a) AcademicAchievementReports(tests,reportcards, transcripts,etc.)
b) PsychologicalorCognitiveEvaluations c) PT,OT,Speech/LanguageEvaluations d) BehavioralandSocial Evaluations
e) VocationalEvaluations(interest,skill,aptitude)
f) Currentand PastIEP’s
5. Samplesofchild’s work and otheraccomplishments
6. CommunicationLogs(seebelow)
a) Notestaken onconversations-inpersonorphone calls withschools,servicesproviders, teachers,etc.
7. Correspondence
8. Otherinformationasneededfromschoolor othersources
It is helpful to organizeyourhomefileaccordingto theinformationinit(i.e., groupallIEP’s together, reports cards,etc.). Thiswill helpyoulocate neededinformationquicklyandeasily.Thiscan be useful inreviewingand planning foryour child’sprogramandfuture.
Homefiles donothavetobefancy,justconsistent.Makesureyoualwaysputyourpapersinthe sameplace.A filecan beheld in acardboardboxor emptydrawer.Organizeitforeasyaccess.
Communicationlogsareanimportantpartofhome file.Use them oftentorecorddate, time, person spokenwithandbriefdescriptionofthesubject(s) discussed.Often dealings withschools, teachers, therapists,busdrivers, etc.,areinformal,thoughimportant.Itishelpfultokeepatabletornotebook thatcontainsbriefnotesonimportantissues.Itiseasytoconfusedates, peopleordiscussions.This willhelp preventcommunicationproblemswiththepeople whoworkwith yourchild.
P.O.Box512*Holdenville,Oklahoma74848
TollFree:877-553-4332*Fax:405-379-2106*Phone:405-379-6015
Email:*Website:
WhyWriteaLetter?OrWillaPhoneCallDo?
Letterwritingisan essentialpartofcommunicationwithanddocumentationof,yourinvolvementin yourchild’seducational program.Manytimes,anissueorrequestisinitiatedinpersonorby phoneand then laterfollowedupin the formof aletter.
Thereareawidevarietyofreasonsthatyouwouldwanttowritealettertotheschoolbutsomeofthe
mostcommonreasonsare:
1.Discuss anissueorproblem
2.Requestan initialevaluationfor specialeducationservices
3.Requestan independentevaluation
4.RequestameetingtoreviewtheIEP
5.Requestareviewor change of placement
6.Requestcopies ofrecords
7.Requestamediationmeetingordue processhearing
8.Writea follow-up letter
9.A thankyouorpositivefeedbackletter
10.A requestfor information
Alwaysaddressyourlettertotheperson,serviceordepartmentitisinreferenceto.Ifyouneedto requestinformationfroma teacher,then sendit to him/her.Ifyour letterconcernsschoolpolicy,sendit totheprincipal.Youmayrequestaresponse(ifneeded) withinareasonablelengthoftime. Fivetoten schooldaysisagoodrule of thumb.
Ifyoudonotreceive aresponsewithinthestatedtime,sendanotherlettertothenextpersoninthe chainofcommand.Attachacopyofyourfirstletter toit.Veryimportantlettersshouldbesentreturn receipt. This will give you documentation that your letter was received,along with the date and signatureof thepersonwhoreceivedit.
Alllettersshouldcontainthefollowing:
1.Date
2.Child’s fullnameandcurrent placement
3.Name,titleandaddressof thepersonyouarewriting
4.Reason that youarewriting
5.Specifics concerningtheissue youarewritingabout
6.Questionsorconcernsyouwould liketoseeaddressed
7.What you would like tosee done
8.Type ofresponseyou want (meeting,letter,phone call)
9.Anaddressanddaytimephonenumberwhereyou canbereached
10.cc:listpersonstowhomcopies weresent
Letters donothavetobefancyortyped.Thebestlettersarebriefandtothe point.Bespecificas possibleinmakingrequestsorexpressingconcerns.Alwayskeepacopyofyourlettersinyourhome documentationfile.
P.O.Box512*Holdenville,Oklahoma74848
TollFree:877-553-4332*Fax:405-379-2106*Phone:405-379-6015
Email:*Website:
405-379-6015• 877-553-4332•Fax:405-379-2106
E-mail:•Website:
AUTHORIZATIONFORRELEASEOFINFORMATION
Igivemy permissionto:
(SCHOOLDISTRICT’SNAME)
and/ortheirauthorizedrepresentativetoinitiateand/orreceivecontactwiththeOklahoma
Parents Center(OPC),Parent TrainingandInformation,onmybehalfregardingmychild
’s educationalprogram.
Parent/GuardianSignatureDate
FamilyInformation:(PLEASEPRINT)
Parent’sName:DayPhone:
BestTimetoContact:
Address:
City:ZipCode:
Child’s Name:Date of Birth:
Child’s Disability/Special Needs:
Additionalinformationthatmightbehelpfulor questionsyoumighthave:
PLEASEFURNISHACOPY TOTHESCHOOLDISTRICTANDTOYOURHOMEFILE.
RETURNTHEORIGINALTO:
OklahomaParentsCenter,Inc.
P.O.Box512
Holdenville,Oklahoma74848