Students with Disabilities Evaluation and Placement Process
Under the Individuals with Disabilities Education Act (IDEA), the SDCC offers special learning programs to students in grades PreK-12 (ages 3-22) who have learning, speech, emotional, developmental and/or mental disabilities. The following are the procedures used to determine if a child is eligible for services under this program:
1.For in-school students, the student's regular classroom teacher or parent notice that the child has some type of disability.
2.The teacher consults with the intervention team to initiate response to intervention (RtI) procedures as appropriate. Once the RtI process has completed, permission for evaluation is obtained from the parent to conduct as assessment which may lead to ESE eligibility. The requested referral components are compiled and sent to the district office.
3.The ESE office will refer the package to a school psychologist. If the child has speech or language difficulties, they will be referred to the school Speech/Language Pathologist (SLP.) The psychologist or SLP will then meet with and test the student. The psychologist/diagnostician then prepares a report which indicates the results of the testing, and makes recommendations regarding the child's needs, based upon their professional judgment. An eligibility meeting is then scheduled at which eligibility for ESE services is determined.
4.Some preschool students are evaluated by Early Steps. For others, Child Find is used. Child Find is a function of the Florida Diagnostic Learning Resources System (FDLRS,) of which Duval County is the fiscal agent. They are certified special educators contacted by doctors, teachers, or other persons, who think they know of a child with a disability. FDLRS will start the screening process, compile data, and contact the Clay County Exceptional Student Education office. FDLRS also does much public awareness and relations work through radio, posters and other media avenues. For private school (non-McKay Scholarship placements) the district office is contacted and a private citizen referral is initiated. The RtI process is followed as much as possible and the resultant data used to determine if special education services are appropriate.
5.Evaluations for ESE services are completed within 60 days, though the RtI process can take several months while the student’s response to interventions is determined. An evaluation may be completed at any time during the RtI process. The parent is an active participant in this process. Once a child is determined to be eligible, a draft Individual Education Plan (IEP) is then designed for the student. Each program is tailored to the particular student's needs. After discussion and input from parents, the proposed IEP is adjusted as needed and permission for placement is obtained from the parent. At a minimum, the IEP committee consists of the special education teacher, principal or designee, parent, evaluator, regular class teacher, and other teachers, such as physical education or vocational education teacher, as applicable. Not all services are provided at each school. Some students may be bused to another school for instruction.
6.The IEP is reviewed at least annually. At least every three years, the student is reevaluated to determine if they still require special education services and support.