What Happens When a Parent/Guardian/Caregiver Has Concerns?

The parent/guardian/caregiver(s) may make a request for a special education evaluation by writing a letter to the teacher or building administration at the school their child attends. It is wise to date the request and keep a record copy. The parent/guardian/caregiver(s) may also verbally request a referral, however, a letter provides proof that a referral was indeed made. Upon the receipt of the request for evaluation, a representative from the District will contact the parent/guardian/caregiver(s) regarding the request for an evaluation. The representative and parent/guardian/caregiver(s) will discuss the reasons for the request. After the discussion for the evaluation, the same process outlined above would then be followed. If the parents disagree with the team's decision regarding the evaluation, they may refuse consent or exercise their due process rights.

The Initial IEP Process: The Team at Work

When Fairhaven Public Schools receives a request for an Evaluation for Special Education from a teacher, parent/guardian/caregiver(s), or other agencies, then the following steps are followed:

  • The district must respond to requests within five school working days.

  • The assigned School Psychologist will contact the parent/guardian/caregiver(s) to discuss specific concerns (academic, intellectual, behavioral, social/emotional, etc.).

  • Evaluations are conducted within a 30 school day timeline and a meeting is scheduled by the 45th school day timeline to review evaluations and discuss eligibility.

  • Meeting members must include but not be limited to the following: parent/guardian/caregiver(s), School Psychologist, Classroom Teacher, Special Education Case Manager, and other professional staff as needed.

Parent/guardian/caregiver(s) have the right to participate in their child’s IEP meeting and in the decision making process as an equal partner. Students should be included whenever possible or appropriate, especially during transition planning; which begins at the age of fourteen. Parent/guardian/caregiver(s) may bring persons of their choice to the meeting for additional support including private specialists, advocates, family members, and friends. An interpreter will be supplied if needed.

At the start of the meeting, all participants are introduced. Parent/Guardian/Caregiver(s) are provided a copy of the "Parent's Notice of Procedural Safeguards" prior to the meeting. The team members should clarify the purpose for the meeting as stated on the invitation. All decisions made at the meeting will be summarized on the Notice of Proposed School District Action (N1) or Refusal to Act (N2). The actions recommended by the team, the actions considered but not recommended by the team and any actions refused by the district should be clearly stated on the N1 or N2 parent/guardian/caregiver(s) should check that their agreement or disagreement with the team recommendation is accurately recorded.

The parent/guardian/caregiver(s) may call an additional meeting to discuss concerns/questions of the IEP or refusal to act. A parent/guardian/caregiver(s) signature is required for the IEP to be implemented. A parent/guardian/caregiver(s) has 30 days to sign an IEP.

The purpose of the Initial IEP team meeting is to:

  • Initiate and discuss evaluations and educational progress including attendance report, report card, district wide benchmark testing, progress reports, and any other available educational evidence.

  • Listen to parent concerns.

  • Determine eligibility for special education services.

  • Develop the Individualized Education Program if eligible (IEP).

  • Review or revise interventions if an IEP is not warranted.

  • Refer for 504 if the child is found to have a disability, but does not require specially designed instruction or related services.

If eligible, an IEP will be developed. If not eligible, the Notice of School District Refusal to Act (N2) letter will be written and mailed home.

If the student is found eligible and an IEP is developed, special education services will begin upon receiving signed acceptance of the IEP. A summary of the proposed IEP will be provided to the parent/guardian/caregiver after the meeting.

The team Chairperson(s):
School Psychologist
Case Manager
Principal
Director of Student Services
Assistant Director of Student Services

Should you have any questions or concerns regarding the information provided above, please do not hesitate to contact Ms. Tanya Dawson ([email protected]), Director of Student Services. Additionally, kindly include her administrative assistant, Ms. Meaghan Amaral ([email protected]), in your correspondence.