The IAT (Intervention Assistance Team) meets regularly to discuss individual students concerns. These concerns may include academic, behavioral, and/or social issues. The purpose of our team is to determine possible causes of identified problems and to collaborate with teachers and parents to develop interventions which will bring about student success.

If a child is suspected of having a disability and might need special education services, a referral fro evaluation my be made by

• Parents
• School personnel: and/or
• Community agency personnel

Evaluation means procedures used to determine whether your child had a disability, and the type and amount of special education and related services your child may need. These procedures are selected for each child, and do not generally include basic tests or procedures used with all children in a school.

An individualized education program (IEP) is a written statement for a child with a disability that is developed and implemented according to federal and state regulations. This statement includes

• A description of your child’s strengths and needs (present levels of performance)
• Annual goals and short-term instructional objectives;
• Criteria and evaluation procedures linked to short-term objectives;
• Statements of specific special education and related services that will be provided, and the extent to which your child will participate in regular education classes;
• When these services will start (initiation), how long the services will last (anticipated duration) and the amount of services (frequency);
• A transition services statement for students for students who are 16 years old or as young as 14 years, if appropriate.

The IEP meeting should be held at mutually agreed on time and place. School districts are required to invite parents to attend this meeting. The school district must document all attempts to contact the child’s parents. If parents choose not to attend, an IEP meeting may be conducted without them.

Your school district must permit you to inspect and review any educational records relating to your child. This includes records regarding the identification, evaluation, and educational placement of your child, as well as the provision of a free appropriate public education. You have the right to see all the records that are collected, maintained, or used by the district under Part B of IDEA. The school district shall comply with your request without unnecessary delay (no more than 45 days). If you request them, records must be provided before any IEP meeting or hearing related to your child’s identification, evaluation, or educational placement.

An impartial due process hearing is a formal, administrative procedure that is held to resolved disagreement. Disagreements may be about the identification, evaluation, and placement of your child, or the provision of a free appropriate public education to your child. A hearing may be requested by parents, the school district, or other public agencies (such as county boards of MR/DD, developmental centers, the Department of Youth Services, and other agencies).

If your child is suspect of having a disability and is referred for an evaluation, you must be informed in writing before your child is:

• Tested
• Identified as eligible to receive special education services
• Receives special education services
• Has any change in services and/or
• Is refused services

Your child needs an initial evaluation when you or the school district suspects that your child has a disability. If your child is already receiving special education services, a reevaluation must be conducted at least every three years. This reevaluation is done to ensure that your child is still eligible to receive special education services and to determine if the services are appropriate.

Extended school year services are special education and related services that are provided outside the normal 180-day school year. You and the other participants in the IEP meeting may consider your child’s need for extended school year services. The provision of extended school year services is determined on an individual basis. The IEP meeting participants shall consider whether or not your child is failing, or is likely to fail, to achieve short-term instructional objectives on the IEP, due to the interruption of instruction between school years.

Transition is the process of planned activities that may result in changes in services and the personnel who provide those services. There are at least three times in a child’s educational career when transition activities should occur. These include:

• From early intervention services to preschool
• From preschool to school age services
• From school age special education services to community life