Special Services

Floretta P. Carson Visual and Performing Arts Academy firmly believes that each student is a general education student first. However, to realize this vision, each student who receives special education services should be served in the least restrictive environment with access to the best instruction. All adults in the educational system are responsible for the education and support of all students, regardless of need. Our mission is to provide services that prepare all students for a seamless transition to adult life with the expectation that all students will learn and become productive citizens. The Special Services Department promotes opportunities for gifted and disabled students to participate in educational activities designed to facilitate maximum student achievement.

If you, or anyone you know, suspect that a child has a disability, please contact the Office of Special Services at (251) 373-2916.

Gwendolyn Preston,

Special Services Coordinator

gpreston@fpcvpaa.com

School: 251-373-2916

Section 504 of the Rehabilitation Act

What is Section 504?
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.

Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance...” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)].

Section 504 requires schools to provide students with disabilities appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services.

Special Education

Floretta P. Carson Visual and Performing Arts Academy believes that children can learn when given the proper support and learning environment. The task of educators is to give support and structure to the classroom so that learning can take place; these supports can generally accomplish within the regular classroom. Sometimes, however, other support services are needed. The instructional support program of Floretta P. Carson Academy assists students who need interventions. Instructional support staff may monitor student progress, consult with classroom teachers about effective strategies for students, assist students in the regular classroom with homework, organizational skills, test-taking strategies, classwork, and/or various other activities. Instructional support teachers and teacher assistants (aides) work at each school to provide academic support needed by students. A referral to special education may be needed when intensive interventions do not assist students with making progress.

The instructional support program also provides special education services to students with disabilities who qualify for services under the Individuals with Disabilities Education Improvement Act (IDEA) 2004. Floretta P. Carson Visual and Performing Arts Academy is committed to provide services to eligible students and to include students in the total school program.

What is Child Find?

Child Find is a statewide effort by the State Department of Education and the Department of Rehabilitation Services to locate, identify, and evaluate children with disabilities from birth to age 21.

How does Child Find work?

Early Intervention and Special Education Services work closely with community service agencies, parents, and local school systems to locate children with disabilities. A toll-free number is provided for parents or other persons interested in referring a child from birth to age 21.

Contact:

Gwendolyn Preston, Special Services Coordinator
Floretta P. Carson Visual and Performing Arts Academy
251-373-2916

Alabama State Department of Education
Special Education Services
1-800-392-8020

Why is Child Find Important?

Child Find helps the child, the family, and the provider to plan appropriate services and link families to services for students meeting eligibility requirements in the following disability areas:

Autism
Deaf-Blindness
Developmentally Delayed
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disabilities
Speech and Language Impairment
Traumatic Brain Injury
Visual Impairment

Who may refer a child for special education services?

Any person who has knowledge of a child (ages 3 - 21) suspected of having a disability may refer the child. However, the school is required to present the child to the Response to Instruction (RTI) Problem Solving Team (PST) to recommend, implement, and monitor interventions to address the child's specific concerns.

How long does it take for a referral to be completed?

A school has 60 days from the date the school receives signed parental consent for an initial evaluation to complete the assessments and conduct an eligibility determination meeting. An IEP team must convene with 30 days from the date of eligibility to develop an Individualized Education Program (IEP) for a child.

What are the guidelines that regulate the identification, placement, and provision of services to students with disabilities?

The Alabama Administrative Code (found on the Alabama State Department of Education's webpage at www.alabamaachieves.org, Sections, Special Education) contains the Alabama Administrative Code which has all of the special education regulations and procedures school districts must follow. A copy of the Special Education Parent Rights is also included on the state website.

What are the types of special education services that a student might receive?

The type of service a student may receive depends upon the needs of the student. However, to the maximum extent possible, a student must be educated with children who do not have a disability within the general education classroom. Students may receive services in the classroom with accommodations, with support in the classroom from the special education staff, in co-taught classes, in the special education classroom for intervention/remediation, etc. Students with severe cognitive disabilities can receive services in an academic setting separate from the general education setting if the IEP team determines this is the most appropriate environment. The decision about services is based on the student's individual needs.

Who can make a referral?

Any person who has knowledge of or interest in the student may refer the child.

How long does the referral to placement process take?

A referral begins with the date that the education agency is notified that a parent, teacher, student, administrator, doctor, or any other person who has knowledge of or interest in the student wishes to initiate a referral. The process from the date the parent signed consent for an initial evaluation to IEP development must be completed within the following timelines regardless of any scheduled interruptions in the scholastic year or the scheduled summer vacation.

Initial evaluations must be completed within sixty (60) calendar days from the date the school received the signed parent consent for initial evaluation.
Eligibility must be determined no later than thirty (30) calendar days from the date initial evaluations were completed.
An IEP meeting must be held and placement made within thirty (30) calendar days after the student is determined eligible.

What is an IEP team?

The IEP Team is a team of people who meet to make decisions about evaluation, eligibility, and programming for students.

What are the functions of the IEP team?

INITIAL REFERRAL, EVALUATION, REEVALUATION

Reviews the initial referral
Reviews existing data and determines the need for evaluation
If the student is to be evaluated, determines what areas and what evaluations will be conducted
Obtains parental written informed consent for evaluations to be conducted
If the student is not to be evaluated, provides written notice to the parent of the intent not to evaluate
Reviews the existing data and determines what, if any, additional data is needed for reevaluations.

ELIGIBILITY DETERMINATION

Reviews data and determines whether the student is a student with a disability and determines the educational needs of the student
A team must rule out that the cause of the academic deficiency is a result of lack of reading instruction (in the five essential components of reading utilizing scientifically-based research reading interventions and strategies) and/or math instruction (utilizing research-based interventions and strategies) or lack of English proficiency
Provides a copy of the evaluation report and the documentation of determination of eligibility to the parent

IEP DEVELOPMENT/ DECISIONS

Develops a narrative statement of the student's present levels of functional performance as well as academic achievement, including how the student's disability affects the student's involvement and progress in the general curriculum
Develops measurable annual goals, including standards-based academic achievement and functional goals designed to meet the student's needs to enable the student to be involved in and progress in the general curriculum
Determines if special transportation is needed and what, if any, accommodations are needed
Determines the type of special education services and amount of time the student will receive special education services within the regular classroom and outside of the regular classroom
Determines supplementary aids and services (i.e., accommodations) needed by the student to be involved in and progress in the general curriculum
Determines assistive technology needs (i.e., low tech and high tech)
Determines related services (i.e., occupational therapy, speech therapy if not the primary exceptionality, audiology, etc.) that are needed for the student to make progress toward their goals
Determines accommodations needed for regular assessments
Determines supports needed for school personnel to implement the student's IEP
Determines how progress will be assessed and reported
Determines whether Extended School Year services are needed to prevent the student from regressing beyond a reasonable recoupment period
Determines which assessments and how the student will participate in State and district-wide assessments and determines accommodations needed to participate fully
Determines transition services needed (beginning at age 16)
Develops a behavior plan if the student's behavior interferes with their educational performance and/or that of others
Determines whether the student's misbehavior is a direct and substantial relationship to their disability (manifestation determination) within ten (10) days of the behavior
Determines Alternate Education Settings that will be in place for a student if they are recommended for expulsion or suspension for more than ten (10) days

Child Find Poster

Gifted Education Services

What is Gifted Education?

Alabama State Act 106 ensures that gifted students receive the specialized support and educational opportunities necessary to reach their highest potential. The Alabama Department of Education establishes clear guidelines for the identification, evaluation, and service delivery of gifted learners. These guidelines detail referral procedures, eligibility requirements, program service options, and procedural safeguards designed to ensure equitable access and appropriate educational services for all qualified students.

Intellectually gifted students are those who perform or who have demonstrated the potential to perform at high levels in academic or creative fields when compared with others of their age, experience or environment. These children and youth require services not ordinarily provided by the regular school program. Children and youth possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor.

Identification of Gifted Students

Students may be referred for consideration for gifted services by teachers, counselors, parents or guardians, peers, the students themselves, or other individuals who have knowledge of the students’ abilities and performance. In accordance with guidelines established by the Alabama Department of Education, Alabama’s procedures require that multiple criteria be used in the evaluation process to ensure equitable and comprehensive identification of gifted learners.

Eligibility Determination of Gifted Students

After a referral is made, students are reviewed by a Gifted Eligibility Determination Team and assessed using a combination of aptitude measures, performance data, behavioral characteristics, and other relevant information. Written parental consent is obtained prior to formal evaluation, and parents are notified of eligibility decisions, appeal rights, and procedural safeguards. Once identified, students receive services outlined in a Gifted Education Plan (GEP), which addresses their individual strengths and academic needs. Services may include differentiated instruction within the regular classroom, pull-out enrichment programs, advanced content opportunities, and other specialized instructional strategies designed to promote higher-level thinking, creativity, and accelerated learning experiences.