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.

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What is Child Find? 

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​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.

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How does Child Find work? 

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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.

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Contact:

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

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OR

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

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Why is Child Find Important?

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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

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Who may refer a child for special education services?

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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.

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

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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.

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

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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.

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

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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.

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Who can make a referral?

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

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How long does the referral to placement process take? 

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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.

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What is an IEP team?

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

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What are the functions of the IEP team?

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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.

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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

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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

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