There are a variety of supports that can be provided to your child throughout our school. Below is a description of each of the supports:

 

EDUCATIONAL SUPPORT TEAM: (EST)

• Act 157, which used to be Act 230 requires that schools develop a support system to provide a range of social, academic and behavioral supports to students. This is called the Educational Support Team or EST.
• There is one team for K-4 and one team for 5-8, which consist of classroom teachers, guidance counselors, the nurse, special educators, the principal etc.
• The teams meet weekly, as needed, and discuss specific children that have been referred to them by a school employee.
• A referral may be made by your child’s classroom teacher, guidance counselor, planning room teacher, any other school personnel or by parents.
• The information discussed at these meetings is kept confidential.
• The team is given information from the referring person and anyone else at the meeting that has information about the child.
• The team acts as a "think tank" and brainstorms ideas and interventions to help the student.
• Parents are often notified when an EST meeting is being held, but usually do not attend.
• Information is typically shared with parents about the outcome of the EST meetings.
• Follow up meetings are set up, as needed to review how the interventions are working and to discuss any new steps that need to be taken.
• The EST is used for children that are not on 504 plans or on IEPS.

 

SECTION 504:

Section 504 of the Rehabilitation Act of 1973 protects people with disabilities from discrimination in any program or activity receiving federal funding. Students with disabilities that substantially limit a major life activity such as learning, working, hearing, speaking etc. may require an individual accommodation plan or specific services to ensure access to education and school sponsored activities.

Students may qualify for a 504 plan if:

1. they have a disability
2. they have a history of a disability
3. they are regarded as having a disability (they are treated as if they have a disability)

   
Following are some possible disabilities that would qualify for section 504 coverage: 

1. learning disability
2. ADD, ADHD
3. severe allergies, asthma, health impairment
4. cosmetic disfiguration or amputation
5. injuries or broken bones
6. communicable diseases
7. alcohol or drug addiction if the person is not currently using

 
A Section 504 plan can be described as a step up from an EST plan and a step down from an IEP. Students that need supports and accommodations that are more intensive than an EST plan but not intensive enough to meet all of the special education requirements may meet requirements for a section 504 plan. There does not need to be an adverse effect on performance like there does with special education.

 An evaluation must be done to determine whether or not your child meets requirements for a section 504 plan. This can be done by looking at special education testing that has already been done, getting information from a doctor or having a new evaluation done that looks at areas of concern.

Many supports and services can be provided by a section 504 plan. They may include but are not limited to: 

1. speech and/or language
2. equal opportunity to participate in extracurricular activities
3. modified academic instruction and expectations
4. medication monitoring
5. small group or one on one instruction in an academic area
6. access to all parts of the building including ramps etc.

 
It is not legally required that parents be members of section 504 teams but at Georgia they typically are.

Contact the school’s coordinator if you would like to be a part of your child’s team.

Parents have rights under section 504. Contact the school’s coordinator for more information.

 

SPECIAL EDUCATION:

Special Education Law, also known as The Individuals With Disabilities Education Act was first passed in 1975. It is the law that states that all handicapped children are guaranteed a free and appropriate education. This law covers children and adolescents between the ages of 3 and 21. It also includes the Infant and Toddler Program which funds for services to children from birth to 2 years old.

Special Education is instruction that is specially designed to meet a child’s individual needs. It is provided at no cost to parents and can include regular classroom instruction, resource room or special class instruction, adaptive physical education, home instruction, alternative residential settings and case management services.

There is a process that must be followed for children to qualify for special education services.

 

SPECIAL EDUCATION PROCESS

• A referral can be made by anyone working with the student or a parent. The referral is usually done through the support services person at each grade level, but can also be done through EST, the principal or other support services staff.
• Parents must be contacted and must be invited to a meeting, but does not have to attend. A meeting notice and parental rights will be sent to the parent.
• An evaluation planning team meeting is held where questions that will b answered in the evaluation are determined.
• Parents must give written permission for the evaluation to be completed.
• Parents have a right to refuse an initial evaluation and the school can pursue due process if they feel strongly that it needs to be done.
• When testing is complete another evaluation planning team meeting is held to review results and determine eligibility.

 

SPECIAL EDUCATION ELIGIBILITY CRITERIA:

There are three parts to determining eligibility.

• determination of a disability
• adverse effect on academic performance
• need for specialized instruction

Determination of a disability:

There are several areas that a child can be found eligible in. They are as follows:
 

1. Learning Disability- a discrepancy between ability and achievement
2. Speech and/or Language Impairment- a discrepancy between a mean of 100 and language scores (70 or below)
3. Health Impairment- ADHD or other doctor diagnosed medical condition
4. Learning Impairment- both cognitive and achievement scores are at or below 78.
5. Visual Impairment
6. Deafness or Hard of Hearing
7. Autism
8. Deaf-Blindness- dual diagnosis
9. Multiple Disabilities
10. Emotional Disturbance
11. Traumatic Brain Injury
12. Developmental Delay- EEE

 

Adverse Effect:

A negative educational impact of –1.0 standard deviation from the mean or the 15%tile or below or the equivalent must be noted in at least three of the following areas: 

• nationally normed achievement tests
• grades
• curriculum based measures
• group administered norm referenced tests
• student work samples

 
Need for Special Education:

A student is in need of a special education or specialized instruction if they have need services that cannot be provided by regular education alone. This may include direct services/instruction in an academic area, speech therapy, case management services etc.
 

IF NOT ELIGIBLE:

1. The team develops recommendations based on needs and findings from the evaluation.
2. The student is referred back to EST where a determination can be made for a section 504 plan.
3. If the student is put on a 504 plan the case manager for that student becomes the contact person. The EST is no longer a part of the team.
4. If the student is not eligible for a 504 plan then the EST team can develop a plan to assist the student based on the determined needs and availability of support etc.

 
IF ELIGIBLE:

1. A meeting must be held and an Individualized Education Program (IEP) must be written within 30 days.
2. A parent can refuse some or all of the services for an initial IEP, due process can be pursued if the school feels strongly enough.
3. The case does not go back to EST if a child is found eligible. The special education case manager is now the contact person.

 

INDIVIDUALIZED EDUCATION PROGRAM:

An IEP is a written education plan for a child that describes the special education and related services the child will receive.

Parents are members of IEP teams but can give input over the phone or in writing if they choose to. They must be invited to all IEP meetings and attempts must be made to work out a meeting time that works for the parent as well as others.

IEP’s must include present levels of performance, annual goals, short term objectives, related services, supports for state wide assessments, information about child’s progress and transition services beginning at age fourteen.

IEP’s must be reviewed and revised at least once a year.