Special Education   
  As defined by federal law, special education refers to specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. A “child with a disability” is defined as a child who is at least 3 but less than 21 years of age, who has been evaluated and found to have a disability and who, because of the disability, needs special education and related services. Providence Schools provide a continuum of special education and related services (occupational therapy, counseling, etc.) to students with disabilities. Special education services are provided in the least restrictive environment and include specially designed instruction to meet the unique needs of a student with a disability. If a parent suspects that their child may be in need of special education services, they should contact the schoolbased special education evaluation team. The school-based special education evaluation team includes a special education administrator, a school psychologist, a special education teacher, social worker and general education teacher.  
     
  Overview of the Special Education Process  
  A parent, teacher, or other individual having knowledge about the child may refer a child for consideration for special education services. When a child is referred to special education, the parent will receive a written notification receipt of this referral. The parent will also receive a formal invitation to participate as a member of the school’s evaluation team to review current academic and behavioral information and data regarding the child and determine whether there is a need for any additional data or information.  
     
  The referral meeting takes place within ten (10) school days of the team’s receipt of the referral. Parental participation in this process is very important. The referral should include the following information as appropriate:  
     
  • Area(s) of concern  
  • Documentation of the modifications and interventions  
  • Documentation of the student’s response to the interventions  
  • Medical history  
  • Attendance data  
  • Assessment data  
  • Implemented behavior plans results and data  
  • School history  
  • Personal Literacy Plan  
  • Other pertinent information as needed  
     
  At the conclusion of the referral meeting, the evaluation team may decide that a comprehensive evaluation is warranted, in which case parental consent is needed to proceed. The team may also determine that it is most appropriate to further observe the student to better assess and clarify the child’s needs and then reconvene at a later date. Finally, the referral team may decide that the child should remain in a regular classroom setting but develop a plan with strategies and interventions to assist the child to be successful.  
     
  Evaluations  
  If the school-based evaluation team and parent decide that an evaluation(s) is warranted, the evaluation(s) should begin no later than ten (10) school days after the receipt of parental consent. This process involves collecting/analyzing psychological, medical, social history, educational, and other information and assessment, which are used to determine if the student has a condition which may significantly impact his or her educational performance, and must be conducted within sixty (60) calendar days from date of parental consent. If it is determined that a student is eligible for special education services, an Individualized Education Plan (IEP) must be developed within fifteen (15) school days.  
     
  Procedures  
  – Referral and Eligibility  
     
  View more information about:  
  – Child Outreach   
  – Early Childhood Special Education Program  
  – Individualized Education Plan  
  – Dispute Resolution  
  – Disproportionality  
  – Related Services  
  – Helpful Links/eLibrary  
  – Contact Special Education