1. Special Education NewsSpecial Education News
to Know forto Know for
Building AdministratorsBuilding Administrators
and Counselorsand Counselors
Child FindChild Find

2. Q1.Q1. What is Child Find?What is Child Find?
 All public agencies that provideAll public agencies that provide
education to children have a federaleducation to children have a federal
obligation to identify, locate, andobligation to identify, locate, and
evaluate all children who areevaluate all children who are
suspected of having a disability.suspected of having a disability.

3. What does that mean in plainWhat does that mean in plain
English?English?
 The district has anThe district has an obligationobligation toto
proactivelyproactively searchsearch for students who mayfor students who may
have a disability.have a disability.
 For example, the Child Find team for agesFor example, the Child Find team for ages
birth to 3 regularly visits hospitals,birth to 3 regularly visits hospitals,
pediatrician’s offices and child carepediatrician’s offices and child care
facilities in the district to leave informationfacilities in the district to leave information
about Child Find and to identify any childabout Child Find and to identify any child
who may be suspected of having awho may be suspected of having a
disability.disability.

4. Q2.Q2. What does it mean toWhat does it mean to
“suspect” that a child has a“suspect” that a child has a
disability?disability?
 A2.A2. When a parent, in writing, states thatWhen a parent, in writing, states that
their child might have a disability ortheir child might have a disability or
requests a special education evaluationrequests a special education evaluation
that is reason enough to “suspect’ that thethat is reason enough to “suspect’ that the
child has a disability. Our Child Findchild has a disability. Our Child Find
obligation begins at this point in time andobligation begins at this point in time and
we have 10 school days in which towe have 10 school days in which to
respond to the parent.respond to the parent.
 This request should immediately beThis request should immediately be
forwarded to the Special Educationforwarded to the Special Education
Department.Department.

5.  While, technically, the request is supposed to beWhile, technically, the request is supposed to be
in writing, the FPS Special Education Departmentin writing, the FPS Special Education Department
would also add that if you havewould also add that if you have conversationconversation withwith
a parent and they state they think their child hasa parent and they state they think their child has
a disability or that they would like their child toa disability or that they would like their child to
be evaluated you should also consider thatbe evaluated you should also consider that
reason to “suspect” a disability. Encourage themreason to “suspect” a disability. Encourage them
to put this request in writing, but even if theyto put this request in writing, but even if they
don’t,don’t, please contact the Special Educationplease contact the Special Education
Department immediately.Department immediately.

6. Q3Q3. What if someone other than. What if someone other than
the parent “suspects’ the studentthe parent “suspects’ the student
has a disability?has a disability?
 A3.A3. IfIf anyoneanyone, in writing, indicates that a child, in writing, indicates that a child
has a disability and/or should be evaluated forhas a disability and/or should be evaluated for
special education services our Child Findspecial education services our Child Find
obligation remains the same. We must contactobligation remains the same. We must contact
the parent and tell them another person suspectsthe parent and tell them another person suspects
their child has a disability.their child has a disability.

7.  However, just general discussion about studentsHowever, just general discussion about students
who are struggling does not necessarilywho are struggling does not necessarily
constitute a suspicion. Teachers and staff talkconstitute a suspicion. Teachers and staff talk
about students all the time. If we evaluatedabout students all the time. If we evaluated
every student that was ever discussed the entireevery student that was ever discussed the entire
student body would be evaluated. There arestudent body would be evaluated. There are
many reasons why students struggle and everymany reasons why students struggle and every
student who struggles does not necessarilystudent who struggles does not necessarily
require special education services. A specialrequire special education services. A special
education evaluation should be considered aftereducation evaluation should be considered after
appropriate instruction and intensiveappropriate instruction and intensive
interventions have not been successful.interventions have not been successful.

8. Q4.Q4. Is discussing a student at building teamIs discussing a student at building team
equivalent to “suspecting” that a child has aequivalent to “suspecting” that a child has a
disability?disability?
 A4.A4. Not necessarily. It could simplyNot necessarily. It could simply
mean the building team wants to beginmean the building team wants to begin
Tier II or Tier III interventions. However,Tier II or Tier III interventions. However,
if a student comes up to building teamif a student comes up to building team
repeatedly, and the Tier II or IIIrepeatedly, and the Tier II or III
interventions are not working then theinterventions are not working then the
team must consider whether they suspectteam must consider whether they suspect
the child has a disability.the child has a disability.

9. Parent requests a specialParent requests a special
education evaluationeducation evaluation
 If a parent request a specialIf a parent request a special
education evaluation from anyeducation evaluation from any
member of the FPS professionalmember of the FPS professional
staff, thestaff, the Special EducationSpecial Education
Department must be notifiedDepartment must be notified
immediately.immediately. Under Child FindUnder Child Find
regulations the Special Educationregulations the Special Education
Department hasDepartment has 10 school days to10 school days to
respond to that parent in writingrespond to that parent in writing..

10.  That written response may either be aThat written response may either be a
REED (review of existing evaluation data)REED (review of existing evaluation data)
and consent to evaluate or we may giveand consent to evaluate or we may give
them prior written notice that we are notthem prior written notice that we are not
going to evaluate at this time.going to evaluate at this time.
 But either way there MUST be a response,But either way there MUST be a response,
from the Special Education Department, infrom the Special Education Department, in
writing, within 10 school days.writing, within 10 school days.

11. Q5Q5. What if, after the initial request, a building. What if, after the initial request, a building
administrator, counselor, or teacher talks to the parent andadministrator, counselor, or teacher talks to the parent and
the parent decides they don't really want a Specialthe parent decides they don't really want a Special
Education evaluationEducation evaluation??
 A5A5. Unless the parent withdraws. Unless the parent withdraws
their request for a special educationtheir request for a special education
evaluation, in writing, the Specialevaluation, in writing, the Special
Education Department must stillEducation Department must still
respond to that parent, in writing,respond to that parent, in writing,
within 10 school days.within 10 school days.

12.  If the parent requests a special education evaluationIf the parent requests a special education evaluation
in writingin writing
they must withdraw the request in writing.they must withdraw the request in writing.
 If thee parent does withdraw their request, in writing, thenIf thee parent does withdraw their request, in writing, then
the Special Education Supervisor assigned to the buildingthe Special Education Supervisor assigned to the building
will help the building team “close out” the request.will help the building team “close out” the request.

13. Q6Q6. Must the building team use an RtI. Must the building team use an RtI
process prior to a special educationprocess prior to a special education
evaluation?evaluation?
 A6.A6. The Rules & Regulations are tricky.The Rules & Regulations are tricky.
 The IDEA Federal Regulation [§300.306 (b) (1)]The IDEA Federal Regulation [§300.306 (b) (1)]
specifically states that a child must not bespecifically states that a child must not be
determined to be a child with a disability if thedetermined to be a child with a disability if the
determining factor is lack of appropriatedetermining factor is lack of appropriate
instruction in reading or math. At the same timeinstruction in reading or math. At the same time
the Office of Special Education Programs (2011)the Office of Special Education Programs (2011)
has ruled that the use of RtI does not diminishhas ruled that the use of RtI does not diminish
the district’s obligation under the IDEA to obtainthe district’s obligation under the IDEA to obtain
parental consent and evaluate the student in aparental consent and evaluate the student in a
timely manner.timely manner. Contact the Special EducationContact the Special Education
Supervisor assigned to your building forSupervisor assigned to your building for
guidance.guidance.

14. Q7.Q7. What if the parents request a special education evaluation butWhat if the parents request a special education evaluation but
the building team is using an RtI process and believes the student willthe building team is using an RtI process and believes the student will
make adequate progress given the appropriate interventions?make adequate progress given the appropriate interventions?
 A7.A7. The Special EducationThe Special Education
Department must still respond toDepartment must still respond to
that parent, in writing, within 10that parent, in writing, within 10
school days.school days.
 Please contact the Special EducationPlease contact the Special Education
Supervisor assigned to your buildingSupervisor assigned to your building
ASAP.ASAP.

15. Q8.Q8. What happens if we miss theWhat happens if we miss the
10 school day deadline?10 school day deadline?
 A8A8. We are out of compliance.. We are out of compliance.
 The parent may file a stateThe parent may file a state
complaint. If they file a complaint,complaint. If they file a complaint,
we will be found out of compliancewe will be found out of compliance
and will be required to develop andand will be required to develop and
implement a corrective action plan.implement a corrective action plan.
 This becomes public knowledge.This becomes public knowledge.

16. Q9Q9. What if a new student enrolls. What if a new student enrolls
and they have an IEP?and they have an IEP?
 A9A9. If a student enrolls with an IEP. If a student enrolls with an IEP
the Special Education Departmentthe Special Education Department
must be notified immediately.must be notified immediately.
 The Special Education DepartmentThe Special Education Department
must immediately begin tomust immediately begin to
implement the old IEP and determineimplement the old IEP and determine
if we need to evaluate.if we need to evaluate.

17. Q10.Q10. What if a student enrolls and the parentWhat if a student enrolls and the parent
indicates their child did not receive specialindicates their child did not receive special
education services, but we suspect they did ?education services, but we suspect they did ?
 A10.A10. Please notify the SpecialPlease notify the Special
Education Department immediately.Education Department immediately.
Under Child Find we have anUnder Child Find we have an
obligation to determine if a child is aobligation to determine if a child is a
child with a disability.child with a disability.

18. Still Have Questions?Still Have Questions?
 Please contact the Special EducationPlease contact the Special Education
Department (248-489-3388) or anyDepartment (248-489-3388) or any
Special Education Supervisor forSpecial Education Supervisor for
further assistance. We want to help.further assistance. We want to help.