Requesting an Evaluation in Round Rock ISD

Requesting a Special Education Evaluation in Round Rock ISD

How to Submit a Written Request

Initiating the special education evaluation process in Round Rock ISD, or any Texas school district, begins with a formal, written request. This request is crucial as it sets the timeline in motion and serves as documentation of your concern about your child's learning or developmental difficulties. The request should be directed to the school principal or the school's special education director. Sending the request via certified mail with return receipt requested is highly recommended, providing proof of delivery and establishing a clear record.

The written request should be clear, concise, and comprehensive. It should explicitly state that you are requesting a full and individual initial evaluation (FIE) for special education services under the Individuals with Disabilities Education Act (IDEA) and Texas state law. Avoid vague language like "my child needs help" and instead use language like "I am requesting a full and individual initial evaluation to determine if my child has a disability that requires special education services."

The request should include the following information:

• Your child's full name, date of birth, grade level, and current school.
• Your name, address, phone number, and email address.
• A detailed description of your child's specific academic, behavioral, social, or emotional difficulties. Be as specific as possible, providing examples of the challenges your child faces in the classroom, at home, or in other settings. For example, instead of saying "my child struggles with reading," say "my child struggles with decoding words, often guessing at words instead of sounding them out, and has difficulty comprehending what they read, as evidenced by their low scores on reading comprehension quizzes and difficulty summarizing stories."
• Any interventions or accommodations that have already been tried, and their results. This demonstrates that you have already attempted to address the issues and that further investigation is warranted. Examples include tutoring, behavior charts, preferential seating, or modifications to assignments.
• Any medical diagnoses or other relevant information that might be helpful to the evaluation team. Include copies of any relevant medical reports or evaluations, if you have them.
• A statement that you are requesting a full and individual initial evaluation (FIE) to determine if your child is eligible for special education services under IDEA and Texas state law.
• A request for a copy of the Procedural Safeguards, which outlines your rights as a parent in the special education process.

While not mandatory, it can be beneficial to also include:

• Your observations of your child's strengths and weaknesses.
• Your concerns about the impact of these difficulties on your child's ability to learn and participate in school.
• Any specific areas you would like the evaluation team to consider.

Keep a copy of your request for your records. Remember, this written request is a crucial first step in ensuring your child receives the appropriate support and services they may need.

The 45 School Day Timeline

Once Round Rock ISD receives your written request for a special education evaluation, the district has a strict timeline to follow, governed by Texas state law and IDEA. This timeline is crucial to ensure that evaluations are conducted promptly and that eligible students receive timely support.

The 45-school-day timeline begins the day the district receives your written request. It's important to note that this is 45 *school* days, not calendar days. Weekends, holidays, and school breaks do not count towards the 45-day limit.

Within this 45-day period, the following must occur:

1. The school district must obtain your consent to evaluate. After receiving your request, the district must provide you with an "Assessment Plan" or a similar document outlining the areas they propose to evaluate. This plan must be explained to you in your native language (or another mode of communication you understand), and you must provide your informed consent before the evaluation can begin. You have the right to refuse consent for any or all of the proposed evaluations. If you disagree with the proposed assessments, you can discuss your concerns with the district and attempt to reach an agreement. You have the right to request an Independent Educational Evaluation (IEE) at public expense if you disagree with the district's evaluation, but certain conditions must be met.
2. The full and individual initial evaluation (FIE) must be conducted. This involves a comprehensive assessment of your child's strengths and weaknesses in all areas related to the suspected disability. The evaluation must be conducted by qualified professionals.
3. An Admission, Review, and Dismissal (ARD) committee meeting must be held to review the evaluation results. The ARD committee is a group of individuals, including you as the parent, school administrators, teachers, and evaluation specialists, who will review the evaluation results and determine whether your child meets the eligibility criteria for special education services.

The ARD committee meeting must be scheduled in a timely manner to allow sufficient time to discuss the evaluation results and develop an Individualized Education Program (IEP) if the child is found eligible. You must be given adequate notice of the ARD committee meeting and have the opportunity to participate meaningfully in the meeting.

It's crucial to track the 45-school-day timeline yourself. If the district exceeds the timeline without a valid reason (such as your delay in providing consent), you have the right to file a complaint with the Texas Education Agency (TEA). Maintaining communication with the school and documenting all interactions is essential.

The 45-day timeline is designed to protect your child's right to a timely evaluation and access to special education services if they are eligible. Be proactive in monitoring this timeline and advocating for your child's needs.

What the FIE Must Cover

The Full and Individual Initial Evaluation (FIE) is a comprehensive assessment designed to determine whether a child has a disability that requires special education services. In Texas, the FIE must be thorough and address all areas related to the suspected disability. The specific areas covered will vary depending on the child's individual needs and the nature of the suspected disability.

At a minimum, the FIE must include:

• A review of existing data. This includes your child's academic records, medical history, any previous evaluations or assessments, and information provided by you, the parent.
• Observations of your child in the classroom or other relevant settings. This allows the evaluation team to observe your child's behavior and performance in their natural environment.
• Individualized assessments. These are standardized tests and other assessment tools designed to measure your child's abilities and skills in specific areas.

The FIE must assess all areas related to the suspected disability. This may include:

• Cognitive abilities. This includes assessments of intellectual functioning, reasoning skills, and problem-solving abilities.
• Academic achievement. This includes assessments of reading, writing, and math skills.
• Language and communication skills. This includes assessments of receptive language (understanding language), expressive language (using language), articulation, and fluency.
• Motor skills. This includes assessments of fine motor skills (such as writing and buttoning) and gross motor skills (such as running and jumping).
• Social and emotional development. This includes assessments of social skills, emotional regulation, and behavior.
• Adaptive behavior. This includes assessments of daily living skills, such as dressing, eating, and personal hygiene.
• Hearing and vision. These are typically screened as part of the evaluation process.

The evaluation team must use a variety of assessment tools and techniques to gather information about your child. The assessments must be administered in your child's native language or other mode of communication. The evaluation team must also consider your input as the parent, as you have valuable insights into your child's strengths and weaknesses.

The FIE should be conducted by qualified professionals who are trained and experienced in assessing children with disabilities. The evaluation team may include:

• Educational diagnostician.
• Speech-language pathologist.
• School psychologist.
• Occupational therapist.
• Physical therapist.
• Licensed specialist in school psychology (LSSP).
• Other qualified professionals, depending on the child's needs.

The evaluation report must be comprehensive and clearly explain the evaluation results. It must also provide recommendations for appropriate educational interventions and supports. If you disagree with the FIE, you have the right to request an Independent Educational Evaluation (IEE) at public expense, subject to certain conditions.

Child Find Obligations

Under federal and state law, Round Rock ISD, like all Texas school districts, has a "Child Find" obligation. This means the district has a legal responsibility to actively identify, locate, and evaluate all children with disabilities within its jurisdiction, regardless of whether they are enrolled in public school. This responsibility extends to children who are suspected of having a disability, even if they are not yet diagnosed.

The Child Find obligation applies to children from birth to age 21. For children from birth to age 3, the responsibility lies primarily with the Texas Health and Human Services Commission (HHSC) through its Early Childhood Intervention (ECI) program. However, Round Rock ISD still has a responsibility to collaborate with ECI to ensure a smooth transition to school-based services at age 3.

The district fulfills its Child Find obligation through various activities, including:

• Screening programs. These may include vision and hearing screenings, as well as screenings for developmental delays.
• Public awareness campaigns. The district may conduct outreach activities to inform parents and the community about special education services and how to access them.
• Teacher referrals. Teachers are often the first to notice that a child may be struggling in school. They have a responsibility to refer students who are suspected of having a disability to the school's special education team.
• Parent referrals. As a parent, you have the right to request an evaluation for your child if you suspect they may have a disability. The district must consider your request and take appropriate action.

If you believe that Round Rock ISD is not fulfilling its Child Find obligation, you have the right to file a complaint with the Texas Education Agency (TEA). You can also contact the district directly and express your concerns.

The Child Find obligation is a critical component of IDEA and ensures that all children with disabilities have the opportunity to receive the special education services they need to succeed. It empowers parents and advocates to hold the district accountable for identifying and serving students with disabilities.

What If They Refuse

Despite your best efforts, Round Rock ISD may refuse your written request for a special education evaluation. This refusal must be provided in writing, with a clear explanation of the reasons for the denial. The district must also provide you with information about your rights to appeal this decision.

If the district refuses to evaluate your child, you have several options:

• Request a meeting to discuss the district's decision. This allows you to understand the district's rationale and present your concerns. You can bring an advocate or attorney to this meeting.
• File a complaint with the Texas Education Agency (TEA). This is a formal process for resolving disputes between parents and school districts regarding special education matters. The TEA will investigate your complaint and issue a decision.
• Request mediation. Mediation is a voluntary process in which a neutral third party helps you and the district reach a mutually agreeable resolution.
• Request a due process hearing. This is a formal legal proceeding in which an impartial hearing officer hears evidence and makes a decision about your child's special education needs. You have the right to be represented by an attorney at a due process hearing.
• Request an Independent Educational Evaluation (IEE) at public expense. If you disagree with the district's refusal to evaluate, you can request an IEE at the district's expense. However, the district may initiate a due process hearing to show that its evaluation was appropriate.

It's important to remember that you have rights as a parent in the special education process. The district cannot simply deny your request for an evaluation without providing a valid reason and informing you of your options. It is often advantageous to consult with an attorney or advocate specializing in special education law to understand your rights and navigate the legal process.

Document everything. Keep copies of all correspondence, emails, and notes from meetings. This documentation will be essential if you need to pursue legal action. Persistence and advocacy are key to ensuring your child receives the evaluation they need.

After the Evaluation

Once the Full and Individual Initial Evaluation (FIE) is completed, the Admission, Review, and Dismissal (ARD) committee will convene to discuss the results and determine whether your child is eligible for special education services. This meeting is a critical step in the special education process, and your active participation is essential.

The ARD committee is comprised of several individuals, including:

• You, the parent. You are a key member of the ARD committee and have the right to participate meaningfully in all decisions regarding your child's education.
• A school administrator. This individual is responsible for ensuring that the IEP is implemented effectively.
• Your child's teacher(s). This may include general education teachers and special education teachers.
• Evaluation specialists. These individuals conducted the FIE and can explain the evaluation results.
• Other professionals, such as a speech-language pathologist, occupational therapist, or counselor, as needed.
• The student (when appropriate). Older students are often encouraged to participate in their ARD meetings.

At the ARD committee meeting, the evaluation specialists will present the results of the FIE. They will explain your child's strengths and weaknesses and discuss whether your child meets the eligibility criteria for special education services under IDEA and Texas state law. To be eligible, a child must have a disability that adversely affects their educational performance and requires specially designed instruction.

If the ARD committee determines that your child is eligible for special education services, the committee will develop an Individualized Education Program (IEP). The IEP is a written document that outlines your child's specific educational needs, goals, and the services and supports they will receive to meet those needs. The IEP must be tailored to your child's individual needs and must be reviewed and revised at least annually.

The IEP will include:

• Present levels of academic achievement and functional performance. This describes your child's current skills and abilities.
• Measurable annual goals. These are specific, measurable, achievable, relevant, and time-bound (SMART) goals that your child is expected to achieve within one year.
• Special education and related services. This includes the specific services and supports your child will receive, such as specially designed instruction, speech therapy, occupational therapy, counseling, or transportation.
• Accommodations and modifications. These are changes to the classroom environment or curriculum that will help your child access the general education curriculum.
• Participation in state and district-wide assessments. This describes how your child will participate in standardized tests.
• Dates and location of services. This specifies when and where your child will receive services.

You have the right to participate fully in the development of your child's IEP. You can provide input on your child's goals, services, and accommodations. If you disagree with any part of the IEP, you have the right to request revisions or to pursue dispute resolution options, such as mediation or a due process hearing.

After the ARD committee meeting, you will receive a copy of the IEP. Review the IEP carefully to ensure that it accurately reflects your child's needs and that you agree with all of the provisions. The district is responsible for implementing the IEP and providing your child with the services and supports outlined in the document. Regularly communicate with your child's teachers and other service providers to monitor your child's progress and address any concerns.

Remember, the special education process is a collaborative effort between you, the school, and other professionals. Your active participation and advocacy are essential to ensuring that your child receives the appropriate education and support they need to reach their full potential.