Source: http://prntexas.org/responsibilities-and-timelines-regarding-parent-requests-for-special-education-evaluations-under-the-idea-tec-and-tac/
Timestamp: 2018-03-23 01:20:50
Document Index: 49933884

Matched Legal Cases: ['§300', '§300', '§300', '§300', '§300', '§300']

Responsibilities and Timelines Regarding Parent Requests for Special Education Evaluations under the IDEA, TEC, and TAC – Partners Resource Network
1. “TEA failed to ensure that all children with disabilities residing in the State who are in need of special education and related services were identified, located, and evaluated, regardless of the severity of their disability, as required by IDEA section 612(a)(3) and its implementing regulation at 34 C.F.R. §300.111.
2. TEA failed to ensure that [a free appropriate public education (FAPE)] was made available to all children with disabilities residing in the State in Texas’s mandated age ranges (ages 3 through 21), as required by IDEA section 612(a)(1) and its implementing regulation at 34 C.F.R. §300.101.
3. TEA failed to fulfill its general supervisory and monitoring responsibilities as required by IDEA sections 612(a)(11) and 616(a)(1)(C), and their implementing regulations at 34 C.F.R. §§300.149 and 300.600, along with 20 U.S.C. 1232d(b)(3)(A), to ensure that ISDs throughout the State properly implemented the IDEA child find and FAPE requirements.”
1. A reasonable description of the assistance that may be provided to the child, including any intervention strategies that may be used;
2. Information collected regarding any interventions in the base tier of a multi-tiered system of supports that has previously been used with the child;
3. An estimate of the duration for which the assistance, including through the use of intervention strategies, will be provided;
4. The estimated time frames within which a report on the child’s progress with the assistance, including any intervention strategies used, will be provided to the parent; and
5. Information about the parent’s right to request, among other things, a special education evaluation at any time.
6. The notice must be written in English or, to the extent practicable, the parent’s native language.
1. “Documentation that the State’s system of general supervision requires that each ISD identifies, locates, and evaluates all children suspected of having a disability who need special education and related services, in accordance with section 612(a)(3) of the IDEA and its implementing regulation at 34 C.F.R. §300.111, and makes FAPE available to all eligible children with disabilities in accordance with section 612(a)(1) of the IDEA and its implementing regulation at 34 C.F.R. §300.101.
2. A plan and timeline by which TEA will ensure that each [LEA] will
a. Identify, locate, and evaluate children enrolled in the [LEA] who should have been referred for an initial evaluation under the IDEA; and
b. Require individualized education program (IEP) Teams to consider, on an individual basis, whether additional services are needed for children previously suspected of having a disability who should have been referred for an initial evaluation and were later found eligible for special education and related services under the IDEA, taking into consideration supports and services previously provided to the child.
3. A plan and timeline by which TEA will provide guidance to [LEAs] in the State, including all general and special education teachers, necessary to ensure that [LEAs]
a. Ensure that supports provided to struggling learners in the general education environment through RtI, Section 504, and the State’s dyslexia program are not used to delay or deny a child’s right to an initial evaluation for special education and related services under the IDEA;
b. Are provided information to share with the parents of children suspected of having a disability that describes the differences between RtI, the State dyslexia program, Section 504, and the IDEA, including how and when school staff and parents of children suspected of having a disability may request interventions and/or services under these programs; and
c. Disseminate such information to staff and the parents of children suspected of having a disability enrolled in the [LEA’s] schools, consistent with 34 C.F.R. §300.503(c).
4. A plan and timeline by which TEA will monitor [LEAs’] implementation of the IDEA requirements described above when struggling learners suspected of having a disability and needing special education and related services under the IDEA are receiving services and supports through RtI, Section 504, and the State’s dyslexia program.”
Posted in Home, Special Education, TEA
Tags: Special education, TEA, Texas corrective action plan