MICANOPY AREA COOPERATIVE

Contact the teacher and request a conference. The teacher will share progress monitoring data with you that shows whether your child is meeting the current grade level expectations.

Consider doing one or more of the following:

•  Celebrate your child’s successes.
•  Talk with your child’s teacher.
•  Participate in conferences and other meetings about your child.
•  Ask for regular progress monitoring reports.
•  Review and assist with homework assignments.
•  Learn more about the curriculum, assessments, and interventions being used in your child’s school.
•  Always encourage their best work.

1. The classroom teachers assess the student’s grade level expectations every six weeks.
2. If a child is falling below benchmark, a plan is developed with the classroom teacher to provide intervention in the area of a skill deficiency.
3. If the child is not making adequate progress towards meeting grade level expectations with interventions in place, an Education Planning Meeting is held with all the child’s stakeholders. (teachers and parents)
4. The Education Planning Team evaluates the student’s Respond to Intervention (RtI)
5. Reviewing data of at least 40 hours of intervention using a researched based program in the student’s targeted area of need is required in order to consider further evaluation from a school psychologist.
6. If the student is making progress, the school continues to provide intervention and monitors ongoing progress.
7. If the student is not making progress, the student may be referred for more extensive evaluation with the consent of the parent.
8. After the evaluation is complete, the EPT team meets to review the information and determine if the student is eligible for an Individual Education Plan (IEP) or a 504 plan.

1. An IEP is a student educational plan that is developed when a child qualifies for special education through the RtI process. There are 13 qualifying conditions of special education including autism, specific learning disability, intellectual disabilities and speech disorders. Individualized goals are developed for each students, specific services and/ or accommodations are provided.
2. A 504 plan is an educational plan that is developed to ensure that a child who has a disability identified under the law receives accommodations that will ensure their academic success and access to the learning environment. (ADHD, psychological disorders, medical conditions and physical disabilities)
3. Special education is governed by IDEA while 504 is a component of the American with Disabilities Act