FAPE. Free appropriate public education (FAPE).
FAPE. If the IEP team, in accordance with federal and state law, determines that a particular student is not benefiting from the EA’s programming and services, the parties will terminate the student’s placement at EA.
FAPE o Provide the parent, legal guardian, or adult student with prior written notice of the District’s decision not to conduct an evaluation, if there is no evidence of a suspected disability or a suspicion that the student may require special education and related services. ▪ If appropriate, the student may be referred to the District’s Section 504 Coordinator or local campus designee for a potential Section 504 evaluation 27 34 C.F.R. § 300.9; Tex. Ed. Code § 29.004(a)(1) 28 34 C.F.R. § 300.505 29 Part B Procedural Safeguards in the COVID-19 Environment Q&A Document (June 30, 2020). OSEP. June 30, 2020.
FAPE. 2.5 How does the District provide notice of evaluation and seek consent?
FAPE. After providing proper written notice to the Student’s parent(s), the School will convene a group of knowledgeable persons to determine whether the Student was denied a free appropriate public education (FAPE) during the 2014- 2015 school year as the result of a failure to evaluate him for a suspected disability. If the group determines that the Student was denied a FAPE during the 2014-2015 school year, it shall determine whether the Student is in need of compensatory and/or remedial services. Within one week of the group’s determination, the School will send, via certified mail, a letter to the Student’s parent(s), offering to directly pay a private provider, subject to OCR approval, for any compensatory and/or remedial services recommended by the group for the Student within the next 180 days. In addition, the School will provide the Student’s parent(s) with notice of the procedural safeguards including the right to challenge the group’s determination through an impartial due process hearing. REPORTING REQUIREMENT: By April 29, 2016, the School will report the results of the group’s determination regarding the provision of any compensatory and/or remedial services for the Student. The School shall provide OCR with a copy of the notice provided to the Student’s parent(s), documentation showing the participants in the meeting, a narrative statement providing an explanation for the group’s decisions, a description of information the group considered, a description of and, if applicable, a schedule for providing any compensatory and/or remedial services to the Student, including who will provide the services and the anticipated completion date for the provision of such services, and documentation that the School provided the procedural safeguards to the Student’s parent(s). The completion date for the provision of such services may not extend beyond ninety (90) days from the date the services begin. If the School determines that no compensatory services are needed, the School will provide documentation supporting that denial of compensatory services for OCR’s review. OCR will review the documentation submitted to ensure that the School met the procedural requirements of the regulation implementing Section 504, at 34 C.F.R. §§ 104.34, 104.35 and 104.36, in making these determinations, and notify the School when it has completed this review.1
FAPE. After providing proper written notice to Student A’s legal guardian, the District will convene a group of knowledgeable persons to determine whether Student A was denied a FAPE during the 2014-15 school year as the result of any failure to implement Student A’s Section 504 plan(s), including any failure to modify assignments or otherwise to help Student A complete assignments after periods of absence. If the group determines that Student A was denied a FAPE during the 2014- 15 school year, it shall determine whether Student A is in need of compensatory and/or remedial services as a result of the District’s denial of FAPE, including any changes to or modification of Student A’s XXXXXX XXXXXX XXXXXXXXXX
FAPE. Consistent with TEA’s The Dyslexia Handbook (2021 Update) the student may be referred to the San Perlita’s Section 504 Coordinator or local campus designee for a potential Section 504 evaluation. o Provide the parent, legal guardian, or adult student with prior written notice of the San Perlita’s decision not to conduct an evaluation, if there is no evidence of a suspected disability or a suspicion that the student may require special education and related services. • If appropriate, the student may be referred to the San Perlita’s Section 504 Coordinator or local campus designee for a potential Section 504 evaluation • Prior Written Notice. The Director of Special Education will prepare the Prior Written Notice to include an explanation of why the San Xxxxxxx refuses to conduct an initial evaluation as well as a description of the information (assessments, records, reports or observations) that the San Xxxxxxx used as a basis for its refusal to evaluate.30 The San Xxxxxxx will provide this prior written notice by means reasonably designed to ensure that it is received by the parent, legal guardian or adult student, and document the fact that the notice was sent. This notice will be provided 27 34 C.F.R. § 300.505 28 Part B Procedural Safeguards in the COVID-19 Environment Q&A Document (June 30, 2020). OSEP. June 30, 2020. 29 34 C.F.R. § 300.300(a)(3) 30 34 C.F.R. § 503(b)
FAPE. 37 Additionally, the San Xxxxxxx will take reasonable steps to promptly obtain a transfer student’s special education and general education records from the sending school San Xxxxxxx.38
FAPE o Provide the parent, legal guardian, or adult student with prior written notice of the District’s decision not to conduct an evaluation, if there is no evidence of a suspected disability or a suspicion that the student may require special education and related services. ▪ If appropriate, the student may be referred to the District’s Section 504 Coordinator or local campus designee for a potential Section 504 evaluation. Right Click Here then click on open hyper link, 504 procedure are in the FSH ISD Handbook and Code of Conduct.
FAPE. The District will provide training by a person with appropriate expertise to administrators, teachers, and other staff with responsibility for implementing IEPs and Section 504 plans at the School, on the obligation to provide a FAPE. The training will cover proper procedures for identification, evaluation, placement, and implementation. The training will include a component specifically on intellectually gifted students with disabilities. The District will include the Student’s current teacher and para-educator in the component on gifted students, and will invite but not require other educators in the District to attend the entire training.
