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SPECIAL EDUCATION PARENT INPUT QUESTIONS MATCHED WITH ITEM TABLE NUMBERS Question Relevant Item Parent Question # Table Number(s) Does the district make a good faith effort to assist your child with 1 achieving the goals and objectives or benchmarks listed in his/her 4-1-5 Individualized Education Program (IEP)? Do you receive progress reports on how your child is meeting his/her Individualized Education Program/ Individualized Family Service Plan 2 3-2-7 (IEP/IFSP) goals/ outcomes at least as often as the regular report card schedule? 3 Are the services your child is receiving in accordance with his/her IEP? 4-1-12 Do you receive a copy of your parental rights (procedural safeguards) 4 6-2-1.1.1 at least one time per year? 1-1-4.1 3-3-5.2 2-1-1 3-3-6.2.3 2-1-2.1 3-3-10.2 2-4-2 3-4-1.1 Did the school district facilitate parent involvement as a means of 2-4-3.2 4-3-5 5 improving services and results for your child? 3-2-7 4-3-5.1 3-3-3 6-3-1 3-3-4 7-2-1.1 3-3-4.1 7-2-1.2 3-3-4.2 8-2-4 If your child is under three (3)-years of age, is his/her Individualized 6 Family Service Plan (IFSP) reviewed with you at least every six (6) 8-4-2 months? Were the transition services for your child from infant to preschool 7 8-7-1 programs planned and implemented as written? Do you understand the reasons why your child was referred for 8 1-1-4.2 Special Education services? 9 Were your child’s strengths considered during the IEP Meeting? 3-3-10.1 3-3-6.2.2 10 Were the results of your child’s assessment used to plan IEP goals? 3-3-10.3 3-4-2 11 Is your child re-evaluated for Special Education every three (3) years? 2-4-1 Does the district have an IEP meeting for your child at least once a 12 3-3-6 year? Does a regular education teacher attend your child’s IEP meeting, 13 unless you and the district agree, under specified circumstances, to 3-4-1.2 excuse him/her? 3-3-10.2 Were information and any concerns you had about your child 14 8-2-4.3 considered when planning and writing his/her IEP/IFSP? 8-4-9.1 At your child’s IEP meeting, did the team discuss your child’s program 15 in terms of the least restrictive environment (e.g., general education 3-2-6 classroom, resource, special day class, etc.) for him/her? Are teachers and service providers informed of specific responsibilities related to implementing your child’s IEP, and the specific 16 3-2-5.4 accommodations, program modifications and support for school personnel? Question Parent Question Item Table Number # Did you discuss a variety of program options for your child at the IEP 5-1-3 17 meeting? 6-3-1 3-2-1 Are IEP goals and objectives reviewed and revised at the IEP meeting, 3-3-6.1 18 based on both progress and lack of progress? 3-3-6.2 8-4-3.1 3-2-6 Does your child have the opportunity to participate in school and extra 5-1-1 19 curricular activities (such as, assemblies, field trips and after school 20-3-6 activities)? 20-3-6.1 Did the IEP team discuss how your child would participate in State and 20 3-2-8.1 district testing? 3-6-2 If your child will turn 16 years of age before his/her next IEP meeting, 3-6-2.1 21 did the IEP team discuss transition services (e.g., career interests, 3-6-2.4 employment, high school classes) at the most recent meeting? 3-6-2.5 3-5-8 10-2-3 22 Does your child’s IEP indicate that he/she is an English Learner? 10-2-4 10-2-5 10-2-6 As an English Learner, does your child receive services to assist with 23 10-2-6 progress in English language development? As an English learner, does your child receive the language support in 10-1-2 24 Special Education classes necessary to learn subjects other than 10-2-5 English, such as math or science? 10-2-6 If you speak a language other than English, upon request, do you 25 6-1-2.9.1 receive information from the school in your native language? Upon request, does the district provide a language interpreter for your 26 3-3-3 child’s IEP meeting? Do you have any other concerns or information about you or your child’s Special Education experience that you would like to tell us? Please attach your comments to this form. 27 NOTE: The reviewer must analyze parental input in this area in relation to the Item Table. Parent concerns that meet requirements for inclusion in the Monitoring Plan must be matched to the appropriate area/Item Number as found in the Item Table.
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