Catalina Foothills School District

Gifted Services

The district provides special programming for gifted students with specific academic needs that cannot be addressed within the scope of the general educational program. Gifted students at every grade level experience regular association with their intellectual peers as well as their age peers.

Programs and services to meet the needs of identified students vary at each level and may include the following:

• Acceleration
• Cluster classroom placement
• Pull-out programs
• Flexible grouping within or between classrooms
• Differentiated curriculum and instruction
• Honors classes
• Advanced Placement classes

Click here to access the Catalina Foothills School District Gifted Education Programming Framework (PDF).

Gifted Testing Information

Gifted students are defined as those who score at or above the 97th percentile on any test for gifted identification approved by the Arizona State Board of Education. Students may qualify in one or more of three areas: verbal reasoning, quantitative reasoning, and nonverbal reasoning.

Catalina Foothills makes group testing available for students at their school sites three times per year. The test will be proctored at your child's school by the gifted specialist assigned to the school. Within 30 days after testing is completed, parents/guardians will be notified of the testing results and program options available to the student, if applicable.

Catalina Foothills uses the Cognitive Abilities Test (CogAT), a test measure recognized by the state of Arizona. The CogAT measures learned reasoning and problem solving skills in three areas: verbal, quantitative, and nonverbal. Reasoning abilities are good predictors of success in school and are important outcomes of a PreK-12 education. Qualifying scores for gifted identification are at or above the 97th percentile.

Non-identified students may only test once during a calendar year. Referrals for gifted testing come from teachers, parents, and students.

Students who have been tested independently, in other districts, or in other states may qualify for gifted services in Catalina Foothills. A list of Arizona approved gifted tests are listed here (PDF). To submit results for review, please contact the gifted specialist at your child's school.

Resources:

Permission Form for Gifted Testing (English) (PDF)
Permiso para Realizar Evaluaciones para Estudiantes Dotados (Spanish) (PDF)
K-12 Gifted Education Programming Framework (PDF)
State Board Approved Tests for Identification of Gifted Students in Arizona (PDF)
What is Giftedness?
Project Bright Horizon Characteritics and Behaviors of Gifted Learners (PDF)
Project Bright Horizon Gifted Characteristics Checklist (PDF)
Arizona Association for Gifted and Talented (AAGT)
National Association for Gifted Children (NAGC)

For more information, contact Executive Director of Curriculum and Assessment Sheryl Castro at scastro@cfsd16.org.

We are committed to the health, well-being and education of all district students.

In addition to teaching and promoting good health habits throughout the district’s eight schools, our staff members are charged with maintaining student’s immunization records, providing hearing and vision screening tests, helping students who have chronic health conditions, and providing emergency care when necessary.

Health Forms

Food Allergy & Anaphylaxis Emergency Care Plan (PDF)
Permission to Carry Rescue Inhaler on Campus (PDF)
Permission to Carry Epi-pen or AUVI-Q on Campus (PDF)
Asthma Action Plan (PDF) 
Diabetes Action Plan (PDF)
Seizure Action Plan (PDF)
At-School Medication Administration Consent Form (PDF)

Documents

Health Services Welcome Letter (PDF)
Health Services Fact Sheet (PDF)
Arizona School Immunization Requirements, K-12 (PDF)
The Flu: A Guide for Parents(CDC) (PDF)
Vaccinate or Not Flyer (PDF)
Vaccine Awareness Initiative Flyer (PDF)
Student Illness Protocol (PDF)  Protocolo de Enfermedad del Estudiante (PDF)

School Health Office Contact Information:

Valley View Early Learning Center
520-209-7652 Fax: 520-209-7664
Rachel Howard, RN, BSN, MSN: rhoward@cfsd16.org
Stacey Harrison: sharrison@cfsd16.org

Canyon View Elementary School
520-209-7704 Fax: 520-209-7770
Vivien Petersen, RN: vpetersen@cfsd16.org
Jean Stockwell, Health Assistant: jstockwell@cfsd16.org

Manzanita Elementary School
520-209-7804
Rachel Howard, RN, BSN, MSN: rhoward@cfsd16.org
Cynthia Belmonte, Health Assistant: cbelmonte@cfsd16.org

Sunrise Drive Elementary School
520-209-7904 Fax: 520-209-7970
Rachel Howard, RN, BSN, MSN: rhoward@cfsd16.org
Kate Jorgensen, Health Assistant: kjorgensen@cfsd16.org

Ventana Vista Elementary School
520-209-8004 Fax: 520-209-8070
Rachel Howard, RN, BSN, MSN: rhoward@cfsd16.org
Charissa Jimenez, Health Assistant: cjimenez@cfsd16.org
Melisa Stark, Health Assistant: mstark@cfsd16.org

Esperero Canyon Middle School
520-209-8104 Fax: 520-209-8170
Vivien Petersen, RN E-mail: vpetersen@cfsd16.org

Orange Grove Middle School
520-209-8204 Fax: 520-209-8275
Leslie Nicholson, BSEd., ASN, RN: lnicholson@cfsd16.org
Merlinda Zuniga, Health Assistant: mzuniga@cfsd16.org

Catalina Foothills High School
520-209-8330 Fax: 520-209-8525; Front Office Fax: 520-209-8520
Alexis Yeager, RN: ayeager@cfsd16.org
April Choi, Health Assistant: achoi@cfsd16.org 520-209-8304

We are committed to providing young children and eligible students with disabilities a free and appropriate public education, consistent with federal and state laws.

These laws require the district to identify and assess students who may have disabilities and then provide appropriate programs and/or related services to those eligible. Programs and services are provided under the Individuals with Disabilities Education Act (IDEA), which was signed into law into 1997 and re-authorized in November 2004 as the Individuals with Disabilities Education Improvement Act of 2004.

Services are provided based on the individual needs of the student and the recommendation of the Individualized Education Program (IEP), a legal document that describes how CFSD provides services to students with exceptional needs. Parents are full participants in the educational process of their children.

A continuum of services exists to meet the needs of students with disabilities. To help students experience success and build self-confidence as learners, our students:

• Attend their home schools whenever possible;
• Attend class with non-disabled students whenever appropriate;
• Receive direct and indirect services according to their individual needs; and
• Work individually or in small groups with professionally trained educators to learn strategies that may be transferred to classroom work.

Important resources for special education services are listed below:
Parental Rights & Procedural Safeguards (PDF)

• Aviso de las Salvaguardias Procesales (PDF) 
• Ulinzi na kiutaratibu ya taarifa (PDF) 
• الجزب الضمانات الإجرائية اشعار أريزونا (PDF)

Confidentiality FERPA (PDF) Español (PDF)
Traveling the Special Education Highway (PDF)
Special Education Process Flowchart (PDF)
Revocation of Consent (PDF) Formulario de revocación del consentimiento (PDF)
AZ Scholarship for Students with Disabilities (PDF)
Assessment Parent Guide (PDF) Español (PDF) 
Resource Program Fact Sheet (PDF)
Inclusion Program Fact Sheet (PDF)
Child Find (PDF)
SSD Open Enrollment Fact Sheet - Resource (PDF)
SSD Open Enrollment Fact Sheet - Speech (PDF)
Proportionate Share Fact Sheet (PDF)

Important links related to special education services are listed below:

Alternate Assessment
Child Find
Disability Categories
Extended School Year
Family Support
Laws and Regulations
Secondary Transition
Section 504 Accommodation Plan
Understanding Special Education

For more information, contact Dr. Erin Matyjasik, 520-209-8081.

For records requests, please email Melisa Stark, 520-209-8062

NOTICE:

Notice is hereby given that Catalina Foothills School District intends to destroy the records of all students who qualified for its special education program after four years of having been dismissed from services, graduated, or transferred out. In accordance with federal and state laws, special education records are maintained for four years after the student exits the special education program and/or the activities for which special education funds were used. A permanent record of the student’s name, address, phone number, grades, attendance record and year completed is maintained in perpetuity.

The purpose of destruction is to protect the student from improper and unauthorized disclosure of the confidential information contained within the file. Please note that certain records may be needed by the student, parent or guardian for social security benefits or other purposes.

A copy of any information contained in the special education record can be provided to the parent/guardian or eligible student once the district receives a written request. If no parent/guardian or eligible student responds to this public notice, the school district will assume consent to destroy the entire special education record specific to the student.

If you do not understand this notice or are in need of interpretation, please contact the District Office at 520-209-8081.

What is Assistive Technology (AT)?

The Individuals with Disabilities Education Act (IDEA) defines assistive technology as any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. (Section 300.5)

It is our responsibility as educators to provide students with access to the classroom curriculum. A student may require assistive technology in order to successfully access the classroom curriculum The Individualized Education Plan (IEP) team must consider the need for assistive technology for every child at every IEP meeting. This occurs when the IEP team discusses if accommodations are educationally necessary. The need for Assistive Technology devices and services are determined and documented within the Special Considerations section of the IEP.

There are a wide range of assistive technology devices and services that a team considers. Some are “low technology.” For example, a pencil grip may be used to assist a student in the improvement of fine motor skills and handwritten communication. Other devices and services are more “high technology” such as text-to-speech software that enables students to access text auditorily. Assistive technology devices and services are modified or customized to meet the needs of the student.

Important links and resources:

Assistive Technology

Building Mindsets and Behaviors for Student Success

School Counseling Program

The Catalina Foothills School District school counseling program is based on the American School Counselor’s Association (ASCA) National Model (4thedition). The purpose of the program, like the ASCA National Model, is to create one vision for school counseling in the district. 

The CFSD school counseling program is proactive and preventive. It is an integral and essential component of the overall educational program, and provides all students with the opportunity for optimum development. Developmental and systematic programming are provided to support each student’s academic, career, and self-management and social skills development. 

The "Student Standards: Mindsets and Behaviors for Student Success" (PDF) describe the knowledge, skills, and attitudes students need to achieve academic success, and college-, career- and life-readiness. They guide the planning and delivery of student activities, lessons, small groups, and other interventions in the domains of academic development, self-management & social skills development, and career development.

Academic Development: Strategies and activities that support and maximize each student’s ability to learn, and to successfully attain requirements for graduation and postsecondary pathways.

Self-Management & Social Skills Development: Strategies that help students learn and apply self-management and interpersonal skills.

Career Development: Strategies and activities that help students 1) understand the connection between school and career(s), and 2) plan for and make a successful transition from school to postsecondary education and or career pathways, and from job to job across the life span.

CFSD's continuum of student indicators at the elementary, middle, and high school levels are aligned to the student standards. Each indicator is correlated to the most relevant Mindset and Behavior standards, which are indicated in parentheses after each indicator.

School counselors implement a developmentally-based program offering instruction or small group support in areas such as:

• Peer group interaction
•Cooperation
• Transitions
• Self-regulation
• Conflict resolution
• New student adjustments
• Changing families
• Friendship and social skills
• Grief and loss

Additionally, each counselor is available to support parents, students, and staff with problem solving and community referrals.

Who Are Elementary School Counselors? (PDF)
Who Are Middle School Counselors? (PDF)
Who Are High School Counselors? (PDF)

English Language Learners

In Arizona, the law requires that all students who have been designated as English Language Learners per the AZELLA (Arizona English Language Learner Assessment) will receive a minimum of 120 minutes per day of English language development (ELD) for grades K-5 and a minimum of 100 minutes per day of ELD for grades 6-12.

All students that enter the district and answer one question on the Home Language Survey with a language other than English will take the AZELLA, per Arizona State law.  The results of this assessment will determine placement into the Catalina Foothills English Language Development (ELD) Program. 

The State has adopted four Structured English Immersion (SEI) models to service English language learners, and Catalina Foothills has adopted the SEI Pull-Out model. All four of the models adopted and approved by the state board of education are research-based models of structured English immersion for school districts to use.  In the SEI Pull-Out model selected by Catalina Foothills School District, our students will receive integrated English Language Development in the general education classroom and targeted English Language Development in a small group or class with an English Language Development Teacher.   We will use the English Language Proficiency Standards that were passed in 2019 by the Arizona Board of Education to help guide instruction for our English Language Learners.

At the Elementary school level, ELL’s will have 1 hour of targeted instruction by an ELD teacher with other ELL students and the second hour of integrated instruction will be taught by the general education teacher.   At the middle and high schools, a student will take an English Language Development class in lieu of an elective for targeted instruction and they will receive integrated instruction in their English Language Arts class.

For more information, contact Dr. Erin Matyjasik, 520-209-8081.

Important resources for English Language Learners are listed below:

English Language Learner Definitions (PDF)
CFSD ELD Fact Sheet (PDF)
Citation Generator - This site is to help a student learn how to cite work from a book, website or other sources.

Important links related to English Language Learners are listed below:

AZELLA
Office of English Language Acquisition Services (OELAS)
Arizona's Language Development Approach (PDF)
Structured English Immersion (SEI) Models

Our certified speech-language pathologists are trained to consult, screen, assess, and provide intervention for students with, or who are at risk for, communication disabilities. These disabilities may be in the area of:

• Articulation
• Fluency
• Voice
• Language

Services promote effective communication skills that are integral for successful participation in the general education curriculum and associated activities.

A student's strengths and needs in the communication abilities are identified through assessment within the special education referral process. Remediation of a student's communication impairment is provided through an appropriate intervention program.

Students are served in a variety of service delivery models, including service within the speech-language classroom and collaborative or consultative service within regular and special education programs.

For more information, contact Dr. Erin Matyjasik, 520-209-8081.

What is Title 1/Read Strong?

Title I/Read Strong is a comprehensive intervention program that provides additional support in reading for K-3 students. Site-based reading specialists teach strategies and skills that assist students in achieving the academic standards.

Eligible students receive services in addition to regular classroom instruction in the areas of phonemic awareness, phonics, fluency, vocabulary, and/or comprehension.

All students are screened yearly. Those who score below grade level on the state achievemet test (AASA), district assessments, Dynamic Indicators of Basic Early Literacy Skills (DIBELS 8), or who are referred by their classroom teacher, parents, or administrators may be eligible for this program.

Students receive services either on a one-to-one or small group basis, 4 days per week. The fifth day is used for progress monitoring. The goal of the Title I/Read Strong Program is to provide need-based Tier 3 intervention that enables students to become strong, capable readers.

Parents will be notified by letter prior to a child's acceptance into the program.

Title I: Targeted Assistance

A school with a Title I Targeted Assistance program is one that receives Part A (federal) funds, yet is ineligible or has chosen not to operate a Title I schoolwide program. Academic support and services are provided to a select group of students identified as most at-risk of not meeting the state's academic standards in reading or mathematics. Two of CFSD's four elementary schools: Canyon View and Sunrise Drive, are Targeted Assistance sites that offer an intensive, pull-out intervention for reading. Although Manzanita and Ventana Vista are not Title I Targeted Assistance sites, they provide a comparable program that supports students who are at-risk of not meeting the reading standards.

The Title I/Read Strong staff are dedicated to serving and supporting students and families eligible to receive Title I services. Principals of Targeted Assistance schools work closely with the Title I/Read Strong staff to provide effective interventions and evidence-based practices to students receiving Title I services.

Under the Every Student Succeeds Act (ESSA), parents/legal guardians have the right to request information regarding the professional qualifications of their child's teacher(s) and paraprofessionals, if the child is receiving services from a paraprofessional. If you would like to request this information, please fill out the Parent's Right to Know Form (PDF) and return it to the main office at your child's school.

CFSD School Family Engagement Plan (PDF)

For more information, contact Mindy Westover at 520-209-7538.

Policy IHBD, Regulation IHBD-R (PDF)

To support the enrollment, attendance, and success of all students, the Catalina Foothills School District strives to identify and provide necessary supports to students and families experiencing homelessness.

McKinney-Vento Homeless Education Act

The McKinney-Vento Homeless Education Act is a federal law aimed at providing homeless children and youth with an equal opportunity to succeed in school. The intent of the law is to break the cycle of poverty and to address the problems that homeless students face in enrolling, attending, and succeeding in schools. The McKinney-Vento law applies to all public and charter schools.

The McKinney-Vento Act identifies homeless students as "children who lack a fixed, regular and adequate nighttime residence" due to loss of housing, economic hardship, or similar reason. This includes preschool age children, school age children, and youth living on their own (unaccompanied youth - not in the physical custody of a parent or guardian).

PLEASE NOTE: If your living arrangement is both temporary and result of economic hardship, you may qualify for services under the McKinney-Vento Act. The purpose of this law is to provide academic stability for students whose families are in transition.

Children and youth on their own may qualify for assistance under the Mckinney-Vento Act if they or their family lives in any of the following situations:

• Temporarily sharing the housing of other persons due to loss of housing, economic hardship, or similar reason
• Living in motels, hotels, or campgrounds due to lack of adequate accommodations
• Living in emergency or transitional shelters, such as group homes, runaway shelters and domestic violence shelters
• Living in cars, parks, public places, abandoned buildings, or similar settings
• Abandoned in hospitals
• Living in housing that is substandard or inadequate

Students who qualify under McKinney-Vento have the right to:

• Be given access to the same public education provided to other children, including preschool education.
• Continue in their school of origin or school of residence, if feasible.
• Enroll and attend classes while the school arranges for the transfer of school and immunization records or any other documents required for enrollment.
• Receive transportation, if feasible, to the school of origin.
• Automatic enrollment in the National Free and Reduced Lunch Program.
• Based on need, receive services including Title I, English Language Learner, and Special Education.

Please complete our McKinney-Vento Student Residency Questionnaire English (Google Form) 
Cuestionario de residencia estudiantil de McKinney-Vento (Google Form) to help us determine whether a child or youth meets the definition of homeless under the McKinney-Vento Act.

McKinney-Vento Information for Parents and School-Age Youth English and Spanish version (PDF)

How does McKinney-Vento define "school of origin"?

"School of origin" includes either (1) the school the child attended during his or her last permanent residence, or (2) the school in which the child was last enrolled.

How does McKinney-Vento define "school of residency"?

"School of residency" is the school assigned to the attendance area where the student is currently living. 

Who determines whether or not a student is eligible for McKinney-Vento services?

Every school district must designate a Homeless Liaison. The Liaison helps to ensure that students who are homeless are able to enroll so that they may succeed in school. The Homeless Liaison can also help connect the family with resources, if necessary. Most importantly, it is the Homeless Liaison who ultimately determines if a student is eligible for McKinney-Vento services.

What if our family disagrees with a decision made by the school district?

In the event of a disagreement, the district has a Dispute Resolution Process. The student may enroll in school until the dispute is resolved. The Homeless Liaison can guide you through the Dispute Resolution Process.

Can McKinney-Vento Students enroll in any school they want?
No, students who are eligible for McKinney-Vento services only have two options for school selection: 

1.  School of Origin (defined above)
2.  School of Residency (defined above)

Any student may request to enroll in any school of their choice under "open enrollment", however, enrollment is not guaranteed and the student/family must provide their own transportation.  McKinney-Vento does not provide transportation for open enrollment.

I qualified for McKinney-Vento services last year.  Does this mean I automatically qualify every year?
No.  McKinney-Vento eligibility expires at the end of every qualifying year.  Everyone must re-apply after July 1st to determine eligibility for the upcoming school year.

What if a McKinney-Vento student needs transportation to their School of Origin? 
Catalina Foothills School District must provide transportation for students who wish to remain in their schools of origin, even if they move out of the district, as long as it is feasible and in the child's best interest.  Your child's site McKinney-Vento liaison can help set this up.  We often use district school buses, vans, or mileage reimbursement.  McKinney-Vento transportation for Catalina Foothills School District is coordinated through the Special Services Department, 520-209-8081.

Resources:

McKinney-Vento Dispute Resolution Procedure (PDF)
McKinney-Vento Identification Procedure (PDF)
Mckinney Vento Rights of Homeless Students (PDF)

We are here to support you. For more information, please contact Dr. Erin Matyjasik, 520-209-8081.

The Elementary and Secondary Education Act (ESEA), reauthorized as the Every Student Succeeds Act (ESSA), contains key provisions to promote educational stability and success for students in foster care. ESSA requires state and local educational agencies to collaborate with child welfare agencies to effectively address the educational needs of children in foster care.

Important links related to foster care services are listed below:

ADE Foster Care News
Foster Care Resources
CFSD Foster Care Transportation Plan (PDF)

For more information, contact Dr. Erin Matyjasik, 520-209-8081.

Child Find Procedures for Students with Disabilities within
Catalina Foothills School District

Placement into a special education program is made through a process of screening, referral, evaluation, and as appropriate, identification and placement. Special education services are available to district-resident students ages 3-21. Following is a brief description of each stage of this process.

SCREENING

Screening of a student's abilities in the areas of vision, hearing, cognitive or academic skills, communication, motor, social or behavioral skills, and adaptive skills is completed within 45 calendar days after enrollment for each Kindergarten student and each new student enrolling in the district.

In addition to formal hearing and vision screening, teacher rating scale, progress reports, and/or observation reports may be made to find students who should be referred for formal evaluation, due to suspected disability. (Screening activities do not include detailed individual evaluation procedures such as psychological testing).

Within 10 school days the school must inform parents/guardians of any concerns arising from the screening process and inform them of the proposed follow up action regarding the student's needs.

Records of screening results will be maintained in the student's cumulative file.

REFERRAL

Students about whom there is a concern, as a result of the screening, will be referred to a Child Study Team to determine the need for a full individual evaluation or other services. The Child Study Team includes the parents/guardians, teachers, and staff involved with the student, who can determine the types of evaluation or services needed.

Should the Child Study Team determine that a referral for an evaluation is needed, parent's/guardian's permission to evaluate will be sought and must be obtained before any formal evaluations can be made. The parents/guardians will be provided with Prior Written Notification of the proposed evaluation and a copy of Procedural Safeguards outlining their rights as a parent/guardian of a student with a disability or suspected disability.

Children under the age of 5 should be referred to the Preschool Child Find Coordinator who can determine if the evaluation should be scheduled through the District's preschool program or if a referral needs to be made to the Arizona Early Intervention Program.

EVALUATION AND IDENTIFICATION

A recommended evaluation shall be completed within 60 calendar days after obtaining written consent of the parents/guardians, or absent such consent, within 60 calendar days following mediation of due-process procedures.

A written evaluation shall be prepared by a multidisciplinary team, which will include at least one teacher or the specialist with knowledge in the area of the suspected disability, a regular education teacher, the evaluator, and the parents/guardians. Evaluation procedures and materials used shall determine and take into consideration the student's primary language.

The evaluation shall assess the capabilities and limitations of the student in all areas of suspected disability, including where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communication and motor abilities.

Evaluation data shall include evaluations and information provided by the parents/guardians of the child, current classroom-based assessments, observations by the teachers and related service providers, and any additional data required to determine if the student is a child with a disability under one of the categories of IDEA and state law. Special programs and services are available for each of these categories: Autism, Emotional Disability, Hearing Impairment, Other Health Impairment, Specific Learning Disability, Mild, Moderate or Severe Mental Retardation, Multiple Disabilities, Multiple Disabilities with Severe Sensory Impairment, Orthopedic Impairment, Preschool Moderate Delay, Preschool Severe delay, Preschool Speech/Language Delay, Speech/Language Impairment, Traumatic Brain Injury, and Visual Impairment.

Children who are identified as having a disability will be provided an individualized education program, which requires parent's/guardian's consent for initiation.

INFORMATION AND QUESTIONS

To review more detailed information related to special education procedures, or obtain answers to questions prompted by this article, please contact the Special Services Director of the Catalina Foothills School District at 520-209-8081.

Niño encontrar procedimientos para estudiantes con discapacidades dentro de

Distrito Escolar de Catalina Foothills

Colocación en un programa de educación especial se realiza a través de un proceso de evaluación, derivación, proyección y como corresponda, identificación y colocación. Servicios de educación especial están disponibles para estudiantes que residen en el distrito de las edades 3-21. Lo que sigue es una breve descripción de cada etapa de este proceso.

PROYECCIÓN

Evaluación de las habilidades del estudiante en las áreas de visión, audición, habilidades cognitivas o académico, comunicación, motor, habilidades sociales o comportamiento y capacidad de adaptación se completa dentro de 45 días calendario después del registro para cada estudiante de Kindergarten y cada nueva matriculación de alumnos en el distrito.

Además de la audiencia formal y proyección de la visión, profesor a escala, informes de progreso u observación informes pueden hacerse para encontrar a los estudiantes que deben ser referidos para una evaluación formal, debido a la suspicacia de la discapacidad. (Actividades de proyección no incluye procedimientos detallados para la evaluación individual como tests psicológicos).

Dentro de 10 días escolares escuela deberá informar a los padres/tutores de las preocupaciones derivadas del proceso de cribado e informan la propuesta de acciones de seguimiento en relación con las necesidades del estudiante. Registros de los resultados permanecen en cum archivo estudiante.

REMISIÓN

Los estudiantes de los cuales hay una preocupación, como consecuencia de la proyección, se referirán a un equipo de estudio del niño para determinar la necesidad de una evaluación individual u otros servicios. Equipo de estudio del niño incluye profesores, padres, tutores, personal involucrado con el estudiante, que puede determinar los tipos de evaluación o servicios necesarios. El equipo infantil del estudio debe determinar que un referido para una evaluación es necesaria, padres de tutores para evaluar permiso serán buscados y deberán obtenerse antes de hacer cualquier evaluaciones formales. Los padres o tutores recibirán notificación por escrito de la evaluación de propuestas y una copia de las garantías procesales delineando sus derechos como padre o tutor de un alumno con una discapacidad, o sospechosos.

Los niños menores de 5 años deben ser referidos al coordinador de la búsqueda del niño preescolar que puede determinar si la evaluación debe programarse a través del programa preescolar del distrito o si necesita una referencia para el programa de intervención temprana de Arizona.

IDENTIFICACIÓN Y EVALUACIÓN

Una evaluación recomendada se completará dentro de 60 días calendario después de obtener el consentimiento por escrito de los padres o tutores, o en ausencia de consentimiento, dentro de 60 días calendario después de la mediación de los procedimientos de debido proceso.

Una evaluación escrita será desarrollada por un equipo multidisciplinario, que incluirá al menos un profesor o conocimientos especializados en el ámbito de la discapacidad sospechada, un maestro de educación regular, el evaluador y el padre/tutor. Los procedimientos de evaluación y los materiales utilizados deben determinar y tomar en consideración el idioma primario del estudiante.

La evaluación deberá evaluar las capacidades y limitaciones del estudiante en todas las áreas de sospechoso de discapacidad, incluyendo en su caso, salud, visión, condición auditiva, social y emocional, inteligencia general, académico de rendimiento, comunicación y habilidades motoras.

Evaluación de datos incluirá evaluaciones e información proporcionada por el padre o tutor del niño, las evaluaciones de aula actual, las observaciones de los maestros y proveedores de servicios relacionados y cualquier información adicional necesaria para determiner si el estudiante es un niño con una discapacidad bajo una de las categorías de IDEA y estado de derecho. Programas especiales y servicios disponibles para cada una de estas categorías: autismo, emocionales, discapacidad auditiva, otro deterioro de salud, discapacidad de aprendizaje, leve, moderado o severo retraso Mental, discapacidades múltiples, múltiples discapacidades con la debilitación sensorial severa, deterioro ortopédico, preescolar moderadamente retardado, retardo severo preescolar, preescolar retraso del habla y del lenguaje, impedimento del habla y lenguaje, traumatismo craneoencefálico y Discapacidad Visual.

Los niños que se identifican como tener una discapacidad ofrecerá un programa de educación individualizada, que requieren los padres / consentimiento del tutor para la iniciación.

INFORMACIÓN Y PREGUNTAS

Para revisar una información más detallada relacionada con los procedimientos de educación especial, u obtener respuestas a las preguntas en este artículo, por favor póngase en contacto con el Director de servicios especiales en el distrito escolar de Catalina Foothills, al 520-209-8081.

Texto original en Registros de los resultados se mantendrán en cum archivo del estudiante.

Important links and resources:

Child Find

Child Find FAQ