A Parent S Guide ICY
NICHCYPA9 (2nd Edition), October 2002A Parent s GuideCommunicating With Your Child s SchoolLetterA publication ofThroughthe National InformationCenter for WritingChildren and Youth with DisabilitiesA publication of the National Information Center for Children and Youth with DisabilitiesThroughout your child’s schoolyears, there is always a need tocommunicate with theschool’s teachers, administrators, and others concerned with your child’seducation. There are alsotimes when the schoolneeds to communicatewith you. This isparticularly true whenyour child has a disabilityand is receiving specialeducation services. Some ofthis communication is informal,such as phone calls, comments inyour child’s notebook, a chat whenpicking your child up from schoolor at a school function. Other formsof communication are more formaland need to be written down.Letters provide both you and theschool with a record of ideas,concerns, and suggestions. Puttingyour thoughts on paper gives youthe opportunity to take as long asyou need to: state your concerns, think over what you’ve written, make changes, and have someone else read over theconfusion and misunderstandingcan be avoided by writing downthoughts and ideas.However, writingletters is a skill. Eachletter you write willdiffer according tothe situation, theperson to whom youare writing, and theissues you are discussing. This Parent’s Guidewill help you in writingto the professionals involved inyour child’s special education.Note: The term “parent” is usedthroughout this Parent’s Guide toinclude natural or adoptiveparents, foster parents, surrogateparents, legal guardians, or anyprimary caregiver who is acting inthe role of a parent.ContentsBackground Information . . . . 2The Basic Special EducationProcess under IDEA. . . . . . . . . 3Letter Writing in General . . . 6letter and make suggestions.Sample Letters. . . . . . . . . . . . . 8Letters also give people theopportunity to go over what’s beensuggested or discussed. A lot ofConclusion . . . . . . . . . . . . . . . . . 23
Background InformationThe Individuals with DisabilitiesEducation Act (IDEA)The Individuals withDisabilities Education Act(IDEA) is our nation s federalspecial education law. Underthe IDEA, children andyouth with disabilities areentitled to a free appropriatepublic education, also calledFAPE.The Individuals with Disabilities EducationAct (IDEA) is our nation’s federal specialeducation law. Under the IDEA, children andyouth with disabilities are entitled to a freeappropriate public education, also calledFAPE. Using the IDEA as a guideline, eachstate develops rules on how special educationservices will be provided to children withdisabilities. Each local public school districtin every state develops its own policies basedon the federal and state regulations. Somestates give parents more rights and protectionsthan are in the federal law, so it’s importantfor you to know about your state’s specialeducation regulations. Information on how you can get copiesof federal, state, and local special education regulations isprovided at the end of this Parent’s Guide.Under the IDEA, each child receiving special educationservices must have an Individualized Education Program (IEP).The IEP is a written document that the school and parentsdevelop together. Among other things, the IEP describes thechild’s needs and lists the services that he or she will receive. Aflow chart on the next pages shows how the special educationprocess works, beginning with “I think my child may have aproblem” and ending with the services that are provided to yourchild. If your child is receiving special education services, therewill be times you will need to write to your child’s school. ThisParent’s Guide provides examples of letters you may want towrite—see the list on the right.You ll find sample letters in this guidefor when you want to:1. Discuss a problem2. Request an evaluation for specialeducation services3. Request an independent evaluation4. Request a copy of your child’s records5. Request a meeting to review your child’sIndividualized Education Program(IEP)6. Request that your child’s placement bechanged7. Request that the school give you noticeof its intended actions or refusal to takean action (called “prior written notice”)8. Request mediation when you and theschool don’t agree9. Let the school know that you intend toplace your child in a private school atpublic expenseThe Letters in This Guide10. Request a due process hearing when youand the school don’t agree11. File a complaint with the State12. Write a follow-up letter13. Give positive feedbackNICHCY: 1.800.695.02852Communicating through Letter Writing (PA9)
The Basic Special Education Process Under IDEA*Here’s a brief look at how a student is identified as having a disability and needing special education andrelated services.Child is identified aspossibly needing specialeducation and relatedservices.“Child Find.” The state must identify, locate, and evaluate allchildren with disabilities in the state who need special education and related services. To do so, states conduct “ChildFind” activities. A child may be identified by “Child Find,”and parents may be asked if the “Child Find” system canevaluate their child. Parents can also call the “Child Find”system and ask that their child be evaluated. Or—Referral or request for evaluation. A school professional mayask that a child be evaluated to see if he or she has a disability. Parents may also contact the child’s teacher or otherschool professional to ask that their child be evaluated. Thisrequest may be verbal or in writing. Parental consent isneeded before the child may be evaluated. Evaluation needsto be completed within a reasonable time after the parentgives consent.Child is evaluated.Eligibility is decided.Child is found eligiblefor services.The evaluation must assess the child in all areas related to thechild’s suspected disability. The evaluation results will be usedto decide the child’s eligibility for special education andrelated services and to make decisions about an appropriateeducational program for the child. If the parents disagree withthe evaluation, they have the right to take their child for anIndependent Educational Evaluation (IEE). They can ask thatthe school system pay for this IEE.A group of qualified professionals and the parents look at thechild’s evaluation results. Together, they decide if the child is a“child with a disability,” as defined by IDEA. Parents may askfor a hearing to challenge the eligibility decision.If the child is found to be a “child with a disability,” asdefined by IDEA, he or she is eligible for special educationand related services. Within 30 calendar days after a child isdetermined eligible, the IEP team must meet to write an IEPfor the child.*This flow chart is drawn from A Guide to the Individualized Education Program by the Office of Special Education and Rehabilitative Services (2000), available on-line at: ml. The document wasreviewed by the U.S. Office of Special Education Programs for consistency with the Individuals with Disabilities Education ActAmendments of 1997, Public Law 105-17, and the final implementing regulations published March 12, 1999.Communicating through Letter Writing (PA9)3NICHCY: 1.800.695.0285
Basic Special Education Process under IDEA (cont.)Once the student has been found eligible for services, the IEP must be written. The two steps belowsummarize what is involved in writing the IEP.IEP meeting is scheduled.The school system schedules and conducts the IEP meeting.School staff must: contact the participants, including the parents; notify parents early enough to make sure they have anopportunity to attend; schedule the meeting at a time and place agreeable toparents and the school; tell the parents the purpose, time, and location of themeeting; tell the parents who will be attending; and tell the parents that they may invite people to the meetingwho have knowledge or special expertise about the child.IEP meeting is heldand the IEP is written.The IEP team gathers to talk about the child’s needs and writethe student’s IEP. Parents and the student (when appropriate)are part of the team. If the child’s placement is decided by adifferent group, the parents must be part of that group as well.Before the school system may provide special education andrelated services to the child for the first time, the parents mustgive consent. The child begins to receive services as soon aspossible after the meeting.If the parents do not agree with the IEP and placement, theymay discuss their concerns with other members of the IEPteam and try to work out an agreement. If they still disagree,parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state educationagency and may request a due process hearing, at which timemediation must be available.NICHCY: 1.800.695.02854Communicating through Letter Writing (PA9)
Basic Special Education Process under IDEA (cont.)Here is a brief summary of what happens after the IEP is written.Services are provided.Progress is measured andreported to parents.IEP is reviewed.The school makes sure that the child’s IEP is being carried outas it was written. Parents are given a copy of the IEP. Each ofthe child’s teachers and service providers has access to the IEPand knows his or her specific responsibilities for carrying outthe IEP. This includes the accommodations, modifications,and supports that must be provided to the child, in keepingwith the IEP.The child’s progress toward the annual goals is measured, asstated in the IEP. His or her parents are regularly informed oftheir child’s progress and whether that progress is enough forthe child to achieve the goals by the end of the year. Theseprogress reports must be given to parents at least as often asparents are informed of their nondisabled children’s progress.The child’s IEP is reviewed by the IEP team at least once ayear, or more often if the parents or school ask for a review. Ifnecessary, the IEP is revised. Parents, as team members, mustbe invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals,and agree or disagree with the placement.If parents do not agree with the IEP and placement, they maydiscuss their concerns with other members of the IEP teamand try to work out an agreement. There are several options,including additional testing, an independent evaluation, orasking for mediation (if available) or a due process hearing.They may also file a complaint with the state educationagency.Child is reevaluated.Communicating through Letter Writing (PA9)At least every three years the child must be reevaluated. Thisevaluation is often called a “triennial.” Its purpose is to findout if the child continues to be a “child with a disability,” asdefined by IDEA, and what the child’s educational needs are.However, the child must be reevaluated more often if conditions warrant or if the child’s parent or teacher asks for a newevaluation.5NICHCY: 1.800.695.0285
Letter Writing in GeneralAs was said in Part A, each stateand school district has its ownguidelines for special education.These guidelines tell you about thedifferent steps, rights, and responsibilities in the special educationprocess. Call the main office at yourchild’s school and ask for a copy of yourdistrict’s written guidelines. Also: Put all your requests in writing, even ifit’s not required by your school district.A letter avoids confusion and provideseveryone with a record of your request. Always, always, always keep a copy ofeach letter you send. It’s useful to have afolder just to store copies of the lettersyou write.How long will it take to get an answer to myletter?Some special education guidelines givethe amount of time a school has to respondto a parent’s request, some don’t. The IDEAsays that schools must respond in a “timelymanner” or within a “reasonable” period oftime. Some states and districts actuallydefine this period by a certain number ofdays. To find out what is true in your area,check your state and local regulations.If you have not heard from the schoolwithin ten working days of sending yourletter, phone the office to make surethe school received your letter. AskA letter avoidswhen you can expect an answer. Ifyou have asked for a meeting orconfusion andother services that requirecoordinating with several otherprovides everyonepeople, it may take some time todo this. However, it is reasonablewith a record offor the school to let you knowthat your request is being workedyour request.on.If you need a letter answered in lessthan ten working days (for instance, ifyou are moving or have other urgentreasons), let the school know that you havesent—or are delivering—a letter and need aNICHCY: 1.800.695.02856response as soon as possible (or by aspecific date). That way, the staff can try toget you a quick response.To whom do I send my letter?Many letters will go to your child’steacher. You will send others to the schoolprincipal. In some instances, the letter mayneed to go to the local Director of SpecialEducation or other administrator. Call theperson’s office to make sure of the spellingof his or her name and the correct mailingaddress.Some school districts handle specialeducation requests at the local school level.Other districts assign this job to differentadministrative people who don’t work rightin your child’s school building. If you arenot sure to whom to send your letter, orcannot get good information on who towrite, you can always send your letter to theprincipal. If the principal is not the onedirectly responsible for answering yourrequest, he or she still is responsible forgiving your request to the right person.Also, send a copy of your letter to yourchild’s teacher, so that he or she will beaware of what is going on and know ofyour concerns.In general, what do I say in my letter?When writing any business letter, it isimportant to keep it short and to the point.First, start by asking yourself the followingquestions and state the answers in yourletter: Why am I writing? What are my specific concerns? What are my questions? What would I like the person to doabout this situation? What sort of response do I want: a letter,a meeting, a phone call, or somethingelse?Communicating through Letter Writing (PA9)
Each letter you write should include thefollowing basic information: Put the date on your letter. Give your child’s full name and thename of your child’s main teacher orcurrent class placement. Say what you want, rather than whatyou don’t want. Keep it simple. Give your address and a daytime phonenumber where you can be reached. Always end your letter with a “thankyou.”What are some other tips to keep in mind?You want to make a good impression sothat the person reading your letter willunderstand your request and say “yes.”Remember, this person may not know you,your child, or your child’s situation. Keepthe tone of your letter pleasant and businesslike. Give the facts without letting anger,frustration, blame, or other negativeemotions creep in. Some letter-writing tipsinclude: After you write your first draft, put theletter aside for a day or two. Then lookat it again and revise it with fresh eyes. Read your letter as though you are theperson receiving it. Is your request clear?Have you included the important facts?Does your letter ramble on and on? Is itlikely to offend, or is the tone businesslike? Have someone else read your letter foryou. Is your reason for writing clear?Can the reader tell what you are askingfor? Would the reader say “yes” if he orshe received this letter? Can your letterbe improved?Who can help me with this?There are many people who can helpyou with letter writing and other tasksrelated to your child’s special needs. Thereare disability and parent organizations inevery state that can help. Local chapters of state, regional, andnational disability advocacy organizations can work with you. Most disability organizations are concerned withissues related to a specific disabilityas well as broader issues of raisinga child with a disability. Theirmembership often includes bothparents and professionals. Each state has a federally-fundedParent Training and InformationCenter (PTI). The PTI staff canhelp explain the laws, policies,and procedures for special education in your state. They can alsohelp with problem-solving ideas. Community Parent Resource Centers(CPRCs) also serve families of childrenand young adults with disabilities. Theyprovide information and training tohelp families obtain an appropriateeducation and services for their childrenwith disabilities. They help familiesconnect with community resources. State agencies, like the DevelopmentalDisability (DD) Council, Protection andAdvocacy Agency (P&A), or stateDepartment of Education can also helpexplain procedures and make suggestions. Many states now fund parent resourcecenters in local school districts. Ask yourDirector of Special Education if there’s alocal parent resource center in your area. Use spell check and grammar check onthe computer. Or, if you don’t have one,ask someone reliable to edit your letterbefore you send it. Keep a copy for your records.Communicating through Letter Writing (PA9)7NICHCY: 1.800.695.0285
Sample LettersWriting to Discuss a ProblemWhen might I want to write to my child’s school?Sometimes your child may have a particular problem atschool. You may have talked to your child’s teacher about thisconcern. The two of you may have written notes back and forthor talked on the phone. If it seems like nothing is happening toresolve your concern, then you may want to write a formalletter. Perhaps the informal communicationhasn’t been as clear as you think. Maybeyou feel that the seriousness of your concern isn’t fully understood. By writing aletter, the school will learn that you consider the matter to be an important one thatneeds to be addressed.You can write about any concern—anIEP issue, a general education issue, schoolyard bullying, or the need tohelp your child’s social skillsToday’s Date (include month, day, and year)or improve behavior. ThereYour Nameare no rules as to the type ofStreet Addressproblem you can write about.City, State, Zip CodeAny school problem is worthDaytime telephone numberwriting about if it is having aName of Principalnegative impact on your childName of Schooland you need the school’sStreet Addressassistance to resolve it.City, State, Zip CodeDear (Principal’s name),In this paragraph say who you are and give your child’s full nameand current class placement. Say something positive about your child’ssituation here, before you state your reason for writing.BRIEFLY, explain why you are writing. Give relevant history and factsthat support your concerns. (For example, your 3rd grader is struggling inschool and you want to ask for help. You might say that your child’sschool work has been getting worse throughout the year. That fact isrelevant. Talking about something from your child’s infancy probablyisn’t.)In this paragraph state what you would like to have happen or whatyou would like to see changed. You may BRIEFLY say what you wouldnot like, or what has been tried and not worked. However, spend most ofthis paragraph saying what you want.Say what type of response you would prefer. For instance, do youneed to meet with someone, do you want a return letter, or a phone call?Finally, give your daytime telephone number and state that you lookforward to hearing from the person soon or give a date (“Please respondby the 15th”). End the letter with “Thank you for your attention to thismatter.”Sincerely,Your namecc: your child’s teacherother staffNICHCY: 1.800.695.02858Note:The “cc:” at the bottom of theletter means you are sending acopy of your letter to the peoplelisted after the cc. If you write t
However, writing letters is a skill. Each letter you write will differ according to the situation, the person to whom you are writing, and the issues you are discuss-ing. This Parent’s Guide will help you in writing to the professionals involved in your child’s special education. Note: The term “parent” is used throughout this Parent .
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Independent Personal Pronouns Personal Pronouns in Hebrew Person, Gender, Number Singular Person, Gender, Number Plural 3ms (he, it) א ִוה 3mp (they) Sֵה ,הַָּ֫ ֵה 3fs (she, it) א O ה 3fp (they) Uֵה , הַָּ֫ ֵה 2ms (you) הָּ תַא2mp (you all) Sֶּ תַא 2fs (you) ְ תַא 2fp (you
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