Preschool Special Education Services

Child Find

Question: What is Child Find? 

1. Under federal law, public school districts have a responsibility to locate, evaluate, and identify children from ages 3 through 21 who may require special education services.
2. For children ages birth to three, the Help Me Grow program provides evaluation, service coordination and services for children with disabilities. The contact number is 614-644-8389.

Question: When should I consider a preschool educational evaluation referral for my child?

1. Review the CDC Milestones. This provides a comprehensive checklist from 2 months to 5 years in all areas of development. 
   • If you have concerns about your child’s development as it relates to their educational progress (for ages 3 - 5), you may reach out to Sarah Coe (Administrative Assistant, Bexley Student Services & Accessibility Department: Sarah Coe) to initiate a preschool evaluation referral.
   • If your child has been enrolled in Help Me Grow, the service coordinator, with your permission, will arrange a Transition Planning Conference (TPC) with the school district and you to discuss the transition to preschool. If you have questions about this process, reach out to Help Me Grow at 614-644-8389.

Question: Who can initiate a referral for a special education evaluation?

1. Parents and preschool providers can initiate the intake and referral process for a preschool child to determine if the child is eligible for special education services.

Our Referral Process

To request information from Bexley City Schools regarding a preschool-based evaluation for your child, please contact our Student Services Office Administrative Assistant, Sarah Coe.  A representative of our preschool team will reach out to you to provide information regarding the evaluation process.  

If you have developmental concerns for your child before they are age 3, please contact Help Me Grow Early Intervention or your pediatrician. Additional developmental resources can be found here.

Question: What can I expect when my child is transitioning from Help Me Grow/ Early Intervention?  

A: If your child has been enrolled in Help Me Grow, the service coordinator, with your permission, will arrange a Transition Planning Conference (TPC) with the school district and you to discuss the transition to preschool.

A visual guide to the transition timeline from Help Me Grow/ Early Intervention here.  

Question: What can I expect when I make a referral/ request for a Bexley preschool-based evaluation?  

1. Initial Intake: 

1. You will complete an intake meeting and referral form with a member of the preschool team.  

Information covered in intake includes:

• Educational, medical, and developmental history
• A review of your child’s strengths and any possible areas of concern
• Questions around all areas development 

2. Following the intake meeting, you will be asked to submit: 

• Proof of residency.  This can be a Driver’s license, state-issued ID,  copy of lease or utilities bill reflecting your Bexley address. This must be provided before the process can be initiated. 
• A copy of the child’s original birth certificate or other evidence of birth;
  • How to Order a Birth Certificate in Ohio
• Records release for collaboration with additional agencies (if applicable) 
• A photo of the child which will be included in their file for the preschool team reference.
   

2. Determining next steps: 

When the intake information is completed and required documents have been provided, the District has 30 days to review the referral and determine whether or not they suspect a disability. There are 14 Educational Disability Categories identified under the Individuals with Disabilities Education Act (IDEA).   

• If a disability is suspected, a team meeting will be held to plan and gain consent for an evaluation.
• If a disability is not suspected, the team will provide alternative ideas for support or progress monitoring and a Prior Written Notice explaining the decision.

3. Evaluation period: 
   1. The district has 60 days from the date the parent provided consent to complete the evaluation.
      • Evaluation Roadmap for Families
4. Determination of Eligibility: 

The team, including the parents, will meet to review the initial evaluation team report (ETR).  Eligibility determination is made as a team and after a review of the initial evaluation team report.  

5. Initial IEP (Individualized Education Program): 

If the team (including the parents) determines the student is eligible for services, an IEP (Individualized Education Program) will be developed. The District has 30 days from the completion of the ETR to develop the Individualized Education Program.  

6. Types of Services: 

• Itinerant Program: Services are provided in the child's home, daycare or private preschool by a traveling itinerant preschool teacher and/or therapists (Occupational, Physical, Speech). Goals, objectives, and services are determined and detailed in the child's Individualized Education Program (IEP).
• Center-Based Program: Services are provided in a classroom-based setting.  If your child qualifies for an IEP they may be eligible for transportation services to and from center-based preschool. 
• Related Services: 
  • Related services are those services that assist a child with a disability to benefit from special education. Examples are Occupational, Physical or Speech Therapy, transportation, counseling. The IEP team determines the services that the student needs. 
  • There are differences between educationally based therapy, and therapy within a clinic or hospital setting. These two documents provide clarification:
    • School Based Occupational Therapy- Slides provided by Jessica Rubin, Occupational Therapist for Bexley City Schools 
    • Speech-Language Therapy: School Setting vs Medical/ Private Practice Setting- Resource provided by Jamie Szulc, Speech-Language Pathologist for Bexley City Schools 

 

The Evaluation Process, Determination of Eligibility & Development of the IEP (as needed) Are Collaborative Processes

The IEP team relies on data and information from the ETR to determine what specially designed instruction is needed to offer a free, appropriate public education for the student. At any time during the evaluation or IEP process, if there is a disagreement between a parent and the school district, then the Dispute Resolution Process outlined in the Procedural Safeguards should be followed.