Exceptional Student Education (ESE)
Exceptional Student Education (ESE) programs and related services address the unique needs of students with disabilities and those students identified as gifted. ESE programs are designed to assist students in reaching goals identified in the Individual Education Plan (IEP) if classified with a disability or their Education Plan (EP), if classified as gifted.
As appropriate, ESE students are included in general education classes and participate in district and state assessments, as documented in their IEPs. The school district uses research-based curricula and behavioral approaches that exemplify best practices in the field.
Referral & Intervention
If your child is experiencing academic or behavioral difficulties in the school setting, a Multi-Tiered System of Supports (MTSS) meeting may be convened to discuss possible interventions and strategies.
Any reports that you have from your child's doctor or therapist can be provided to assist the team with the process of implementing appropriate intervention strategies.
With the exception of gifted and Hospital/Homebound, the school is required to collect data and document, over a period of time, the student's response to interventions that address specific concerns.
Individual Evaluation
If individually developed and carefully implemented interventions are not successful, a student may be considered for eligibility/ineligibility under Exceptional Student Education. I
f you disagree with the results of your child's evaluation, you may request an independent educational evaluation be completed, or you may present privately secured evaluation results for consideration by the team.
Eligibility Determination
After evaluation data has been completed, a meeting must be held to determine if your child meets eligibility according to state guidelines. You will be invited to this meeting, and your participation is crucial, as no further steps toward eligibility may be taken without your consent.
The IEP team (of which you are an integral member) will review all documentation to determine if your child qualifies for special education services.
The IEP team will develop an Individualized Education Plan (IEP) or Educational Plan (EP) for your child. A child cannot receive services until the parent has given written consent for placement.
ESE Services
After working collaboratively to determine eligibility, the student's present levels of performance are reviewed and utilized to develop individualized goals and, if necessary, objectives for the student.
The IEP team (including parents) determines the type and frequency of services and support the student requires to meet their unique needs. A continuum of services and supports may be considered by the IEP team.
Accommodations
Many students with disabilities require only small changes in the way they are instructed and assessed to be able to participate and be successful in their general education classes. If your child is not making gains in the general education setting, the IEP team may recommend accommodations based on the student's needs.
Accommodations are changes in how a student is taught or tested. Accommodations do not change the requirements of a course or the standards the student must meet.
While most are permitted on state assessments, if your child requires an accommodation not permitted on state assessments, you will be asked to provide consent for continued use of those accommodations in the classroom setting.
Diploma Options
No later than when the student turns 12, the IEP team must make a determination of the type of diploma the student will receive and whether they are pursuing a merit or scholar designation.
While all students may pursue one of the four diploma options outlined by the Florida's Department of Education, students served through an IEP have two additional options available to them.
These include:
• Specific requirements for students with disabilities for whom the individual education plan (IEP) has determined that participation in the Florida Alternate Assessment is the most appropriate measure of the student's skills and instruction in the access points is the most appropriate means of providing the student access to the general curriculum.
• Specific requirements for a standard diploma for students with disabilities for whom the IEP team has determined that mastery of both academic and employment competencies is the most appropriate way for the student to demonstrate his or her skills.
Transition
Secondary transition planning occurs to prepare the student for their options after graduation from high school.
Beginning in the student's seventh grade year or when the student turns the age of 12, whichever occurs first, the student will be invited to be a member of their IEP team, and transition planning is required to begin.
In some cases, the student may require additional supports and training after graduation, provided through their deferral of diploma, and through the day of the student's twenty-second birthday.
The term "transition services" or "transition planning" means a coordinated set of activities for a child with a disability that:
• Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation.
• Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests.
• Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
Reviewing the IEP or EP
The IEP team meets at least annually for students with an IEP. Parents, teachers, and other team members may ask for an IEP meeting at any other time if the team needs to discuss the student's changing needs.
For those students receiving gifted services, EPs are reviewed at a minimum of tri-annually and when a student articulates from elementary to middle school and again from middle to high school.