What is Child Find?

Child Find is the requirement under federal law that public schools must look for, find, and evaluate children who need special education. It applies to all children, including those who are homeschooled or in private schools, plus kids who are migrants or without homes.

Pickerington Schools is committed to the location, identification, and provision of a free and appropriate public education (FAPE) for all children between the ages of three and 21 who have a disability and reside within our school district.

If you know of a child with a disability, or have a child suspected of having a disability, who is not currently receiving appropriate educational or related services, please contact the Pickerington Schools Special Education and Student Supports office at 614-833-2110

For more information, please see A Guide to Parent Rights in Special Education. This link opens in a new window.

Please contact Lori Lark at 614-920-6161 if you need an adapted version of A Guide to Parent Rights in Special Education.

Special Education Services Available Under IDEA

Special Education Services

Children, ages three to 21 years, who qualify for special education services under the Individuals with Disabilities Education Act (IDEA) are identified as having disabilities in one of the following areas: autism, cognitive disabilities, multiple disabilities, specific learning disabilities, other health impairment, orthopedic handicapped, severe emotional disturbance, hearing impairment, visual impairment, traumatic brain injury, speech/language disability, hearing impaired, deaf-blind, visually impaired.

Individualized Education Program (IEP)

Special education services for each student with disabilities are written into each student’s Individualized Education Program (IEP).  Services may be provided in a variety of settings, with the goal being to educate each student in the least restrictive environment (LRE), which means providing services in the regular classroom environment to the maximum extent possible.

Occupational Therapy, Speech Therapy, Nursing Services, and More

In addition, students with disabilities may receive related services that could include: adapted physical education, occupational therapy, physical therapy, speech and language, audiological, interpreter, orientation and mobility, school psychological, transportation, work-study, nursing services, and aide services.

Evaluation for Special Education Services

Response to Intervention

Each building operates under an intervention model to help determine if a student should be evaluated.  All buildings are using response to intervention (RTI) to help provide individual learning experiences in the form of classroom and small group interventions. These interventions are designed by the building RTI team to positively impact the students’ academic achievements.

Screeners are in place to look at all children to determine if there is a need for tiered intervention. Parents and guardians who have concerns about their child’s educational progress should contact their child’s school.

In the United States, special education is a federally mandated program that is provided in public schools to ensure that students with disabilities have equal access to education. The Individuals with Disabilities Education Act (IDEA) requires that all public schools provide a free and appropriate public education (FAPE) for all students with disabilities. IDEA is a grant statute which means that school districts receive money to support students receiving services under that program.

Special education in Pickerington Schools is designed to meet the individualized needs of students with disabilities, including those with physical, cognitive, and emotional disabilities. The program is delivered through a range of services and supports, including specialized instruction, assistive technology, counseling services, and accommodations.

The process for identifying students who are eligible for special education services begins with a referral from a teacher, parent, or other concerned individual. The student is then evaluated by a team of professionals, including a psychologist, special education teacher, and other specialists as needed, to determine if they meet the eligibility criteria.

Once a student is found eligible, an Individualized Education Plan (IEP) is developed to outline the specific educational goals and accommodations for that student. The IEP is a legally binding document that is reviewed and updated annually to ensure that the student's needs are being met.

Special education services are provided in a variety of settings, including general education classrooms, resource rooms, and self-contained classrooms. The goal is to provide as much inclusion as possible while still meeting the individualized needs of the student.

At Pickerington Schools, the special education program is overseen by the Executive Director of Student Services, Kristina Hulse, who works closely with teachers, coordinators, and other professionals to ensure that students with disabilities are receiving the supports and services they need to be successful. 

If a parent or guardian believes that their preschool child may have a disability and requires special education services, they can begin the process by contacting Pickerington Schools Special Education & Student Supports.

If a parent or guardian believes that their school-aged child may have a disability and requires special education services, they should contact their child's teacher or school counselor.

The parent or guardian should request an evaluation of their child to determine if that child has a disability and if they are eligible for special education services. The request can be made verbally or in writing, and Pickerington Schools must respond within a reasonable timeframe.

Once the school or Special Education staff receives the request, they will schedule a meeting with the parent to discuss their concerns and gather information about the child's performance in school. Special Education staff will then conduct a comprehensive evaluation of the child, which may include assessments by a psychologist, speech and language pathologist, or other specialists, as needed.

If the evaluation determines that the child has a disability and requires special education services under the Individuals with Disabilities Education Act (IDEA), the school district will work with the parent or guardian to develop an Individualized Education Plan (IEP). The IEP outlines the specific educational goals and accommodations for the child, and it is reviewed and updated annually.

It is important to note that parents and guardians have the right to participate in all aspects of the evaluation and IEP process, including providing input on their child's strengths and needs, and making decisions about the services and supports their child will receive.

The Ohio Department of Education provides guidance to families who have students with disabilities. Families of Students with Disabilities can help families with answers and resources including:

• Does my child need an Individualized Education Program (IEP)?
• Who can I talk to for one-on-one assistance?
• Assessment and Secondary Transition Resources
• Resources in Languages Other than English

The Office for Civil Rights (OCR) is responsible for ensuring that students with disabilities are not discriminated against on the basis of their disability. Under Section 504 of the Rehabilitation Act of 1973, school districts are required to provide a "free appropriate public education" (FAPE) to each qualified student with a disability. Section 504 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education, such as public school districts and institutions of higher education. For more information on Section 504, please visit  Protecting Students With Disabilities on the U.S. Department of Education website. 

On April 9, 2013, the State Board of Education approved Ohio rule 3301-35-15, standards for the implementation of positive behavior intervention supports (PBIS) and the use of restraint and seclusion. The rule was revised and re-approved June 24, 2021. 

Pickerington Schools' positive behavior interventions and support (PBIS) initiatives are designed to provide proactive strategies for addressing student behavior and promoting a positive school climate. Ohio law requires that seclusion or restraint be used only in emergency situations where there is an imminent danger of harm to the student or others. Schools must follow strict guidelines when using these interventions, including documenting and reporting each incident. The law also requires schools to notify parents or guardians of any incidents involving seclusion or restraint. Pickerington Schools focus on PBIS and limiting the use of seclusion and restraint reflects a commitment to promoting a safe and positive learning environment for all students.

To read more about Ohio's PBIS and seclusion and restraint standards, please visit Rule: Positive Behavior Interventions and Support and Restraint and Seclusion. 

To read more about Pickerington Schools' Board Policies concerning PBIS and seclusion and restraint, please visit 5630.01 - Positive Behavior Intervention and Supports and Limited Use of Restraint and Seclusion. 

Pickerington Schools is committed to providing an appropriate education for each student. Some students may need classroom accommodations, different instructional methods, or even different educational settings to learn.

When a student is having academic, social, emotional or behavioral difficulties in school, the student’s parents, teachers and other staff members working together to help the student can often resolve the problems. Sometimes this is not enough. For students who have a disability, more formal intervention may be necessary.

Qualified students may be identified as having a disability, which makes them eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA). For students suspected of having a disability under IDEA, the school district’s IDEA special education policies and procedures apply and also provide compliance with Section 504 for such students.

Qualified students may also be identified as having a physical or mental impairment, which substantially limits a major life activity under Section 504 and, to the extent required by law, may be provided regular or special education and related aides and services within their regular education program.

Section 504 of the Rehabilitation Act of 1973 is a civil rights statute which provides that "No otherwise qualified individual with [disabilities] in the United States shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity receiving federal financial assistance."

When your child is having problems at school, the first step should be to discuss the problem with the student’s teacher(s) or guidance counselor. If the problem is not resolved, the child may be referred to the Response to Intervention Team (RTI) or building equivalent for additional ideas on classroom strategies and other appropriate intervention techniques to help resolve the problems.

Any person, including a parent, teacher, student, counselor, or any other party interested in the student’s education may refer the student as having a suspected disability at any time. Such referrals may come from the RTI team or building equivalent. A referral form is completed and a pre-referral conference is held in which staff members, and others as appropriate, knowledgeable about the student and evaluation procedures, meet to determine whether there is a suspected disability under either IDEA or Section 504. If there is a suspected disability under IDEA, the district’s IDEA special education procedures will be used. If there is a suspected disability under Section 504 only, the following procedures will be followed.

1. The parent (legal guardian) will be provided notice of information and their rights under Section 504 (i.e., this handout) and must provide consent for the initial 504 evaluation.
2. A group of persons knowledgeable about the student, the meaning of the data, and the placement options (i.e., the 504 “building team”) will gather and consider information from a variety of sources including, but not limited to, aptitude and achievement tests; teacher information and recommendations; parent information; physical condition; family history, classroom observations, previous interventions and medical information.
3. Within a reasonable period of time of receiving consent, (generally within 60 calendar days) the 504 building team will determine eligibility under Section 504 based upon whether the student is found to be exhibiting a physical or mental impairment that is substantially limiting one or more major life activities. Whether a student is disabled must be made without considering any mitigating measures used by the student. Mitigating measures include reasonable accommodations and other measures that may be used to address a disability. Examples  include, but are not limited to equipment, medication, amplification devices, reasonable accommodations or auxiliary aide or services, and learned behavior modifications.
4. If the student is determined to be disabled under Section 504, then a 504 Plan may be developed involving staff members, parents, and when appropriate, the student. This plan may provide for the provision of regular or special education and related aids and services that are designed to meet the individual needs of the disabled student as adequately as the needs of nondisabled students are met. The student’s plan will also include a date for annual review. At the time that a student is determined eligible for Section 504 Services, parents shall be provided a copy of their information and rights.
5. If the student does not meet eligibility under Section 504, a plan does not have to be developed. In this case, a parent conference will be held to discuss the evaluation data, the criteria, and alternative plans to deal with the student’s needs and/or parental concerns. At the time a student is determined ineligible for Section 504 services, parents shall be provided a copy of their information and rights.
6. With respect to any student identified with a disability under Section 504, a reevaluation may occur at periodic intervals or as conditions warrant, and before any significant change in placement, which shall include those that arise in the disciplinary context.

Under Section 504, a "disabled person" means any person who has a physical or mental impairment, which substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such an impairment.

Major life activities include but are not limited to: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, lifting, bending, eating, sleeping, standing, sitting, breathing, working, learning, reading, thinking, communicating, interacting with others and concentrating. Major life activities also include the operation of major bodily functions including functions of the immune system, social sense organs and skin, normal cell growth, digestive, genitourinary, bowel,
bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal and reproductive functions.

Students having the following specific impairments that should easily result in a conclusion that they have a substantial impairment of a major life activity: deafness, blindness, intellectual disability, partially or completely missing limbs, mobility impairments requiring the use of a
wheelchair, autism, cancer, cerebral palsy, diabetes, epilepsy, HIV infection, multiple sclerosis, muscular dystrophy, major depressive disorder, bipolar disorder, post-traumatic stress disorder,
obsessive-compulsive disorder and schizophrenia.

Section 504 services must be realistic in the expectancies they place upon the student and classroom teacher. Such services need to take into account both the functional limitations of the individual and the alternative methods of performing tasks/activities, which would permit people of varying abilities to participate adequately as those without disabilities.

It should be noted that Section 504 does not require a school district to carry out a full evaluation simply because a parent requests one. If a district refuses to do an evaluation, it must provide the parents with a copy of their information and rights (i.e., procedural safeguards).

As a parent, you have the right to:

1. Have your child receive a free, appropriate public education;
2. Have your child take part in, and receive benefits from, public education programs without discrimination because of his/her disability;
3. Have the school district notify you of your rights under federal law;
4. Receive notice with respect to identification, evaluation, or placement of your child;
5. Have your child receive services and be educated with peers without disabilities to the maximum extent appropriate to their needs;
6. Have evaluation, educational, and placement decisions made based on a variety of information sources, and by persons who know the student and who are knowledgeable about the evaluation data and placement options;
7. Have the right to request periodic reviews and reevaluations before mandatory scheduled timelines.
8. Have the evaluation data collected be accurate, valid, and non-discriminatory;
9. Have your child be given an equal opportunity to participate in nonacademic and extracurricular activities offered by the district;
10. Examine all relevant records relating to decisions regarding your child’s identification, evaluation, and placement; and
11. Mediation to resolve any complaints or concerns that you may have about your child’s evaluation or 504 Plan. You may request in writing: a) A conference with members of the 504 building team; b) A conference with the building principal c) An impartial hearing, that includes the right to be represented by counsel.
12. Be notified of the District's established grievance procedures, including the option of filing a complaint with the Office of Civil Rights at any time during a dispute.

A “grievance” is a complaint by a student or parent. This grievance procedure may be used for any disagreement with respect to actions regarding the identification, evaluation, educational services or educational program of students who are believed to be disabled within the definition of Section 504/ADA. A student or parent may initiate the procedure when they believe that an act of disability discrimination, or a violation, misapplication or misinterpretation of Board policy, or state or federal law or regulation has occurred.

Step 1 Principal Conference: A student or parent may initiate a grievance by making a written request for a conference with the building principal to discuss the complaint and seek resolution. The request shall fully describe the grievance. The principal shall conduct the conference within five (5) school days following receipt of the request. The principal will state in writing his/her decision to the individual within five (5) school days following the conference.

Step 2 Appeal to the District’s Compliance Officer: If the grievance is not resolved satisfactorily at Step 1, the student or parent may appeal the principal’s decision in writing to the Executive Director of Student Services, who is designated as the District’s Compliance Officer. The appeal must be made within five (5) school days following receipt of the principal’s decision. The District’s Compliance Officer will review the case, may conduct an informal hearing, and will notify all parties in writing of his/her decision within ten (10) school days of receiving the appeal.

Step 3 Further Appeal: If the grievance is not resolved satisfactorily at Step 2, the student or parent may appeal for an independent due process hearing or may take the matter directly to the U.S. Department of Education’s Office for Civil Rights. A request for a due process hearing must be made within ten (10) school days following receipt of the Compliance Officer’s response in Step 2. The request for due process should be made in writing to the Compliance Officer.

A parent or student may bypass the grievance procedure at any time and request a due process hearing with the Compliance Officer or submit a complaint directly to the United States Department of Education’s Office for Civil Rights.