Jennifer Matthews, Chief of Student Services
Jackie Reed, Student Services Administrator
Carrie Geimer, Student Services Administrator
330 Pelham Rd Ste 101A, Greenville, SC 29615 864-236-4006 Ext
Section 504 Coordinator
330 Pelham Rd Ste 101A, Greenville, SC 29615 864-236-4006 Ext
Homeless Liaison and Foster Care Coordinator
George Woodward, Family Resource Coordinator firstname.lastname@example.org
330 Pelham Rd Ste 101A, Greenville, SC 29615
American with Disabilities (ADA) Compliance Act Coordinator/Special Programs Manager
Jennifer Matthews, Chief of Student Services
330 Pelham Rd Ste 101A, Greenville, SC 29615 864-236-4006 Ext 4012
Request for Parent/Guardian Interpreter Services or Disability Accommodations
Professional interpreter services may be requested at any time for parents/guardians of students by contacting the Special Programs Manager, Jennifer Matthews at email@example.com
Additionally, if any parent/guardian has a disability or other limitation that would impact their ability to participate fully in their child's educational planning process, CASC would be happy to discuss accommodations that may be available in order to maximize the parent/guardian's participation. Individuals seeking to discuss accommodations for this reason may contact Jennifer Matthews at firstname.lastname@example.org.
In accordance with the Individuals with Disabilities Education Act (IDEA} requirement that all educational agencies provide parents of students with disabilities notice containing a full explanation of the procedural safeguards available under the IDEA and U.S. Department of Education regulations. See CASC's procedures here:
English: Procedural Safeguards (English)
Spanish: Procedural Safeguards (Spanish)
Annual Public Notice of Special Services & Programs
In accordance with federal and state regulations, CASC will provide an annual public notice to families informing them of CASC's Child Find responsibilities, procedures involved in the identification of educational disabilities and determination of students' service and support needs.
Families are encouraged to review the following information that describes these regulations. Information regarding CASC'S internal practices to comply with these will be available in the CASC'S Special Programs Manuals and Handbooks.
CASC strives to identify, locate, and evaluate all enrolled children who may have disabilities. Disability, as stated in IDEA, includes such conditions as hearing, visual, speech, or language impairment, specific learning disability, emotional disturbance, cognitive disability, other health or physical impairment, autism, and traumatic brain injury. The process of identifying, locating, and evaluating these children is referred to as Child Find.
As a public school, we will respond vigorously to federal and state mandates requiring the provision of a Free Appropriate Public Education (FAPE} to each child regardless of a child's disability or the severity of the disability. In order to comply with the Child Find requirements, CASC will implement procedures to help identify, locate, and evaluate students, including those who are homeless or wards of the state, in need of special education and related services.
Parent/Guardian permission and involvement is a vital piece in the process. Once a student has been identified as having a "suspected disability" or identified as having a disability, CASC will ask the student or the student's Parent/Guardian for information about the child such as:
How has the suspected disability or identified disability hindered the student's learning?
What has been done, educationally, to intervene and correct the student's emerging learning deficits?
What educational or medical information relative to the suspected disability or identified disability is available to be shared with the school?
This information may be also be obtained from the student's present or former teachers the student's school records, as well as from doctors' therapists, or other agencies pending the legal guardian's written consent.
As part of the Child Find process, some services may include a complete evaluation, an individualized education program designed specifically for the child, and a referral to other agencies providing special services.
CASC cannot proceed with an evaluation, or with the initial provision of special education and related services, without the written consent of a student's parents/legal guardians. For additional information related to consent, please refer to the Procedural Safeguards Notice which can be found at the SCDE website, https://ed.sc.gov/districts-schools/special-education-services/or by accessing the link via the Child Find section of the CASC website. Once written parental/guardian consent is obtained, CASC will proceed with the evaluation process. If the parent disagrees with the evaluation results, the parent can request an independent education evaluation at public expense.
A Home Language Survey (HLS) is required to be on file for every student enrolled at CASC. CASC uses the home language survey responses to begin the identification process of English language learners. Identified English Language Learners are provided supplemental support through English Language support and instruction and, when applicable, supplemental curriculum. The tutor serves as an advocate and support system while helping the student gain proficiency in English. The person providing the English Language support and instruction will partner with the student, Learning Coach, and general education teachers.
If your student may need ELL services, please contact the Multilingual Coordinator Caroline Muhn at email@example.com or 864.236.4006.
Special Education (IEP) or Service Agreements (504 Plans)
Once the evaluation process is completed, a team of qualified CASC personnel, parents/guardians, and other relevant service providers hold an evaluation determination meeting to come to agreement on whether the student meets eligibility for one of the disability categories under IDEA, https://ed.sc.gov/districts-schools/special-education-services/ for information related to eligibility criteria associated with the disability categories defined under IDEA. If the student is eligible and requires specially designed instruction, an Individualized Education Plan (IEP) will be coordinated; during which the IEP team will review and finalize the proposed details of an appropriate educational program to meet the student's documented needs.
For students confirmed to present with special education needs, once the IEP team agrees on the IEP and the student's educational placement, a Prior Written Notice (PWN) will sent to the parent/guardian for signature. This must be signed and returned to CASC. CASC can only proceed with implementing the student's IEP (or 504 Plan) upon receipt of the signed PWN. Some students are found to present with one or more disability, but do not meet the eligibility criteria outlined under IDEA (special education); however, their disability may still require CASC to develop a 504 Service Agreement (504 Plan) to outline the special provisions a student may require for adaptations and/or accommodations in CASC-based instruction, facilities, and/or activities.
Students may be eligible to certain accommodations or services if they have a mental or physical disability that substantially limits or prohibits participation in or access to an aspect of the CASC program and otherwise qualify under the applicable laws. CASC will ensure that qualified students with disabilities have equal opportunity to participate in the CASC program and activities to the maximum extent appropriate for each individual student. In compliance with applicable state and federal laws, CASC will provide students with disabilities the necessary educational services and supports they require to access and benefit from their educational program. This is to be done without discrimination or out of pocket cost to the student or family for the essential supplementary aids, services or accommodations determined to provide equal opportunity to participate in and obtain the benefits of the CASC program and extracurricular activities to the maximum extent appropriate to the student's abilities and to the extent required by the laws.
Parents/Guardians have the right to revoke consent for services after initial placement. Please note, a revocation of consent removes the student from ALL special services and supports outlined on the IEP or 504 Plan, https://ed.sc.gov/districts-schools/special-education-services/.
Special Education Grievances or Disputes
The South Carolina Department of Education (SCDE) provides adult students receiving special education services, parents of students with disabilities receiving special education services, local educational agencies (LEAs), and state operated programs, with the following dispute resolution options:
The South Carolina Department of Education Office of Special Education Services' (OSES) Ombudsman is an impartial special educator responsible for working with families and local education agencies. The OSES Ombudsman confidentially answers questions, offers guidance, helps resolve issues, and provides a range of dispute resolution options, when appropriate.
Facilitated Individualized Education Programs (FIEPs) https://ed.sc.gov/districts-schools/special-education-services/parent-resources/dispute-resolution-information/facilitated-individualized-education-program-fiep-team-meeting
Adult students, parents, or an LEA may request a facilitated IEP team meeting. An IEP team facilitator acts as a neutral party in an IEP team meeting. This voluntary and informal process is designed to strengthen positive communication among team members, aid in building consensus, resolve conflicts and produce a working environment conducive to developing an appropriate IEP. The OSES covers all costs associated with this dispute resolution option and as such, it is a free resource to parents and public agencies.
Adult students, parents, or an LEA may request mediation. Mediation is a voluntary and informal process in which parents and the LEA meet with an impartial mediator to talk openly about the area(s) of disagreement and to try to reach a resolution.
State Complaints https://ed.sc.gov/districts-schools/special-education-services/parent-resources/dispute-resolution-information/state-complaint
In accordance with the IDEA, adult students, parents, and other parties may submit a written complaint to the special education complaint investigator located in the SCDE’s Office of Special Education Services (OSES). After the complaint is investigated, a findings letter is issued and if there are any findings of noncompliance, the LEA involved is required to complete corrective measures set forth by the Corrective Actions Team.
Due Process Hearings https://ed.sc.gov/districts-schools/special-education-services/parent-resources/dispute-resolution-information/due-process
Adult students, parents, or an LEA may request a due process hearing. Due process hearing requests are made to the Office of General Counsel (OGC). During the due process hearing the adult student, parent, or LEA will present their respective cases to an impartial hearing officer and receive a written decision. Due process hearings are conducted in accordance with the IDEA and federal regulations. If a party does not agree with the hearing officer’s decision, the party can appeal to the SCDE, which will conduct an impartial review of the hearing and the hearing officer’s decision. If a party does not agree with the SCDE’s decision on the appeal, the party can appeal the decision of the SCDE in federal court.
Procedural Safeguards Notice https://ed.sc.gov/districts-schools/special-education-services/parent-resources/dispute-resolution-information/procedural-safeguards-notice/
The Individuals with Disabilities Education Act (IDEA), the Federal law concerning the education of students with disabilities, requires schools to provide parents of a child with a disability with a notice containing a full explanation of the procedural safeguards available under the IDEA and U.S. Department of Education regulations. A copy of this notice must be given to parents only one time a school year, except that a copy must be given to the parents: (1) upon initial referral or parent request for evaluation; (2) upon receipt of the first State complaint under 34 CFR §§300.151 through 300.153 and upon receipt of the first due process complaint under §300.507 in a school year; (3) when a decision is made to take a disciplinary action that constitutes a change of placement; and (4) upon parent request. [34 CFR §300.504(a)]