The Foreign Service Journal, December 2022

94 DECEMBER 2022 | THE FOREIGN SERVICE JOURNAL EDUCATION SUPPLEMENT Does my child need a new educational evaluation? You can start communicating with the school in the U.S. as soon as you know you are returning. Starting early allows you to understand the process for the school where you are hoping to enroll your child. Under the U.S. education law and IDEA 2004, an educational evalu- ation must be performed every three years. The purpose of this “triennial” is to determine if the child still meets IDEA’s definition of a child with a disability and what their specific educational needs are. The evaluation must assess every area that relates to the child’s disability. The results are then used to determine both the eligibility for special education and related services, as well as the educa- tional program that is appropriate for the child. If conditions warrant or a parent or teacher requests it, the child could be reevaluated before the triennial period has expired. If parents do not agree with the evaluation, they have the right to request an independent educational evaluation (IEE) and can ask the school system to cover the cost; however, the request is not guaranteed, according to the U.S. Depart- ment of Education. It is important to note the timeline for when the receiving school requires the evaluation to be completed, options for when and where to schedule it, and if a local qualified evaluator is available. It is also important to confirmwhen the evalu- ation is expiring, because it may happen while a family is still overseas. Families may want to consider scheduling the test- ing during rest and recuperation (R&R) or home leave, if possible. The Bureau of Medical Services (MED)’s Child and Family Program (CFP) encourages families to contact MEDCFP@state.gov before scheduling an assessment and choosing an evaluator. tion contact that operates under the Indi- viduals with Disabilities Education Act (IDEA) to ensure that all eligible children receive the services they need. According to a parent resource man- ager from Fairfax County Public Schools in Northern Virginia: “The parent resource centers would be a better first point of contact for a family that has a child with special needs, rather than the registrar’s office, because we can help themwith the appropriate paperwork. Staff in this center can also identify who the family needs to meet with in the school, as well as who can help schedule a registration appointment. This way they are fully pre- pared when they walk into a registration appointment. “Parents should also be aware that every state has a federally funded program called the Parent Educational Advocacy Training Center [PEATC], which provides support for families of students who have special needs.” Knowing who to contact can save time and can contribute to a successful transition back to the U.S. You can visit the Global Community Liaison Office’s (GCLO) Special Needs and the Foreign Service Child web page for PRCs in the DMV school districts and to connect with the PEATCs in the state where you choose to live. The Office of Overseas Schools resource page and the booklet “Transi- tioning to and from a Foreign Assignment with a Child with Special Learning Needs” suggest parents establish an electronic portfolio of all the documents a school will require including your child’s report cards, records of parent/teacher conferences, the IEP, and current examples of the child’s work. Give your child’s current teachers and school professionals time to provide a summary or profile letter about your child and their progress through the year.