Exceptional Services

The purpose of Child Find is to identify, locate and evaluate children suspected of, or having a disability or developmental delay. Cartersville City Schools serves children birth through age 3 with identified special education needs.

Districts have Child Find responsibility for all children suspected of having disabilities, regardless of the severity of their disabilities. This includes:

• Children, birth through 3, who may or may not be referred to and served by the state's early intervention program, Babies Can't Wait
• Preschool children, ages 3 through 5, who may not be enrolled in a Georgia-funded pre-kindergarten and kindergarten, including children who are parentally placed in private preschools or daycare centers outside of the district
• Children who are enrolled in a public school within the district, including public charter schools
• Children who are parentally placed in private and home schoolsChildren who are attending charter schools within the district or in the area if it is designated as an individual districtHighly mobile children, including migrant, homeless, and children who are wards of the state
• Children served in community programs such as rehabilitation centers, daycare centers, etc.
• Children, ages 18 thru 21, who are incarcerated in facilities operated by the local sheriff's office or other municipalities
• Any other children suspected of having disabilities

• Parents/legal guardians/foster parentsOther family members
• Physician/Health care providers
• Preschool programs
• School System Personnel
• Community Agencies
• Private School Personnel
• Others concerned about the child's development

• A health or medical disorder interferes with development
• A child seems to have difficulty seeing or hearing
• A child appears to have social, emotional or behavioral concerns
• A child has a diagnosed progressive or degenerative condition
• Suspected development delay

Sarah Daniel

Student Support Specialist
Cartersville Elementary School

April Burel

Student Support Specialist
Cartersville Middle School

Ginny Weaver

Student Support Specialist
Cartersville High School

Sarah Daniel

Student Support Specialist
Cartersville Elementary School

April Burel

Student Support Specialist
Cartersville Middle School

Ginny Weaver

Student Support Specialist
Cartersville High School

Congress prohibited discrimination against persons with disabilities in the Rehabilitation Act of 1973, in a segment most often referred to simply as"Section 504".  This is a broadly worded prohibition that covers both children and adults.  The principles enumerated in this section were later expanded and served as the basis for the 1990 Americans with Disabilities Act (ADA).  Additionally, the ADA Amendments Act of 2008 also refined some definitions of Section 504.  This Act is a federal civil rights law and prohibits discrimination by school districts receiving federal financial assistance against persons with disabilities.  Included in the U.S. Department of Education regulations for Section 504 is the requirement that students with disabilities be provided with a free and appropriate public education (FAPE).  These regulations require identification, evaluation, provision of appropriate services , and procedural safeguards in every public school in the U.S.

Section 504 Prohibits discrimination against individuals whose physical or mental impairment substantially limits one or more MAJOR LIFE ACTIVITIES including:

  Caring for one's self, Performing Manual Tasks, Walking, Seeing, Hearing, Speaking, Breathing, Working, Learning

Please contact your school "Student Support Specialist" for 504 questions or concerns.  The Student Support Specialist will then set up a 504 consideration meeting and a team of interdisciplinary staff, including the parent, will establish 504 eligibility.   If a 504 is not the most appropriate route to assist the student, other options will be considered such as an allergy action plan, a medical plan, tiered supports such as MTSS or in severe need cases, a referral for an evaluation. 

Section 504 of the Rehabilitation Act of 1973, commonly referred to as "Section 504," is a nondiscrimination statute enacted by the United States Congress. The purpose of Section 504 is to prohibit discrimination and to assure that disabled students have educational opportunities and benefits equal to those provided to non-disabled students.

For more information regarding Section 504, or if you have questions or need additional assistance, please contact your local system’s Section 504 Coordinator at the following address:

Dr. Susan Tolbert
P.O. Box 3310
15 Nelson Street
Cartersville, GA 30120
770-382-5880
stolbert@cartersville.k12.ga.us

1. Your child has the right to an appropriate education designed to meet his or her individual educational needs as adequately as the needs of non-disabled students. 34 CFR 104.33.
2. Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents. Insurers and similar third parties who provide services not operated by or provided by the recipient are not relieved from an otherwise valid obligation to provide or pay for services provided to a disabled student. 34 CFR 104.33.
3. Your child has a right to participate in an educational setting (academic and nonacademic) with non-disabled students to the maximum extent appropriate to his or her needs. 34 CFR 104.34.
4. Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students. 34 CFR 104.34.
5. Your child has a right to an evaluation prior to a Section 504 determination of eligibility. 34 CFR 104.35.
6. You have the right to not consent to the school system’s request to evaluate your child. 34 CFR 104.35.
7. You have the right to ensure that evaluation procedures, which may include testing, conform to the requirements of 34 CFR 104.35.
8. You have the right to ensure that the school system will consider information from a variety of sources as appropriate, which may include aptitude and achievement tests, grades, teacher recommendations and observations, physical conditions, social or cultural background, medical records, and parental recommendations. 34 CFR 104.35.
9. You have the right to ensure that placement decisions are made by a group of persons, including persons knowledgeable about your child, the meaning of the evaluation data, the placement options, and the legal requirements for least restrictive environment and comparable facilities. 34 CFR 104.35.
10. If your child is eligible under Section 504, your child has a right to periodic reevaluations, including prior to any subsequent significant change of placement. 34 CFR 104.35.
11. You have the right to notice prior to any actions by the school system regarding the identification, evaluation, or placement of your child. 34 CFR 104.36.
12. You have the right to examine your child’s educational records. 34 CFR 104.36.
13. You have the right to an impartial hearing with respect to the school system’s actions regarding your child's identification, evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney. 34 CFR 104.36.
14. You have the right to receive a copy of this notice and a copy of the school system’s impartial hearing procedure upon request. 34 CFR 104.36.
15. If you disagree with the decision of the impartial hearing officer (school board members and other district employees are not considered impartial hearing officers), you have a right to a review of that decision according to the school system’s impartial hearing procedure. 34 CFR 104.36.
16. You have the right to, at any time, file a complaint with the United States Department of Education’s Office for Civil Rights.

1. Overview: Any student or parent or guardian (“grievant”) may request an impartial hearing due to the school system’s actions or inactions regarding your child's identification, evaluation, or educational placement under Section 504. Requests for an impartial hearing must be in writing to the school system’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the school system’s obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the school system’s Section 504 Coordinator. The school system’s Section 504 Coordinator will assist the grievant in completing the written Request for Hearing.
2. Hearing Request: The Request for the Hearing must include the following:

1. 1. The name of the student.
   2. The address of the residence of the student.
   3. The name of the school the student is attending.
   4. The decision that is the subject of the hearing.
   5. The requested reasons for review.
   6. The proposed remedy sought by the grievant.
   7. The name and contact information of the grievant.

Within 10 business days from receiving the grievant’s Request for Hearing, the Section 504 Coordinator will acknowledge the Request for Hearing in writing and schedule a time and place for a hearing. If the written Request for Hearing does not contain the necessary information noted above, the Section 504 Coordinator will inform the grievant of the specific information needed to complete the request. All timelines and processes will be stayed until the Request for Hearing contains the necessary information noted above.

3. Mediation: The school system may offer mediation to resolve the issues detailed by the grievant in his or her Request for Hearing. Mediation is voluntary and both the grievant and school system must agree to participate. The grievant may terminate the mediation at any time. If the mediation is terminated without an agreement, the school system will follow the procedures for conducting an impartial hearing without an additional Request for Hearing.
4. Hearing Procedures:

5. 1. The Section 504 Coordinator will obtain an impartial review official who will conduct a hearing within 45 calendar days from the receipt of the grievant’s Request for Hearing unless agreed to otherwise by the grievant or a continuance is granted by the impartial review official.
   2. Upon a showing of good cause by the grievant or school system, the impartial review official, at his or her discretion, may grant a continuance and set a new hearing date. The request for a continuance must be in writing and copied to the other party.
   3. The grievant will have an opportunity to examine the child’s educational records prior to the hearing.
   4. The grievant will have the opportunity to be represented by legal counsel at his or her own expense at the hearing and participate, speak, examine witnesses, and present information at the hearing. If the grievant is to be represented by legal counsel at the hearing, he or she must inform the Section 504 Coordinator of that fact in writing at least 10 calendar days prior to the hearing. Failure to notify the Section 504 Coordinator in writing of representation by legal counsel shall constitute good cause for continuance of the hearing.
   5. The grievant will have the burden of proving any claims he or she may assert. When warranted by circumstances or law, the impartial hearing officer may require the recipient to defend its position/decision regarding the claims (i.e. A recipient shall place a disabled student in the regular educational environment operated by the recipient unless it is demonstrated by the recipient that the education of the person in the regular environment with the use of supplementary aids and services cannot be achieved satisfactorily. 34 C.F.R.§104.34). One or more representatives of the school system, who may be an attorney, will attend the hearing to present the evidence and witnesses, respond to the grievant testimony and answer questions posed by the review official.
   6. The impartial review official shall not have the power to subpoena witnesses, and the strict rules of evidence shall not apply to hearings. The impartial review official shall have the authority to issue pre-hearing instructions, which may include requiring the parties to exchange documents and names of witnesses to be present.
   7. The impartial review official shall determine the weight to be given any evidence based on its reliability and probative value.
   8. The hearing shall be closed to the public.
   9. The issues of the hearing will be limited to those raised in the written or oral request for the hearing.
   10. Witnesses will be questioned directly by the party who calls them. Cross-examination of witnesses will be allowed. The impartial review official, at his or her discretion, may allow further examination of witnesses or ask questions of the witnesses.
   11. Testimony shall be recorded by court reporting or audio recording at the expense of the recipient. All documentation related to the hearing shall be retained by the recipient.
   12. Unless otherwise required by law, the impartial review official shall uphold the action of the school system unless the grievant can prove that a preponderance of the evidence supports his or her claim.
   13. Failure of the grievant to appear at a scheduled hearing unless prior notification of absence was provided and approved by the impartial review official or just cause is shown shall constitute a waiver of the right to a personal appearance before the impartial review official.

5. Decision: The impartial review official shall issue a written determination within 20 calendar days of the date the hearing concluded. The determination of the impartial review official shall not include any monetary damages or the award of any attorney’s fees.
6. Review: If not satisfied with the decision of the impartial review official, any party may pursue any right of review, appeal, cause of action or claim available to them under the law or existing state or federal rules or regulations.

Sarah Daniel

Student Support Specialist
Cartersville Elementary School

April Burel

Student Support Specialist
Cartersville Middle School

Ginny Weaver

Student Support Specialist
Cartersville High School

IEP Team Meeting Facilitation is a collaborative dispute prevention and resolution process used when members of an IEP Team agree that the presence of a third party would help facilitate communication and problem solving.  IEP Team Meeting Facilitation can be especially useful when there is a history of communication challenges or a meeting is expected to be particularly complex or controversial.

In a facilitated IEP Team meeting, an impartial facilitator helps to keep members of the IEP Team focused on the development of the IEP while addressing conflicts and disagreements that may arise during the meeting.  At the meeting, the facilitator will use communication skills that create an environment in which the IEP Team members can listen to each member’s point of view and work together to complete the development of a high quality IEP.

IEP Team Meeting Facilitation is a collaborative dispute prevention and resolution process used when members of an IEP Team agree that the presence of a third party would help facilitate communication and problem solving.  IEP Team Meeting Facilitation can be especially useful when there is a history of communication challenges or a meeting is expected to be particularly complex or controversial.

In a facilitated IEP Team meeting, an impartial facilitator helps to keep members of the IEP Team focused on the development of the IEP while addressing conflicts and disagreements that may arise during the meeting.  At the meeting, the facilitator will use communication skills that create an environment in which the IEP Team members can listen to each member’s point of view and work together to complete the development of a high quality IEP.

• May build and improve relationships among IEP Team members
• Team members may feel better heard when a facilitator is involved
• Allows all members of the IEP Team the chance to participate fully
• The IEP Team may work together more effectively and efficiently to create an IEP that benefits the student and is supported by all IEP Team members
• Keeps decision-making with the IEP Team members who know the student best
• Helps resolve disagreements more quickly than other dispute resolution processes

• If a student is enrolled in one of the school districts participatiing in the GaDOE's Facilitated IEP Team meeting program, parents or district personnel may initiate the process by completing the IEP Team Meeting Facilitation Request form located on the school district’s website.  
• Both the parties (district and parents or student if 18 years or older) must agree to participate.
• A complete and signed request form and notice of meeting must be submitted to the GaDOE at least 7-10 days before the scheduled IEP Team meeting.  
• Upon approval, a facilitator will be provided at no cost to the parent or district

CPS PreK & Kindergarten Lead
Jill Elrod
678-535-6014

CPS Grades 1 - 3 Special Programs Lead
Lauren Godwin 
678-535-6316

CES Special Programs Lead
Rachel Phillips
678-535-6211

CMS Special Programs Lead
Sara Bright
678-535-6304

CHS Special Programs Lead
Stephanie Heath
770-606-3302