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Contact by Phone

We prefer that you use the form above to submit a request, but if the form doesn't meet your needs or you want immediate assistance you can call: 

1-844-IDSESTA (1-844-437-3782)

FAQ's

Yes, the Idaho SESTA Behavior Learning Team provides evidence based professional development for school based personnel on evidence based practices to support students diagnosed with Autism Spectrum Disorder and low incidence disabilities. Professional development is provided through local, regional and statewide training forums, webinars, Just-in-Time training and coaching.

The New Teacher Training (NSETT) provides support for first year teachers. It also provides information and support for teacher who are new to Special Education. In addition, District and building administrators should consider sending those Special Education teachers who may need additional guidance or support in IDEA processes, organization skills related to classroom and case managing, and basic classroom behavior management strategies. The recommendation is teachers 0 - 3 years of practice. Throughout the year the participants of NSET will have access to resource updates in the form of webinars, participate in two face-to-face trainings with skilled Instructional Coordinators, and receive explicit instruction in accessing the Idaho Special Education Manual.

Yes. Written notice provides a description of the evaluation proposed or refused by the district. Although the parents have requested the evaluation, the district must fully inform parents of the final decision the team has made. Written Notice also provides a description of the information the team used to make the decision. Information regarding Prior Written Notice can be found in the current Idaho Special Ed Manual: Chapter 4, Section 3, Part A.

No. IEP goals should align to grade level standards. The annual goal for specialized instruction should be developed to address the gap between general education students’ performance and the student with a disability. Many times there is a misunderstanding around content standards. When you align an IEP goal to a content standard, you are not responsible to work directly on that standard. You are showing where that student’s entry point is toward accessing their education. Remember, the purpose of the grade level content standard is to guide the team in what skills are needed to reach grade level expectations. In addition, the CCSS are organized within a scope and sequence so the 3rd grade standard that is within the scope of being able to speak should have a component of speaking that relates to your student’s goal.

The team would meet to discuss the parents’ concerns. Data should be available about the student’s strengths and needs at school. This should be completed within a reasonable amount of time of the request. Although the problem-solving process and activities are an important part of identifying students with disabilities, these processes cannot be used to delay processing a referral for consideration of a special education evaluation where immediate action is warranted. Either a parent or a public agency may initiate a request for an initial evaluation. If a parent initiates a referral for a special education evaluation, the evaluation cannot be delayed or denied due to the child not completing the general education intervention process. This information can be found in the current Idaho Special Manual: Chapter 3, Section 3, Part C.

Yes. Adverse Impact is described in the Idaho Special Education Manual as “A determination made by the evaluation team that the student’s progress is impeded by the disability to the extent that the student’s educational performance measures significantly and consistently below the level of similar age peers preventing the student from benefiting from general education. Educational performance refers to the student’s performance in academic achievement, developmental and or functional skills. Information regarding the 3 Prong Test of Eligibility can be found in the current Idaho Special Education Manual: Chapter 4, Section 7, Part A.