Welcome to Julie Billiart Schools, a family of K-8 coeducational, catholic schools for children with learning and social differences.


Interested in Enrollment?

Take the Next Step

Wednesday, January 12, 2022

When it comes to the special education process, acronyms like IEP, IDEA, FAPE, and ETR describe the important documents and programs that families encounter along the way. At Julie Billiart Schools, our goal is not only to serve children with special learning and social needs, but also to support their families. We hope to provide clarity and support for any family who is navigating the special education landscape. Let’s start with two very important documents - the Evaluation Team Report (ETR) and the Individualized Education Program (IEP). These two documents should clearly document your child’s unique educational background, needs, and goals.

They are written and owned by a child’s school district of residence and are critical pieces to not only ensure children receive the best educational support, but also the state scholarships available to help offset the cost of special education and therapies.

ETR - Evaluating if your child is eligible for special education services

The Evaluation Team Report (ETR) is a long, comprehensive document that is compiled by your child’s education team at the request of the parent/guardian. Sometimes referred to as a Multifactored Evaluation (MFE), it may include insights and evaluations from special education teachers, physical/occupational/speech therapists, school psychologists, and others.

Sample ETR

According to the Ohio Department of Education (ODE), an ETR helps to determine first whether your child is a child with a disability and then the educational needs of your child—including special education and related services—for accessing and making progress in the general education curriculum.

At the end of the document in section four, families will find an eligibility determination. Within that section, if the response is NO to any question, then the child is not eligible for special education. If the response to all three questions is YES, the child is eligible and 1 out of 13 possible eligibility categories is identified.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to students who are eligible. Unfortunately, not every child who struggles in school qualifies. To qualify, a child’s education and academic performance must be “adversely affected” by a disability in one of the 13 categories.

Generally speaking, the ETR has a lifespan of three years. Once your child has an active ETR and is receiving special education services, a reevaluation of the ETR must take place every three years or sooner if a.) he/she is transitioning from preschool to school-age services, or b.) when a change in disability category is to be made.

The ETR is the first step in the special education journey. An ETR should be sought whenever you or a member of your child’s education team suspects that your child may have a disability that directly impacts their learning or performance at school. Within 30 days of completing the ETR, an IEP meeting will be held. Reference this Parent Quick Guide created by the Ohio Department of Education for how to get started, what to ask, and how to prepare for the ETR meeting.

IEP - Supporting your child with special education services

In order for children to receive services, they need an IEP. Once the ETR is completed, the journey to getting an IEP has already begun. After an ETR is completed, if it is determined that your child is eligible for special education services in one of the 13 categories, then the school district of residence will hold a meeting with you and write an Individualized Education Program (IEP).

Sample IEP

The IEP includes a summary of your child’s current academic needs, annual goals for the child and descriptions of how progress will be monitored, and descriptions of special education, related services, modifications, and accommodations that will be implemented. Examples might include extra time for testing, the use of assistive technology, visual and/or verbal cues, or related services such as occupational or speech therapy.

Parents/caregivers play an important role in ensuring that the IEP is serving their child and that their child is making progress. You are your child’s greatest advocate! The IEP is reviewed at least annually to determine if goals are being met. Each year, it is revised appropriately.

Quick Guide for Parents: What to Bring to the IEP Meeting

The phrase, “it takes a village” is often said about raising a child. At Julie Billiart Schools, we know that raising a child with special social and educational needs takes an entire community. That community is here to support you, no matter where you are in the process.

Breaking Down ETRs and IEPs: Guiding Families Through The Special Education Journey

open-quote They have all the resources necessary, specialized to the individual learning of each child, and the heart that goes with it. I don't think we would have stayed in Ohio if it wasn't for JB! close-quote

JB Parent

open-quote All of the teachers and staff at JB are patient and willing to take the extra time to make sure we, as parents, understand and are comfortable. close-quote

JB Parent

open-quote Julie Billiart Schools has helped my child become a better version of himself. The teachers and therapists at JB really know and understand how to reach children who learn differently. close-quote

JB Parent

open-quote My kids love everything about JB and look forward to going to school every day and seeing their friends and teachers. JB is truly a one of a kind school enriching young lives everyday. close-quote

JB Parent

open-quote I don’t think I will ever be able to put into words how grateful I am that you saw my daughter for all that she is today and all that she is yet to become. close-quote

Tammie Sommer

open-quote Julie Billiart Schools gave us hope after our daughter was diagnosed with a learning disability. At JB, she thrived in the small classes, received necessary therapies, and developed the self-confidence to ask for help when she needed it. close-quote

JB Parent

Ready to take the next step?

Follow Our Admissions Process

Share This Page