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Special Education 101 - Meetings and Forms

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Shannon Ooten

on 14 October 2013

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Transcript of Special Education 101 - Meetings and Forms

Special Education 101
What does the law say?
If the student is eligible for services, a multi-disciplinary team must develop an individualized education plan.

The plan is designed to address the student’s specific needs.

The plan includes annual goals, setting, related services (if appropriate), and modifications/ accommodations.

This plan must be reviewed annually.
The student must be re-evaluated at least every three years.
Federal: IDEA 2004 - 20 U.S.C. 1400
“to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.”

The Team
To give an overview of meetings
conducted in the IEP process and
which forms are used during that process.
The Journey Begins...
*Student Support Team (SST)
*Intervention Team (IT)
*Response to Intervention (RtI)
*Parent Request for Evaluation
*Third Party Notifications
Third Party Referrals
To test or not to test?
A complete and individualized evaluation of a child’s needs must be conducted before any action is taken with respect to determining eligibility for special education. NC 1503-2.5
Additional Info
14 Areas of Disability
Transition Plans
Continuum of “Placement”
When do we review the IEP?
EC Separate Classrooms
PLAAFP describes the student’s strengths and
needs and is the basis for accommodations,
modifications and special services.
Current * Objective * Measurable

If found eligible...
An IEP may be amended after
the annual IEP meeting.

Possible Outcomes
Student Profile
Dispute Resolution
Present Level of Academic &
Functional Performance

Reevaluation is required before determining the child does not have a disability unless the change in eligibility is due to:
The student can be placed in an Interim Alternative Educational Placement (IAES) for up
to 45 school days.
Please Remember...
Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and
(ii) Revises the IEP, as appropriate, to address—
(A) Any lack of expected progress toward the annual goals and in the
general education curriculum, if appropriate;
(B) The results of any reevaluation conducted
(C) Information about the child provided to, or by, the parents
(D) The child's anticipated needs; or
(E) Other matters.
NC 1503-5.1
*Parents can request a review of the IEP at anytime.
What if a parent would like to make changes to their child’s IEP?
To identify if the child continues to be eligible as a “child with a disability,” as defined by IDEA. To guide decision-making about appropriate educational program for the child.
To guide decision-making about appropriate educational program for the child. Prior to turning 8 years of age, or Prior to entering third grade (whichever comes first).Prior to exiting a student from special education
Does not mean testing will occur.
Testing may occur if the LEA determines additional information is needed.
If the team decides not to test, the parent may request testing and the child will receive an evaluation.
Re-evaluation may occur not more than once a year, unless the parent and school agree otherwise.
A re-evaluation must occur once every three years.
Re-evaluation
Preparing for the IEP Meeting
Discipline
Weapons, Drug Violation, or Infliction of Serious Bodily Injury.
* Get to know the people on the IEP Team.
* Gather your child's documentation.
* Write down questions & concerns.
* Write a description of your child.
* Think & act positive.
* Be a leader in keeping up the team atmosphere.
* Discuss report cards & progress notes.
* Take notes.
* Talk it out.
THE END
Thank you for attending this training today!
We hope you found this information informative and useful.
Individualized Education Plan
Autism Spectrum Disorder
Deaf-blindness
Deafness
Developmental Delay
Emotional Disability
Hearing Impairment
Intellectual Disability
Multiple Disabilities
** A medical diagnosis alone does not enable the child to meet the criteria.

To Qualify:
(1) Student must meet the criteria as defined in one of the
fourteen areas of disability.
(2) The disability must have a significant impact on the student’s
education.
(3) The student must demonstrate the need for specialized
education to address the impact.

A student can be eligible in more than one category, with Primary and Secondary areas of eligibility listed on the IEP.

NOTE: The area of eligibility is used only to qualify for services. Once eligible, services are determined on an individualized basis to meet the needs of the student.
*A statement of the child’s present level of academic
achievement and functional performance.
*A statement of annual goals.
*How progress toward meeting those goals will be measured.
*The extent, if any that the child will not participate with
non-disabled peers.
*Appropriate accommodations, if applicable, for State and
District-Wide assessments.
*Any related services and supplementary aids and services.
Continuum of Services and the date in which the supports and
services listed in the IEP will begin.
IEP Components
IDEA is used to get “meaningful educational benefit”,
not to “maximize a child’s potential”.
Based on the Present Level of Performance.
Should describe a reasonable accomplishment
within one year.
Must be S.M.A.R.T.
Specific*Measurable*Action Words*Realistic*Time Related
Measuring Goals
Least Restrictive Environment
Modifications & Accommodations
Related Services & Supports
* When a public agency, as defined at NC 1500-2.27 or parent suspects that a child may be a child with a disability, he/she shall provide in writing the reason for referral, addressing the specific presenting concerns and the child’s current strengths and needs. This referral shall be given to the principal of the school, the child’s teacher or other school professional, or the Superintendent or other appointed official of the LEA. For preschool children with disabilities, the referral may also be given to the person designated as the person in charge of services for preschool children with disabilities.
Timeline for responding to a notification made by person other than parent or LEA. Within thirty (30) days of receipt of written notification of concerns regarding a child, the LEA shall issue a written response to the child’s parent. The response shall include either an explanation of reasons the LEA will not pursue the concerns or a date for a meeting in which the LEA and parent will review existing data and determine whether a referral for consideration of eligibility for special education is necessary. Such meeting must be held within a reasonable time.
If the team determines that an evaluation is needed. Parental permission to test will be requested. If permission is granted the team has 90 days to complete the process.
Special Factors
The Individualized Education Plan (or Program) is a written statement for a child with a disability that includes:
Benchmarks and Objectives
http://www.dpi.state.nc.us/docs/ec/policy/policies/policies-62010.pdf
North Carolina Policies Governing Services of Children with Disabilities
The Referral Meeting
Objective
NC: General Statute 115C, Article 9 Education of Children with Disabilities
“The goal of the state is to provide full education opportunity to all children with disabilities who reside in the State.”

NC Policy Pertaining to Referrals
You should be given a copy of the Procedural Safeguards: Handbook on Parents’ Rights.
Orthopedic Impairment
Other Health Impairment
Specific Learning Disabilities
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment, including blindness
Parent
Regular Education Teacher
Special Education Teacher
LEA Representative
Person to Interpret Data

Others Who Have Knowledge About the
Student
Related Service Providers
Child, When Necessary
Overall Strengths
Summary of Assessment Information
Parent Concerns
Transitions
Parent’s Vision for the Child’s Future
Behavior
Limited English Proficiency
Braille Needed
Special Communication Needs
Deaf or Hard of Hearing
Assistive Technology Devices
Adaptive P.E.
Is the child 14?
Is the
child 16?
Is the
child 16?
Did you know...? There's a app for that!
Start @ age 14 & Includes
Post Secondary Goals
Age 16 - Goals should focus on the transition from school to post-school
Is the
child 17?
Annual Goals
These are only required for students who qualify for Alternative Assessments.
Progress Reports
Teacher Made Tests
Report Cards
Observation
Portfolio
NC 1501-3.1 “To the extent appropriate, children with disabilities are educated with children who are non-disabled.

”NC 1501-3.2 “Each LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.
Preferential seating
Modified Assignments
Extended Time on Tests
Teacher Notes
Scribe
If Applicable - Alternate Assessments
Transportation
Audiology Services
Psychological Services
Occupational Therapy
Counseling Services
School Nurse Services
Speech-Language Therapy
Interpreting Services
Physical Therapy
Assistive Technology
Specialized Physical Education
Placements are determined by the percentage of time a student is
removed from his/her non-disabled peers during the school day.
Regular
Resource
Separate
Home
Hospital
Residential
Residential
Autism

Cross Categorical
Developmental Needs
Hearing Impaired
Intellectual Disability - Mild
Intellectual Disability - Moderate
Intellectual Disability –- Severe
Multiple Disabilities
Occupational Course of Study
Preschool
Serious Emotional Disability
*Graduating with a regular high school diploma; or*Reaching maximum age for eligibility (22).
Yes, a student with a disability can be suspended up to 10 days.
On the 11th day (cumulative) a Manifestation Determination meeting is held to determine if the behavior is linked to the disability.
What if the incident involves:
Formal
Informal
*Facilitated Problem Solving
Mediation
RESOURCES & REFERENCES
Meetings and Forms
What about PCS...?
We go above and beyond!
Possible Outcomes
Proceed with an Evaluation
Determine Eligibility with Existing Data
No Evaluation Necessary
Parent Invitation
Student Invite, if 14 or Older
DEC 1
DEC 5
Minutes
If testing, DEC 2
Eligibility Determination Meeting - DEC 3
*Should be conducted by day 60
*A worksheet must be completed for each suspected area of disability.
IEP Meeting Forms
Parent Invitation
Student Invitation, if 14 or older
DEC 4
DEC 5
Minutes
Consent for Services DEC 6
*Informed parental consent must be obtained before the initial provision of special education and related services.
Parent(s) must agree for the student to receive services proposed by the IEP team, they should check agree, sign, and date.
Parent Invitation
Student Invitation, if 14 or older
DEC 4
DEC 5
Minutes
Amendment Forms
Parent Invitation
Student Invitation, if 14 or older
Copy of the DEC 4
DEC 5
Minutes
ESY Worksheet
If no longer Eligible?
Reevaluation Results Meeting
*If a child continues to be eligible:
-The team develops a new IEP OR
-Amend the current IEP OR
-Accept the current IEP by opening a copy of
the current IEP for review.
DEC 5a
Parent Invitation
Student Invitation, if 14+
Disability Area Worksheet for EACH Area Suspected
DEC 4
DEC 5
DEC 6
Minutes
Don't forget me!
Common IEP Pitfalls
Failure to implement the IEP as written (e.g., IEP reflects a totally separate setting, modifications not implemented as required, not implementing the BIP, etc.)
Failure to document IEP implementation through work samples.
Telling parents that “we don’t offer resource services” or “we provide full inclusion/co-teaching for all students”.
Failure to have IEP meetings to address behavioral difficulties or address academic needs when a student is not successful.
Forgetting to have a required member of the IEP team attend the IEP meeting. If you fail to have a required member in attendance, the IEP is not legal.
Failure to document the implementation of modifications and accommodations.
**Remember accommodations must be implemented in the classroom as well to be used on statewide testing. There is no such thing as a testing only accommodation.
Common LRE Pitfalls
Making LRE participation contingent upon additional personnel (i.e., 1:1 must be with child for them to go to music, the TA must accompany the child, etc.).
Moving from the Regular continuum straight to a Separate setting. This should only be done when students are a significant danger to themselves or others. This can be a significant LRE issue.
*Changing continuum due to administrative convenience.
Full transcript