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bbCUMENT RESUME
ED 224 261 EC 150 648
AUTHOR Agard, Judith A.; Barry, Sharon L.TITLE Stepping Stones to Parent Notification: A Handbook
for Schools.INSTITUTION Abt Associates, Inc., Washington; DC.SPONS AGENCY Office of Special. Education and Rehabilitative
Services (ED), Washington, DC.A PUB DATE Mar 81
CONTRACT 300-78-0558NOTE 166p.; For related document, see EC 150 649.PUB TYPE Guides Non-Classroom Use (055)
EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Administrative Policy; *Disabilities; *Due Process;
Elementary Secondary Education; *Federal Legislation;*Interpersonal Communication; *Parent SchOplRelationship; Parent Teacher Conferences; ProgramDevelopment; Records (Forms); Special Education
IDENTIFIERS *Education for All Handicapped Children Act;Rehabilitation Act 1973 (Section 504)
ABSTRACT*Intended for state and local school personnel, the
-
handbook is designed to assist in developing notification proceduresthat comply with the procedural safeguards requirements of specialeducation law and in meeting the informational needs of parents.Chapter 1 provides ari overview of the due process provisions of P.L.
94-142 (the Education for All Handicapped Children Act) and Section504 of the RehaOalitation Act of 1913. Zhapter 2 deals with writtennotification by outlining the major occasions when written notice.andconsent are legally required with examples of notice and consentprocedures for preplacement evaluation and initialAplacement afterintroducing issues in interpersonal communication, Chapter 3 focuses
on interpersonal communication at the evaluation, IndividualEducation Program development, and Oacement stages. A final chapterreviews and summarizes notification principles applicable at each of
seven stages in the special education planning process. A case studyillustrates one family's, journey through the special educationplanning process. Within each chapter, content is organized to lead
from the presentation of general principles to the practicalapplication of the principles. Chapters also contain descriptions ofworkshop activities, sample checklist, and notice forms. There isalso an abstract bibliography of about 20 references ori9inallypublished between 1975 and 1980. The approximately 60 state and localschool systems who participated in the handbook's development are
listed. (Author/SW)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.**********************************************************************
U.S. DEPARTMENT OF EDUCAPiONNATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL NESOUNCES IWOHNIAT LTACENTEH QIIC
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STEPPING STONES TO PARENT NOTIFICATION
A HANDBOOK FOR 'SCHOOLS
Judith A. AgardSharon L. Barry
March 1981
Abt Associates Inc.Washington, D.C.
This handbook was developed under t
Contract: 0E-#300-78-0558.
The opinions expressed hereip 40 not necessarilyreflect the opinions or Policy positions of theU.S.-Departetent-bf_Education,_ and no officialendorsement by the U.S. Department of Educationshould be inferred.
a
4
To each is,given a bag of tools,
'1A 'shapeless mass and a book of rules,
each-'must make ere life is flown,
A stulkbling block or a stepping !tone.
R.L. Sharpe
TABLE OF CONTENTS
ACENOWLEDGEMENTS
Tel THE READER
**CHAPTER 1 --. GETTtNG DOWN TO BASICS
LAYING THE FOUNDATION
Parent ConcernLegielative ActionPare1jtt Notiftcation
Rig of Sc oolsRole of ParentsRole of SchoolsBenefits of Parent/InvolvementMaking Decisions 1Meeting the Challenge
page
a- v
1
2
4
6
6
7
9
BUILDING STEPPING STONES 10
Stepping StonesInformation Needs
12
WORKSHOP ACTIVITIES 14
CHAPTER*2 WRITTEN.NOTIFICATION: SPEAKING IN YOUR OWN WRITE 18
;MITTEN NOTICE AND CONSENT:UNDERSTANDING THE BASIC REQUIREMENTS 18
4
When are Notice and Consent Required?What Must Notice Include?What Must Consent Include?
WRITTEN NOTICE AND CONSENT:'
.APPLYING THE BASIC REQUIREMENTS
Evaluation Notice ChecklistNotice of Preplacement EvaluationEvaluition Consent ChecklistConsent to Preplacement EvaluationPlacement Notice ChecklistNotice of Initial PlacementPlacement Consent ChecklistConsent to Initial Placement
19
26
32
3719
"45
46148
51
-I5C57
TABLE OF CONTENTS (CONTD.)
V.
SUPPLEMENTING THE BASIC REQUIREMENTS
Enz
59
Types Of Written Notification ,59
Prqs and Cons 60
Selecting a. Mechanism 61
WORKSHOP ACTIVITIES 66
CHAPTER 3 -- INTERPERSONAL COMMUNICATION: ADDING 'THE PERSONAL TOUCH 71
A BIRD'S EYE VIEW OF INTERPERSONAL COMMUNICATION 71
Pros and Cons 72
Selecting Mechanism 72
The Parent/School Conference 73
FOCUS ON: INTERPERSONAL COMMUNICATION ATITHE EVALUATION STAGE 74
Significance 74
Parent Reactions 75
School Responses 76
Information Shared 77
Alternative Mechanisms 81
Responding to Common Questions and Concerns 85
FOCUS ON: INTERPERSONAL COMMUNICATION AT THE IEP ANDPLACEMENT STAGES 94
SignificanceParent ReactionsSchool ResponsesInformation SharedThe Parent/School ConferenceResponding to Common Questions and Concerns
WORKSHOP ACTIVITIES
HAPTER 4 PUTTING IT ALL TOGETHER: STEP BY S
4
94
96
9697
102
110
124
128
NOT;FICATION THROUGHOUT THE SEVEN SeAGES: UMMARY AND REVIEW 129
IdentificationEvaluationIEPPlacement
' Provision of ServicesReviewReevaluation
129
129
130
130
131
131
132
OP
A TABLE OF CONTENTS (CONTD.)
SELECTING AND APPLYING NOTIFICATION MECHANISMS: A CASE SITUDY 132
WORKSHOP ACTIVITIES 140
BIBLIOGRAPHY 143
LIST OF PARTICIPATING SCHOOL DISTRICTS
iii
148
LIST OF EXHIBITS
Page
' Due Process Provisions of P.L. 94-142 5
Stages in the Special Education Planning Process 11
Occasionewhen Notice and Consent are Required 25
General Notice Requirements 27
General Consent Requirements 33
Evaluation Notice Checklist,f"
Notsce of Preplacement Evaluation, Sample A 39
Notice of Preplacement Evaluation, Sampfe B 43
Evaluation Consent Checklist 45
Consent to Preplacement Evaluation 46A
Placement Notice Checklist 48
Notice of Initial Placement, Sample A 51
Notice of Initial Placement, Sample'8 53
Placement Consent Checklist 56
Consent to Initial Placement 57
Optional Notice and Consent .63.
Information Shared During the Evaluation Stage 78
Agenda/Checklist for an Evaluation Notification Meeting 82
Suggested Responses to Common Parent Concerns atEvaluation Notification Meetings 88
Information Shared During the IEP and Placement Stages 98
Agenda/Checklist for a Program Planning Meeting 107
Suggested Responses to Common Parent Concerns atProgram Planning Mee;ings 114
iv
I.
ACKNOWLEDGEMENTS
The success of an effort uch as this dePends on the contribu--
tions of many individuals,.
The STEPPING STONES hspdbook is one product of a contract awarded.to Abt Associates Inc. by the U. Office of Education in October 1978.During the first phase of this contract, the foundations for the STEPPINGSTONES materials were laid through information collected from a year-longinvestigation of notification practices in two states, New Jersey,and North.Carolina. We wish to thank the Directors of Special Education in those twostates -- Paul Winkler and Theodore Drain -- for their support, and theirstaff -- Paul Porado and Lowell Harris -- for working continuously with usthroughout the investigation topcilitate our efforts. Nine school dis-tricts in New Jersey and North Carolina permitted us to study their notifircation practices. Without the cooperation of the directors of specialeducation in these districts, we would never have obtained an understandingof the complex administrative issues involved in notification. We are
--indebted.to the hundreds of parents and school staff who permitted us toobserve their parent/school meetings and who shared their perceptions ofthe parent/school communication process with us.
'In addition to these nine school districts, other states and localschool districts responded to our request for copies of their notice andconsent forms and other written materials. These materials are reflected
in the examples included in this book. All the participating school dis-tricts are noted in the "List of Participating, School Districts" at the end
of,the book.
'During the investigation ihase, Stanley Mopsik was Project Director
and Judith Agard Principal Investigator. Richard Anderson provided a thorough
review of the conceptual framework for the investigation, and Linda Lewis andMaryann Hoff, coordinated the field work in the two states. Teams of dedicated
interviewers in each school district observed parent/school meetings andspoke with parents and school staff. We are grateful for their clear and
complete reports Of parent information'needs and the efforts of School' staff
to respond to those needs through written and interpersonal notification.
During the materials development phase of the contract,.Judith Agard was Project Director and Sharon Barry Materialsaeveloper..As tha handbook began to take shape, five persons with expertise in speaial
leducation, materials development, notification, school administration, andthe law.eritiqued the book from their special points of view. If shis book
is accurate in its,content and ,clear in its design, much of the credit goesto Helen Almanza, Marcia Burgdorf, Lawrence Kotin, Stuart Losen, and Edward
Meyen.
0
Linda Lewis made majoi contributions to _the substantive contentof the book and offered very helpful suggestions on its organization.Christine Swearingen provided strong administrative support and direction.Christopher, Cross, John Lee, Sandra Murphy and Mary Tobin offered help andsupport at strategic points in the development process. The coler was
prepared by Meredfth Lightbown. A very speckal debt of gratitude is due$o Pamela Richards, who edited and supervised the overall production of .
this volume.
Finally, we thank the U.S. Department of Education, Office ofCivil Rights (OCR) and Office of Special Education and RehabilitativeServices (OSE). Without thetsupport of these agencies, this book would not
have been possible. Our project officers, Roland Yoshidivand Ronnie Hoffman,contributed conceptual insights and facilitated contract management. From
the project's very conception, Martin Kaufman provided creative insights
and adminlstrative encouragement. The book waS scrutinized for its policyimplications and its potential impact by policy staff in OSE's Division ofAssiatance to States and program support staff in the Divieion of Media /gervices. Jeffrey Seltzer, Lucille Sleger, and Kevin 'Gallagher offeredvaluable comments and corrections on the material from a policy,perspective.Martin Kaufman, Roland Yoshida agd Ronnie Hoffman helped us focus on the
potential practiCal impact.
To all those who directly and indirectly were our"stepping
stone in the preparation of this book, we express our warm appreciatidn.
vi
4
THE NEED
Clarification
Criteria,
Concrete Models
TARGET AUDIENCE
TO THE READER
With the passage, of the Education for AllHandicapped Children Act (P.L. 94-142) andSection 504 of the Rehabilitation Act of1973 (P:L. 93-112, as amended), the rightsof parents of handicapped children werbformally.stated in terms of a set ofprocedural safeguards. Among the most
important of these safeguards are parents'right to be notified about and consentto important decisions afticting theirchildren's special educapOn.
The reeent gederal laws and accompanyingregulations delineate the rights of parentsand responsibilities of schools at criticaldecision-making polnts in the special educa-tion planning process. However, transla-ting laws and regulations from pages of,microscopic'print into actual school policyand practice is not always an easy task.Some regulationsseem open to interpreta-tion. Some details of implementation are-left to the discretion of state and localeducation agencies. And,.perhaps mostimportant, models of complete and appro-
'priate notice and consent piactices havenot been provided. What has been neededare clarification, criteria, and concretemodels with respect to the notice andconsent requirements of the law.
In response to this need, the STEPPINGSTONES handbook has been developed forstate and local personnel reiponsible fordesigning, administering and implementingspecial education policy and,practice.The primary audiences of this book areSEA and LEA special education administra-tors...
...directors of spedial education
...their administrative staff
SEA, LEA, and RRC personnel responsiblefor staff development.
vii
1
In addition,'the handbook hat been
designed to serve.as the basis for thein-service training of a secondary
audience of...
...school principels
...school psychologists, guidancecounselors, social workers andother support staff
...child study team leaders
...special and regular educatikteachers.
GOALS AND The ultimate purpose of this handbook
OBJECTIVES is to assist you and your staff indevelopingjtotification proceduresthat'comply with the procedural safe-guards requirements of the laW and
meet the informational needs of parents.
Specifically, the book is detigne4 to
help you:
t,4
understand how notification relateito the special education planning
process as a whole
provide, written nOtalCatiog thatincludes all the information neededto inform parents fully
use interpersoqal commaication to-supplement written notification andncourage parents to participateactively in the decision-makingprocess
select and integrate written noti-fication and interpersonal COMmuniCatiOn practices tO meet the needs
*of your own school or district.
ORGANIZATION
Chapter 1Getting Down to Basics
-
In aCcordance with the Aectives outlinedabove,, the handbOok has been organizedieto four major seftions.
The first chapter provides an overview ofthe due process provisions of P.L. 94-142and Section 504, including the eventsleading to the passage of this'legisla-ilon. It defines the stages in the specialeducation-planning process, and explain&
-,where and how notification fits into'thisprocess. The basic roles, rights, andresponsibilities of parenti and schoolsthis process are discussed, and the bene-fits of and barriers to acti4e parentinvolvement considered.
Chapter 2 The second chapter deals with written-Written Notification notification. It outlines the major
occasions when,written notice and consentare legally required, and, illustratesnotice and consent can be provided byfocusing on the evaluation and IEP/place-ment stages; For each of these stages,you will find checklists of criteria tomeet the notice and consent requirementsas well as sampli notices arta requests forconsent. Guideline's for supplementrequired notice'and consent with owritten materials are also presen
Chapter 3 Interpersonal communication is th4 subjectInterpersonal Communi ation of the third chapter. Different forms of
personal commun4cation are briefly disgpssedand one in particular, the parent/scho51conference, is explored in depth*. Theapplication of-this conference at the .
'evaluation and IEP/placement stages, using anagenda/checklist to structure and guidedisSzussion, is considered. Ybu will findlists of the informatton needs of parentsand school at each of these stages, out-:
lines of sample agenda/checklists, andsuggested responses to questions parentstypically ask at such conferences.
ix
Chapter 4PUtting It All Together
INSTRUCTIONAL DESIGN
The final chapter reviews and summarizesthe written notification and interpersonalcommunication techniques available at each'stage in the Special education, planning
- process. To illustrate how these mecha"--
nisms can work in concert with each other,a case study of one family's journeythrough the special education planningprocess is presented.
Within each chapter, content is organized,so as'to lead froMthe presentation of
general principles to the practical appl -cation of these principles.
Building a Basic information about notification and
Knowledge Base its relationship to the special education
1(n
planning process is first presented (e.g.,the basic requirements of the,law regard-ing notice and consent). Thi theae
principles app/ied to actual practice
Developing (e.g., samp notices and requests for
Notification consent). Finally, through instructions
Skills provided'throughout each chapter and the
)11
activities presented at the end of eachchapter, you are asked to apply the general.notification principles to practices in
Applying your own scho district (e.g., by revising
Notification existing no ices and requests for consent
- Skills to conform with federal requirements).
POSSIBLE USES
General Review
Particular Needs
Recognizing that you have been providingparent notification for some years now,and may have a need for ipformation in someareas but not others, this handbook has been
designed in a way that is both flexible and/t can therefore be used for
sliveral different purposeS.
You can read the whole book to review orseek new ideas regardinlInotificationpractices -- both required and optional,written and interpersonal.
.You can go directly to individual chapters
.or portions of chapters"' for assistance with
specific problems or needs -- e.g., to
assure that your notification(practicesare in compliance with the law, or to find
suggestions and materials for planning and
conducting parent/school conferences.
at
Self-Assessment. You can use this book as a self-assessment
tool. Sy reading the text and followingthe instructions that accompany the various ,exhibits, you -- or a staffperson or com-mittee whom you designate -- can evaluateAnd if necessary modify,your 4011°01/district's notification materials andpractices.
Training By using the workshop activitiemat theend of each chapter and reproducing theportions of the handbook suggested in theseactivities, you can design and conducttraining sessions for, your staff. As theintroductory comments to each set of work-shop,activities indicate, theSe workshopscan be of two types: (1) a single sesdionor series of workshops to provide staffwith a general overview of notification.; or
(2) more intensive, in-dePth sessions totrain appropriate Staff to evaluate, reviseor develop specific notification materialsor practices.
OUTCOME
I.
Whether you use.the book in whole or inpart, as a se/f-assessment or trainingtool,, you will of course need to takeinto account any state or local require-ments in adapting the information pre-sented here.
The desired outcome of this handbook isa set of notification materials and prac-tices that meet the requirements of thelaw, the concerns of yoUr staff, and theneeds of the parents and children in yourdistrict. We hope that this handbookwill hplp you come up with a notificationsysteyf that will make everyone sit up and
take noticei,
xi
1. 5
I
P4KENT CONCERN
CHAPTER ONE
GETT*NO DOWNITO BASICS
,Historically, special educators havealways recognized the importance of in-irolving parents in their child's specialeducation. Today, this involvement ismandated by federal and state law.
The new laws require that parents be fullyinformed ibout and consent to'importantdecitions affecting the special education'of their children. Moreover, they prescribethat parents be given the opportunity toparticipate in the decision-making process.And, in cases where parents disagree withWhat is proposed, the laws guarantee proce-dures for resolving vonflicts. The intent..
. is that parents and educators tOgether will"`-decide whether a child needs the help of aspecial education program and, if so, whatthe nature of that program will be.
These laws did not come into existencesuddenly. They were built on the experi-ences of parents and schools and on legalprecedents set.in state and federal courtsand legislatures.
TING THE FOUNDATION
In the not-too-distabt past, school person-nel usually made educational programming,decisons for, all students, informing parentsonly after a decision was made. Handicalvedchildren were placed in those specialclasses or programs the school felt wereappropriate. Frequently, parents were notnotified before their children were eval-bated. Often, they were not consulted untilafter a spicial placement was determined.
During the 1960s and 19705, parents of handi-capped children began to recognize that theyshould be consulted with regard to their
. children's education. They maintained thatin_pOme cases schools were abusing theiraicretion as educational decision-makers.They argued that many students were beingevaluated and placed 1p special programs
16
LEGISLATIVE ACTION
alo
without" appropriate supporting dater, and
that some were being classifiecton thebasis of tests and proceduresthat wereculturally and linguistically discrimina-tory.
Parents alleged that children were some-times misclassified and placed in educa-tional programs that didn't meet theirneeds or prepare them for life. The in=appropriate labelling and segregation ofmildly handicapped children was perceivedto be stigmatizing and to encourage self-fulfilling prophecies. Many seriouslyhandicapped children, on the other hand,were placed in institutions that offeredminimal education aad training, or wereenrolled in Private schools by_theirparents at considerable expense.
In addition to voicing their concerns tothe schools, parents and their advocatesappealed to the courts. Gradually, it wasrecognized by lawmakers as well as educa-tors that classifying a child as handi-capped and placing him or her in a specialclass or institution could have potentiallynegative consequences. Moreover, under-taking such actions wihout parental know-ledge and consent was depriving parents oftheir right to due process.
DUE PROCESS IS...
... a constitutional right guaranteed by
the Fifth and Fourteenth Amendments whichassures fair procedures are followed toprotect important individual interests. In
the area of special education, due processrequires that a person: (1) be given notice
that an action involving special'educationis pending; (2) be provided with an oppor-tunity to be heard regarding:the action;(3) be given the chance tl& mike an informedchoice about whether to acquiese to orconiest the action's and (4) have disputesresolved by an impartial decision-makingauthority after both parties have presentedtheir full case.)
2
P.L. 94-142
ftstion 504
Over the years, in case after case, thecourts ruled in favor of parents and ordered'schOols to comply with the concept of dueprocess when identifying, evaluating andpaacing children in special eduCation. As aresult of this "quiet revolution," all buttwo states had adopted some sort of manda-tory law regarding the education of handi-capped children by the time the federalEducation for All Handicapped Children Actbecame law on November 29, 1975.
The Education for All Handicapped ChildrenAct, then, is the culmination of,years ofreflection, investigation, litigation andlobbying by parents, school personnel, andother advocates for handicapped children.This piece of landmark legislation haseveral major purposes, including:
To guarantee a free, appropriateeducational program to all handi-capped children.
To ensure due process in themaking of decisions About ed4cationalprogramming for handicapped children,
To establish clear management andauditing requirements and proceduresregarding special educati n at all-levels of government.
To support the special education.-efforts of state and local governmentswith federal funds.
The intent of P.L. 94-142 was strengthenedby Section 504 of the Vocational Rehabilita-tion Act Amendments of 1973 (P.L. 93-112).Section 504 is a mandatory civil rightsstatute designed to:
prohibit discrimination againsthandicapped people in all institu-tions'receiving federal financialassistance
-and-
provide a.free and appropriatepublic education to all handi-capped children.
1 8
PARENT NOTIFICATION
-46
4
Though brief in.ectual lanjLage, theimplications of this statute are far-reaching, for federal funding can be with-held from state or local agencies in yiola-tion of Section 504. #
P.L. 94-142 and Section 504 contain similarand parallel concepts. However, it isP.L. 94-142 that specifies what educationfor handicapped children should include.andhow it should,be provided. ,The materialin this handbook, therefore, is basedprimarily on,the due prpcess provisions ofP.L. 94-142 -- and specifically on parents'right to be notified and-to grant (or,withhold) consent.
The theme of parent notification is a highlysignificant feature of the P.L. 94-142due process provisioni. Parents must benotified in writing:
before a child is identified,'evaluated or reevaluated
before the meeting to develop,change, or review a child's specialeducation program
before a child is placed in aspecial education program
Whenever a child's program or place-ment is changed or terminated
whenever parents' request for anevaluation, initial placement,, place-ment change, or specific specialeducation services is denied.
DUE PROCESS PROVIEiONS OF P.L. 94-142
Parents Must: Schools Must:
Receive
WRITTEN NOTICE of (1) the intentor refusal to involve a child in
the special edudation processthrough identification, evaluation, leProvideplacement, or provision of specialeducation services, and (2) anychanges in the student's programor placement.
WRITTEN CONSENT before a child is
Give' Imr4110 initially evaluated or placed,in 41E--- Obtain
special education.
Have theopportunityfor
PARENT PARTICIPATION in themeeting at which their Mild's IE... Facilitate
IEP is developed or reviewed.
PARENT RIGHTS, including theright to examine their child'sschool records, request anindipendent evaluation, and
Be informed +initiate a due process hearings4e.Notify parents
in writing of and STUDENT RIGHTS, including in writing of
confidentiality of records, fairand'impartial evaluation, andplacement in the least restric-
tive environment.
5
RIGHTS OF SCHOOLS
,HOLE OF PARENTS
Active
Although the law may seem to be on theside of parents, it is designed with thebest interests of the special needs childin mind. For that reason, schools areguaranteed similar rights With 'respectto initiating a due process hearing.
6
SCHOOLS HAVE THE RIGHT TO REQUEST A DUEPROCESS HEARING IF...
...parents fail to respond orrefuse consent to an evaluation.
...parents request that the schoolpay for an independent evaluationand the school wishes to contestthat request.
...parents refuse to accept thespecial education program proposedby the school and do not request adue process hearing.
NI
Some requirements placed on schools byP.L. 94-142 are designed to give parentsthe opportunity to play an active role intheir child's education -- working closelywith the ,school, raising questions aboutthings they don't understand, expressingtheir goals and preferences for their child,offering suggestions for possible instruc-tional strategies, and voicing agreement ordisagreement with program and placementdecisions. However, not all parenteelof
handicepped children take full advantageof their rights or become involved in.theirchild's education to the degree that thelaw makes possible.
Some parents participate passively -- attend-ing parent/school conferences but functioningprimarily as observers, accepting the.informa-tion provided by the'school but not seekingmore, providing background information abouttheir child but never voicing.agreement ordisagreement. Other parents participateeven more peripherally, confining theirinvolvement in their child's special educa-tion to granting consent when requested.
6
1Btumb1ing Blocks
ROLE OF SCHOOLS
Active
Passive
Stumbling Blocks
Sometimessparents remain withdrawn becausethey 'are confident the school will do theright thing for their child. Other timestheir limited participation is because ...
...they don't have time or can'It getaway from work
...transportation, babysitting, orother logistical problems stand inthe way
...they are intimidated by schoolprofessionals, terminology, orprocedures
...they feel they have nothingto offer.
Fortunately, all of these stumbling blockscan be surmounted with positive'schoolaction.
Like parents, schools can also assume avariety of roles in assuming theirresponsibilities. They can take a facili-tative role in informing and involvingparents -- i.e., Supplementing writtennotice and consent with'other writtenmaterials and interpersonal,contacts, andhelping parents fully exercise their rightsand fulfill their responsibilities: Or,
schools can confine themselvei to meetingthe basic requirements of the law -- i.e.,providing for written notice and consent.
Some schools may be reluctant to adopt amore active role in involving parents. This
may be because of...
...the additional time and expense ,involved
...the new skills required of schoolstaff
...the lack of precedents for activelyinvolving parents in educationaldecision-making
...an emotional reluctance to workclosely with parents who may be angry,demanding, uncooperatiVe or apathetic.
Fortunately, in this case too, the wallscan come "tumbling down."
7
P)
smarm OF PARENT'EVOLVEMENT
Information
In the short run, developing and implemen-ting strategies to encoOrage active parentparticipation can be time-consuming anddemanding. In the long run, however, mostschools find that the benefits fit outweiqh
the costs. Among the advantages of aspecial education planning process thatactively eeks.to inform and involve parentsare the following.
The school gains access to the unique prac-tical and personal information that parentsacquire through living with their childrenand watching them grow up. This kind ofbackground information can assist schoolpersonnel greatly in the special educatipnassessment, programming and placementprocess.
Parental Actively involved parents usually assume more
Support responsibility for working with their child-ren at home, thusNigsuring that the specialinstruction that takes place at school isreinforced in the student's daily living
experiences.
Problem When an open and mutually respectful working
Resolution relationship with parents is established assoon as a problem is suspected, the numberand intensity of confrontations with parentsmay be reduced. Problems can be identifiedand resolved before they reach the crisis
stage.
Appropriate When those persons responsible for a child's
Education formal ducation and the parent(s) orguardian(s) overseeing the child's generaldevelopment work together as a team, the'individual special needs of the child aremore likely to be met.
MAKING DECISIONS
For these and other reasons, many schoolsprovide written notice and request consentas part of an overall effort to improvecommunication andivitablish cooperation.
The due process provisions of P.L. 94-142
and Section 504 provide general guidelinesfor assuring that the constitutional rightsof handicappeditiren and their parentsare met. Many o e details involved inimplementing these laws, however, are left
8
MEETING THE CHAKENGE
.t
to the discretion of state and 1CcaldUcetional- agencies. What does "informed
p consent" really mean? What kind of languageShould be used to assure that the notice is"understandable to the gineral Public?"These are some of the questionsLyvu mustanswer for.yourselves. In addition, youmust decide.to what degree you wish tosupplement the legal_ requirements regardingparent involvementi and you must find waysto integrate the new procedures and policiesinto existing systems.
The real chailenge of implementing the newlaws, then, rests with state and 1oCalschool personnel. As the front-linemanagers, you hold the key to the successor failure of P.L. 94-142 'and Section 504.It is up to you to translate the legalmandates into educational practices, andto encourage effective parent participa-tion.
This handbook is designed to help youdevelop and implement such policies andpractices. In the end, though, your successor failure.will depend on how committed youare to the concept of involving parentsin the special education decision-makingprocess, and to the goal of satisfying thespirit as well as She letter of the law.
9
-\
WILDING STEPPING STONES
As you well know, developing an,appropriateducational program for a child with specialneeds is a complex and continudUseprocesi.
This planning process begins with the formal,
or informal identification of a child who is
not benefitting from the school's regular
progTam. The process continues until thechild no longer needs special assistance.Often, the planning process is needed
throughout,a student's school_life.
The everpresent goal of the special educe-
ticin planning process is to provide ahandicapped child with a'free, appropriate
public education. 'To achieve this goal, the
planning process includes a number of major
stages at which different decisions are made
and somewhat different school staff involved.
Although there are variops ways of
defining these stages, Ph this handboo
we refer to seven stages.
10
STAGES IN THE SPECIAL EDUCATICV PLANNING PROCESS
1
. IDENTIFICATION i
In Whidh a formal or inforrral-search process reveals that aChild may be handicapped, and he or she is referred for aninitial screening and/or comprehensive evaluation.
I
EVALUATIONin WhiCh Oarents are notified Of the sdhool's proposal to evalu-ate their dhild and, if the parents consent, the Child is evalu-ated and his or her eligibilit
ifor special education determined.
1
PLACEMENTIn whiCh an appropriate least restrictive environment for thechild is determined (based on the IEP), and parents are noti-fied and asked to consent in writin to this 1 t
objectives, and special education services appropriate for thechild is deveAped (considering-the results of the evaluaticf,
In which an individualized education program outlining the goals,IEP
1and at a meeting to whichdparents must be invited).
44
.PROVISION OF SERVICES
In which the special education services described in tile IEP
are ided in the lacement to whidh rents ted.
REVIEWIn Whidh the Child's educational progress is revieded, his Cc
her continuing need for special services reassessed, andnecessary modifications in the IEP and/or placement made (at a
meeting to %%Ili& parents must be invited).
4REEVALUATION
In whiCh parents are notified that their Child is to be evalua-ted again, the dhild is reevaluated to determine continued eligi-bility for_special education, a new IEP is developed (at ameeting to which parents must te invited), and parents are noti-fied of any Change in placement CT rogram.
STEPPING STONES
INFORMAT/ON NEEDS
Within each of these seven stages occur adetailed set of activities -- the "steppingstones" in the special education.planningprocess. Some'bf these stepping stones areeducational activities perfOrMedrby-schoolstaff -- e.g., evaluating a child. Othersinvolve required or recommended parentnotification practices -- e.g., deliveringwritten notice of the intent,to evaluate a
child.
The focus of this handbook islonthose stepping stones that lead to parent
notification.
The particular notification mechanisms used,.and their timing and seqeence, vary from
school distriCt to school district. Even
within a single district, variation mayoccur to meet the needs of particular
parents. In all cases, however, the ulti-mate gctal is to develop an appropriateeducational program for a handicapped,child.
In order to do this, parents and school must
share with each other certain basic informa-
tion. In general, the information that'is
shared by parents and school in theircooperatiVe effort to,,lan the educationalprogram,of a handicaped child can be" (/clustered into six Main areas.
INFORMATION NEEDS OF PARENTS AND SCHOOL
1. TbmNature of the Child's EducationalProblems and Needs
p.
2. 'Fie Natur of the Educational Action,Program, or Service to be Provided
3. 'The Special Education Process
4. Parent/Student Rights and Procedural
Safeguards
.5. Logistics and other Information toFicilittte Parent Involvement in theDecision-Making Process
6. Resources Available Outside the School
12
0111
1
1
1
As you-mill see in the chapters thatfollow, certain information in each ofthese categories must-be included in thewritten notice to parents. Other informa-tion has been found by many schools to behelpful to parents, and sharinq it istherefore,recommended as profeis&onallyresponsible practicel A wide variety ofmechanisms, both written and interpersonal,exists to-communicate this information.
1
o
WORKSHOP ACTIVITIES
The material included in this chapter could be incorporated
into tWo typos of workshops:4
a single tworhour workshop designed to provide
teachers and:school staff with a general overview
,of the stages in the.special education planning
process and the due process requirements of the law;
the introductory session(s) in a series of workshops
on notification &signed to provide appropriate school
administrators and specialists with in-depth knowledge
and practical skills.
Depending on the time available and the information needs of your staff,
you can pick and choose from the following activities.
hCTIVITY 401: rNTRODUCTION TO NOTIFICATION
purpose: To orient participants to the stages in the
special education pla4iing process and stimu-
late discussion about how parents can be noti-
fied at each of these stages
Time: 45 minutes
Material: STEPPING STONES Slide/Tape and Discussion
Guide (available from your Regional Resource
Center)
The STEPPING STONES Slide/Tape follows the parents of Larry Johnson,
a 10 ear-old learning disabled boy, through the Major notification points in
th special education planning process. The school shown not only meets the
l al requirements for prior notice and consent of parents, but also makes
ditional efforts to ensure that parents are fully informed and involved in
the planning process. . .
1. Show the slide/tape to patticipants and use the questions
and activities suggested in the accompanying discussion
guide to prepare participants for vieWing the slide/tape
and to initiate discussion afterwards.
14
2. The slide/tape illustraies three types of reactions
that many parents have during the special educationplanning process:
prise and anxiety upon hearing the schoolwants to evaluate their child;
concern about the stigma of special education;
a
fear that the child will'be isolated andseparated from friends. ,
Since these isSues are important ones that will come up again
in these materials, you may went to identify-them and discuss
them briefly with participants at this point.
ACTIVITY #2: DUE PROCESS AND NOTIFICATION
Purpose: TO help participants understand the purpose ofthe legal requirements for notice and consent interms of the concept of "due process"
Time: 15 minutes
Material: /Copies of "Due Process Provisions ofP.L.94-142" (page 5)
MUch of the confusion about written notice and consent has its
roots in misunderstanding about the underlying purpdse of the legal require-
;tents: to protect the constitutional rights of handicapped children and
their parents through due process.
1. Based on the information provided on page 2, define due
process and explain how it applies to special edUcation.
Note the'school's rights with respect ,to initiating a
due process hearing (page 6), and emphasize that the,
ultimate beneficiary of all the P.L. 94-142 due process
provisions is the special needs child.
2. Summarize by distributSng and discyssing copies of
"Due Process Provisions of P.L. 94-142."
15 30
9
ACTIVITY 43: PARENT INVOLVEMENT IN THE SPECIALEDUCATION PLANNING PROCESS
'Lk
yurpose_t__ To develop_an_appreciation of the benefits of
parent participation in the special educationplanning process, and come up with ways toovercome some of the barriers tO their, active
involvement
Time: 45 minutes
Material: Paper and pencils
As a result of the recent legislation, parents of handicapped
children are now involved with the school in making decisions about their
children's special education. School staff may be at different levels of
awareness with respect to how parent participation can benefit,the various
parties involved, and this,can'affect the success of their efforts to
inform and work together with parents. "IP
1. Have participants break up into small Amoups. Pro-
vide the groups with paper and pencils, and give them
15-20 minutes to discuss and cc:me up with two lists:
(a) Benefits of Active Parent Involvement in theSpecial Education Planning Process.
t(b) Barriers to Active Parent Involvement in ,theSpecial Education Plahning Process.
The first liXt should include specific cOntributionsparents can make. The second list should includepersonal feelings and attitudes of both parents and
'school, practical and logistical problems, andlanguage and cultural barriers.
2. Retonvene as a full group, and have each of the small
groups share their lists. Make master lists of the
benefits of and barriers to active parent involvement
on a blackboard or large pad of,paper, and discuss
each one. ,In discussing the benefits, encourageparticipants to share their own experlences, includ-ing how much extra time and effort on the part of the
.school is required to involve parents. In diacussing
the barriers, talk about the degree (or varying degrees)
of parent involvement in your own school or district,
,what degree of parent involvement is desirable, and-how
this involvement can pe facilitated and barriers over-
came.
16
ACT #4: STAGES IN TH SPECIAL EDUCATIONPLANNING PROC SS
Purpose:
Time:
a
To provide participants with a perspective onthe purpose and flow of cial educationplanning process, and on where-and how notifica-tion fits into this process
30 minutes
Material: "Stages in the Special EduCation Planning Process"(page 11)
The major activities that must take place to provide a child withspecial education services are the same in all schools. However, theseactivities -- or stages -- may be defined differently from state to stateor school district to school district.
1. Hand out copies of "Stages in the Special EducationPlanning Prodess," and compare this general delinea-tion of stages with the overall process in your schoolor district.
2. Prepare a flow-chart outlining the general stages andspecific activities, that make up the special_educationplanning process in your school district. DisCuss withparticipants:
how each stage is dependent on the preceding stageand, at the same time, affects what happens in thefollowing stage;
the general categories of information that areshared by parents and school in each stage;
special problems that occur at any of these stageswith regard to notifying and/or involving parents,and how these problems might be solved.
17
CHAPTER IVO
WRITTEN NOTIFICATION: SPEAKING IN YOUR OWN WRITE
10
4
Some school staff regard the written-notice and consent requirements as stum-bling blocks to the performance of theirproper educational duties. Nioweverv
bedause it facilitates commuilidationbetween parents and school, writtennotification actually helpt school staffmove closer to one of theiOnajor 9oals:the provision of an appropr4ate education
to all children.
By providing -crucial rmation in a
clear, complete and timely Way, writtencommunication can pave the way for thein.terpersonal interactions that follow.It can lay the groundwork for makingdecisions that satisf*everyone involved,.Moreover, written notification that isthoughtfully and sensitively written canconvey the school's understanding and
support, and in this way strepgthen the'
parent/school relationship. Such a rela-,
tionship is one of the first steps inensuring that a handicapped child is able
to make the most of the educatiOnal oppor-
tunities available.
For these reasons, written notification
is not a stumbling block, but an important
stepping stone.
WRITTEN NOTICE AND CONSENT: UNDERSTANDING THE BASIC REQUIREMENTS
To meet the basic requirements of the law
regarding notice and consent, schools
must:
Notify parents of handidSpped children
in writing of Major special educational
actions proposed or refused for their
child;
Secure parents' written, informed con-
sent before proceeding with certain
initial gctionst and
Meet specific content, language and
format criteria for both written notice
and consent.
1833
WHEN ARE NOTICE ANDCONSENT REQUIRED?
Confusion and misunderstanding about theserequirements most often have their sourcein two questions:
When are notice and consent required?
-What-must they-include7-
For both notice and consent, the regula-tions for P.L. 94-142 specify when thesesafeguards must be provided.
WRITTEN NOTICE MUST BE GIVEN TO THE PARENTSOF A HANDICAPPED CHILD A REASONABLE TIMEBEFORE THE SCHOOL:
Proposes to initiate or change...
...identification
...evaluation
...educational placement
...provision of a free, appropriatepublic education.
- or -
Refuses to initiate or chmnge...
...identification
...evaluation
...educat4onal-placement
...provision of a free, appropriatepublic education.
Provision of a free appropriate publiceducation is defined as special educe-,tion and relatea services provided inconformity with an individualized educa-tion program.
WRITTEN CONSENT MUST.BE OBTAINED FROM .THEPARENTS OF A HANDICAPPED CHILD-BEFORE THESCHOOL:
Conducts a preplacement evaluation;
Initially places the child in aprmgram providing special educa-tion and related services;
Discloses personally identifiableinformation to anyone other thanthose involved in the provisioof special education and rela_edservices to the child.
1 9
Identification
These legally defined occasions whenwritten notice and consent are requiredcan be further considered in terms of theseven special education planning stages.
a-
A PUBLIC ANNOUNCE1ENT IS REQUIRED:
Prior to the school's initiating aformal, school-wide screening activity.
Evaluation
The occasions referred to here include:school-wide vision or hearing screenings;community-wide preschool "round-ups"that involve physical, educational andpsychological examinations of children inpublic pre-school programs; and the reviewof school-wide standardized achievement testscores or minimum competency test scores.The public announcement required for theseactivities is different from the personalnotice required by P.L. 94-142. ,The publicannouncement should describe the event thatwill occur and indicate, the date, time andplace. It would also be good practice to(a) indicate what actions will" be taken
regarding-those-stadents_whose_screonizagresults appear to be out of the normalrange, and (b) what rights parents haveto withdraw their child from participa-tion in the screening program.1,0
NOTICE IS REQUIRED:
Prior tb the school's conducting a,preplacement evaluation.
If the school denies a parent'srequest to conduct a preplacementevaluation.
If the parents are the source of theirchild's referral, they must be notifiedin writing if a decision is made by ascreening committee, principal, or otherschool staffperson to take some actionother than a comprehensive evaluation,since this decision is, in effect, a denialof ihe parent's request for an evaluation.
20
IEP/Placement
CONSEJT IS REQUIRED:
Prior to the school's conducting apreplacement evaluation.
Prior to the school's obtainingrecords from outside agencies andprofessionals.
The need to obtain a child's recordsti-r-om
an outside agency or professional usuallyarises during the evaluation stage. How-
ever, it may also occur during the identi-fication stage if outside records arereviewed as part of the screening process.
NOTICE IS REQUIRED:
Prior to placing a child' in a specialeducation program and providingspecial education and related servicesin conformity with his or her IEP.
When the school determines that achild-km-not-handicapped, is ineligible for special education andrelated services, and consequentlydoes not require an IEP or placementin a special education program. j
When the school-denies a parent'srequest for.a specific special:education placement or relatedservices.
The written notice requirements regardingthe initial placement and provision ofspecial education and related servicesre usually satisfied in the same notice.Providing Afrents with a copy of theirChild's IEP will not Satisfy these require-ments unless the IEP contains all therequired content elements of notice (seepage 27).
21
Provision ofServices
When the school refuies to Provide a
specific placement or special education'services, this is, from the parents'perspective, a denial of the provisionof a free appropriite public education.Written notice is required-even if parentsare present at an IEP meeting and under-
stand the reasons for the school's refusal.Of course,' if parents withdraw iheir request
and agree to the school's proposed pleeementand services, written notice,As not required.
?CONSENT IS REQUIRED:
When the school initially places ahandicapped child in a program provid-ing special educat,Adn'and related ger-,
vices. z
When the echo l is asked to disclose u
information tc outside agencies orprofessionals other than those whoparticipated lin the evaluation or who':
will provide pecial education servicis.4,1
Consent to place ent may be given by haVingparentx sign en IiEk_if-thilt-IEP-includes,information on the initial placement whichmeets the requireents of consent.
NoTICE IS REQUIRED:
When the school roposes to,change CTrefuses to change a child's specialeducation placemen or related serOices.
If changes in a studant'è, placement or
services are necessitated rior to an annual
reviews parents must be no ified in writingof the'proposed changes an invited to an
IEP meeting to discuss the à,anges. The
written notice may be combin d with an invi-tation to the IEP meeting, prrvided at themeeting, or delivered after the meeting
has occurred. Again, sendlng *rents a
copy of the revised IEP will n t suffice
223 7
Riview
as written notice unless the IEP is accom-panied by a full xplanation of the changesand a description of parents' rights. If
parents request a change which the schoolcannot or will not implement, written noticeof the denial ill_required if parents persistin their request after the IEP4meeting.
tHqFE IS REQUIRED:
When the school proposes to change abhild's special education placement
or related services.
When the school denies parents' request ,for a change in the student's specialeducation placement or related services.
When the school proposes to dismiss astudent from special education.
If parents are present at the IEP meeting,or participate in some other way and have
an opportunity to obtain a copy of their
child's new IEP, then written notice ofthe differences between the present and IvIEPs is not required. Written notice afterthe annual review is meant to: (1) inform
parents who did'not attend or participate in
thrs meeting; and (2) provide parents with,wrnten documentation of any proposedplacement change. Thus, notice is required
only if: (1) parents are not present at the
IEP Meeting; or (2) there is a change inplacement. . Written notice of the proposedchange in placement may be sent prior to theannual review meeting, given to parents atthe meeting, or sent after the meeting.
If parents are not present 05 do notparticipate in the annual review, sendingthe revised IEP with an explanation ofany changes in placement or services and
a description of parents' rights will
suffice.
23
Reevaluation
-166viding written notice of terminationdoes not relieve a school fromparents to an IEP meeting at which thpossible termination is discussed. Anotice of proposed termination maw becombined with an invitation to an IEPmeeting or may follow that meeting.Written notice of termination is,required whether or not parents attendthe IEP meeting.
NOTICE IS REQUIRED:
When the school proposes to conduct areevaluation of the student.
When the school denies a parent'srequest to conduct a reevaluation.
The school cannot deny a parent's reason-able request for a reevaluation; but if theschool believes the request is unreasonable,it must provide written notice of its denialto the, parent.
1
OCCASIONS WHEN NCTICE AND CONSENT ARE REQUIRED
.STACIE NOTICE REQUIRED CONSENT REQUIRED
.4I
A,
-Identification
. -
Announcement of General
Screening
1
,
Evaluation Notice cf PreplacementEValuation
_
Notice of Intent Not toEvaluate ,
COnsent to Pre-''
paacement Evaluationo
COnsent to Releaseof Records
IEP/Placement,
,
Notice of InitialPlacement
Notice of Nonplacement
Notice of Intent Not toProvide a Specific
.
Placement or RelatedServices
"-e
,
VConsent to /nitialftacement
Consent to Releaseof Records
arovision ofServices
Notice of Change inPlacement CT Related
Services/
ta
Review
_
- _
Notice of Change inPlacement or Related
Services
Notice of Intent NM toChange Placement orRelated Services
Notice'of Terminationof Special Education
,
Notice of. Reeveation
4Notice of Intent Not to
lReevauate _
'
..
.
.-
Reevaluation
/
4-u25
WHAT MUST NOTICEINCLUDE?
Ag.
40,1:
The Iv.L. 94-142 regulations specify whatcontent the written notice and request forconsent must contain, and establlsh somerequirements regarding how the ribtice 4ndrequest for Consent must be formatted anddelivered. -These-requirements apply to_all occasions for which notice and consentare required. In addition, general legal
--custom and usage impose other require-ments for both notice and consent.
It is good legal practice to include allrequired content in the notice itself,although more complete information onindividual items may be provided insupplemental brochures. Each notiCeshould be coMplete In ittelfents--should not have to refer to previousnotices fo.r information'that is requiredwithin the current notice. However, ifthe notice itself is basically complete, h
parents may be referred to brochures_
received earlier for more completedescriptions.
A
The exact content and format of a noticewill depend on the specific notificationpoint. However, in all cases, there aresome general requirements that must be .
satisfie'd.
26
GENERAL NOTICE REQUIREMENTS
The notice must contain: 1
Contenta
A description of %tie proposed or refused action. 4 300.505(a) (2).
A4 An explanation for the proposed or refused action. 4 300.505(a)(2). 4
A deseription of any options that, were considered
and the reasons why those options were rejected. 4 300.505(a)(2)
A description of each evaluation procedure, test,record or report used as a basis for the proposed,or refuse,i action. 300.505(a)(3):
A full Øxplanation of all the procedural,safe-guards available to parents and children. ,
Thes are:
- -opportunity to examine records
- -independent educational evaluation
300.505(a)(1).
4 300.502.
4 300.503.
--prior notice of evaluatien and
reevaluation'
44.300.504(1);306.505.
--written conient to preplacement 44 300.500;
evaluation' 300.504(b) (i).
--priornotice of program/placement 44 300.504(a)i
change 300.505.
--written consent tb initial placement 44 300.500;300.504(b) (ii).
--impartial due process hearing and 44 300.506 - 513.
_appeal
--fair and impartial evaluation 44 300.530 7 532;300.534.- ----
--placement in the least 44 300.533;
restrictive environment 300.550 - 556.
--confidentiality of records 4.4 300.560 - 574.
"Format
The notice must be:/-
Written in language understandable to the. general public.
Provided in parents' native language or other
mode of communication used by parents.
300.505(b)(1).
300.505(b) (2).
This list of requirements is based on the regulations for
P.L. 94-142, and the legal citations refer to Title 34 of the
Code of Federal Regulations.
27
Description of,Proposed Action
As we.have seen, the need for writtennotice that meets these content andformat requirements occurs at 11 occa-sions in the special education planningpropess. Two of these occasionsa--notice of preplacement evaluation andnotice of initial placement -- are gener-ally the most complex in terms of informa-.tion exchanged. They are also the twopoints where written Consent is required.For these reasons, they will serve asthe focus for-the discussion of noticein this handbook.
To begin, let_us look at each contentand format requirement as applied toNotice of Preplacement Evaluation andNotice of Initial Placement.
Notice.Content
THE PREPLAC EVALUATION notibeshould ind ate hat the evaluationwill cover evera areas of functioning,use a number of d ferent tests or proce-dures, be individ ally administered,' andbe' used for educational purposes. Thedescription should include assurancesthat the evaluation materials and proce-dures are valid for the purpose(s) forwhich they are used, and that all testsand procedures will be selected andadministered in a manner that does notdiscriminate On the basis of race, cul-.ttlie, or sensory/manual/speaking impair-mat. The wific evaluation proceduresor types of pkocedures must be described.In cases where'the actual tests to be givento a student are not-known in advance, t:heschool must give parents a description ofthe general kinds of tests that will beused e.4., "an individually adminis-tered test of general intelligence to '
measure abilities such as being able toremember numbers and knowing the meaningof different words."
'Finally, in order to alert parents toboth potential benefits and possibleadverse consequences, the notice mustinform parents that tbe purpose of theevaluation is to determine whether or
,
Explanation for theProposed Action,,,
not their child is eligible for specialeducation services- In certain coMMuni-ties, being classified as needing specialeducation say be viewed'as stigmatizing.Furthermore, receiving special educationservices may involve special instructionthat separates the othild from the regularclass program for some portion of theschool day. For these reasons, the useof euphemisms to indicate the purpose ofthe evi%luation (e.g., ,"your child mayhave a reading problem requiring specialhelp") does not meet the legal require-ments. ,
In the case of the notice of INITIALPLACEmENT, Vle proposed action shouldbe described in at least one or twosentences. For 'example, the descriptionof the proposed placement might read:"The placement is in an LD resource classfor 45 minutes a day, during which timethe resource teacher will work with thestudent on the reading goals and objec-
' tives indicated in the IEP. The resourceteacher w,ll also provide the regularteacher with special reading materials."Some schools supplement the description'of the proposed placement with a brochuredescribing, the range of=services andopportunities available to studentsplaced within that program.
In the case of the PREPLACEMENT EVALUATIONnotice, the rationale should be stated interms of the child's current difficultiesWith some aspect of the regular educationprogram. Tests and;other procedures thatsupport tfie deciiion to evaluate may also
be Mentioned.
In the INITIAL PLACEMENT notice, thiscriterion is met by stating that theresults of the evaluation and the child'sIEP indicate this placement is approprial)p,and explaining why. In other words, theevaluation results,and IEP content mastbe summarized and related to the placement.This can be brief. For example: "Your
child's evaluation results and IEP indicatethat,s/he requires continued assistance in
Description of Any OptionsCqpsidered, and the ReasonsWhy Thoae Options WertRejected
Description of EachEvaluation Procedure,Test, Record, orReport Used as a Basisfor the Proposed Action
language skill development. ThisassistanCe is available in the resourceclass."
In the PREPLACEMENT EVALUATION nOtice,
a description of options considered andrejected might be phrased in terms ofnon-special education activities thatwere undertaken with the child but proved,unsuccessful, and other, interventions thatwere seriously considered but rejected.For example, if a Child was referred forremedial reading but not accepted, then
, the referral and reason for rejectionshould be noted.
In the INITIAL PLACEMENT notice, whatwould suffice is a summary statementsuch as: "We considered placing yourchild in a less restrictive placementsuch as a resource class, but this wouldnot have permitted the same level ofintensive, individual instruction as ourfull day program offers."
Generally for thZ PREPLACEMENT EVALUATION,the tests, records, reports and otherprocedures that form the basis for thedecision to conduct an evaluation consistof teacher reports, observations, work,assignments, teacher-designed tests,curriculum publisher tests, and groupachievement, vision, hearing, or 4mtelli-
-gence tests. It is not necessary toindicate the results of these tents, onlyto indete which sources were used as abasis or the decision to evaluate. An
evaluation by an outside agency, inivatephysician or psychologist may also bethe reason for the.schppl's decision_tp_conduct a preplacement evaluation.
In the case of the INITIAL PLACEMENTnotice, many districts provide a writtensUMmary of the evaluation, thus meetingthis requirement as well as the one todescribe the rationale for the Aacement.
30
Full Explanation of AllProcedural SafeguardsAvailable to Parentsand Children
hgritten in Language'13nderstandable to theGeneral Public
(Because the PREPLACEMENT EVALUATIONimptice is a legal document, this informa-tion should be provided on the documentitself. It is acceptable, however,to outline perents' rights on the notice
, and describe them in more detaii. in aseparate, attached brochure. The noticeshould include pracical details on how toaccess records and, especially, how toobtain an independent evaluation at theschool's expense, since the rules andprocedures for this vary widely.
Theae driteria also apply to the INITIALPLACEMENT notice. Although parents who t
have xeceive_d__a_preplacement_ONA luati onI I
notice have been notified of theirrights, each notice must contain a fulltatement of parents' rights. Some of
these rights become more important whenthe evaluation has been completed anddecisions are being made regardingeligibility, program, services, andplacement. The rights to confidentialityof records, an independent evaluation,and a due process hearing should beemphasized here. And two iMportantaspects of the right to an independentevaluation should be clear: (1) theright to have the results of an indepen-dent evaluation considered in determin-ing eligibility, developing the IEP, andelecting an appropriate placement,regardless of' who pays for it; and(2) the right to have the school under-write the coat of the independent eva-luation if the school agrees that itsevaluation was incomplete, inaccurate,or in some other way unsatisfactory, orif a hearing officer eitablishes that.-the schooLehould pay for it.
Notice format
This criterion is omewhat judgmental.,However, in both the notice of PREPLACE-MENT EVALUATION and INITIAL PLACEMENT,as well as all other notices* it can besatisfied by bearing in mind that thegeneral population reads, on the average,at the fifth grade level. It is also
31
Provided in Parent'sWative Language orOther Mode ofCommunication UsedBy Parents
WHAT MUST CONSENT INCLUDE?
iz
important to define or to avoid usingtechnical terms with Which the generalpublic may be'unfamiliar -- e.g., "dueprooess" or "least restrictive environ-ment."
This requirement is.met-by having noticesavailable in the variety of,lafguages com-monly used by the families in the schooldistrict. For parents who cannot read theprinted word or whose native languageis rarely encountered, a special writtenor verbal translation will be necessary.If the notice is translated orally or byother means, care must be taken that
------perentsunderatend-the content.of thenotice.
Once again, the specific situation willdetermine the precise content and format,but eeveral basic requirements must bemet.
32
GENERAL CONSENT REQUIREMENTS
Content
The request for consent must contain:
A statement that parents have been fully informedof all information relevant to the proposed action.
A statement that parents understand and agree inwriting to the proposed action.
A description of the activity to which parentsare consenting.
A list of the records (if any) to be releasedand to whom.
,.AkBtatement that parents understand granting consentis voluntary.
A statement that parents understand consentmay be revoked at any time.
Format
The request for consent must:
Be written in parents' native language or othermode of"communication used by parents.
Provide a place where parents can indicatethey do not consent.
Provide, a place for a parent's signature.
Provide a place for the date.
Allow parents to retain a copy.
4 300.500.
§ 300.500.
§ 300.500.
§ 300.500.
§ 300.500.
§ 300.500.
§ 300.50U.
§ 300.500.
§ 300.50u.
This list of requirements is based on the regulations forP.L. 94-142, and the legal citationi referto Title 34 of theCode of Federal Regulations. Those requiteMents without a leual
citation are standard legal practice.
33
List of Recordsto be Releasedand to Whom
4:
As in the case of written notice, ourdiscussion.of the written consentrequirements focuses on preplacementevaluation and initial placements thetwo occasions where the request forconsent is required.
Consent Content
Most of the content requirements forwritten consent are self-explanatory, andapply to both the preplacement evaluationand initial placement. There is only onerequirement that merits further comment.
At the PREPLACEMENT EVALUATION stage,school personnel may need to 'reviewexisting records on a child (e.g., recordsfrom schools the child previously attendedor assessments done by outside agencies)to obtain additional background informa-tion. The request for consent.should,contain a statement that parents agree tothe release of specific existing recordsto a designated school staff person.Parents should not be asked to consent tothe release of recOrds from the evaluationfor which consent is being requested.
In the case of the INITIAL PLACEMENT).an outside agency or private school maybe involved in providing services to thechild, and may wish to review the resultsof the evaluation or other school records.When appropriate, the request for contentshould contain a place_Where parents canagree or disagree to the release ofspecific records to designated school .
personnel for this purpose.
Consent Format
Once again, the requirements for writtenconsent are straightforward and self-evident, and explanation is necessary 4nonly one instance.
Provide a Place In the case of both the PREPLACEMENT
for a Parent's EVALUATION and INITIAL PLACEMENT, the
Signature school may proceed with one parent's(or guardian's) signature. However,
providing a place for both parente (orguardians).to 'sign encourages jointresponsibility and recognizes the equalinterest and concern of both partners.
WRITTEN NOTICE AND CONSENT: APPLYING THE BASIC REQUIREMENTS
This section will assist you inevaluating the ways in which you'providenotice and request consent. Again, forillustrative purposes, the focus is onpreplacement evaluation and initialplacement. For each of these notifica-
.ution points, you will find:
Checklisis that translate thelegal requirements into criteriafor evaluating written notice andconsent.
Examples of how written noticeand consent can be provided.
The checklists for each notificationpoint are based on the general contentand format requirements outlined anddiscussed on pages 26-35. They listinformation that must be included tosatisfy the legal requirements as well asother recommended information., The legallyrequired items encompass information requiredby P.L. 947142 (indicated by the symbol$), as well is information required by
standard legal practice (indicated by thesymbol 4000 ). Using the four checklistspresented here, checklists_fOr the otheroccasions requiring notification could bedeveloped.
The examples of notice and consent illus-trate how the legal requirements can betranslated into written materials The
numbers alongside the examples correspond
35
9
4
to the numbered criteria in the checkli tsand indicate how the requirements.have keenmet. The examples included also incorp4rateadditional recommended content. sSeverasamples for each notification point haltbeen included to illustrate what optionschools have in terms of style and form4t.
36
C
EVALUATION NOTICE CHECKLIST
USE THIS CHECKLIST AS A GUIDE IN EVALUATING CURRENTJETHODS OF PROVIDINGNOTICE OF PREPLACEMENT EVALUATION AND IN GENERATING NEW OR REVISED METHODS.THIS CHECKLIST CAN ALSO SERVE- AS-THE BASIS FOR-DEVEWPING-CHECKLISTS-OF7--CRITERIA FOR THREE OTHER REQUIRED NOTICES: NOTICE OF INTENT NOT 11,0 EVALUATE:
NOTICE OF REEVALUATIONLAWNOTICE OF INTENT NOT TO REEVALUATE.
CRECKLIST OF CRITERIAfor
MITTEN MCMICE OF PREPLACEMENT EVALUATION ,
Content
JD1. Does the notice describe the proposed activity as a full
and individual evaluation a the Child's educational needs? , CD
gal2. Does the nOtice indicate that the evaluation will determine
whether OT not the Child is eligible for special education
services?
ID3. Does the notice indidate that the valuation materials and
procedures are fair and nondiscriminatory? IDI/
lal 4. Is there a description of the procedures, tests, records orreports to be used in the evaluation?
ID S. Is therm4 description of the rationale for the evaluation?
gal6. Is there a description of what Options to an valuation were
considered and why those options were rejected? .._
AD7. Is there a description of each evilluation procedure. test.record. or report used as a basisltor the decision to evaluate?
'
galR. Is there a full explanation of all the procedural safeguards
available to parents and students? These are: 1
a. opportunity to examine recordsb. independentfiducationalmvaluationc. prior notice Of evaluationd. written consent to preplacement evaluatione. prior notice of program!placement and program*placement change
f. written consent to initial placement
g. impartial due process hearing and appeal
h. fair and impartial evaluation
I. Placement /nth* least restrictive environment1. confidentiality of records
9. Is there an explanation of the procedures to be followedfor parents to access their child's records?
10. Is there an explanation of the circumstances under whichthe school will pay the cost of an independent evaluation?
011110
37
a
11. Is there a description of the special dUcation process,including the sequence of events that will follow thegranting of consent to the evaluation? -
12. Is there an explanation of the reasons for and tmportance of
patentallnvolvement in the valuation process?
,13. Is there a description of the evaluation date, time, place,
length end persons involved?
14. Is a school contact person named or some other method
suggested for parents to obtain fUrther information?
15. Are there suggestions for preparing the child for the
evaluation? J
16. Is there an indication of how and when parents will be
informed of the results of the evaluation?
17. Is there a description of the special education program andthe services available to handicapped students?
18. Is there list of resources parents might access for further
information?
19. Is a meXting to provide further'informption,on the evaluation
suggested or planned? If so, are details provided on logis-
tics, purpose, participants, contact person, and preparation
activities?
20. Is there list of activities to help parents prepare for the
evaluation process Joo that they wi21 be able to contribUtS/ 1 )
40-
TOMOS
ID21. Is the notice written in language understandable to the
general public?
22.-Ze OW-notice provided in,the parente, native language or_
other mode of communication used by parents?
23. Does the notice indicate the school's concern for the child? 1
24. Does the notice convey tone that encourages parents,
involvement?1a
NOTICE OF PREPLACEMENT EVALUATICN
. Sample A,
THIS NOTICE CONTAINS ALL THE REQUIRED INFORMATION WITHIN ITiELF. 'THE NUMBERS,
ON THE SIDE REFER TO THE CRITERIA IN THE PRECEDING CHECKLIST.
NEWTOWNF PUBLIC SCHOOLS
Bastbridge High School1100 Douglass StreetMt. Winston, Oregon
To the Parents or Guardians of:
Fran :
(Date)
(Name of Student)
Mare (Position)
Ihe Newtown* Public Schools are corrdtted VD providing an appropriate'educational program for each student. khan student appears not to te makingsatisfacuori progress. the school,takes appropriate action to correct theproblem. The following actions have been taken with regard VD your child's,educational program:
Ino
To further facilitate your child's acadsnic progress, your child rajneed special education services. A comprehensive individual educational eval-uation is required VD determine whither or not this is the case and, if so.the natere and extent of the special education services needed. A reqUest thatyour dhild receive such an evaluation was made by 0
who is at for the
folloding reasons:
In considering this request, the font:trim existing records, test
result, reports and other procedures were used:
The evaluation will tell us what 'your child doss well. the areascausingdifficulty, and what educational activities might be helPful. 'The
evaluation will be used to determine whether or not your Child has specialnode that require a special education prOgramard services. and to &valoran appropriate iducaticnal program for your child. The specific tests andprocedures that we will use to evaluate your Child are:
od
39
EValuation Area Procedure or Test Purpose
Intelligence
Academic Achievenent
Language/ONTrunication Skills
Social/Adaptive Behavior
1Emotional Status
Phytical/Sensory 6onditions
Perceptual Motor Skills
,As you can see, our evaluation of your dhild will be based or mant
different tetts and procedures. In this way, we wall be sure to get a oorTlete
and balanced viewlof your dhild. All the tests and procedurei to be used havebeen validated and wall be selected and administered to assure nondiscrimina-tory, unbiased results.
The person responsible tor your dhild's evaluation is
who is
/n addition, the, following specialitts will be involved in the evaluation andfor
on the evaluation team:
Nary Role
40
**re is some other information about the evaluation process andyour rights that you should know:
Only authorized sdhool pereonnel will be able to review theresUlts of the evaluation, unless you later give permissicotor other persons or agencies to receive this information.
After the evaluation, school staff will discuss the evalua-tion results with you and, together, we will decide co anippropriate program and placement for yoUr child. If theresults of the evaluation dhow that your child is eligiblefor special education, he/siNewill have ah individualizededucation'program prepared and could be enrolled in one ofthe following typical placements:
a regular school program, with special services such asadaptive physical education cc language, epee& or hear-ing therapy:
a regular school prograr for most of the day, with soretime spent with a resource specialist in a opecial class:
a epecial class for most.of the day, with soMe time spentin regular school programs:
a non-pUblic sdhool, if the specialized services neededby the student are not availablein our pUblic sdhools.
State and federal law have given you a number of importantrights with respect to the evaluation of your Child. VOLdhould know that you have the right to:
review and amend all your records-(contact thesChool principal if you wish to do this):
review the tests and other procedures to be wed inthe evaluation:
bcing a person of your choice With you to any meetingsto discuss the evaluation:
refUse to consent to the evaluation, or change yourmind at a later time:
- receive written notice and give your written consentbefore your Child is placed for the first time in aspecial education program;
. 41
be fully infrmed,of the results of the evaluation:
have the results cd an independent evaluation ofyour-4mild used in making any decisions about yourdhild's eligibility, program or placement: the schoolwill pay for an independent evaluation under certainconditions (contact the director.of pupil personnelif you wish this):
request an impartial dOe s hearing if there isdisagreement about any as=t2.e:d the evaluation.
In order for us to conduct the evaluation of your child, ',we needyour written consent. PLEASE SIGN ANr Rrrum: THE ATTACHEr CONSEt7 liga+0.indicating Whether or not you consent to the evaluation.
St,you have vestions about the evaluation or wvuld like tc arrangea meeting to discuss your child's problem and the need for an evalUation,please contact , who is
-, at the following mraber:
-1Thank you for your cooperation.
42
14
NOTICE OF PREPLACEMENT EVALUATION
Sample B
THIS NOTICE, SHORTER AND SOMEWHAT MORE PERSONALIZED THAN SAMPLE Ao MAKES USE
OF BROCHURES AND OTHER SUPPLEMENTARY MATERIALS TO DESCRIBE IN DETAIL CERTAIN
REQUIRED INFORMATION, INCLUDING:ME TESTS TO BE USED AND PARENTS' LEGAL
RIGHTS. AS REQUIRED BY LAW, HOWEVER, THIS INFORMATION IS SUMMARIZED AND
REFERENCE MADE TO THE ATTACHMENTS WITHIN THE NOTICE ITSELF.
Re:
GROVER PARK PUBLIC SCHOOL SYSTEM
Plains Elementary School39 Oak Street
Fairfield, Iowa
. 4
Dear
(Name of Student)
(Date)
In the Grover Park School System, we try to make sure each child is
being taught in ways best suited to his or her educational needs. In order
to do this for your Child, we are asking your permission to conduct compre-
hensive individual evaluation of your child's educational needs. Your child
was referred for an evaluation bybecause your Child is having the following difficulties:
In addition, the following tests and reports have indicated to us that-ar
evaluation,would be useful:
Your child has previously been involved in the following programs:
A comprehensive individual evaluation 'will-help us determine
whether or not your child's difficulties tall seriously affect his!har school
activities and how we can best serve your child. The evaluation will include,
if necessary, tests in the following areas: general intelligence: academic
performance:, speech, language and communication; social and adaptive behavior;
emotional status; physical health; vision and hearing; motor skills and coor-
dination. The test materials and procedures are designed to be fair, non-
discriminatory, and valid for the purposes used.
We have attached flyer entitled "The Special Education Evaluation"
that describes thS various tests and procedures we might use and what we
expect to learn from each one. It also discusses how evaluation leads into
the special education process and how you can take part in the evaluation
process. If your Child has recently been evaluated by an approved agency or
clinic in any of these areas ow will, If you agree, use the results from your
child's previous evaluationi we,strive to avoid unnecessary duplication of
testing whenever possible.
43 5,tf
0
The person in charge of your child's evaluation will bewho is the social worker assigned to your
child's evaluation team. NI will inform you later of the date, time, and
location of the eviluation. After the evaluatIoneis coMpleted, we willschedule meeting to discuss the results with you. The evaluation results
will be kept confidential.
The results of your child's evaluition may indicate that heishe isligible for services in one of the many different special education programsour school offers. "A Parent's Introduction to Special Education," which isenclosed, describes these different prograMs.
Se will not place your child, in special education prograr0without:
conducting comprehensive evaluation of your child:discussing the results of the evaluation with you:involving you in the.development of an individualizededucation program for your child;providing you with written notice describing theplacement proposed;obtaining your written informed consent.
Even if the results of the 'evaluation show that your child does notneed special services, the information obtained from the evaluation willstill be very useful in planning your child's regular educational prograr.If you disagree with the results of the evaluation, you may request at
indepindent evaluation; results from an independent evaluation must beconsidered in determining your child's eligibility for special educationand histher appropriate placement and prograr.
As parent, the law has given you number of important rights.
These rights are described in 'A Parent's Introduction to Special Education."One of your rights is to give -- or withbold -- your written permission toan evaluation of your child. A form for this purpose is nclosed. If you
would like to set up meeting to talk about the evaluation before signingthe consent form, please callwho As at the following number:You, have the right-to review your child's school records; the principal atyour child's school can arrange this.
Your active participation is verY important in the evaluation proless
and in deciding what kind of edUcatiopal program is best for your child.Ne look forward to working closely' with you and your child.
Thank you for your cooperation.
Sincerely,
(Name)
(Position)
Enclosures: "The Special Education Evaluation""A Parent's Introduction to Special Education"
44
EVALUATION CONSENT CHECKLIST
USE THIS CHECKLIST AS A GUIDE IN EVALUATING CURRENT METHODS OF REQUESTING
CONSENT TO THE PREPLACEMENT EVALUATION OR IN GENERATING NEW OR REVISED METHODS.
4
CST:MIST DT CRITERIAfor
TTEN COREENT TO PUPLACENZMT,EVALUATION
Content-------
ID 4. Does the reqUast for consent indicate that parents have been fulli
informed of all information relevant to a preplacement evaluation? 0ID2. Does the request for consent indicate that parents understand and
gree in writing to the evaluation? C;
111 3.Does the request for consent describe the activity to which parents,
are consenting as a full and individual evaluation of thm child's
' educational needs? - 'C.I.
gr. 4. Dots the request for cOnsent indicate that parents underitand the
evaluation will determine whether or not their child is eligible
for special education servives?
II=S. Dots the request for consent indicate that parents understand and
agree to the specific (if known) or general types of procedures,
tests, records or reports to be used in the evaluation? i: J
111 6. Does the request for consent list the records (if any) to be
released and to whom? UIT. 7. Does the request for consent indicate that parents understand
granting consent is volunta*? I:- .
9. Does the request for consent indicate that consent may be
revoked at any time?
Format
C. 9. Is the request for consent written in parents' native language or
mode of communication?
10. Is there place cn the request for consent where parents can
indicate they do not consent? 0
all11. Is there place for parents' signature on the request for consent? 0
12. Is the request for consent dated? C;
13. Is there aystem by which parents can retain copy of the
request for consent?
14. Is the request for consent written in language understandable to the
general public? C.)
15. Does the request for consent provide a means for parents to indi-
cate they wish further information 6r an individual conference
before they consent?
, CONSENT TO PREPLACENENT EVALUATION
CATHER CITY PUBLIC SCHOOLS
Dickens Junior High School109 London DriveCather City, MD
Name of Student: Date of Birth:Schonl: Grade:
, I have received the Notice of Intent tp Conduct Special EducationEvaluation of ay child, end have been fully informed about the purpose andnature of the evaluation, the specific types of tests and procedures to beused, and my rights as a parent. I understand that:
this evaluation is full and individual assessment of my child'teducational needs:
the evaluation Ory involve tests and other procedures in the followingareas: intelligence, academic performance, health and physical sensoryconditions, social/emotional statUs, communication, perception and motorskills, and adaptive behavior;
the evaluation will be used to determine whether my child is eligi'blefor special education and, if so, what special education and relatedservices he or she needs:
the information gained fror this evaluation is confidential and will notbe shared with any other agency without y signed consent:
my consent for evaluation does not constitute agreement to placement ina special prograr, and no suc t'. placement will be made without my wristerconsent:
ry consent forvvaluation is voluntary and CAITI be withdrawn at any time.
I have checked the appropriate boxIes) below:
COMMents:
06 I consent to have my child evaluated for possible specie:education services.
06 I consent to have my child evaluated but prefer that you'do not use the following tests or procedures:
(.) I do not consent to have My child evaluated at this time.
0 I would like to meet with you to discuss the evaluation beforemaking a decision.
(Parent's Signature) (Date)
(Parent's Signature) (Date)
6IF YOV CONSENT TO THE EVALUATION, PLEASE COMPLETE THE ATTACHED SUPPLEMENTARY FORM.
46 6i.
SUPPLEMENT TOHPARENT CONSENT TO PREPLACEMENT EVALUATION
CATHER CITY PUBLIC SCHOOLS
Dickens Junior High School109 London Driveeither City. MD
Mime of Student: Date of Sirth:School: Grade:
My child's primary language is:
My child normally: LI wars eyeglasses.
, 0 wear. hearing aid.
C) takes medication.
Other factors the evaluation tear nee& to consider:
I will provide written medical records and other reports from the follow-ing professionals and'or agencies:
(Professional,or Agency) (Professional or Agency:
(ProfesSional or Agency) (Professional. or Agency
(:) I authorize authorities in the agencies listed below to release thoserecords on my child needed to conduct the special education evaluation:
(Profeeeional or Agency) (Professional or Agency)
(Professional or Agency) (Professional or Agency)..
(..) I consent to the school's Evaluation Tam using recent test results frorprevious evaluations conducted on my Child to avoid over-testing and testduplication if the team determines the test results are current and valid.
(Patent's Signature) (Date
(Parent's Signature) (Date)
47
PLACEMENT NOTICE CHECKLIST
USE THIS CHECKLIST AS A GUIDE IN EVALUATING CURRENT METHODS OF PROVIDING
NOTICE OF THE INITIAL PLACEMENT AND IN GENERATING NEW OR REVISED METHODS.
THIS CHECKLIST CAN ALSO BE ADAPTED TO SERVE AS THE CHECKLIST OF CR2TERIA FOR
02HER REQUIRED NOTICES; NOTICE OF INELIGIBILITY AND NONPLACEMENT; NOTICE OF-
CHANGE IN IEP AND/OR PLACEMENT; NOTICE OF TERMINATION OF SPECIAL EDUCATION
SEUVICES.
CHECKLIST OF CRITERIA,for
WRITTEN NOTICE OF INITIAL PLACEMENT
Content
1. Does the notice describe the proposed adtivity as placement in adesignated special education program for handicapped children?
2. Does the notice indicate that the placeeent was selected fromcontinuum of alternative placements?
jai 3. Does the notice indicate that the placement is based on the child'sindividualized education program?
jal 4. Does the notice describe the placement as in the least restrictive
environment? This means:
a. to the maximum extent appropriate w th children who are not
handicapped
b. removal from the regular educational environment occurs onlywhen the nature or severity of handiest is suet that educa-tion in the regular class with the use of supplementary aidsand services cannot be achieved satisfactorily
c. as close as possible to the child's ho
111 5. Is there a description of the rationale f the placement?
8
6. Is there a description of any options to roposed placeaent that
were considered and the reasons why those ns were rejected?
ID7. Is there a description of each evaluation dure, test, record, or
report used as a basis for the placement decision? [
S. Is there a full explanation of all the procedural safeguards
available to parents? These are:
a. opportunity to eXamine recordsb. independent educational evaluationc. prior notice of evaluationd. prior notice of program/placement and program/placement change. written oonsent to initial placementf. impartial due process hearing and appeal
g. fair and impartial evaluationh. placement in the least restrictive environmenti. confidentiality of records.
48 63
9. Is there an xplanation of the procedures to be followed for
parents to access their child's records?
10. Is there an xplanation of the circumatanceii under which the
school will pay the cost Of an independent evaluation?
11. Does the notice indicate what proportion of time the child
will be in the regular program?
12. Does the notice indicate the !elated services that the child
needs and that will be provided?
13. Is there a description_of the special education process,including the provision for annual review of the placement
decision?
14. is there an explanation of the reasons for and importanceof parental involvement in and support of the placement
decision?
15. /s there a description of when plo6ement will begin and the
prerequisite ntry procedures?
16. Is there statement detailing how. when, and by what moans
parents will be informed of the child's progress in the
placement?
1?. Is there a special education teacher or other contact person
named whc, can provide more information on the placement?
19. Is there an Opportunity provided for parents to arrange to
viait the proposed placement? ii
19. Is there description of the various special education andrelated services from which the child might benefit?
20. Is there a list of resources parent might access for
further intonation?
21. Is there a list of activities parents might undertake at
home to assist the child In the proposed placement/
gr.
Format
22. Is the notice written in language understandable tq the generalpublic?
23. Is the notice provided in the parents native Language or other
mode of communication used by parents?
24. Doss the notice indicite the sehool's concern for the child?
25. Doss the notice convey a tone that encourages parents'involvement?
26. Does the notice establish that it is an important edudationaldocument that shourd be retained for future reference?
27. Is the notice attractive and easy to read?
28. Does the notice have a personal signature or other personaltouch?
50
NOTICE OF INITIAL PLACEMENT
Sample A
THIS CONCISE BUT COMPLETE NOTICE MAY BE APPENDED TO THE In OR DELIVERED ASA SEPARATE DOCUMENT, THE NUMBERS CN THE_SIDE_REFER.TO THE REQUIRED CRITERIA
THE PRECEDING CHECKLIST.
WENTOWHE PUBLIC SCHOOLS
Eastbridge High School1100 Douglass StreetMt. Winston, Oregon
Student:
Date:
PLACEMENT PROPOSED:
Based on the program developed in the ISP, the following special,
ducation placement iS proposed:
Sane of Placement:
Description of Placement:
Location:
Type of instruction:
Regular Program Classes or.Activities:
Percentage of Time in Regular Program:
Related Services,
Special Equipment and Materials:
This program and placement recommendation is based on reports fror a
comprehensive'priplacsment evaluation nd the following additional procedures,
tests, records, or repOrtss
The placement was selected from a oontinuur of alternative placements.
The program and placement team believes this placement is the least restrictive,
nvironment for your child -- that ill, as close to your child's hose as possi-
ble and requiring the Minimum separation of your child from the regular school
Program.
,
51
4
a
OTHER PLACEMENTS AND SERVICES CONSIDERED AND REJECTEL:
Placement(Service
PARENT RIGHTS:
Reason R4 acted
Remember that paiente have the following rights related to this
placement dociaion:
to withhold consent to placement in a special ducation
program or withdraw consent at any time:
to reviw the results of the evaluation and any other of
your child's records:*
to have an independent evaluation if you diaagree with
the results of the evaluation: this may be at the school's
expense under certain circumstances:**
to have the child reevaluated every 3 years, or sooner
if necessary;
to ask for an Impartial due process hearing if you disagree
with the proposed placement and no resolution of the dispute
can be achieved in Other ways.,*
Thill placement will be reviewed annually at the time of the IEF
meeting. Parents may request a review of their child's program at any time
they believe satisfactory progress has not bean maintained. These rights are
explaind in more detail in the booklet ntitled 'Parent.Rights" that we Sent
you with the *Notice of Intent to Conduct I Preplacement Evaluation.*
PLEASE SIGN AND RETURN THE ATTACHED CONSENT PORN.
For further information, contact the Principal.
** For further information, contact the Director of Special Education.
526
pOTICE OF INITIAL PLACEMENT
Sample B
=IS NOTICE IS MORE PRSONALIZED IN FORM, AND INCLUDES ADDITIONAL RECOMMENDED
INFORMATION. THE NUMBERS REFER TO REQUIRED CRITERIA IN THE PRECEDING,CHECKLIST.
Nes
GPCVE2 PARS PUBLIC SCHCCLS
Plains Elementary School39 Cek Street
Fairfield, Iowa
plevig4
(Name of Student)
I
4
(Date)
The recent comprehensive educaticraa eveluaticr of your Child provided
the following informstior about hieher level of performances
EVALUATICN AREA PS3CEIVRt CR 1E57
Intellectual Development
Acedwac Performance
Sccial/Adapmive Behavicr
Emotional Status
Physical Health, Vision,
Hearing
Motor CoordinatiOn'
Speech, Language, andCtersiricetior Skills
Awed on the results of the evaluation. the Evaluation Teem has
detormaned that your Child is(Handicapping Ccmdition)
end eligible for special educatico services.
go_
.53
A Program Planning Meeting in WhiCh you were invited to participate
wes held dr At that meeting, we prepared
(Date)arrIndividualized Education Program,(IEP) that indicates the goals and Objec-tives and the special education services your Child needs. Rased on the IEP,
the following special education placement is proposed.
Type of Placement:
Description:
Location:
Major Educational ACtivities:
Proportim of Time in Regular Prograr:
Related Services:
Ihe Placerent Committee believes this is an appropriate, leastrestrictive environment for your Child.- It will allow him/her to participatein regUar programs with nonhandicapped Children as much as possible, and atthe same time serve his/her speCial educational needs. Your Child will beremoved frbm the reglAar education program only When his!her educationalneeds tannOt be met there. In addition', the placerent propoded fce your Child
is as close to your hope as possible.
The following placements were also considered for your Child:
0 Regular classramnwith supportive services
0 Part-tiMe epecial class
CD Full-time special class
CI' Home-based services
0 Residential center.
/hese were rejected because
Ybut Child will not be placed in apy special education programwithout your written consent, and you have the right to refuse to agree -
to the proposed placement. You also have the right to:
54 6
0 0
0 0
*k_
review the results of the evaluation and your Child'sother reccrdt (contact the principal if you Wish to do this);
have.an independent evaluation conducted bY an accreditedagency if you disagree with the results of the evaluation(contact the Directcr cf Special Education if you wishthe adhoortopay fOr the evaluation); and
elk for ari'imartial dUe process hearing if icu disagreewith: the Proamisdplacement (contact the DirOptor adSpecial Education for furtheeinformation).
Ybur dhild'a placement will be reviewed annually. You will
be invited to a meeting tO discuss any. Changes, and will be notified in writincof.any.changes made at the meeting.
If you'consent, your dhild will begin to receiVe special educa-tion services as cd . youWill be contacted
(Date)regarding any-necessary.
(iame) ' (Position)
arrangements.
Ihe following parent, who chairs the SPTA Special EducationSuboonnittee in your child's school, may be contacted for more information:
Name Telephone Number
You ate Welcome to visit the proposed placement. Please contact the
principal of the sdhool to mske arrangement's or to request additional informa-tion About tht plabement.
. A =mar FORM IS PROVIDED WITh THIS wrIcE. PLEASE REAr 1TCAREFULLY, CHECY THE APPROPRIATE MIKES, ANC SIGN rr. NCU MAY REIURN THE
FORM IYMEDIATII,Y, OR MAIL FL TO US LATER.
We have enjoyed the giportunity to work together with you tofipd o progran where your child can ltarn happily and successfully, andue look forward to ycmr continued ccoperaticc in implementing this prograr,
PlecmtrI,COmmit
-,Tilephone Number
55
PLAMMENT CONSENT CHECKLIST
USX THIS CHECKLIST AS A GUIDE TO EVALUATING CUKAENT METHODS FOR REQUESTING
CONSENT TO INITIAL PLACA:KENT OR IN GENERATING Nra OR REVISED METHODS.
CSECELIST OF CRITERIAFor
WRITTEN CONSENT TO INITIAL PLACEMENT
Content
1. "Does the request foi consent indicate that parents have beenfully informed of all information relevant to the initial
placement? -
2. Does the request for consent indicate that parents understand
and agree in writing to the placement?
3. Does the request for consent describe the activity to which
parents are consenting as placement in program providing
special education and related.services to meet the, unique
:needs of. handicapped children?
ID .4. Does the request for content list the records (if any)
to be released and to whom?
411 5. Does the request for consent indicate that parents under-
stepd granting consent is voluntary?
ID6. Does the request for consent indicate that consent may be
revoked at any time?
7.
Format
Is the request for consent written in parents' native language
or other mode Of communication?
.Is there a place on the request for consent where parents can
indicate they do not 'consent?
P.Is there a place for parents' iignature on the request for
I consent form?
4046 10. Is the request for consent dated?
4011111:
11. Ia there a system by which parents can retain a copy of the
request for consent?..-",
$
12: Is the request for consent written in.language understandable
to the general public?
13. Do the Language and tone of the renuest'for cOnsent convey
massage that the consent deciiion. is important?
14. Does the request for content provide a means for parents to'
indicate they wilh further information or an individual con-
ference before they consent?
1_3
CONSENT TO INITIAL PLACEMENT
61TNER CITY PUBLIC SCHOOLS
Dickens Jdnior Nigh School109 London DriveCather City, ND
Name of Student: Date of Sirth:
School: Grade:
1
I have received the ItP and notice of initial special ducationprogram and placement for my child. I Understand that My child has beendesignated as that he/she is eligible to
(Handicapping Condition)receive special education and related services, and that his/her proposedplacement is:
The.related services to be provided are:
I have been informed of the results of the evaluation and have participatedin developing and/or reviewed my child's IEP. With regard to the proposeAPlacement, I have been informed that:
The proposed plscement is based on my child's IEP and takesinto omnsideration the results of his/her evaluation.
The placement will be reviewed annually, and I may requesta review any time I have questions about my child's duca-tional progress.
I will be notified In writing prior to any placement change.
My consent is voluntary and may be revoked at any _time.
If I disagree with the proposed placement, I may requesta due proccashearing or a mediation conference.
ot57
Comments:
.1 have Checked the appropriate boxe$:
0 I give my voluntary, informed consent to the proposed placement.
L.) I give my consent to certain aspects of the proposed placement
but withhold consent to others, as xplained below:
LI I gree to the relase of the rsults of my child's valuation
to the following agencies, who will be Involved in implementing
My child's IEP:
(Agency (Person Responsible
(Agency) (Person Responsible
I will review other requests for release of records as they
come.
I withhold my consent to the proposed placement at this .time.,
I,brould like, twvisit the proposed placement before granting
(Ordenyin'01- trent.
I woUld 'like to arrange conciliation conference or due
process hearing to consider the placement disagreement.
Sincerely.
(Parent or Guardian) (Date,-
(Parent or Guardian) (Datei
s.
' PLEASE RETURN THE YELLOW COPY. AND RETAIN THE WHITE COPY FOR YOUR RECORDS.
SUPPLEMENTING THE BASIC REQUIREMENTS
Once you have Aeveloped methods forprovidingrMe required notice and'consent,you have taken a giant step totard the goalof fully informing and involving parents.Most schools find, though, that writtennotice and consent in and of themselves aretot enough. Parents often have questionsor concerns about the content of notice andconsent, or want additional information.Schools need procedures for responding tothese needs, as well as for encouraging andfacilitating parent participation in thedecision-making process.
For these reasons, most schools supplementthe legal requirements by:
using additional notices and requestsfor consent to keep parents informedand to document events;
developing brochures, booklets,directories, and other supplementarywritten materials to clarify andamplify the information providedthrough notiCe and consent.
TYPE,g OF WRI-tTEN NOTIFICATIO14- -The types otWritten notification avail-able vary widely in their formality and inthe degree to which they are tailored tothe individual and/or specific to the
situation. There are, on the one hand,handwritten notes and personal letters, themost informal and individualized'forms ofwritten communication. At the other end ofthe spectrum are xeroxed copies of articlesand printed brochures, the most formal andgeneral forms of written communication.
\I.
59
PROS AND CONS
FORMS OF WRITTEN'NOT1FICN1ICV
poor
Handwritten notes
Personal letters
FOrms/form letters
Memoranda
;ee Report cards and other reporting forms
Minutes of meetings
Hrodhures/pamphlets
Lists/bibliographies/directories
Reprints/copies of articles
Viewed as a whole, written notificationhas both strengths and weaknesses, advan-tages and disadvantages,.
ON THE ONE HAND, written notification isusually comprehensive. It Can documentevents that occur, and be filed away forfuture reference. fille preparation of
written materials can be supervited by theschool's most knowledgeable staff, andskilled writers and graphic artists can beused tp assure the materials are clear,-intelligible, and atraitive. By address-ing basic facts and common concerns, wrfttenmaterials make it pOssible for subsequentpersonal interactions to focus on issuesrelated to a speCific student and to inter-pret basic information in terms of a
specific situation.
ON THE OTHER HAND, some written materials(e.g., directories and lists of resources)become outdated. 'Developing written mate-rials takes more time than does preparing
for personal interaction.," It is also
60
SELECTING,A MECHANISM
11.
more costly. Preparing brochures andpamphlets, for example, involves graphicartwork, printing, binding,and the use ofquality paper. Finally, printed materialsare of necessity general; they cipnotaddress all the particular questions andconcerns ot each set of parents.
;n deciding whether or not to use additionalforms of written notification'to convey
-information and encourage parent participa-tion, you can begin by asking yourself thesebasic questions:
,
IS WRITTEN DOCUMENTATION REQUIREDOR USEFUL IN THIS CASE?
IS.THE INFORMATION LIKELY TO BECONFUSING OR UPSETTING TO PARENTSIF PRESENTED IN WRITTEN FORM?
IS THE INFORMATION TOO SENSITIVETO BE-CONVEYED IN WRITTEN FORM?
If you decide that written notificationwould beuseful and appropriate, you mustthen decide what specific form that notifi-cation should take. Some considerations inmaking this decision are:,
ISTHE,INFORMATION, GENERAL IN NATURE ORSPiCIFiC TO A PARTICULAR STUDENT?
fr
IS THE INFORMATION LIKELY TO REMAINCONSTANT OVER A PERIOD OF TIME?
DOES THE POTENTIAL USE JUSTIFYPREPARATION OF PRINTED MATERIALS ANLTHEIR MASS PRODUCTION?
WHAT 'STAFF AND FINANCIAL RESOURCESAHE AVAILABLE TO DEVELOP AND PRODUCE
MATERIALS? ,
61
Optional Noticeand Consent
Additional notices and requests for con-'sent are often used by schools to supple-ment required notice and consent. Theseare most commonly used to set UPI parent/school meetings, report on school activi-ties, acknowledge receipt of perentalcorrespondence, and secure additionalparent input. Many schools providenotice to parents on those occasions when itis not required -- for example, when-a childis referred by a teacher for screening, oras a summary of an IEP or annual reviewmeeting.
OPTIONAL NOTICE AND CONSENT
THE FOLLOWING LIST IS INCLUDED TO GIVE YOU AN IDEA OF THE RANGE OF
OPTIONAL NOTICES AND REQUESTS FOR CONSENT USED KY VARIOUS SCHOOL SYSTEMS.
NONE OF THESE IS REQUIRED. PICK AND CHOOSE THOSE THAT SEEM MOST APPRO
PRIATE AND ESIRAELE FOR YOUR SCHOOL OR DISTRICT.
/4 A form parents say complete to request an Valuation
TYPES OT OPTIONAL NOTICE AND CONSENT
Identification
An invitation to parents to prereferral meeting to diecusstheir Child's problems
Notice that child is receiving non-special education intervention
Notice of child's referral to screening committee
Request for parent consent to screening
An invitatiOn to parents to screening committee meeting.
Evaluatior
An acknowledgement of parent consentu to evaluation
A form for obtaining parents' input on their child
A form summirizing the evaluation results
Notice of plan for regular program modification (for childrennot requiring an evaluation.
TYPES OF OPTIONAL NOTICE AN:, CONSENT
IEP 'Placement
,
An invitation t? program planning meeting
A forr confirming parents' ttendance at the program planning meeting
A follow-up letter to parents after the prograr planning meeting.,
Review
An invitatOn to the annual review
A special ducation student progress report
Notice thaS placement remains unchanged
A request ilor parentnconsentAo placement change or termination.
Reevaluation
A request Tor parent consent, to reevaluation
An,tforttatliom to a reeValpOtion debriefing mating;
General
A form parents may complete to request an independent evaluation
A form indicating the school's response to parents' request foran independent evaluation
A for, parents may complete to request conciliation conference,
mediation, or,a due process hearing
A form indicating the school's response to parents' request forconciliation conference, mediation, or a due process hearing.
63
SupplementaryMaterials,
t-
Printed materials such as brochures,fact sheets, booklets, and directoriescan be prepared to supplement both'requiredand optional notice and consent. There is awide range of general and spechic areasin which you might consider developing otherwritten materials.
TYPES OF SUPPLEMENTARY MATERIALS
An, introduction to the district's specialeducation program
A description of the evaluation process
Definitions of handicapping'conditions
A checklist for preparing for parent/school conferences
A description-,of the placement processand alternative placements
Directory of school contact persons
Inszructi9ns for reviewing a student'srecords
List of sources for an independentevaluation,
Directory of parent groups
Suggestions for preparing for a dueprocess hearing.
Granted, the preparation and productionof such materials can be expensive. And
there is always the danger that parents maybe discouraged or overwhelmed by receiving a
SerlOW-Of' iktehAnaterta1e.---HoWe4erl- thosema terials have important uses and advantagesthat recommend their use. They can beappended to the notice, thus gllowing thenotice itself to be shorter, more personale
and less overwhelming. When this strategyis used, however, any required noticecontent must be summarized and the attach-ments referended within the notice itself:
64
Although written notice and consent arenot contracts, try are legal documents;and legal documents must be clear, completeand able to stand .on their own.
SUpplementary materials can also be usedas appropriate - - to give to parents at aparent/school conference when particularqueetiont or concerns arise, for-or when parents request a due process -----
hearing.
IN SUM: Written notification of parents is a major stepping stone toward
the,goal of providing all children with an appropriate education.
There ire' 11 occasions when forthal written' notice is required,
2 whenformal written consent is required, and 1 when a general
public announcement is required. There are general content andformat requirements for all the occasions when written notice
and consent ire-required. These can be translated into check-
lists of criteria to facilitate the development, evaluation,
and/or revision of techniques for providing notice and requesting
consent. Optional notices and requests for consent and otherwritten materials may be desired-to suiplement required notice
and consent.
WORKSHOP ACTIVITIES
The,information preiented in this chapter can form the basis for
two kinds of workshop sessions:
one or more Weekiimg-sessions,qmaze&to-those__-----A------schoOl personnel responsible for the development
of written notification materials
one or more workshops within a general series designed
to convey the basic facts about notification.
Depending on which type.of session is appropriate for your staff
and school, you can select from the, following activities.
44.
ACTIVITY A 1: THE BASIC REQUIREMENTS REGARDINGWRITTEN NOTIFICATION
purpose:. To provide participants with a gpneral overviewof when written notice and consent are required,and what must be included
Time: 45 mi'nutes Amaterial: List of written notices and requests for
consent used in your school district
Copies of "Occasions when Notice and Consent
are Required" (page 25)
"General Notice Requirements" (page 27) and"General Consent Requirements" (page 33)
Two areas where uncertainty regaiding the notice and .con-
sent requirements exists are: -(1) the occasions when,notice and consent
are required; and (2) the information that Must be conveyed on each of .
these occasions. Any introduction to the written notification require-
ments must therefore begin by clarifyiqo these general when't and what's.
1., Han&out Copies of tile list of "Occasions when Notice.and Consent are Required," and discuss the points at
,which notice and consent are required and why ,they are
necessary at these times.
2. Hand out copies of the list of notices and requests for
consent currently in use in your school district. Com-
pare this list withathe list of "Occasions when Notice ,
and Consent are Required. (The items on the two lists
will probably differ somewhat in their titles, and it
660
air
will be necessary to compare them on the basis of the
occasions they represent). Note whether or not there
are any required notices and/or requests for consent
that your school does not currently have.,
3. Hand out copies of the "General Notice Requirements
and %eneral Consent Requirements" and discuss whyit is necessary that parents be apprised of all the
information listed therein.
ACTIVITY 02: 4RITTEN NOTIFICA!TION-AT THE EVALUATION
STAGE
purpose,: To familiarize,participants with the requirements of the
law regarding notice and consent at the evaluation stage,"
and to -prepare staff to evaluate and, if necessary,revise existing materials based on required and
4recommended practices
Time: One hour
Material: Copies of the checklists of criteria for the preplace-
ment evaluation notice (pages 37-38) and request for
consent (page 45)
Copies of the sample preplacement evaluation notices
(pages 39-44) and requests for consent (pages 46-47)
Two notices and two requests for consent are required at the *value=
tion stage. This activity will equip your staff to assess the notices and
requests for consent currently used by you,r school or district t this stage,
and if necessary to develop additional ones' and/or revise xisting ones to
incorporate all the legal requirements and any appropriate recommended
items.
,1. Hind out copies of the checklist of criteria for the pre-f
placement valuatiOn. Compare the required content and
format items with the list of general requirements dis-
cussed in the preceding activity, and talk about the pur-
poses served by the recommended items. Which do,staff feel
are moat important? Mbich, if any, appear unnecessary?
Hand out the two sample notices, and analyze how the requite-
Molts of the law have been translated into content and format
in the simples. Discuss how the two notices differ in terms
of style and,format, and which type would be more appropriate-
for your school or district.
67
.=2.L. Hand ,09.t olpieml.AWEITalist of criteria ,fpf,,e
preplacement evaluition requasiti".4roasenij4nd-ihg-sample request for consent. Discuss the.various.required and recoMmended items,_and analyze how the'requirements of,the law have been:translated intocontent and,format in the sample.
3. Discuss how the checklist of criteria for preplacementevaluation notice could be adapted to serve as a check-list for a notice Of intent not to conduct an evaluation.Note that the same types of information must be included
in both notices. For example, both Must contain an ex-
planation of the rationale for the decision. The only
difference is.that one will include a rationale for thedecision to evaluate, the other for the dedision not to
evaluate. If apPropriate, assign staff to prepare a check-list for a "Notice of Intent Not to Conduct an Evaluation."
rTh)ACTIVITY #3: NOTIFICATION AT THE IEP/PLACEMENT STAGE (
Purpose.: To familiarize participants with the requirements of
the law regarding notice and consent at the IEP/placementoage,_and=to_prepare_staff_to_evaluate and, if necessary,revise:existing notices' and requests for consent based on ,
required and recommended practices
Time: One hour
Material: Copies-of the checklists of criteria for the initial
placement notice (pages 48-50) and request for consent
(page 56)
Copies'of the sample placement notices (pages 51-55)
and reque for consent (pages 57-56)
Threenotices and wo reqbests for consent are required at the
IEP/placement stage. This activity will prepare your staff to asseslithe,
notices and requests for consent currently,in Use in your school or &strict
4 at tfts stage and, if.necessahr, develoi additional ones and/or revise
exideing ones to incorporate-all the legal requirements and any appropriate
IrecomMended items.
1. Hand'out copies bf the checklist of crit tie for the
initial placement notice, and discuss 'the required
-and recommended iteds. Distribute copie of the,two
sample notices, and note how the legal requirements
translate into content and format. .Discuss the
68
differences between the two forms in terms of style-
and format, and which type would be most appropriate
for your school or district.
2. Hand out copies of the checklist of criteria for the
ihitial placement request for consent and the samilAe
request for consent. Discuss the various requiredand recommended items, and analyze how the legal
requirements have been translated into content and
format in the sample.
3. Discuss how the checklist for the notice of intial
placement could be adapted to serve as a checklist
for a notice of nonplacement or a not:ice of intent
not to provide a specific placement or related ser-
vices. If desired, assign staff to prepare ch -
checklists,
,e
ACTIVITY #4: SUPPLEMENTARY NOTIFICATION
Purpose,: To familiarize participants with the ways in which
required notice and consent can be supplemented with'
other forms of written notification
Time: 30 minutes
Material; Civies of "Optional Notice and Consent" (page, 63)
Like most schools or districts, you have probably develdped
'' Parent-notification materials that are not required by law, but that you
have found useful for parents in your area. This activity will help you
reassess those materials, and perhaps come up with suggestions for
different or additional supplementary materials.
1. Discuss some of the important functions that written
communication can_serire, and some of its disadvantages.
How can 4 school prepare a body of written notification -
i materials that inform parents and document events,fully,
but are not overAelming to either parents or school?
2. Hand out copies of the list of "Optional Notice and
Consent." Discuss which of these written materials
.your school or district already has, and which might
'be useful to have. To assist participants in deciding
whether additional notices might be appropriate, you
might refer to the general guidelines suggested on
.page 61.
69
8,1
3. Talk about the pros and.cons of brochures, directories,and other supplementary written materiars. Make a listof the supplementary materials your school or districtalready has, and,those additional ones that would bedesirable. ,Compare this list with the one on page 64.
NOTE: Based on-the general information and proceduresprovided in Activities 42 and 3 above, you can pkeparestaff to develop checklists of ckiteria for he notqcesand requests for consent-required at the review_andreevaluation stages, and to evaluate and revise thematerials currently existing in your school or districtfor these purposes.
70
CHAPTER THREE
INTERPERSONAL COMMUNICATION: ADDING THE PERSONAL TOUCH
4
4Written notifjaption that is carefully'drafted, attractively formatted; andcomprehensive in coverage goes a long waytoward providing parents with the informa-,tion they need to give their informedconsent. However, written materials cannever replace personal contact as a meansof conveying concern, understanding andsupport. Nor can they ever provide asgreat an opportunity to interpret technicalinfOrmation and relate it to a specificstudent and his or her needs.
This.chapter addresses some of the ways inwhich notice, consent, an&other writtenmaterials can be supplemented with inter-personal communication. The focus is on the
most complex method of interpersonal communi-Cation, the parent/school conference, and onthe two stages at which this conference ismost critical, evaluation and IEP/placement.
A BIRD'S EYE VIEW OF INTERPERSONAL COMMUNICATION
As with written hotification, the forms of
interpersonal communication available varywidely in their formality and their degreeof generality or specificity. They range
from telephone calls, in which_a_parent and
sthool staffperson discuss a specific event
or issue, to parent/school meetings convened
by the school to convey general information
to a body of parents.
FORMS OF INTERPERSOML 0:11mtmc4nor
Telephone callsIhformal meetingsHome visitsParent/teacher conferencesInterdisciplinary meetingsParent classroam ObaervaionsDisciplinary hearingsStudent/Parent/Teacher AssociatiOn(SPTA) or other parent groLip meetinas
;
71
PROS AND CONS
SELECTING AMECHANISM
Like wkitten notification, interpersonalcommunication has both advantages anddisadvantages.
On the one hand, personal contaFts can behighly individualized. They can addressspecific questions related to a particularstudent. They can help school staffidentify parental concerns, and providean opportunity to respond immediately toquestions and problem situations. They canfacilitate the active involvement of parents,and form the basis for a close rapportandworking relationship with parents.
On the Other hand, personal contacts oftenprovide to permanent record. Moreover,the success of Such interactions depends onthe skill-of the individuals involved, andthe information shared may not always beaccurate or clearly expressed. School staffvary in both the extent of their professionalknowledge and their ability to convey thatknowledge, and extemporaneous remarks o&r_Inotalways be reviewed in advance for aPpro-priateness.
Whether interpersonal CoMmunication shouldbe used, and.if so what form, are decisionsleft entirely to schools. In making thesedecisions, it is helpful td ask thefollowing questions:
r.
a
WO IS THE PARTICULAR FAMILY INVOLVED?
HOW EASILY CAN THE PARENTS GET TO MEETINGSAT SCHOOL?
WHAT HAS BEEN THE SCHOOL'S RELATIONSHIP WITHTHESE PARENTS IN THE VAST?
HOW EMOTIONALLY AND INTELLECTUALLY PREPAREDARE THE PARENTS TO DEAL WITH THIS INFORMATION?
HOW IS THE SCHOOL PERCEIVED-IN THE COMMUNITYOR CULTURE IN WHICH THE FAMILY LIVES?
Depending on the answers po these questions,a school might decide to foiward a writtennotice in the mail, telephoning parents toalert them.before its arrival. Or, the schoolmight deem it wiser to deliver the noticewithin the context of a home visit or parent/teacher meeting.
72
THE PARENT/SCHOOLCONFERENCE'
Agenda/Checklist
4
To give truly informed consent, parentsoften,need more than written notification.
-Printed materials may not adequatelyddress the questions and concerns thatarise when parents must make imRortanteducational decisions for their child.The significant amount of new and complexinformation presented at such times regard-ing parent4eights, the proposed action, andthe significance of the,decision to be madecan be technical, confusing, sensitive anddifficult for parents to assimilate fully on
their own. Clarifying certain points ofinformation can be critical to parents'making a responsible decision about theirchild's future education.
The parent/school conference is an idealway to share such information, discussquestions and concerns, an& lay the ground-work for a positive parent/school relation-ship. For these reasons, it is given majoremphasis here.
One effective way to struCture parent/schoolconferences is through the use of agendachecklists such is thosi discussed later inthis chapter. Agendalchecklists facilitatethe presentati_on of pertinent information,and provide in accurate, record of theexchange between parents and school.They can incorporate general information,information to meet the notice and consentrequirements, and information to respond tocommon parent Concerns. In addition,preparatory activities can be indicated, andspace allowed for noting information gleanedor concerns expressed by parents at themeeting. Cover sheets can provide identify-ing information about the particular case,summarize the meeting, and document theoutcome.
Like the parent/school conference itself,the agenda/checklist is an optional--but
recommended--procedure. Used properly, itcan help you cover the points of notifica-tion required by law, and at the same timemeet the additional information needs of
parents.
-.73
ba
e .
Common Questions The specific questions_and concerns
_nLcsnw __parents may_baye about what the school isproposing depend on the parents, child,school, and circumstances. , However, cer-tainconcerna are common among many parentsat particular points in the special educa-tion planning process. Host ofiten, these
concerns surface at a parent/school confer-.ence, and it is important for school per-sonnel to respond fully and appropriately.
To assist you in this task, lists of ques-tions and concerns that commonly arise atthe evaluation and 'MP/placement stages havebeen compiled, along with Sxamples of -
effective responses to these questions.You,,of .course, will want-to add to theselists those questions and concerns thatfrequently arise among parents in yourcommunity' and responses that you havefound helpful.
f
FOCUS : INTERPERSONAL COMMUNICATION AT THE EVALUATION STAGE
SIGNIFICANCE
The evaluation stage comprises the seriesof events through Which parents areinformed that their child has learningproblems setious enough"to warrant a com-'prehensive, individual educational evalua-tion--one outcome of which might be designa-tion as a handicapped student and placementin a special education program. The over-
all purpose of the evaluation is to gather'information about the child from manydifferent points of view in order to deter-mine whether the child's difficulty inschool is the result of a disability and,if so, what.special services are needed forhim or her to be more successful.
The evaluation stage clearly has greatsignificancefor a handicapped child,since-it lays the groundwork for identify-ing and meeting his or her special educá-tional needs. This stage also has specialmeaning for the parents of a special needsStudent, and for their relationship with
the school.
Abet
"motional
Informational
Interpersonal
PARENT REACTIONS
oo
In many cases, the letter, phone call, ormeeting through which parents are firstinformed of the school's intent to evaluatetheir child may be the parents' first formalcontact with the Special.educatfon process.The knowledge that thele child may needspecial education services is likely tohave a profound impact on parents. Even ifparents have been aware of the child'sproblems and have discussed these with theschool previously, the actual formal noticemay still cause concern. To schools, thisnotice may be a routine matter; tO parents,it is not at all routine.
From this point on, parent's will bereceiving information of many kinds--abouttests their.child will be given and theresults ofthose ,tests; abOUtiheir-Child'spariicular disability and its consequencesfor the child's future; about the specialprograms and serVices that will best servetheir child; about their legal rights andthose of their, child. For some parents,this information may seem technical ordifficult to understand. Yet parents mustunderstand this information if_they,are,todecide what is best for their child. In
terms of parents' ability.to accept andassimilate new knowledge, then, the eval-uation stage is critical.
Because it occurs so early in the specialeducation planning process, the evalua-.
, tion stage sets the tone for future inter-actions between parents and school. It
.offers school personnel the oppdrtunityto initiate a two-way, cooperative rela-
iktionship with parents, to create an"atmosphere where facts and feelings canbe explored openly and decisions madejointly, and in these ways to lay thegroundwork for a mutually satisfying andproductive relationship in the future.
Parents may react in different ways tothe news that the school wants to evaluatetheir child for possible eligibility forspecial education. They may feel...
...APPRECIATIVE for what the school isdoing'for their child;
,90
-
SCHOOL RESPONSES
...ANGRY OR DEFENSIVE, mistrusting the'school to act in the child's bestinterests;
...GUILTY that they are somehow toblame for their child's problems;
4
...SUPPORTIVE of the school's effortstO determine what educationalprogram is appropriate for theirchild;
...UNACCEPTING of the fact that theirchild may need special help;
...RELIEVED that the school hasrecognized their child's problems andis taking action;
...UNCERTAIN about how to assume theirresponsibilities in the specialeducation process.
Many factors may affect how parentsreact: how parents view their own role asparents; how they feel about their childand what expectations they have for him orher; what their educational,and/or intelli-gence levels are; whether there are languageor cultural barriers betweenparents "
school; what else is going on in the familyat that moment.
Another major influence on parents'reactions to the evaluation, notice is thenature of their previous contacts with theschool, whether these have been on-going,pleasant, and productive...or few and farbetween, unpleasant, and disappointing.Especially important is the extent to whichparents have been previously apprised oftheir child's school performance.
Different reactions by parents requiredifferent responses on your iiiart. How
you approach and respond to parents atthis stage will tell them whether or not'you are interested in their child, sympa-thetic to their concerns, and open totheir ideas and opinions.
Completelland sympathetic communicationwith parents can prevent many later hoursof frustration, mistrust and antagonism.It can determine whether parents see youand themselves as alliesor adversaries.
76
INFORMATION SHARED The decision as to whether or not aparticular child should undergo a compre-hensive educational evaluation must be madejointly by you and the child's ,parents. In
making this decision, both you and theparents have information to contribute andinformation to collect.
Some of the information that follows isrequired in the written notice of evalua-tion: some may We presented in otherwritten materials. In both cases, per-sonal contacts can serve to reiterate,clarify, or pave the way for this informa-tion.
Other information, such as examples ofspecific test questions, is most appro-priately introduced during interpersonalexchanges.
INFORMATION SHARED DURING THE EVALUATION STAGE
THE NATUOE pF THE CHILD'S EDUCATIONAL PROBLEMS AND NEEDS
InforMation Provided by School:
Who referred.the child
Problems or clrcumstances that led to the childq referral
Tests, records, reports or other proCedures that support thereferral
Educational actions already undertaken to assist the childa
Educational activities or procedures that might still beinstituted but don't require an individual evaluation
What will happen to the child if parental consent toevaluation is withheld
.School's perception of child's problem
What special programs might be appropriate for the child.
Information Provided by Parents:
Child's educational history
Child's medical and developmental history
Child's behavior at home -- e.g., sibling relationships;language and communication skills; work habits; motivation,attention, and persistence; self-care
Child's neighborhood and other social relationships
Child's work history
Child's general attitude, personal interests, and non-academic skills
Parents' perception of child's problem
Child's perception of his/her difficulty.
THE NATURE_OF THE EDUCATIONAL ACTION, PROGRAM OR SERVICE PROPOSED
Information Provided by School:
The tests, records, reports, and other procedures thatwill be'used to evaluate the child, and the purpose of each
When and where the evaluation session(s) will be -held andhow long each session will lest
Who will upervise the evaluation
How paren s can prepare the child for the evaluation.
78
INFORMATION SHAMED DURING THE EVALUlTION STA.GE,J
""-,
Information Provided by Parents:
. evaluation
4
How the child may bahave during an individual comprehensive
Tests ,00r other procedures that 'parents would like added tothe evaluation
Tests or other Procedures that parents would like droppedfrom the evaluation.
THE SPECIAL EDUCATION PLANNING PROCESS
Information Provided by School:
What happens while the child waitf for the evaluation
What happens to the child after the evaluatiOn
'When and how parents will find out ab t the resultsof the evaluation
What programs and services are available in the schooldistrict for children with special meeds.
Information Provided by Parents:
General role parents wish to play in the planning process
ActiVities that might help parents perform their desired role
$pecific points at which parents wish to be involved
Extent of knowledge about and attitudes toward special education.
PARENT CHILD RIGHTS AND PROCEDURAL SAFEGUARDS
Information Provided by School:
Parents' rights to-revieW:the child!s.records
Parents' right to withhold consent to the evaluation orwithdraw it at a later time
Parents' right to request an independent educational evaluation
Parents' right to request a due process hearing
Child's right to a fair and impartial evaluation
Child's right to placement in the least restrictive environment4Confidentiality of the child's records. P
79 .94
A
INFORMATION SHARED DURING THE EVALUATION STAGE
Information Provided by Parents:
Whether parents grant or withhold consent to the evaluation
and why
Whether parents accept the results of the evaluation or want
a second independent evaluation and why
Whether parents consent to the release of the child's records.
LOGISTICS AND OTHER INFORMATION TO FACILITATE PARENT
INVOLVEMENT IN THE DECISION-MAKING PROCESS
Information Provided by School:
Name and phone number of a school cc:intact person
Time and location of meeting(s) to discuss the need for
evaluation and/or the evaluation results.
Information Provided by Parents:
What assistance parents need in order to become informed and
participate in the decision-making process (e.g., interpreter,
child, care, transportation).
RESOURCES AVAILABLE OUTSIDE THE SCHOOL
Information Provided by School:
Names of other' parents who are willing to talk to parents
of students with similar needs
Names of parent advocacy and support groups
Sources of an independent evaluation.
4nformation Provided by Parents:
I.
Names of individuals and clinics that have previously con-
ducted evaluations or other diagnostic procedures on their
child.
80
ALTERNATIVE Although schOols may usea range of----------MECHANISMS interpersonal communication mechanisms to
share information and address parent con-\ cerns about the preplacement evaluation,
twoare most common.
Telephone Calls
i Parent/School, Conferences-,
.2\
)
Many schools telephone pareqSs to notifythem that the evaluation ndtice ahd requestfor consent are being mailed, or to invitethem to a meeting to discuss their child'sproblems (at which time the notice,ane"'request forconsent are presented). Alert-ing parents in this way is strongly recom-mended. Parents who are unprepared maybe overwhelmed by the description in theDnotice of the evaluation procedures, ordisturbed by Ur legal terms used. Theymay be upset that their child is havingproblems sitserious that he or she may be"eligibleqor special education," andfearful that he br she is "disturbed."
When previous personal contact betweenparents and school has been limited, espe-cially, notice and request for consent Mayhave an effect quite opposite to thatintended. Rather than communicating concernfor the child and respect for the parents,the notice and request for consent.may con-vey formality, technicality, and bureau-cracy. If parents are informed by telephonethat a notice and request for consent arebeing sent, and the purpose of theseprocedures and of the evaluation explained,many anxieties can be averted or alleviated.
An additional opportunity for e3Q1oringand resolving parent questions a4 con-cerns exists at parent/school co f Vences.Although many parents are willin o con-
sent to the preplAcement evaluation withoutmeeting with school staff, this procedurecan cause problems in the future. Parents
who sign forms without fully understandingthem often haueo'ncerns that surface at alater time.
One effective practice is to have parentsattend a conference at which the evaluationproceis is discussed and present the requestfor consent at the end of that meeting.Parents Can either graht consent at thattime, or after they have WI time to think
about it.
81
%-7
Agenda/Checklist . To aisure that all important informationitems are covered at a parent/schoo4 con-ference, an 'agenda/checklist can beprpared for use by the person conductingthe meeting. At an evaluation notifica-tion meeting, thia agenda/checkfist mightinclude seven major topics.
AGENDA/CHECKLIST FOR AM EVALUATION 'NOTIFICATION MEETING
Outline of Content
1. welcome
a. Appreciation for parents' attendance
,b. Solicitation of parent questions4 And comments
2. Orientation
a. Meeting agenda
b. Introduction of staff
3. Rationale for Evaluation
a. General purpose and benefits
b. Specific reasoni for referral, includingstudent's level of performance and previousattempts to help student
4. PosIle Outcomes
a. Eligibility
b., Special education programs and services
" available
5. Description of EWaluatiun
a. Various tests and procedures involved
b. Examples of instruments and Air purpose.,
c. Logistics, including who will administer theevaluation, how long it will take, and howparents wal learn about the results'
6. Parents' Role and Rights
a. importance of parents' role40
b. Specific suggestions and logistics forparental involvement
c. Parents' rights
7. Conclusion
a. Review of meeting
b. Presentation of request"for consent
c. HaMe of school contact person who Can answer
further questions
.d. tete and location of evalu-ation (if-known)or how parents will be notified of time ahd place
82
AGENDA/CHECKLIST FOR AN EVALUATION NOTIFICATION MEETING
Sample Cover Sheet4
SUMMARY OF MEETING:
ACTION TAKEN:
AGENDA/CHECKLISTfor
AN EVALUATION NOTIFICATION MEETING
111
Student's Name:
Date:
Classrode Teacher:
Laluation Coordinator:
' Reasons for iferral and valuation presented
Possible outcomes discussed
.Evaluation described
Parents' rble and rights explaind
Consent presented
tonsent explad
'Consent post.poned:
Unt11
Reasa
Consent granted
Consen denied:
Reason
FURTHER ACTION TO SE TAKEN SY TEACHER:
MATERIALS PROVIDED:
ADDITIONAL MEETINGSISCNEDULE3:
PARTICIPANTS:
0
N.
RELATIONSHIP TO STUDENT:
AGENDA/CHEMIST FOR AN EVALUATION NOTIFICATION MEETING
Sample Page
Student's Name
DateA
Agenda r InformationIter 1 lo COnvey I Done I to, Make I Done It
17. 1./eriety of
evaluationmethods:
S
10
VA
U
schoolperformance
teacherrecoirenda-tions
adaptiveImhavior
infocMetiorfrOn parents.
18. E les oftrunents and
explanation ofwhat theymeasure.
N
19. talo will
admdnister theevaluation.
20. Length ofeva tion
21. %ben howparenti willlearn results.
'14
1 1 Preparations 1 1
=1
401.11MNIM
.01=111111.
Bring samplesof assessnenttools.
Find out w'nowill conducttests.
Find out numberand length ofsessions.
Prepare time-line.
84
R1SPONDING TOCOMON,WESTIONSAND CONCERNS .
Past Experience
Stigma
At the evaluation stage, parental concernis most frequently the result of misunder-standing about the reasons Tor the evalua-.tion pc about special edOcation in general:In 04 first case, complete end accurateinforMationdcan be provided,and parentalanxieties usually altayed by following anfiagenda/checklist. In the second case, itbecomes even more important to listenactively and sympathetically and to elicitthe real reasons why parents are con-cerned-or reluctant to grant consent.
.Often, their resistance is due to one ofthree reaions.
When parents have had a previous experi-ence with spebial education that was un-pleasant, it is best to acknowledge whatparents have to say,and admit that theymay be right. 'Rather than attempting tojustify what happened in the past, a raoreeffective strategy is to focus on theprograms currently'available, emphasizingthat if spe5.4al education appears justi-fied, parents aud school together will '
dietermine an appropriate program andplacement tor the child. Parents can be'reminded, too, that their child will notbe placed 4n any special programvithouttheir written consent.
Special tOucation has had, and often stillhas, a s igma.associating it with poorquality!and segregated programs for studentswhom,regPlar teacherf want out of their
classro s. Schools can respond to parentalconcerns about this-stigma by pointing outhow .pi4qjal education has changed, describ-
ing th new and different programs thatexist nd stressing the benefits a student
may de ve from a carefully designed special
progr
Anoth parent can often be even more 11a
effective in addressing parents' concernsAboutlepecial education. Parents are more
likeli to consider the possibility ofspeci#1 education if they know that others
of havOenifitted and been satisfied with.the 'esults. The school may therefore wishto jovide the name,of a parent who has
con nted to discusghis/her experienceswit4 other parents, OF the name of a contactperSon in a parent advocacy group.
isk C8$
1 u u
Denial
Finally, schools thSt do good public rela-tions work regarding their special educationprograms usually succeed in building thereputation of a special education programwithin the community and reducing the stigmaassociated with it. 4
Parents.who believe their child's problemis not serious enough to warrant specialeducation may claim their child is just lazy
or 4 little slow-or mischievious. Theteacher is too tough, won't push the child -
to work hard, or doesn't help the child
enough. In this case, the best initialstrategy may be.to give parents the benefitof the doubt and build their trust in theschool's desire to do what is best foe,their
child. Changing a child's teacher or havingthat teacher give, more'tire and attention tothe child may prove the parent's or theschOol's point --,provided, of course, thatscHbol staff are prepared to try theseoptions and ate not threatened by their
suggeition.
Meanwhile, the school should continue towork with the parents to help them recognize,understand, and accept their child's educe-tionalproblems. Having parents observe thechild in school, presenting examples of thechild's school work and class tests, andcomparing these with typical work done byother children are all helpful. So is
,providing parents wite a guide to help themevaluate their child at home and compare
this with the school's evaluation. And, if
several teachers or school personnel comment,con the student's work in different settings
and at different times, reluctant parents
may begin to understand that it's notone,particular teacher or activity that'scausing difficulty, but a consistent andpersistent problem that needs attention.
Finally, parents should be reminded thatthe evaluation is designed to find out more
precisely what a student's problems are and
how his/her needs can best be met. While
it may lead to a special education placement,it may not. Reminding parents they have anopportunity to obtain a second, independent
a
evaluation if they.are dissatisfied with .
any of the school's findings may rdduceresistance. Alternatively, parents mightaccept an initial evaluation conducted bya clinic external to the schools 'Giving
roluCtant parents a choice of evaluat$onopportunities shows the.school is openparent concerns and willing to accept oth
.outside infopation.
87
SUGGESTED RESPONSES TO COMMON PARENT CONVERNSAT
EVAIDATkON PIMIPICRTION MEN=
Introduction cl Staff
PRRENT CONCERN....
Why is there a psychologistpresent? How serious isthis?
PARENT. 0a4CMPv....
Reason
RIZItt4SE
Just because a psychologist is presentdoes notoonecessarily mean your Child
bad a serious problem. We invited,specialists to the meeting because wethought you would like to meet some ofthe different star Whowil). pe evalua-,ting your Child: If you have questionsabout a specific test babe administeredto your dhild, it helps to have Ihe per-son responsibae for that test answeryour questions.
The psychologist will adMinister testsof general intelligence and tests,todetermine how your Child thinks, learnsbest, solves problems, and perceives '
information. The psychologist will also '
talk_with your Child about hcmr he or shefeels about school and how he or she getsalong with other students.
for Evaluation
Has my child been bed? Is
he/she being punished fornot doing-well in school?
'RESPCVSE
No, we don't think your Child is bad.But ue are concerned about his/herprogress and behavior in sdhool. Some-
times, children act inappropriately inschool because they feel frustratedwith their school work or feel pressured.Thedevaluation is nct-a punishment; it'sa wey of discovering nore about yourchild so we can provide a more appro-priate program.
ereiaL, VO "IDE... I .1-i2 s "c1124-i
ATEVALUATION NOTIFTCATION MEETINGS
Reason for Evaluation
PARENT CONCERN....
Why haven't I notived aproblen at hana?
my child simply,isn't workinghard enougl-f. He/she is lazyand needs,to be pushed.
VOn't the evaluation justemphasize the fact that myChild is doing poorly, andmeke him/her feel evenworse?
....SCHOOL RESPONSE
At home, your child is'required to dodifferent types of tasks under differ-ent conditions than at sdhool. Per-forming Chores, tar example, requiresvery different dkills than reading,writing, or taking a test.
We'd like to bee if there are otherreasons Why your dhild isn't learning.Sametimes a student Who has learningproblems gets frustrated, losesmotivation, and seems lazy When that'snot the real prObler.
The staff who will administer theevaluation are trained to be veryunderstanding and supportive. Theywill assure your dhild that the testswill not affect his/her grades, andwill not be used to show how badlyhe/she does. Instead, theywillemphasize how the tests will helpyour Child.
Possible Outcoses
PARENT CONCERN....
Is smnething seriouSly wrongwith uy child? Will he/sheever be able to get a job orlead a normal life?
....SCHOOL RESPONSE
We won't really know how serious theproblem is until we review the resultsof the evaluation. The important thingto remember is that once we find outwhat the problem is, we'll-Work toremediate it.
89 1 U.4
t :14 O OS OA ',INDIA OOAMNNAL
,
EMULATION rernamico NEFITINGS
Possible Outcomes
4
PARENT
Will evaluation resultin my .1d being labelled
as capped?
If my dhild is labelledas handicapped, what willthat mean?
How long.would my childbe in special educatica?
4
RIMPCNSE
The evaluation will determine whetheror not your dhild has a problem thatseriously affects his/her educationalperformance, meets the legal defini-tion of a handicap, and makes him orher eligible for special educationr.Remember, though, that the legaldefinition of a handicap for purposesof special education may not correspondwith What many people commonly considera handicap.
We won't know until we review the.results of the evaluation. Using
those results, other informationwe have ca your child, and your input,
we'll develop an individualized edUca-tion program for your.child. We willrem:amend a placement besed on thisprogram, and you wilrhaveto oonsent or refuse consent to thisplacement.
Special education placement isn't neces-
sarily permanent. It will be reviewedyearly -- and more often if deemed-necessary. 'four dhild would remain in
a special education program as long as
he/she needs it and you consent to it.
901 06
0
SUGGESTED RESPONSES TO'COMON PARENTAT
EVALUATION NOTIFICATICN MF27N3S
bescription o Evaluation1Lf
PARENT CONCERN....
I've heard 10 tests areprejudiced against minori-ties. How can I be surethe evaluation is fair tomy child?
....SCHOOL RESPONSE
IQ tests used to oantain many itemsthat Children or young people in samecultures or socio-economic levelsanswered differently and thereforeincorrectly. This was unfair.- Now,most of those items have teen droppedfrom the testa or have teen rescored.Also, many commonly used IC) tests haveseparate standardized scores for minor-
-ity groups. So IC tests are not astiased as they once were.
FUrthermore, the evaluation Will includean assessment of your child's performanoe-'in many areas,'nOt just intelligence.BOr examplei.we look ati_school perfor-mante, peer relations, teacher recamen-dations, adaptive behavior, and inform-
n-you give us about the Child at home.If you think the results of the school'sevaluation are still incomplete CT in-correct, you have the right to request
.,an independent evaluation.
Tests are given ty professionalskw boo to motivate.students and encour-age their test responses. [If the familyis minority, discuss use of minority per-sonnel in the evaluation].
[Preient time-line for special educationprocess.. Include steps for notifying -
parents when evaluation is completed.Set tentative date when you'll meet with
parents again).
Who will do the evaluation? .
Hog long wilt all this take?
4.
. SUGGESTED
FaENT
%Cat can I do?
ATEVALMSION NOTIFICATION MEMOS
Parenti' Role and Ri4t1ts
Mat Should I tellmy child is happening?
Hog do I know the school isdoing the right thing fbr'MyChild? And utat can I do ifI don't think they are?
4
....SCHOOL RESPONSE
One of the most inportant things you cando,,Js provide us with educational andotfier background information on your
child. It's important for us to XMOW thewhole child, not just.the 'schcca' child.In addition, you can reassure your dhildand encourage him/her to do his/her best-work but not feel pressured or anxiousduring the evaluation.
Wu can describe whatithe tests willinvolve, and explaim.that they are beinggiven to find out,What kind of help the
child needs. Emphasize that the evalua-tion should lead to more successful andsatisfying school exFeriences.
[Explain the procedural safeguards'ofthe law:- -written consent to, evalua-
tion; parent involvement in develop-ing an IEP; least restrictive environ-ment; written consent to Faacement; cppor-tunfty for an independent evaluation;annual review of placement; reevaluationat least every 3 years; due prodess hear-
ing).
92
oto
u
PSEVAILIATICV NCEPpICATICN MEETINGS
°occlusion
PARENT CCNCERN,...
What am I getting intoby signing this?
4.
RESPONSE
Yourconsentwillall5w,toproceedwith the evaluation. :AgeMember, we can'tbe sure what type ofia Special place-, Ament is necessary --i"or even if one is qw
weiranted -- until vit'Complete an assess-ment. Remember, to0, that no placementwill be made without your written
37;:1. Even ifjyou think you don'tur dhild in.a, special education
program, the results of the ev4luationwill still be very Useful to his/herregular teachers in instructing yourdhild and making his/her sdhool situationmore satisfactory.
[If parents are hesitant to consent, jivethem time to consider their decision andsuggest persons to talk with.]
A 93 1064.
4.9cus ON: INTERPERSONAL4OMMUNICAtION AT THE /EP AND PLACEMENT STAGES
$
SIGNIFICANCE
),
Legally and conceptually, the IEP and 2.
placement stages are separate. However,
becauie here is such a close sequential anddevelopmental relationship betWeen4hesestages, they are considered togithir here.
The ultimate goali of the IEP and placement
staged are.to develop an individualizededucation program-and decide on an appro-priate placement (based on the IEP) for a
handicapped child?
The IEP and,placement stages are significant
for their extensive and detailed exchanges
-of informatiOn, multiple parent/schoOl
interactions, and critical decision-making
points. The discussion of outcomes of theevaluation process presents parents with an
arrey of test scores, observations, and
other technical Anformation on-their child's
educational strengths, weaknesses, and needs..
This information must be comirehended notonly in and of itself, but.also in terms of
its implications for decisions related to
the child's eligibility for 'special educa-
tion, classification,.program goalsondobjectives, and special,Oducation placement
and servides.
Interpreting nte reting test results to parents in a
'Test clear nd,meaningful way can be a challe
Scores 'to school personnel. Parents may,be ove
whelm4d or*upset by the'schOol%p findings
or interpretations-. Some may cope with
their anxiety ty reacting- defensively.
Other* may be concerned'abOdt the confiden
tiality of test results. And the issue ofthe.child's classification is often a
controverdial one.-
Explaining fully the purpose'and signiff-
dance of test scores is important to preventparental misconceptions Wpout what a test
does and does not measure, what it reveals
about the student, and bow reliable and
accurate-it is. By putting test sdores into".
perspective, school staff help ensure that
94
7
beveloping.-an IEP
Selectinga Placement
cs
parents are neither undUly optimistic'nor'pessimistic,about their child's needs, andthat they are prepared to help develop andaccept an appropriate educational programand placement for their child.
The IEP is the most important dOcumentrelated to a handicapped child's educa-tion because "it defines what a free, appro-priate public education is fOr that child.It is the key to that child's educationalprogram, clarifying not only what.educa-tional programs and services the childwill-receive, but also how these programsand services will assist the child ahdenhance his/her behavioral and developmentalgrowth. The comprehensive nature of the IEP
means that parents must assimilate stillmore new technical information.
Dialogue between parents and school staff C',
is important during the 4 elopment of theIEP because this is an are where parents
:may have much to contribute -- about theirchild, about their perception of his/hersocial and academic abilities, interestsand needs, about,the educational goals theybelieve are most important, and aboutmethods they have used to h their'child
learn or mana e his/her avior. Some-
, times parent and school taff,may differ
'somewhat in t eir values There may be,
for example, di nt about the emphasis
on academic versus vocational goals. But
the importance of the 41EP document necessi-tates that parents and School work out theirdifferences until a point of'mutual satis-factiOn is reached. Only after the IEls is
developed can ajinal decision regardingan appropriate fflacement be made.
The selection of a special education place-ment for a handiCapped child is guided by
the two broad'principles of "appropriate"apd "least restrictive." Deciding exactly
4,4hat constitutes an "appropriate" and"least restrictive.' placement.for a par-'
ticular student involves complex questions
of judgstent; therefore, this piocess calls
for careful consideratiOn by both parents
- and School.
PARENT REhCTIONS
4
Accepting the need for a special placementfor their child can be difficult for parents.Reactions of parents to the knowledge thattheir child can no longer succeed without aspecial education program nay range fromgrudging acceptance of a fact tRat wassutpected for some time to shock And dismay.
Vome parentslmay have been able to facetheir child's disability as.long as he orshe was in a regular class; but now, it mayseem to them, the whole world is about tolearn that something is'wrong with their
Others may'feel that special educationcarries a stigma that may have negativeconsequences for their child. Or they maybe concerned about their Child's separationfrom'old friends and classmates, or whatthe other children in thvspecial educationplacement will be like: In some cases;
there may be practical problems or con-siderations to deal with, such as cost,distance, or transportation.
SCHOOL RESPOrSES For these and other reasons, it is impor-
1
tant that parents have an opportunity tolearn all they cin about the placementpropoied for their child and become comfort-able with it -- by asking questions, obtain:ing additional information, talking withothers, and visiting possible placements.
r
How smoothly this stage proceeds will dependin part on what has happened earlier in th4special education planning process. If
.parents have been prepared to understand and
accept their child's,needs, and if an openand cooperative.relationship between parentsand schoolhas been established, then itWill be easier tor parents to make the final
decision about their child's special place-
ment,
'5
INFORMATION &HARED-*
During both-the ISP and plscsMint stages,patepts may have many expreSsed'or impliedquestiona or concerns about the technicalinfprmation with which they are presentedand the important decisions they must make..You and other school staff, in turn, need
411k, the input of parents in order to.proposean appropriate educational program andplacementfor the child. Once again, someof this information is required in thewritten notice, and.some may be conveyed -
in other written materials. Interpersonalcommunicetion can serve to amplify andinterpret information that has alreadybeen presented,-as well as to introducenew information.
1 2
INFORNATION SHARED DURING THE UP AND PLACENENt STAGES
THE NATURE 6,F*THE'STUDENT'S EDUCATIONAL PROBLEMS AND NEEDS
Information Provided by School:
Specific characteristics or behaviors Measured 6y-the elielueion
tests and prodedures
How the various scores relate to each other
What factors might have caused the child to receive thele scores
tow the child's test scores Compare with those of other children
the same grade, and with scores received on previous tests
,What the scores mean in.terms of predicting future behevior,
educational progress, and long-term potential
What the results indicate are,the child's eduCational strengths
and weaknesses
What specific sil.uations cause the child mti difficulty
What the child's specialeducation,classification is and what
it means
What evaluation results led to the suggestion of this particular
classification.
Information ppvided by Parents:
,
Observations made of the child at home that support or conflict
.with the evaluation results
41 Additional information from medical, educational and other,
family records.
THE NATURE OF THE EDUCATIONAL ACTION, PROGRAM OR SERVICE TO.BE PROVIDED
Information Provided by School:
The purpose., content and use,of the IEP document
Recommerided goals and objectives for the child's IEP
Support services that will be needed to facilitate progress
in each objective
Who will be responsible for each service; when, where and for
:how long it will be provided; what each service will include
98
3,11
.!
lased on the INP; what placement seems appropriate for thechild and why
How the proposed placement meets ttle child's particular educa-tional needs, including: .teaching methodsr curriculum, andinstructional materials; intensive individual or small group
v, instruction; specifically-trained teacher(s) and specialists
The educational goals and objectives emphasized.in the proposedplacement, including: general philosophy and approach; academic,demands; relative balance between academic.achievement, social
,adjustment, and career preparation
How much the child will miss of the regular program, and howthis loss will be made up
4, The climate of the proposed special class placement, including:what the other children in the placement are,like; how the classis a warm supportive placevprecautions that will be taken toensure the child is not rejected or isolated socially, or frus-trated and pressured academically
The least restrictiveness of the proposed placemen , including:how much time the child will spend with nonhandicapped students,when, and for what activities; the proximity of the child'sclasses to those of nonhandicapped students; the ratio Of'handi-capped to nonhandicapped children in the special placement and inthe building; the accessibility of other classrooms and schoolfacilities to the child
gbAny special practical considerations or problems the proposeur,placement presents, including: distance from the child's home;how the child will get there and how long it will take; trans-portation to be provided; any additional costs,to parents.
Information Provided by Parents:
Feelings about the UP goals and objectives suggested by theschool
Additional goals and objectives for the child's IEP
Specific instructional approaches, equipment, materials, orteachers to be part of the child's IEP
41.
Preferences regarding the emphasisft.nacadenic, social, andVocational areas in the IEP
Support Servicei desired for the Child
Educational approaches and,activities the parents,have triedsuccessfully with the c0ild
Preferences regarding the appropriate placement for the child.'
THE SPECIAL EDUCATION PROCES'S
information Provided by School:
When the IMP andfplacement will be reviewed
The continuum of programs and services the school system offersfor handicapped children
1
When the child will be, reevaluated to determine whether he/she isstill eligible for'special education.
Information Provided by Parents:
What future role parents wish to play in the special education
decision-making process
The extent_to which parents can assist the child in his/herschbol program at home.
PARENT AND STUDENt,RIGHTS AND PROCEDURAL SAFEGUARDS
Information Provided by School:
The child's right to receive a free, appropriate public education
in the least restrictive environment, and what this means
The child's right to have all school programs and facilitiesaccessible to him or her
The child's right to have records kept confidential
,Parents''reight to an independent educational evaluation
Parents' right to examine all'records and evaluation results used
to deiermine the child's placeMent
Parents' right to a due process hearing S.
Parents' right to withhold consent to the placement, or to
revoke it at a later time.
100
116
Information Provided by Parents:
Whether they wish an independent evaluation
Wilether they want a cOpY of the IZP dAtment
Whether they grant or withhold consent to the placement, and whY4
. If parents disagree with eligibility, IEP, or placement, whatfurther action they intend to pursue.
LOGISTICS AND'OTHER INFORMATION TO FACILITATE PARENTINVOLVEMENT IN THE DECISION-MAKING PROCESS
)Information Provided-by School:
Date, time, participants, and agenda oi meeting(s) to discussevaluation results, develop IEP, and/oi determine placement
How parents can prepare for above teeting(s)
'How the parents can airange to visit the proposed plaCement(s);what they should look for when they visit
Information Provided by Parents:14i
Degree to which parents wish to be involved in the development'of the IEP and placement decision-making process
Asdistance parents need (e.g., transportation, child Care, inter-preter) to ensure their presence and participation at meetings.
".%RESOURCES AVAILABLE OUTSIDE THE SCHOOL
Information Provided by School:
Names of parents of other students in the proposed placement whoare willing to discuss the placement
Books, periodicals, and orgariizations concerned with the child's
disability
, Names of parent.advocacy, psychological, and other support groupsavailable.to parents
Recreational facilities available to the child.
Information Provided by Parents:
Outside services and support the child is currently receiving
Particular community services in which parents would like theirchild to participate.
"l 11 6
THE PARENT/SCHOOLCONFERENCE
4
.14
Variation One
For a decision al important as the firstplacement in a special education program,personal contact with parents is almostalways required to ensure that they under-stand the nature of, reasons for, and pur-pose of the proposed placement. A parent/school conference is the best wiy toguarantee that parents understand.theresults of the evaluation, %lave an oppor-tunity to participate in the developmentof their child's IEP, and are informedAbout the proposed placement. There
are several ways in which parent/schoolconferences can be used at the IEP andplacement stages.
Some school districts discuss'the resultsof the evaluation, develop the,,IEP, providenotice, and request consent to raacementall at the same meeting. This pattern hasthe advantage of permitting complete integra-tion of the information presented, so that_parents.gain an understanding of how theevaluation informatioh is used to developan educational program for their child and
how that program, in turn, becomes the basil
for selecting ari apprOpriate placemint. The
disadvantage of this variation is thatbecause of the amount of information to bepresented and the number of decisions to bemade, the meeting can be overwhelming andexhausting and may not provide adequatetile.for parent reflection and investiga-tion.. This pattern also consuies consider-able amounts of professional staff time,since the evaluation specialists as well asmeMbers of the program planning and place-ment team must be,present. When such singlemeetings are carefully structured andparenti adequatelyprepared, however, theyare quite.effective. Parents cin leave such
meetings with a sense that the problem hasbeen identified and a comprehensive plan toassist their child worked out.
102'
117
Variation Two
Variation Three
Conference format
Other School districts present the resultsof the evalUation and perhaps-a discussionOf alternative placements at one meeting,and invite parents to a second meeting todevelop the IE10 and receive notification ofthe proposed placement. This pattern alsotends to occur when an outside clinic oragircy does the evaluation of the child, orif the Child is severely handicapped andthe evaluation has been very extensive.Separate evaluation briefings avoid over-whelming the parents with too much informa-tion and too many decisions at once, andthey permit mbre efficient use of theitrofessional evaluation team- staff. Some
parents, however, do not view separateconferences positively. They find theevaluation conference unfulfilling, pre-
' eenting their child's problem withoutspecific recommendations for a solution.Care must be taken when using this varia-tion, Ulerefore, to ensure that parentsleave the evaluation debriefing with confi-dence/that A solution is forthcoming andsome knowledge Of what that solution mightinvolve.
A carillon variation on both of the aboveapproaches involves delivering the place-ment notice after the meeting(s) withparents. At the UP/placemint'conference,potential placements are discussed, butthe selection of a specific placementoccurs after the meeting. When the specificplacement receives administrative approval,parents are notified and asked to consent(usually thrOugh the mail). During theinterim period between the conference andthe delivery of notice, parents have Inopportunity to visit the principal place-ment alternatives.
, Whichever of the above twO patterns isWused, however, the information conveyed
tends to be presented in a similar manner.The conferences comprise.multiple school.personnel -- usually the school Psychologist::the social worker, a learning specialist,and building adMinistrator. This group may,
be supplemented by other s cialists who
have evaluated the student d by other
concerned staff -- a guidan e counselor,a special education teacher, the child's
LI103
Conference Length
MI
classroom teacher, and, in some instances,staff from other agencies involved withthe child and hie or her family. -
In general, parents eppreciate the oppor-tunity to meet each of the professionalstaff who participated in the evaluationf their child and to witness the inter-relationship and interchange among themembers of the evaluation team. However,the advantages to be gained from havingeach specialist present must be carefullyweighed against the disadvantages ofpossibly confusing or overwhelming theparent, and of tlie heavy costs involved in
staff time. Using just one or two pro7fessional staff who are familiar with thestudent's evaluation allows for a unifiedpresentation of the evaluation results,and may be a more economical use of staffind a better way of integrating the com-ponent pieces of the evelVon.
Most school districts rely on formal pre-sentations, with each partiCipant discussinghis or her findings about the child. The
most effective presentations are brief and,straightforward. Parents are most under-standing and accepting when information isnot technical and is presented in terms oftheir child's educational needs and schoolperformance.
Program planning meetings typically lastno longer than one hour. Establishing afixearlength of tithe for the meeting isnecessary to accommodate the schedules ofthe multiple participants and provideparents, with an opportunity to participateeffectively in the plannipg process.Compacted into this session, however, isnot only the sharing and synthesis ofinformation, but aIso the development ofan appropriate educational program and
an examination of the placement alterna-
tives..
Given the extent of information discussed,such'a one-hour time frame can be constrain-
ing. It may be more ippropriaie to schedulea 1-1/2, 2, or 2-1/2 hour meeting, allowing
104llj
1
Conference Content
tine for both comprehensive presenta-tions and parent reaction and participa- ,tion. Parents need to feel there is timeto-explore all the alternatives and haveall their questions Answered. Those who
feel pressured or rushed may-cqnsent to a_placement today, but be resentful anduncooperative afterwards. If schools are to
foster parentarunderstanding, trust, andinformed consent, there must be time forthoughtful and open discussion.
Just what information is presented'iat. aparent/school conference at the IEP indplacement stages depends on the nature ofthe school's previoUs contacts with theparenti and the parents' level of under-standing. _A meefing prior to the evalua-tion nay have prepared the parents for thissvbsequent conference. Even then, though,iillis,good.practice to inform parents priorto the meeting of the agenda, participants,and specific items to be discussed. Failure
to do this may cause parents to feel caught
unawares, intimidated, or overwhelmed. It'
may also be advantageous to include a blank
ISP to familiarize parents with its generalcontent and help them formulate their ownideat of what they want for their son or
daughter. Parents should be told they can
bring a friend, advocate, or interpreter to
the meeting.
Some information is better left for initial
presentation.at a face-to-face meeting. For
exaMple, it is generally not a good idea to
give parents a sumMAty of the evaluationresults prior to the Meeting; evaluationresults need to be professionally inter-
preted. Witten summaries furnished by-theschool during the oonference are more useful,
serving to structure the presentation and
encourage parents to ask specific questions.
Agenda/Checklist' Given the breadth of informaticr, the number
of decisions to be made, and the time avail-.
Able, the organisation of the program plan-
ning meeting is of the greaten impOrtance.
%NO
*is
It affects the amount of information parentscan assimilate, their ability to participate
fully, and their support,Of any finaldecision. As at the evaluation notificationmeeting, an agenda/checklist can facilitatethie presentation of information4and themaking of decisions at the program planning
meeting.
AnHagenda/checklist for a program planningmeeting might structure the meeting aroundthe three Written documents involved:summary of the evaluation results: Indi-
vidualized Education Program (UP): andwritten notice of and consent to placement.In this case, the major agenda items wouldbe six.
106
ACODIDA/CNECKLIST TOR A PROGRAWPLRWRING MUTING
Outline of Content
1. Welcome
a. Thanks to parents for attendingb. Solicitation of parent questions and comments
2. Orientation
4
a. Nesting agendab. Introductioh of staff
9. Evaluation Results
a. Summary and interpretation of restsb. Parent reactionsc. COnfidentiality of chi1d4s chool recordsd. Child's eligibility for opecial educatione . Discussion of hendicapping condition
4. IEP Development
a. Purpose of IEPb. General content of IEPC. Current level of performance (bailed on evaluation resultsd. Goals and objectivese. Criteria fo'r determining whether goals and objectives are met
I. Related services to be providedg. Starting date and duration of serviCes
S. Placellent
a. Relationship of IEP to placement
b. Placement proposed by choolc. Alternative placements considered but rejected
d. LRE and mainstreaminge . Tie In the regular classf. Invitation to parents to visit placementg. Reminder of parents' rightsh. Parents' responses to placementtI. Preeehtation of request for consentj. If parents consent&
Practical details on entering placementWays to discuss placement with childSdpporting activities parents can do with child at home
k. If parents are reluctant to grant conentsMesons for their reservationsPossible comprOmisesAlternative placements that parents might viit
6. Conclusion
6. Review of information discussed and action to be taken
b. Invitation of additional questionsc. Same of chool contact persond. Tentativeoete for next contact
+PP
4
AGENDA/CHECKLIST POR"A PROGRAM PLANNING MEETING
Sample.Cover Sheet
AGENDA/CHECKLISTfor
A PROGRAM PLANNING MEETING
Student's Name:
Date: 1
Classroom Teacher:
Case Manager:
Handicap Designation:
tlacemedt:
SUMMARY OF MEETING:
Discussd valuation and eligibility for special education Services:
Not eligibleClassification
Developed IEP:
Current level of performanceGoals and objectives, evaluation criteria, and procedures
Related serviCesj
Presented placement notice and discussed
Proposed.plactmentAlternative pladementtPercentage of time in regular prograr
Requested consent to placement
Request for Consent explainedConsent postponed:
, Until
Re as on
Consent grantedConsent denied:
Reason
Dispute settlementexplained
FURTHER ACTION TO DE TAKEN:
MATERIALS PROVIDED:
ADDITIONAL MEETINGS SCHEDULED:
Participants:
procedures and due process hearing
Relationship to Student:
AGENDA/CHECKLIST FOR A PROGRAM PLANNING MEETING
Sample Page
Studefit 'a Name
Date
A Agenda I Inform:aim I I PreparaticnsIt I to Convey I Mae I to Make I Dane I Mates
A
M
N
40. Implementationct If'? in place-ment.
41. Notice of place-ment peoposedby school.
42. Placement loca -ticn and typeof,instructicc.
43. Apprcpriate-ness of proposedplacement:
Nelaticn-ship toevaluationresults:
Hos it meetsatoWt'sspecial needs.
44. Alternativeplacesents con-
. alidered:
Problars andbenefits ofeach:
VAry alterna-tives wererejected.
0111111
Find out:
Where pro-posed place-ment islocated:
Hos parentscan arrangeto Visit.
Hecate familiarwith programand placement(*tires.
.124
109
RESPONDING TOCOMMON QUESTIONSAND CONCERNS
0-
Schools that report the veluatidn resultsat one meeting and discuss the.SEP and
placement at another can use the appropriate
section from the agenda/checklist at eachmeeting,.or make two separate checklists.
As you can see, the preceding ouiline allots
a significant portion of the inciting to the
discussion of the proposed placement. This
is because parents'.satisfaction with ,tbeentire planning process is most oftendependent on their confidence in the out-
*come -- i.e., the placement recommendation.Moreover, pirents seem to require lessinformation on-the technical aspects ofthe eValuation (e.g., scores on tests) andmore interpretative information on how 'the,
evaluation results and the child's educa-tional program (goals, objectives, services)relate'to a placement.
At the program planning meeting, parentsmay raise any number of questions and con-
cerns related to the evaluation results,
IEP and placement. In particular, thereare three reasons why many parents resist
a proposedrplacement.
Incomplete or Parents oust have access to complete and
Inaccurate accurate information.fbout their child's
Information special needs and the placement proposedfor their child. When parents feel they
are not completely informed, schools can
provide them with additional evaluationinformation, names of other parents andparent groups, and other writtaldescrip-tive materials. They can also arrange forparents to observe their child in class,visit alternative programs or placements,and talk with designated teachers.
Occasionally, parents' request for moreinformation reflects apprehension or dis-
trust of the school. Sy being open with
parents about what is proposed, encouraging
parents to visit the program, providingparents with the names of outside persons to
talk with, and suggesting sources for anindependent evaluation, a school oanalleviate anxiety and foster more opencommunication and trust.
Differences There are situations in Which parents andin Opinion school staff have honest differences of
opinion about what constitutes an appro-priate placement. Por example, parents'May believe their child-needs an inten-sive, self-Contained instructional program,While school staff believe supportiveinstruction in a resource class is appro-
.priate. Or, parents may want a programwith a strong vocational component, whilethe school believes sound academic foun-dation.should come before vocatiOnal con-siderations.
These disagreements center around valuesand judgments about what a child needs,and can be dealt with through a varietyof conflict,resolution techniques. The-goal of such strategies is to create anatmosphere in which ideas and opinionscan be exchanged with openness and mutualrespect. Parents need to feel that theiropinions are being heard and taken intoconsideration, and that there is time toexplore alternatives and obtain outsideadvice And counsel. One way to createsuch an atmosphere of trust is to explainto parents their rights to request anindependent evaluation and to appeal thedispute to higher school administrativelevels, mediation, or an impartial dueProdess hearing officer. Often, bringingthe 'principal or other higher level adminis-trative staff into a dispute helps creat*a more facilitative climate and assuresparents that their concerns are beingtaken seriously.
Sometimes, more or different evaluatibninformation-is useful in settling parent/school disagreements. An independentevaluation may resolve certain issues*bout a child's instructional needs.Often, if both the parenii and the schoolagree to an independent evaluation andthe results of that evaluation supportthe school's proposal, parents are willingto consent to that placeMent, thus avoidingthe need for a due proceSs hearing.
111 1 2 6
4
More information about a program --particularly concrete information aboutWhat will be taught ald what instructional._techniques will be used -- May correctparent misconceptions ibout the proposedplacement. For example, parents may notrealise'how much of their "self-contained"Child's instruction will be similar tothat used in the regulaeprogram, or howmany activitiii their child will be doingwith nonhandicapped children.
Often a compromise may be appropriate.Or, if the disagreement is related towhether or not the child is eligible forspecial education, it may be helpful toclarify the eligibility criteria and to;offer other nonspecial education assis-tance.
Another effective strategy isto specifya trial placement. This involves placinga child in the program proposed by eitherthe parents or the school for a limitedtime period, ind monitoring his/herprogress. While this might not betotally satisfying-to either parents orschool, it does provide time for moreobservation and an interim resolutionthat offers some support for the student.
In some cases, parent/school disputesare best handled by proceeding in thedirection the parent wishes. Thisdevelops parent confidence in and supportof the school and prevents exhaustive dueprocess hearings. However, this strategy .
works only if school staff implement theparents' wishes without reservation.Passive resistance strategies on the part,of teachers doom this strategy to failure.
If a dispute persisti, of course,.parents should be informed about and .assiSted in preparing for an impartialdue process hearing.
112
Denial of Problem
3.
Communicating with parents who continueto deny their child's handicap and resistspecial education can be taxing. However,
oontinued openness, additional tnforma-tion, expanded opportunities for parentparticipating, and shared concern for thewelfare of the child usually bring success.Resistant parents May gradually come toaccept their child's problem, and oftenbecome the school's strongest supporters.
I.
7
suaarsTrr RESPONSES ICI COMMON PARENT CONCERNSAT
PROGRAM PLANNING MEETINGS
fr
PARIVr
ncactly what did theevaluation Measure?
?valuation Results
....SCHOOL4RESPONSE
We were trying to find out-how yeSur-childlearns best so we can help him/hersucceed in sdhool. We looked at suchfactors as attention span, concentration,and anxiety in performing tasks. We alsolooked at hao your dhild perceives and
Iillk
approadhet a task, and hao se things
compared with other dhi /his aga.
ift ounbined this informat .th addi-
ticnal information about your child'sschool pefornance, adaptive behavior, andrelationships with 'his/her friends. In
this way, we learned about your Child'sstrengths and weaknesses-in rany differ:-
ent areas.soi
How confident can I be that Tbe tests weie performed by profession-.
the scores are accurate? als trained to administer them andinterpret the results. The tests wereconducted according to the instructions
in an adrinistrator's manual. RemeMber,
too, that all the tests used have beendhown to be valid for the purposes forwhiCh they are being used.
What right have caused my We try to assure that eadh student is
chile to receive these tested under fair procedures, and have
scores? made adjustments for unusual circum-stances that occurred during yourChild's evaluation. [Discuss dhild'sskills in terms of epecific testsadrinistered andhao tests are con-sistent in indicating strengths and
weaknesses. Include other informa-
tion to support these findings:teadhers' reports, previous testinginformation, etc.]
114
1 2j
SUMESTED ISS 113AT
PROGRAM PLANNING MEETINGS
TARIM' CONCERN....
Evaluation Results (Contd.)
auk
How do my Child's test scorescompare with those of otherChildren his or her age? Howdo they compare with testsgiven in the past?
What do the scores mean interms of predicting my child'sfuture behavior cr long-termpotential?
Hoe will the scores beused in educaticnplanning?
What do the resultsindicate are my child'seducational strengthsand weaknesses?
....SCHOOL RESPONSE
[Prepare graphs to show student's scoresin comparison with peer sccres. Reviewprevious testing information-and explainhow scores, show consistency in needs.]
The scores help us determine your chiId!s.current strengths and weaknesses. Fromthis information we oan decide What typeof program and Services will be appro-priate for your child and will help him/her achieve tp'the best of his CT herability. YOur child's future behaviôtand long-term potential will.depend,in part, on how he cc she responds tothe inSividual program developed forhim/her. Cther children'with problemssimilar to your child's have madestrides. Dravidetinformation aboutprognosis for particular handicappingcondition.]
We will use the evaluation tests, alongwith teacher and parent ctservationsand recommendationS,'to develop anindividualized program for your child.Wle hope you will wcrk closely with usin paanning this program.
[Prepare list of Child's educationalstrengths andweaknesses and explainbow particular test(s) indicate each.Use examples of dhild's 'answers andwork to illustrate.]
A
3 u115
KrPROGRAM FLAMING tETINGS
evaXuation Results (Contd.)
PARENT CONCERN....
What will happen to allthese evaluation scoresand results?
Mat can I do if I disagreewith the results of myChild's evaluation?
Why does my child have to be'
labelled?
....S0100L R1MPCNSE
A summary of the results of the evalua-
tion, test protocols, and committeerecanmendations will be included inyour dhild's permanent record. Theserecords are confidential and are seenonly by school personnel working withyour child. The information will beused to help sdhool staff paan andcarry out an appropriate program for
your dhild. We must get your writtenpermission to release these recordsto anyone else. However, you may lock
at them and obtain copies at any time.
[Provide information on ufiere files
are housed and procedures for review-
ing them.]
[Explain parents' rights, includingright to refuse consent and right to anindependent evaluation. Explain process
by Wnich an independent evaluation maybe obtained.]
NiThe handicap designation given teo yourChild makes it easier to cammnlicate in
a general way the particular type of dis-
ability he or she has. Knowing the class-
ification category that includes yourchild will make it easier for you,tolmate pwcfessionals who work with yourchild's disability, parent and consumergrcups concerned with that disability, and
bocks and nagazine articles to help youlearn more about your dhild's handicap.
Also, classification is important for
recordkeeping and program accountability.
The federal government requires that
states report the nuMber of students
served ty type of handicap.
graerglifirEMSES go caTEN- aue:NT CLOCERNSAT
PROGRAM MANN= PEETINGS
Evaluation Results (COntd.)
PARENT CONCERN.... I`
Is it possible for my childto receive special educaticoservices without being desig-nated as handicapped?
What exactly does thisclassification mean?
Will the classificationbe permanent?
....SCNOOL RESPONSE
If ycur child is to receive the benefitsof an 4ntensive, ccntinuing special edu-cation program, he or she nupt be evalu-ated and designated as having a dis-ability that meets the legal definitionof a handicap as presented in state andlocal educaticn laws.
[Explain the nature of the specific handi-capping condition and what it means interms of Child's eligibility for specificservices.]
The classification is for special eduda-education purposes.only. If your dhildwithdraws or is dismissed from specialeducation, he or she will nb longer beclassified as handicapped -- at least asfar as special education is concerned.Your Child's classification may dhangeif a reevaluation dhows dhanges in yourdhild's test profile or behavicr thatpoints to a different classification.Your dhild will be'reevaluated at leastevery three years to find:out Whetheror not he or She still meets the legaldefinition of handicapped and is stilleligibae for Special education services.
117132
SUCKIEZTIO KM5PUNZibb IL/ ULPIlast VAXLINITULZIA.U<Nb
ATPROGRAM PLANNING MEETINGS
'IZP Develmment
PARENT CONCERN....
What is the purpose of theIEP? Haw will it be used?
What will the content ofthe IEP document be?
When will my child's IEP bereviewed to determine if itis still appropriate?
....SCHOOL RESPONSE
The IEP is a legally required formdeveloped by sdhool staff and parentsto describe the goals and objectTves
for students receiving special eaiucom-,,
tion services. It also describe4 a fthe services your Child will receiv .The IEP gives those professionalswho work with your dhild a oonsiitent
plan for developing hisiher instruc-tion.
The IEP will include a statement of
your child's present level of educa-tional performance and an outline ofhis or her educational needs in termsof the strengths and weaknessesindicated by the evaluatico. These
will te used to identify annual goalsand short-term objectives for meetingthese goals, including the procedurefor determining if these objectivesare teing achieved. The IEP willalso name the services to be provided,
the providers of these services, and,
the dates for beginning and ending the
services. There will also be a state-
ment of time to be spent in-the regulareducational program and the date for
the IEP review. [Discuss IEP content,
following district's IEP format.]
Your dhild's /EP will be reviewed at
least annually to assess your Child's
progress in meeting the goals and
Objectivep outlined. It can, however,
be reviewed and revised more frequently
if you or the school feel that is
necessary.
1181 3,1
er3Z.. zoo ,a::..1.`ip sviNNT
PROGRAM PUNNING MEET/NGS
IEP Development (COntd.)
PAPENT CONCERN.... ....SCHOOL RESPONSE
Is the IFP a legally binding Nb, the IEP is not a cor4ract, but it
document? is a document with legal importance.It defines the services to be providedto a particular student, and obligatesthe sdhool to provide those services.Sdhool districts and teachers cannot beheld liable if a student does not makethe progress expected, but the schoolmust make every effort torproVide theservices stipulated and assist the Childin adhieving the goals specified in the
What should I do if Idisagree with the IEP?
Will I receive a copy ofthe IEP? How Should Iuse it?-
IEP .
First, express your dissatisfaction andexplain why you feel any part of the IEPMy be inappropriate. The school wantstolOork with you and is willing to makemodifications in the IEP. Your Childwill not receive any special educationservices except those you and the sdhoolagree are needed. If the disagreement'cannot be revolved, you Mby request anindependent /valuation to provideadditional ffIsight into the appropriategoals and services for your thild.You Also have the right Va a due processa hearing.
If you request it, you udll be givena copy of your Child's IEP. [Explainbow and when this will happen.] Youshould use it to keep track of theprogress your Child is making and tohelp you determine the appropriatenessof the program and services he/she isreceiving.
1
SUGGESIEP RESPCBISFS 'RD Ca4MCN PAWN!' CONCERNSAT
PROGRAM PLANNING NETIINGS
Mac:went
PARENT OONCERM....
Is it necessary for my cbildto be separated fran his/herfriends to get needed services?
Can my child receive enoughspecial instruction andt:eacher help if he/shestays in a regular class?Wbn't the other studentsignore or tease him/her?
....SCHOOL RESPONSE
Your dhild's program will be in theleast restrictive environment. He/shewill participate in as many activitiesas possible in the mainstream of schoollife, and will not be separated from'his/her friends unless absolutelynecessary.
We believe that every student receivingspecial educaticm services Should bewith nonhandicapped students as much asis appropriate. Being with non-handicapped students helps your dhildfeel like he/she is a real part of theschool community. And many handicappedstudents learn more and develop_bettersocial skills when they are pert of aregular class and,can observe and inter-act with other students. All of ourteachers have participated in workshopsto help them understand the need forintegrating handicapped studentsinto the social group and preventingother students from ignoring or teach-ing your dhild.
We make every effort to provide anbalancel of intensive special instruction
noga:Pped students so that your,dhild
in regular classes With n-
will adhieve his/her IFP goals. gheschool staff will be alert to any problems
.that may arise as a result of your child'sbeing mainstreamed, and weknaw you willbe, too. If it appears that your childis unhappy or not risking adequate pro-gress, we will review his/her IFP and
4-placement and make any necessaryadjustments.
1201 36
fr
ATPROGRAM PLAtleING mrprzcs
Placement (Contd.)
PANDIT CONCIMN....
Hcw will the 'most appropriateplacerent for my child bedetermined?
*woo
Met is meant by "leastrestrictive envirorrent"and "mainstreaming"?
....EDNA RESPONSE
First, We will identity the educationalneeds of your dnild and determine %batspecial services are required to meetthose needs. Then a ocnuittee, includ-ing professionals who are familiar withyour child, will look at and discuss thedifferent placenemts Where the servicesdescribed in your Child's IFY mey bedelivered. An appropriate, leastrestrictive alternative will be seleOlted.Ihe committee will discuss the alterna-tives and their proposal with you toobtain your consent. hb placement willbe made Without your approval andwritten consent.
"Least restrictive environnent" refersio the amount of integration betweenthe special e3ucation services a childxeceives and his/her participation inregular school programs. Handicappedstudents are members of the schoolcoventritty and should attend regularclasses and participate in normal schoolsocial and icademic activities to themaximum extent appropriate. This in-volvement ir regular sdhool activitiesis commonly referred to as "mainstream-ing". How restrictive or integrated aprogram a child has depends on his/herindividual needs. We try to keep handi-capped students as much in the mainstreamof school society as possible.
4
121
136
SUGGESTED RE:SP:MBES 0131X1 .PANusrr cuivueib
NTPROGRAM_ PLANNM MEETINGS
0Placenent (Contd.)
PARENT CONCERN....
Can I visit paaaanent alter-natives.for my child? Whatshould I lock for when I do?
What can I do if I disagreewith the procosed paacement?
4.
....savot RESPONSE
[Explain ) ow parents can arrange to visitplacements.] When you visit, arrange totalk with the teacher and observe theclass in progress. You Should lodk for:
the program's approacb
the curriculum orientaticn
frequency and type of contactwith nonhandicapped students
number and type of programstaff (specialists and aides)and ratio of staff to students
special facilities, equipmentand materials available
characteristics of studentsin the prcgram and how theyinteract with cne anotherand with adults.
Your Child will not be plapedin aspecial education program t your
written consent, and you can refusethe paacement. You may also requesta hearing before an impartial hearing
officer. [Explain dispute settlementprocedures.]
122
13
RIWIlliElbs TO CCMMON PARENT CONCERNSAT
PROGRAM PLANNING MPETINGS
fr
Placement (Contd.)
PARENT IIONCERN....
Haw do I decide if mydhild's placement'is,workingout? What can I do if Idon't think it is?
How long will My child bein this placement?
.Saiocz RESPCNSE
Stay in contattwith your dhild'steacher and adk for progress reports.Ask your dhild hcmr be/She feels whoa\is going. You Should be able to see -%
your dhild beginning to attain somecf the objectives on the IEP in 6-8weeks [or same other time period]. If
you do not feel your dhild is makingadequate progress, you Should contactthe sdhool. [Explain how parents orschool can request an TEP meeting orreview of the placement at any time.Remind parents that consent can berevoked at any time.]
[Be honest in discussing the amount oftime dhild may remain in placement.Explain review and reevaluationprocedures.]
IN SUM: Interpersonal communication is needed to amplify and interpretinformation presented in the written notice, to respond to pareAtquestions and concerns, to involve parents actively in thedecision-making process,'and to build a close working relation-Ship between parents and school. One' of the most effectiVe meansof interpersonal communication is the parent/school conference,which is most critical at the evaluation and IEP/placement stages.The use of a detailed agenda/checklist can further help to ensurethat all important information is covered and parents have an'opportunity-to-express their-preferences and views.--
,
123 .138
WORKSHOP ACTIVITIMS
e content of Chapter 3 is appropriate for two kinds ofworkshop s ssions:
One or more intensive training sessions geared tothose school personnel who interact personally withparents of handicapped children (e.g., principals,school psychologists, social workers, specialeducationteachers, community outreach workers).
One or two workshops within.a general seriesdesigned,to convey the basic facts about '
notification.
Depending on which type of session is mqst'suitable for, you, you canselect from the following activities.
ACTIVITY #1: INTRODUCTION TO INTERPERSONAL NOTIFICATION
Purpose:
Time:
To orient participants to thd variousforms of personnel communication thatplay an important role in the notifica-tion process
30 minutes
Material: None
ool personnel can make use of a wide range of mechanisms tocommunicate 4personally with parents of handicapped children. This activitywill help participants take a closer look at the need for these interpersonalexchanges and'the purposes they serve.
1. Discuss.. some_ _of Ihe limitations of written communica-tion and the reasons why interpersonal interactionsare,needed to supplement written notification.Mncourage participants to use examples from their ownexperience to illustrate situations where personalcommunication is the key to successful notificationand planning.
2. List the*different forms of personal communicationthat school staff most often use during the specialeducation planning process:
home visits
telephone calls
informal parent-teacher talks
parent/teacher meetings
parent/school conferences.
For each of these, discuss: '
the special purpOse'it serves
its advantages and disadvantages
at which times it is most useful.
4
You might want to talk, too, about which of thesemechanisms participants find most effective, and whichthey think parents prefer.
ACTIVITY #2: INTERPERSONAL COMMUNICATION AT THE EVALUATION STAGE(
-
Purpose: ' To familiarize participants,with theinformation needs and concerns,of parents,at the evaluation stage, and the ways in'which interpersonal communication can beused to respond to these needs and concerns
Time: One to two hours
Material: "Content Outline for an Agenda/Checklistfor an E)raluation Notification Meeting"(page 82)
"Sample Pages for an Agenda/Checklist for_an ;valuation Notification Meeting"(pages 83-84)
During the evaluation stage, parents come into contact with asignificant amount of new information about their child's needs and the
special education.planning process. SchOol staff, at the,same time, arecollecting detailed information about the child and his/her family. /his
125
1.4 Q
exchange of detailed information, and the emotional reactions that oftenaccompany it, necessitate the use of some form of interpersonal notifica-tion at one or more points in the evaluation stage.
1. Make a list of the information that parent, need to -)
know at the evaluation stage. For each item, indicatewhether this information:
must be conveyed in the written notice
ulually requires verbal clarificationor discussion
is best initially presented during apersonal interaction.
*2. Make another list of the information that school staff.need to Obtain from parents at the evaluation stage, andindicate which items on the list are best obtained duringpersonal contacts.
3. Discuss how a parent/school conference could be usedto meet parents' information needs. Distribute copiesof the content outline and sample pages for an agenda/
-Checklist for an evafuation notification meeting.Decide 'whether such an agenda/checklist could facilitateparent/school conferences in your school or district.Adapt or expand the suggested content' outline to,fityour needs and practices and, if desiredvassign staffto develop an agenda/checklist fOr evaluation not.ifica..tion meetings in your school/district.
, 4. Select from the list of "Suggested Responses to CommonParent Concerns at Evaluation Notification Meetings"(pages 88 - 93) those questions that most frequentlyarise among parents in your school or district.Present.these to participants, and have them discus'sor role play appropriate responses and talk about thepossible causes of such parental reactions.
126*alb 1 41
ACTIViTY i3: INTERPERSONAL COMMUNICATION AT THEUP/PLACEMENT STAGE
4
?uroose: TO familiarize participants with the informa-tion needs and concernsof parents at theIEP/placement stage, and the ways in whichinterpersonal communication can be used torespond to theSe needs and concerns
Time: One-two hours
Materials: "Content Outline for an Agenda/Checklistfor a Program P1anning Meeting"
(1049e 107)
Sample pages for an Agenda/Checklist fora Program Planning Meeting" (pages 108 - 109)
During the UP/placement stage, parents,must assimilate addi-tional and often technical information about their" child's needs and variousprogram and placement options to meet these needs. School staff must gatheradditional information from the parents about the child*and about parents'goals And preferences for the child. Furthermore, parents must be invited toparticipate in any meeting(s) at which their child's IEP is developed orchanged. To meet legal mandates and to provide for effective information-'sharing, therefore, some form of interpersonal notification at the IEP/place-ment stage is crucial.
Follow steps 1-4 in Activity Z2 above, applying them to the IEP/placement stage, the Program Planning Meeting, and the information presentedon pages 114 to 123 of this book.
127142
ir
,
CHAPTER 4
PUTTING /T ALL TOGETHER: STEP BY STEP
011
As we have seen, there are certain basicsteps schools must take to meet the legal .
requirements of the law regarding parentnotification. These relate not only to whennotice and consent must take iilace, but alsotb what it must include and how,it must bepresented. Once these major stepping stonesare in place, you can add other proceduresto make it easier to get from one majorstepping stone to the next. In doing this,you have access to a virtual grab bag ofstrategies.
YOU CAN...
...add to the content pf the requirednotice and request for consent in waysthat will inform parents more fully andencourage their participation.
...develoi optional notice and consentprocedures to document events in theplanning'process, facilitate parents'.involvement, and strengthen your rela-tionship with them.
...prepare other supplemental materialt-u.fact sheets, brochures, booklets,lists, and,directories--to meet commoninformation needs about special-educa-tion and the planning process.
,
...interact idth'parentson a personallevel--on the phone, at school, or
' even at hom*--to share information,answer questions, and alleviate con-cerns.
Opportunities for laying these stepping*tones are available at every stage in thespecial education planning process.
' 128
1 4 3
NOTIFICATION THROUGHOUT THZ SEWN STAGES: SUMMARY AND =VIEW
IAINTIFICATION
,ZVALUATION
At the identification stage, a publicannouncement is required when a schoolintends to conduct A formal, school-widescreening oUchildren, one purpose of,which is to locate those with specialneeds.
'In-addition,'many schools have informalscreening procedures that occur after ateacher, parent, or other person has made arequest to have,a student evaluated.Schools that have such procedures may chooseto keep parents informed by:
notifying tfiem that their child is beingscreened for a possil?le comprehensiveevaluation;
offering to meet with parents before thescreening to answer questions about thereferral;
inviting parents to attend the screening.meeting-and participate in the,sereeningprocess;
providing parents with a written summarycf the screening resilts.
After it has been decided that a comprehen-sive educationel evaluation is necessary tolearn more about a child's problems, parentsmust be notified in writing of the intent toevaluate and their written consent must beatained. If it is determined.that Anevaluation requested by parents is notnecessary, then parents suit receive formal .
notice of,the refusal to evaluate. And, if
the evaluation reveals that a student is notaducation_placement-
,or program, parents must receive formal,written notice' to that effect.
Notification related to the preplacementevaluation may also include the following.octional actions:
telephoning parents to alert them thatthe notice is on its way and to brieflydiscuss the reasons for the intent orrefusal to evaluate:
129144
IEP
4 PLACEMENT
inviting parents to a meeting to explainthe reasons for the intent to evaluateand.the nature of the proposed evalua-tion;
visiting parents at their home to discussthe evaluation and, obtain their input;
4, providing detailed written informationabout the special education process asa whole,and the evaluation process inparticular;
inviting parents to a meeting to discussthe results of the evaluation and thechild's eli4ibility or ineligibility forspecial education, at which timerswritten summary of the evaluation resultsmay be presented;
sending parents who cannot attend theevaluation debriefing e written reportof the meeting.
If the evaluation results indicate that astudent is eligible for special educationservices, the next step is the developmentof an individualized education program forthat child. Parents must be invited to themeeting at which'the IEP is developed (whichmay or may not be the same meeting at whichthe evaluation results are discussed and/orplacement determined). If parents requesta COpy of the IEP, schools are required togive them one.
Written notification of the IEP meeting isnot required, but it is highly recommended.It is also a good practice for schoolt toprovide parents with a copy of the IEP ontheir own initiative.
The IEP serves as the basis for the deter-mination of an appropriate placement for achild. Schools must provide parents withformal, written notice of the placementthat is proposed, and obtain parents'written, informed consent to this initialplacement.
130.
145
SAISION OFSERVICES
REVIEw
This required uotification can be supple-
r:minted by:
inviting parent* to a meeting to par-ticipate in the'placement decision-making process (usually the same.meet-ing at which the IEP is developed);
encouraging parents to visit the pro-posed placement(s);
giving parents an.opportunity to dis-cuss the proposed placement(*) withtheir child, friends, school personnel,and other parents and parent groups;
providing parents with detailed.rittenmaterial about the proposed placAftent(s).
If changes in placement or related servicesare proposed during the year, then parentsmust receive formal, written notice of thesechanges.
In addition, schools usually remain incommunication with parents during this stagethrough one or more of the followingactivities:
report cards and other standard schoolreporting forms;
telephone call*, informal notes or schoolmeetings to discuss the child'egeneralprogress or any specific needs or.problems
that *rise:,
,suggestions as'to how parents can- rein-force the child's progriM at home.
Parents must be invited to the reviewof their child's XEP and placement, and thismuse i4ke piece aritiiiiillkoi-moWfrequentIy7if parents or school request it. If any
change in placement or services are beingProposed at this meeting, parents mustreceive formal written notification.
Again, it is a good idea to notify parentsof the IEP meeting in writing, and toprovide them with a copy of the revised
IEP. ,
131
1 46
=VALUATION Parents must be notified in writing when-
ever the school reevaluates their child.If a change or termination in eligibility,placement or services is indicated by thereevaluation, written notice 4s4required.
Some of the supplementary written andinterpersonal mechanisms recommended atthe preplacement evaluation stage are alsoappropriate here, including:
inviting parents to discuss theresults of the evaluation;
providing parents with a sammary ofthese evaluation results.
ELiCTING AND APPLYING NOTIFICATION NICHANISNS: A CASS STUDY
Clearly, neither school nor parentswould benefit from the use of all thesestepping stones. The effect would beoverwhelming to parents, exhausting toschools. Notification mechanisms mustbe selected and combined in ways that suitthe characteristics of the school district,meet the needs of parents and children,and provide the most direct route to theultimate goal: an appropriate educationfor.a handicapped child.
To illustrate how this can be done, andto conclude this book, we invite you toconsider the case of...
132
147
THE SEPATAS
4
4
The Sepatas live in a small town where mr. Sepata is an acoountant
andltrs. Sepata an auerd-ivinning jewelry-neker vino Works at hove.
Their daughter Karen is 6-years-old and multiply-handicapped. Vile
has moderate-to-severe cerebral palsy, very 1200r speedh, and moderate
retardation. Although helped by leg braces, Karen has limited nobility
and requires almost constant attentico. Karen's parents uent her to
ccotinue in a private, residential schoca program, but the local public
school recarsnelds paacement in an Intermediate Unit Special School.
In deciding whether or not to consent to the proposed paacenent, the
Sepatas must consider sudh issues as transportation, the least res-
trictive enviroisnent, and their cwn needs as well as Karen's.
IDENTIFICATION Karen Sepata's cerebral palsy was identi-fied when she was an infant,.and herparents have taken her all over the statefor evaluations and treatment. Karen has
attended an infant development program runby nearby hospital, an Easter Seal pre-school program, and, most receptly, afederally-funded,,residential pre-schoolprogram sponsored by a private schoolcalled The Sullivan Center. Karen has
done very well at the Sullivan Center.She's become almost toilet-trained andlearned to feed herself, and her tempertantrums have subsided. Karenta parents
believe her progress can,be attributedt6,the 24-hour attention and instruction shehas received at The Sullivan Center.
Karen's parents wanted her to move on tothe elementary school program at The Sulli-
van benter. However, this program is_ - -
Supported by tuition, Mbith-thi Sójhascannot afford. So they made an appoint-ment with the principal 6f the elementary--school in their neighborhood. When they
.explained the purpose of the. visit--torequest tuition reimbtirsement for Karen'sprogram-,-the principal agreed that a special'
education representative should be present
at their meeting.
133
EVALUATION
Ise
.111Wan.
At the meeting, Mr. Sepata explainedKaren's handicap, and Mrs. Sepata des-cribed the program at The.Sullivan Centerand explained why they wantedKaren toremain there,- The director of specialeducation, Ns. Turner, inforied them thatbefore the school could recommend place-ment In any program, certain procedureshad to ne followed to assure Karen wasplaced in the least restrictive environ-ment. Ms. Turner gave the Sepatas a copyof a booklet entitled "A Parent's Intro-duction to Special Education" and a list.'
Of support groups. She went-cver theepecial education planning process withthe'Sepatas, disbussed their rights, andexplained that Karen's placement would b'ebased on the individualized educationprogram developed for her. She also ex-Aplained that the Grover Park Public SchoolSystem was part of an'Intermediate NetworkUnit of schools. The Intermediate Un4thad a good program for multiply-handicappedstudents in a.special school building about30 miles away. The Sepatas had heard
. something about that program, but didn'tthink it was as good as the program at TheSullivan Center. Besides, they said, theIntermediate Unit was too far away and was
not a-residential program.4
Ms. Turner prepared a Notice of Preplacè-ment Evaluation and reviewed it with the
Sepatas. Mr. and,Mrs. Sepata signed therequest for consent to the evaluation anda statement authorizing the release of
recorae. Ms. Turner explained that in thecase'of aAmbltiply-handicapped child, theschool would use private psychologists,audiologists, speech, physical and occupa-
"tional%therapists to conduct aspects ofthe "evaluation. Bhiratser'toler the-Sepatas-they would receive an evaluation, schedule
in the mail.
As agreed, Mrs. Sepata took Karen to the
Easter Seals Developmental DisabilitiesDiagnostic Clinic, and after the three-day
evaluation the Sepatas were invited to ameeting with the evaluation team. At the
meeting the Sepatas were given a summary
134
1 4
of the evaluation result,. The meetingoonfirmed(the SepatAs$ feelings that Karencould learn-basic living skills and perhapsbe employed in an unskilled position. How-
ever, it did not provide any insight intothe Appropriate school program for Karen.Mrs. Sepata wondered how the school wouldtranslate all this technical informationinto an education program.
Mi. and,Mrs. Sepata were invited to a -program planning meeting to discuss Karen'sprogram and consider possible placements.Concerned that the school would.propose theIntermediate Unit Special-School as appro.Lpalate and less restrictive than a privateplacement, the Sepatas contacted the,localChat:ter of the Assotiation for Retarded,Cititens (ARC). Mr. Sepata spoke withsomeone at the ARC who was familiar withboth The Sullivan Centerand the Interme-diate Unit Special School andlelt theywere both good. If the Sepetas reallywanted Karen to remain in The SullivanCenter, however, he suggested they contactan attorney; because. A due process hearing-would probably benecessary.
Mr. and Mrs. Sepata were reluctant to hirean attorney, but they talked with Ave.theyknew socially. the attorney advised themto keep an open mind and itart documentingthe case by keeping careful records. She
also suggested they get help in preparingtheir case from the stateDevelopmentalDisabilities Law PrOjectl._
The program planning meeting was attendedby: the Sepatas; the director ot specialeducation; the school psychologist; the ,social worker from the Diagnostic Clinic;
--thiLpeedh-pathOloglits the audiologist:-the physical therapist; the'school district'
mental retardation supervisor; the directorof the mental retardation program at theIntermediate Unit; and, at,the request of'
the Sepatas, the director of The SullivanCenter.
-135
d
I
Ns, Turner, the director of special educa-tion, reviewed the summary of the evaluationconducted at the Diagnostic Clinic and askedif the Sepatas were satisfied. Shen'Nrs. Sepata complained the evaluation didn'thelp her decide on an educational programfor Karen, Ns. Turner promised the schoolwould interpret the findings of the emalua-tion as they developed an individual educa-tion program for Karen.
IEP First, Ms. Turner translated the evaluationfindiNs into statements of Karen's current*levels of performance. She then shared thegoalsand objectives the school believedwere reasonable for Karen; these were inthe areas of living and social skill's,speech, and small muscle coordination. She
As- asked the Sepatas what their feelings wereabout the goals and objectives for Karen.The Sepatas agreed with the goals and
proposed by,the school, and madese al additional suggestions that wereincorporated into Karen's IEP.
SEP
PLACEMENT
Next, Ms. Turner discussed the therapeuticservices that were appropriate for Karen--individual speech therapy and physicaltherapy two days a week. Mrs. Sepata'inquired about play therapy as a way ofhelping Karen control her temper. Ms. Tur-
#
ner agreed that play therapy was a goodidea for Karen, and noted that service inthe IEP. When the IEP was completed to thesatisfaction of both the Sepatas and theschool staff, Ms. Turner promised thatthey would mail the Sepatas a copy thefollowing week.
The director of the Intermediate Unitmental retardation program then explainedthe school believed Karen's IEP could beimplemented in the Intermediate Unitprogram. She outlined the schedules ofinstructional and therapeutic servi8es'Karen would receive.eich day, and ex-plained that bus transportation would beprovided (45 minutes each way). dr, if,
, they preferred, Mr. or Mrs. Sepata could
drive Karen to school and shave 15-20 min-utes off the trip; the school wouldre-imburse the Sepatas for gas and mileage.
136 15i
Me. TUrner explained that they had con-sidered a private school placement forXeres, but believed it would be too res-trictive. The Intermediate Unit SpecialSchool was across the street:from an ele-mentary school and two blocks from thejunior high. There were student exchangeand peer tutoring programs in operationwith both these schools, thus assuringKaren opportunity for contact with non-handicapped students. The school viewedresidential placements as necessary onlyin severe situations, preferring ordi-narily to allow the child*to remain withhi& or her family and neighborhood.
The director of The-Sullivan Center des-cribed the services and instructionalprogram Karen would receive at The Sulli-van Center, and pointed out that, theytoo had an exchange program.
Mt. Turner urged the Sepatas to visit theprogram at the-Intermediate Unit SpecialSchool. She said that'a Notice of Place-ment and a Request for Consent to Place-ment would be mailed to them'. If theSepatas did not consent tO'Karen's place-ment, they had the right to request a dueprocess hearing. She gave the Sepatas abooklet describing the due process hearingprocedures, a form to complete if theywished to request a hearing, and a list ofnames of private attorneys and publicinterest clinics who were interested inrepresenting clients at hearings. She
also discussed the Sepatas' right to asecond independent evaluation or educa-tional diagnosis, and gave them a airec-tory of private and community clinics anda form to request an independent evalua-tion.
The Sepatas visited the Intermediate UnitSpecial School and found the staff andfacilities to be excellent. As they dis-cussed the two schools at home, theyrealized what the reall&sue was:
.Mrs. Sepata didn't want to go back to theintensive care routine that Karen requiredwhen she lived at home all week. Mr. Sepata
137 152
PROVISION OF SERVICES
REVIEW
offered several possible compromises: a
liVe-in attendant; his taking one day ameek off from his job; and hiring a baby-sitter for several afternoonf.
Finally, the Sepatas agreed on a plan thatinvolved hiring a babysitter for two after-noons a week, Mr. Sepata coming home earlyon Friday afternoons, and both sharing inKaren's care in the evenings. With thehome exercises and games suggested by theschool staff,this time could be positive-ly spent. The Sepatas Signed and returnedthe consent form and made arrangements tospend two or three days with Karen-at theIntermediate Unit while she became adjusted.
In September, Karen began school at theIntermediate Unit,Special School, wherethe services outlined in her IEP wereprovided. Karen loved the swimming classes,where she felt "free" of her mobilityproblems. .She had a "schoolmate" fromthe elementary school nearby, and theyvisited each other every Friday, alterna-ting schools.
Karen did well in school and graduallylearned to be more independent, caring for.and amusing herself. Mr. and Mrs. Sepatajoined the local ARC group, where theyimade several new friends. They learnedabout respite care and several otherCommunity services for Karen and themselves.Using the respite care, the Sepatas tooktheir first vacation in years.
At the end of the school year, the Sepataswere invited to an Annual Review Meeting.At that meeting, they discussed Karen'sIEP, including her progress in the programand new goals and objectives for the comingyear. -The Sepatas asked about summer arrange-ments for Karen and were told that the ARCran an excellent summer camp progremduring.July and that the Intermediate Unit program ,offered a recreational/instructional programthree days a week during August.
The Sepatas thought Karen required a full-time uninterrupted school program and weredismayed to leffn of the limited summer
138
ankft.,-
REEVALUATION
illeferings. They requested that Karen's UP.include a statement that Karen would receivefull-time,fullf-year schooling. The schoolexplained that although they would haveliked to do this, they lacked the financialresources to provide summer instruction.However, Karen's teacher stated that, in herexperience, the children who attended theARC and Intermediate Unit programs did notseem to lose ground over the summer andseemed to enjoy the social and recre-ational opportunities. The cdmbinationof these two programs therefore seemed anappropriate way to meet Karen's needs.
Karen's IEP did not, in the end, containa statement about year-round instruction,But Mr. Sepata said,he wanted to be "onthe record" about Karen!s needs, 40 headded a penciled remark on.the TEP indica-ting his request. After the meeting; theSepatas received formal notice of the .
school's refusal to provide full-time,full-year instruction. "Win some, losesome," Mr. Sepata commented as he filedthe notice with Karen's records.
After three years had passed, Karen'sparents were notified of the need to con-
duct a reevaluation of Karen. They were
very curious to see if the test results
confirmed their own observations of Karen'sgreat improvement in behavior and maturity.
After the reevaluation was completed, theywere invited to a meeting, where they
learned that Karen had, indeed, showntremendous growth.
The results of the reevaluation were con-sidered at that year's Annual Review meet-ing, where Karen's new IEP was developed.Both the Sepatas and the school are looking
forward to Karen's continuing progressthrough special education.
139i 5
WORKSHOP ACTIVITIES
The information presented in this chapter could be :used in twokinds of ways:
as the summary and,review of a general workshop,session or series on notification
as a separate Workshop session focusing on the,integration of written notification and inter-.personal communication.
The following three activities can be adapted to either of these purposes.
ACTIVITY *1: REVIEW OF NOTIFICATION MECHANISMS
Purpose: To assist participants in summarizing andreviewing the written notification and inter-personal communication mechanisms availableat each stage of the special education planningprocess
Time: 30 minutes
Material: None
At this point, participants will have been exposed to a wide variety ofmethods for notifying parents and requesting their consent " both requiredand optional, written and interpergonal. This activity will provide par-ticipants with an opportunity to review these techniques, focusing on.theirapplicability at the seven stages in the special education planning process.
1. For each stage in the special education planningprocess, list the specific written and interpersonalmechanisms that are available to notify and communi-cate with parents.
2. Note which of the items on the above list are required,Which are optional practices that your school/districtalready uses, and which are optional practices whichwould be appropriate for your school/district toestablish.
140 155
ACTIVITY 02: CASE STUDY ANALYSIS
Euroose: To_help participants see how written notifica-tion and interpersonal communication complementeach other by analyzing the case studs of one .
family
Tine: One hour
Material: Case edy of "The Sepatae (pages 133 to 139)
In many cases, the ination of notification Aechanisms that a
school/district chooses to employ depends on the,needs, feelings and circum-
*stances of the particular family involved. By considering the case of one
lamily,and the notification process used with them, participants can analyze
Now appropriate forms of written notification and interpersonal communication
ire'selected and used and how these two forms of communication work together.
I. Hand out copies of the case study on the Sepatas-and ask participants to read it, keeping in mind
the following questions:
What were the specific informational andemotional needs of this family?
Did the school meet all the legal require-
ments for written notice and consent?
What other notification mechanisms did the
school.use to respond to the parents' needs?
2. Discuss the case study, beginning with the three general
questions posed above. You might also want tO talk about:,
f,-.Whit specific functions the various notifica-
-tion mechanisms served
Whet porents contributed to the planning
process
How parents were prepared for written notice
and consent and for parent/school meetings
How the school encouraged parent participation
, What specific concerns the Sepatas had and how
the school responded to these
Whether participants would have done anything
differently had they been involved with the
Sepata family.
1411 5
3. Discuss hoW interpersonal communication was used to pave
the way fore clarify; or expand on the written notifica-
tion that Mr. and Mrs. Sepata received. Do participants feel
that the written notification delivered was adequate?Inadequate? More than was necessary? What abogt the
interpersonal communication?
ACTIVITY 413: DEVIELOPMENT OT A NOTIFICATION PLAN?e.
Purpose:
Time:
Material:
To help participants establish an overallnotification plan for your school/district
One hour
Flow chert developed in,ChaPter f,Activity S4 (page 17)
4sImaksIsmeftsullto.
The final application of the material pretented in this handbook
should bp,the re*Peeisment of your school/district's overall notification
plan and, ifilecelbsity or desired, its revieion or modification:
1. Display a master copy of, or disi,fibute individuil copies
of, the.flowchart of your school's special educationplanning process. Eased on the inforMatiOn acquired anddecisions made as a result of exposure to,the STEPPING
STONES materials, indicate whet additions of changes you
would make to.this chart. Include botsh required and
optional, written and interpersonal forms of notifica-tion et each stage.
2. Discues any problems you may encounter or things thai will
have to be done to implement this plan, and suggest ways
to overcome these obstacles.
4
\liA,
A good example of a resource book for parents. Provides informa-
tion about services, educational programs, and issues affecting handicapped
children in Boston. Combines general information and specific programdescriptions to answer a variety of questions related to special education
services. Provides systems to encourage parental participation in the
special education process. t
BIBLIOGRAPHY
Abeson, Alan, Nancy Bolick mid Joyce Hass. A Primer on Due Process:Education Decisions for Hafidicaoped Children. Reston, VA.: The Council
for Exceptional Children, 1977.
Focusing entirely on dispute settlement issues, this bookletpresents due process procedures in a "how-to-do-it" format, includingthe steps necessary to meet due process requirements involving specialeducation controversies. A discussion of the utilization of tapartialhearing officers and hearing procedures is included, as well as several .flow charts and notification/consent/referral forms.
Ackerman, Paul, and Murray Kappelman. Between Parent and School.
New' York, NY: The Dial Press/James Wade, 1977.
Covers a range of topics affecting the role of parents inproviding for their child's education, and explains the interrelation-ship of parents, teachers and administrators. Describes the rights ofspecial needs children and defines due process procedures. A resource
list of parent organizations is included.
Celuzza, Paul, W., and Shelley Bakst Clayton, editors. Connections: A
Directory of Services for Children with Special Needs in the Boston Public
Schools. Boston, MA: Boston Public Schools, 1979.
Eager, Nancy B., and Lawrence Kotin. Due Process in Special Education:
A Legal Analysis. Cambridge, MA: Research Institute for Educational
'*Problems, 1977.
Analyzes due process procedures for special education in eachstate, looking at (1) referral, evaluation and placement, and (2) hearing
and appeal procedures. Defines parents' rights in the hearing processand discusses mediation as a dispute settlement mechanism. -State by statecharts review initial appeal, subsequent appeal, judicial review, prehearing
conference, and hearing procedures for each state. State administrativeprovisions for dUe process are provided for each state.
143
Kroth, Roger L. Communicating with Parents of Exceptional Children:Improving Parent/Teacher RelationshiRe. Denver,* CO: Love PUblishingCompany, 1975.
1
Discusses methods of improving communication between parents and-teachers oeexceptional children. Includes techniques for understandingthe child aed his or her family and systems for communicating with pareqs(e.g., handbooks, situational handouts, daily reporting systems). Therellis
an appendixof sample case histories and selected readings for parents ofexceptionaljchildren.
Kroth, Roger L., and Richard L. Simpson. Parent Conferences as a TeachingBtrategy. Denver, CO: Love Pdblishing Company, 1977.
Focuses on conferences between parents and professional staffand the skill*, knowledge and competencies necessarY to have a successfulcommunication system between home and school. Exercises designed toimprove interviewing techniques are provided throughout the text. Appen-dices include role playing information.
Low, Stuart M., and Bert Diament. Parent Conferences in the Schools:Procedures for Developing Effective Partnership. Boston, MA: Allyn andBacon, Inc., 1978.
An eduCator-oriented book of practical strategies and proceduresfor working with parents as partners and co-equals to identify and remediatethe problems of exceptional children. Discussions of contacts between-schoolstiff and parents throughout the special education process are presented inan informal, casw-oriented format with examples of typical parent responses.Training eXercises focusing upon procedural techniques are included at theend of eiCh chapter. includes a'chapter devoted to th communication of testresults.'
Martin, Reed. EdUcating Handicapped Children: The Le Mandate.Champaign, IL.: Research Press Company, 1979.
Focuses on the implementation of P.L. 94-142. Defines "free" and"appropriate" education and outlines procedural safeguards, particularlythose leading to a due process hearing. Hearing timelines and the qualifi-cations and role of the impartial hearing officer are discussed. Excerptsfibm federal regulations and lists of resources (publications and organiza-tions) and references are included in the appendix.
Mopsik, Stanley I.,,and Judith A. Agard, editors. An Education Handbook
for Parents of Handicapped Children. Cambridge, MA.: Abt Associates Inc.,
1980.-
A parent-oriented book designed to help,parents understend and
become involved in the special education process.. The rights of parents
and their children and the specific aspects of the special education process
(evaluation,.IMP, placement, provision of services, and program review and
modification) are discussed in a question/answer format. Dispute iettlement
mechanisms are described inOtuding a detailed explanation of due process
hearings and the steps parents must take to prepare for a hearing. EXamples
of sample letters and agendas for a hearing and conferences are included.
The Rights of Parents and The, Responsibilities of Schools. Cambridge, MA.:
Education Publishing Service, 1978.
Contains an issue-by-issue discussion of due process procedureswith pertinent excerpts from P.L. 94-142 and SectiOn 504. Dispute settle-
ment issues, including prior notice and parent consent, hearing rights and
appeals; complaint procedures, and surrogate parents are discussed. The
complete texts of both laws are included. Also includes a listing of
national, state, and local information centers and a bibliography of books
and directories for parents and teachers.
Turnbull, Ann P., and H. Rutherford Turnbull: Parents Speak Out: Views
from the Other Side of the Two-Way Mirror. Columbus, OH: Charles E.
Merrill Publishing Co., 1978.
Focuses on professionals who are also parents of handicapped
children speaking to one another about the difficulties and challenges
they face. Addresses the dilemma of services for the handicapped from
a unique point of view. Includes 15 articles.
Turnbull, H. Rutherford, and Ann P. Turnbull. Free Appropriate Public
Education: Law and Implementation. Denver, CO: Love Publishing co.,
1978.
Describes the current legal status of the handicapped child's
right to an education, how public schools have dealt with the challenge
of educating the handicapped child in the past, and how they must do so
under recent law. Provides a detailed analysis of ix major principles
-it federal legislation: zero project; now-discriminating classifiCationr
individualized and appropriate education; least rettrictive placement;
procedural, due process; and parental right to participate in the educa-
tional process.--Aaso includes a comparison of recent federal laws estab-
lishing equal educational opportunities for handicapped children.
The United States DepartMont of Education, Office of Special Education.. Developing Criteria for the Evaluation of Due Process Procedural
Safetuards Provision's. Philadelphia, PA: Research For Setter Schools,Inc., 1979.
Three position papers which explore and develop criteria thatLEM might "employ in examining the extent and quality of their implemen-tation of the due process safeguards of P.L. 94-142. Particular emphasisis placed on the notification and consent requirements. An issue-by-issuesummary of a panel discuiiion of the position papers and its recommenda-tions are also included.
The United States Department of Education, Office of Special Education.Developing Criteria for the Evaluation of Individualized EducationProgram Provisions. Philadelphia, PA: Research For Setter Schools, Inc.1979.
FOur position papers that present criteria which could be usedby LEAs in evaluating their own progress in implementing the IEP provisionsof P.L.-94-142. Criteria are developed for two specific IEP components:(1) the procedures undertaken by LEAs to develop, review, and revise Meland (2) the IEP documents actually produced. An issue-by-issue summary ofa panel discussion of the position papers is also presented.
The United States Department of Education, Office of Special Education.Developing Criteria for the Evaluation of the Least RestrictiveEnvironment Provision. Philadelphia, PA: Research for Better Schools,Inc., 1979.
An investigation of issues related to the quality of variousprocedures undertaken to implement the LRE provision of P.L. 94-142.Develops criteria which can be used to evaluate two specific components ofLRE: (1) procedures Undertaken by LEAs to implement the LIM provisions:and (2) the appropriateness of the actual placements made. Also includesa summary of a panel discussion of the issues.
The United State Department of Education, Office of Special Education.Developing Criteria for the Evaluation of Protection in Evaluation
, Procedures Provisions. Philadelphia, PA: Research for Better Schools,Inc., 1979.11
An investigation of the isiues of equal protection of the lawin testing materials and procedures used to evaluate and place handicappedchildren. Criteria are developed for determining the quality of procedures'undertaken by LEAs to implement the protection in evaluation proceduresprovisions of P.L. 94-142 and the effectiveness of such procedures. Alsoincludes a summary of a panel discussion of the issues.
146
Weintraub, Frederick J., et al (eds.). Public Policy and the "Mi.:cation
of ixesptional Children. Reston, VA.: Council for 'exceptional Children,1976.
Provides-guidelines'and examples of appropriate policies for'exceptional children. Considers the Verying rights advocacy has won andesamines current developments in public policy at the federal, state andlocal lvels, including texts and digests of significant federal laws.Professional rights and responsibilities are discussed, as well as infor-mation on advocate needs to effect change.
ga,
147
1 62
a.
PARTICIPATING STATES AND SCHOOL DISTRICTS
Mobile County Public SchoolsMobilo, Alabama
Pholnix EleMentary District 01PinDenix, Arizona
Los angeles County SchoolsDowney, California ,
San Diego City SchoolsSan Diego, California
San Diego Unified School DistrictSan Diego, California
State DePartment'of EducationDepartment of Special EducationDenver, Coloiado
'Connecticut State Department of EducationBureau of.Pupil Personnel and Special Education Services
Hartford, Connecticut
State of FloridaDepartment of EducationTallahassee, Florida
Newton County School SystemCovington, Georgia
Marietta City School DistrictMarietta, Georgia
School District 091Idaho Falls, Idaho
Independent Schocil District of Boise City
Boise, Idaho
State Department of EducationDepartment of Special Education)10ise, Idaho
Eastern Illinois Area of Special Education
Mattoon, Illinois
1481 63
Northwest Suburban specialltitucation OrganisationPalatine, Illinois
Slack !gawk Area Special Education ftstrictS IOA 0165
,Sast Molina, Illinois
Department of Special SducationSpringfield Public tchdal District 0106Sicingfield, Illinois
Board of EducationCity of ChicagoChicago, Illinois
Special Education Services.State Department of EducationEaton Rciuge, Louisiana
New Orleans Public SchoolsNew Orleans, Louisiana
State of Maine
Department of Educational and Cultural ServicesAugusta, Maine
Division of Spacial EducationState Department of EducationBoston, Massachusetts,
AndOver Public SchoolsAndover, Massachusetts
Weston Public SchoolsWeston, Massachusetts
Springfield School DepartmentSpringfield, Massachusetts
Boston Public SchoolsBoston, Magsachusetts
Newton PUblic SchoolsNewtonville, Massachusetts
Van Buren Intermediate School DistrictLpirence, Michigan
164
Minneapolic Public SchoolsDepirteent of Special EducationMinneapolis, Minnesota '
St. Paul Publid SchoolsSpecial Education Instructional Materials CenterSt.. Paul, Minnesota
State Department of EducationJackson, Misslssippi
Department of Elementary and Secondary EducationP.O. ItOx 480Jefferson City, Missouri
Lincoln Publiti,'SchoolsLincoln, Nebraska
Westfield PublichoolsWestfield, Nei, J'iriey
Board Of Education ot,the City of New YorkBrooklyn, New York
Technical Assistance ServiOesState Department of Public InstructionRaleigh, North Carolina
Exceptional Children's ProgramLee County SchoolsSanford, 00r0 Carolina
Guilford County School SystemGreensboro, North dirolina
Greenville City SchoolsGreenvIlle, North Carolina
OnsloW County SchoolsJacksOnville, North Carolina
Gaston County SehoolsGastonia, North Carolina
.
Tulsa Public Schools'TUlsa, OklahOma
Colonial Northampton IU #20Nazareth, Pennsylvania
1501 66
4
Central Susquehanna Intermediate UnitLewisburg,.pennsylvinia
The School District of PhiladelphiaPhilaaelphia, Pennsylvania
Pittiburgh IU 42169-40th Street
, Pittsburgh, Pennsylvania
School *strict of Pittsburgh4"1/4 341 South Bellefield'Avenue
Pittsburgh, Pennsylvania
NW Tri-County Intermediate UnitEdinboro,pennsylvania
Philadelphia IU 426Philadelphia, Pennsylvania
Programs for HandicappedColumbia, South Caiolina
State of South CarolinaDepartment of EducationColumbia, South Sgrolina
Sumter SOlool District 417Sumter, South Carolina
Memphis CitY Schools'Memphit,:Tennessee
Granite School DistrictSalt Lake,City, Utah
Billingham Public.SchoolkBillingham, Washington
Seattle Public SchoolsSeattle, Washington.
4
Division,of.Speckal Educatign4artment q'Education
arleeton, wetiAtirgiiul
Gelmore County SchoolsGreenville, West Virginia
4
151
