Jill Hill Fane Family Advocate Federation of Families of Northeast Florida Mental Health America of...
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Jill Hill Fane Family Advocate Federation of Families of Northeast Florida Mental Health America of Northeast Florida Jacksonville System of Care Initiative 904-379-0617 Office [email protected]www.mhajax.org www.fofjax.org Individuals with Disabilities Education Act: How to use it to get services for your student
Jill Hill Fane Family Advocate Federation of Families of Northeast Florida Mental Health America of Northeast Florida Jacksonville System of Care Initiative
Jill Hill Fane Family Advocate Federation of Families of
Northeast Florida Mental Health America of Northeast Florida
Jacksonville System of Care Initiative 904-379-0617 Office
[email protected] www.mhajax.org www.fofjax.org Individuals with
Disabilities Education Act: How to use it to get services for your
student
Slide 2
IDEA LAW Individuals with Disabilities Education Improvement
Act of 2004 Guides states and school districts in providing
specially designed instruction and related services Parts A, B, C,
and D Part A: General Provisions, Definitions and Other Issues Part
B: Assistance for Education of All Children with Disabilities
(School) Part C: Infant and Toddlers with Disabilities (Early
Steps) Part D: National Activities to Improve Education of Children
with Disabilities (Parent Training Centers)
Slide 3
IDEA Part B Individualized Education Plan
Slide 4
What is IDEA Part B? The nations special education law,
Individuals with Disabilities Education Act (IDEA), sets high
standards for achievement and guides how special help and services
are made available in schools to address students individual needs
through an Individualized Education Plan (IEP). These students must
meet criteria qualification for Special Education Services.
Slide 5
What is the criteria qualification for Special Education
Services.. To be eligible for IDEA A child must meet the criteria
of one or more disability categories AND Must also need specially
designed instruction and related services
Slide 6
IDEA Disability Categories Autism Emotional Disturbance Hearing
Impairments Intellectual Disability Orthopedic Impairments Other
Health Impairments Specific Learning Disabilities Speech/Language
Impairments Traumatic Brain Injury Visual Impairment Developmental
Delays (Ages 3-9, depending on your state)
Slide 7
What is the criteria qualification for Special Education
Services.. To be eligible for IDEA A child must meet the criteria
of one or more disability categories AND Must also need specially
designed instruction and related services
Slide 8
What is Specially Designed Instruction and Related Services?
Specially Designed Instruction Definition: Specially Designed
Instruction (SDI) refers to the teaching strategies and methods
used by teachers to instruct students with learning disabilities.
To develop appropriate specially designed instruction analyze
student work, evaluation information, and any other available data
to determine the student's strengths and weaknesses. Based on that
student's unique learning needs, strategies are developed. Teachers
continue to measure students' progress and make changes in
instruction as needed. Related Services Definition: Related
Services help children with disabilities benefit from their special
education by providing extra help with developmental, corrective,
and other supportive services.
Slide 9
Specially Designed Instruction Specially Designed Instruction
refers to the teaching strategies and methods used by teachers to
instruct students with learning disabilities and other types of
learning disorders. Specially designed instruction means adapting,
as appropriate to the needs of an eligible child under this part,
the content, methodology, or delivery of instruction To address the
unique needs of the child that result from the childs disability;
and To ensure access of the child to the general curriculum, so
that the child can meet the educational standards within the
jurisdiction of the public agency that apply to all children.
[300.39(b)(3)] Thus, as part of designing the instruction to fit
the needs of a specific child, adaptations may be made in the
content, methodology, or delivery of instruction.
Slide 10
Related services is defined by the United States Individuals
with Disabilities Education Act ("IDEA") 1997 as, The related
services according to IDEA, "transportation and such developmental,
corrective, and other supportive services as are required to assist
a child with a disability to benefit from special
education..."[section 300.24(a)]... Related services also help
children reach their IEP goals and objectives. The related services
include: audiology, counseling services, early identification,
family training-counseling and home visits, health services,
medical services, nursing services, nutrition services,
occupational therapy, orientation and mobility services, parent
counseling and training, physical therapy, psychological services,
recreation and therapeutic recreation, rehabilitative counseling
services, school health services, service coordination services,
social work services in schools, speech pathology and
speech-language pathology, transportation and related costs, and
assistive technology and services. Related services were mandated
in the IDEA 1997, and more than 6.1 million children with
disabilities received related services in 1998-1999 (Nichcy).
Related Services
Evaluation Referral Process Pre-referral activities (RTI)
Referral (Parent or School) Consent (Parent) Evaluation (60 days)
Eligibility Determination Written request & consent for
evaluation
Slide 15
Pre-referral activities The IEP process is initiated through a
series of pre-referral interventions. The interventions implemented
vary depending on the kind of problem the student is exhibiting.
The major purposes of this stage of the IEP process are to Document
and explain students' difficulties and challenges Test the
effectiveness of classroom accommodations Assess the power of
various instructional interventions Monitor students' progress
Pre-referral activities are employed to screen students before more
formal identification procedures are implemented. Before a referral
for special education is made, teachers and family members work
together to see whether educational or behavioral difficulties can
be resolved in the general education classroom. The assessments
used during this step are intervention-based and are made in the
student's general education class using direct measures of
performance. During this pre-referral period, teachers try
different validated teaching approaches to determine whether faulty
instruction is the source of the problem. They also make basic
accommodations to the instructional program and systematically
differentiate instruction more intensively. General education
teachers receive both assistance and consultation from specialists.
Students whose learning remains challenged are referred to special
education and the next step of the IEP process. Response to
Intervention (RtI) can be used during the Pre-Referral Stage
Slide 16
Response to Intervention (RtI) RtI integrates assessment and
intervention within a school-wide, multi-level prevention system to
maximize student achievement and reduce behavior problems. With
RTI, schools identify students at risk for poor learning outcomes,
monitor student progress, provide evidence-based interventions and
adjust the intensity and nature of those interventions based on a
students responsiveness, and RTI may be used as part of the
determination process for identifying students with specific
learning disabilities or other disabilities RTI is a multi-level
instructional framework aimed at improving outcomes for ALL
students. RTI is preventive and provides immediate support to
students who are at risk for poor learning outcomes RTI may be a
component of a comprehensive evaluation for students with learning
disabilities.
Slide 17
RtI and Evaluation The School wants to do RtI before they begin
an evaluation?
Slide 18
Identifying Children for Evaluation Before a childs eligibility
under IDEA can be determined, a full and individual evaluation of
the child must be conducted. There are two ways a child may be
identified to receive an evaluation under IDEA: Parents may request
that their child be evaluated. Parents are often the first to
notice that their childs learning, behavior or development may be a
cause for concern. If theyre worried about their childs progress in
school and think he or she might need extra help from special
education services they may call, email, or write to their childs
teacher, the schools principal, or the Director of Special
Education in the school district. If the school agrees that an
evaluation is needed, it must evaluate the child at no cost to
parents. If the school agrees that an evaluation is needed, it must
evaluate the child at no cost to parents. The school system may ask
to evaluate the child. Based on a teachers recommendation,
observations, or results from tests given to all children in a
particular grade, a school may recommend that a child receive
further screening or assessment to determine if he or she has a
disability and needs special education and related services. The
school system must ask parents for permission to evaluate the
child, and parents must give their informed written permission
before the evaluation may be conducted.
Slide 19
Evaluation Determines Category of disability Whether the child
needs specially designed instruction and/or related services The
present levels of academic achievement and related developmental
needs Whether any accommodations or modifications are needed
Slide 20
Giving Parents Notice IDEA requires the school system to notify
parents in writing that it would like to evaluate their child (or
that it is refusing to evaluate the child). This is called giving
prior written notice. The school must also: Explain why it wants to
conduct the evaluation (or why it refuses); Describe each
evaluation procedure, assessment, record, or report used as a basis
for proposing the evaluation (or refusing to conduct the
evaluation); Where parents can go to obtain help in understanding
IDEAs provisions; What other options the school considered and why
those were rejected; and A description of any other factors that
are relevant to the schools proposal (or refusal) to evaluate the
child. The purpose behind this thorough explanation is to make sure
that parents are fully informed, understand what is being proposed
(or refused), understand what evaluation of their child will
involve (or why the school system is refusing to conduct an
evaluation of the child), and understand their right to refuse
consent for evaluation, or to otherwise exercise their rights under
IDEAs procedural safeguards if the school refuses to evaluate.
Slide 21
Parental Consent Before the school may proceed with the
evaluation, parents must give their informed written consent. This
consent is for the evaluation only. It does not mean that the
school has the parents permission to provide special education
services to the child. That requires a separate consent. If parents
refuse consent for an initial evaluation (or simply dont respond to
the schools request), the school must carefully document all its
attempts to obtain parent consent. It may also continue to pursue
conducting the evaluation by using the laws due process procedures
or its mediation procedures, unless doing so would be inconsistent
with state law relating to parental consent. However, if the child
is home-schooled or has been placed in a private school by parents
(meaning, the parents are paying for the cost of the private
school), the school may not override parents lack of consent for
initial evaluation of the child. As the Department of Education
(2006) notes: once parents opt out of the public school system,
States and school districts do not have the same interest in
requiring parents to agree to the evaluation of their children. In
such cases, it would be overly intrusive for the school district to
insist on an evaluation over a parents objection. (71 Fed. Reg. at
46635)
Slide 22
The Scope of Evaluation A childs initial evaluation must be
full and individual, focused on that child and only that child.
Evaluation (reevaluation) typically begins with a review of
existing evaluation data on the child, which may come from the
childs classroom work, State or district assessments, information
provided by the parents and teachers, and so on. The evaluation
must use a variety of assessment tools and strategies to gather
relevant functional, developmental, and academic information about
the child, including information provided by the parent. When
conducting an initial evaluation, its important to examine all
areas of a childs functioning to determine not only if the child is
a child with a disability, but also determine the childs
educational needs. This full and individual evaluation includes
evaluating the childs: health vision and hearing social and
emotional general intelligence academic performance communicative
status motor abilities
Slide 23
Communication and Culture Specifically, consideration of
language, culture, and communication mode means the following: An
important component in evaluation is to ensure that assessment
tools are not discriminatory on a racial or cultural basis.
Evaluation must also be conducted in the childs typical, mode of
communication (unless it is clearly not feasible to do so) and in a
form that will yield accurate information about what the child
knows and can do academically, developmentally, and functionally.
Students Native language Sign language, braille, PECS Assistive or
alternative augmentative communication devices This provision in
the law is meant to protect children of different racial, cultural,
or language backgrounds from misdiagnosis. If your child has
impaired sensory, manual, or speaking skills, the law requires that
tests are selected and administered so as best to ensure that test
results accurately reflect his or her aptitude or achievement level
and not reflect the childs impaired sensory, manual, or speaking
skills (unless the test being used is intended to measure those
skills).
Slide 24
Determining Eligibility The childs assessment results should be
explained. The specialists who assessed the child or evaluation
interpreter will explain what was done, why they used the tests,
the childs results on those tests or other evaluation procedures,
and what the childs scores mean when compared to other children of
the same age and grade. It is important to know that the group may
not determine that a child is eligible if the determinant factor
for making that judgment is the childs lack of instruction in
reading or math or the childs limited English proficiency. The
child must otherwise meet the laws definition of a child with a
disabilitymeaning that he or she has one of the disabilities listed
in the law and, because of that disability, needs special education
and related services. If the evaluation results indicate that the
child meets the definition of one or more of the disabilities
listed under IDEA and needs special education and related services,
the results will form the basis for developing the childs IEP.
Slide 25
IDEA Disability Categories Autism Emotional Disturbance Hearing
Impairments Intellectual Disability Orthopedic Impairments Other
Health Impairments Specific Learning Disabilities Speech/Language
Impairments Traumatic Brain Injury Visual Impairment Developmental
Delays (Ages 3-9, depending on your state)
Slide 26
What if You Dont Agree with the Evaluation Results? If you
disagree with the results of your childs evaluation, you have the
right to obtain what is known as an Independent Educational
Evaluation, or IEE. An IEE means an evaluation conducted by a
qualified examiner who is not employed by the public agency
responsible for the education of your child. If you ask for an IEE,
the public agency must provide you with information about where an
IEE may be obtained. Who pays for the independent evaluation? IEEs
are at public expense Or it may initiate a hearing to show that its
own evaluation was appropriate. The public agency may ask why you
object to the public evaluation. However, the agency may not
require you to explain, and it may not unreasonably delay either
providing the IEE at public expense or initiating a due process
hearing to defend the public evaluation. If the public agency
initiates a hearing and the final decision of the hearing officer
is that the agencys evaluation was appropriate, then you still have
the right to an IEE but at your own expense. The results of parent
paid evaluation must be considered by the public agency, if it
meets agency criteria, in any decision made in providing your child
with FAPE.
Slide 27
Principles Included in IDEA Appropriate evaluation Parent &
student participation Least Restrictive Environment Free
Appropriate Public Education (FAPE) Procedural safeguards
Individualized Education Program/Plan (IEP)
Slide 28
Parent & Student Participation
Slide 29
One of IDEAs foundational principles is the right of parents to
participate in educational decision making regarding their child
with a disability. The law is very specific about what school
systems must do to ensure that parents have the opportunity to
participate, if they so choose. Parental rights of participation
can be summarized as follows: Parents have the right to participate
in meetings related to the evaluation, identification, and
educational placement of their child. Parents have the right to
participate in meetings related to the provision of a free
appropriate public education (FAPE) to their child. Parents are
entitled to be members of any group that decides whether their
child is a child with a disability and meets eligibility criteria
for special education and related services. Parents are entitled to
be members of the team that develops, reviews, and revises the
individualized education program (IEP) for their child. Parents are
entitled to be members of any group that makes placement decisions
for their child. Parent and students are not required to
participate, however; that is their choice. IDEA guarantees is that
they are given the opportunity to participate.
Slide 30
Alternative Participation Parents School / District Personnel
By agreement If neither parent can attend the meeting the school
must use other methods to ensure their participation, including
individual or conference calls, or video conferencing.
Slide 31
Active Participation Speak up Ask questions Make suggestions
Disagree
Slide 32
Principles Included in IDEA Appropriate evaluation Parent &
student participation Least Restrictive Environment Free
Appropriate Public Education (FAPE) Procedural safeguards
Individualized Education Program/Plan (IEP)
Slide 33
Least Restrictive Environment
Slide 34
By law, schools are required to provide a free appropriate
public education (FAPE) in the least restrictive environment that
is appropriate to the individual student's needs. "Least
restrictive environment" (LRE) means that a student who has a
disability should have the opportunity to be educated with
non-disabled peers, to the greatest extent appropriate. They should
have access to the general education curriculum, or any other
program that non-disabled peers would be able to access. The
student should be provided with supplementary aids and services
necessary to achieve educational goals if placed in a setting with
non-disabled peers. Academically, a resource room may be available
within the school for specialized instruction, with typically no
more than two hours per day of services for a student with learning
disabilities. Should the nature or severity of his or her
disability prevent the student from achieving these goals in a
regular education setting, then the student would be placed in a
more restrictive environment, such as a special school, classroom
within the current school, or a hospital program. Generally, the
less opportunity a student has to interact and learn with
non-disabled peers, the more the placement is considered to be
restricted. To determine what an appropriate setting is for a
student, a team will review the students strengths, weaknesses, and
needs, and consider the educational benefits from placement in any
particular educational setting. With the differences in needs
varying broadly, there is no single definition of what an LRE will
be, and each student has an Individual Education Plan (IEP).
Slide 35
Principles Included in IDEA Appropriate evaluation Parent &
student participation Least Restrictive Environment Free
Appropriate Public Education (FAPE) Procedural safeguards
Individualized Education Program/Plan (IEP)
Slide 36
Free Appropriate Public Education
Slide 37
Under the IDEA, FAPE is defined as an educational program that
is individualized to a specific child, designed to meet that
child's unique needs, provides access to the general curriculum,
meets the grade-level standards established by the state, and from
which the child receives educational benefit.
Slide 38
Definition of an Appropriate Education Some of the criteria
specified in various sections of the IDEA statute includes
requirements that schools provide each (disabled) student an
education that: is designed to meet the unique educational needs of
that one student, addresses both academic needs and functional
needs, provides ...access to the general curriculum to meet the
challenging expectations established for all children (that is, it
meets the approximate grade-level standards of the state
educational agency, to the extent that this is appropriate) is
provided in accordance with the Individualized Education Program
(IEP) is reasonably calculated to enable the child to receive
educational benefits. The free appropriate public education offered
in an IEP need not be the best possible one, nor one that will
maximize the child's educational potential rather, it need only be
an education that is specifically designed to meet the child's
unique needs, supported by services that will permit him to benefit
from the instruction. The IDEA guarantees only a basic floor of
opportunity, consisting of specialized instruction and related
services which are individually designed to provide educational
benefit.
Slide 39
FAPE according to IDEA Special education and related services
Provided at public expense (without charge) Provided under public
supervision and direction in conformity with the individualized
education program.
Slide 40
Principles Included in IDEA Appropriate evaluation Parent &
student participation Least Restrictive Environment Free
Appropriate Public Education (FAPE) Procedural safeguards
Individualized Education Program/Plan (IEP)
Slide 41
Procedural Safeguards What are the students and Parents
Rights?
Slide 42
What are Procedural Safeguards? The federal regulations for
IDEA 2004 include a section called Procedural Safeguards. These
safeguards are designed to protect the rights of parents and their
child with a disability and, at the same time, give families and
school systems several mechanisms by which to resolve their
disputes. At least one time a year, the parents of a child with a
disability must receive from the school system a complete
explanation of all the procedural safeguards available to them, as
parents, under IDEA. This explanation is called the Procedural
Safeguards Notice.
Slide 43
What is the purpose of the procedural safeguards notice? The
purpose of the procedural safeguards notice is simple: to inform
parents completely about the procedural safeguards available under
IDEA. These represent their rights as parents and the protections
they haveand their child as wellunder the law and its implementing
regulations. IDEA states that schools must send the procedural
safeguards notice to the parents only one time a school year,
except that schools must also give a copy to parents: in their
childs initial referral for evaluation under IDEA, or when the
parents ask for such an evaluation of their child; When a State
complaint is filed and when the first due process complaint is
received when a parent requests a copy of the procedural safeguards
notice. Your local school district may also post a current copy of
the procedural safeguards notice on its website, if it has a
website.
Slide 44
What does the Procedural Safeguards Notice contain? (A)
independent educational evaluation; (B) prior written notice; (C)
parental consent; (D) access to educational records; (E) the
opportunity to present and resolve complaints, including-- (i) the
time period in which to make a complaint; (ii) the opportunity for
the agency to resolve the complaint; and (iii) the availability of
mediation; (F) the child's placement during pendency of due process
proceedings; (G) procedures for students who are subject to
placement in an interim alternative educational setting; (H)
requirements for unilateral placement by parents of children in
private schools at public expense; (I) due process hearings,
including requirements for disclosure of evaluation results and
recommendations; (J) State-level appeals (if applicable in that
State); (K) civil actions, including the time period in which to
file such actions; and (L) attorneys' fees.
Slide 45
Student Records IDEA and other federal laws protect the
confidentiality of your childs education records. These safeguards
address the following three aspects: the use of personally
identifiable information; who may have access to your childs
records; and the rights of parents to inspect their childs
education records and request that these be amended to correct
information that is misleading or inaccurate, or that violates the
childs privacy or other rights.
Slide 46
Prior Written Notice The school district must give parents a
written notice (information received in writing), whenever the
school district: Proposes to begin or change the identification,
evaluation, or educational placement of the child or the provision
of a free appropriate public education (FAPE) to the child; or
Refuses to begin or change the identification, evaluation, or
educational placement of the child or the provision of FAPE to your
child. The school district must provide the notice in
understandable language
Slide 47
What Does the Notice Include? The written notice must: Describe
the action that your school district proposes or refuses to take;
Explain why your school district is proposing or refusing to take
the action; Describe each evaluation procedure, assessment, record,
or report your school district used in deciding to propose or
refuse the action; Include a statement that the parent has
protections under the procedural safeguards provisions in Part B of
the IDEA; Tell you how the parent can obtain a description of the
procedural safeguards if the action that your school district is
proposing or refusing is not an initial referral for evaluation;
Include resources for the parent to contact for help in
understanding Part B of the IDEA; Describe any other choices that
the child's individualized education program (IEP) Team considered
and the reasons why those choices were rejected; and Provide a
description of other reasons why the school district proposed or
refused the action. Notice in understandable language. The notice
must be: Written in language understandable to the general public;
and Provided in your native language or other mode of communication
you use, unless it is clearly not feasible to do so
Slide 48
PARENTAL CONSENT Consent means: The Parent has been fully
informed in your native language or other mode of communication
(such as sign language, Braille, or oral communication) of all
information about the action for which you are giving consent. The
Parent understands and agrees in writing to that action, and the
consent describes that action and lists the records (if any) that
will be released and to whom; and The Parent understands that the
consent is voluntary on The Parent part and The Parent may withdraw
their consent at anytime. The Parents withdrawal of consent does
not negate (undo) an action that has occurred after they gave the
consent and before you withdrew it.
Slide 49
Resolution Options Mediation Local Complaint State Complaint
Due Process Hearings Resolution Meeting
Slide 50
Mediation Resolve disputes Voluntary Trained mediator Timely
manner Confidential Cannot delay due process If agreement is
reached - Legally binding agreement
Slide 51
Local Complaint Signed written complaint Notify State Offer
mediation Written response If parents disagree with the results,
they can Appeal
Slide 52
State Complaint A statement of how a requirement has not been
met Explanation of facts An allegation of a violation Within 60
days, the Department must Conduct an independent investigation
Review all information Issue a written decision Extend 60 day time
limit
Slide 53
Resolution Meeting If a Due Process Hearing has been requested,
a Resolution Meeting is held to discuss all the facts that form the
basis of the request so that the school district and the parents
have the opportunity to resolve the dispute. it might be the teams
last chance to resolve their issues before going to Due Process.
but - the meeting doesnt have to take place at all if the parent
and the school district agree in writing to waive the meeting, or
if the parent and the school district agree to use the mediation
process instead.
Slide 54
Due Process Hearings A Request for a Due Process Hearing must
include A description of the problem A proposed resolution of the
problem The District must send a response within 10 days
Explanation of why it proposed or refused an action Description of
evaluations used as basis of action Administrative Law Judge
Knowledge of IDEA and Florida Rules Not an employee Impartial
Slide 55
Due Process Hearing Rights Both sides have the right to Counsel
Present evidence Record of hearing Findings
Slide 56
Conflict Resolution Options
Slide 57
Principles Included in IDEA Appropriate evaluation Parent &
student participation Least Restrictive Environment Free
Appropriate Public Education (FAPE) Procedural safeguards
Individualized Education Program/Plan (IEP)
Slide 58
The Individualized Education Program/Plan
Slide 59
IEP An IEP defines the individualized objectives of a child who
has been found with a disability, as defined by federal
regulations. The IEP is intended to help children reach educational
goals more easily than they otherwise would. In all cases the IEP
must be tailored to the individual student's needs as identified by
the IEP evaluation process, and must especially help teachers and
related service providers (such as paraprofessional educators)
understand the student's disability and how the disability affects
the learning process. The IEP should describe how the student
learns, how the student best demonstrates that learning and what
teachers and service providers will do to help the student learn
more effectively. Key considerations in developing an IEP include
assessing students in all areas related to the known disabilities,
simultaneously considering ability to access the general
curriculum, considering how the disability affects the students
learning, developing goals and objectives that correspond to the
needs of the student, and ultimately choosing a placement in the
least restrictive environment possible for the student. As long as
a student qualifies for special education, the IEP must be
regularly maintained and updated over the student's primary
educational years. Placements often occur in "general education",
mainstream classes, and specialized classes or sub- specialties
taught by a specifically trained individual, such as a special
education teacher, sometimes within a resource room. An IEP is
meant to ensure that students receive an appropriate placement, not
"only" special education classrooms or special schools. It is meant
to give the student a chance to participate in "normal" school
culture and academics.
Slide 60
IEP Meeting: Notice Location Time Whom the school has invited
Purpose of the meeting Native Language
Slide 61
Slide 62
What Should an IEP Include? This is a brief list of what IDEA
requires: A statement of the childs present levels of academic
achievement and functional performance, including how the childs
disability affects his or her involvement and progress in the
general education curriculum; A statement of measurable annual
goals, including academic and functional goals; A description of
how the childs progress toward meeting the annual goals will be
measured, and when periodic progress reports will be provided; A
statement of the special education and related services and
supplementary aids and services to be provided to the child, or on
behalf of the child; A statement of the program modifications or
supports for school personnel that will be provided to enable the
child to advance appropriately toward attaining the annual goals;
to be involved in and make progress in the general education
curriculum and to participate in extracurricular and other
nonacademic activities; and to be educated and participate with
other children with disabilities and nondisabled children; An
explanation of the extent, if any, to which the child will not
participate with nondisabled children in the regular class and in
extracurricular and nonacademic activities; A statement of any
individual accommodations that are necessary to measure the
academic achievement and functional performance of the child on
State and district wide assessments; If the IEP team determines
that the child must take an alternate assessment instead of a
particular regular State or district wide assessment of student
achievement, the IEP must include a statement of why the child
cannot participate in the regular assessment and why the particular
alternate assessment selected is appropriate for the child; and The
projected date for the beginning of the services and modifications,
and the anticipated frequency, location, and duration of those
services and modifications.
Slide 63
Present Level - Domains Curriculum & Learning Independent
Functioning Social / Emotional Communication Health Care
Slide 64
Present Levels & Goals Statements of: Present Levels of
Academic Achievement & Functional Performance strengths, effect
of disability, & priority educational need Measurable Annual
Goals Evaluation Plan measuring & reporting
Slide 65
IEP GOALS Wording matters! Writing Special Education Goals
9,960,000 hits! Learning a skill Measurable Specific
Slide 66
Sunshine State Standards
http://www.fldoe.org/bii/curriculum/sss/
Slide 67
Access Points Next Generation Sunshine State Standards Access
Points: Drive the curriculum, instructional strategies, and
assessment Reflect the key concepts of the Next Generation Sunshine
State Standards with reduced levels of complexity Ensure access to
the standards that apply to all students in the same grade Are
written to three levels of complexity: participatory, supported,
and independent
http://www.fldoe.org/ese/pdf/OnlineParentGuide.pdf
Slide 68
Diploma Options http://www.duvalschools.org/fch/guidance
/DCPSDiplomaOptions.pdf http://www.duvalschools.org/fch/guidance
/DCPSDiplomaOptions.pdf Standard Diploma Special Diploma
Slide 69
Provision of Services Special Education Related Services
Program Modifications/ Accommodations Supports for School Personnel
Supplementary Aids & Services
Slide 70
Related Services Developmental Corrective Supportive Assist in
the achievement of a goal Help to benefit from special education
Nonexhaustive
Slide 71
Provision of Services Date for beginning of services Frequency
Location Duration
Slide 72
Transition IEP Standard or Special Diploma Post-School Outcome
Transition Service Needs Instruction / Information on
Self-Determination Goals based upon transition assessments List of
transition services Age of Majority / Transfer of Rights
Interagency linkages
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Signatures Who attended Parents signature (Exception: Childs
first IEP)
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Manifestation Determination A decision made by the IEP Team
about whether a student's misconduct is caused by the student's
disability. Team determines Yes Functional Behavioral Assessment
Behavioral Intervention Plan Team determines No Services in
different setting
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How do you make a Behavior Plan? 1. Identify and Name the
Problem Behavior Even if a Certified Behavior Analyst or
Psychologist is going to do the FBA, the teacher will be the person
to identify which behaviors most impact a child's progress. It is
essential that the teacher describes the behavior in an operational
way that will make it easy for the other professionals to complete
the FBA. 2. Complete the FBA The BIP Plan is written once an FBA
(Functional Behavioral Analysis) has been prepared. The plan may be
written by the teacher, a school psychologist or a behavior
specialist. A Functional Behavioral Analysis will identify target
behaviors operationally and the antecedent conditions. It will also
describe the consequence, which in an FBA is the thing that
reinforces the behavior. Understanding the consequence will also
help choose a replacement behavior. A BIP or Behavior Intervention
Plan, describes how teachers, special educators and other staff
will help a child eliminate problem behavior. A BIP is required in
an IEP if it is determined in the Special Considerations Section
that behavior inhibits academic achievement. 3. Write the BIP
Document Your state or school district may have a form you must use
for a Behavior Improvement Plan. It, and your BIP should include:
Target Behaviors Specific, measurable goals Intervention
description and method Start and frequency of intervention Method
of Evaluation Persons responsible for each part of the intervention
and evaluation Data from Evaluation 4. Take It to the IEP Team The
last step is to get your document approved by the IEP team,
including the general education teacher, the special education
supervisor, the principal, the psychologist, the parents and anyone
else who will be involved in implementing the BIP. The Team has
been working to involve each of the stakeholders at the beginning
of the process. That means phone calls to parents, so the Behavior
Improvement Plan is not a big surprise, and so the parent doesn't
feel like they and the child are being punished. 5. Implement the
plan Once the meeting is over, it's time to put the plan into
place! Be sure that all the members of the implementation team to
meet briefly and evaluate progress. Be sure to ask the tough
questions. What is not working? What needs to be tweeked? Who's
collecting the data? How is that working?
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Evaluation Present Level Effect of Disability Priority
Educational Need Goal Related Service CONNECT THE DOTS
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Resources:
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What is the childs Disability? Or suspected disability? NICHCY
http://nichcy.org/http://nichcy.org/ http://nichcy.org/disability/s
pecific http://nichcy.org/disability/s pecific NICHCY offers brief,
but detailed fact sheets on specific disabilities. Each fact sheet
defines the disability, describes its characteristics, offers tips
for parents and teachers, and connects you with related information
and organizations with special expertise in that disability. In
English and Spanish
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RtI (Response to Intervention) Florida Brochure on RtI
http://www.florida- rti.org/_docs/EvaluationsSpecialEd.pdf
http://www.florida- rti.org/_docs/EvaluationsSpecialEd.pdf Florida
RtI http://www.florida- rti.org/Resources/index.htm
http://www.florida- rti.org/Resources/index.htm National
Association of State Directors of Special Education, Inc.
http://www.nasdse.org/Projects/Respon
setoInterventionRtIProject/tabid/411/De fault.aspx
http://www.nasdse.org/Projects/Respon
setoInterventionRtIProject/tabid/411/De fault.aspx
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Does the child take the FCAT or Alternative Assessment? FCAT
Accommodations http://www.fldoe.org/ese/pdf/fcattea m.pdf
http://www.fldoe.org/ese/pdf/fcattea m.pdf Alternative Assessment
http://www.stjohns.k12.fl.us/depts/ese /FAQ09.pdf Alternative
Assessment Manual http://www.fldoe.org/asp/pdf/fl-alt-
assessment-manual.pdf DOE Technical Assistance Paper
http://info.fldoe.org/docushare/dsweb
/Get/Document-5831/dps-2010-92.pdf
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Does the Child have behavioral issues? Functional Behavioral
Assessment and Plans http://www.fldoe.org/ese/pdf/tap99-3.pdf RtI
Behavior http://flpbs.fmhi.usf.edu/requestservices_onlin
emodules.asp
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What does the Matrix mean? http://www.mckay-iep-
matrix.org/index.php?module=pagemaster&PAGE_user_op=v
iew_page&PAGE_id=13 http://www.mckay-iep-
matrix.org/index.php?module=pagemaster&PAGE_user_op=v
iew_page&PAGE_id=13 What is Extended School Year (ESY)?
http://www.fldoe.org/ese/pdf/y2002-5.pdf What should parents do
when services in their child's IEP are not being provided?
http://school.familyeducation.com/special- education/ada/38430.html
http://school.familyeducation.com/special-
education/ada/38430.html
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Advocacy Wrights Law www.wrightslaw.com Special Education
Advocate www.specialeducationadvocacy.org Central Florida Parent
Center www.CFLparents.org Family Network on Disabilities
www.fndfl.org The Council of Parent Attorneys and Advocates, Inc.
(COPAA) www.copaa.org
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Questions?
Slide 85
www.fofjax.org www.mhajax.org Please fill out survey