Transcript Surrogate Parent Training

Surrogate Parent Training
“Get in The Game”
Miami-Dade County Public Schools
Division of Special Education
Florida Diagnostic and Learning Resources System-South
Updated
July 2013
Welcome To
The Surrogate Parent Program
“It Takes…You”
Introductions
How did you get here?
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Name
How did you hear about the Surrogate Parent Program
Yes I am ready to serve! (activity/cheering)
Agenda
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Introduction to the surrogate parent program
Overview of exceptionalities
ESE in Florida
ESE evaluation, identification, and eligibility and the provision
of a free appropriate public education
Impact of xxxxxs
IEP process
Procedural Safeguards
Confidentiality of student records (including the provisions of
the Family Educational Rights and Privacy Act)
Information and assistance available to surrogate parents
• “It is a curious reality that society’s most vulnerable
youth, those who have suffered abuse or neglect and
have never known consistent, permanent, nurturing
adult relationships, are asked to be self sufficient at a
time when other youth are still receiving parental
support in college or are experimenting with their first
jobs from within the safe confines of a family”.
Wendy Whiting Blome
Volunteer Program
No compensation. Gratification
through duty call to serve.
• A driver’s license or appropriate photo
identification card
• Wait until they receive notice from the school
to begin services
• Complete the registration and background
check process.
• Report any criminal proceedings, including
those, which may occur after a background
check , to school authorities immediately
• Must sign in and out at a designated location I
• Serve as a positive role model. MUST ALWAYS:
use appropriate language; discuss age (6)
• MUJST keep CONFIDENTIAL any information
about a student or any school-related
incident. If there a a safety concern or an
emergency issue, it must immediately be
communicated to someone in authority
Definition of “Parent”
• “A natural, adoptive, or foster parent of child
(unless a foster parent is prohibited by State
law from serving as a parent); or
Definition of “Parent”
• A guardian (but not the state if the child is a
ward of the state);
Definition of “Parent”
• An individual acting in the place of a natural or
adoptive parent (including a grandparent,
stepparent, or other relative) with whom the
child lives, or an individual who is legally
responsible for the child’s welfare; or
Definition of “Parent”
• An individual assigned to be a surrogate
parent.”
• All of us in Child Welfare, including Judges,
need to realize that if education is important
and valued for our children at home, it is more
important for our children in care…If we
expect them to be productive members of
society; we need to partner together and
share responsibility for giving them the right
tools to do so. Family Court Judge
What Exactly Is a
Surrogate Parent?
Surrogate Parent
• A person who acts in the interests of an
exceptional student in the ESE process,
and…
A hero!
Surrogate Parent
• Someone appointed
to act in the place of a
parent in safeguarding
a child’s rights in the
special education
decision-making
process
When Is A Surrogate Parent Needed?
When…
1. After diligent inquiry the parent is unknown or
cannot be located (including unaccompanied
homeless children); or
2. The child is a ward of the state or the court (such
as children who live in group foster care; youth in
juvenile justice facilities); and
3. When the child is an exceptional student or is
suspected of being an exceptional student.
What Qualifications Must a Potential
Surrogate Parent Have?
Minimum Qualifications
• A surrogate parent must…
– be a U.S. Citizen and a resident of Florida and
above the age of 18;
– be a non-employee of the school board or other
public agency involved in the care or education of
the child;
Minimum Qualifications
• Have the knowledge, skills and experience after successfully
completing training to ensure adequate representation of the
child; and
• have no interest that conflicts with the best interests of the
child
• Clearance through M-DCPS
NOTE:
• DCF workers and representatives from the Juvenile Justice
system may NOT sign as a parent for educational purposes. A
surrogate parent may not be an employee of any agency
involved in the care or education of the child.
• “Youth living in our foster care system have the
potential to triumph over difficult childhoods and
become the community leaders of our future.
They may invent the next Microsoft in someone’s
garage, find the cure for a terminal disease, or
serve In the highest courts in our land- but non
of this will be possible if they are at risk for
educational failure. Youth in foster care deserve
the best start in life that we can provide . To do
less would be to turn our backs on the future and
the young people who ask only for a chance to
achieve their potential.” Miriam Krinsky
What Are the Responsibilities and
Limitations of a Surrogate Parent?
Impact of abuse/neglect to learn
• Academics
– Higher rates of absenteeism
– Higher rates of diciplinary referrals
– Perform below grade level
– More that ½ retained at least one year
– Perform significantly lower on standard
achievement tests like FACT, specifically reading
and math
– Higher rates of depression
– Low scores in adaptive functioning assessments
• It is assumed that the responsibility for
changing the unacceptably low educational
performance of these students is a shared
one.
• Excess number of studies report that groups
responsible for supporting these children do
not work in unified ways.
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“How can you Help Us If You don’t Know Who We Are?”
“How can you help?” You may ask, easy for some and for others a harder task.
There are so many ways to start. But first you can help by helping straight from
the heart. How can you help when you don’t know my needs? How can you help
when you don't know me? Too many papers that seem like a foreign language “Fro
Free Money for School” for a FAFSA application in exchange with. But once again
how can I complete an application if it seems like a whole new language?
Sometimes you need a guiding light to see the dark path ahead. But whit if you
walk in blinded with no helping had? So many foster youth wan a higher education
and a future worth looking forward to. But the sad part is not making it because
you’re not aware that an application deadline is due. I’m not asking for sympathy
or all your time. Just an interpreter there before I sign the dotted line. But to the
first questions mentioned…”How can you help me?” With support toward a
successful future that is meant to be achieved
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By Tramisha Poindexter, Youth from Foster Care (CA)
Responsibilities
• Represents the child in all matters relating to
the identification, evaluation, and placement
of the child in the special education (SPED)
program; and
– Participate in the ESE process
– Give consent for ESE services (or refuse to give
consent)
– Make sure the student’s education needs are met
Responsibilities
• Represents the child in all matters relating to
the provision of a free appropriate public
education (FAPE).”
– Make sure the student’s rights are protected
Limitations
• A surrogate parent…
– Shall NOT extend to the care, maintenance,
custody, residential placement, or any other area
not specifically related to the education of the
child, or to the identification or evaluation of the
child that does not relate specifically to special
education.”
What Rights Does a Surrogate
Parent Have?
Surrogate Parents’ Rights
• Same as a natural parent (for educational
purposes only) including the right to:
– Receive notice of meetings
– Give or deny consent for evaluation, reevaluation,
initial placement
Surrogate Parents’ Rights
• Request IEP meetings, teacher conferences,
due process hearings;
• Inspect and review the student’s records and
having someone at the school explain any
item in the records;
What Liabilities Might a
Surrogate Parent Face?
Surrogate Parents’ Liabilities
• “A person appointed as a surrogate parent
shall NOT be held liable for actions taken in
good faith on behalf of the child in protecting
the special education rights of the child.”
• (Rule 6A-6.0333, F.A.C., Surrogate Parents)
When Is a Surrogate Parent’s Job
Finished?
Completion of Assignment
• At some point in time, the child may no longer
need a surrogate parent or other
circumstances may arise that require
termination of the surrogate parent
assignment.
Completion of Assignment
• Rule 6A-6.0333(a)(b), F.A.C., Surrogate Parents
identifies these circumstances:
– The child is no longer eligible or in need of special
programs;
– The legal guardian or parent is able to carry out
their role;
– The parent becomes known or their whereabouts
are discovered;
Completion of Assignment
• The surrogate parent no longer wishes (or is
unable) to represent the child;
• The superintendent…determines that
representation is inadequate;
• The child moves to a geographical location
that is not reasonably accessible to the
surrogate parent.
IDEA 2004
• Individuals with Disabilities Education Act
• The nation’s special education law that
requires states to provide a free appropriate
public education to children with disabilities
What is ESE or
Special Education?
Special Education
• In Florida, special education is called
exceptional student education (ESE).
• ESE includes specially designed instruction,
materials, and services provided to a student
with special learning needs to help the
student make progress in school
Examples of ESE Services
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Special teaching methods and materials
Specially trained teachers
Assistive technology
Accommodations
Modifications
Behavior Plan
Speech, OT, PT
Special transportation
Special Education
• To receive SPED services, a student must meet the
eligibility criteria for one of the following program
areas:
– Mentally Handicapped, Speech and Language Impaired,
Deaf or Hard-of-Hearing, Visually Impaired,
Emotional/Behavioral Disabilities, Specific Learning
Disabilities, Physically Impaired, Other Health Impaired,
Homebound or Hospitalized, Dual Sensory Impaired,
Autism Spectrum Disorder, Developmentally Delayed (ages
2 to 5), and Gifted
Specific Learning Disabilities (SLD)
• A heterogeneous group of psychological
processing disorders manifest by significant
difficulties in the acquisition and use of
language, reading, writing, or mathematics
Intellectual Disabilities (ID)
• A student who is mildly impaired in intellectual and
adaptive behavior and whose development reflects a
reduced rate of learning.
• A student who is moderately or severely impaired in
intellectual and adaptive behavior and whose
development reflects a reduced rate of learning.
• Intellectual and adaptive behavior and whose
development reflects a reduced rate of learning.
Emotional/Behavioral Disabilities
(EBD)
• Students who have difficulty accessing their
education in the general educational setting
due to their emotional and behavior
difficulties
Autism Spectrum Disorder (ASD)
• Includes:
– Autistic Disorder
– Pervasive Developmental Disorder-Not Otherwise
Specified
– Asperger Syndrome
– Other related pervasive developmental delays
Autism Spectrum Disorder (ASD)
• An uneven developmental profile across the domains
of language, social interaction, adaptive behavior,
and/or cognitive skills
• Impairment in social interaction evidence by delayed,
absent, or atypical ability to relate to people or the
environment
• Impairment in verbal and/or nonverbal language or
social communication skills
• Restricted repetitive and/or sterotyped patterns of
behavior, interests, or activities
Deaf or Hard of Hearing (DHH)
• Hearing loss must interfere with progress in
developmental skills or academic
performance, social-emotional development,
or linguistic/communicative skills
• Performance in the educational environment
must be adversely affected
Developmentally Delayed
• Delay in one or more of the following areas:
– Adaptive or self help development; cognitive
development; communication development;
social or emotional development; or physical
development; including fine or gross or perceptual
motor, in children ages birth through five (5) years
of age.
Hospital/Homebound
• A student who has a medically diagnosed
physical or psychiatric condition which is acute
or catastrophic in nature, or a chronic illness
or a repeated intermittent illness due to a
persisting medical problem, which confines
the student to home or hospital and restricts
activities for an extended period of time
Visually Impaired
• Disorders in the structure and function of the
eye that, even with the best correction and
treatment, interfere with learning.
Orthopedic Impairment
• Areas affected include ambulation, hand
movements, coordination, or daily living skills
Speech/Language Impaired
• Disorders of language, articulation, fluency, or
voice which interfere with communication,
pre-academic or academic learning, vocational
training, or social adjustment.
Health Impairment (OHI)
• References ADD, ADHD, Tourette Syndrome,
and acquired brain injury
– Includes anoxia due to trauma (near drowning)
Traumatic Brain Injury (TBI)
• An acquired injury to the brain caused by an
external physical force, resulting in total or
partial functional disability or psychological
impairment, or both, that adversely affects a
child's educational performance
Dual Sensory Impaired
• Impairments affecting both vision and
hearing, the combination of which causes a
serious impairment in the abilities to acquire
information, communicate, or function within
the environment, or who has a degenerative
condition which will lead to such an
impairment
What’s the Referral Process?
Frequently Asked Questions
A Parent Guide: Requesting
Assistance For My Child Who May
Need Special Services
What is Rti?
Response to Intervention
• Information brochure for parents
Insert RtI training pieces
Participation in the General Curriculum
• General Ed as much as possible
Yearly Development of New IEP
• At least once every 12 months
• Services can only be changed during an IEP
meeting
• Parents must be invited to participate in
decisions and given notice of any changes
Re-evaluation
• To find out how a student’s needs have
changed over time
• Student must be re-evaluated at least once
every three year unless the parent and the
school district agree otherwise
Surrogate parents have the same
rights in the ESE process as parents
have.
Procedural Safeguards/Rights
• Received informed written notice
• Participate in planning and decision-making
• Give or refuse to give consent
Educational Records
• Look at or get a copy of the child’s educational
records
• Ask for changes to be made in the child’s
educational records, when appropriate
Formal Conflict Resolution
• Mediation
• Formal written complaint to DOE
• Due process hearing
Mediation
• Mediator helps the parent and the school
district come to an agreement that satisfies
both parties.
Formal Written Complaint to DOE
• Parent submits complaint to DOE
• About possible violation of IDEA or other law
related to ESE
• DOE decides on corrective actions
Due Process Hearing
• Hearing before administrative law judge (ALJ)
• About ESE identification, evaluation,
placement, or services (FAPE)
• Parities present evidence
• Often involves attorneys
• Judge decides on corrective actions
Special Education Terminology
IEP
IDEA
LEP
IEP
• Individual Educational Plan
• A written plan that describes the
individual learning needs of a
student with disabilities and the
special education services,
supports, aids, and
accommodations and modification
that will be provided to the
student
LEA
• Local Education Agency Representative
• School board employee who is
– Familiar with the provisions of special education and
related services that may be considered for a student with
a disability
– Familiar with where the special education and related
service can be provided, if they cannot be provided at the
home school site, and
– Assures that special education and related services
indicated on the IEP will be provided within the
timeframes indicated
FAPE
• Free Appropriate Public
Education]
– The right of a student with a
disability to special education and
related services that will meet his
or her individual learning needs, at
no cost to his parents
LRE
• Least Restrictive Environment
– Educating children with disabilities with their
nondisabled peers to the maximum extent
appropriate
ESY
• Extended School Year
– Special education and related
services provided to students
with disabilities beyond the
regular 180 day school year
AT
• Assistive Technology
– Considered for every student
– Any item, piece of equipment or product system
that is used to increase, maintain, or improve the
functional capabilities of a student
• Helps a student accomplish a task
Transition
• The process of getting ready to move from
school to adult life. The process occurs over a
period of several years and includes planning,
goal setting, instruction, services, and
activities designed to make the move
successful
Accommodations and Modifications
• Accommodations: changes
in how students are taught
and tested but does not
change the requirement of
the course or the standards
the student must meet.
• Modifications: changes in
what students are taught
and tested on; change in
the requirements of a
course or the standards a
student must meet; changes
to what a student is
expected to learn
Measurable Goals
• Behavior, conditions, and criteria that:
– Reveals what to do to measure whether the goal
has been accomplished
– Yields the same conclusion if measured by several
people
– Allows a calculation of how much progress it
represents
– Can be understood without additional information
Benchmarks
• Statements on the IEP that describes major
milestones a student must reach in order to
achieve one of his or her measurable annual
goals
Resource Information
FDLRS-South
• Help
• Information
• Training
Main Office: 305-274-3501
Iliana Hernandez
North Satellite Center: 305-754-4081
Keisha C. Robinson
For Information About Disabilities
•www.nichcy.org
1-800-695-0285
Parent Resource Sheet Screen
For Free Publications-Clearinghouse
Information Center at DOE
www.fldoe.org/ese/clerhome.asp
Winning Teamwork!
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Know the rules of the team
Respect all team members
Listen
Be clear
Be flexible
Find a mutually agreeable solution
Write it down
Steps In Problem Solving
• Talk to the right person
• Name the problem
• Talk about concerns, documentation, what’s already
been tried, and how it worked
• Listen to all team members
• Brainstorm possible solutions
• Find a solution team members can agree on
• Take a break when needed
You do not have to be an expert to
be a great surrogate parent
This job takes…
• Caring
• Gathering information
• Participating and sharing what you have
learned
• Listening and asking questions
• Focusing on the child
It takes…
You
Many Thanks…
For your concern for the protection of the
rights of Miami-Dade exceptional
education students
So What’s Next
• Parent Liaisons will make an appointment
to meet you at the school to appointment
to introduce yourself to the school through
the ….once you have been appointed.
• Review all of the student’s records
including the cumulative folder
• Obtain a copy of the current IEP.
Who to contact for additional
information or concerns?
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Keisha C. Robinson
Surrogate Parent Program Coordinator
305-626-3970
305-626-3972
[email protected]
that
addresses the practice recommendations below.
I pursue relationships that
help me succeed and seek
opportunities to make
contributions to others.
page 19
Practice recommendations to support educational attainment
• Structure and coordinate educational advocacy.
• Provide educational case management.
• Involve parents and caregivers along with youth.
• Make basic skills acquisition a priority; encourage the continuation of
math and science education.
• Recognize the impact of trauma on a child’s ability to develop and learn.
• Coordinate special education services.
• Provide career development, vocational and job training.
• Arrange for post-secondary planning and supports.
• Promote goal-setting and educational self-determination.
• Encourage co-curricular or extracurricular engagement.
• Ensure collection and retrieval of all educational records for youth.
Taken from It’s My Life
Frequently Asked Questions
The Impacts of Trauma
• Trauma experiences affect the ability to focus
and learn in school
• Children in foster care are part of a larger
group of students who have experienced
trauma I their home lives
• High number of chilren in foster care who are
at risk of not completing school
– Provide specific supports to ensure successful
completion with an appropriate high school
diploma
– Work to ensure students in foster care are
participating in programs that expose and
encourage post-secondary education
opportunities
• Studies have shown that despite a strong
desire of children in foster care to obtain a
higher education, very few enter, and fewer
complete, post secondary education
• Reasons for this disparity are numerous, and
include such issues as lack of mentors and
advocates that encourage and support the
completion of high school and the pursuit of
additional education; limited exposure to the
many education and career opportunities that
• The school setting is often the most stabilizing
environment for foster care youth as they
travel from community to community. It
becomes an important focal point of their
existence, in which relationships with school
staff and peers can be established and
maintained.
• School success for the foster care child takes
on major significance since the ability to break
the cycle of trauma and poverty is often based
• Impact of trauma from the abuse, neglect,
abandonment, and removal from the home,
as those events may affect the child’s abilty to
learn.
Confidentiality of Student Records
and Information
Additional Assistance/Resources
RtI
Effective Communication
Next Steps
• Parent Liaison will contact you to meet at
school to review records