Transcript AdvocacyDenver

ADVOCACYDENVER
Special Education 101
Pamela Bisceglia
Advocate for Children and Inclusive Policy Implementation
August 31, 2011
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Welcome
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The purpose of this Webinar is to help
parents (and guardians) gain a better
understanding of:
– Individualized Education Program (IEP) process
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Members of the IEP Team
Types of IEP meetings
Special education programming and services
Some of the terms commonly used by the IEP team
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Who Are the Members of the
IEP Team?
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The Parent/Guardian
Whenever appropriate, your child
General education teacher
Special education teacher/provider
Special Education Director/Designee
An individual who can interpret the
instructional implications of the evaluation
Other people invited by you or by the
school
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Other possible members of the
IEP Team
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If your child is transitioning from a birth to
three program, with your permission, the
birth to three (Part C) service coordinator or
provider
If your child is 15 or older, with your
permission, the representative of any
outside agency that is likely to be
responsible for providing or paying for
transition services
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Who Schedules the IEP
Meeting?
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The school must notify you of the meeting early
enough to ensure you have an opportunity to
attend. The meeting notice must:
– Identify the reason for the meeting
– Propose a date, time and location of the meeting
– Offer to reschedule the meeting at a mutually agreed upon time
and place
– Identify who the school has invited to the meeting
– Offer you the opportunity to invite others with special knowledge
or expertise regarding your child
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You can waive your right to a timely notice of the
meeting.
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Can I ask for an IEP Meeting?
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Yes!
Recommend you submit the request in
writing
The school can either:
– schedule the requested meeting; or
– refuse your request for a meeting
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What is an Individualized
Education Program (IEP)?
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The IEP is a written statement of:
– Your child’s present level of academic
achievement and functional performance
(PLAAF)
– Measurable annual goals
– Special education and related services and
supplementary aids and services
– Accommodations and Modifications
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Written statement of PLAAF
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Present level of academic achievement
and functional performance
– Academic achievement: your child’s
current performance in reading or
language arts, math, science, and history
– Functional performance. skills and
activities of daily living
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Written statement of PLAAF
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Additionally, a statement of how the
disability affects your child’s:
– Involvement and progress in general
education curriculum; or
– Participation in appropriate activities
(preschool)
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Goals
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Academic, Functional and/or Behavioral
Annual
Measurable
Report of Progress
– How your child’s progress will be measured
– When reports will be provided
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As Appropriate
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Description of benchmarks/short-term
objectives:
– for children who take an alternate
assessment (CSAP A) that is aligned with
alternate achievement standards.
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Special Education
Services
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The IEP must include a statement of:
– Special education and related services and
supplementary aids and services; and
– Program modifications or supports that will be
provided to enable your child:
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To achieve the IEP goals;
To be involved and make progress in the general
education curriculum.
– The extent, if any, to which your child will not
participate with nondisabled children in the
general education class.
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Least Restrictive
Environment
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Individuals with Disabilities Education Act
(IDEA) provides that:
“To the maximum extent appropriate, children with
disabilities will be educated with children who are
not disabled, and special classes, separate
schooling, or other removal of the children from the
regular educational environment occurs only when
the nature or severity of the disability is such that
education in the regular classroom with the use of
supplementary aids and services cannot be
achieved satisfactorily”.
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What are special
education services?
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Special education means specially
designed instruction to meet the
unique needs of your child.
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What are related
services?
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Related services may be identified to
help your child benefit from special
education by providing extra help and
support in needed areas.
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What are supplementary
aids and services?
Supplementary aids and services means aids,
services, and other supports that are
provided in regular education classes, other
education-related settings, and in
extracurricular and nonacademic settings, to
enable children with disabilities to be
educated with nondisabled children to the
maximum extent appropriate…
National Dissemination Center for Children with Disabilities
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What kinds of supplementary
aids and services could be
identified?
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Supplementary aids and services must be
based on your child’s individual needs;
examples include:
– Supports to address environmental needs
– Levels of staff support
– Planning time for collaboration needed by the
staff
– Child’s specialized equipment needs
– Pacing of instruction
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Additional Examples:
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Supplementary Aids and Services:
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Presentation of subject matter
Materials
Assignment modifications
Self-management
Test adaptations
Social interaction support
Training needed for personnel
New Mexico Public Department of Education
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Accommodations and
Modifications
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Accommodations: provisions made
in how a student accesses and
demonstrates learning.
Modifications substantial changes in
what a student is expected to learn
and demonstrate.
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What else is in the IEP?
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Participation in district and state-wide
assessment
Extended school year eligibility:
– Regression and recoupment
– Predictive factors
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Child’s ability to maintain learned skills
Consideration of the child’s individual situation at home
and in the child’s neighborhood and community
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Additional Considerations
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Assistive Technology
Transportation
Health Care Plan
Behavior Intervention Plan
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As appropriate…
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For children age 4, planning for the
child’s transition to kindergarten
For children age 15 and older, planning
for life after school
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Types of IEP meetings
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Initial/eligibility
Annual
Triennial
Amendments (Special Request)
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In addition…
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Parent written permission:
– Initial evaluation
– Initial services
– Reevaluation
– Excuse member of the IEP team
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Procedural safeguards/educational
rights
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After the IEP meeting
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Copy of the IEP
Report of your child’s progress to
reach the IEP goals
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Other:
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– Prior Written Notice
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How can I prepare for the
IEP meeting?
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Make a list of your child’s strengths and
your concerns for your child’s learning
Prior to the meeting provide the school with
a copy of private evaluations completed
within the last year or relevant medical
information
Ask the school to provide you with a copy of
current assessments completed by the
school and draft IEP information
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The IEP is essentially a
contract between the parent
and the school district; as
such, the district has a legal
obligation to meet the terms
of that contract.
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Questions?
Raise your “hand” or use the chat feature to pose them!
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If you have a personal question pertaining to your child
please contact AdvocacyDenver for support
(303.974.2530). Advocates respond to all requests for
assistance within 3-5 business days.
If you have questions for me regarding the webinar
presentation feel free to contact me at
[email protected]
ALSO: The full webinar recording, power point presentation,
and a transcribed version of the live webinar will be available
by September 3, 2011 at http://advocacydenver.org/newsevents/webinars/webinar-archives/
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