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Partners in Educational LeadershipPresentation on
Special Education
The Child-Centered ProcessDebbie Bravenec
Sherrill Burge
Introduction
Sherrill Burge sburgeesc2net Debbie Bravenec dbravenecesc2net
bull Breaks
Agenda
The Child-Centered Process for General Education
Pre-referral RTI Tiered Model
Exceptional Learners 504
Legal requirements Special Education
Legal requirements
Objectives
Become familiar with the child-centered process which includes General classroom Services from
504 Special Education
Familiarize yourself with the characteristics of effective leadership for the implementation of these programs
Change
Class Norms
Respect the speaker Participate Ask questions Have fun
Know ndash Want to Know - Learned
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Introduction
Sherrill Burge sburgeesc2net Debbie Bravenec dbravenecesc2net
bull Breaks
Agenda
The Child-Centered Process for General Education
Pre-referral RTI Tiered Model
Exceptional Learners 504
Legal requirements Special Education
Legal requirements
Objectives
Become familiar with the child-centered process which includes General classroom Services from
504 Special Education
Familiarize yourself with the characteristics of effective leadership for the implementation of these programs
Change
Class Norms
Respect the speaker Participate Ask questions Have fun
Know ndash Want to Know - Learned
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Agenda
The Child-Centered Process for General Education
Pre-referral RTI Tiered Model
Exceptional Learners 504
Legal requirements Special Education
Legal requirements
Objectives
Become familiar with the child-centered process which includes General classroom Services from
504 Special Education
Familiarize yourself with the characteristics of effective leadership for the implementation of these programs
Change
Class Norms
Respect the speaker Participate Ask questions Have fun
Know ndash Want to Know - Learned
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Objectives
Become familiar with the child-centered process which includes General classroom Services from
504 Special Education
Familiarize yourself with the characteristics of effective leadership for the implementation of these programs
Change
Class Norms
Respect the speaker Participate Ask questions Have fun
Know ndash Want to Know - Learned
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Change
Class Norms
Respect the speaker Participate Ask questions Have fun
Know ndash Want to Know - Learned
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Class Norms
Respect the speaker Participate Ask questions Have fun
Know ndash Want to Know - Learned
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Know ndash Want to Know - Learned
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Acronym Activity
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Sometimes it is all in how you
read somethinghelliphellip
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Revisit your K ndash W - L
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
TExES Standards for Principals
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Domain I School Community Leadership Identifying common values Common Purpose Shared Vision
Domain II Instructional Leadership Improvement of curriculum and instruction for ALL
students Staff development
Domain III Administrative LeadershipFinance FacilitiesSafety
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Domain I Domain I Sincere belief in achievement Aim high Implementation of the vision Expect high expectations Encourage Intellectual
Stimulation Support Effective collaboration Respond to diverse needs Gather and analyze data Support plan with money time
and people Ensure all students have equal
opportunity for educational success
Promote the continuous development of all students
Advocate for all children Serve as an advocate for all
students Apply legal guidelines Protect the rights of students
and staff Determine if progress has
been made by students Facilitate implementation of
curriculum Facilitate the use of sound
research-based practice strategies
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Domain I Facilitate the use of
appropriate use of assessment Facilitate technology use to
enrich campus curriculum Promote creative critical and
problem solving thinking in curriculum design and delivery
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Domain II Facilitate multiple opportunities to
learn and implement research-based instructional strategies and programs so all students are successful
Ensure that all students high quality instruction supported by resources and services to meet individual student needs
Use formative and summative student assessment data for program goals and objectives
Facilitate research-based practices for learning classroom management and discipline to ensure school safety
Analyze the implications of factors (staffing schedules discipline practices) for teaching and learning
Ensure responsiveness to diverse sociological linguistic clutural and other factors that affect studentsrsquo development and learning
All students regardless of any factor must have multiple research-based opportunities to learn and be successful
Allocate appropriate time funding and other needed resources to ensure the effective implementation of professional development plans
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Domain II Diagnose campus organizational
health and morale and implement strategies to provide ongoing support to campus staff
Implement procedures for gathering analyzing and using data from a variety of sources for informed campus decision making
Encourage and facilitate positive change enlist support for change and overcome obstacles to change
Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Domain III Know that all legal regulations and
district policies must be followed consistently
Use effective planning time management and organization of personnel to maximize attainment of district and campus goals
Apply local state and federal laws and policies to support decision making related to day to day programs and operations as well as emergencies
Ask when you are not sure
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Resource for the section
ldquoPassing the TExES Exam Keys to Certification amp School
Leadershiprdquo Elaine L Wilmore
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Administrative Expectations
What will you be doing
Herersquos some assignments as reported by principals currently in the field
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues
Amount of timeday Up to 25 24326 ndash 50 21351 ndash 74 13575 or more 383
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Disability categories in Texas(your students may carry one or more of these labels)
MR OHI AI VI Blind AU LD ED
MDMD DBDB TBITBI OIOI SISI DeafDeaf NCEC (Texas only)NCEC (Texas only)
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Students served in Texas public schools by disabilitybull Learning Disabilities 579
bull Speech Impairments 155
bull Mental Retardation 56
bull Emotional Disturbance 79
bull Other Health Impaired 78
bull Multiple Disabilities 1
bull Autism 1
bull Hearing Impaired 1
bull Orthopedically Impaired 1
bull Traumatic Brain Injury Less than 1 (0018)
bull Visually Impaired Less than 1 (005)
bull DeafBlind Less than 1 (00016)
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Do I really HAVE to do this
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Child-Centered Process
How do we get from general education to special education
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Appropriate Curriculum
What is the curriculum for Texas schools
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Appropriate Instructional Opportunities For whom
African American 36 Hispanic 687 White 263 Native American 3 AsianPacific Islander 12 Economically Disadv 613 ELL 65 At Risk 454
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Enrollment by program BilingualESL 56 CATE 201 GiftedTalented 65 Special Education 134
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Appropriate Instruction
How are todayrsquos children taught
How should todayrsquos children be taught
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
General Education
Students with Needsover 50 need assistanceover 11 qualify for SE10-20 have learing or behavior challenges but arenrsquot SE
Special Education
Present Populations
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Research tells us that if we intervene at the beginning point of difficulty with intensive appropriate instruction ndash special education referrals would be reduced by 50
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
G
E
N
E
R
A
L
Pre-referral504 Referral to
Special Ed
FIE Yearly evaluation
ARD
Implementation
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Pre-referral Process (Early Intervention Process)
WhoWhatWhereWhenHow long
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Response to Intervention (RTI)
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
RTI is the practice of
Providing high-quality instruction and or intervention matched to studentrsquos needs
AND Using learning rate over time and level of
performance to
AND Make important educational decisions
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Definition of RTI
Research-based intervention that produces
high learning rates for most students
Learning Rates amp level of performance a studentrsquos growth in achievement
or behavior competencies
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Educational decisions
Duration of interventions
Move to another tier amp intensity of intervention
Decision for referral to special education
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Three Tiered Model Assessment by response to intervention
Tier 1
1048708 Provide classroom support Tier 2
1048708 Provide more intensive support Tier 3
1048708 Consider special education
1048708 Monitor and evaluate at all stages
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
504
Student Issues and Public Schools
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
No qualified handicapped person shall on the basis of handicap be excluded from participation in be denied the benefits of or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal assistance
34 Code of Federal Regulations amp1044(a)
Page viii
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Four QuadrantsNo Disability Has Disability
IDEALEP
Slow learner
504Regular educationNo SDI
NdsSDI
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
504
bull Physical or Mental Impairment
bull Substantial Limitation
bull Major Life Activities
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Impairment
Physical
Mental
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Substantial Limitationhellip
An activity done in a way that is different from the rate speed or duration of the general
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Major Life Activity
Walking
Breathing
Learning
Others
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
The bottom Line on 504 Eligibilityhellip
Does the student have a physical or mental impairmenthellip
Which substantially limitshellip a major life activity
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
School ObligationshellipJigsaw
Child Findhellippage 6 1
Referralhellippage 6 2
504 committeehellippage 6 3
Evaluationhellippage 6 amp7 4
Placementhellippage 7 5
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Resources httpwww504ideaorg504resourceshtml
Section 504 Overview A fifteen page introduction to the duty to provide a free appropriate public education under Section 504 the duty to not discriminate and a look at border issues where the IDEA and 504 intersect Includes citations to the 504 regulations and OCR decisions Updated versions are provided at each CESD 504 Conference
Who is the Section 504 Student and how does 504 fit A one-page color graphic showing the 504 child in reference to the student population and special education students
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Resources
Section 504 Decision-making Chart This handy three page chart walks you through the decisions that must be made by a 504 Committee and alerts you to the documents required at each step
504 Special Education amp Dyslexia A lengthy treatment of the Texas Dyslexia law and its relationship with the two federal disability laws in the provision of services to students with dyslexia
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
G
E
N
E
R
A
L
Pre-referral Referral Special Ed
ARD
Implementation
FIE Yearly evaluation
504
504 Planning
Meeting
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
The Law
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Historical Perspective of Special Education Law
Public Law 94-142 The Education for All Handicapped Children Act of 1975 more than 8 million handicapped children educational needs of MOST of these children
were not being fully met more than half did not receive appropriate
educational services
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
1 million children were excluded from public education
more unidentified children with handicaps who were unsuccessful in school
families were forced to seek services outside of the public school system at their own expense and often at great distances
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Laws for Special Populations
Section 504 of the Rehabilitation Act of 1973
94-142 Education for Handicapped Children Act
Americans with Disabilities Act
IDEA
IDEIA
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Students with disabilities
In 2000-2001 575 million children and youth ages 6-21 received special education and related services under IDEA That translates to approximately 115 of the total school population in Texas alone There has been an increase of over 20 of students receiving services in Texas since 1990-1991
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Definition of Special Education
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Special Education
Specially designed instruction
At no cost to the parents
To meet the unique needs of the student
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Specially Designed Instruction
Adapting as appropriate to the needs of an eligible child the content methodology or delivery of instruction
To address the unique needs of the child that result from the disability
To ensure access of the child to the general curriculum to meet the standards that apply to all children
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
CFR 30026
This definition and the laws governing special education in the nationrsquos schools are outlined by the Federal government
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Special Education
it is personnel
curriculum
methodology
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Special Educationis not a place
Itrsquos a SERVICEItrsquos a SERVICE
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
IDEIA rsquo04(currently waiting for final regrsquos)
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
IDEIA says that a school must
find and identify students who may have a disability
make sure parents participate in decision making
evaluate students in a nondiscriminatory way
develop an individualized education plan for each student
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
decide what special instruction and related services the school district will provide
make placement decisions develop a transition plan for adult
activities including job opportunities maintain education recordsfiles and have hearingsappeals for complaints and
grievances
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Principles of IDEA
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Legal Framework
The answer to most of your questions
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Principles of IDEA Identification FAPE free appropriate public education Due Process Nondiscriminatory evaluation Individualized education program Least restrictive environment ParentGuardian Surrogate Consultation Personnel Development Inservice Confidentiality
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Identification
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
How do you know what is appropriate
Is there a disability
Does the disability affect the educational performance
Does the child need special education amp related services
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Eligibility DeterminationThe Rule Out
Language
A child shall not be determined to have a disability if the determinate factor is
bull Lack of appropriate instruction in reading
bull Lack of instruction in math
bull Limited English proficiency
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Free Appropriate Public Education
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Nondiscriminatory Evaluation
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
What is appropriate evaluation
Eligibility Determination
Educational Programming
Individual Performance Monitoring
Non-discriminatory racially or culturally
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
What is evaluation A gathering of information related to
enabling the child to be involved in and progress in the general curriculum or for preschool children to participate in appropriate activities
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Does the system always work
Under or over identification of a disability Misdiagnosing the nature of the disability Inappropriate services
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
IEP
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Who is on the IEP team
Parent(s) Regular Education teacher Special Education teacher Administrator Evaluation personnel Student Others
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Individualized Educational Program = Appropriate Education
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
What does the IEP have to have
PLAFP
Measurable annual goals
Special education amp related services
Accommodations
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Level of state assessment
Dates services are to be provided
Participation School activities
Transition
Progress
Age of Majority
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Least Restrictive Environment
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
LRELeast Restrictive Environment
Each state shall establish
ldquoprocedures to assure that to the maximum extent appropriate children with disabilities are educated with children who are not disabled
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
and that special classes separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorilyrdquo
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
To ensure LRE the State
Uses a system of placement neutral funding CAP for LRE compliance Clearer definition for ldquosupplementary aids and
servicesrdquo Emphasizes the participation of students with
disabilities in the general curriculum
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
May use funds to pay for the costs of special education and related services and supplementary aids and services provided in a regular classroom or other education-related setting
Students with disabilities be included in statewide assessment (including a statement as to what modifications will be necessary in order for the student to participate)
Performance goals which are consistent with goals and standards for other children
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Most Important parthellip Provide students with disabilities an appropriate
education This law has a clear preference for educating them in general education classrooms with their non-disabled peers and removing them from this setting only when an appropriate education there cannot be achieved satisfactorily
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Special education is not services based upon administrative convenience Build for the individual studentrsquos needs ndash you shouldnrsquot try to squash the child into an existing program
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Parent Guardian Surrogate Consultation
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by hellipstrengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at homerdquo
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
ParentsGuardians must
Be given notice
Give consent
Provide input
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Due Process
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Inservice and Personnel Development
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Confidentiality
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
Questions
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
See you in July when I get back from vacation
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
If you have any questions
Debbie Bravenec dbravenecesc2net
Sherrill Burge sburgeesc2net
