Understandingthe Special

EducationProcess

• Unique alliance of people with disabilitiesand parents of children with disabilities.

• National law and policy center dedicatedto protecting and advancing disabilitycivil and human rights.

• Envisions a just world where all people,with and without disabilities, live full andindependent lives free of discrimination.

• Disability rights are civil rights.Children have rights.

• Information is power.

Children & Family Advocacy Program:

• Parent Training and Information (PTI) Center for Alameda, Contra Costa & Yolo.

• Foster Youth Resources for Education (FYRE) for Alameda County.

• Legal advocacy and representation in Class Action cases involving systemic abuses.

• Educate legislators and policy makers on issues (such as IDEA, ADA) affecting the rights of people with disabilities.

Some reasons why we do what we do:• Prior to IDEA in 1975, only 1 in 5 children

with disabilities were served by US schools.

• In 2005, 56% of CA children enrolled in special education graduated with a diploma.

• In 2008, 36% of CA 10th graders enrolled inspecial education passed the CA High SchoolExit Exam (now a diploma requirement).

• 85% of services specified in IndividualizedEducation Plans (IEPs) are actually provided.

• Children with disabilities who have consistent, knowledgeable advocates are most likely to receive appropriate services & supports!

• Understand Laws that protectstudents with disabilities.

• Understand the 6 Core Principles ofSpecial Education (IDEA) law.

• Understand the Cycle of SpecialEducation.

• Acquire effective skills in advocatingfor students with disabilities.

• Understand options available whenparents and schools disagree.

Course Objectives

Laws:

That protectstudents withdisabilities

No Child Left Behind / 2002

• A federal Education Law.• For ALL students, with a focus on

traditionally “under-served” students.• School accountability to increase school

performance and outcomes.• Requirements for “highly-qualified”

teachers and paraprofessionals.• Process to change school or get

remediation if school fails to meetAdequate Yearly Progress (AYP)

NCLB

Family Educational Rights & Privacy Act

• A federal Education Privacy Law.

• For ALL students.

• Right to inspect and review“any and all” records the district keeps. Timeline in CA: within 5 days

• Right to request correction of recordsthat are inaccurate or misleading.

• Right to consent to disclosures ofpersonally identifiable informationcontained in education records.

FERPA

Section 504of the Rehabilitation Act / 1973

• A federal Anti-Discrimination Law.• Protects ALL people with a disability

that impairs one or more major lifeactivity (learning is one).

• Prohibits discrimination in ANY programthat receives federal dollars.

• Provides accommodations to removediscriminatory barriers.

• In education, a “504 Plan” removesbarriers to learning and opportunities.

504

Individuals with DisabilitiesEducation Act / 1975

• A federal Education Law.• For students with at least one of 13

qualifying categories of disability.• Who ALSO need specialized support and

instruction to benefit from education.• Provides a “special education” plan: “IEP”

- specialized instruction- related supportive services

• “IEP” must be individualized to meet astudent’s unique needs.

IDEA

Relationship of Protective Laws

IDEAeligible

ALL students

504 eligible

IDEA-eligible students are protected by ALL these laws just discussed.

A Student with an IEP may also need accommodations to preventdiscrimination.

Cycle of Special EducationReason forConcern / Dx Request

Assessment

Assessment Plan: within 15 days

Assessment: 60 days to complete

IEP Meeting: within the 60 days

AppropriatePlacement: determined

“PLOP”, Goals,IndividualizedInstructionand Services: determined

Review IEP annually, or if requested

Implementation

“Informed consent”: 15 days for parent questions (if needed)

Referral/Assessment

To determinethe need forSpecial Education

Referral for Special Education

• Parent generally makes initial referral for SpecialEducation assessment. But it can be a teacher.

• WRITE a “Request for Assessment” letter toSpecial Education director; cc others if needed.

• SAFEGUARD: If you ask verbally, the district isobligated to help you put your request in writing.

• Students must be comprehensively assessed“in all areas of suspected disability”to determine need for special education.

• TIP: If eligibility assessment, include“504 assessment” request in case child doesnot qualify under IDEA. Saves precious time.

Referral for Special Education

• SAFEGUARD: WRITTEN request triggers a stricttimeline and an “affirmative obligation” to assess. “CHILD FIND” provision of IDEA law

• In 15 calendar days, the district must present you with an “Assessment Plan” for your consent. Parent can take 15 more days to ask their questions.

• Upon your consent, the district has 60 calendar days to evaluate your child and hold an IEP meeting.

• TIP: A request for special educationassessment legally supercedes aStudent Study Team (SST) meeting.

Assessment Rights• Parent consent is required.• Independent (outside) assessments must be considered.• Right to review results in advance of the IEP meeting.

TIP: Request in your “request for assessment” letter!Remember: FERPA. Also, translate into Parent’s language.

• Assessment in child’s language/mode of communication.• Variety of tools & strategies must be used to determine:

• If a child has a disability under IDEA • Contents of the IEP document

• Technically sound instruments.• Qualified professionals.• Parent has a right to disagree via “IEE”

IEEIndependent Educational Evaluation “at public expense”• If parent disagrees with a district assessment,

parent has a right to ask for an IEE and for the districtto pay for it.

• Parent sends WRITTEN notice, or request, for IEE.• Without unnecessary delay, district must agree to either:

- pay for the IEE, or- file for a Due Process hearing to show assessment was appropriate. A judge decides.

• Independent Educational EvaluationsMUST be considered, no matter who paid.

• Qualified evaluator.No requirement to pick from district list.

IDEA:

Eligibility & Purpose

IDEA: EligibilityAge 3 up to age 22*

with 1 of 13 eligibility categories:

AND who by reason of their disability needs specialeducation and related services in order to benefit fromtheir education. Determined by the assessments!

*or sooner if the student earns a full high school diploma

1. Autism2. Deafness / HH3. Deaf-Blindness4. Hearing Impairment5. Mental Retardation6. Multiple Disabilities7. Orthopedic Impairment

8. Other Health Impairment9. Serious Emotional Disturbance10. Specific Learning Disabilities11. Speech or Language Impairment12. Traumatic Brain Injury13. Visual Impairment / Blindness

“(c) Findings. Congress finds the following:Disability is a natural part of the human experienceand in no way diminishes the right of individuals toparticipate in or contribute to society. Improvingeducational results for children with disabilities isan essential element of our national policy ofensuring equality of opportunity, full participation,independent living, and economic self sufficiency…”

“(d) Purposes. The purposes of this title are - (1)(A)to ensure that all children with disabilities haveavailable to them a free and appropriate publiceducation…designed to meet their unique needsAND prepare them for further education,employment, and independent living…”

—IDEA / 20 U.S.C. § 1400

IDEA: Purpose

IDEA: 6 Core Principles

1. Appropriate Evaluation/Assessment

2. Free & Appropriate Public Education (FAPE)

3. Individualized Education Plan (IEP)

4. Least Restrictive Environment (LRE)

5. Parent (and student if appropriate) participationin the decision-making process

6. Procedural Safeguards

IDEA: Intent

• Expect success. Presume competence.

• Provide access to the general education curriculum.

• Prepare students for their future. Expand their future.• Strengthen the role and responsibility of parents.

• Ensure that special education is a service rather than aplace where children are sent.

• Provide appropriate instruction, servicesand supports in regular environments.

• Use technology to maximize accessibility.

• Promote democracy.

IDEA:

The IEP Meeting

IEP: Preparation• Talk to your child (DREAMS / CONCERNS / I WISH…)• Gather Your Thoughts (VISION STATEMENT)• Prior Meetings with Teachers• Gather/Organize Independent Reports/Evaluations• Find out availability of the people you will need at the IEP.• Observe Placements. Network with families about placement.• Make an Agenda.• Make a List of Questions/Concerns.• Prepare a “Parent Report” You are an EXPERT!• Understand your rights.

IEP: Preparation• District must provide WRITTEN NOTICE of

IEP meeting. (date, time allotted & participants)

• Let district know ASAP if you need another date/time.

• Let district know what team members you need there.

• Provide WRITTEN notice at least 24 hours in advance:• if you plan to tape record the meeting.• if you plan to bring an attorney.

• Request/remind the district to provideall written materials & assessment reports5 working days before meeting.

IEP: Good Record KeepingYOUR CHILD’S RECORDS ARE

THE FOUNDATION OF THEIR FUTURE.Good records should provide a complete picture of your child.

• Approach like you are conducting BUSINESS.• Request records when needed.• Document your key concerns and understandings in writing…REAL writing. ALWAYS: Be truthful, reasonable, direct. Email: advantage and disadvantage• Retain proof of delivery of correspondence you send to the school district.• Keep Phone logs and email collections.

IEP: Required Team• Student (as appropriate)• Parent/Guardian (or person with Educational Rights)• Administrative Designee*

*knowledgeable about General Ed curriculum,programs/services/resources, qualified to provide orsupervise the IEP, AND with the power to commitdistrict resources.

• At least 1 special education teacher• At least 1 general education teacher

(if any % time with/non-disabled students)• Persons who conducted assessments or

persons qualified to explain assessments.• Student’s related service providers.

IEP: Team rules• Translators as requested/needed.• Others may attend at invitation of parent or district

who has knowledge of student.Person inviting has the right to determine appropriateness.

• A team member may be excused when the parent AND the school district consent to the excusal. • Parent must consent in writing.

• Member submits in writing input to the development of the IEP prior to the meeting.

• A team member may be excused whenher area is not being discussed or modified. • Parent must consent in writing.

• Teams can meet by alternate ways:Speakerphone, video conference, etc.

IDEA:

IEP Components

IEP: Think of it this way!- Special Education is a SERVICE- brought to the student through the IEP- in order to CLOSE THE GAP between the student’s- Present Level of Performance (PLOP) and the student’s- Expected Level of Performance.

Visualize an Elevator!

IEP: Big Questions

• Where are we now? Present Levels of eduPerformance (PLOP)• Where are we going? GOALS/OBJECTIVES• How are we going to get there? SERVICES & INSTRUCTION• How do we know when we have succeeded?

MEASUREMENT: What objective DATA will tell us if we have?• How and when progress will be reported

to the parents?ACCOUNTABILITY.STAYING ON TRACK.

Big questions the IEP team MUST answer:

IEP: PLOPPresent Levels Of Performance

Academic AND Functional performance*

• How disability affects student involvement andprogress in the general curriculum.

• For Pre-K age children, how disability affectsparticipation in appropriate activities.

• * Educational performance is a BROADterm specifically selected by Congress.PLOP is NOT limited to academicperformance only.

IEP: GoalsMeasurable Annual Goals

Including Academic AND Functional Goals

• To meet INDIVIDUALIZED needs so thestudent can be involved & make progress in thegeneral education curriculum.

• To meet other INDIVIDUALIZED education-relatedneeds that result from disability.

• For children with severe disability, includebenchmarks or short-term objectives.

IEP: S.M.A.R.T. Goals

SPECIFIC:clear descriptions of the knowledge and skills that will betaught and how the child’s progress will be measured.

MEASURABLE: you can count or observe it.

ACTION WORDS: “child will be able to . . .”

REALISTIC / RELEVANT: to child’s unique needs thatresult from the disability.

TIME-LIMITED: what does the child needto know and be able to do after1 year of special education?Monitored at regular intervals.

IEP: Goals• Goals are THE MAJOR FACTOR in determining

IEP services and placement.

• Goals should be written for ALL needs identified inassessment and in “present levels of performance”.

• Goals must be “camera ready”Clarity in what will be implemented and how.

• Appropriate services, instruction andappropriate intensity of services andinstruction should be derived from thewhat is needed for the student tomake expected progress on goals.

Goal: Specificity

• EXAMPLE #1:Marie will decrease her anger and violation ofschool rules.

• REWRITE!Provided with positive behavior support (PBS)instruction as specified in her Behavior SupportPlan (BSP), when emotionally upset, Marie will askfor a break with a discreet signal, walk quietlydown the hall, cool down in her safe room with heriPod, and return to class in a calmed state, in 9 outof 10 occurrences, as measured by recorded staffobservation and in comparison with herdisciplinary data of the previous year.

Goal: Appropriate Measurement• EXAMPLE #2:

Timmy will cross the street safely 80% of the time.

• REWRITE!Given a supervisor’s direction to look both waystwice before crossing, Timmy will take thesupervisor’s hand, say “look twice” and look bothways twice, say “safe” when it is safe, and cross thestreet safely 100% of the time.

80% is not acceptable criteriafor this skill!Timmy had a 20% opportunityto be killed!

Goal: More than “being there”• EXAMPLE #3:

Kyle will participate in physical education.

• REWRITE!Provided with adapted equipment, strategies andtraining, within the general education physicaleducation class, with support from the Adapted P.E.(APE) instructor, Kyle will acquire skills in 3 or morephysical education activities that promote flexibilityand strength in upper arms and body,promote balance, and independentmovement, as measured by APE datacollection and P.E. grade/comments inschool report cards.

Goal: Clarity

• EXAMPLE #4:Stan will communicate better.

• REWRITE!Stan will increase his sign language vocabulary to300 words as described in the sign languagenotebook that travels between home and schoolby June 30.

IEP: ProgressHOW Progress will be measured.

HOW OFTEN written reports of progress issued.

• Measurements should be objective, not just subjective.

Subjective: as measured by “teacher observation”Objective: as measured by “work samples, teacher madetests, STAR tests, data collection.”

• Progress on goals should “mirror” themeasurement (show%) and be specific.

NO: “he appears to be making progress”YES: “he knows 75% of sight words now”

IEP: ServicesSpecial Education AND Related Services

and any other individualized supports and servicesthe student NEEDS to:

• Make progress toward annual goals.• Make progress in the general curriculum.• Participate in extracurricular and

non-academic activities.• Be educated & participate with

ALL children.• It’s not enough to merely benefit from

a service. It must be needed to provideFAPE.

Related Services Professionals• Audiology/Interpreter Services• Braille• Counseling Services• Early Identification &

Assessment of Disabilities• Medical Services

(To determine eligibility)• School Health Services

(for health-related needs)• Occupational Therapy• Orientation & Mobility Services• Parent Counseling & Training

• Physical Therapy• Psychological Services• Recreation• Rehabilitation Counseling

Services• Social Work Services in School• Speech/Language Pathology

Services• Transportation• Interpreter Services• Transition Specialist• Vocational Trainer/Counselor

& others as needed. ”This is not an exhaustive list.” — US Dept. of Education

IDEA and IDEA regulations

IEP: Service PageStart/End dates of services & specialized instruction.

Services defined with frequency, location, duration.Example: SLP, 2x week for 45 minutes, 1:1 pull-out.

• Pay close attention to the “Service Page”.• Precise offer? Watch for “Mom requests” in IEP notes!• Watch for statements like “up to” to describe frequency

or duration. (This could mean no service is OK.)• Are there any surprise “end dates”?• Are services “push-in” or “pull-out”? Why?• Direct 1:1 or “small group”?• Are appropriate people providing service?• IEP GOALS should drive the services.

IEP: Extended ServicesServices & specialized instruction

beyond the typical school year or even school daymust be designated too, if necessary:

Example: data or assessment shows the child willregress without such services.

• Beyond the normal school year:Extended School Year (ESY)

• Beyond the normal school day:Extended School Day (ESD)

IEP: Testing VariationsINDIVIDUAL Testing Variations needed to measureacademic achievement and functional performance on

State and District standardized tests.

• Testing “Accommodations” must be defined.Remove barriers but do not alter what is being tested.Example: frequent breaks, math problem read aloud

• Testing “Modifications” must be defined.Modifications alter what is being tested.Example: calculator on math test

• If team determines that “AlternateAssessment” is needed, must define why.(Ex: for student with severe disability)

IEP: PlacementLAST part of IEP Meeting

Protect Least Restrictive Environment (LRE)

• Placement is a “set of services” provided to the student.NOT a place for the student to go!

• Watch for “label and sort” offers. LRE must be protectedin offers of instructional and other settings.

• Consider supports and services to protect LRE.

• Appropriate placement is one in whichthe student has a reasonable expectationof achieving IEP goals.

IEP: LRELeast Restrictive Environment

The extent to which the student will or will notlearn with and participate in school withstudents without disabilities AND WHY.

• Usually expressed as percent.• IDEA has a strong presumption that students with

disabilities learn with their non-disabled peers.Home school. General Ed. Typical classes.

• Supports and services should protect LRE.• Be vigilant. ASK:

Where is the data to support removalfrom typical learning environments?

IEP: LRELeast Restrictive Environment

• TIP: Watch for phrases like: “student needs small groupinstruction to benefit from education.”

• Special education students should not be removed fromregular classes UNLESS, even with supplemental aids andservices, education in regular classes cannot be achievedsatisfactorily (student does not progress on IEP goals.)

• If then, team can take a look at otherplacements options on the “continuum”:- Special Day Class- Non-public (private/special) school- Home/Hospital setting

IEP: LRELeast Restrictive Environment

• Supports & Services could include:- curriculum modification- paraprofessional (aide) support- assistive technology (AT) devices and/or support- occupational therapy (OT)- school health aide under nurse’s supervision- reading specialist- inclusion specialist support, etc.

• OBSERVATIONS:HOW CAN A PARENT CONSENT TOPLACEMENT WITHOUT APPROPRIATEOBSERVATIONS?

IEP Tips: Building Partnerships• Model what YOU expect from others!• Protect relationships.• Ask open-ended “help me understand…” questions.• Be responsive. Follow through on your commitments.• Share ideas about your child that will support the team.• Encourage your child to value school.• Don’t visit only when there are problems.• Be proactive – not reactive.• Let the team know what’s important to you.• Say: “thank you.” Say: “I’m sorry.”• Have “the courage to forget.”• Always remember that you are an equal

member of the TEAM.

IEP Tips: At the Meeting• Dress respectfully. Think: BUSINESS. Think: BOSS

• Bring your child or a photo of your child. WHY WE ARE HERE!

• Bring key people that will help you advocate and/or that make you feel confident.

• Be on time. Arrive early to get yourself together.

• Greet people. Bring food and drinks.

• Bring copies of reports and your proposals.

• Find out who the Administrative Designee is. Sit next to him/her.

• Find out who is taking notes. Be vigilant of note keeper.

IEP Tips: At the Meeting• Know who has the

authority to makecritical decisions.

• Know who is aproblem solver.

• Always show respect.• Learn to Compromise.

Be ready with a fallbackposition.

• Keep a Positive Attitude.It’s a process!NOT an event!

• Seek Collaboration.• Seek Clarification.• Ask ‘What If’ Questions.• Ask to observe placements.• Set + Document Firm Dates.• Document/Memorialize in IEP:

“YES” + “NO” + “I don’t know”• Get clarity on

vague answers:TIP: IEP to becontinued…

Prior Written Notice (PWN)• When district proposes or refuses to do something that involves the

child's identification, assessments, placement, or FAPE.Parent is required to receive PWN. ASK FOR IT!

• PWN must include:(1) Description of action proposed or refused.(2) Explanation of why school proposes or refuses to take that action.(3) Each evaluation, procedure, test, report, etc. the school used as a BASIS.(4) Copy of the parent’s rights to challenge the action or inaction.(5) Sources of advocacy assistance for parents.(6) Other options the school considered and why they were rejected.(7) Other reasons for the school’s action or inaction.

[20 U.S.C. Sec. 1415(b)(3); 34 C.F.R. Sec. 300.503(b); Cal. Education Code Sec. 56500.4.]

IEP Doc: Check carefully!The IEP is a LEGALLY-BINDING document.

*** TAKE THE IEP AND OTHER DOCUMENTS HOME *** FOR VERY CAREFUL REVIEW! Your signature is as valuable as GOLD.

ASK YOURSELF: “Would I sign any other legally-binding document without adequate time for a thorough review?”

Contact info correct? Eligibility category correct? Required IEP team members participating? Annual review date / Triennial review date correct? Least Restrictive Environment (LRE) protected?

IEP Doc: Check carefully! BASIS for Special Ed settings comply with IDEA? Specialized Instruction/Services SPECIFIC?

WHAT exactly will be provided? / FREQUENCY: How often?DURATION: How much time? / INTENSITY: 1:1 or group?WHERE/WHY: Push-in or Pull-out?

START Dates / END Dates meet your understanding? Person(s) Responsible carefully delineated? Assistive Technology (AT) and Services evaluated/considered? Accommodations/Modifications individualized? Clear? Transportation considered? Extended School Year (ESY) +/or Extended School Day (ESD)? Gifted Services? AP Classes? Remedial Instruction? Extra Curricular Activities/Non-Academics included?

IEP Doc: Check carefully! Additional Evaluations needed? (Is the team struggling?)

Behavioral needs: FBA or FAA? Other concerns? New needs?

Positive Behavior Support or Intervention Plan (BSP of BIP)? Transition Services: Post-Secondary Ed and/or Vocational Ed? Graduation Planning? CAHSEE? IEP Notes accurate/complete? Parent Concerns clearly documented? Addressed? All questions/requests clearly answered? Rights clearly explained? Parent Exceptions to the IEP clearly stated?

(if you agreed to the IEP only “in part”)

Disputes:

When things go wrongin implementing the IEP.

When parents andschools don’t evenagree on the IEP.

DOCUMENTATION RULE OF THUMB:“If it was never written, it was never said and will never be done.”

• Work out problems at the local level throughletter WRITING.See www.wrightslaw.com “Letter to a Stranger”

• Make requests IN WRITING.• Expect responses IN WRITING (PWN).• Expect Timelines to be met.

Tip: Send letters with proof of delivery• Document conversations and calls.

Date, time, who, title, contact info,what was discussed, what is understood,what is the expected result.

Tips: Conflict Prep “just in case”

Tips: If Conflict Arises You have options, such as:• Request/review “any and all” Records (FERPA).• Review Goals and Objectives: Are they “S.M.A.R.T.”?• Meet with key School Personnel.• Prepare Parent Written Report: “IEP Parent Exceptions”:

- Concerns with Recommendations/Offer- Basis- Your Proposals/Remedies

• Request an IEP Meeting (30-day timeline).• Request Prior Written Notice (get basis/data)• Request Evaluation or IEE (if appropriate): Does the team need clarity? Additional info?

Alternative Dispute Resolution

“ADR”: informal means to resolve disputes

• Write an effective letter.• Involve key stakeholders/decision-makers: Superintendent; Director of SpEd; school board member

• “Facilitated” IEP• School District or SELPA “Solution Teams”• “Compliance Complaint” at district level• “Mediation-Only”: FREE trained mediatorfrom state before filing formal complaint

Formal Complaints:

Types

504: Civil RightsDiscrimination Complaint

• Filed with: Office for Civil Rights (OCR)San Francisco is Regional Office415-486-5555 / 877-521-2172 TDDwww.ed.gov/about/offices/list/ocr/index.html

• Complaint alleges:Education institution that receives Federal financialassistance has discriminated against student on the basisof his/her disability.

• If educational opportunity is notcommensurate with non-disabled peers(“level playing field”).

• File within 6 months of alleged violation.

IDEACompliance Complaint

• Filed with: California Dept. of Education (CDE)Office of Procedural Safeguards & Referral Services (PSRS)800-926-0648www.cde.ca.gov/sp/se/fp

• Parent describes & provides evidence of how school district:- failed to carry out an agreed-to IEP and/or- violated procedural safeguards in IDEA law

• File within 1 year of alleged non-compliance.• FYI: Teachers & Staff too may file.There are “whistle-blowing” protectionsfor school district staff in IDEA 2004.

IDEADue Process Complaint

•Office of Administrative Hearings (OAH)Special Education Division916-263-0880 / 916-263-0890 Fax www.oah.dgs.ca.gov

•“Trial-like”When Parent & School District have BIG disagreements:- whether student is eligible for special education [or]- whether the IEP and particular services offered provide “Free and Appropriate Public Education (FAPE)

•Administrative Law Judge (ALJ) resolvesdisagreements about eligibility; or type,intensity, frequency or location of services.

•Must file within 2 years of alleged complaint

IDEADue Process Complaint

• Complaining party MUST provide notice to OAHand the opposing party: • Name, address of child (& contact if homeless) • School Name • Description of problem • Desired solution

• Parents AND Districts can file for Due Process.• Filing is VERY specific. Opposing partycan challenge “sufficiency” of complaint forlack of detail.

• OAH has model forms for filing.• Opportunities to resolve before a hearing:“Resolution Meeting” and/or “DP Mediation”

PLEASE…Fill out your EVALUATIONSbefore you leave.

Thank you!!

Questions?

DOWNLOAD DREDF Training Materials!!! dredf.org/special_education/trainings.shtml

“Info-to-go”: TRANSITION from Early Intervention toPreK and from PreK to Kindergarten:www.dredf.org/special_education/training_materials_3_14/ITG_TRANS_PRE-K.pdf

DREDF: www.dredf.orgCARS+: http://www.carsplus.org/links.phpCDE Special Education: http://www.cde.ca.gov/sp/seCDE Home: www.cde.ca.govCDE/PENT (Behavior): www.pent.ca.govDisability Rights CA (DRC): www.pai-ca.orgPACER: www.pacer.org

www.taalliance.orgNICHCY: www.nichcy.org/OSEP: www.osepideasthatwork.orgWright’s Law: www.wrightslaw.com

Resource Links

GOALS:“From Gobbledygook to Clearly Written Annual IEP Goals”“Writing Measurable IEP Goals and Objectives”Barbara D. Bateman

ADVOCACY:“From Emotions to Advocacy” www.wrightslaw.com

SPECIAL EDUCATION RIGHTS & PROCESS:“Special Education Rights & Responsibilities” (CA specific) www.pai-ca.org/pubs/504001SpecEdIndex.htmCA Dept. of Ed “A Composite of Laws” order form:www.cde.ca.gov/sp/se/ds/documents/colordrfrm.docOther CDE Publications: www.cde.ca.gov/re/pn/rc“Negotiating the Special Education Maze”Winifred Anderson, et. al.“The Complete IEP Guide” Nolo PressLawrence M. Siegel“Special Education Law” www.wrightslaw.com

Resource Books

As your Parent Training & Information (PTI)Center for Alameda, Contra Costa and Yolocounties, DREDF provides technicalassistance and training to parents/guardiansof school-age children with disabilities, andprofessionals who serve these students andtheir families.

Please contact us with concerns & questions:Phone 510.644.2555Toll Free 800.348.4232Fax 510.841.8645Email iephelp@dredf.orgWebsite www.dredf.org