1. What Parents Need to Know About Special Education in Kentucky
LOGAN COUNTY SCHOOLS
What Parents Need to Know About Special Education in Kentucky
Introduction of presenter and participants
Ground rules- can’t bring up specific names for reasons of confidentiality; everyone’s opinion is respected; can ask questions during the training, but the trainer can reserve the right to hold that question till it naturally occurs in the training; 2 foot rule for restroom use (get up and go when you need to). At the end of the training I will stay late if there are individual concerns.
Ice breakers
-What do you plan to get out of this ? (Chart on paper and at end (slide 11) cut into strips and go over to see if answered questions)
- Gee I hope you talk about...
- Welcome to Holland story?
- or any other ice breaker
Personal advocacy story- the frustration/anxiety/ future
[Patti’s advocacy story- I have become a stronger person as a result of having a child with a disability. I am a better advocate for both of my kids (only one of whom has a disability), and for myself. Although it has been difficult, because I have always been a “pleaser,” I have learned to think about what I really want, and how to ask for it.)]
Myths, facts and fiction – discuss the guilt associated with being a parent of a disabled child including feelings of being a poor parent and feelings of being personally punished.
Barry W. Goley, Director

2. LOGAN COUNTY SCHOOLS
Serves approximately 575 students with disabilities, in all grades (preschool through 12th & 14th).
Employ 34 special education teachers, 7 speech-language pathologist, 3 occupational therapist, 1 physical therapist, 3 school psychologist, and 1 social worker

3. Definition of Special Education
Special education means “specially designed instruction and related services, at no cost to parents, to meet the unique needs of the eligible child with a disability. It may include instruction in the classroom, in the home, in hospitals and institutions, and in other settings.”
Citation for definition: 707 KAR 1:280 (49) .

4. Regulations Federal Regulations - 34 CFR Parts 300 and 303
Kentucky Administrative Regulations KAR 1:280 through 707 KAR 1:380
Local School District Procedures
Kentucky Department of Education
Division of Learning Services
500 Mero Street
Frankfort, Kentucky 40601
Local Board of Education
Director of Special Education
Show copy of state and federal regs, and local district procedures
Federal law supercedes state law.
State laws can go above/do more than federal law, but they cannot do less than the federal law. I.e supports and services
Local district procedures tell how the local school district will implement federal and state laws. When writing procedures districts can do more than federal and state law requires, but cannot do less than.(pull out specifics) (notification of parents)

5. History of Federal Law
Public Law Education for all Handicapped Children Act (1975)
Amendments 1983, ’86, ‘90
IDEA (Individuals with Disabilities Education Act)
IDEA ’97 (Public Law )
IDEA ’04 ( )
1. Public Law (Education for all Handicapped Children) passed in Implemented (Handout #1)
2. FAPE - definition - means special education and related services: pg 7
a) are provided at no cost to parents
b) meets educational standards including the Program of Studies
c) includes preschool, elementary and secondary
d) Are provided in conformity with the IEP
(or, as written in the Regs):
a) are provided at public expense under public supervision and direction, and without charge;
b) meet the standards of the KDE included in 707 KAR Chapter 1 and the Program of Studies, 704 KAR 3:303, appropriate;
c) include preschool, elementary school, or secondary school education in the state; and
d) are provided in the conformity with an individual education program that meets the requirements of 707 KAR 1:320.
3. Amendments - the law was amended several times in the 80s and 90s. (See handout)
4. IDEA ’97 (Public Law ) -This is where we are now.

6. Definition of Advocate
An advocate in terms of special education is someone who speaks or acts on behalf of a child with special needs.
Does not have to be a parent.
Parent is defined by ( KAR:1:280 (39)
Parent means:
Natural or adoptive parent of a child;
A guardian but not the State if the child is a ward of the state; ( see Sammie Lambert for further information)
A person acting in the place of a parent e.g., grandparent with whom the child lives, or a person who is legally responsible for the child ( but not the State including a social worker).
A surrogate (the State cannot act as either the guardian or a surrogate parent).
A foster parent if the natural parents’ authority to make educational decisions has been extinguished and the foster parent has a long term parental relationship with the child.
Does not have to be parent.
(If anyone asks) Def. of parent (KAR:1:280 (39)
Parent means:
Natural or adoptive parent of a child;
A guardian but not the state if the child is a ward of the state;
A person acting the place of parent;
A surrogate; and
Foster parent.
This presentation is about how to be a good representative not how to be a guardian, surrogate parent, foster parent.

7. Who are Advocates for your child?
Parent
Principal
Regular Education Teacher
Special Education Teacher
Related Service Providers
Special Education Director
Doctor
Therapist
First Steps Personnel
Relatives
Family Friends
Others

8. How Do I Advocate for My Child?
Know your child’s abilities.
Understand your child’s disability
Identify your child’s needs
List your concerns.
1. Abilities are the child’s strengths (Don’t forget the abilities/strengths!)
Handout #7 Getting Organized “My child can…my child will” activity.
Activity: (large group) use a flip chart and markers, divide chart into two columns, in first column have the group list things that they know that their child can do in the first column, in the second column list things that they would like to see child accomplish.
2. Understand how the disability will impact your life and the way your child learns.
Disability may include:
Medical - professionals working with your child, assistive devices, crutches, glasses, therapy- physical, speech
Behavior
Educational progress
Family support
Financial support
Diagnosis/ assessment
Give examples of a specific disability and how it would impact the child at school, in the community and at home.
HANDOUT #8- Person First- Then Disability

9. How Do I Advocate for My Child?
Be aware of relevant laws and where to get information.
Understand procedural safeguards the law provides to protect the rights of your child.
Know your local district’s special education procedures.
1. Relevant laws - state and federal regs, and local district policies and procedures.
Federal Regulations - 34 CFR Parts 300 and 303
Kentucky Administrative Regulations KAR 1:280 through 707 KAR 1:380
2. Citation for procedural safeguards KAR 1:340.
3. Note: District procedures determine how State and Federal laws are implemented. Local school board cannot change federal and state laws, but determine how laws are implemented.

10. How Do I Advocate for My Child?
Get to know school personnel, district staff
Be aware of educational and non-academic services that are available under the law.
Get to know teacher, principal, etc. at your child’s school. School board members influence how policies are implemented, and legislators have the ability to change laws.
2. Educational services examples - Access to the general education curriculum, art, music, career and technical services. Non-Academic services examples - counseling, transportation and health services.
3. Home File/notebook - Show a notebook (or say one is available to look at after the meeting) and briefly describe. Give handouts for notebooks.
4. Stress importance of attending all meetings and staying in touch with your child’s teachers and service providers.
5. Where to look for support - see next slide.

11. How Do I Advocate for My Child?
Maintain a home file/notebook.
Attend all meetings. Write your questions down before the meeting.
Know where to look for support.
Communicate with the school; don’t wait until there’s a problem.
Get to know teacher, principal, etc. at your child’s school. School board members influence how policies are implemented, and legislators have the ability to change laws.
2. Educational services examples - Access to Program of Studies, art, music, career and technical services. Non-Academic services examples - counseling, transportation and health services.
3. Home File/notebook - Show a notebook (or say one is available to look at after the meeting) and briefly describe. Give handouts for notebooks.
4. Stress importance of attending all meetings and staying in touch with your child’s teachers and service providers.
5. Where to look for support - see next slide.

12. Where Do I Look for Support?
School your child attends
Local Special Education Department/Director
Special Education Cooperative (GRREC)
Parent support groups
Books and internet
Specific Disabilities' Organizations
Your child’s school would be one of the first places you might go to find information about resources. It is better to follow the hierarchy - go to the teacher first to solve problems or find out answers to questions. If questions remain, go to the principal, and so on. It is better not to go to the top unless you can’t get satisfaction with those people who work directly with your child. Example: you wouldn’t want someone to go over your head and if you go the the head person they will have to refer you to someone who is knowledgeable about your child.
(Large group activity Give out a blank copy of a organizational structure and have group complete.)
These are just a few of the many resources available. It is important to network with other parents, make tons of phone calls, do as much as research as you can.
(Personal story from Patti - I remember when Jake was first diagnosed, I was directed to a few resources. As time went on and I met more parents and professionals, I found out more and more about what was available. (“Why didn’t somebody tell me about that?”) I found that there is not any one comprehensive list of resources out there. There are many lists, many resources, but it is up to you to search them out. And you can’t quit looking! Now, 5 years after Jake’s initial diagnosis, I am still finding out more.]
Hand out local contacts, brochures, handouts, business cards, key people chart etc.

13. Before the Meeting
What is your child good at? List strengths - positive points.
What does you child need help with? List weaknesses.
What are your goals for your child for the next 12 months?
What are your dreams and future goals for your child? (What do you expect your child to be doing at age 18? 25? 40?):
What part of your child's individual education program do you think has best helped your child?
Other important information you would like to share about your child.
What additional concerns or questions to you want to present to the team?
Other examples of “problems your child is having in school”: could be problems with recess, transportation, homework, needs extra time to complete answers on a test, etc.
“Major family events” could include divorce, death, moving, new baby, re-marriage, or any other event that could affect the child’s ability to function.

14. Before the Meeting: Know:
Who is invited to the meeting (Notice of ARC Meeting)
Why they’re invited.
The purpose of the meeting.
A meeting normally will be an ARC (Admissions and Release Committee Meeting)-this term is specific to Kentucky), but could be another meeting such as a teacher conference or team meeting.
An ARC is a “group of individuals … that is responsible for developing, reviewing, or revising an Individual Education Program (which will be discussed on the next slide). The ARC includes the parent(s), regular ed and special ed teacher, related service providers, a representative of the school district, and others as described in 707 KAR 1:320 (section 3). The Notice will outline who is invited to the meeting, and these members are mandated to be present. Parents may bring any person(s) with them.
Purpose of meeting - You will receive written notice from the school, which states the purpose of the meeting, i.e. “to review and revise the IEP.”
You can request an ARC meeting when you believe there are specific issues that need to be addressed and /or when you believe there are changes needed on the IEP. The School will at minimum have one meeting a year (annual review); more may be scheduled to discuss re-evaluations, discipline, progress, etc.

15. Before the Meeting (Cont.)
Gather copies of school work, notes from teachers, personal observations, and progress reports.
Review records and notes of past conferences.
Be familiar with your child’s IEP (Individual Education Program).
Handout #9-Being an active participant.
Be familiar with IEP (Individual Education Program) (if he/she already has one). An IEP is “a written statement for a child with a disability that is developed, reviewed and revised in accordance with 707 KAR 1:320” (which describes how IEPs are developed).

16. Before the Meeting (Cont.)
Think about any problems your child is having in school.
Example: Are any goals or objectives not being met?
Think about possible solutions to share with the team.
Make a list of significant changes, such as medication changes, major family events, etc.
Other examples of “problems your child is having in school”: could be problems with recess, transportation, homework, needs extra time to complete answers on a test, etc.
“Major family events” could include divorce, death, moving, new baby, re-marriage, or any other event that could affect the child’s ability to function.

17. Before the Meeting (Cont.)
You may invite someone who has knowledge about your child to attend the meeting with you.
Remember to bring your written ideas, questions and observations.
Any documentation from outside agencies (e.g., physician statements, therapist, etc.)
This would include individuals with knowledge, expertise, for support. (i.e., You may want to invite a family member, friend or someone that is working directly with your child in community programs).

18. During the Meeting Think of yourself as part of the team.
Remember you are an expert regarding your child.
Share your ideas/goals with the rest of the team.
What would you like to see your child doing through the course of the upcoming year? Your expectations?
Remind participants to bring parent observation information to meeting “My Child Can / My Child Will”

19. During the Meeting (Cont.)
Ask questions!
Ask for clarification of any terms, acronyms or procedures that you do not understand.
Be specific regarding your concerns and priorities.
Take notes regarding who will do what and when.
Taking Notes:
Document events and decisions by keeping notes. Notes build accountability. Take notes of names, and roles of people present, date, time, and place of meeting. Keep records of timelines.
While note taking can be difficult, it is a good way to document what happened at the meeting. If you feel you can’t do this bring someone to help take you notes.

20. During the Meeting (Cont.)
Stay with the purpose of the meeting until it is achieved.
Ask for another meeting if you did not have enough time to discuss all of the important issues.
Before leaving the meeting, know exactly what your next step(s) will be and get a copy of all paperwork.
Example, I’d like to discuss further testing in the area of reading. I am concerned because there are no goals for behavior and that is a concern for us.

21. After the Meeting
Check your notes regarding who will do what and when.
Share information with the rest of the family.
Stay in touch with your child’s teachers/service providers.
Acknowledge people’s efforts.
Stay in touch:
is one of the best methods to communicate with your child’s teacher.
If you call, do so before or after school, or find out when their planning period is and call then.
Based on your schools visitation policy, periodically visit your child’s classroom to observe and see how the IEP is being implemented. If you see problems, discuss them with the teacher and/or request an ARC.
School staff need to hear from you when they are doing a really good job.

22. Special Education Cycle

23. Individualized Education
Referral
Evaluation
Eligibility
Individualized Education
Program
Placement
Instruction
Annual Review
Initial referrals/evaluations – the school has 60 days from time the parent provides consent to conduct evaluation and determine eligibility. Does not include holidays, breaks or weekends. Does not include days missed due to snow or weather. Every 3 years the school must determine if the student continues to meet eligibility. In other words, does the child continue to have a disability that has some effect on his/her educational progress.

24. Evaluations
The evaluation data is a critical component that drivers: - Disability Determination

25. Disability Categories
Kentucky recognizes 14 disability categories Eligibility criteria varies among the categories, and the criteria is governed by the regulations. Some categories are very specific; other categories are more flexible based upon the data presented.
The 14 disability categories are detailed in the handout, including the acronyms used within the educational system – special education language is saturated with these abbreviations – ARC, IEP, MMD, OHI, etc.

26. Evaluations
The evaluation data is a critical component that drivers: - Individual Education Program (IEP)

27. Individual Education Program (IEP)
An IEP is a written plan of action for a student with a disability who is eligible to receive special education and related services. The IEP describes the student’s needs (& strengths), annual goals, specially designed instruction and supplementary aids and services to address the needs of a student
Parental input into the development of your child’s IEP is extremely important. As a member of the ARC, parents have a voice into the development and revision of the IEP and are a vital part of the committee.

28. Individual Education Program (IEP)
The purpose of an IEP is:
- Provide access to the general curriculum
- Ensure the student is making progress in the general curriculum
- Address the student’s unique educational needs
- Prepare your student for further education, employment and independent living
To the greatest extent possible, students are expected to participate in the general curriculum and the IEP serves as the tool to facilitate that learning process. It outlines the tools and resources necessary to help facilitate that process. The IEP is and shall be considered a “working document”, and should never be considered “finalized” – the needs of the child, the expectations of the curriculum, the laws and regulations are always changing so the IEP should not be considered a lasting or permanent document.
The IEP is a “contact” between the school and you and your child.
Not only does the IEP help with the present (meeting your child’s current educational needs), the IEP also addresses more long-term objectives – preparing your child for post-secondary education and employment, as well as independent living – to the greatest extent possible, we want to help all children eventually become independent, contributing adults of our community.

29. Evaluations
The evaluation data is a critical component that drivers: - Specially Designed Instruction

30. What will we provide?
The evaluation will also determine Specially Designed Instruction – “what the teacher does” Supplementary Aids and Services – “what the student needs”
Specially designed instruction is “what the teacher does” to instruct, assess, and re-teach the student. This describes what the teacher may or will do to adapt the content or how material is presented to your student.
Supplementary Aids and Services are what your student needs in order to achieve his/her goals in order to make progress in the classroom, or participate in extracurricular and non-academic activities. This may include visual prompts or schedules, organizers, enlarged text, talking calculators, printed notes.

31. Evaluations
The evaluation data is a critical component that drivers: - Accommodations and Modifications

32. Accommodations & Modifications
Accommodations are tools or procedures that provide equal access to instruction and assessment for students with disabilities. It is provided to “level the playing field” without changing or lowering expectations
Accommodations include large print, magnification devices, talking calculators, graphic organizers, earphones to muffle noise during testing, frequent breaks, multiple testing sessions

33. Accommodations & Modifications
Modifications are changes made to the curriculum that alters or lowers the expectation of the course, standard or test. Modifications change “the field you are playing on”.
Modifications may include modified grading scale, removing the number of distractors or choices on a multiple choice test, reducing the number of test or assignment questions, using a different text that is a lower level of understanding

34. Questions and Answers