Presentation on theme: "EDUCATION Individualized Education Program (IEP) Special Education"— Presentation transcript:
1EDUCATION Individualized Education Program (IEP) Special Education Nonpublic School (NPS)504 Plan
2Overview Individualized Education Program (IEP) Definition Process / TimelineServices / Educational Placement OptionsResponsibilitiesSpecial EducationEligible DisabilitiesNon Public School (NPS)504 PlanQualifying Conditions
4Individualized Education Program (IEP) Definition A written education plan for a school-aged child with disabilities developed by a team of professional and the child’s parent(s); it is reviewed and updated yearly and describes how the child is presently doing, what the child’s learning needs are, and what services the child will need.
5Individualized Education Program (IEP) Timeline 15 days - Within 15 days of holders of education rights written request for a special education assessment received by the school district, an assessment plan is sent from the school.50 days - Holder of education rights signs authorizing the Assessment Plan, then the IEP meeting must be held within 50 calendar days of receipt of signed consent to consider assessment results.** ********* **30 days - If the child has an IEP and is not making satisfactory progress, another IEP meeting can be requested in writing by holder of education rights or the school and held within 30 calendar days.30 days - Students new to the school district, who receive special education services, must have an IEP meeting held within 30 days.
6Assessment from Holder of Education Individualized Education Program (IEP) Assessment and IEP ProcessConsent and IEPDevelopmentMeetingWrittenReferral forAssessment from Holder of EducationRightsAssessmentPlan byProfessionalTeamIEPImplementationSchoolProvidesSpecialEducation ServicesIEP ReviewFollow-upIEP Meetings
7Individualized Education Program (IEP) Referral for Assessment Parents/guardians, CSWs, teachers, other school personnel, and community members may refer a child for an assessment for special education services.The referral needs to identify why the child needs the testing to improve the child’s academic skills.Make the request to school principal in writing.
8Individualized Education Program (IEP) Authorization for Assessment Holder of Education Rights (the parent unless otherwise identified by the court) must give signed consent to authorize a psychoeducational assessment to take place.
9Individualized Education Program (IEP) Assessment Involves the school gathering information about the child,including:testsobservationsinterviewswork samplesschool records
10Individualized Education Program (IEP) Assessment The assessment may include testing in:AcademicSocial Emotional DevelopmentFine and Gross Motor AbilitySpeech and LanguageGeneral AbilityHearing AssessmentHealth and Physical DevelopmentVocational Ability
11Individualized Education Program (IEP) Purpose of the Meeting: Determines if the child qualifies for special education servicesDetermines present levels of performanceStrengths and weaknessesEstablishes goals for the child’s progressDevelops a written document describing the child’s educational needs and services to be provided
12Individualized Education Program (IEP) Meeting Attendees: Core participants:Holder Of Education RightsAdministratorSchool PsychologistSpecial Education TeacherGeneral Education TeacherGroup Home Provider (if child resides in a group home)And if appropriate:ChildCSWChild’s AttorneyOther District Staff
13Individualized Education Program (IEP) Sample Meeting Agenda: (1) Summary of Parent/Student RightsHistory of CaseParent/Student Share ConcernsReports of Individual Assessments by Examiners or DesigneesEligibility for Special EducationNot Applicable for Regular Annual ReviewsWritten Statement if Student Does Not Qualify
14Individualized Education Program (IEP) Sample Meeting Agenda: (2) Meeting SummarySummarize IEPAddress QuestionsAcquaint Parents with Future Procedures, e.g., annual reviews, transition IEPs, triennial review datesExplain Due ProcessSign Appropriate Forms*Parents are provided with legible copy of the IEP documentAdjourn
15Individualized Education Program (IEP) Information Contained in an IEP: Present level of performanceStatement about child’s disabilityAnnual goals and objectives, including measurement standardsStatements defining services to be providedHow often, when and in what setting services will take placeHow child will participate in general education activities with non-disabled peersPlan to address any behavioral issues
16Individualized Education Program (IEP) Possible Other Services that can be included in the IEP Language and speechAudiological servicesPsychological CounselingAdapted physical educationPhysical and Occupational therapyTransportationRehabilitation CounselingPositive Behavior Support (based on need identified in a functional analysis assessment)
17Individualized Education Program (IEP) Educational Placement Options In order of least to most restrictiveGeneral education classGeneral education class with consultationGeneral education class with DIS (designated instruction and service)General education class and RSP (resource specialist program)General education class and SDC (special day class)Special day classSpecial schoolPublic/Non-public school dual enrollmentNon-public schoolHome or Hospital
18Individualized Education Program (IEP) Frequency of Meetings Once the IEP meeting is held, follow up meetings occur on the following schedule:Annual reviewEvery third year comprehensive testing and evaluationAs needed, at the request of the holder of education rights or school
19Individualized Education Program (IEP) Disagreements If parent (or Holder of Education Rights) disagrees with any portion of the IEP, parents should indicate portions agreed upon so they may be implemented immediately, and a plan should be developed for resolving areas of disagreement.
20Individualized Education Program (IEP) SUMMARY OF RESPONSIBILITIES
21Individualized Education Program (IEP) Holder of Education Rights: Has the responsibility to authorize the request for the psycho educational assessment.Must attend the IEP meeting.Be prepared to discuss the child's strengths and needs about the child's education progress.Participate in the decisions impacting the child’s education and services needed.Sign the IEP document.
22Individualized Education Program (IEP) Children’s Social Worker’s Role: Collaborate with holder of education rights and schoolShare in the assessment, including strengths and needsAdvocate for the childProvide the caregiver a copy of the IEPThe CSW is not permitted to sign the IEP document.
23Individualized Education Program (IEP) School: Has the responsibility to provide the child educational servicesProvide assessment servicesOrganize the IEP meetingProvide special education services individualized to the child’s IEP
25Special Education Definition Defined as “specially designed instruction” to meet the unique needs of a student with a disability.Every child has the right to a public school education in the least restrictive environment (LRE), which provides for interactions with nondisabled peers as appropriate.This includes:Partial day attendance in general education classesParticipating in extracurricular activities
26Special Education Disabilities Eligible for Special Education Services Some examples to be assessed are:Speech and Language DevelopmentVision ProblemsHearing Problem Physical DevelopmentAcademic DevelopmentCognitive / Memory SkillsAttention / Perception SkillsSocial / Emotional DevelopmentLiving SkillsIf a child has difficulties that interfere with his/her ability to learn it will need to be assessed to qualify as a disability.
27Special Education Federal Law for the Provision of Special Education Services IDEAEducational services provided in public schools based on law Individuals with Disabilities Education Act (IDEA) renamed in 1991.IDEA address children with educational disabilities from ages 3 to 21 years of age.An educational disability is a condition that prevents a child from benefiting from his/her education, not necessarily based on a child’s intelligence.Each child has an IEP designed to the child’s unique needs.
28Special Education The Six Principles of IDEA Free Appropriate Public Education (FAPE)Appropriate EvaluationIndividualized Education Program (IEP)Least Restrictive Environment (LRE)Parent and Student Participation in Decision MakingProcedural Safeguards
29Special Education Services Provided Are based on:AssessmentsMultidisciplinary team meetingOutcomes of the IEP meetingIndividual to the childOngoing status reviews of prescribed IEP meetings
30Special Education CSW Role Discuss with the caregiver how the child is progressing in school and if special education services are being providedTalk with the child about schoolObtain school IEP and reports routinelyMeet with the teacher, including attending IEP meetingInclude educational information and progress in court report every time.
31Special Education / Early Childhood Early Intervention Services for Children Age Birth - 5 years with significant developmental delay in the developmental milestones related to:CognitivePhysical (motor, vision, and hearing)CommunicationSocial or EmotionalAdaptiveCondition which may result in severe delays
32Special Education / Early Childhood Children’s Social Workers’ Role If you or the caregiver suspect the child qualifies for Early Intervention Services make a referral to the local school district or regional center for an assessmentBest to make the referral in writingHolder of educational rights must sign consent to authorize the assessmentAn Individual Family Service Plan (IFSP) is the document describing what is needed
34Non Public School (NPS) Definition Non Public Schools (NPS) are private, special education schools certified and regulated by the State, with oversight by the referring school district for full compliance with education codes.The local school districts facilitates the psycho educational assessments and IEP meetings, not the NPS.NPS are often affiliated with a group home. They are designed to meet the needs of a very small population of students when no appropriate public school is available.
35Non Public School Assessment and Collaboration Prior to any Placement in a NPS Per federal education law, a child placed in a group home affiliated with a NPS, cannot attend the NPS without a current IEP which specifically states the child’s needs can only be met in a NPS.If an IEP does not exist, the local school district must provide educational services.The decision to place a child in a NPS is a collaboration of the holder of education rights and the local school district, not the group home or CSW.
36Non Public School CSW’s Role Report to the court the child’s academic progress.Attach to the court report:GradesAttendance recordIEPBEST PRACTICE -Attend the IEP meeting for a student attending a NPS:Participate to develop a plan to transition the child back to a public school.Advocate for dual enrollment. Students can be enrolled in a combination of public and nonpublic school classes.
37Section 504 of the Rehabilitation Act (504 Plan)
38Section 504 of Rehabilitation Act (504 Plan) Definition Section 504 of the Rehabilitation Act of 1973 protects persons from discrimination based upon their disability status. The law provides for accommodations to students who meet specific criteria.This Civil Rights law protects individuals who have a physical or mental impairment, which substantially limits one or more life activities.Funding is not allotted for Section 504 accommodations, which may relate to building and program accessibility.
39Section 504 of Rehabilitation Act (504 Plan) Holder of Education Rights Unlike Special Education, 504 Plans do not require the school to provide an IEP designed to meet the child’s unique needs and provides for the child’s educational benefit.The law requires notice to the Holder of Education Rights with respect to identification, evaluation and/or placement.
40Section 504 of Rehabilitation Act (504 Plan) Criteria for Services The following are examples of qualifying conditions to meet the 504 Plan criteria:AsthmaBehavior ProblemsTourette’s SyndromeEmotional ProblemsObesityDrug and Alcohol Addiction
42SummaryIEP brings together a multidisciplinary team to assess the child’s needs and develop a plan to address educational services.Special Education is the program system that provides the educational services specific to the child in the least restrictive environment.Non Public Schools are specialized schools with services identified in an IEP as essential to the child’s learning.
43SummaryOnly the holder of the education rights can authorize the assessment of the child for special education services and sign the IEP document.CSW has a support role in the process and reports decisions, services, and results to the court.
44ResourcesInternet link to Educational Liaisons for foster youth in local school districtsInternet link to “18 Tips for Getting Quality Special Education Services for Your Child”Internet link to Los Angeles County SELPA directorsInternet link to DCFS public website - Health and Education icon