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IEP Administrative Designee Developed by Contra Costa SELPA 2001-2002.

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Presentation on theme: "IEP Administrative Designee Developed by Contra Costa SELPA 2001-2002."— Presentation transcript:

1 IEP Administrative Designee Developed by Contra Costa SELPA 2001-2002

2 Facilitated by Contra Costa SELPA Staff

3 IEP Administrative Designee 8-28-013 Purpose The purpose of this training is to inform administrators, special education and general education staff of the role of the Administrative Designee during the individual education planning meeting.

4 IEP Administrative Designee 8-28-014 Agenda  IDEA 97  Parent Conference & Student Study Team  Role of the Administrative Designee  IEP Meeting Chair, Role of the Parent and General Educator  Eligibility  Disabilities  Timeline and Assessment  FAPE  LRE  Required Forms  Individual Education Program  Parent Rights  IEP Best Practices  Alternative Dispute Resolution

5 IEP Administrative Designee 8-28-015 Guiding Principles of IDEA ’97  High Expectations and Agency Accountability  Improving Results through the General Curriculum  Education with Non-disabled Peers  Parental Involvement and Partnerships  Increased Efficiency and Flexibility

6 IEP Administrative Designee 8-28-016 Teacher Conference and Student Study Team Opportunities Prior to referral to special education, meet with the teacher(s) individually or in a group to discuss strengths, weaknesses, modifications and accommodations  Identify concerns and needs  Implement and document accommodations  Develop accommodations and options  Review and evaluate impact of modifications and accommodations on the student’s progress

7 IEP Administrative Designee 8-28-017 The IEP Team Members  Parents  General education teacher  Special education teacher  Administrative or designee (Representative of the Local Education Agency authorized to commit LEA resources)  Individual who can interpret assessment results, if sharing assessment  Others (i.e. agency representative)  Student, when appropriate and always included in development of transition plan

8 IEP Administrative Designee 8-28-018 Role of the Administrative Designee at IEP Meetings A representative of the LEA who is:  Qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities  Knowledgeable about the general curriculum  Knowledgeable about the availability of resources of the local education agency

9 IEP Administrative Designee 8-28-019 Administrative Designed Role (cont.)  District/County/ or SELPA employee authorized by responsible district of residence  Authorized to commit district resources  Responsible for: –Eligibility –Free Appropriate Public Education (FAPE) –Least Restrictive Environment (LRE)

10 IEP Administrative Designee 8-28-0110 IEP Meeting Chair  Responsibility for conducting the meeting  Ensure that special education process is followed by the IEP Team  Ensure that the IEP paperwork is completed and returned to the special education office  Explain the Parental Rights to the parent and answer any questions about their rights  Provide copies of assessment reports and IEP to all parties who need them  Follow-up on unresolved issues

11 IEP Administrative Designee 8-28-0111 Role of the Parents  Provide consent to assessment and provision of special education services  Participate in meetings for the identification, evaluation, placement and determination of FAPE  Parents are included in eligibility and placement decisions IDEA ’97 recognizes the importance for parent/school partnerships and non-adversarial dispute resolution. Parents are offered mediation as a voluntary option for dispute resolution.

12 IEP Administrative Designee 8-28-0112 Role of the General Education Teacher  Provide information about the general education curriculum  Identify the need for supplemental aids and supports  Design program modifications  Request support for school personnel  Consider request for positive behavior intervention

13 IEP Administrative Designee 8-28-0113 Eligibility  Specific Learning Disability  Hard of Hearing  Visual Impairment  Speech or Language Impairment  Other Health Impairment  Orthopedic Impairment  Mental Retardation  Traumatic Brain Injury  Emotional Disturbance  Autism  Deaf/Blindness  Deaf  Multiple Disability A disability is listed in Federal law as one of thirteen disability categories, and because of the disability, the student requires special education and/or related services

14 IEP Administrative Designee 8-28-0114 Timeline  15 days: After a written referral is received to develop and offer an assessment plan or formally refuse to assess  15 days: For parents to provide informed written consent

15 IEP Administrative Designee 8-28-0115 Timeline (cont.)  50 days to complete all the following: –An assessment report –Determination of eligibility –An IEP team meeting –A written Individualized Education Plan (if eligible) –Placement recommendations –Parent’s signature (approval)  Expeditious placement  Annual Review one year from date of last IEP meeting, or earlier if necessary

16 IEP Administrative Designee 8-28-0116 Assessment: To Determine Eligibility  Whether a student has a disability  If there is a need for special education and/or related services to benefit from education  Present level of educational functioning and needs

17 IEP Administrative Designee 8-28-0117 Assessment Requires  Parent notice and obtain written consent  The IEP team meets to review assessment and existing information from parents, teachers and others  The IEP team’s determination of additional information needed  Collection of additional information and/or administer tests  A written report by individual assessors or by the team of assessors

18 IEP Administrative Designee 8-28-0118 Reassessment  IEP team discusses need for re-assessment  Parents are notified  Parents must provide written consent to any individual testing  After obtaining written consent, LEA conducts the re-assessment

19 IEP Administrative Designee 8-28-0119 Free and Appropriate Public Education, Definition (FAPE)  Provided at public expense, under public supervision and direction, and without charge  Meets the standards of the State Education Agency  Includes preschool, elementary and secondary  Provided in conformity with the IEP requirements of IDEA’97

20 IEP Administrative Designee 8-28-0120 FAPE Definition (cont.)  Requires specially designed instruction  Meets unique needs of the student with disability  Provides related services when required including: Transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education  Defines the relationship to the general education curriculum

21 IEP Administrative Designee 8-28-0121 FAPE (cont.) Requires that alternative services continue to be made available to suspended or expelled students

22 IEP Administrative Designee 8-28-0122 FAPE (cont.) Alternate Services During Periods of Disciplinary Removal Provide services to the extent determined necessary to:  Enable the child to appropriately progress in the general curriculum, and  Appropriately advance toward achieving the goals of his/her IEP The IEP Team makes this service determination

23 IEP Administrative Designee 8-28-0123 What Does FAPE Mean at the School Level?  It is the agency’s responsibility to immediately procure services and to ensure all services are provided in accordance with IEP goals and objectives  Special education services must be based upon the unique needs of a particular student rather than some “standard or service” offered to every student within a group

24 IEP Administrative Designee 8-28-0124 What Does FAPE Mean at the School Level? (cont.)  Students must receive services on their IEP (Students cannot be placed on waiting lists)  Students who receive special education and related services must have IEPs  The IEP team determines what is an “appropriate education”

25 IEP Administrative Designee 8-28-0125 What Does FAPE Mean at the School Level? (cont.)  For most students an “appropriate education” will include involvement in the general education curriculum  Schools must make FAPE available to students who have been suspended or expelled for more than 10 days in a given year

26 IEP Administrative Designee 8-28-0126 Board of Education of the Hendrick Hudson Central School District, et. al. v. Rowley, et. ux. U.S. Supreme Court 1985 Federal law (94-142 or IDEA) requires a “free appropriate public education” (FAPE) for disabled children. If child is placed in regular classroom, the IEP should be “reasonably calculated to enable child to achieve passing marks and advance from grade to grade.”

27 IEP Administrative Designee 8-28-0127 Rowley (cont.)  Other than this, there is no substantive standard prescribing the level of education for disabled children. There is no requirement to maximize the potential of each disabled child.  The courts are only concerned with whether the agency has complied with the procedural requirements and if the IEP is reasonably calculated to enable the child to receive educational benefits.

28 IEP Administrative Designee 8-28-0128 Least Restrictive Environment The intent of IDEA 1997 is to ensure that children with disabilities receive their education:  In age appropriate environment  With non-disabled peers  In neighborhood schools

29 IEP Administrative Designee 8-28-0129 Least Restrictive Environment (LRE) To the maximum extent appropriate, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the general education environment occurs only when the nature or severity of the disability of the child is such that education in the general class with the use of supplementary aids and services cannot be achieved satisfactorily. Section 612(a)(5)(A)

30 IEP Administrative Designee 8-28-0130 Guidelines for Least Restrictive Placement Decisions regarding participation in general education must be based on Holland v. Sacramento City

31 IEP Administrative Designee 8-28-0131 Holland v. Sacramento City The Four–Part Full Inclusion Test  The educational benefits available to the student in a regular education classroom, supplemented with appropriate aids and services, as compared with the educational benefits of a special education classroom  The non-academic benefits of interaction with children who are not disabled

32 IEP Administrative Designee 8-28-0132 Holland (cont.)  The effect of the student’s presence on the teacher and other children in the classroom  The cost of mainstreaming the student in a regular classroom

33 IEP Administrative Designee 8-28-0133 Key Concepts of LRE  Must be individually determined and based on a student’s individual needs  Applies to all children with disabilities  The general education class is always the first choice  Consideration and use of supplementary aids and services to make the general education class a first and viable choice is required

34 IEP Administrative Designee 8-28-0134 LRE Placements Must  Be based on the IEP which must be developed before the team determines the placement  Be as close to the child’s home school as possible and unless the IEP requires something else, be in a child’s home school  Consider any potential harmful effect on the child or quality of services

35 IEP Administrative Designee 8-28-0135 Forms To Meet Requirements For Documentation  Notice of special education referral  Assessment plan  Notification of team meeting  Learning disability eligibility form (for SLD only)  Current levels of performance, goals and objectives form  Transition plan (14+ years)  Program Description Summary

36 IEP Administrative Designee 8-28-0136 Standards Based Learning  Establish which standards are absolutely essential for students to be successful at next grade level  Students demonstrate mastery of the standard

37 IEP Administrative Designee 8-28-0137 Standards Based Learning  IEP Goals become focused on student achieving Essential Standards –Standards based goals –Skills needed to achieve standards –Accommodations required for instruction  Classroom instruction supported by –General education –Special education –Related services –Materials –Professional training –Support programs

38 IEP Administrative Designee 8-28-0138 Goals and Objectives  Addressing needs for involvement and progress in general education based on standards and benchmarks  Addressing the student’s other educational needs  Written to represent expected progress over a period of one year

39 IEP Administrative Designee 8-28-0139 Goals and Objectives (cont.)  Progress measured by providers  Reporting progress to parents (At least as often as for non- disabled peers)

40 IEP Administrative Designee 8-28-0140 Goals and Objectives (cont.)  Determine whether anticipated progress is being achieved  Meet to revise IEP to address –Lack of expected progress –Results of assessment –Information provided by parents –Anticipated needs and other considerations  Meet and revise the IEP at least annually

41 IEP Administrative Designee 8-28-0141 Present Levels of Performance Stated in narrative form, Present Levels of Performance must include the following: A description of:  the strengths of the student in each area (i.e., speech and language, reading, social skills)  the educational needs of the student that result from the disability  how the disability affects involvement and progress in general education curriculum and/or appropriate activities.

42 IEP Administrative Designee 8-28-0142 Annual Goals  Must reflect the major focus of the content area  Must relate to the general education curriculum’s standards or functional skills curriculum  Must be designed to be measurable  Must be designed to be attainable in one year

43 IEP Administrative Designee 8-28-0143 Objectives Must be written incrementally either by date of accomplishment or in a task-analysis format of simple to complex  Who  Does what  How Presented  How much  Evaluative method  By when  In a logical sequence

44 IEP Administrative Designee 8-28-0144 Transition Plan  By age 14: A statement of transition needs that focus on the student’s course of study  By age 16: A statement of transition services and any interagency responsibilities or needed linkages  By age 17: A statement that the student was advised that all special education rights transfer to the student upon the 18 th birthday (conservatorship)  Age 18: Transfer of rights, however must still notice parents as well as student

45 IEP Administrative Designee 8-28-0145 Continuum of Placements  Instruction in general education classes (with supplementary services if needed)  Service specific classes  Service specific separate classes  Non public schools  State school  Home/hospital instruction  Other

46 IEP Administrative Designee 8-28-0146 Special Factors to be Considered  Behavior intervention and strategies  Language needs: Limited English Proficiency (LEP)  Instruction in and the use of Braille for a visually impaired/blind student  Communication needs and opportunities for a hard of hearing/deaf student  Assistive technology needs for a student who requires assistive devices or services to benefit from education

47 IEP Administrative Designee 8-28-0147 Special Factors to be Considered Goals and objectives are required for any student needing:  Behavior intervention and strategies  Assistive devices or services to benefit from their education

48 IEP Administrative Designee 8-28-0148 Required Content of the IEP: Aids & Services Must enable the child to:  Advance appropriately toward annual goals  Be involved and progress in the general education curriculum  Participate in extracurricular and nonacademic activities  Be educated and participate with other children with disabilities and non-disabled children

49 IEP Administrative Designee 8-28-0149 Individual Education Program When reviewing and revising the IEP, the IEP team must:  At least annually review the IEP to determine whether annual goals are being achieved  Revise the IEP as appropriate to address –Lack of expected progress –Results of reassessment –Information provided by parents –Anticipated needs or other matters

50 IEP Administrative Designee 8-28-0150 Program Description Summary Services determined by the IEP team:  Dates: The start and end of the service  Location: Examples - pull-out to special education resource room (Learning Center) or provided in general education classroom with non-disabled peers  Frequency: At least 30 minutes per week which includes consultation  Duration: For the regular school year

51 IEP Administrative Designee 8-28-0151 Parent Rights  To receive prior notification  To participation in decision-making  To be informed of options  To provide written consent to assessment and special education services  To access an independent educational evaluation, if they disagree with district’s assessment  To access to all records  To settle disputes voluntarily  To Due Process through state level hearing and complaint options

52 IEP Administrative Designee 8-28-0152 IEP Best Practices  Do not simply collect information, consider where it fits in the puzzle.  Do not lose the forest for the trees in assessing the child’s progress. Keep the big picture in mind!  Make sure the goals and objectives match the child’s skill level and abilities.  Be wary of too many goals and objectives.

53 IEP Administrative Designee 8-28-0153 IEP Best Practices  Make sure the goals and objectives are not too general.  Describe skills to be achieved instead of promising levels of achievement.  Make sure each service provider has a copy of at least that portion of the IEP he or she is responsible for implementing.

54 IEP Administrative Designee 8-28-0154 IEP Best Practices  Make sure each service provider knows the evaluation schedule for assessing student progress on goals and objectives.  Make sure the child’s progress toward the goals and objectives is reported to the parents as agreed in the IEP.  Be mindful of the student’s privacy.

55 IEP Administrative Designee 8-28-0155 IEP Best Practices  Listen to the parents’ concerns and expectations.  Communicate with the parents and keep them informed.  DOCUMENT!

56 IEP Administrative Designee 8-28-0156 Alternative Dispute Resolution 1. Resource Parents (Parent to Parent Support) 2. Program Specialists (Placement Specialist Support) 3. Facilitated IEPs 4. Solutions Panel 5. Local Mediation The opportunity to resolve disputes at the lowest level and in the most timely manner under neutral, non-adversarial conditions.

57 IEP Administrative Designee 8-28-0157 Alternative Dispute Resolution Contact the SELPA Coordinator of Dispute Resolution at (925) 827-0949 ext. 13

58 IEP Administrative Designee 8-28-0158 Thank you for your attendance and interest in conducting Individual Education Planning Team Meetings relative to the Individuals with Disabilities Education Act 1997

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