 Samples copies of… › Parents’ Rights › Meeting Notices › Agendas › 504 Report › IEP Report

 504 › General Education › Unfunded Mandate › Committee Decision › Disability Driven › Data Driven (formal testing not required) › American Disabilities Act (ADA) › Grade Level Curriculum › Accommodations › Review Meeting › Exited From Services › Report itself minimum 4 pages  IEP › Special Education › Funded Mandate › Committee Decision › Disability Driven › Data Driven (formal testing required in areas of concern) › Parent consent required for testing and placement › Individuals with Disabilities in Education Improvement Act (IDEIA) › Modified Curriculum › Specialized Instruction › Annuals, Triennials, Special Requests › Exited From Services › Report itself minimum 15 pages

 Does the student have an impairment or disability?  Does it impact a major life activity?  Is the disability “substantially” limiting?  Because of the disability, can the student access the curriculum as well as his/her non- disabled peers?  All of this information must be based on a body of evidence

 Has sufficient and appropriate evaluations been completed, documented, and considered to determine the presence of a disability?  Is the student performance due to lack of instruction in reading or math? (attendance)  For the student whose primary language is other than English, is limited English acquisition the primary cause of the learning problems?  Can the student receive reasonable educational benefit from general education alone?  Does the student have a disability as defined in the State Rules for the Administration of the Exceptional Children’s Education Act?

 A school team of people knowledgeable about the student, the suspected or diagnosed disability and the possible supports needed  The team varies slightly depending on the student  Core members at William Roberts include: Trich, Sarah, classroom teacher(s), parent(s)

 A team of people knowledgeable about the student’s performance, especially in suspected areas of difficulty  REQUIRED members: › Case manager (either SLP or SpEd teacher) › A second SpEd team member (for formal eval years) › Any other SpEd team members providing services › Parents › At least one classroom teacher

 Qualify in one or more of 14 categories  Rigorous data must be collected for qualification (see RtI binder for 1 page descriptions from the beginning of the year)  Each area has very different qualifications  Students who qualify receive specialized instruction in qualification area, accommodations and related services

 Case managers are always Special Education Teachers and/or Speech Language Pathologists  Related Service Providers are School Psychologists, Social Workers, Occupational Therapists and/or Physical Therapists  Each service provider provides specialized services in one or more areas: directly inside the classroom, directly outside the classroom or on a consultative basis (this does not happen often)

 Accommdations are adjustments made in the classroom or school to assist the student in “accessing the curriculum” as adequately as his/her non-disabled peers  Designed in accordance with the impact of the disability  Accommodations do not change the grade level standard, just how the student accesses and demonstrates mastery of the material

 Shortened assignments  Extra time on tests/assessments  Read tests aloud  Providing an extra set of books at home  Preferential seating  Planner/organizer  Sensory motor breaks  Allowing a student to use a computer for written assignments  Providing study guides prior to introducing new material  Providing a peer tutor/helper  Accessing technology to produce/submit written work  More frequent verbal prompts  Scribe for a temporary physical disability  Copy of notes

 Can a student be on an IEP and a 504 plan simultaneously?  How do we “honor” an IEP/504 plan from out of state?  How do you “dismiss” a student from an IEP/504 plan?  If a student does not qualify for Special Education, does he/she then qualify for a 504?