Shelton School District Special Services School Board of Directors Presentation Special Education Overview October 26, 2010 Presented by: Ed Born Director of Special Services

Individuals with Disabilities Education Act (IDEA) – General Overview of Special Education Law In 1975 Congress passed Public Law 94-142, the Education for All Handicapped Children Act (EHA). This federal law guarantees a free appropriate public education to all children with disabilities referred for or determined eligible to receive special education services. In 1990 PL-94-142, EHA was reauthorized by Congress and the Act was amended and became the Individuals with Disabilities Education Act (IDEA). In 1997 IDEA was amended and reauthorized and became know as the 1997 IDEA Amendments. In 2004, the Act was amended and reauthorized and became know as the 2004 Individuals with Disabilities Education Improvement Act (IDEIA).

Services for children 3 to 21 years of age. What Prompted 94-142 – The Education of All Handicapped Children’s Act? Congress found that some students were excluded entirely from public education while others were permitted to attend, but were denied appropriate educational services. Still others were denied a successful educational experience because their disabilities went undiagnosed. There are several parts to IDEA: Part A-General provisions Part B – Services for children 3 to 21 years of age Part C-Birth to 3 Part D – National activities to improve education of children with disabilities. The main focus of this presentation is: Part B of IDEA – Services for children 3 to 21 years of age.

WAC 392-172A-01005 Purposes of WAC 392-172A-01005: Implement chapter 28A.155 RCW consistent with the Individuals with Disabilities Education Act, 20 U.S.C. Sec. 1400 et seq.; Ensure that all students eligible for special education have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; Ensure that the rights of students eligible for special education and their parents are protected; Assist school districts, educational service agencies and federal and state agencies to provide for the education of all students eligible for special education; and Assess and ensure the effectiveness of efforts to educate students eligible for special education.

Basic Principles of IDEA Free Appropriate Public Education (FAPE) is the provision of regular or special education and related services that are designed to meet the individual educational needs of disabled persons as adequately as the needs of non-disabled persons are met Childfind/Referral Appropriate Evaluations Individual Education Program (IEP) Least Restrictive Environment (LRE)

Basic Principles of IDEA Related Services Parental Rights in All Phases of Programs Extensive Procedural Safeguard (Due Process and Compliant Procedure) Discipline, Stay Put Rule and right to continued FAPE, Manifestation determination, functional behavioral assessment; behavior intervention plan; interim alternative education setting Surrogate Parents

Who Is entitled to “free appropriate public education (FAPE)?” “Child with a Disability Under the Statute – 20 USC section 1402(3) means a child with: mental retardation; hearing impairments, including deafness; speech or language impairments; visual impairments, including blindness; serious emotional disturbance (referred to as “emotional disturbance”); Orthopedic impairments; Autism; traumatic brain injury; other health impairments; specific learning disabilities; or developmental delays for children aged 3 – 9, at the discretion of the State or local educational agency and who, by reason thereof, needs special education and related services.

Age of Eligibility All children with disabilities between the ages of 6 and 18 All children with disabilities between the ages of 18 and 21, if consistent with state law or practice, the order of any court and to the extent that State law does not require that special education and related services be provided to children with disabilities who, in the educational placement prior to their incarceration in an adult correctional facility were not actually identified as a child with a disability or did not have an IEP. All children with disabilities age 3 to 5, consistent with state law or practice or the order of any court.

What is Free Appropriate Public Education? Special education and related services that; have been provided at public expense, under public supervision and direction, and without charge, meet the standards of the State educational agency, include an appropriate preschool, elementary, or secondary school education in the State involved, and are provided in conformity with the individualized education program (IEP).

Definition of “Special Education” “Special Education” is: Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and instruction in physical education.

Definition of “Related Services” Transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, psychological services, physical and occupation therapy, recreation, including therapeutic recreation, social work services, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education and includes the early identification and assessment of disabling conditions in children.

What is Least Restrictive Environment? To the maximum extent appropriate, children with disabilities are educated with children who are non-disabled; and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

What is the Individual Education Plan (IEP)? A statement of the child’s present level of educational performance, including (1) how the child’s disability affects the child’s involvement and progress in the general curriculum; or (2) for preschoolers, how the disability affects the child’s participation in appropriate activities; A statement of measurable annual goals, including benchmarks or short-term objectives, related to (1) meeting the child’s needs that result from the disability to enable the child to be involved in and progress in the general curriculum; and (2) meeting each of the child’s other educational needs that result from the child’s disability. A statement of the special education and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child (1) to advance appropriately toward attaining the annual goals;(2) to be involved and progress in the general curriculum in accordance with the above and to participate in extracurricular and other nonacademic activities; and (3) to be educated and participate with other children with disabilities and nondisabled children in these activities.

What is the Individual Education Plan (IEP)? An explanation of the extent, if any, to which the child will not participate with non disabled children in the regular class activities; A statement of any individual modifications in the administration of state or district wide assessments of student achievement that are needed in order for the child to participate in such assessment and, if the IEP team determines that the child will not participate in a particular state or district wide assessment of student achievement, a statement of: (1) why that assessment is not appropriate for the child; and (2) how the child will be assessed; The projected date for the beginning of the services and modifications and the anticipated frequency, location and duration of these services and modifications.

Initial Evaluation Purpose of initial evaluation is to determine qualification for special education services. Initial evaluations are completed for students newly referred to special education. Initial evaluations are in effect for three years. Initial evaluations are completed by the special education Group of Qualified Professionals – GQP.

Re-Evaluation Re-evaluations are completed for students that have previously been qualified for special education. Each special education student must have a re-evaluation every three years to re-qualify them for special education services. The re-evaluation is completed by the special education Group of Qualified Professionals – GQP.

Discipline and the IDEA Student IDEA disciplinary rules are triggered by a: “change in placement.” Removal for more than 10 consecutive school days. IDEA student has been subjected to a series of removals that constitute a pattern of removal a. Because the series of removals total more than 10 school days in a school year. b. Because the student’s behavior is substantially similar in behavior in previous incidents that resulted in the series of removals; c. Because of such additional factors as the length of each removal; the total amount of time the student has been removed; and the proximity of the removals to one another.

Mason County Special Services Cooperative The Cooperative consists of 4 school Districts Grapeview School District Mary M. Knight School District Shelton School District Southside School District

Mason County Special Services Cooperative Consists of two types of Cooperatives Individual Student Cooperative Cooperative serves students who are severely developmentally disabled. These students are served in the Shelton School District. Itinerant Services Cooperative Cooperative provides itinerant personnel (School Psychologists, SLP, OT/PT) to the outlying districts.

Numbers of Students Served at Each District May 2010 P223H Report Grapeview = 21 Mary M. Knight = 14 Shelton = 722 Southside = 23 Total students served = 780

Special Education Programs and Services Birth to Five Services: Birth to Three Program Developmental Preschool Program ECEAP K-12 Programs: Behavior Management Program Developmentally Disabled Program Resource Room Program (mild, moderate, disabled in class program with support)

Shelton School District Special Education Programs Birth To 3 – 16 3 – 5 years of age – 52 Kindergarten – 5th - 276 Bordeaux – 78 Evergreen – 91 Mt. View – 107 OMS 6th – 7th – 96 OBJH 8th – 9th – 90 SHS 10th – 12th – 160 CHOICE 9th – 12th - 31

Special Education Funding 2010 School Year Revenue State Special Education Revenue – 71% Federal Special Education Revenue – 18% Cooperative generated Special Education Revenue – 2% Special Ed ARRA Revenue – 9%