Leadership Academy Special Education

Some Big Concepts Free Appropriate Education (FAPE) All special students have a right to FAPE Least Restrictive Environment (LRE)

Key Concepts To the maximum extent appropriate children with disabilities are educated with children who are not disabled.   Evaluate in all areas of suspected disability When evaluating a student to determine special education eligibility, testing must be done in all areas of suspected disability

Continuum of Special Education Services (LRE) The options shall include but not limited to: Regular education programs Resource Specialist programs Collaboration Pullout Special Day Class- Severe or Non-Severe

Continuum of Special Education Services (LRE) Separate Schools-Alessandro for Example Non-public schools State Schools- CSDR for example Residential Placement

Designated Instructional Services (DIS) DIS Services include but are not limited to: Adaptive Physical Education Audiological Services Counseling Health/Nursing Transportation Occupational Therapy Physical Therapy Speech and Language

The IEP Team: Parent or Representative Regular Ed. Teacher Specialist Special Education Teacher Administrator/Designee Student (if appropriate) (LD) Someone knowledgeable about assessing for LD. Invited individuals with knowledge or expertise Transition: Agency representatives

Role of Administrator in IEPs The representative of the Local Education Agency is: Knowledgeable about the general education curriculum Knowledgeable about the resources of the LEA Authorized to commit resources Responsible for: Eligibility FAPE LRE

Role of Administrator in IEPs Qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities Able to manage the meeting as to assure a non-adversarial and collaborative IEP Able to help the team stay on the agenda and move through the IEP in a timely manner

Eligibility Prong 1: Child must have at least one disability enumerated in State/Federal Law Intellectual Disability Hard of Hearing Deafness Speech or Language Impairment Visual Impairment Emotional Disturbance Orthopedic Impairment Other Health Impairment Established Medical Disability (3 and 4 year olds only) Specific Learning Disability Deaf-Blindness Multiple Disability Autism Traumatic Brain Injury

Eligibility Prong 2: Student receiving instruction and services which cannot be provided with modification of the general education program.

Questions Question: What is role of student study team?   Question: Who determines if a student is eligible for special education? How is that decision made?

Who is Not Special Education Eligible   Student whose educational needs are due primarily to: Limited English proficiency Lack of instruction in reading or math Temporary physical disabilities Social maladjustment Environmental, cultural or economic factors

Individualized Education Program (IEP)  All special education students must have an IEP IEP’s are modeled on contract law and enforceable Both parents and school districts have access to due process if they cannot agree on the contents of the IEP IEP’s must be reviewed at least annually Either the parent or District can propose additional IEP meetings At least every three years, IEP teams must reevaluate students in all areas of suspected disability

Educational Benefit Assessment Determines Present Levels Present levels help develop goals Goals help the team determine appropriate placement in the LRE

Special Education and Discipline Special education students can be disciplined for conduct that is not a manifestation of their disability. The IEP team must conduct a Manifestation Determination when an incident may result in a “change in placement.” An expulsion or 10 or more cumulative days of suspension are considered potential “changes in placement.” Manifestation Determination Question: Did the student’s disability directly cause the behavior? Did the District’s failure to implement the IEP result in the behavior?

Special Education and Discipline IEP Team responsibility to manage behavior Students with chronic behavior problems should have a behavior support plan. If the plan is not effective, it should be revised. If the student is approaching 10 cumulative days of suspension, the IEP team should propose conducting a Functional Behavior Analysis.

Managing Collective Bargaining Agreement Special Education Caseload Specialized Day Classes-Contract Limits? Resource Specialist Caseload = 28 students Monitoring caseloads is a joint responsibility Contact special education department if approaching caseload maximum

What aspects of special education should administrators focus on?   Own your special education programs. Assume that many research-based instructional strategies also apply to special education programs. Monitor timelines. Most mandated activities in special education have timelines. If an existing IEP is inappropriate or cannot be implemented, call an IEP meeting and renegotiate the document. Request training for your staff or technical assistance when that is needed. Alert the special education department when a parent may file a complaint or require a due process hearing.