1 Special Education Procedures: Clarification and Reminders University of Washington February 23, 2009 Kristin Hennessey Special Education Ombudsman (360)

2 Agenda/expectations  Introduction  IDEA: a group effort with individual and group responsibilities (PARTNERSHIPS)  General concerns  Issues commonly addressed  Strategies to support improvements  Message routinely relayed  Final thoughts and ideas  Questions/comments

Kristin’s (very important) qualifier… This presentation does not: Take the place of reading the WAC Provide detail on every state special regulation

4 IDEA: Partnership principles (Kristin’s)  Communication skills  Responsibility and ownership  Transparency and honesty  Baseline competence  Willingness to learn more when necessary  Respect, with commitment to equality  Trust  Advocacy and courage

General concerns Many parents are not well informed about how special education works, which leads to misunderstanding about their rights and the rights of their child… … which promotes a sense of powerlessness and helps set the stage for poor communication with school districts. 5

6 General concerns (continued) Basic special education terminology is not well understood by many involved with special education: “Identification, evaluation, placement, provision of FAPE” LRE (appropriate placement) Prior Written Notice Reevaluation (required when, purpose) FBAs and BIPs

7 Terminology … (continued still) IEEs Measureable IEP goals (vs. measureable post secondary goal) Many parents are not familiar with the contents of the Procedural Safeguards document, including dispute resolution options. (Generally districts fulfill their obligation to provide parents a copy, but…)

Other terminology/issues in need of clarification…  Appropriate IEP  Eligibility and referral timelines  Placement/LRE  IEP progress (importance of progress reports)  Transition (hearing more and more…)  Program length  Required IEP team members  Parent participation (“Draft” IEPs, meeting times)

9 More issues (continued…)  Provision of accommodations  WASL participation  Behavior/discipline FBAs (underutilized, not always coordinated with BIP development) Following general AND special education requirements (and informing parents) Manifestation determination meeting  Consent, including revocation

Transition services  Age appropriate transition assessments  Post secondary goal vs.  Measureable IEP goals

Strategies: Learn how find information  Acknowledge when you need more information  Become familiar with WAC A  Look at information in context  Explore the OSPI website (Model Forms)  Explore the US Department of Education website, IDEA: Building the Legacy IDEA  Bookmark some reputable special education related websites (Organize these!)

12 Messages routinely relayed… *COMMUNICATION, COMMUNICATION, COMMUNICATION!  Positive communication, but not instead of meeting federal and state requirements  Good communication does not demand that you always agree. Good delivery never hurts.  Students benefit when you parents have a firm grasp of special education basics  The best special education programs capitalize on the expertise of each IEP team member (“we” language)

13 Messages (continued…)  Parents need to be familiar with the contents of their child’s IEP  Parents need to be familiar with the contents of their child’s most recent three year evaluation It’s a good idea to prioritize (it’s personal)  More is not necessarily better  Resist the urge to become too emotional  Parents need to be familiar with the contents of their child’s IEP (No typo here!!!)

14 Final thoughts and ideas: Better IEP meetings, etc…  Be friendly. Be appreciative. Be positive.  Bring a loose agenda (ahead of time??)  Request and review a draft IEP, if provided.  Bring your: Questions Concerns Ideas  Keep emotions in check.  Arrive prepared! Use IEP meeting time efficiently!!!!!!

15 Ideas (continued)  Be clear about how meeting is ending What you agree on What you don’t agree on Whether or not you will meet again to “finish” the IEP or to resolve areas of disagreement ( Educational Staff : A parent who makes requests or asks questions should not automatically be labeled a “problem parent”!)

16 Quotes to share… “If there is any great secret of success in life, it lies in the ability to put yourself in the other person’s place and to see things from his point of view - as well as your own.” Henry Ford “You can have brilliant ideas, but if you can't get them across, your ideas won't get you anywhere.” Lee Iacocca

17 More quotes to share… “Speak when you are angry and you will make the best speech you will ever regret.” Ambrose Bierce “Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen.” Winston Churchill

18 Final Quote… "The best way to escape from a problem is to solve it.” -- Alan Saporta

19 Links  Special Education (within OSPI website):  Information on Dispute Resolution Options (OSPI website):  Prior Written Notice  CADRE’s “Communicating with Your Child’s School”  Navigating the School System: Interactive PILOT Training (Brain Injury Partners) Presenting clear and concise information about your child:

20 More Links…  Understanding the Special Education Process  A Guide to the Individualized Education Program--U.S. Department of Education. (This was developed prior to passage of IDEA 2004, but is still a good resource for IEPs in general.)  Questions Often Asked by Parents about Special Education Services—NICHCY. (This was prior to passage of IDEA 2004, but still provides good information about special education in general)  IDEA information

21 Questions/comments???