1. Student Assistance Team… The Process
Spartanburg School District Six
Fall 2015

2. The Legal Definition Special Education (IEP)
Special education (and all it’s documents) are required by IDEA, the Individuals with Disabilities Education Act.
Under IDEA all public schools are required to provide FAPE to all students, ages 3 to 21, with education-related disabilities in the least restrictive environment
IEPs under IDEA are enforced by the Office of Sp. Ed. of the U.S. Dept. of Education

3. The Legal Definition
504
504 plans are based on Section 504 of the Rehabilitation Act of and are enforced by the Office of Civil Rights.
Section 504 covers ALL students with disabling conditions, where the disabling condition interferes with the students access to educational opportunity (access to/through the building; or curriculum)
Section 504 covers ALL students with disabling conditions, whether those conditions are education-related or not.
Section 504 covers people of all ages and can be considered in all learning environments and workplaces that receives federal dollars (school districts, colleges, companies…)

4. CHILD FIND
Under the child find requirements of the IDEA, all students ages 3 to 21 who are suspected of needing special education and related services must be located, identified, and evaluated at no cost to the parent or student.
Private school students
Home schools
Homeless and migrant students
Charter school students
Adult education students
Students placed in residential facilities by state agencies

5. District of Columbia v. Abramson 493 F. Supp
District of Columbia v. Abramson 493 F. Supp. 2d 80 (District Court of D.C. 2007)
The court found that the home school district in the District of Columbia violated its child find obligation when it declined to continue the initial evaluation of a student due to the student’s placement in a residential therapeutic facility with a private school component in Connecticut. The court ruled that just because Connecticut has a child find responsibility under the IDEA 2004, this does not relieve the home school district in the District of Columbia of its responsibility to evaluate the student and make a free appropriate public education (FAPE) available.
If a school district fails to evaluate a child living within its borders on the grounds that the child attends a private school in another LEA, the school district could end up paying for the child's private placement.

6. Purpose of the Student Assistance Team
Problem-Solve; Problem-Solve; Problem-Solve…
The Team needs to figure out the ins and outs of how each student learns, so that school personnel can:
Work more effectively with difficult-to-teach students
Accommodate for the heterogeneous nature of the regular education classroom
Implement, evaluate, and document the effectiveness of scientific, research-based interventions for students who are struggling
Facilitate communication and collaboration among teachers regarding students that are having difficulty learning in the classroom
The Student Assistance Team is one process of how the District meets the requirements of Child Find.

7. Beliefs that Support Problem-Solving
All children can learn (most to mastery)
All educators are responsible to meet the instructional needs of all students
Parents have vast knowledge about their children and should be partners in the education system
Children should be assisted as soon as concerns arise, before problems grow
NO More Wait to fail!!!!

8. Student Assistance Team Members (Required)
Classroom Teacher
Parent
Speech Therapist
School Psychologist
Special Education Teacher
School Administrator
SAT Chairperson

9. District 6 SAT Process – Summary (typical teacher referral)
Teacher notices a student that is having difficulty.
Teacher contacts parent and notifies them of concern.
Teacher tries to identify the problem and develops intervention strategies and puts in place possible accommodations.
Teacher discusses situation with grade-level peers (or other school resources – speech therapist, school psychologist, reading specialist, special education teacher, counselor) to get more strategies.
Teacher refers the student to the Student Assistance Team.
Team meets…Teacher discusses what they have seen, brings permanent products to the meeting, discusses strategies tried and the results. Parent provides insight into what they have seen at home. Other Team members listen and ask questions. This meeting is led by the classroom teacher.

10. District 6 SAT Process – Summary Continued…
Team determines if screening measures should be used (vision, hearing, speech/language, cognitive, academic, behavioral, developmental) AND decides what team members will conduct a classroom observation (required on all identified problem areas EXCEPT articulation only).
Based on review of records and discussion, SAT puts together an intervention plan - who will complete what (screenings and observations), and when the team will meet again (and what team members are needed at the next meeting).
At next meeting the classroom teacher will discuss student progress and will bring documented data. Team members that conducted screenings and/or observations will share results with the rest of the team. Parent discusses progress from their point of view. Based on old and new data, the Team decides what comes next…additional intervention, continue with same intervention, referral for evaluation.

11. Interventions
If interventions are not working, the intervention must be changed or the Team must proceed with a comprehensive evaluation.
A referral for an evaluation cannot be delayed because the student has not completed an intervention program.

12. District 6 SAT Process (Actual – As written in policy manual)
A. The following steps must be followed prior to referral for evaluation: 1. The classroom teacher recognizes that the student has a problem which is significant enough to warrant a structured look at the student and the learning conditions of the student's environment. The classroom teacher completes Section I of the Intervention Documentation Form. 2. The classroom teacher records on a daily basis, over a period of time, a description of the student's behavior relative to the problem identified in Step 1 and the resulting intervention attempted. 3. The classroom teacher contacts the student's parents or guardian to inform the parents of the particular problem and to solicit any information/recommendation regarding the problem and records a summary of the contact with the parent on Section II of the Intervention Documentation Form.

13. District 6 SAT Process (Actual – As written in policy manual)
4. The teacher selects one or more strategies to implement over a specified period of time in an attempt to help alleviate the problem. If the teacher is having difficulty selecting a strategy that may be successful with the student, the teacher should consult with grade-level peers or other professionals in the school building (i.e. the school psychologist, speech therapist, special education teacher). These strategies are documented by the teacher using Section III and IV of the Intervention Documentation Form and recorded in the Intervention Log.
5. The teacher implements the alternative classroom strategies which he/she has identified in Step 4. During the time‑frame of implementation of these strategies, if the teacher suspects emotional, behavioral, or attention concerns; he/she must maintain documentation on the Anecdotal Record, the descriptions of the student's behavior as it relates to the problem area, for at least ten [10] days in a thirty-day (30) period.
6. If the problem persists even when the teacher has implemented, research-based interventions, the teacher requests a meeting with the Student Assistance Team (Request for a Student Assistance Team Meeting Form, to include, but not be limited to the SAT/Placement Chairperson, school administrator, school psychologist, special education teacher, speech therapist, regular education teacher, guidance counselor, and other members as appropriate.

14. District 6 SAT Process (Actual – As written in policy manual)
* If the initial concern or area of suspected disability is an Emotional Disability; the SAT must consist of a minimum of two (2) school psychologists. The second school psychologist is not required to participate in the initial SAT meeting, however they must complete one (1) of the required classroom observations and participate in the additional SAT meetings.
* If the initial concern, or area of suspected disability is Autism; the SAT must include one (1) additional school psychologist or, one (1) district employed Autism Specialist.
7. The teacher forwards the data collected through Step 6 to the chairperson of the Student Assistance Team, along with the Request for a Student Assistance Team Meeting.
8. The chairperson notifies the parent/guardian that the Student Assistance Team has received a referral for the student and documents the contact on the Intervention Documentation Form. The chairperson also invites the parents to attend the Student Assistance Team meeting and completes the Notice to Parents of Student Assistance Team Meeting.

15. District 6 SAT Process (Actual – As written in policy manual)
9. At the Student Assistance Team meeting, the classroom teacher is responsible for reviewing and presenting information in the student's cumulative folder, anecdotal information, outcomes of scientific, research-based interventions, results of repeated assessments of achievement at reasonable intervals, and work samples and any other data collected to document the reason for referring the student to the Student Assistance Team. The results of previous administrations of statewide, standardized tests and other tests are presented, along with a summary of the student's grades over time.
10. The Student Assistance Team determines additional regular education interventions, to implement (or to continue) in further attempts to resolve the problem and document these interventions and accommodations in Sections III and IV of the Intervention Documentation Form. The members of the Student Assistance Team also determine what other information, should be gathered. A classroom observation (Pupil Observation Form) is required for all students (except for students with articulation concerns only). Vision and hearing screening are not required, but highly recommended for all students. Other additional information that the team should consider include, but is not limited to, developmental checklists, cognitive screening, academic screening, speech-language screening (articulation and/or language), behavioral checklists. The Permission to Screen Form needs to be completed and signed by the parent, indicating which additional information is going to be collected.

16. District 6 SAT Process (Actual – As written in policy manual)
11. The Student Assistance Team Chairperson documents the recommendations of the Student Assistance Team in Section V of the Intervention Documentation Form and asks team members to sign the form each time the Student Assistance Team meets.
12. The team establishes a schedule for implementation and sets a date for a follow‑up meeting. The date for the follow‑up meeting should allow sufficient time for the interventions to be implemented to have a reasonable chance of success as well as time to collect any additional data requested. This usually may mean a two to four week interlude between meetings. However, during the interim, the SAT chairperson is working directly with the teacher and parent and can call for a meeting earlier than scheduled if necessary.
13. The Student Assistance Team Chairperson serves as an overseer to ensure appropriate implementation and integration of the interventions into the student's daily schedule, but it is the responsibility of all Student Assistance Team members to follow through with the recommendations made.

17. District 6 SAT Process (Actual – As written in policy manual)
14. At the follow‑up meeting, the team members that are required to attend, are any members directly providing the interventions to the student, or those members that collected any additional data deemed necessary at the previous meeting. Additional data collected should be recorded on the Screening Results Form. If the problem persists and the team decides that the resources at the building level have been exhausted or have proven unsuccessful in resolving the problem, the team, which must include the parent at this point, will review the interventions attempted and the results of the interventions and decide whether to refer the student for evaluation to determine if it is possible that a disability is present which is interfering with the student's learning program.
* Team may decide that the interventions are working and should continue to be implemented, a comprehensive evaluation is needed in order to determine if the child has a disability under IDEA , or it may be determined that a 504 plan may be more appropriate to address the students needs, if eligible. An evaluation is required for a 504 but does not need to be as comprehensive as an IDEA evaluation – see 504 manual.

18. District 6 SAT Process (Actual – As written in policy manual)
B. The Student Assistance Team Chairperson collects and reviews Intervention Documentation Form, Intervention Log, Anecdotal Record (if emotional or behavioral concerns), Permission to Screen Form, Screening Results Form, Pupil Observation Record, Parent Referral (if needed), Health and Developmental History, Medicaid Release of Information/Consent for Treatment, and the Referral for Evaluation and verifies that all required components of the referral process have been addressed. C. The Student Assistant Team signs the Referral for Evaluation. * After the Referral for Evaluation is signed off by the SAT, the file is forwarded to the Special education Administration to review to ensure that components of a “Comprehensive Evaluation” are met. ** Permission to Evaluate will be attempted to be secured as soon as possible, but no later than 21 calendar days from the date that the Referral for Evaluation was signed.

19. Other Considerations
Parents can initiate the Student Assistance Team process by contacting the classroom teacher or any member of the school. If a parent requests to begin the process; the person contacted by the parent should contact the classroom teacher and the SAT Chairperson at the school and the process begins at STEP 1 (listed previously).
A parent can request a Child Find Evaluation at any time. If a parent requests a Child Find Evaluation to school personnel, District procedures require the parent to 1) complete a Parent Referral Form, and 2) present their concerns to the Student Assistance Team at a meeting. These forms can be obtained from the SAT Chairperson, School Psychologist, or Speech Therapist.
If a parent presents an outside evaluation to a school staff member; the school staff member must bring the report to either the school psychologist or speech therapist. A Release of Information needs to be signed by the parent and an Acceptance of Out-of-District Report Form completed. The SAT and/or 504 Team must convene as soon as possible to determine eligibility for special education or a 504 plan; or to determine if additional information needs to be collected.
If the Student Assistance Team decides not to move forward with an evaluation (as requested by the parent); a Prior Written Notice must be provided to the parent along with a copy of procedural safeguards.

20. 504 vs IEP
Referral Process The process for determining if a child is in need of special education services or 504 services starts off the same.

21. Evaluation Criteria
504
The evaluation draws on information from a variety of sources and is documented
Decisions about the child, evaluation data, and placement options are made by knowledgeable individuals
Requires re-evaluation every 3 years
Requires a re-evaluation prior to a significant change in placement
IEP
Requires a comprehensive multidisciplinary evaluation
Must be reevaluated every three years

22. Eligibility for an IEP and 504 Plan
Must have a disability in one of the following areas: speech or language impairment, orthopedic impairment, specific learning disability, autism, visual impairment (including blindness), hearing impairment, deaf-hard of hearing, traumatic brain injury, developmental delay, intellectual disability, emotional disability, multiple disabilities, or other health impairment.
The disability must adversely affect educational performance and a need for specialized instruction.

23. Eligibility for an IEP and 504 Plan
The student must meet the definition of qualified “disabled” person
A student who has a physical or mental impairment that substantially limits a major life activity.
Major life activities include: walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks.
The disability must adversely affect educational performance and/or full access to all school activities.

24. Accommodation vs Modification
Accommodations are alterations in the way tasks are presented or knowledge is demonstrated that allow students with disabilities to complete tasks Accommodations should not change the expectations of what is expected to be mastered – change in expectations is a modification and not an accommodation Modifications are changes in what a student is expected to learn and changes in how they are expected to demonstrate what they have learned Modifications address the learning requirements of students with identified handicapping conditions that adversely affect their learning

25. Areas for Accommodations
Presentation
Response
Timing
Setting
Testing
Organization
Communication

26. IEP Considerations
Purpose of the IEP is to outline what will be done to assist the student to make effective progress in the general curriculum and in the life of the school.
The parent has the right to accept or reject the proposed IEP in part or in full.
The parents can withdraw their consent at any time in relation to any service or program (Revocation of Consent). This is handled only by Special Education Administrators.
The completed IEP is signed by both the school district and the parent and serves as a contract between the school and the parent.
Doe v. Withers

27. Confidentiality

28. Confidentiality of Student Information is Protected by 3 Laws
FERPA: Family Educational Rights and Privacy Act (Buckley Amendment)
IDEIA: Individuals with Disabilities Education Improvement Act of 2004
HIPAA: Health Insurance Portability and Accountability Act

29. FERPA
This law protects any student information collected and maintained by the school.
Basic Principle: Student information should only be shared with school professionals who have a legitimate need to have the information.
Student information may also be shared with others as long as parental permission is obtained.
Directory Information is excluded.

30. IDEIA (IDEA 04)
IDEIA protects any personally identifiable information on students receiving special education.
Special education information may be shared with students’ current teachers and counselors who have a need to know the information
Special education information may be shared with others only with informed written consent of the parent.
When the information is released with parental consent, there must be a record of who released the information, to whom it was released, the purpose of the release, and the date of the release
Persons who receive any special education information must follow all the safeguards specified in IDEIA for protecting information in their custody; including maintaining the confidential special education records in a locked location within the school building.
For additional information, you can review the Special Education Policies and Procedures manual or contact the Assistant Superintendent of Special Services.

31. HIPAA: Health Insurance Portability and Accountability Act
HIPAA protects personally identifiable medical information on all students as well as adults.
This law allows medical information about a student to be shared only with the written consent of the student’s parent or guardian.
This law protects all health forms as well as Individual Health Care Plans (IHP).

32. Staff Responsibilities
Staff members who receive any confidential information protected by law must maintain the confidentiality of the information.
This includes:
Not discussing the information with anyone who does not have legitimate need to know
Ensuring the security of written documents in the staff member’s possession

33. BREACH OF CONFIDENTIALITY…
Phone Conversations – if others can hear your conversation
Parent Conferences – if others can hear your conversation
Hallway Conversations – If others can hear your conversation
Social Media – if others can determine who are talking about
Meetings – do not discuss contents with others
Teacher to Teacher Conversations in Front of Students