1. Leadership Academy
Special Education

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

3. 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

4. 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

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

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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?

13. 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

14. 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

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

16. 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?

17. 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.

18. 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

19. 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.