1. Elementary Special Education Reminders & IEP Development
August 23, 2011

2. Setting up the IEP meeting
Check files to determine date of current IEP and set up dates for subsequent IEP meeting(s). Must meet on or before IEP due date
Check with School Staff to see availability of dates near the IEP due date: Look at the type of service page of the IEP and contact all of the related service personnel (e.g., Speech Therapist, OT, PT, etc.).
Document on Parent Contact Sheet:
Document the various dates offered to the parent, as well as the times offered for the IEP meeting. Document the parent agreed to the date and time. Let the parent know you will send a Notification of Meeting with a Draft copy of the IEP several days prior to the formal subsequent IEP meeting.

3. When IEPs Must Be In Effect?
Move-In Students:
Review IEP received from previous district. If there is something on the IEP that may be different than the services we provide and we are not in agreement to implementing the IEP as written or the parent is also in disagreement with the previous IEP, then we MUST conduct an IEP meeting within 10 School Days to amend the IEP.
If we are in agreement to previous district’s IEP, and we have contacted the parent who states they are also in agreement with previous IEP, then document on parent contact, AND send Written Notice. No meeting is required

4. If Additional Information Is Necessary
If additional information or new evaluations are necessary before a final placement decision can be made, an Interim IEP [good for 30 calendar days] may be written to ensure continued services. All procedures remain the same (e.g., Parent Contact for meeting date, Notification of Meeting, draft Interim IEP sent home, formal meeting, Written Notice).
When evaluations are complete or other information is received, then develop the subsequent IEP based on the current data gathered within 30 days of the Interim IEP date.

5. No Current IEP
Parent states the student was on an IEP at the previous district, but there is no IEP. Please contact the previous district to confirm the student was on an IEP. Request the district fax you the current IEP and current testing. (Note: Some parents confuse the term “special” with PE, Music, Art)
No parent signature is required under IDEA to release confidential information from “public” school to “public” school.
ANY outside agency or private school REQUIRES parent signature for release of confidential information

6. If a student has a primary disability of the following sensory deficit, please contact:
Anne Parrett for students who are Blind or Visually Impaired
Diana Weed for elementary students who are Deaf or Hearing Impaired
Rita Vickery for pre-k or elementary students who are in need of an interpreter or assistive technology equipment to amplify their hearing.

7. Additional Assistance
Jenny Cody: Coordinator of Special Education (TA IIs)
Bobette Moisant: Technology Consultant (SEAS)
Susan McHugh: Speech Language Pathologist Consultant/Facilitator
Karen Ruth Jackson: Child Find School Psychologist at Special Services
Megan Moore: Special Education Program Specialist
Patricia “Patty” Lane: Transition Consultant (mainly works with secondary, but provides outside agency resource information to disseminate to parents: e.g., DDSD). I

8. Questions about what to do?
Vertical Consultants
Debbie Biechler
Memorial
Cimarron
Chisholm
Clegern
Clyde Howell
Orvis Risner
Russell Dougherty
Will Rogers
Dr. Deborah Schovanec
North
Cheyenne
Sequoyah
Centennial
Cross Timbers
Ida Freeman
John Ross
Northern Hills
Deborah Hooper
Santa Fe
Central
Summit
Angie Debo
Charles Haskell
Sunset
Washington Irving
West Field

9. Review IEP Paperwork in File
Check Demographic Data in SEAS (MUST match paperwork: Make sure Name of Student is complete including Middle name. Address and phone numbers are updated. Correct building site name, site code; and TOR has your name on the line if you are the IEP Teacher of Record
2) Primary and Secondary Disability Codes coincide with current paperwork in file: The Primary Disability Code is the Category of disability. The Secondary is the related service. Make sure MEEGS (last page with signatures) matches the Primary Code is SEAS. Please NOTE: Primary and Secondary Codes can not match (e.g., Primary Code 7 and Secondary Code 7 can NOT be entered). A child who is ED (7) can not get funding for counseling (7) since this related service is already weighted in the formula. You can have a student with Primary Code of 7 and a Secondary Code of 8 (means a student Primary Disability is ED with a Related Service of OT).

10. Developmental Delay 3 to 9 years old
DD: Code 15………………..Age range is
3 to 9 years old
Must also have a SUSPECTED Code entered in SEAS
Due to the Lindsey Nicole Henry HB 1744 we must document the Primary and the Suspected, (plus the Secondary Disability IF the child has a related service listed on the IEP) on the last page of the MEEGS, and in the DEMOGRAPHIC Screen in SEAS

11. Child Outcomes Summary Forms: Aged 3* Through 5
Does not require a formal IEP Meeting.
However, it is often conducted within a formal meeting especially the initial entry
Initial IEP must include Outcomes: Preschool Entry Ratings
Just before the child turns
6 years old the IEP team
Must include Outcomes:
Preschool Exit Ratings
Note: A Preschool Exit must also be completed if the child moves away prior to turning 6 yrs. old or is dismissed from IEP.

12. Below is an example of the Child Outcomes Summary Entry form to bring to the initial IEP meeting if the child is within the age range of 3, 4 or 5 years old. Child Outcome rating is not required IF the child’s 6th birthday is within 6 months.

13. Summary of Relevant Results on the Child Outcome rating forms
Please document current data in the boxes of the Child Outcome Forms.
This data supports and justifies the reason the team is determining to what extent the child displaying age-appropriate functioning of a skill:
1 = Not Yet
3 = Emerging
5 = Somewhat
7 = Completely

14. Rating 1 - 7
Not Yet: Child’s skills and behaviors do not yet include any immediate foundational skills—functioning much younger.
Between Emerging and Not Yet
Emerging: Child’s skills and behaviors include immediate foundational skills—functioning like a younger child
Between Somewhat and Emerging
Somewhat: Child’s functioning is a mix of age appropriate and not appropriate functioning—slightly younger child.
Between Completely and Somewhat
Completely: Child shows functioning expected for his or her age in all or almost all everyday situations—functioning appropriate for his/her age.

15. Preschool Entry
Also remember if the child moves to Edmond from another district already on an IEP….even if the other district completed a Child Outcome Summary Entry form, we have to do another Child Outcome Summary Entry form. Do not use the “exit” rating from the other district or Sooner Start…to obtain the child’s current “entry” rating. The Edmond/Parent IEP team needs to use any current data and observations to make new ratings for the entry form.
If the student moves to our district and is within 6 months of turning 6 years old then do NOT complete the Child Outcome Entry Form

16. Preschool Exit
Complete on or before child’s 6th Birthday Note: May complete exit prior to age 6, but within 3 months of the child turning 6 years. When to complete an Exit Form: 1) Student moved away 2) Student exited off an IEP due to making progress 3) Student exited off an IEP due to parent revoking consent

17. 45 School Days Initial Evaluations Only
Timeline from Initial Parent Consent Date to Initial Eligibility on the Signature Date of the MEEGS
45 School Days
Initial Evaluations Only

18. How many days do we have from the initial eligibility determination to the IEP date?
Within 30 calendar days of the date the team signs the eligibility form making the determination that the child needs special education and related services on the last page of the MEEGS…
…Many times the initial eligibility MEEGS meeting is on the same day as the Initial IEP meeting, but you do have 30 calendar days.
Section (c)(1): “Initial IEPs; provision of services. Each public agency must ensure that—A meeting to develop an IEP for a child is conducted within 30 days of a determination that the child needs special education and related services.”

19. Where does the Primary Disability come from?
MEEGS (OSDE Form 5)
Multidisciplinary Evaluation and Eligibility Team/Group Summary
Last Page of the MEEGS: Write out what the team determines is the “suspected disability” under the “Conclusions” for Developmental Delay; otherwise, if older than 9 years old list the Primary Disability.
Primary Disability is Not based on the program the child attends.
Every time the team changes the category we
must update that information in SEAS

20. IEP Meetings
Welcome to Part 2 of our modules on the IEP---the individualized education program. Part 1 looked at the contents of the IEP and who serves on the IEP team that develops this very important document in the life and education of a child with disabilities.

21. IMPORTANT
Get with the Principal, Counselor, General Ed Teacher(s), other IEP members as necessary (Speech, OT, PT, Consultants, etc.) and set up dates for Subsequent IEP meeting for the whole school year, as well as any re-evaluations that are due speak to the School Psychologist who serves your building site.

22. Scheduling the IEP Meeting
The School District must:
take steps to ensure that one or both parents are present at each IEP Team meeting
notify parents early enough to ensure that they will have an opportunity to attend
schedule an IEP meeting at a mutually agreed on time and place (Document on Record of Parent Contact) all the different optional dates/times; and
Send parents OSDE Form 6 Notification of Meeting
IDEA Regulations
Section
Parent Participation

23. Notification of Meeting
If coming from Sooner Start we must document by mailing a separate Notification of Meeting form addressed to Sooner Start staff. Keep copy of this separate Notification in the file.
Sooner Start serves children birth through 2 years old.

24. Can we conduct a staff meeting without the parent?
YES
IDEA Regulations 2006
Section (b)(3): “A meeting does not include informal or unscheduled conversations involving agency personnel and conversations on issues such as teaching methodology, lesson plans, or coordination of service provision. A meeting also does not include preparatory activities that public agency personnel engage in to develop a proposal or response to a parent proposal that will be discussed at a later meeting.
What to bring to Staff Meeting: If initial or re-eval, School Psych brings test results/report and together staff give ideas to develop a draft IEP (if eligible). If subsequent IEP, then bring a draft IEP to the staffing for everyone to review and give input.

25. Not a Federal Law Requirement
Send Draft IEP Home with Notification of Meeting
Giving the parent a draft copy prior to the IEP meeting will help facilitate the meeting, plus the parent will have time to review the proposal of services and goals suggested prior to the IEP meeting date.

26. Parent Participation at the Meeting
May we hold the IEP meeting without the parent in attendance?
Section (c)(3)(4)
Yes, if we are unable to convince the parents to attend.
Document that you offered a telephone conference to include them in the meeting.
If you are unable to convince the parent to attend: Keep detailed records on the Parent Contact sheet of attempts you made to arrange a mutually agreed-on time and place for the meeting---offering the parent a variety of dates and times to choose from.

27. If the parent does not show
Section
Complete OSDE Form 8 “Written Notice to Parents”---Copy all paperwork completed within the meeting and mail to parents. Include a copy of Parent Rights and Survey (Contact Special Services for additional parent survey).
Send Written Notice to Parents After every meeting
(For example: obtaining consent for evaluation (OSDE form 4), subsequent IEP, amending IEP, etc.)

28. Excusing a Member from Attending the Meeting
Being “excused”—IDEA Reg Section (e)(1)
When a member of the IEP Team’s area is NOT being modified or discussed, the member may be excused from attending the meeting, in whole or in part, under two conditions:
Parents and school must agree that the member’s attendance is not necessary
Parents’ agreement (and the school’s) must be in writing (use Parent Consent OSDE form 4)

29. Excusing a Member from Attending the Meeting
May a certain member of the IEP Team be excused if his or her subject area is going to be discussed?
Yes, if:
Parents and school consent to excuse the member
Member submits, in writing to the parent and the IEP Team, input into the development of the IEP before the meeting
Use Parent Consent (OSDE form 4)

30. Amending IEP w/out Meeting
Section (a)(4)
If parents and school want to amend or modify the IEP, does the team have to actually, physically, meet?
No, not necessarily, but subject to certain conditions

31. When can changes be made w/out an IEP meeting?
Pre-requisite: A current Subsequent IEP is already in place
Only when changes are being made to the child's IEP after the annual IEP Team meeting has been held for a school year
Only when parents and school agree not to convene the meeting (document on Record of Parent Contact)
Only if parents and school, instead, develop a written document to amend or modify the child’s current IEP and copies are mailed home, plus given to every school IEP member.
Not allowed for “subsequent” or annual IEP
Example: Add or Delete program modifications or accommodations used in testing

32. Need Parent Consent OSDE Form 4
Amending the IEP
Need Parent Consent OSDE Form 4
If the Subsequent IEP is already in place and the IEP team meets to amend or modify the IEP at a later date, then have the parent sign OSDE Form 4 Parent Consent prior to making the change. Do not copy off a full IEP again. Give parent copy of front page and the page amended. However, if they request a full copy, please provide 1 copy.
Initial and date the specific change on IEP
Mark on the front page the date the IEP was amended or modified. Complete Written Notice to Parent OSDE form 8 and offer Parent Rights

33. A waterfall of information?
The IEP Meeting Checklist
Record of Access (Sign-in)
A copy of Parental Rights and the Official Parent Survey Form
Current Draft and previous Subsequent IEP to close out previous goals and objective
Parent Consent form (if someone might need to leave meeting or if a re-eval will be discussed or amending IEP)
IEP Papers that are additional:
ESY checklist for determination
Checklist for Alternate Assessments
For students ages 3-5 the Preschool Outcomes Entry or Exit form
A waterfall of information?
What to take to every meeting?:
Written Notice to Parent
OSDE Form 8

34. Ensuring Parent Participation
We [the school district] must take whatever action is necessary to ensure that the parent understands the proceedings of the IEP Team meeting and understand their Parent Rights…
…including arranging for an interpreter for parents…
who are deaf, or
whose native language is other than English
§ (c)

35. Developing the IEP together with parents
The starting point or baseline from which to measure progress toward the annual goals…
Present Levels:
Current Assessment Data:(may include results of OCCT/EOIs, RtI Universal Screening and progress monitoring data, Psych Eval, Educational Eval, classroom assessments, transition/interest assessments….anything within a year).
Objective Statements (describing how the disability affect’s the student’s involvement and progress in the general ed curriculum, postsecondary transition, daily living skills, etc. List disability, age, program currently placed, describe academic/behaviors).
Information should be factual and measurable
Present levels should connect with all components throughout IEP (Include related services)

36. Strengths & Anticipated Effects
List Strengths AND write one statement about the anticipated effects
EXAMPLE: Strength of the child …attendance and math
Sally’s good attendance will support her growth in learning; providing fidelity to improve her reading skills to assist her in being successful in the general curriculum.
Sally’s strength in math fluency will help her with applied problems

37. Educational Needs
These areas are to be considered in determining measurable annual goals and short-term objectives or benchmarks:
Reading
Math
Behavior
Articulation
Language

38. Special Factors to Consider
IEP Team must consider special factors associated with:
Must document how this students behavior will be addressed: develop a Positive Behavior Intervention Plan
Section (a)(2)
In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies to address that behavior

39. Special Factors to Consider
Language and communication needs of children with Limited English Proficiency (aka, ELL)

40. Special Factors to Consider
Contact Diana Weed or Rita Vickery
Special Factors to Consider
Communication needs of all children, with particular emphasis on children who are deaf or hard of hearing

41. Special Factors to Consider
Often times contact a related service provider for consultation
Special Factors to Consider
Regardless of the child’s disability, the IEP Team must consider:
Whether the child needs assistive technology devices and services

42. Please consult with OT, PT, Speech, as well as one of the Special Services Consultants regarding AT Devices
Slant Boards
Adaptive keyboard (do NOT list specific brand names like Alpha Smart)
Visual schedule/written schedule
Sound Field System
Augmentative communication device

43. Special Factors to Consider
Contact: Anne Parrett, Consultant
Special Factors to Consider
Instruction in Braille and the use of Braille for children who are blind or visually impaired

44. If any box is checked “YES”
Must explain determinations as to whether services are required in the IEP and how these special factors will be addressed to meet the child’s needs:
List out the type of assistive technology devices, or any other type of items to explain the special factor(s), or write “see attached Behavior Intervention Plan”

45. Parent Concerns
Encourage parents to write their concerns down in their own handwriting. This prevents any miscommunication of their concern.
Make sure to address parent’s concern in writing somewhere on the IEP (either through the goals, or in modifications, or Comment Form, or wherever applicable).
It is best practice not to leave this area blank. If parent has no concerns, then ask the parent to write down that they have no concerns, as well as that they are pleased with their child’s program placement and progress.

46. Measurable Benchmarks or Short-term Objectives
Parent Concerns about specific academics….
Address through the Goals
Must be addressed in writing somewhere on the IEP.
Measurable Benchmarks or Short-term Objectives
Who
Will Do What
Under What Conditions
&
How Well
Must be at least two objectives/benchmarks per goal

47. Short-Term Objectives/ Benchmarks
Who: The person who will perform the behavior
Will do what: The specific, measurable, and observable behavior or skills to be performed, including a verb that tells what the learner will do
Under what conditions: This may indicate what specific assistance or help will be given to the child to accomplish the skill. Conditions also include settings or circumstances in which the child will perform the skill or additional criteria; and
How well: The child must successfully perform the skill listed in the objective or benchmark to accomplish the progress criteria, milestones, or steps for meeting the annual goal. This could be expressed in fractions, percentages, frequency rates, CBM scores, or phrases.

48. Standards-Based IEPs
When utilizing the goal banks in SEAS there are options for selecting from PASS (soon to be “Common Core State Standards/CCSS”), or CARG-A Standards, make sure to edit the goal and objective in order to make them measurable.

49. IEP—Goals & Objectives Page
How will the extent of progress toward annual goals be measured?
Examples
Data Sheets/Graphs
Curriculum Based Measurements (DIBELS/ AIMSweb)
Observation
Work Product
Inform Parents of progress as often as parents of non-disabled students. Describe How and How Often this will occur.
Goal/Objective
Progress Report
Every 9 weeks
Extent of progress toward achieving the annual goals by the end of the year.
Progress should be documented numerically using percent, number achieved or other calculation

50. Parents will be Informed regarding progress of Goals
As often non-disabled students receive a report card, but some IEP teams may determine a more frequent time frame on progress reports of the goals/benchmarks/short-term obj.
List specific assessment tool or checklist or data collection or Pre/Post Tests
Do not use “Report Cards” unless
on a monitor IEP—the progress is reporting
the specific goal not the class grade.
Do not use observation unless you have
data to show to document the observation

51. Elementary Progress Report
1st Quarter
Date
Level
2nd Quarter
3rd Quarter
4th Quarter
ESY
If we wrote the IEP in the middle of the 2nd and 3rd Quarter, where would we start the next progress report?

52. Type of Service Type of Service Co-Teaching Consultation
Consultation with Monitoring
Direct instruction in a Mild Resource Room for…… Math, English and Language Arts
In this module, we're going to look more closely at the IEP and the process by which a child's IEP is developed. Here, you can learn everything you've always wanted to know about IEP team meetings and what goes on there. Can you name 3 things you think we'll talk about?
We'll also take a look at something new under IDEA multiyear IEPs.
And finally, what does the law have to say about reviewing a child's IEP? What's involved in revising it? We'll take a look at these two important parts of the IEP process, too.

53. Do Not include Re-Evaluations as a related service
Related Services
Speech Language Therapy
Occupational Therapy
Physical Therapy
Counseling
Transportation
Audiology
Some students will have no related services. Others will have an evaluation and a determination by the team that a child needs a specific related service.
Do Not include Re-Evaluations as a related service

54. Continuum of Placement
General education full-time (inside the regular class more than 80% of the instructional day)
Special class part-time (inside the regular class 40% to 80% of the day)
Special class full-time (inside the regular class less than 40% of the day)

55. If a reverse mainstream with pull out related services, then use
If Placements are for Preschool Children Ages 3-5 B
Continuum of Placement
If the student is placed in a Special Education Pre-K Program with no mainstreaming--then use:
B1 Separate Class
If the student is only coming to school for therapy--then use:
B 5 Service Provider Location
If a reverse mainstream with related serv in class, then use:
E1 Age 3-5 Regular EC Prog
If a reverse mainstream with pull out related services, then use
E2 Age 3-5 Regular EC Program with related services in other location
OK, let's see how many you remembered. Did you write down....the parents of the child? If you did, put a check next to "Parents."
And how 'bout a representative of the LEA? LEA stands for local educational agency, which is the agency responsible for making a free appropriate education available to the child. In most cases, the representative is someone from the school----say, the principal---- or the director of special education in the school or school district. More important than who this person is are the 3 qualifications this person must have. To serve in this role, the person must be qualified to provide specially designed services to meet the needs of children with disabilities (THAT's the definition of special education under IDEA 2004) (or to supervise its provision). This person must also know about the general education curriculum, and be knowledgeable about the resources that the LEA has available. Implicit in these requirements is that the person can help inform the IEP team as to what the general curriculum involves and focuses upon, AND have the authority to commit the resources of the LEA on behalf of the child as part of his or her special education.
Who else did you list as part of the IEP team? What type of teachers? Did you list a special education teacher AND a general education teacher? These two individuals are required by law if the child is participating in general education or MAY be participating in it.
Next is someone who can talk about what the evaluation results mean for instruction, or to speak knowledgeably about the instructional implications of the evaluation results. Here we'll call this person an evaluation and instruction "expert." Requiring this person on the IEP team dovetails nicely with the law's requirement that the evaluation be conducted to do more than just determine if the child is eligible for special education services. The evaluation must also provide information that informs development of the IEP.
Did you include "others" with knowledge or special expertise about the child? This person is not "required" to attend in the same way the others are. This person is entitled to attend, if invited by the LEA or the parents. This person is there to illuminate the discussion about the child and to shed insight according to his or her special knowledge of the child. This person may be a related services provider, such as the speech-language pathologist or a physical therapist, but could also be someone like another family member, a daycare provider, a past teacher, or a close friend who knows the child well.
And finally----last but not least, the CHILD is part of the IEP team when appropriate. If transition services are going to be discussed at the meeting, then the LEA must invite the child to the meeting. There are obvious and very good reasons why the child might wish to attend and have something ----or a lot----to say.

56. Amount of time in General Ed
Below the Related Service Boxes is the Amount of Time in General Ed Setting
Make sure to add together the type of service at the top, plus the related services amount of time and frequency to come up with the total amount of time in the general ed setting.

57. Supplementary Aids and Service
Examples:
Educational Deaf Interpreter
Sound Field System
Color Overlays
Braille writer
Sensory devices (cushion for chair)

58. Program Modifications
Examples:
Word Banks
Oral Testing
Reduce Reading Level
Extended time on test/assignments (be specific on time----one hour, two hours, one day, two days, two weeks). Do not write a general statement of extending time
Calculator

59. Supports for Personnel
Examples:
Access to adult assistance
Consultation with OT
VI Consultant
Deaf/HI Consultant
Specific Training in Autism
or visual schedules or whatever training is needed for the regular ed teacher to understand the student’s disability

60. State and Districtwide Assessments
Accommodations MUST be implemented on a regular basis and listed under the Program Modification portion of the IEP, as well as under the State and Districtwide Assessment portions of the IEP
If the team thinks a student might need an alternate assessment, then pull out the Criteria Checklist for Alternate Assessments: OAAP Portfolio or the OMAAP.
Must keep the checklist with the IEP in file as back-up documentation of the team’s decision making process.

61. Criteria Checklist for Alternate Assessments: OAAP or OMAAP
OAAP is the Portfolio---an example would be a student with cognitive deficits working on the CARG-A standards.
OMAAP is the written test on grade level---an example would be a student who is accessing a Mild Program, yet scored unsatisfactory on last year’s OCCT.

62. Determination documentation: 12 Factors
ESY Paperwork
Determination documentation:
12 Factors 1
Complete if Student needs ESY or team is in disagreement about whether or not the student needs ESY 2
ESY Service Page
Highlight Goals/Objectives to be Maintained: Do not highlight all goals 3 4
Enrollment form

63. Potential Harmful Effects
Examples:
Missing out on instructional time
The label itself
Becoming dependent on adult support
Reason for Removal
Example: Even with modifications and supplementary aids/services, Johnny was not responding to the interventions implemented in the regular classroom (list specific academics or behavior)

64. Dates and Signatures List date of next IEP, Date of next 3 year
Obtain everyone’s signature
Tip: Highlight all areas that need parent signature and/or initials so that you don’t miss any:
Parent Initial needed which covers:
Parent Rights
Translation/Interpreter needed (speak another language)
Parent Survey

65. When the IEP Is Completed…
Must give the parent a copy of their child’s IEP, as well as all other educational records at the close of meeting
Make a second copy to send to Special Services File Clerk
The Originals stay in School File
When copies of records are
requested at other times, we must
complete the copies within
45 calendar days of a request.

66. Type Changes into SEAS
Once all signatures have been placed on the IEP, then go back into SEAS to make the changes in order to match paper file. Type verbatim from the changes
Archive the IEP
Type year first, then month, then day, then site---in parenthesis type a summary of what happened in meeting. For example:
2010, October 27 Sunset (Subsequent/Add OT related service)

67. Inactive Files
When a student moves or exits from special education services what do we do with the file?
For one year maintain the inactive file at your building or if the student is moving up to the 6th grade/9th grade, then box that file up with the active files to send to the next building.
After one year of holding the inactive file and there is no activity on this student’s records, then send the file to Special Services Center, Attention File Clerk.

68. Parentally Placed Private School Children
Section : Equitable services determined  "(a) No individual right to special education and related services.  No parentally-placed private school child with a disabilities has an individual right to receive some or all of the special education and related services that the child would receive if enrolled in a public school.  1 2
Section : Equitable services provided “(a)(2) Parentally-placed private school children with disabilities may receive a different amount of services than children with disabilities in public schools.” 3
Section : Due process complaints and State complaints: (a) Due process not applicable, except for child find.

69. New State Law: Lindsey Nicole Henry (LNH)
regarding Private School Scholarship
HB 3393/Revised as HB 1744 Goes into effect August 26, 2011
The IEP student MUST have spent the prior school year in attendance at a public school.
Parent MUST obtain acceptance for admission to a private school on letterhead that is accredited by OSDE (see website for list of participating private schools)
Parents must complete application and send documentation directly to OSDE.
Please Provide Parent with Notification of HB 1744 at each subsequent IEP meeting. Have them check “yes” or “no” and initial the Notification. Make copy for parent and place original in file

70. Questions?
Please contact Special Services Center if you have any questions about the information included in this power point