1. © 2010 Pearson Education, Inc. 1  In most schools, there are students who come from homes of poverty and there are many students of color.  Some will be learning English as a second language, others will have disabilities, while others will qualify for gifted and talented programs.

2. © 2010 Pearson Education, Inc. 2  European Americans comprise 67% of the population  “Minority” percentages are rising  California, New Mexico, and Texas do not have any group that represent a majority.  Maryland, Georgia, and Nevada will soon have the same situation.  Hispanics are the largest and fastest growing group in the US.  African-Americans are the second largest group.

3. © 2010 Pearson Education, Inc. 3  By the year 2030, 40% of school aged students will not have English as their first language.  Economic segregation plagues our country and our schools.  A large number of children live in foster care or are homeless.

4. © 2010 Pearson Education, Inc. 4  Achievement Gap  There are differences in student proficiency when examined by ethnic groups.  Growing up in poverty can negatively impact children’s mental and behavioral development as well as their overall health which makes it difficult for them to learn.

5. © 2010 Pearson Education, Inc. 5  High School Graduation Rates  Only 51% of students with disabilities graduated from high school with a regular diploma.  About 1 in 3 of these students drop out of school.  Graduation rates were the lowest for African American students with disabilities.

6. © 2010 Pearson Education, Inc. 6  The diversity that exists in the student population does not exist in the teaching force and creates a demographic divide in many schools.  It is important that the teaching force include a reasonable proportion of teachers who share the cultural and language experiences of their students.

7. © 2010 Pearson Education, Inc. 7  When a teacher’s cultural assumptions lead to the conclusion that a student’s academic or social behavior is outside the norm of appropriate, the teacher may make well intended decisions that undermine the student’s educational success.

8. © 2010 Pearson Education, Inc. 8  Culture is defined as “the values, traditions, worldview, and social and political relationships created, shared, and transformed by a group of people bound together by a common history, geographic location, language, social class, religion, or other shared history” (Nieto & Bode, 2008, p. 171).

9. © 2010 Pearson Education, Inc. 9  Culture influence beliefs about education, the value of education, participation style, and the role of parents in education.  Understanding the impact of culture on student behavior requires that teachers look at their own and their students’ behavior in new ways.

10. © 2010 Pearson Education, Inc. 10  Learn about culture and differences  Recognize that all students can achieve  Reflect on their beliefs  Get to know their students  Use an asset oriented lens

11. © 2010 Pearson Education, Inc. 11  The school curriculum is not culturally neutral but is a reflection of the European American culture.  Teachers need “wide ranging knowledge of subject matter content so that they can construct a curriculum that includes multiple representations addressing the prior experiences of different groups of students” (Banks et al., 2005, p. 251)

12. © 2010 Pearson Education, Inc. 12  Parents, or other adults involved with the student can make a referral for an evaluation.  A referral can be made at any time.  A district may not refuse a referral in order to try other supportive services. 12

13. © 2010 Pearson Education, Inc. 13 The federal and state special education laws and the rights of parents and students in special education are grounded upon six basic principles. 13 The Six Basic Principles

14. © 2010 Pearson Education, Inc. 14 1. Parent and Student Participation 2. Free and Appropriate Public Education (FAPE) 3. Appropriate Evaluation 4. Individualized Education Program (IEP) 5. Least Restrictive Environment (LRE) 6. Procedural Safeguards 14

15. © 2010 Pearson Education, Inc. 15  Referral  Evaluation  Eligibility Determination  IEP Development  MCAS Participation  Placement Decisions  Disciplinary Actions 15

16. © 2010 Pearson Education, Inc. 16  Consent to Evaluate 30 School Working Days (SWD) to Evaluate.  Team meeting to determine eligibility no later than 15 SWDs later. If eligible, development of IEP and determination of placement at that Team meeting.  Proposed IEP & Placement to parent.  Services upon parental consent. 16

17. © 2010 Pearson Education, Inc. 17  Initial evaluation  3 year re-evaluation  Individualized assessments  Non-discriminatory assessments  Includes a variety of tools and strategies, including information provided by the parent 17

18. © 2010 Pearson Education, Inc. 18 A student is eligible if all three of the following are true:  The student has one or more disabilities.  The student is not making effective progress in school as a result of the disability(ies).  The student requires special education in order to make effective progress. 18

19. © 2010 Pearson Education, Inc. 19  Right to discuss both the proposed evaluations and evaluators prior to the evaluation.  Right to an evaluation in the student’s native language or mode of communication.  If appropriate, right to an evaluation of need for Braille instruction.  Right of parents to consent or refuse evaluation.  Right to independent educational evaluation when parents disagree with the results of the evaluation done by the school district.  Right to appeal a finding of “No Eligibility.” 19

20. © 2010 Pearson Education, Inc. 20  Anytime you are dissatisfied with the district’s evaluation.  Parents’ option to participate in a sliding fee scale to share the cost of the IEE with the district.  School district is obligated to consider information from IEE. 20

21. © 2010 Pearson Education, Inc. 21  Autism  Deaf/Blindness  Emotional-Behavioral Disability  Hearing Impaired  Mild Mental Disability  Multiple Disability

22. © 2010 Pearson Education, Inc. 22  Orthopedic Impairment  Other Health Impairment  Specific Learning Disability  Speech or Language Impairment  Traumatic Brain Injury  Visual Impairment

23. © 2010 Pearson Education, Inc. 23  The student has a developmental disability, generally evident before age 3, significantly effecting verbal and nonverbal communication, and social interaction.  These deficits are not primarily the result of an emotional-behavior disability.  Evaluation data confirms an adverse effect on educational performance.

24. © 2010 Pearson Education, Inc. 24  The student meets the eligibility criteria for both hearing impairment and visual impairment.  The combination of the two impairments causes severe educational needs that cannot be met by one disability category.  Evaluation information confirms there is an adverse effect on educational performance.

25. © 2010 Pearson Education, Inc. 25  When provided with interventions to meet instructional and social-emotional needs, the student continues to exhibit one or more of the following, when compared to the child’s peer and cultural reference groups, across settings, over a long period of time and to a marked degree:

26. © 2010 Pearson Education, Inc. 26  Severe deficits in social competence or appropriate behavior which cause an inability to build or maintain satisfactory interpersonal relationships with adults or peers, and/or  Severe deficits in academic performance which are not commensurate with the student’s ability level and are not solely a result of intellectual, sensory, or other health factors but are related to the child’s social-emotional problems, and/or

27. © 2010 Pearson Education, Inc. 27  A general pervasive mood of unhappiness or depression, and/or  A tendency to develop physical symptoms or fears associated with personal or school problems.  Evaluation information confirms there is an adverse effect on educational performance.  The severe deficits in social competence, appropriate behavior, and academic performance is not the result of isolated inappropriate behaviors that are the result of willful, intentional, or wanton actions.

28. © 2010 Pearson Education, Inc. 28  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

29. © 2010 Pearson Education, Inc. 29  The student has a hearing loss, whether permanent or fluctuating, of (25) decibels or greater which exists through the speech frequencies of 500, 1000, and 2,000 Hertz in the better ear, and  Deficits exist in processing linguistic information through hearing, with or without amplification.

30. © 2010 Pearson Education, Inc. 30  Evaluation information confirms there is an adverse effect on educational performance.  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

31. © 2010 Pearson Education, Inc. 31  The student has cognitive functioning at least (2) standard deviations (70), but not more than (3) standard deviations (55), below the mean.  Adaptive behavior is at least (2) standard deviations (70) below the mean.  Severe deficits in overall academic performance including acquisition, retention, and application of knowledge.

32. © 2010 Pearson Education, Inc. 32  Deficits are typically manifested during the developmental period.  Evaluation information confirms there is an adverse effect on educational performance.  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

33. © 2010 Pearson Education, Inc. 33  The student has a combination of two (2) of the following disabilities: autism, emotional- behavioral disability, hearing impairment, mild mental disability, functional mental disability, orthopedic impairment, other health impaired, specific learning disability, traumatic brain injury, visual impairment, deaf/blind.

34. © 2010 Pearson Education, Inc. 34  The student’s disability is not solely a combination of deafness and blindness.  The student’s disability is not a combination of speech or language impairment and one other disabling condition.  The combination of these disabilities causes such severe educational needs that they cannot be accommodated through special education programs solely for one impairment.

35. © 2010 Pearson Education, Inc. 35  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

36. © 2010 Pearson Education, Inc. 36  The existence of an impairment caused by a congenital anomaly (e.g. clubfoot, absence of a member, etc.)  The existence of an impairment caused by disease (e.g. poliomyelitis, bone tuberculosis, etc.)  The existence of an impairment from other causes such as cerebral palsy, amputations, fractures, burns that cause contractions, etc.

37. © 2010 Pearson Education, Inc. 37  Evaluation information confirms there is an adverse effect on educational performance.  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

38. © 2010 Pearson Education, Inc. 38  The existence of a health impairment caused by chronic or acute health problems such as heart condition, tuberculosis, sickle cell anemia, hemophilia, epilepsy, rheumatic fever, nephritis, asthma, lead poisoning, leukemia, diabetes, acquired immune deficiency syndrome, attention deficit disorder, or attention deficit hyperactive disorder, or specify diagnosis of other health impairment.

39. © 2010 Pearson Education, Inc. 39  The effect of the impairment on strength, vitality, alertness (including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment must be documented by a licensed physician.  Evaluation information confirms there is an adverse effect on educational performance.

40. © 2010 Pearson Education, Inc. 40  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

41. © 2010 Pearson Education, Inc. 41  The student has a severe aptitude / achievement discrepancy as identified by a validated regression method and does not achieve commensurate with his or her age and ability levels on one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, math calculation, math reasoning.

42. © 2010 Pearson Education, Inc. 42  The severe discrepancy between ability and achievement is not primarily the result of a visual, hearing, or motor impairment, mental retardation, emotional disturbance, or environmental, cultural, economic disadvantage.  Evaluation information confirms there is an adverse effect on educational performance.  Effects of educationally relevant medical findings and environment, cultural, or economic disadvantage are to be documented.

43. © 2010 Pearson Education, Inc. 43  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

44. © 2010 Pearson Education, Inc. 44  The student must exhibit communication disorder in one or more of the following areas: stuttering, impaired articulation, language impairment, voice impairment, delayed acquisition of language, or absence of language.  Evaluation information confirms there is an adverse effect on educational performance.  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Limited English proficiency was not a determinant factor in the eligibility decision

45. © 2010 Pearson Education, Inc. 45  Evaluation information collected across multiple settings that verifies an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairments, or both, and is NOT congenital, degenerative, or brain injury induced by birth trauma. Traumatic brain injury is evidenced by information that indicates an open or closed head injury resulting in an impairment in one or more of the following areas:

46. © 2010 Pearson Education, Inc. 46  Cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual, motor abilities, psycho-social behavior, physical functions, information processing and speech.  A current, educationally relevant statement, completed by a qualified professional verifies the existence of a traumatic brain injury. The qualified professional must state the diagnosis and extent of the brain injury.  Evaluation information confirms there is an adverse effect on educational performance.

47. © 2010 Pearson Education, Inc. 47  Evaluation information confirms that lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Evaluation information confirms that limited English proficiency was not a determinant factor in the eligibility decision.

48. © 2010 Pearson Education, Inc. 48  The student’s visual acuity, even with prescribed lenses, is 20/70 or worse in the better eye; or visual acuity is better than 20/70 and the child has any of the following conditions: medically diagnosed progressive loss of vision, visual field of (20) degrees or worse, medically diagnosed condition of cortical blindness, or a functional loss of vision.

49. © 2010 Pearson Education, Inc. 49  The student requires specialized materials and instruction in orientation and mobility, braille, visual efficiency or tactile exploration; and  Evaluation information confirms there is an adverse effect on educational performance.  Lack of instruction in reading and/or math was not a determinant factor in the eligibility decision.  Limited English proficiency was not a determinant factor in the eligibility decision.