1. Dr. Timothy Mitchell Rapid City Area Schools 9/21/13

2. I provide the leadership to create a purposeful learning community that creates high quality learning experiences for all community members.

3. It is important to remember that all parties in a meeting are there for one purpose—to address the educational needs of the child. Focus can be lost because of an inability to communicate and remember why we are all there.

4. Major Theme (Federal Education Acts/Civil Rights Statues) “Fairness means giving each student what they educationally need. Fairness is not treating each student equally” John Copenhaver, Director-Mountain Plains Regional Resource Center

5. To ensure that all children with disabilities receive a free appropriate public education that emphasizes special education and related services designed to meet the students unique needs and prepare them for further education, employment and independent living To ensure that the rights of the child and the parents are protected

6. The Individualized Education Program (IEP) must include accommodations, modifications, and any special services that the child may need to participate in the general curriculum, as well as identify support teachers need to carry out the child’s program.

7. At least one classroom teacher must, to the extent appropriate, participate in the development, review, and revision of the child’s IEP, including the determination of:  Appropriate positive behavioral interventions and strategies for the child.  Supplementary aids and services, program modifications, and supports for school personnel that will be provided for the child

8. The child’s IEP must be accessible to each classroom teacher, who is responsible for its implementation. The teacher must be informed of the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

9. Accommodation -alters the delivery of instruction or method of student performance in a way that does not change the content or conceptual difficulty of the curriculum.

10. Accommodations-Changes in course/test preparation, location, timing, student response, or other attribute which are necessary to provide access for a student with a disability to participate and demonstrate “academic achievement and functional performance” an do not fundamentally alter or lower standard or expectations

11. Modification -alters the delivery of instruction or method of student performance in such a way as to change the content or conceptual difficulty of the curriculum.

12. Modification-Changes in course/test preparation, location, timing, student response, or other attribute which are necessary to provide access for a student with a disability to participate and demonstrate “academic achievement and functional performance” an do fundamentally alter and/or lower standard or expectations

13. One of the fundamental parental rights is to be fully informed so that parents can participate in the child’s educational process Requesting a complete evaluation of the areas identified and seeking more and specific information about evaluation and services being proposed

14. Definition A discussion between two or more people where (1) stakes are high (2) opinions vary, (3) emotions run strong

15. How are they handled ? 1) We can avoid them 2) We can face them and handle them poorly 3) We can face them and handle them well The results can have a huge impact on the quality of your success in the classroom!

16. Have you evaluated my child in all the areas identified? What deficits were identified, if any? What are the baseline scores identified in the testing? What curriculum/program does the school use to address these concerns?

17. Can you show me how this curriculum is designed to improve my child’s specific deficit areas? Is there any individualized instruction to address the problems identified by the testing? How does the curriculum track the student’s progress? What steps can be taken if no progress is being made?

18. The list is not exhaustive but provided to assist you to focus on a discussion related to effectiveness of evaluation, the proposed services, and ultimately the outcome of those services. This will focus the discussion and hopefully lead to problem resolution. They also help to determine if the curriculum and services are helping the child make progress.

19. Parents and teachers (IEP Team) can use the information from evaluations and student’s progress or lack of progress to advocate for services or different methodologies to provide the specially designed instruction needed for the child to access the general curriculum.

20. All services in special education are based on eligibility. Eligibility is based on testing to determine if the student has a disability that affects his or her ability to benefit from educational services. Good testing leads to appropriate identification of learning needs.

21. Curriculum decisions can be based on learning needs and can be part of the IEP process. Know the student and his or her unique needs. Ask the school how its program meets these needs.

22. Develop questions based on who, what, when, where, why and how to gain knowledge and help the team make informed decisions. Look for assistance from knowledgeable people to help with the process.

23. It is important to remember that all parties in a meeting are there for one purpose—to address the educational needs of the child. Focus can be lost because of an inability to communicate and remember why we are all there.