Nc policies governing services for children with disabilities administrator updates
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NC Policies Governing Services for Children with Disabilities – Administrator Updates. Iredell-Statesville Schools March 2009. Special Education Laws- Effective Dates. Article 9, North Carolina’s special education law – July 10, 2006

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Nc policies governing services for children with disabilities administrator updates

NC Policies Governing Services for Children with Disabilities – Administrator Updates

Iredell-Statesville Schools

March 2009


Special education laws effective dates

Special Education Laws- Effective Dates

  • Article 9, North Carolina’s special education law – July 10, 2006

    • Changed 60 day statute of limitation for filing due process petition to 1 year

    • Changed “Maximum Potential” language to “provide full educational opportunity to all children with disabilities who reside in the state”

    • Removed “pregnant” as a disability category

    • Required LEAs to use their State textbook funds to provide textbooks for students with disabilities and teacher editions for special education teachers


Special education laws effective dates1

Special Education Laws- Effective Dates

  • NC Policies Governing Services for Children with Disabilities – November 1, 2007

    • Class size requirements – July 1, 2008


New terms for areas of disability

New Terms for Areas of Disability

  • Behavioral-Emotional disability is now Serious Emotional Disability

  • Mental Disability is now Intellectual Disability (mild, moderate, severe) – previously EMD, TMD, S/PD

  • Other Health Impairment – now included Tourette’s syndrome


Parent

Parent

  • Includes biological, adoptive, foster parent, or individual acting in the place of a biological or adoptive parent, (i.e. grandparent, stepparent, or other relative).

  • Therapeutic foster parent is prohibited by law from acting as the parent for educational purposes due to conflict of interest.


Transition services

Transition Services

  • Adds accountability components to the definition:

    • Results-oriented process;

    • Focus on improving the academic and functional achievement of the child with a disability; and

    • Facilitate movement from school to post-secondary education or employment

      (Effective transitions for students with disabilities at all levels)


Referral reevaluations

Referral/Reevaluations

  • DEC 3 changes

    • Eligibility

    • Worksheets for each disability area

  • New eligibility requirements are in effect for all students who begin referral or reevaluation process AFTER Nov. 1, 2007 (review of existing data, use of 2 research based interventions with progress monitoring, adverse effect on educational performance, etc.)


Consent for evaluation

Consent for Evaluation

  • LEA must obtain informed written consent from the parent before evaluating the child

  • If parents refuse to consent for the evaluation or fail to respond to requests for consent for evaluation, LEAs may use due process to seek authority to evaluate a child


Consent for services

Consent for Services

  • LEAs may NOT use due process or mediation to provide initial services if parents fail to respond or refuse to give consent for services.

  • If parents refuse consent for services, the LEA will not be considered to have failed to provide FAPE to the child

  • Related services are only provided to students who receive special education.


Parent revocation of services 2 4 09

Parent Revocation of Services(2/4/09)

  • Parents can revoke consent in writing to end child’s receipt of special education services.

  • LEA not required to remove any references to child’s receipt of special education prior to parent revocation of consent.

  • LEA must provide written notice to parent before stopping the special education services.


Mandatory medication prohibition

Mandatory Medication Prohibition

  • May not require a child to obtain a prescription of a controlled substance as a condition of attending school, receiving an evaluation, or receiving services under the IDEA.

  • May still share observations of the student’s performance or behavior in the classroom or school with the parents.


No longer eligible

No Longer Eligible

  • Reevaluation is required before determining the child does not have a disability unless the change in eligibility is due to:

    • Graduating with a regular high school diploma; or

    • Reaching maximum age for eligibility (22)

      *** GED does not count


Iep content

IEP Content

  • General curriculum has been changed to general education curriculum;

  • Must include a statement of present levels of academic achievement, and functional performance; and

  • Must include measurable annual goals


Iep content accommodations assessments

IEP Content Accommodations/Assessments

  • Requires the IEP to include a statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on statewide and district-wide assessments.

  • Requires IEP team to consider each accommodation for general education classes and specifics regarding their implementation.


Iep content alternate assessments

IEP Content Alternate Assessments

  • If the IEP team determines that the child shall take an alternate assessment, there needs to be a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child.

  • LEAs must provide alternate assessments for any district-wide assessments


Summary of performance

Summary of Performance

  • Prior to the student’s graduating or exceeding the age of eligibility:

    • LEA must provide the student with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting postsecondary goals.


Transfers within state

Transfers within State

  • If a child with a disability transfers from one LEA to another in the same state within the same school year, the new LEA shall provide comparable services, in consultation with the parents, until the new LEA either adopts the previous IEP or develops a new one.


Transfers from another state

Transfers from another State

  • For students who transfer from another state, the new LEA shall provide comparable services (**if child has a current IEP) in consultation with the parents, until the new LEA conducts a new evaluation, if necessary and develops a new IEP.

  • If student does not have a current IEP, student does not receive special education services until referral is completed

  • Bottom line: No more temporary placements, all out of state transfer students are considered initial referrals until eligibility is determined.


Handbook on parent s rights

Handbook on Parent’s Rights

  • LEA’s are responsible for providing the Handbook to parents once a year and at:

    • Initial referral for evaluation

    • Upon parent request

    • Upon receipt of the first state complaint or first due process hearing within the school year

    • In accordance with discipline removals that constitute a change in placement

    • Upon revision of the State Policies

  • LEA may place a current copy of the procedural safeguards on its website


Independent education evaluation

Independent Education Evaluation

  • Parent is entitled to request one independent educational evaluation (IEE), at public expense, each time the LEA conducts an evaluation with which the parent disagrees


Transfer of parental rights at age of majority

Transfer of Parental Rights at Age of Majority

  • All rights transfer to the student at age 18, unless:

    • Student is declared legally incompetent;

    • Student designates in writing another competent adult; or

    • Student is certified as unable to provide informed consent (two professionals based on exam or interview certify in writing).


Facilitated iep meetings

Facilitated IEP Meetings

  • Facilitation is a process utilizing an impartial, neutral facilitator to assist members of the IEP team in communications effectively. Facilitation is not required by law; it is a service provided to parents and LEAs by DPI.

  • The request may be obtained from EC Director – need at least 2 week notice


Statute of limitations for filing due process petition

Statute of Limitations for Filing Due Process Petition

  • North Carolina law:

  • The one year timeline does not apply if:

    • The parent was prevented from filing because the LEA misrepresented that it had resolved the problem; or

    • The LEA withheld information to which the parent had a right under Part B of the IDEA


Due process timelines

Due Process Timelines

  • Begins on date petition is filed with LEA or parent.

  • 10 days for LEA to send Prior Written Notice.

  • 15 days for resolution meeting.

  • 15 days from receipt of petition to file notice of insufficiency.

    • 5 days for ALJ ruling on sufficiency

    • Amended petition restarts timeline.

  • 30 days for resolution before 45 day timeline begins

  • Hearing completed and written decision issued within 45 days after 30 day resolution period


Change in placement defined dec 5a

“Change in Placement” Defined(DEC 5a)

  • A removal for more than 10 consecutive schools days; or

  • A series of removals that constitute a pattern because:

    • Total number of removals are more than 10 school days;

    • Behavior is similar to previous incidents; and

    • Length and proximity of the removals to one another.


Homebound placement for disciplinary purposes

Homebound Placement for Disciplinary Purposes

  • The IEP Team must meet monthly to review the appropriateness of the homebound placement

    • Must directly address behavior that resulted in homebound placement

    • Must address progress to general education curriculum and IEP goals/objectives

    • Must address steps for return to school environment.


Expedited hearing timelines for disciplinary issues

Expedited Hearing Timelines for Disciplinary Issues

  • Adds a provision for due process hearings to contest manifestation determination and disciplinary actions.

    • 15 day resolution period

    • Hearing must occur within 20 school days of the request for the hearing.

    • The hearing officer’s written decision must be issued within 10 school days after the hearing.


Stay put

Stay-Put

  • Due process hearings to contest disciplinary actions

    • The student remains in the discipline setting pending the hearing officer’s decision or the expiration of the removal time, whichever occurs first, unless the parent and LEA agree otherwise.


Questions comments

Questions/Comments

  • Thoughts regarding parent handbook (at beginning of year?)

  • Table Talk – What are issues/concerns regarding implementation of Policies in your school? Any additional areas of clarification needed?


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