lower moreland township school district special education department october 7 2008 n.
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  1. Lower Moreland Township School District Special Education Department October 7, 2008 Special Education in Review- Parent Night

  2. Agenda Welcome & Introductions General Comments Input from Last Year General Provisions Screening & Evaluation IEP & Placement Procedural Safeguards Review of Revised Forms Review of IEP+

  3. Positives of Lower Moreland • Supportive Faculty • Co-teaching • Supportive Administration • Child Centered • Creativity • Teamwork • Great reputation • Collaborative • Resources • Lead Teachers • Positive Professional Environment • Change is occurring • Relationships with Regular ed teachers • Parents are involved

  4. Areas of Need • IEP+ • Time with team to learn new things • Staff development for Special Education and paraprofessionals • Communication for establishing procedures • Transition years (PR-MA-HS) • Transition • Measurable Annual Goals • Time w/ Lead Teachers • Emotional Support • Paperwork • Progress Monitoring • Scheduling • Regular meetings with team • Some teachers are not accepting of Gifted • Communication

  5. Chapter 14 Changes • As of July 1, 2008, Chapter 14 (PA state regulations for Special Education) was revised with new provisions for timelines, paraeducators, positive behavior supports, special education forms, etc.

  6. General Provisions

  7. Special Education Plans • Each school district must developand implementa special education plan aligned with the strategic plan of the school district. • The special education plan must be developed every 3 years consistent with thephaseof the strategic plan of the school district. §14.104(a)

  8. Special Education Plans NEW Lower Moreland Township School District Special Education Plan was developed and approved at the conclusion at the conclusion of the 2007-08 school year. Participants: • Gloria Johnson • August Raby • Bob Dye • Kathy Lucci • Chad Hamburg • Karen Wiabel • Daniel Burkholder §14.104(b)

  9. Special Education Plans NEW The district plan describes: • Policies and procedures designed to prevent the inappropriate overidentification or disproportionate representation by race and ethnicity of children with disabilities, for those school districts identified with significant disproportionality. • School district procedure on behavior support services, including a description of the training provided to staff in the use of positive behavior supports, de-escalation techniques, and appropriate responses to student behavior that may require immediate intervention • Parent training activities provided by the school district. • Trainings on Autism, Transition, Reading, Math, Response to Intervention, Para-educator training, Least Restrictive Environment §14.104(b)

  10. NEW Personnel: Paraprofessionals Instructional Paraprofessionals A school employee who works under the direction of a certified staff member to support and assist in providing instructional programs and services to children with disabilities or eligible young children. • Such support and assistance includes one-on-one or group review of material taught by certificated staff, classroom management and implementation of positive behavior support plans. • Services may be provided in a special education class, regular education class, or other instructional setting as provided in the student’s IEP. §14.105(a), §711.5 (c)

  11. NEW Personnel: Paraprofessionals Instructional Paraprofessionals Effective July 1, 2010 must • Have completed at least two years of postsecondary study OR • Possess an associate degree or higher OR • Meet a rigorous standard of quality as demonstrated through a State or local assessment. §14.105(a), §711.5 (c)

  12. NEW Personnel: Paraprofessionals Instructional Paraprofessionals Effective July 1, 2008: • Each school entity must provide evidence of 20 hours annually of staff development activities related to a paraprofessional’s assignment. §14.105(a), §711.5 (c)

  13. NEW Personnel - Caseload • The following words and terms have the following meanings, unless the context clearly indicates otherwise: • Itinerant - special education supports and services provided by special education personnel for 20% or less of the school day • Supplemental - special education supports and services provided by special education personnel for more than 20% but less than 80% of the school day • Full-time – special education supports and services provided by special education personnel for 80% or more of the school day §14.105(c)

  14. Personnel - Caseload The following chart represents the maximum number of students allowed on a teacher’s caseload. §14.105(c)

  15. Access to Instructional Materials The Board adopts the National Instructional Materials Accessibility Standard (NIMAS) Pennsylvania is coordinating with the National Instructional Materials Accessibility Center (NIMAC) NEW §14.106(a), §711.45

  16. NEW Access to Classrooms • Parents must have reasonable access to their child’s classrooms, within the parameters of local educational agency policy. • In PA, each LEA is required to have in place a policy regarding school visitation. §14.108

  17. Evaluation & Re-evaluation

  18. NEW Evaluation Evaluations must be completed, with the report to the parents, no later than 60 calendar days after the agency receives written consent, not counting the calendar days from the day after the last day of spring term to the day before the first day of subsequent fall term. §14.123(b), §711.24

  19. Evaluation The initial evaluation or reevaluation must be completed and a copy of the evaluation report presented to the parent no later than 60calendardays. §14.153 (3) (4)

  20. NEW Evaluation Parent may request an evaluation at any time. - Must be in writing §14.123(c), §711.24

  21. NEW Evaluation If a parent orally requests an evaluation: • The oral request for evaluation must be made to any professional employee or administrator of the school entity. • The school entity must provide a Permission to Evaluate form to parents within 10 calendar days of the oral request for evaluation • If the LEA/school refuses to conduct the evaluation, it must give the parent written notice of the refusal within a reasonable time §14.123(c), §711.24

  22. Evaluation • Copies of the Evaluation Report will be disseminated to parents at least 10 school days prior to the meeting of the IEP team, unless this requirement is waived by a parent in writing. §14.123(d), §711.24

  23. NEW Reevaluation • Reevaluation timeline will be 60 calendar days, not counting the calendar days from the day after the last day of spring term to the day before the first day of subsequent fall term. §14.124(b), §711.23, §14.153(4)

  24. Reevaluation • Copies of the reevaluation report will be disseminated to parents at least 10 school days prior to the IEP meeting, unless this requirement is waived by a parent in writing. §14.124(d), §711.23

  25. Evaluation Flow Chart (PDE) • See attachment

  26. Re-evaluation Flow Chart Lower Moreland Flow Chart- see attachment

  27. IEP

  28. IEP Contents of IEP In addition to the federal requirements incorporated by reference theIEP of each student with a disability must include: (1)A description of the type or types of support that the student will receive, the determination of which may not be based on the categories of the child’s disability alone. §14.131(a)

  29. Autistic support Blind-visually impaired support Deaf and hard of hearing support Emotional support Learning support Life skills support Multiple disabilities support Physical support Speech and language support IEP Contents of IEP (1)Type(s) of Support (continued) 14.131(a)

  30. IEP NEW Contents of IEP …the IEP of each student with a disability must include: (2) Supplementary aids and services (3) A description of the type or types of support relating to personnel (This relates to the amount of services). • Itinerant • Supplemental • Full time §14.131(a)

  31. IEP NEW Contents of IEP … the IEP of each student with a disability must include: (4) The location where the student attends school and whether this is the school the student would attend if the student did not have an IEP. §14.131 (a)

  32. NEW IEP Contents of IEP … the IEP of each student with a disability must include: (5) For students who are 14 years of age, (or younger if determined appropriate by the IEP team), a transition plan that includes appropriate measurable postsecondary goals related to training, education, employment and, when appropriate, independent living skills. §14.131 (a), §711.41 (b)

  33. IEP Contents of IEP • Every student receiving special education and related services provided for in an IEP developed prior to July 1, 2008,must continue to receive the special education and related services under that IEP, subject to the terms, limitations and conditions set forth in law. §14.131 (a)(7)

  34. NEW Extended School Year (ESY) • Expeditious determinations of ESY eligibility required for students with severe/multiple disabilities. • Target group: Students with severe disabilities such as • autism/pervasive developmental disorder • serious emotional disturbance • severe mental retardation • degenerative impairments with mental involvement • severe multiple disabilities §14.132(d), §711.44

  35. Extended School Year (ESY) NEW • Parents of students with severe disabilities must be notified by the school entity, charter school, or cyber school of the annual review meeting to ensure their participation. • IEP review meeting must occur no later than February 28 • NOREP must be issued to the parent no later than March 31 • For a student with severe disabilities transferring into the school entity after the above dates, the determination and program content must be decided at the IEP meeting. §14.132(d), §711.44(d)

  36. Extended School Year (ESY) NEW • School entities must consider the eligibility for ESY services of all students with disabilities at the IEP meeting. ESY determinations for students other than those with severe/multiple disabilities are not subject to the same timelines. However, these determinations must still be made in a timely manner. • If the parents disagree with the school entity’s recommendation on ESY, the parents will be afforded an expedited due process hearing. §14.132(e), §711.44(e)

  37. Positive Behavior Support Positive, rather than negative, measures must form the basis of behavior support programs to ensure that all students and eligible young children must be free from demeaning treatment, the use of aversive techniques and the unreasonable use of restraints §14.133(a), §711.46 (a)

  38. Positive Behavior Support Behavior support programs mustinclude research based practices and techniques to develop and maintain skills that will enhance an individual student’s or eligible young child’s opportunity for learning and self-fulfillment. §14.133(a), §711.46(a)

  39. Positive Behavior Support • Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques. • When an intervention is needed to address problem behavior,thetypes of intervention chosen for a particular student or eligible young child must be the least intrusive necessary. §14.133(a), §711.46(a)

  40. NEW Positive Behavior Support The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques. §14.133(a), §711.46 (a)

  41. Positive Behavior Support NEW Positive behavior support plans – A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must: • Be developed by the IEP team, • Be based on a functional behavioral assessment, • Becomes part of the individual eligible young child’s or student’s IEP §14.133(b), §711.46(b)

  42. Positive Behavior Support Positive behavior support plans Such plans must include methods thatutilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards §14.133(b), §711.46(b)

  43. Positive Behavior Support NEW Restraints – • The application of physical force, with or without the use of any device, for the purpose of restraining the free movement of a student’s or eligible young child’s body • Does not include briefly holding, without force, a student or eligible young child in order to calm or comfort him, guiding a student or eligible young child to an appropriate activity, or holding a student’s or eligible young child’s hand to safely escort him/her from one area to another §14.133(b), §711.46 (b)

  44. Positive Behavior Support NEW Restraints- Excluded from this definition are hand-over-hand assistance with feeding or task completion and techniques prescribed by a qualified medical professional for reasons of safety or for therapeutic or medical treatment, as agreed to by the student’s or eligible young child’s parents and specified in the IEP §14.133(b), §711.46 (b) 44

  45. Positive Behavior Support NEW Restraints Excludes such mechanical restraints as • Devices used for physical or occupational therapy • Seatbelts in wheel chairs or on toilets used for balance and safety • Safety harnesses in buses • Functional positioning devices §14.133(b), §711.46 (b)

  46. Positive Behavior Support Restraints Restraints to control acute or episodic aggressive or self-injuriousbehavior may be used only when the student is acting in a manner as to be a clear and present danger to himself, to other students or to employees, and only when less restrictive measures and techniques have proven to be or are less effective. §14.133(c), §711.46 (c)

  47. Positive Behavior Support Restraints The use of restraints to control the aggressive behavior of an individual student or eligible young childmust cause • the school entity to notify the parent of the use of the restraint • a meeting of the IEP team within 10 school days of the inappropriate behavior causing the use of restraints, unless the parent, after written notice, agrees in writing to waive the meeting. §14.133(c), §711.44(c)

  48. Positive Behavior Support NEW Restraints At this meeting, the IEP team must consider whether the student or eligible young child needs a functional behavioral assessment, reevaluation, a new or revised positive behavior support plan, or a change of placement to address the inappropriate behavior §14.133(c), §711.46 (c)

  49. Positive Behavior Support NEW Restraints The use of restraints may only be included in a student’s or eligible young child’s IEP when: • Utilized with specific component elements of positive behavior support • Used in conjunction with the teaching of socially acceptable alternative skills to replace problem behavior • Staff are authorized to use the procedure and have received the staff training required • There is a plan in place for eliminating the use of restraint through the application of positive behavior support. §14.133(c), §711.46 (c)

  50. Positive Behavior Support NEW Restraints The use of prone restraints is prohibited in educational programs. Prone restraints are those in which a student or eligible young child is held face down on the floor. §14.133(c), §711.46 (c)