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An Overview of Special Education Regulations and Services in City of Salem Schools

An Overview of Special Education Regulations and Services in City of Salem Schools. This presentation was adapted from Welcome to the “Special Education Tour”. An overview of the special education process for parents and professionals assisting children with disabilities developed by PEATC.

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An Overview of Special Education Regulations and Services in City of Salem Schools

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  1. An Overview of Special Education Regulations and Services in City of Salem Schools

  2. This presentation was adapted from Welcome to the “Special Education Tour” An overview of the special education process for parents and professionals assisting children with disabilitiesdeveloped byPEATC Parent Educational Advocacy Training Center www.peatc.org

  3. What is Special Education?Individuals with Disabilities Education Act (IDEA) • Specifically designed instruction • At no cost to parents • To meet the unique needs of a child with disabilities

  4. The Legal Foundations for Special Education in Virginia • The Individuals with Disabilities Education Improvement Act (IDEA) 2004 • The Virginia Special Education Regulations (2009)

  5. IDEA Guarantee: • A free, appropriate education for all children (FAPE) • Placement in the least restrictive environment • Protection for the rights of children and their parents • Parent participation in educational planning

  6. The Special Education Cycle From the beginning, there are steps to getting a program for a child with disabilities.

  7. Referral • The Referral is a formal (oral or written) notification to the local school system that a child is experiencing learning or developmental difficulties and may require a full evaluation for early intervention or special education and related services. • A referral may be made by a family, teacher or other individual. • A written request documents the referral and starts a timeline.

  8. Referral Decision • In Virginia, a school-based team will meet within 10 business days following the receipt of the referral. • If the referral information suggests that the child should be evaluated for special education and related services, the team must refer the child to the special education administrator within 3 business days.

  9. Evaluation • An Evaluation is the process of collecting information about a referred student’s learning needs through a series of individual tests, observations, and talks with the student, the family and others. • This information is used to determine whether the child has a disability as well as the nature and extent of the special education and related services that the child needs. • The evaluation is conducted at no cost to parents. • Parents are members of the team reviewing the evaluation data and deciding whether more information is needed.

  10. Eligibility • Based on the results of the evaluation, a team decides if a child is Eligible to receive early intervention or special education and related services. • Parents are members of the eligibility team and receive documentation of the determination of eligibility at no cost.

  11. Who is Eligible? Children with: • Autism • Deafness • Deaf-blindness • Development delay • Emotional disability • Hearing impairment, including deafness • Intellectual disability • Multiple disability • Orthopedic impairment • Other health impairment, including ADHD • Specific learning disability • Speech or language impairment • Traumatic brain injury • Visual impairment, including blindness

  12. Eligibility Timeframe • Eligibility for special education and related services must be determined within 65 business days after the special education administrator receives the referral for evaluation. • The parent and the eligibility group may agree in writing to extend the 65 day timeline to obtain additional data.

  13. Individualized Education Program (IEP) Every child in special education must have an Individualized Education Program (IEP).

  14. Individualized Educational Program(IEP) • The IEP is a written statement describing the specially designed program developed to meet the needs of the individual child. • Parents are to be members of the IEP team and participate with school personnel in the development of the IEP. • The child should also participate in the IEP decision making process as early as possible.

  15. IEP Timelines • IEP is in effect before special education and related services are provided to an eligible child; • Is developed within 30 calendar days of the date of the initial determination that the child needs special education and related services;

  16. IEP Timelines, continued • Is developed within 30 calendar days of the date the eligibility group determines that the child remains eligible for special education and related services following reevaluation, if the IEP team determines that changes are needed to the child’s IEP, or if the parent requests it;

  17. IEP Timelines, continued • Each local education agency shall ensure that the IEP team reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals are being achieved and to revise its provisions, as appropriate.

  18. What is on the IEP? • Present levels of academic achievement and functional performance • Measurable annual goals • Plans for measuring progress • Participation in state and division-wide assessments • Special education, modifications and related services to be provided including dates and locations • Participation with children without disabilities • Secondary transition services including rights at age of majority

  19. Occupational therapy Physical therapy Transportation Counseling Speech and language therapy Audiology services Interpreting services Early identification Diagnostic services School health/nurse services Social work services Crisis Intervention Assistive technology Non-academic services Extra curricular activities Orientation/mobility training Rehabilitation counseling Psychological services Parent counseling and training Related Servicespartial list of developmental, corrective, or supportive services required for the child to benefit from special education, including:

  20. Decisions About Related Services • Which services are needed and why? • How often are they needed? • What length of time? • Who will provide the services?

  21. Instruction and Monitoring After the IEP is written and a child is placed in a school setting, learning activities begin in the classroom.

  22. Instruction and Monitoring • Parents and school personnel must work together to make the IEP and placement work for the child. • Parents are to be kept regularly informed of their child’s progress as defined in the IEP.

  23. Annual Review • The Annual Review is a meeting held at least once a year to look at, talk about, and study a student’s IEP.

  24. Annual Review The purpose of the Annual Review is to make decisions about changes in the IEP, review the placement, and develop a new IEP for the year ahead.

  25. Transition Planning • Transition planning is careful preparation by the student, parents, educators, and other service providers, for the time when the student leaves high school. • Required by age 14 in Virginia – or younger if appropriate

  26. Transition Services • The IEP Transition goals should relate to: - Education - Training - Employment - Independent living skills (if appropriate) • The transition services must take into account a student’s strengths, preferences and interests. • By age 16, the IEP must include a statement of interagency responsibilities and linkages.

  27. Triennial and Reevaluation • Re-evaluation occurs • at least every three years, (unless the parent and school personnel agree that it is not necessary).

  28. Special Education Advisory Committee • Serves as an advisory function to the City of Salem School Board through Dr. Alan Seibert, Superintendent, on matters related to the education and training of school-aged children with disabilities • Membership consists of parents of children with disabilities, agency personnel responsible for service delivery to children with disabilities, and Salem School Division personnel.

  29. Special Education Advisory Committee • Meetings are open to the public. Remaining meeting dates for this school year are February 17, April 21, and May 19, and are held at 3:30 pm at the School Board Office. • 2010-2011 Current Members Ms. Lisa Cain Ms. Patty Maynard Ms. Paige Callahan Ms. Chris Moses Ms. Bonnie Carpenter Ms. Sharon Paisley, Chairperson Ms. Maxine Casey Ms. Tristan Robertson Dr. Darryl Helems Ms. Kristyn Shepherd Ms. Artice Ledbetter Ms. Laurel Soderberg Ms. Terri Lewis Ms. Terry Thomas Ms. Pat Macdonald Mr. Tom Willett

  30. Contact information • Dr. Darryl Helems, Director of Student Services, 389-0130, dhelems@salem.k12.va.us • Ms. Pat Macdonald, Parent Resource Center Coordinator, 389-0130, pmacdonald@salem.k12.va.us

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