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Working Together Works! Homeless Education and Special Education as Partners NAEHCY Annual Conference Crystal City, VA November 2, 2008 Patricia A. Popp, Ph.D. – Project HOPE-VA Selena M. Joy, Ph.D., BCBA - Henrico County Public Schools True or False?
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NAEHCY Annual Conference
Crystal City, VA
November 2, 2008
Patricia A. Popp, Ph.D. – Project HOPE-VA
Selena M. Joy, Ph.D., BCBA - Henrico County Public Schools
Children who need special education and related services by reason of their disability.
20 USC 1401(3); 34 CFR 300.8
Speech or language impairment
Emotional disturbance (disability or disorder)
Other health impairment
Traumatic brain injury
Visual impairment or Blindness
1401(3); 300.8What are disabilities?
physical and occupational therapy
school health services
social work services
parent counseling and training
What are related services?Transportation and developmental, corrective, and other supportive services required to assist a child with a disability to benefit from special education, including, but not limited to:
1412(a)(3)(A), 1435; 300.111
1. The student must be age 3 through 21 (Part B); suspected of having a disability; who may need special education and related services.
2. The “parent” or public agency must request a special education evaluation, and the “parent” must consent.
3. Specific process may vary slightly depending on state laws/regulations.
Note: The parent should keep a signed, dated copy of the request.
4. Parents and school staff should work together to ensure the student receives all needed evaluations, promptly.
Um, what does promptly mean?
IDEA now says within 60 days or within state timeframes.
(“Day” means calendar day unless otherwise specified.)
Homework: Check your state’s timeline.
(i) the new LEA is “making sufficient progress to ensure a prompt completion of evaluations,” AND
(ii) “the parent and the LEA agree to a specific time when the evaluation will be completed.”
5. The meeting to develop the Individualized Education Program (IEP) must take place within 30 days of the eligibility determination.
1414(d); 300.320, 300.323
6. Parents and school staff should work together to ensure the IEP is fully and consistently implemented.
7. Special education placements must be as close as possible to the child’s home, unless the IEP (including parent input) requires some other arrangement and considers any potentially harmful effect on the child or quality of services s/he needs; the right to attend the school of origin remains in effect.
What does “appropriate services” mean?
Create and promote policies and practices for regular, ongoing communication.
Review and, if necessary, revise state and local policies and practices (tools available).
When a complex situation arises, work as a team.
Repeat steps 1 & 2 at least annually.
34 C.F.R. §300.30
Surrogate parents appointed by LEA
Surrogate parents appointed by Judge
A process that:
Integrates assessment and intervention
Within a multi-level prevention system
To maximize student achievement and reduce behavior problems
Identify students at risk for poor learning outcomes
Monitor student progress
Provide evidence-based interventions
Adjust intensity depending on responsiveness
Identify student with specific learning disabilities
Timely record sharing
Seamless interventions and instruction with school moves
Quick intervention adjustment after a move (not waiting a week for new baseline data)
Continuing an intervention too long due to lack of data and delaying evaluation/eligibility process
*Progress monitoring should be used as part of the evaluation/eligibility process.
Means to address over-representation of certain groups of students in special education
Part B funds can be used to support activities for students not identified for special education
LEAs may use up to 15% of IDEA funds
LEAs with “significant disproportionate representation” MUST use 15% of IDEA funds for CEIS
RTI is a CEIS
Coordinate use of CEIS funds among liaisons, special education, LEP, and Title I coordinators
Integrate classroom record sharing (progress monitoring) into school record transfers when students move
Ensure interventions are documented and kept current to inform a new teacher immediately of current functioning
A child must not be determined to be eligible for IDEA services if the determinant factor is “lack of instruction” “environmental/economic disadvantage” or “limited English proficiency.”
Lack of instruction, environmental/economic disadvantage or limited English proficiency are not grounds to refuse to evaluate a student and must be considered as part of the evaluation process or eligibility determination.
RTI strategies are tools that enable educators to target instructional interventions to children’s areas of specific need as soon as those needs become apparent.
RTI (used for instructional purposes) can be used for ANY special education student prior to, during, and after the evaluation process (unless using RTI is inconsistent with the IEP).
Parents retain their right to request an evaluation at any time.
The LEA may use data gathered through RTI strategies in its evaluations and reevaluations of children with specific learning disabilities.
20 USC 1432(5)
1436, NPRM303.320(e), 303.342(a), 303.344(g)
How: IEP must address transition by the student’s 16th birthday, be updated annually and must be coordinated and results-oriented.
Responsibility: Ultimately, with the school district BUT…
IDEA encourages collaboration with other agencies and organizations to develop and implement a transition plan (Services of Runaway and Homeless Youth Act programs, the child welfare system and others). Legally, “If a participating agency … fails to provide transition services described in the IEP… the LEA shall reconvene the IEP team to identify alternative strategies…”
What will you do to initiate and expedite evaluations?
What will you do to implement IEPs for transfer students?
Who are the key contacts
You have already identified
You need to identify
Any tips for getting these key contacts to the table?
National Center on Secondary Education and Transition www.ncset.org
National Post-School Outcomes Center www.psocenter.org
University of Kansas, Transition Coalition http://transitioncoalition.org/transition/index.php