PARENT NIGHT: SPECIAL EDUCATION AND SECTION Kennett Consolidated School District October 19, 2016

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1 PARENT NIGHT: SPECIAL EDUCATION AND SECTION Kennett Consolidated School District October 19, 2016

2 KCSD SPECIAL EDUCATION STAFF Dr. Yvette Line-Koller, Director of Special Education Mrs. Trista Todd, Supervisor of Special Education Mrs. Jo Stirling, Special Education Liaison Ms. Nancy Haley, Administrative Assistant

3 SPECIAL EDUCATION 101 FAPE Under IDEA Free and Appropriate Public Education At no cost to parents Under the IDEA, FAPE is defined as an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit.

4 SPECIAL EDUCATION 101 It all begins with a referral. Characteristics of Unique Students Physical Characteristics Language Difficulties Learning Difficulties Behavioral Difficulties What effect do these have in the classroom?

5 SPECIAL EDUCATION 101 School District Staff Data Review Consider eligibility categories Academic Data Observation Data Intervention Data Does the student need instruction or accommodation? Request Parent permission---parent must sign off

6 SPECIAL EDUCATION 101 Eligibility Categories Autism Deaf/Blindness Deafness Emotional Disturbance Hearing Impairment Other Health Impairment

7 SPECIAL EDUCATION 101 Eligibility Categories Intellectual Disability Multiple Disabilities Traumatic Brain Injury Speech/Language Impairment Specific Learning Disability Visual Impairment/Blindness

8 SPECIAL EDUCATION 101 Parent Request What concerns do you have? What effect are they having in the classroom? School has the ability to review data and agree or deny Issues Permission to Evaluate OR Notice of Recommended Educational Placement Meet to discuss recommendation to deny request

9 SPECIAL EDUCATION 101 If school team and parent agree on evaluation: Evaluation completed May include: cognitive testing, achievement testing, curriculum based assessment, observation, adaptive skills checklists, behavior checklists (including those to detect concerns about attention), related service assessments School Psychologist role Parent report and information requested

10 SPECIAL EDUCATION 101 If student is determined to be Not Eligible, process ends and a Notice of Recommended Educational Placement (NOREP) is issued Parent has the ability to agree or disagree If student is determined to be Eligible for Services, process continues and an Individualized Education Plan (IEP) is developed

11 SPECIAL EDUCATION 101 IEP is developed with entire team Special Considerations Present level of academic performance Goals Specially Designed Instruction Placement Placement is determined Parents have the opportunity to agree or disagree

12 SPECIAL EDUCATION 101 Annual IEP Meeting Progress Monitoring Every 3 years: Re-evaluation meeting Every 2 years for students with intellectual disability Parents have ability request meeting at any time

13 SPECIAL EDUCATION 101 School Districts must give parents written copy of special education procedural safeguards. This document outlines the steps for due process hearings and mediation. A copy of their procedural safeguards must be given to parents once each year, except that a copy also shall be given to them Upon initial referral or parental request for evaluation Upon the first occurrence of the filing of a complaint under subsection, and Upon their request

14 SECTION Section 504 Prohibits discrimination on the basis of disability Protects any individual who has physical or mental impairments which substantially limits one of more major life activities Includes protection from 2 categories of discrimination Active discrimination- denial of student s equal participation in offered programs of activities on the basis of disability Passive discrimination- failure to act to provide services or other necessary accommodations that would ensure equal access or participation to offered programs and activities

15 SECTION Public Educational Agencies are required to Ensure that students with disabilities have equal opportunity to participate in the school program and extracurricular activities Provide these students with the aids, services, and accommodations that are designed to meet their educational needs Aids, services, and accommodations may include special transportation, modified equipment, adjustment in the student s roster to administration of medication

16 SECTION Americans with Disabilities Amendments Act (ADAA) became effective 1/1/2009 Expanded the list of major life activities---now includes major bodily functions as well as sleeping, standing, lifting, bending, reading, concentrating, thinking, communicating, and working Prohibits the consideration or the effects of remediation efforts when determining whether a disability substantially limits a major life activity

17 SECTION FAPE Under 504 Provision of regular or special education and related services Section 504 not limited to reasonable accommodations in regular education classroom- --could include additional services Designed to meet the child s individual needs As adequately as needs of non-disabled students are met (equality of opportunity) Provided in conformity with procedural safeguards If a child is provided with IEP under IDEA, then 504 requirement is met

18 SECTION Evaluation Permission must be granted by parents to conduct evaluation Can be recommended by either the school team or parents Conducted by a group of qualified professionals who are able to interpret the meaning of testing and assessments administered or reviewed at least one of whom is familiar with the student Draws upon information from a variety of sources, including, when relevant, aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive behavior Is sufficiently comprehensive to determine whether the students is a students with a disability

19 SECTION Eligibility Documented in an Evaluation Report A child or student with a disability Has a physical or mental impairment that substantially limits one of more of his or her major life activities, including one of more of the disabilities under the IDEA Has a record of such an impairment Is regarded by the school entity as having such an impairment, unless the impairment that the student is regarded as having is minor and less than six months in duration

20 SECTION Physical or Mental Impairment Any physiological disorder to condition affecting one of more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive genito-urinary; hemic and lymphatic; skin; and endocrine; Any mental or psychological disorder, such as intellectual disability, organic brain syndrome, emotional or mental illness, and specific learning disabilities EXCLUSIONS: conduct disorder, current drug use

21 SECTION Major Life Activities Caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. The term also includes the operation of a major bodily function, including but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions. (not limited)

22 SECTION Least Restrictive Environment (LRE) Like IDEA Student should be provided with services in the least restrictive environment If not in regular ed must be in comparable facilities Meaningful program accessibility to programs offered by the district

23 SECTION Service Agreement Written using information included in the Evaluation Report Maintained and monitored by a case manager (School Counselor, 504 Coordinator-KHS) Recommended to be reviewed annually always reviewed at transition times Individualized accommodations Implemented as soon as possible All staff members working with student should be familiar Reevaluations At least every 3 years Transition between buildings Exiting students Parent request

24 SPECIAL EDUCATION AND SECTION Special Education specially designed instruction Section accommodations to access regular education

25 SPECIAL EDUCATION AND SECTION Next Meeting: Tuesday January 17, Topic: Least Restrictive Environment Questions