Study Guide

Ohio Operating Standards for the Education of Children with Disabilities Reading:

School District of Residence: The child's school district of residence is responsible, in all instances, for ensuring that the requirements of paragraph (A) of this rule for making FAPE available are met for every eligible child in its jurisdiction, regardless of whether services are provided by another school district, other educational agency, juvenile justice facility, or other facility, agency, department, or entity unless Chapter 3323. of the Revised Code, or a rule adopted by the state board of education specifies that another school district, other educational agency, or other agency, department, or entity is responsible for ensuring compliance with Part B of the IDEA. (b) Notwithstanding paragraph (A)(2)(a) of this rule, a school district of residence is not required to pay for the cost of education, including special education and related services, of a child with a disability at a nonpublic school or facility if that school district made FAPE available to the child, and the parents elected to place the child in a nonpublic school or facility. However, the school district must include the child in the population whose needs are addressed consistent with the requirements of rule 3301-51-08 of the Administrative Code.

o Definitions of Assistive Technology Device and Assistive Technology Service: Assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or

the replacement of such device. Assistive technology service" means any service that directly assists a child

with a disability in the selection, acquisition, or use of an assistive technology device.

o Definition of consent: Consent means that the parent has been fully informed of all information relevant to the activity for which consent is sought, in the parent's native language, or other mode of communication; The parent understands and agrees in writing to the carrying out of the activity for which the parent's consent is sought, and the consent describes that activity and lists the records (if any) that will be released and to whom; and The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at anytime. If a parent revokes consent, that revocation is not retroactive (i.e., it does not negate an action that has occurred after the consent was given and before the consent was revoked).

o Free and Appropriate Education meaning: "Free appropriate public education" or FAPE means special education and related services that: (a) Are provided at public expense, under public supervision and direction, and without charge; (b) Meet the standards of the Ohio department of education, including the requirements of this rule; (c) Include an appropriate preschool, elementary school, or secondary

school education in the state involved; and (d) Are provided in conformity with an IEP that meets the requirements of

rule 3301-51-07 of the Administrative Code for individualized education programs.

o Definition of native language: Native language (a) When used with respect to an individual who is limited English proficient, "native language" means the following: (i) The language normally used by that individual, or, in the case of a child, the language normally used by the parents of the child, except as provided in paragraph (B)(40)(a)(ii) of this rule. (ii) In all direct contact with a child (including evaluation of the child), the language normally used by the child in the home or learning environment. (b) For an individual with deafness or blindness, or for an individual with no written language, the mode of communication is that normally used by the individual (such as sign language, braille, or oral communication).

o Definition of parent: "Parent" means: (a) A biological or adoptive parent of a child but not a foster parent of a child; (b) A guardian generally authorized to act as the child's parent, or authorized to make educational decisions for the child (but not the state if the

child is a ward of the state); (c) An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child's welfare; or (d) A surrogate parent who has been appointed in accordance with rule 3301-51-05 of the Administrative Code. (e) Except as provided in paragraph (B)(48)(f) of this rule, the biological or adoptive parent, when attempting to act as the parent under this rule and when more than one party is qualified under this rule to act as a parent, must be presumed to be the parent for purposes of this chapter of the Administrative Code unless the biological or adoptive parent does not have legal authority to make educational decisions for the child. (f) If a judicial decree or order identifies a specific person or persons under paragraphs (B)(48)(a) to (B)(48)(c) of this rule to act as the parent of a child or to make educational decisions on behalf of a child, then such person or person shall be determined to be the parent for purposes of this rule.

o Definition of referral and related services: "Related services" means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.

o Definition of school district of residence: School district of residence" means: (a) The school district in which the child's parents reside;

(b) If the child is enrolled in a community school, the community school is considered to be the "school district of residence"; (c) If the school district specified in paragraph (B)(58)(a) or (B)(58)(b) of this rule cannot be determined, the last school district in which the child's parents are known to have resided if the parents' whereabouts are unknown; (d) If the school district specified in paragraph (B)(58)(c) of this rule cannot be determined, the school district determined by the court under section 2151.362 of the Revised Code, or if no district has been so determined, the school district as determined by the probate court of the county in which the child resides. (e) Notwithstanding paragraphs (B)(58)(a) to (B)(58)(d) of this rule, if a school district is required by section 3313.65 of the Revised Code to pay tuition for a child, that district shall be the child's school district of residence.

Be able to describe the culture of disabilities across the years (1800s to present)

o Discuss the impact of Rosemary Kennedy on the field of special education

o Education and Secondary Education Act of 1965

o Discuss the impact of the Willowbrook State School on special education

o Section 504 of the Rehabilitation Act of 1973

o Discuss how an IEP differs from a 504 Plan

o PL 94-142 Education for All Handicapped Children Act of 1975

o PL 99-457 from 1986

o PL 101-476 (IDEA) and its ratifications (1997)

o No Child Left Behind Law

o Every Child Succeeds Law

Be able to define the term IFSP and its components

o Be able to define the term service coordinator and their role with IFSPs and

families

o Be able to define the term natural environment and how it applies to IFSPs and

families

o Be able to identify or write a sample outcome for an IFSP

o Know how often IFSPs are reviewed

o Be able to define the term IEP and its components

o Be able to identify the members of the IEP team

o Be able to identify the various types of related services

o Know how often IEPs are reviewed

o Be able to define the term 504 Plan and the law it comes from

o Be able to identify the members of a 504 Plan Team

o Know how often 504 Plans are reviewed

o Be able to compare an IFSP, IEP, and 504 Plan (i.e., type of law, age group

served, educational document, who is eligible, who is served, location of services,

types of services)

Special Education Assessment Process Class and Assigned Readings:

• Evaluation Eligibility Reading:

o Parental Rights and Procedural Safeguards: School divisions must be aware of when the referral for evaluation process begins because of the obligations for the school division and procedural safeguards for parents. Procedural safeguards notice that describes parental rights must be provided to parents at least once per year and then again at specific times. Events that require the school division to provide an additional copy of the procedural safeguards are: 1. at the time of initial referral for special education, 2. when the eligibility team proposes to change the student’s identification, 3. when requested by the parents, 4. when the first state complaint is filed during the year, 5. when the first request for due process is made during the year, and 6. when a decision is made to make a disciplinary removal that constitutes a change in placement because of a violation of the code of student conduct.

Referral for an Evaluation: Suspicion of a Disability The evaluation and eligibility process begins at the point the student is suspected of having a disability that requires specially designed instruction. This suspicion of a disability is usually documented on a “referral for evaluation” form. Referrals may also come from a school-based team. Examples of this include: ▪ A school team that is working to provide strategies and supports suspects a disability. ▪ A parent or teacher has a concern about a student and contacts the principal who is not the

special education administrator’s designee. The principal then asks the school-based team to review the information and make a determination if a referral for evaluation is needed. The 65 business days timeline begins when the special education director or designee receives the referral for evaluation. When the referral goes directly to the special education administrator or designee, that individual has three business days to decide upon one of three options. The special education administrator or designee may: ▪ Begin the initial evaluation procedures, ▪ Refer the child to the school-based team to review and respond to the request, or ▪ Deny the request and provide prior written notice. If the special education administrator or designee decides to begin the initial evaluation

procedures, the first step is to document the decision in the student’s education record. The next step

is to hold a meeting to review existing data.

If the special education administrator or designee’s decision is to refer the request to the school-

based team, that group then has ten business days to meet. This team must have the same

composition as an IEP Team and is represented as the Optional Meeting in Figure 1.

In the event the special education administrator or designee decides that an evaluation is not

warranted, prior written notice must be provided to the parent. The prior written notice must contain

all of the required elements. It should focus on the reasons the special education administrator o Referral from School Team Suspecting a Disability designee determined that the student is not suspected of having a disability and/or does not require

specially designed instruction.

If the referral goes first to a school principal or the principal’s designee, such as an assistant

principal or the school’s student assistance team leader, the team must meet within ten business days

from receipt of referral to determine whether an evaluation is necessary. If the team suspects a

disability and decides an evaluation is warranted, it has three business days to forward the referral to

the special education administrator or designee. This group is represented as a circular shape in

Figure 2. In this situation, the 65-business day timeline would begin when the special education

administrator receives the referral for evaluation from the school team.

o Parent Consent for an Evaluation: Parental consent means the parents have been fully informed of all information related to the

evaluation in the parents’ native language, or other mode of communication and that they understand

and agree, in writing, to the carrying out of the evaluation. The consent form should describe the

evaluation components and list the records (if any) that will be requested from medical or other

educational providers. Parental consent must also be obtained prior to the release of any information

to outside providers.

Parental consent is necessary when: any assessment instrument is administered, or formal

observation conducted as part of an initial evaluation or re-evaluation. However, parental consent is

not required before the review of existing data as part of an evaluation, teacher and related service

provider observations for re-evaluations, ongoing classroom evaluation, or the administration of, or

review of, the results of assessments that are administered to all children in a class, grade, or school,

such as universal screeners like Dynamic Indicators of Basic Early Literacy Skills (DIBELS), etc.,

unless parental consent is required before administration to all students. Table 3 provides examples

of specific data and consent requirements. If a parent refuses consent for an initial evaluation, the child cannot be evaluated. If the school

division believes an evaluation is warranted, the school division may request mediation or initiate a

due process hearing to resolve the dispute and permit the school division to conduct the evaluation.

A parent who has provided consent for an initial evaluation may revoke that consent any time prior

to the evaluation occurring. If parental consent is revoked, the school division can pursue mediation or due process, or stop the evaluation-eligibility process. At this point, the rights and obligations

associated with IDEA and state special education regulations no longer apply

o 65-day timeline: The three exceptions to the 65 days timeline are:

1. If a parent fails or refuses to produce the student for the evaluation,

2. If the student enrolls or moves to another division prior to the completion of the evaluation1,

or

3. If the parents and school agree to an extension in writing (to obtain additional information

that is required and cannot be gathered by the due date).

• When a Student Does Not Qualify for Special Education Reading:

o Explanations of Do Not Qualify in Special Education: Most students who are referred ultimately are identified with

a disability and receive special education services. If a school

has a high-quality special education program, and all parties

agree during the individualized education program meeting,

then the assessment specialist can feel confident in the evalu-

ation. However, if the student DNQs, then questions such as

“What now?” are being asked. To answer these questions and

concerns, it is necessary to identify some common explana-

tions for students not qualifying for special education. Inadequate Instruction, Motivation, and Exclusionary Factors.

o Recommendations for Students Who Do Not Qualify for Special Education

Services: Communication

It is important to keep in mind that parents of students who

are initially referred for special education testing have little if

any experience navigating the special education process, in-

cluding eligibility. Support

Special education eligibility is determined by a team of

qualified professionals and the parents; however, the assess-

ment specialists (e.g., school psychologist, educational diag-

nostician) administer and interpreted the assessment results

• When a Parent Revokes Special Education Reading:

o Special Education Rights for Parents and Schools: Legally, parents are involved in the special education process as soon as they choose to allow

a school to conduct an assessment of their child. Parents are also given the right to determine the

appropriateness of their child’s individualized education plan and to agree to the services offered

before they are implemented (IDEA, 2004b).

o The Intersection of General Education and Special: Fundamentally, some tension exists between the greater needs of the relatively small number

of children in special education and the large number of children in general education. Although

special education legislation has focused on protecting the rights of students with disabilities, who

were historically often ignored or treated unjustly, they also consider the rights of general education

students. Courts have repeatedly ruled that when a student with an IEP has behaviors that are

disruptive in the classroom, a change of placement may be considered. When a special education

student has a propensity to cause disruption in the classroom, classroom behavior supports need to

be the first step to try to address the situation (Yell, 2006). However, if a student is not benefitting

from regular education or is inhibiting the education of others, the general education classroom

may not be the student’s Least Restrictive Environment.

o When Special Education is Revoked Legal Considerations: The law clearly dictates that parents have the right to remove all special education services

for their child (IDEA, 2004b). When this happens, a school must remove all provisions of special

education and related services. Additionally, the student must be treated like all other students

without IEPs and special services (IDEA, 2004a). Furthermore, schools may not use mediation

or resolution processes in these instances (IDEA, 2004a). Therefore, when schools receive parent

revocation of special education services in writing, a student must be treated like a general education

student in all aspects of his or her education, including discipline

• Lecture:

o Be able to list and describe each step in the special education assessment process: Prereferral

Teacher can do this step individually or

meet with the Child Study or

Intervention Team for assistance

Can be done WITHOUT

caregiver permission

Points to consider:

*Adaptations or modifications to

the environment or to the curriculum

*Assumption is that what is

currently being done isn’t working. Referral

Parental permission is not necessary

Discussion of what has been tried & hasn’t

worked

Student’s current abilities are compared to

developmental milestones & grade-level

standards

Screenings completed at this stage (e.g.,

medical, social, academic, observations,

parent & teacher interviews). EVALUATION:

Must be conducted in the child’s home language

More than one assessment measure must be used

Assess in all areas of suspected disability

Must be an individualized assessment

Reliable and valid tests must be used. ELIGIBILITY MEETING

Step 1

• Based on the evaluation results, does the

student meet one or more of the 13 IDEA

categories?

• If yes, go to Step 2. If no, STOP.

Step 2

• What IDEA category(s) best meets the

student’s needs?

Step 3

• What is the best least restrictive environment

for the student? LRE OPTIONS

General Education Classroom Resource Room

1. General education teacher provides all supports

for student with disability. Special education teacher

consults with general education teacher.

2. General education teacher team teaches with

special education teacher.

3. Special education teacher works with student with

IEP. General education teacher works with remaining

students.

1. Student with IEP leaves general

education classroom & works with

the special education teacher in a

separate classroom. Developing an IEP

Current Level of Academic &

Functional Performance01

Annual Goals & Objectives

02

Special Education Services

03

Inclusion Statement

04

Annual IEP Meeting

IEPs expire in 1-year

Law requires that all annual goals &

objectives be evaluated for success

Typical attendance: parents, general

education teacher, special education

teacher

Remaining team members only meet if it is

time for a new evaluation, a new concern

has developed, or the team member

developed an annual goal & objective (e.g.,

related service provider)

o Definition of a school intervention team: Assists teachers in helping their students succeed academically,

emotionally, and behaviorally in the general education classroom

o Parent consent in the special education assessment process—when it is required

and when it is not.

o Be able to list and describe the sped laws for an evaluation

o Be able to describe the LRE options most pertinent for a general education

teacher

o Definition of ecological validity

RTI Versus UDL Class and Assigned Readings

• Response to Intervention and Changes in Categorization Reading:

o The role of IDEA 2004 in RTI: n the United States, prior to the Individuals with

Disabilities Education Improvement Act (IDEA) of 2004, students with learning

disabilities (LD) were typically determined eligible for special educational programming

using a discrepancy between achievement and intellectual ability. The U.S. Department

of Education in the mid-1970s included a discrepancy between achievement and ability

as part of the criteria (Lichtenstein, 2014). However, this evaluation method has long

been criticized in the literature for lacking scientific justification, relying too heavily

upon psychometrically unsound assumptions, encouraging a wait-to-fail approach to

evaluation, and over-identifying students with LD

• Using the UDL Framework to Plan for All Students in the Classroom:

o Definition of instructional choice:  Instructional

choice involves offering students two or

more options, allowing them to choose in-

dependently, and facilitating the implemen-

tation of the choice

o Learning goals and types of choices: within-task choice and across-task choice: ered, although it may change how the

student engages with the content (rep-

resentation) or how they act and express

what they know (action and expression).

Choice is divided into two categories,

within-task choice or across-task choice

(Lane et al., 2018). Examples of within-task

choice in lesson planning include: (a) types

of materials available (e.g., pen/paper, com-

puter), (b) access to peers (e.g., complete

tasks independently, with a friend, or with a

small group), (c) location where the task is

completed (e.g., at desk, in the hallway, out-

side) and (d) variety of available scaffolds

(e.g., participate in guided or independent

review before the task, reduce total task

length by allowing students to choose one

problem to cross out for every two that are

completed).

o Be able to apply within-task choices and across-task choices by recognizing

examples within a narrative or a lesson plan

• Lecture:

o Be able to compare and contrast the RTI and UDL instructional models

o Be able to describe and apply the RTI approach and its components

o Be able to describe and apply the UDL approach and its components

o Be able to define adaptations and modifications/accommodations

Role of Families in Special Education Class and Assigned Readings

• Family Systems and Family Characteristics Reading:

o Be able to define the word culture: The term culture refers to the knowledge, values, and beliefs that are the foundations

for how people perceive, interpret, and behave in the world. Patterned ways of behav-

ing are important for a group of people to interact, and culture determines the norms

for patterned behavior

o Be able to define the word identity: Further, a person’s identity—how they perceive and make sense of these same

behaviors in themselves and others—is also culturally defined

o Be able to define the word microculture and provide examples: A more accurate approach to culture considers the presence of

many other factors that contribute to a person’s identity. These include a person’s age,

gender and gender identity, sexual orientation, socioeconomic status, first language, re-

ligious or spiritual beliefs, and experience of disability.

o Be able to define the word implicit bias and identify examples in a case: Alternatively, implicit bias refers to attitudes or perceptions (frequently negative) held

by an individual that may unconsciously lead an individual to discriminate against others

without deliberate intent.   Examples of microaggressions include complimenting an Asian

American on their “good English,” using the word “retarded” to refer to a person or to a

non-preferred activity, or referring to an assertive mother as “aggressive”

• Teaming with Families Reading:

o Special education laws regarding families: his need is so signifi-

cant that the Education for All Handicapped Children Act

(1975) guaranteed families the right to due process, prior

notice and consent, access to records, and participation

in decision making. The Individuals With Disabilities Edu-

cation Act Amendments of 1997 provided for parent par-

ticipation in eligibility and placement decisions, along with

mediation as a means of resolving parent–school contro-

versies. In addition, the Individuals With Disabilities

Education Improvement Act of 2004 and No Child Left

Behind Act (2001) mandate that schools give parents the

tools they need to support their child’s learning in the

home and that schools communicate regularly with fami-

lies about children’s academic progress, provide opportu-

nities for family workshops, and offer parents chances to

engage in parent leadership activities at the school site.

o Be able to discuss and identify the negative parent perceptions of team inclusion: Many families of children with severe disabilities report

a marked lack of interprofessional collaborative practice

(IPCP). The World Health Organization (2010) defines

IPCP as the collaborative efforts of varied professionals with

patients, families, caregivers, and communities in the deliv-

ery of a high quality of care. Core ideals associated with

IPCP have included patient/family centeredness, community-

oriented care, and relationship-focused service delivery.

Collaboration is the process by which people with different

areas of expertise work together to identify needs and

problems, then find ways to meet the needs and solve the

problems

o Essential features of team building Be able to identify each one

and provide an example: Goal Setting

Goals give teamwork meaning (Devlin, 2005). With-

out a goal, there is no clear direction for the team and no

way of knowing if the goal has been achieved. Goal setting

is the process in which team members identify an intention

or target. Elements of

team building

Prepared school professionals

for working together in a

collaborative, consultative

teamwork process. Roles and

responsibilities Team members share roles,

areas of expertise, and

responsibilities. Effective and

efficient process

Framework to work toward

goals: structure, resources,

and management. Communication and

interpersonal

relationships

Communication and

rapport building to

achieve collaboration;

assertivenes. Collaborative

problem solving Dealing with conflict, problem

solving, decision making,

sharing information. Evaluation assessment

of teamwork and the

outcomes of student

behavior.

• Lecture:

o Be able to identify positive and negative characteristics of parent meetings in a

given case: Arrange meeting at a time convenient for parent

• If a mutually agreed upon time cannot be arranged,

perhaps school staff & parent can alternate whose

schedule will be accommodated

• Keep meeting length to a reasonable length of time

• 30-minutes to 1-hour; time limits

• Only key professional should attend the meeting

• Ensure all parties are prepared

• Send any meeting materials home prior to meeting

• Be willing to meet at a mutally agreed upon setting

Establish a meeting format that is not threatening

• Everyone seated around the table

• Provide comfortable seating

• Parents should have same size chairs as teachers

• Provide copies of documents that were sent home

• Have a meeting agenda & a copy for each member

• Agenda is clear & based on meeting’s purpose

• Writing materials available, if needed

Utilize language that encourages the parent to be involved in

the meeting

• Listen to the parent while he/she is talking

• Agree to ground rules if topic is known to be contentious

• Identify parameters of acceptable topics

• Develop a proactive approach to address child’s needs

• Deliver bad news about the child with sensitivity

• Avoid words like “can’t” & use words like “was not able to”

• At the end of the meeting, include a short summary that

focuses on the action that will be taken by all meeting

o Be able to define and identify how the concept of time, body language,

proxemics, and active participation applies to culturally diverse families

o Be able to identify characteristics of resistive parents and strategies to work with

them: Parents who are least likely to attend IEP meetings: Low SES, high school

diploma only, minority, & single parent (Weber & Stoneman, 2016)

● Parental anxiety about their own school experience (Losen & Losen, 2014)

● Parents believe that they have failed their child & their parenting skills will

be judged by the school (Losen & Losen, 2014)

● Parents mistrust the school system (Miller, 2016)

● Parents believe that involvement in special education will cause their child

to be bullied & their child’s teacher will not like their child (Miller, 2016)

Reseach has demonstrated that.....

Strategies for Resistant Parents

For the Current Meeting:

For Future Meetings:

• Utilize other school personnel to contact the parents (e.g.,

social worker, school counselor)

• Consider involving outside agencies who might be working with

the family already (e.g., church group, Child & Family Services)

● Document attempts made to contact the parent

● Try to find a key contact who is willing to work with the team to

involve the parents (e.g., neighbor, relative, friend)

● Proceed with meeting for the child even without parent’s

involvement

IFSPs, IEPs, and 504 Plans Class and Readings:

• Early Childhood Transition Guidebook Reading:

o Be able to define the word transition: he Infant and Toddler Intervention

program covers children ages birth to 3 years who

are eligible under Part C of the Individuals with

Disabilities Education Act (IDEA). Part C focuses on

helping the family meet the developmental needs of

their child, such as learning to sit up, walk, or talk.

Typically provided in natural environments, such as

the child’s home or child-care setting, these services

and outcomes for the child and family are defined in

an Individualized Family Service Plan (IFSP)

o Be able to identify appropriate and inappropriate strategies for helping parents

prepare their toddler for preschool using a case or narrative description (i.e., be

able to read a narrative and identify what was done right and what was done

wrong): At least three months before your child’s third

birthday, your service coordinator will call one or

more transition conferences to discuss your child’s

needs and preschool options. This conference could be

combined with a regularly scheduled IFSP meeting.

You, your service coordinator, and other members of

the IFSP team as appropriate will be included. Others

may be invited as well. These people may include early

childhood special education staff, representatives

from community programs or services (such as a

child-care provider, private preschool, or Head Start),

and anyone else you would like to have there, such as

grandparents, neighbors, or friends who know your

child well

• Transitioning from Pre-K to Kindergarten Reading:

o Be able to identify appropriate and inappropriate strategies for helping parents

who have a student with problem behavior to transition their students to

kindergarten (i.e., be able to read a narrative and identify what was done right and

what was done wrong): Making a list of your child’s strengths and challenges. In the IEP meeting, mention strategies that are

successful when working with your child.

• Offering insights and information about the behavioral challenges your child is experiencing. A parent is

the most informed person about the child and knows him or her best.

• Organizing your child’s records. Decide what other information might be useful in educational

planning. Make sure the information is up to date. PACER Center has developed a mental health

folder to help you identify what kinds of information might be useful to share. Contact PACER at

(952) 838-9000 for more information.

• Understanding that your child’s mental health medical records are confidential, but there may be useful

information in those records for educational planning. You may want to share some of that information

with the team when writing the IEP.

• Maintaining a positive relationship with team members and approaching team meetings and decisions

in a collaborative effort.

• Making the Move from Pre-K to Kindergarten Reading:

o Be able to identify appropriate and inappropriate strategies for helping parents

prepare their student for kindergarten using a case or narrative description (i.e., be

able to read a narrative and identify what was done right and what was done

wrong): Gather information about school options for your child

 Ask your child’s preschool Individualized

Education Program (IEP) case manager how

to find the information you will need to enroll

your child in kindergarten. Each school district

does things a little differently, so it is important

to have the right information for your family. A

person at the Student Placement Center for your

school district can explain how the enrollment

process works. This person will tell you about

important school choice activities and will let

you know what the deadlines are for making

your choices. nroll your child and learn about kindergarten at the

new school

 Gather records and complete the forms needed

to enroll your child in kindergarten at the new

school. Find out what immunizations your child

will need to have before school begins.

 Talk with the preschool teacher about ways

to prepare your child for the transition to

kindergarten.

• Transitioning to Middle School Reading:

o Be able to identify appropriate and inappropriate strategies for helping parents

prepare their student for middle school using a case or narrative description (i.e.,

be able to read a narrative and identify what was done right and what was done

wrong):  Develop a transition planning timeline

As with other major changes in your child’s life, the move to middle school will go more smoothly if you gather

information in advance and prepare for the change. In general, a good time to begin planning for the transition

is six months prior to your child’s last Individualized Education Program (IEP) meeting in elementary school.

You may want to start earlier if your child has complex needs.

Ask if your district has a formal plan for transitioning students to middle school. In order to make the orientation

a meaningful process,

• Lecture:

o Be able to define the term IFSP and its components: A written plan for early intervention supports and services to

be provided to an eligible child ages 2 and under AND his/her

family in accordance with federal regulations – Part C of the

Individuals with Disabilities Education Improvement Act (IDEA).

• Is developed by a team that includes the family

INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP) Description of the child’s abilities & strengths

2. Family priorities, resources, & concerns

3. Desired outcomes related to the child & family

4. Early intervention services & supports to be provided

5. Services that will be provided in the child’s natural environment

6. Projected dates for initiation of services & duration

7. Identifies the name of the service coordinator

8. Steps to support transition to IEP and preschool program

IFSP COMPONENTS.

o Be able to define the term service coordinator and their role with IFSPs and

families: Role of the Service Coordinator

• Serves as the point of contact to assist families obtain the

services and assistance they need to address the needs of their child as

recognized on their IFSP.

• Coordinating the provision of Early Intervention Services and

other services based on the IFSP.

• Facilitating timely delivery of available services .

• Continuously seeking the appropriate services necessary to

benefit the development of each child being served for the

duration of the child’s eligibility.

o Be able to define the term natural environment and how it applies to IFSPs and

families: llows for children and families to practice skills embedded in

their daily routines, multiple times a day using what they have

available.

Part C of IDEA requires "to the maximum extent

appropriate to the needs of the child, early intervention

services must be provided in natural environments,

including the home and community settings in which

children without disabilities participate."

o Be able to identify or write a sample outcome for an IFSP: Sofia will eat with her family at mealtime eating the

foods they eat.

Romeo will play with toys and eat meals with his

family by sitting without much support.

Sarah and Ahmet will explore options for financial

assistance for car seats and secure one.

Joy and Denise want more information on alternative

forms of communication for Lucas.

o Know how often IFSPs are reviewed: Written for 1 Year

• Reviewed every 6 months

• Families can request a meeting at any time

o Be able to define the term IEP and its components: A written document developed by a team of person’s from

the child’s attending school system who have a direct relationship

to helping the student with special needs, reach his/her

full potential

• It is a legal document. Present levels of academic achievement and functional performance

2. A statement of measurable annual goals

3. A statement of how the child’s progress will be measured

4. The type of special education services, related services, & supplemental services

offered to the child

5. Accommodations and modifications that will be offered

6. Projected dates for initiation of services, duration, & location of services

7. A description of the extent the student does not participate in activities with

nondisabled peers

o Be able to identify the members of the IEP team: Each meeting should include but is not limited to the following

participants.......

• A School Representative

• General Education Teacher

• Special Education Teacher (Intervention Specialist in Ohio)

• Child’s Parents

• Related Service Providers, School Psychologist

• Anyone the Parents’ Want

o Be able to identify the various types of related services: Transportation

Interpreting

Occupational

Therapy

School Nurse

Services

Speech-

Language

Pathology

Psychological

Services

Adaptive

Physical

Education

Audiology

Physical

Therapy

Social Work

Services

Counseling

Services

o Know how often IEPs are reviewed: Written for 1 Year

• Reviewed every year

o Be able to define the term 504 Plan and the law it comes from: A physical or mental impairment

• That limits a major life activity

• In a substantial way

SECTION 504 ELIGIBILITY CRITERIA....

Major Life Activities:

• Caring for oneself

• Performing manual tasks

• Walking, seeing, hearing, breathing, learning, working, eating,

• Sleeping, bending, concentrating

• Majorly body functions such as respiratory, bowel, bladder, &

digestive are also included

o Be able to identify the members of a 504 Plan Team: Each meeting should include but is not limited to the following

participants.......

• Principal

• General Education Teacher

• Special Education Teacher

• Child’s Parents

• Related Service Providers (if needed)

• Case Manager (Nurse or School Counselor)

o Know how often 504 Plans are reviewed: Written for 1 Year Reviewed every 3 years (but not mandatory)

o Be able to compare an IFSP, IEP, and 504 Plan (i.e., type of law, age group

served, educational document, who is eligible, who is served, location of services,

types of services): IFSP IEP

Agency; Age of Children; Who It Serves Medical; Birth to 2 years; Children and

Families

Education; 3 years to 21 years; Children

Only

Developmental Information Child’s Present Level of Development Child’s Present Level of Educational

Performance; Participation in

Developmental Activities

Family Information Information regarding Family’s

Resources, Family’s Priorities, &

Family’s Concerns about the Child’s

Development

Information regarding the Family’s

Concerns about the Child’s Education

Location of Services Natural Environments (e.g., home

setting usually in a natural routine)

School in least restrictive environment

Types of Services Early Intervention Services and

Supports for Child & Family

Special Education Services in the

Schools, Related Services, if qualify

Team Membership Parents of Child, Service Coordinator,

Service Providers

Parents of the Child, General Education

Teacher, Special Education Teacher,

Representative of the School District

 Section 504 Plan IEP

Type Of Law Civil Rights Law Special Education Law

Age Group Served Lifetime Ages 3 through 21-years

Educational Document 504 Plan IEP

Eligibility A physical or mental impairment that

limits a major life activity in a

substantial way

Meet 1 out of the 13 categories of IDEA

law

Procedural Safeguards in Place for

Parents?

No Yes