Laura Matson, Ph.D.Director, Special Services

Puget Sound Educational Service Districtlmatson@psesd.org

Navigating the School CultureSeptember 25, 2014

Special Education

How Do I Advocate For My Client?(inside the school district)

Professional closest to the student (teacher, therapist, etc.)

School Psychologist and/or IEP Team

Executive Director or Assistant Superintendent

Superintendent

Special Education Coordinator, Supervisor or Director

Building Administration/Principal

3 Prong Test to Qualify for Special Education Must have a disability: autism, deaf-blindness, deafness,

developmental delay, emotional/behavioral disability, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury or visual impairment.

that causes an adverse educational impact

requiring the provision of specially designed instruction and related services.

IDEA IEP ProcessSuspicion of a Disability – Request for evaluation

Determine whether to evaluate or not – 25 school days

Obtain parent permission

Evaluate and make eligibility decision – 35 school days

IEP/placement – 30 calendar days

Review/Re-evaluation•IEP at least annually

•Evaluation every three years

IEP Accountability

District must provide special education and related services as listed in IEP

Regular education teachers must implement accommodations and modifications

District must make a good faith effort to assist the child to achieve the goals and objectives

IEP Team Parents At least one regular education teacher Special education teacher or provider District representative Individual who can interpret the

instructional implications of evaluation results

Other individuals who have knowledge or special expertise

The child, whenever appropriate or mandated because of transition plan in IEP

IEP Content

Present level of academic achievement and functional performance

How the disability affects involvement and progress in general curriculum or appropriate activities (preschool)

Measurable annual goals, including academic and functional goals

Benchmarks or short-term objectives in areas of reading, math and writing for students who take an alternate assessment (portfolio)

IEP Content (continued)

• Supplementary aids and services and program modifications and supports for school personnel

• An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and in activities

• Services Information (matrix)• The beginning date• Frequency (minutes per day, week or month)• Location (general education/special education)• Duration (usually until end of IEP, but can be shorter)

IEP Content (continued)

Need for extended school year

Assistive technology devices and/ or services

Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) if behavior impacts learning – aversive intervention plan, if needed

How parents will be informed of progress

IEP Content (continued)

A statement of any individual modifications in the administration of State or district-wide assessments of student achievement

If the IEP team determines that the child will not participate in assessments, justification as to why the assessment is not appropriate, and how the child will be assessed

IEP Content (continued)

Beginning on the IEP when the student turns 16, and updated annually: Appropriate measurable postsecondary goals based on age

appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and

The transition services including course of study needed to assist the student in reaching those goals

Statement that student informed of rights that transfer to student at age of majority at or before age 17

Disciplinary Change of Placement

Change of placement occurs if: a child is removed for more than 10 consecutive

school days or

is subjected to a series of removals that constitute a pattern because of factors such as length of each removal, total amount of time removed, proximity of removals one to another.

Manifestation Determination

Manifestation determination review shall be conducted: Immediately or no later than 10 school days after

discipline decision; By a IEP team and other qualified personnel; To determine the relationship between the child’s

disability and the behavior subject to the disciplinary action.

If special ed student out on long term suspension, district required to provide instruction Alternative Interim Education Setting (AIES)

Resources

Special Education WACs 392-172-WAC

OSPI- Special Education webpage http://www.k12.wa.us/SpecialEd/default.asp

x OSPI Special Education Parent Liaison

Scott Raub (360) 725-6075 http://www.k12.wa.us/SpecialEd/

ContactUs.aspx