Implications for Education of E 2 Community Advisory Committee for - - PowerPoint PPT Presentation

Implications for Education of E2

Community Advisory Committee for Special Education Presentation to GATE DAC April 10, 2017

• Prevalence of “twice-exceptional” students in SDUSD
• Assessment & Eligibility
• 504 Plans vs. Individualized Education Plans (IEPs)
• Accommodations
• Parent Rights
• Labels vs. Services: Considerations
• Recommended Sources for More Information

Prevalence

GATE SWD

Approximately 1,110 students (out of 106,356) are “twice exceptional” in our district.

Assessment

• Student Study Team (Also termed “Response to Intervention Team”)
• Consideration for a 504 Plan
• Formal Assessment for Special Education

504 vs. IEP

• Sect. 504 of Rehab Act
• Emphasis on Accommodations
• Lower bar on determination of

disability; lower threshold on proof.

• Individuals w/ Disabilities Ed Act
• Goals, Services & Supports
• Need to be found eligible under
• ne of 13 educational definitions
• f federal disability categories
• Other Health Impairment
• Autism
• Emotional Disturbance
• Deafness
• Visual Impairment
• Specific Learning Disability
• Orthopedic Impairment

Important Note:

Make sure that you read and understand the Notice of Procedural Safeguards – especially during the initial eligibility determination for special education.

Considerations

• Labels & Biases
• Associated with the Student
• Associated with the Adult
• Services & Protections
• Accessing assistance
• Partnership
• Discipline issues

SUSPENSION R A T E

15.5 11.7 10.2 4.6 3.5 3.0 0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 16.0 18.0 2013-14 2014-15 2015-16* Suspension Rate per 100 Students S c hool Y ear S P E D Not S P E D

E X P U L S ION R A T E

0.23 0.21 0.20 0.15 0.10 0.09 0.05 0.00 0.05 0.05 0.10 0.25 2013-14 2014-15 2015-16* Expulsion Rate per 100 Students S c hool Y ear S P E D Not S P E D

Accommodations (not modifications)

• Less common
• Paper-based testing
• Specific behavioral strategies
• Support for organization/focus of materials & writing
• Common
• Preferential seating
• Extended time
• Testing conditions
• Assistive technology
• Breaks/use of “fidgets”

“Myth-Busting”

• Your child need not fail to have a qualifying disability. The discrepancy model

should be considered as part of eligibility determination for students who have superior intellectual functioning.

• 504 Plans are not accommodations-only. Related aids and services may be

provided (but the verbiage is not “shall” be provided).

• Colleges do accept students with disabilities; many colleges have disability

support offices to ensure appropriate accommodations are available to college students.

• Students with disabilities can absolutely be suspended or expelled for certain

infractions; however, behavior plans and Manifestation Determinations may mitigate.

• It is discriminatory practice for a public school to bar a student from AP, Seminar,

IB or other advanced coursework because of an IEP or 504 Plan.

• People will know about my child’s disability. 504 Plans and IEPs are confidential

documents and protected by FERPA (Family Education Records Privacy Act).

Additional Resources

• College Board Accommodations for SWD:

https://www.collegeboard.org/students-with-disabilities

• Administrative Procedure for 504 in SDUSD:

https://www.sandiegounified.org/sites/default/files_link/district/files/s ection504/pp6025.pdf

• Parent Rights (associated with Sect. 504 of Rehabilitation Act)

https://www.sandiegounified.org/parent-rights-concerning-ada504

More Additional Resources

• Self Advocacy – important for any child

https://www.understood.org/en/friends-feelings/empowering-your- child/self-advocacy/the-importance-of-self-advocacy

• Metacognition & Social Skills

https://www.socialthinking.com/

• Universal Design for Learning (UDL)

https://prezi.com/zvehbf95tho8/universal-design-for-learning/

Check out the CAC at sandiegounified.org

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Email CAC@sandi.net