Special Education Basics Shemica S. Allen of Personalized Learning - - PowerPoint PPT Presentation

Special Education Basics

Shemica S. Allen of Personalized Learning Solutions, LLC

About the Presenter

• Shemica S. Allen is the founder of Personalized Learning Solutions, LLC.
• Former educator with 15 years of teaching and administration experience working with

students/individuals with disabilities and their parents/guardians.

• Received a Bachelor of Science in Education from the University of Arkansas in 1999 and

a Master of Science in Kinesiology with a specialization in Adapted Physical Activity in 2005 from Texas Christian University. Certified to teach Special Education and Physical Education and also received her Principal certification in 2010

• Began my teaching career in 2000 teaching cardiac education classes in two cardiac

rehabilitation programs in the Dallas-Fort Worth Metroplex. Started teaching in public education in 2003 with my first teaching position being teaching Adapted Physical Education and coaching Special Olympics in Fort Worth ISD. Later moved on to teach a self-contained Life Skills class and coach Special Olympics at a middle school in Mansfield ISD.

• Kept advancing in my career in the area of Special Education after I received her Principal

certification and later gained experience as a Lead Case Manager/Response to Intervention Coordinator at a middle school in Crowley ISD, Special Education Team Lead at a high school in McKinney ISD, and Vocational Adjustment Coordinator in Garland ISD. I also has experience as a Life Skills Teacher, Content Mastery Teacher, Homebound Teacher, and In Home Trainer.

• Recently elected Co-Chair & named to the Special Education Continuing Advisory

Committee (SECAC) for Texas in December 2017 to help make decisions to improve Special Education in the state.

IEP (Individualized Education Program) 504 Plan

Basic Description A blueprint or plan for a child’s special education experience at school. Basic Description A blueprint or plan for how a child will have access to learning at school. What it Does Provides individualized special education and related services to meet the unique needs

• f the child. These services are provided at no

cost to parents. What It Does Provides services and changes to the learning environment to meet the needs of the child as adequately as other students. These services are provided at no cost to parents. What Law Applies The Individuals with Disabilities Education Act (IDEA). This is a federal special education law for children with disabilities. What Law Applies Section 504 of the Rehabilitation Act of 1973. This is a federal civil rights law to stop discrimination against people with disabilities. Who is Eligible A child has one or more of the 13 specific disabilities listed in IDEA. Learning and attention issues may qualify. The disability must affect the child’s educational performance and/or ability to learn and benefit from the general education curriculum. Who is Eligible A child has any disability, which can include many learning or attention issues. The disability must interfere with the child’s ability to learn in a general education classroom.

IEP (Individualized Education Program) 504 Plan

Who Creates The Program/Plan There are strict legal requirements about who

• participates. Team must include:

The child’s parent At least one of the child’s general education teachers At least one special education teacher School psychologist or other specialist who can interpret evaluation results A district representative with authority over special education services What’s In The Program/Plan Team of people who are familiar with the child and who understand the evaluation data and special services options. This might include: The child’s parent General and special education teachers The school principal

What’s In The Program/Plan Learning goals for a child and describes the services the school will

• give. It’s a written document that includes:

The child’s present levels of academic and functional performance— how the child is currently doing in school Annual education goals for the child and how the school will track progress The services the child will get—this may include special education, related, supplementary, and extended school year services The timing of services—when they start, how often they occur, and how long they last Any accommodations—changes to the child’s learning environment Any modifications—changes to what the child is expected to learn or know How the child will participate in standardized tests How the child will be included in general education classes and school activities

What’s In The Program/Plan Generally includes the following: Specific accommodations, supports, or services for the child Names of who will provide each service Name of the person responsible for ensuring the plan is implemented

• The Individuals with Disabilities Education Act (IDEA) is a federal law ensuring services to children with

disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.

• The purpose of IDEA is: to ensure that all children with disabilities have available to them a free

appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education employment and independent living. 34 CFR §300.1(a) CFR-Code of Federal Regulations

• The State of Texas implements IDEA Part B and Part C and ensures that special education services shall

be provided to eligible students in accordance with all applicable federal law and regulations, state statutes, rules of the State Board of Education (SBOE) and commissioner of education, and the State Plan Under Part B of the Individuals with Disabilities Education Act (IDEA). 19 TAC §89.1001(a) TAC-Texas Administrative Code

• To qualify for special education, students must have been evaluated in accordance with the Individuals

with Disabilities Education Improvement Act (IDEIA) of 2004, and meet disability condition criteria in at least one of the following areas: Autism Deaf-Blindness Deafness Emotional Disturbance Hearing Impairment (including deafness) Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech Impairment Traumatic Brain Injury Visual Impairment (including blindness) 34 CFR §300.8–Child with a disability, Section of CFR that explains each of the 13 disabilities.

Individuals with Disabilities Education Act (IDEA)

Special Education Timelines

The written request will trigger specific timelines that the school must follow. One way to remember these timelines is 15 – 45 –30.

• The school has 15 school days to provide parents with an
• pportunity to provide written consent for the evaluation. After

receiving the written request or if the school refuses to conduct the evaluation, the school must provide parents a notice of their procedural safeguards that explains their rights under the law.

• The school district has 45 school days to conduct the

evaluation after receiving a signed consent from a parent or guardian.

• The school has 30 calendar days after completing the

evaluation to hold an ARD meeting to review the results of the evaluation determine eligibility and develop an IEP if a child is found eligible for services.

• School days do not include any day that a student is not in

school, such as: Weekends, Student Holidays, Staff Development Days, Spring Break, Winter Break, and Summer Break.

After the Full Individual Evaluation (FIE) is Complete

• ARD meeting is held to discuss initial placement & eligibility
• If student meets disability condition criteria for at least one of the 13

disabilities under IDEA and has an educational need for specially designed instruction then an IEP is developed.

• ARD meetings are held annually to discuss student’s progress & develop

a need IEP.

Components of an Individualized Education Program (IEP)

• A statement of the child’s Present Levels of Academic

Achievement and Functional Performance (PLAAFP)

• A statement of the child’s Eligibility Category
• A statement of Annual, Measurable Goals
• A statement of how Progress will be Measured
• A statement of the Special Education, Related Services, and

Supplementary Aids/ Services provided to the child

• A statement of the child’s Program Modifications,

Accommodations, and Supports for School Personnel

• A statement of Participation with Non-disabled Children
• A statement of any Accommodations that the child is receiving on

State or District Wide Assessments

• The Projected Date for the Beginning of Services, Frequency,

Location, and Duration

• A statement of Transition Service Needs/Needed Transition

Services.

• A statement that the child has been informed of his or her rights

when they Reach the Age of Majority

• A statement describing the child’s appropriate placement in the

Least Restrictive Environment

• The PLAAFP is the starting point, foundation, and “star” of the IEP. The ARD Committee must determine the

student’s present levels before it can determine appropriate goals, accommodations, modifications, and program for the student.

• The PLAAFP tells the story of the student through description of current evaluations and performance,

discussion of student’s strengths and needs, explanation of curricular and non-curricular issues that describe the student’s strengths and needs, and utilization of a variety of sources of data in telling the student’s story.

• The PLAAFP identifies and prioritizes the strengths and needs of the student including learning and behavioral

strengths and needs as well as data on the student’s attendance, performance on district and state assessments, discipline data, and other related areas.

• The PLAAFP establishes the student’s current baseline for developing an appropriate plan. Explains how the

disability and the student’s needs currently affect his/her participation and progress in the general education curriculum, and provide direction for moving the student toward greater access and greater success.

• The PLAAFP provides a description of current skill sets and expectations for future learning. Should contain

specific and measureable baseline data as well as establish the connection between where the student is currently functioning and the enrolled grade level standards.

For each subject area, the following elements must be addressed/included in a PLAAFP:

• Current Access to Enrolled Curriculum
• Subject Area Strengths
• Subject Area Needs
• Impact of Disability
• Instructional Accommodations
• Curricular/Performance Modifications

Measurable, Standards Based Goals & Objectives

Four Critical Components of a Measurable Goal

• A. Timeframe identifies the amount of time in the goal period and is usually specified in the

number of weeks or a certain date for completion.

• B. Conditions specify the manner in which progress toward the goal occurs. Conditions

describe the specific resources that must be present for a student to reach the goal. The conditions should outline or explain what facilitates learning for the student. The condition

• f the goal should relate to the behavior being measured. For example, a goal relating to

solving multiplication problems may require the use of a math chart which is the condition.

• C. Behavior clearly identifies the performance that is being monitored and is an action that

can be directly observed and measured.

• D. Criterion identifies how much, how often, or to what standard the behavior must occur in
• rder to demonstrate that the goal has been mastered. The goal criterion specifies the

amount of growth that is expected by the student.

Timeframe Condition Behavior Criterion

By the end of 36 instructional weeks given a set of fraction problems with and without common denominators Student will add to solve fraction problems with 75% accuracy on 3

• ut 4 trials.

Accommodations vs Modifications-accommodations (IEP & 504 Plan), modifications (IEP only)

*An accommodation levels the playing field *A modification changes the playing field

ARD/504 Meeting Tips

1. Talk to the teacher, aide, and anyone that works with your child BEFORE the meeting. 2. Know what kind of IEP meeting it is — initial, review, 3 year review, amendment, etc. 3. Notify the team ahead of time if you plan to record the meeting. 4. Go over your child’s most recent IEP or 504 Plan. 5. Know who’s coming to the meeting. 6. Know your child’s current levels & progress in school. 7. If time, read through ALL of your child’s documents-IEPs, 504 Plans, etc. 8. Have some goals and accommodations in mind for your child. 9. Know what your child needs for services.

• 10. Bring an advocate or lawyer if needed.
• 11. Get your paperwork organized. Organize your child’s educational file.
• 12. Bring any current medical reports that will help your school make goals.
• 13. Make sure you have enough time allotted for the meeting. If you have other children,

consider getting a babysitter for the meeting.

• 14. Dress for success — you are representing your child.
• 15. Make sure you are confident — you have the final say.
• 16. If you disagree with the meeting do not sign your name on the attendance

sheet or check agree…write disagree.

References/Contact Information

References https://www.law.cornell.edu/cfr/text/34/chapter-III

• https://www.law.cornell.edu/cfr/text/34/300.320

Texas Education Agency (2017). Individualized Education Program (IEP) Annual Goal Development Question & Answer Document. Retrieved August 2017 from https://projects.esc20.net/upload/page/ 0096/docs/Individualized_Education_Plan_IEP_Question_and_Answer.pdf Texas Council of Administrators of Special Education (2012). PLAAFP: Please Lay an Articulate and Aligned Foundation in the PLAAFP. Retrieved December 2017 from http://www.bisd.us/SpecialServices/ Special%20Services/Resources/ SBIEP%20Samples/PLAAFP%20Samples%20from%20TCASE.pdf

Contact Information Shemica S. Allen, M.S Personalized Learning Solutions, LLC 214-799-6322 personalizedlearningsolutions@gmail.com www.personalizedlearningforall.com