Presentation Transcript

1. SPECIAL EDUCATION AND THE NEW IEP

   Denise Khatri, Sandy Lenon, Phyllis Rochester Division of Students with Disabilities and English Language Learners July 19, 2011
2. Denise Khatri DKhatri2@schools.nyc.gov Sandy Lenon slenon@schools.nyc.gov Phyllis Rochester prochester@schools.nyc.gov
3. What are your earliest memories of, or experiences with people with disabilities? What messages did the people around you (parents, teachers, friends) pass on to you about people with disabilities? Reflections…
4. One last thought…. As an adult, what impressions, thoughts, feelings, or beliefs do you have about people with disabilities? How have they changed or stayed the same over time? Reflections…
5. Disabilities
6. Welcome Reflections Special Education Law and Regulations Myths and Facts about Students with Disabilities Categories of Disabilities Response to Intervention Special Education Process The New IEP Scenario Closing Activity Agenda
7. SECTION 504 IDEA NCLB ADA NYS Part 200 Regulations Laws Impacting Students With Disabilities http://www.p12.nysed.gov/specialed/lawsregs/part200.htm
8. Indicator 1: Graduation Rates Indicator 2: Drop-Out Rates Indicator 3: Statewide Assessments Indicator 4: Suspension/Expulsion Indicator 5: Least Restrictive Environment – School Age Indicator 6: Least Restrictive Environment – Preschool Indicator 7: Preschool Outcomes Indicator 8: Parental Involvement Indicator 9: Disproportionality in Special Education by Race/Ethnicity Indicator 10: Disproportionality in Classification/Placement by Race/Ethnicity Indicator 11: Child Find Indicator 12: Early Childhood Transition Indicator 13: Secondary Transition Indicator 14: Post School Outcomes Indicator 15: Identifies and Corrects Noncompliance NYSED/IDEA Part B State Performance Plan 2005 - 2010
9. Myths and Facts About Students with Disabilities
10. Inclusion jeopardizes the education of the “other” students. Segregating students with disabilities has been effective. Don’t go into special education. It’s being phased out because of inclusion. It is unfair to require children with disabilities to take those tests. It will endanger their already fragile self-esteem and increase the likelihood that they will drop our of school. School accommodations, and individual education plans give students with learning disabilities an unfair advantage. Myths and Facts About Students with Disabilities
11. There are 13 specific primary terms included in IDEA under the lead definition of “child with a disability." These federal terms and definitions guide how States define disability and who is eligible for a free appropriate public education under special education law.  What is a Disability?
12. In order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability. What is a Disability? Continued…
13. “Adversely affects educational performance” appears in most of the disability definitions. This does not mean, however, that a child has to be failing in school to receive special education and related services. According to IDEA, states must make a free appropriate public education available to “any individual child with a disability who needs special education and related services, even if the child has not failed or been retained in a course or grade, and is advancing from grade to grade.” [§300.101(c)(1)] Considering the Meaning of “Adversely Affects”
14. Autism Deafness Deaf-Blindness Emotional Disturbance Hearing Impairments Learning Disability Intellectual Disability Multiple Disabilities Definitions of Disability Categories as Defined in NYS Regulations 200.1 (zz)
15. Orthopedic Impairment Other Health-Impairment Speech or Language Impairment Traumatic Brain Injury Visual Impairment (including Blindness) Definitions of Disability Categories as Defined in NYS Regulations 200.1 (zz)
16. During the 2010-11 school year, approximately 164,650 students in the New York City public schools received special education services, making up 6.34% of the total student population. Who Are Our Students with Disabilities in NYC Schools?
17. Who Are Our Students with Disabilities in NYC Schools?
18. 1. Referral Before the meeting 2. Evaluation 3. Eligibility At the meeting IEP Development 4. CPSE/CSE PROCESS Implementation 5. After the meeting 6. Annual Review/Reevaluation
19. Tier III Interventions Individual Students High Intensity Intensive Individual Interventions Individual Students Intense, durable procedures Wraparound Plans Tier II Interventions Some students (at-risk) High efficiency Rapid response Group Interventions Some students (at-risk) High efficiency Rapid response Tier I Interventions All students Preventive, proactive All Academic Areas Universal Interventions All settings,all students Preventive, proactive School-wide Programming Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Designing School-Wide Systems for Student Success %
20. The IEP is the Cornerstone of the Special Education Process The IEP is a strategic planning document that should be far reaching in its impact. An IEP identifies a student’s unique needs and how a school will strategically address those needs. Supports participation in the general education curriculum and learning standards Identifies how the resources of the school need to be configured to support the student’s needs Guides the provision of instruction designed to meet a student’s needs IEP Identifies how the student will be prepared for adult living Ensures a strategic and coordinated approach to address a student’s needs Provides an accountability tool New York City Department of Education | Special Education Student Information System
21. Sections of the IEP 11) Placement 10) Special Transportation 9) Participation in State Assessments, and with Students without Disabilities 8) Coordinated Set of Transition Activities 7) Testing Accommodations 6) 12 month Services (if needed) 5) Programs and Services–Modifications & Supports 4) Reporting progress to parents 3) Annual Goals, Objectives / Benchmarks (if needed) 2) Measurable Post Secondary Goals and Transition Needs 1) Present Level Of Performance NYC Summary - Student Information New York City Department of Education | Special Education Student Information System
22. Address Special Education Law (IDEA) which entitles all students to an education aligned with their individual needs in the least restrictive environment (LRE) as appropriate Ensure that special education is a service, not a place Provide a broad range of services and supports for all students with disabilities Require schools to provide intervention in academic and social/emotional areas in general education prior to a referral for special education services Special Education Services in NYC
23. §300.101 Free Appropriate Public Education …must be available to all children residing in the State between the ages of 3 and 21, I inclusive, including children with disabilities who have been suspended or expelled from school. §300.114 Least Restrictive Environment … to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
24. The Parent Coordinator in Action Sara’s Story When Sara was in the first grade, her teacher started teaching the students how to read. Sara’s Mom was really surprised when Sara had a lot of trouble. She was bright and eager, so she thought that reading would come easily to her. It didn’t. She couldn’t match the letters to their sounds or combine the letters to create words. Sara’s problems continue in second grade. She is not reading and she is having trouble with writing too. Mom thinks Sara may have a learning disability. Sara’s Mom comes to you for help before talking to Sara’s teacher. What can you do?
25. Discuss the school’s RTI process with the parent Referral to the Pupil Personnel Team Review intervention services offered at your school Coordinate meetings between parents and teachers Request/arrange parent literacy workshops for parents Provide information about and referrals to community-based resources Effective Parent Coordinator Strategy:
26. IEP ________________________ FAPE ______________________ IDEA _______________________ RTI ________________________ LD _________________________ LRE ________________________ PLP ________________________ SETSS ______________________ ACCES ______________________ ICT _________________________ CSE _________________________ FBA _________________________ ACRONYMS
27. National Dissemination Center for Children with Disability http://nichcy.org/ NYSED Special Education http://www.p12.nysed.gov/specialed/formsnotices/ NYC Department of Education http://schools.nyc.gov/Academics/SpecialEducation/ParentResources/default.htm Special Education Resources