Understanding the ESE Process for Parents

1. Exceptional Student Education (ESE)Process Overview for Parents: From Identification to Eligibility and Beyond Presented by: Pinellas County Schools Tracy McMannus ESE Resource Teacher ESE Office of Compliance October 2015

2. Individuals with Disabilities Education Act Federal Special Education Law that outlines the protections for children with disabilities. • Requirement for school districts to provide a Free and Appropriate Public Education (FAPE). • To provide specially designed instruction and related services to meet the unique needs of the child in the Least Restrictive Environment (LRE) • Early Intervention(EI)- • Extended School Year (ESY)- • Requirement to prepare the child for employment and independent living (i.e. post secondary goals).

3. Six Principals ofIDEA 2004 • Free and Appropriate Public Education (FAPE) • Least Restrictive Environment (LRE) • Comprehensive Evaluation • Individualized Education Plan (IEP) • Transition Individualized Education Plan (TIEP) • Parent’s and Student’s Input into Educational Decisions * • Procedural Safeguards • http://www.fldoe.org/ese/pdf/procedural.pdf

4. Exceptional Student EducationProcess Multi Tiered System of Supports Evaluation Eligibility IEP Placement

5. Parent Participation • Parents have the right to participate in meetings related to: • FAPE • Evaluation • Identification • Educational placement • IEP

6. Response to Intervention • Pinellas County Schools use the Response to Intervention (RtI) education problem solving model to assist students who are failing to meet expectations • MTSS/RtI • Multi- tiered problem solving model • Provides research based interventions to students with academic and/or behavior needs • School Based Intervention Teams coordinate the process • http://www.florida-rti.org/ • Exempt from MTSS/RtI • Hospital Homebound • Speech Disorder • Severe, cognitive, physical or sensory disorders • Students with severe social/behavior deficits that require immediate intervention to prevent harm to student or others

7. Evaluation

8. Exceptional Student EducationProcess: Individual Evaluation • Process for collecting information about a child’s learning needs through identifying student strengths, interests and areas of deficit. • The evaluation may look at the student’s cognitive ability, communication, social/ emotional, sensory and physical needs. The evaluation may include: Formal Tests, observations, interviews, and student data reviews

9. ELIGIBILITY

10. Exceptional Student EducationProcess : Eligibility Determination • Eligibility Determination meeting held: • After evaluation(s) have been completed • To discuss information collected about the child’s strengths and weaknesses • To determine if the child is eligible to receive ESE services • Individual Education Plan: Developed • Consent for Placement • Parent/Guardian must provide written consent for a child to receive ESE services.

11. Individual Education Plan I.E.P.

12. The Individualized Education Plan (I.E.P.) • An IEP is a written plan for special education of a child with a disability • The IEP is like a road map… • It describes what the child can already do and what the child needs to learn to reach his or her goals • Identifies the special services and supports your child needs in order to make progress • Written by a team

13. I.E.P Important Points- Cont. • The parent is a part of the team • Written for your child only • Is a plan for up to 12 months of your child’s education • Reviewed annually • Can be reviewed more often if needed.

14. The IEP Meeting • Appropriate Notice of Meetings of Parents: • Must be early enough to ensure parents have the opportunity to attend • Must include the purpose, time, and location • Must include who will attend • Must tell parents they may invite individuals with knowledge or special expertise about the child

15. The IEP Team • Your Child, whenever appropriate • must be provided with a separate invitation (age 13+) • You, as Parent(s) • General Education Teacher • at least one, if your child is (or may be) participating in general education • ESE Teacher • at least one ESE Teacher or Service Provider • LEA Representative • a member of the school district who knows about general education curriculum and the resources available to the school • An individual who can interpret the instructional implications of evaluation results

16. Other meeting participants

17. How do I get ready for an IEP meeting? • Build a positive relationship with at least one member of the IEP team • Be aware of annual review and reevaluation dates • Make sure the meeting date, time and location work with your schedule • Prior to the meeting: • Look over school records and evaluations • Think about the goals you have for your child • In a notebook make a list of what your child can do, likes to do and needs to learn • Make a list of types of help your child needs • List what has worked and what hasn’t work • Use Parent Planning Notes

18. How do I get ready for an IEP meeting? • Provide the school with any private evaluations or reports to the school in a timely manner • Talk with your child about the IEP process and what he or she wants from it • Learning Style Inventories • Transition Assessments • Self-determination • Career/Post Secondary Exploration • Inform school if you are inviting someone other than listed members to the meeting • Make sure you have received “Parent Planning Notes” • Ask for a “draft” IEP prior to the meeting • Make notes on this copy with any questions, comments or concerns

19. Participating in the Meeting • Bring a notebook and pen to make notes • Bring any records or evaluations that might help the team with any decisions • Share your immediate and future vision for your child • Have your child attend and participate if appropriate • Bring a picture or have an empty chair to personalize the meeting • Talk about what your child can do and what help your child needs • Discuss previous services • Listen and ask questions • Be prepared for staff to discuss assessment data and their observations • Have a positive attitude…even if you disagree

20. What should be included in the IEP • Special Considerations • Special services or devices determined by the IEP Team • Diploma Options • General factors and assessment data • What your child knows (Present Levels of Performance) • How the disability affects your child’s progress in the general curriculum • What your child should by able to do by the end of the IEP (Goals and Objectives)

21. What Should be Included in the IEP- Cont. • Transition IEP (age 16) Goals should focus on life after high school • How progress will be monitored and reported • How the child will be assessed and accommodations for assessments • Special education services, supports, and accommodations • An explanation of any time that will be spent receiving instruction outside the regular class

22. At the end of the IEP meeting • Review all aspects of the IEP • If you have concerns put them in writing • If you think the IEP is not finished or time ran out schedule another meeting • Make sure you receive a copy of the completed IEP • File with your other school records

23. After the IEP meeting • Talk to your child about what was discussed • Make sure that services listed on the plan are being carried out • Make sure you are receiving progress report on the goals (this is different from a report card) • Continue to monitor your child’s school work • Develop a collaborative relationship with teachers and case manager • The IEP must be reviewed and updated every 12 months • The IEP can be updated sooner at any time if you feel changes need to be considered

24. Disputes • If you disagree with the IEP there is a process for resolving differences: • Schedule another meeting • Contact IDEA Team Leader • Contact ESE Compliance Staff • 588-6032 • Mediation • State Compliant • Due Process

25. Resources • FDLRS Gulfcoast: • http://fdlrs-gulfcoast.wikispaces.com/ • Pinellas County Schools Office of Exceptional Student Education • www.pcsb.org/ese • Florida Department of Education Bureau of Exceptional Education and Student Services • www.fldoe.org/ese Family Network on Disabilities • http://fndfl.org/ • Great Schools • www.greatschools.org • Wrightslaw • www.wrightslaw.com

26. Questions???