1 Lock in Your Team: The Role of the School Nurse in Special Education 2009 National Alliance for Medicaid in Education Thursday, October 15, 10:45 AM 12:15 PM Derby Janet Lowe, LSN, CPN, MA
2 Lock In : To Occupy the Optimum Position on the Wave; To Maximize a Ride.
3 Lock In To Occupy the positions on the IEP Team with a School Nurse; ; to Maximize Student Outcomes for children in special education
4 Objectives Define school nursing role Outline the federal regulations and rules that apply to nursing in special education Provide guidelines for the school nurse to surf your way through the special education process List two strategies to promote the nursing role in the special education process
5 Definition of School Nursing "School nursing is a specialized practice of professional nursing that advances the well being, academic success, and life- long achievement of students. (National Association of School Nurses)
6 School Nurses Role Intervene with actual and potential health problems Provide case management services for children with chronic health conditions Collaborate with others to promote the health and well being of students Provide a safety net for fragile children Assist with eliminating health related barriers to learning
7 Personnel Qualifications for Special Education and Related Service Providers (34C.F.R ) Maintain qualifications to ensure that personnel are appropriately and adequately prepared and trained Personnel must have the content knowledge and skills to serve children with disabilities
8 Personnel Qualifications for Special Education and Related Service Providers (34C.F.R ) Qualifications are consistent with any State approved or State recognized certification, licensing, registration or other comparable requirements that apply to the professional discipline State must adopt a policy that includes a requirement that measurable steps are taken to recruit, hire, train and retain highly qualified personnel to provide special education and related services
9 Minnesota Licensed School Nurse MinnRule Rules of MN Board of Teaching Baccalaureate Degree in Nursing Currently Registered in Minnesota to Practice as a Registered Nurse MN Board of Nursing Currently Registered as a Public Health Nurse MN Board of Nursing
10 School Nursing Services definition under Special Education School nursing services means health services that are designed to enable a child with a disability to receive Free Appropriate Public Education (FAPE).(34C.F.R )(FAPE).(34C.F.R ) A child who needs school nursing services in order to receive FAPE must be provided such services, as indicated in the child s IEP. Education (August 14, 2006, Federal Register/Vol. 71, No. 156).
11 Definition of Individualized Education Program (IEP) 34C.F.R Means a written statement for a child with a disability that is developed, reviewed, and revised in accordance with Individuals Disability Education Act.
12 Individualized Education Program (IEP) Team (34C.F.R ) Means a group if individuals That is responsible for developing, reviewing, or revising an IEP/IFSP for a child with a disability. Members of the team include:
13 IEP Team Members (34 C.F.R ) Parents Regular education teacher* Special education teacher of the child* Representative of the public agency*
14 IEP Team Members (34 C.F.R ) Individual who can interpret the instructional implication of evaluation results* Other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate Child with a disability Transition services participants
15 IEP Team Attendance (34C.F.R ) Regular education teacher* Special education teacher of the child* Representative of the public agency* Individual who can interpret the instructional implication of evaluation results*
16 Excusal of IEP Team Attendance (34C.F.R ) The IEP team members on the previous slide are not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member s area of curriculum or related services is not being modified or discussed in the meeting. Must agree in writing
17 Excusal of IEP Team Attendance (34C.F.R ) If the IEP Team Meeting does involve a modification to or discussion of the member s are of the curriculum or related services If the parent, in writing, and the public agency consent to the excusal; and The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting. Must agree in writing Must have input into the IEP
18 School Nursing Implication If there is an educationally relevant medical finding, or health condition, that is impacting the student in the educational setting, the school nurse, or other health care professionals, should have input into the IEP Team Meeting.
19 How Does the Nurse Get on the IEP Team Marketing strategies Talk to your principal Talk to your IEP Team Special Education Parent Groups Schedule yourself to be at IEP Team Meetings Change your schedule to prioritize these meeting times Obtain all meeting agendas
20 Education For All Handicapped Act of 1975 P.L All handicapped children must receive: 3R s (reading, writing, arithmetic) & self help skills Least restrictive environment Individualized Education Program meet child s unique needs Procedural Protections (Due Process) Federal financial support to states Provided Free Appropriate Public Education (FAPE)
21 Legal Mandates in Special Education Education for All Handicapped Act of 1975 P.L Public Law includes Preschool Population from birth to five IDEA Individuals with Disability Education Act 20 U.S.C. Chapter 33 34C.F.R.300 IDEIA - Individuals With Disabilities Education Improvement Act. Of 2004, P.L State statutes and rules
22 Definition of a Child With a Disability 34C.F.R (a)(1) Child with a disability means a child who has been evaluated in accordance with the Individuals with Disability Act (IDEA) as having: Mental retardation Hearing impairment Speech or language impairment Visual impairment Serious emotional disturbance Orthopedic impairment Autism Traumatic brain injury Other health impairment Specific learning disability Deaf-blindness Multiple disabilities and who, by reason thereof, needs special education and related services.
23 Child With a Disability (34C.F.R ) If it is determined, through an appropriate evaluation that a child has one of the disabilities identified on the previous slide, but only needs a related service and not special education, the child is not a child with a disability
24 School Nursing Implication School Nurse related service is not a stand alone special education service A child has to first qualify for special education under one of the disability areas.
25 Definition of Special Education (34C.F.R ) Any specialized designed instruction at no cost to the parents, to meet the unique needs of a child with a disability Instruction in the classroom, home, or in hospitals, or institutions Instruction in physical education Speech and language pathology services Travel training Vocational education
26 Specially Designed Instruction (34C.F.R ) Means adapting, as appropriate to the needs of an eligible child from the child s disability To ensure access of the child to the general curriculum
27 Where Does School Nursing Fit into This Process?
28 Definition of Related Service 34C.F.R Means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.
29 Related Services include: (34C.F.R ) Speech-language, and audiology Interpreting services Psychological services Physical and occupational therapy Recreation Counseling Orientation and mobility services Medical services (for diagnostic or evaluation purposes) School health services School nurse services Social work Parent counseling and training
30 School Health Services and School Nurse Services means : (34C.F.R ) Health services that are designed to enable a child with a disability to receive Free Appropriate Public Education (FAPE) as described in the child s IEP.
31 School Nurse Services (34C.F.R ) Services provided by a qualified school nurse School Health Services Services provided by a qualified school nurse or other qualified person
32 School Nursing Implication The school nurse needs to know the IEP Process and how to document the services in the IEP Generally, school nurses are familiar with documenting services in the pupil health record.
33 Nursing Nursing Process Assessment/evaluation Identify health conditions and needs Develop care plan Provide nursing interventions Evaluations Monitor progress Special Education Process Assessment/evaluation Identify health conditions and needs Develop IEP, and may develop Individual Health Plan (IHP) Provide nursing interventions Evaluations Monitor progress
34 How is Nursing Involvement Different in the Special Education Process as Compared to the Nursing Process The special education process must adhere to the special education regulations Educational jargon Team Effort IEP Team Assist the team in interpreting the medical/health information and the educational impact The evaluation/assessment done assists the team in determining eligibility for special education, type of instruction and related service needed Evaluation Report is a collective report
35 Special Education Process Districts have processes in place for special education referrals. Referred to the IEP Team Parent Regular Education Teacher Special Education Teacher Administrative designee Interpreter Other members knowledgeable or special expertise regarding the pupil
36 Evaluations (34C.F.R ) Team determines if the child needs an Evaluation Must be provided by trained and knowledgeable personnel Not be discriminatory on a racial or cultural basis Must be provided in the child s native language or other mode of communication
37 Evaluations The child is evaluated in all areas related to the suspected disability, including, if appropriate: (34C.F.R ) Health Vision Hearing Social and emotional status General intelligence Academic performance Communicative status Motor ability
38 When Does the School Nurse Provide an Evaluation in the Area of Health? Student has: A chronic health condition physical/mental Care coordination and chronic disease management Medications, home or school Requires medication management Specialized treatments Sensory deficit A complex health/medical history
39 Consent Need Consent from the parent/legal guardian for evaluations(34c.f.r ) evaluations Need consent to proceed with providing special education and related services (34C.F.R )
40 Timelines for Completing Evaluation (34C.F.R ) Evaluation must be conducted within 60 days of receiving parental consent for the evaluation
41 Notice ( ) The school district must provide Notice to the parent/legal guardian regarding any tests or evaluation procedures that are going to be used
42 Prior Notice (34C.F.R ) Notice must be given to the parents before the school district: Proposes to initiate or change the identification, evaluation, or o educational placement of the child or the provision of FAPE; Refuses to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE; A description of each evaluation procedure, assessment, record, or report the agency used as a basis for the proposed or refused action
43 Prior Notice (34C.F.R ) Notice must be given to the parents before the school district: Procedural safeguards Sources for parents to contact to obtain assistance in understanding Description of other options the IEP Team considered and the reasons why those options were rejected Other factors
44 Form Prior Written Notice Describe each evaluation procedure, test, record, or report the district used 34C.F.R Example: The school nurse will complete a health assessment to determine the impact on the student in their academic environment and will include: Completion of the Assessment of Health and Physical Status, a review and interpretation of medical records, hearing and vision assessment, a review of school health records, parent or guardian interview, classroom observation, and attendance patterns.
47 Evaluations (34C.F.R ) Are administered by trained and knowledgeable personnel Are provided in the child s native language or other mode of communication Can review existing data
48 Administered by Trained and Knowledgeable Personnel Each state needs to make a determination In Minnesota, the special education evaluation tool that is provided by the School Nurse is entitled the Assessment of Health/Physical Status The Department of Education determined, based on the federal regulations, that the evaluation by a school nurse must be completed by a Licensed School Nurse or a Certified Public Health Nurse. (CFL Memo, April 8, 2003)
49 In Minnesota Standardized Tool for Evaluation of Health: Assessment of Health/Physical Status
51 Licensed School Nurse Assessment of Health/Physical Status Summarized and described in the Evaluation Report
52 Evaluation Report Written by the multidisciplinary team Collectively summarizes all evaluations Determination of Eligibility. Determines, with parent, if student meets eligibility for a disability category in special education
54 Eligibility Determination and Evaluation Report (34C.F.R ) Statement of educationally relevant medical findings The determination of the IEP Team concerning the effects of a visual, hearing, or motor disability; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency on the child s achievement level
55 Eligibility Determination and Evaluation Report (34C.F.R ) Strengths and weaknesses Each group member must certify in writing whether the report reflects the member s conclusion. If it odes not reflect the member s conclusion, the group member must submit a separate statement presenting the member s conclusions.
56 Evaluation Report: Disability Categories of Special Education (34C.F.R300.8) Autism Deaf-blindness Deafness Emotional disturbance Hearing impairment Mental retardation Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual Impairment
57 Evaluation Report: Examples of Educationally Medically Relevant Finds Link between the impact of the Health Condition on the child in the educational environment Writing this language on the Evaluation Report
58 Development of the Individualized Education Program (IEP) Plan (34C.F.R ) Individualized education program means a written statement for each student that is developed, reviewed, and revised
59 Development of the Individualized Education Program (IEP) (34C.F.R ) Statements of: The child s present levels of academic achievement and functional performance Measurable annual goals, including academic and functional goals A description of how the child s progress toward meeting the annual goals will be measured; when periodic reports will be provided - For preschool children, as appropriate, how the disability affects the child s participating in appropriate activities
60 Development of the Individualized Education Program (IEP) (34C.F.R ) A statement of: Special education services Related services Supplementary aids and services Individual appropriate accommodations Least Restrictive Environment a statement of how the child will be educated and participate with other non-disabled children
61 Development of the Individualized Education Program (IEP) (34C.F.R ) Definition of Supplementary aids and services Means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.
62 Development of the Individualized Education Program (IEP) (34C.F.R ) A projected date for the beginning of the services
63 Development of the Individualized Education Program (IEP) (34C.F.R ) Transition Services Beginning not later than the first IEP to be in effect when the child turns 16, or younger A statement of post secondary measurable goals based on age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills Courses of study needed to assist the child in reaching those goals
64 Development of the Individualized Education Program (IEP) Plan Health Assessment for Transition Services Is the Student Able to: Describe disability or chronic illness Describe managing disability/illness in various settings Name providers and insurance Make appointments and arrange transportation Be responsible for medications and treatments Understand health habits, risk behaviors, pubertal changes
65 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Understand health status Be aware of existence of medical records, diagnosis information, etc. Prepare questions for doctors, nurses, therapists Respond to questions from doctors, nurses, therapists Know medications and what they re for
66 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Get a prescription refilled Keep a calendar of doctor, dentist appointments Know height, weight, birth date Learn how to read a thermometer
67 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Know health emergency telephone numbers Know medical coverage numbers Obtain sex education materials/birth control if indicated Discuss role in health maintenance Have genetic counseling if appropriate Discuss drugs and alcohol with family
68 School Nursing Implication for Transition Area Related to Health Care and Independent Living Skills Make contact with appropriate community advocacy organization Take care of own menstrual needs and keep a record of monthly periods This Health Care Skills checklist is used with permission from the Washington State Children with Special Health Care Needs Program. The complete Adolescent Autonomy Checklist was developed by the Washing State CSHCN
69 Development of the Individualized Education Program (IEP) Plan School Nursing Document on the IEP Form Service Grid: Amount of Nursing Services Required, Frequency, Length of Service Description of School Nursing Related Service needed
70 Development of the Individualized Education Program (IEP) Plan School Nursing Services For example: School Nursing service is a necessary related service for medication administration and management to maintain his neurobehavioral control status and assist the student to benefit from his educational plan
71 Development of the Individualized Education Program (IEP) Plan School Nursing Related Services Examples: School nursing service is a necessary related service for asthma control management and medication administration to maintain attendance patterns and attain his/her IEP goals. School nursing service is a necessary related service for gastrostomy tube feedings to maintain nutritional status and attendance patterns to attain his/her IEP goals. School nursing service is a necessary related service for medication management and administration to maintain health status and attendance patterns to attain his/her IEP goals.
72 Development of the Individualized Education Program (IEP) School nursing service is a necessary related service for medication management to maintain health status and attendance patterns to attain his/her IEP goals. School nursing service is a necessary related service to assess and monitor the student's health condition/status, communicate with parents and health care providers, provide health care planning, medications and treatments as needed to minimize the impact of health condition on the attainment of his/her IEP goals. School nursing is a necessary related service for hearing management: the nurse will perform puretone hearing thresholds, otoscopic exam and tymps (if tympanometer is available) at least 2 times per year; provide information to parent/guardian and his/her teachers about ways to create a good listening environment; teach/reinforce self advocacy skills, and act as a liaison between student, teacher, parent and health care provider.
73 Development of the Individualized Education Program (IEP) Plan IEP Goals and Objectives Educationally based
74 School Nurse Individualized HealthCare Plans (IHPs) Emergency Care Plans (ECP) Emergency Evacuation Plan for Student with Health Conditions
75 Development of the Individualized Education Program (IEP) Plan Document any supervision, or delegation, of PCA/Paraprofessional Services Activities of Daily Living Redirection and Intervention for Behavior Including Monitoring and Observation Health Related Tasks, or Procedures delegated
76 Development of the Individualized Education Program (IEP) Plan Provide Progress Reports Periodically, same as for students without disabilities
77 Development of the Individualized Education Program (IEP) Plan (34C.F.R ) Strengths of the child Concerns of the parents Results of the most recent evaluation Academic, developmental and functional needs of the child
78 Development of the Individualized Education Program (IEP) Plan Consideration of special factors (34C.F.R ) Behavior-positive behavioral interventions and supports Limited English proficiency Communication needs, Braille Assistive technology
79 Development of the Individualized Education Program (IEP) Plan Review periodically, but not less than annually (34C.F.R ) At least annually, to address Progress towards goals Results of re-evaluations evaluations Student needs
80 Development of the Individualized Education Program (IEP) Plan (34C.F.R ) Changes to the IEP after the annual IEP Team Meeting The parent and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child s current IEP. Amendments Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments. Check with State Guidelines
81 Summary of School Nurse role in Special Education Process Member of IEP Team Evaluation: School Nurse Assessment of Health/Physical Status Interprets medical/health information that impact the student in their educational environment Assists IEP Team in determining special education eligibility Assists IEP Team in completing Evaluation Report
82 Summary of School Nurse role in Special Education Process Assists IEP Team in the Development of the IEP Determines if School Nursing Services are needed on the IEP Documents need for school nursing services, including description of service, frequency and length of service May also develop IHP, ECP, and assist in Evacuation Plans Annual Updates and Reviews Updates health concerns and needs
83 Lock In To Occupy the Optimum Position on the Wave; To Maximize a Ride Nurse on Surf Board
84 Benefits of Locking in the School Nurse on the IEP Team Ensures that children and youth receive necessary healthcare services that contribute to their education success according to FAPE Support to families State and federal funding Time Studies Third Party Reimbursement Time on IEPs may be used as indicators for staffing
85 Resources GPO Access School Nurse Organization of Minnesota National Association of School Nurses
NM Part C Early Intervention Procedures - Appendix A. Side-by-side Comparison of Early Intervention and Preschool Special Education The following is a side-by-side comparison of: Early intervention services
Q&A: Related Services The (MDE), Division of Compliance and Assistance, has developed this document to assist school districts and parents who have raised questions about related services. The intention
FEDERAL STUDENT AID HANDBOOK Volume 6 Managing Campus-Based Programs, 2011 2012 http://ifap.ed.gov/fsahandbook/attachments/1112fsahbkvol6ch5.pdf THIS IS AN EXCERPT FROM VOLUME 6, CHAPTER 5 CHAPTER 5 Perkins
Questions Often Asked About Special Education Services By the National Dissemination Center for Children with Disabilities (NICHCY), 1999. Public Domain. I think my child may need special help in school.
1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and
TESH: TelehealthEducation for School Health presents: The Role of the School Nurse in Special Education Jill Weatherly Kathy Karsting September 7, 2011 Objectives 1. Discuss the basic right and responsibilities
CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,
Notice of Meeting Letter (s): Student's Name: Student No: Dear Parent(s)/Student, We have completed the assessments necessary to decide if your child is eligible for special education or Section 504 services.
C A L I F O R N I A E A R L Y S T A R T Special Education For Preschoolers A G U I D E F O R P A R E N T S Early Intervention services system encouraging partnerships between families and professionals,
Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners AUTISM School School Professional Licensed to provide a DEAF-BLINDNESS
INDEX INDIVIDUALIZED EDUCATION PROGRAM & SPECIAL EDUCATION PROGRAMS & RELATED SERVICES 7.1 PURPOSE AND SCOPE..7 1 7.2 INDIVIDUALIZED EDUCATION PROGRAM REQUIREMENTS..7 1 7.2. A. DEVELOPMENT OF IEP......7
Special Education Services Serving Children Supporting Families Encouraging Success 1 If you have this brochure in your hand, then you are most likely asking: 1. Does PA Distance Learning Charter School
Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Companion Document to NJOSEP Code Trainings October/November 2006 Updated
FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS Table of Contents Child Find... 2 Screening... 3 General Screening Procedures...
From Policy to Practice Brief Special Education: Understanding Federal and State Statutory Requirements PURPOSE OF THIS BRIEF This brief provides local leaders and educators with an overview of the state
160-4-7-.21 DEFINITIONS. Code: IDDF (21) (1) Accommodation Changes in instruction that enable children to demonstrate their abilities in the classroom or assessment/test setting. Accommodations are designed
Parent s Guide to SPECIAL EDUCATION in MISSOURI Missouri Department of Elementary and Secondary Education Division of Special Education D. Kent King, Commissioner of Education Revised September 2008 This
Henrico County Public Schools Department of Exceptional Education EDUCATIONAL EVALUATION CRITERIA FOR CONSIDERATION OF PRIVATE EVALUATIONS Revised 06/12/2013 Professionals utilize educational evaluations
for Students With Disabilities: Free Appropriate Public Education Requirements Under Section 504 of The Rehabilitation Act of 1973 Free Appropriate Public Education for Students With Disabilities: Requirements
Catholic Conference of Ohio Q&A DOCUMENT TO ASSIST PARENTS OF SPECIAL NEEDS CHILDREN AND SERVE AS A RESOURCE FOR CATHOLIC SCHOOLS ENROLLING CHILDREN WITH DISABILITIES 1. What is the Individual Disability
CHILD'S INFORMATION: TYPE OF EVALUATION: STREET: GENDER: CITY: STATE: OH ZIP: DISTRICT OF RESIDENCE: DISTRICT OF SERVICE: GRADE: INITIAL EVALUATION DATES DATE OF MEETING: DATE OF LAST ETR: REFERRAL DATE:
Understanding Compliance Issues Manual RELATED SERVICES (February 2014) What the law says: Related services means transportation and such developmental, corrective, and other supportive services as are
SUPP. NO. 13-3 CH. 290-8-9 RULES OF THE ALABAMA STATE BOARD OF EDUCATION STATE DEPARTMENT OF EDUCATION CHAPTER 290-8-9 TABLE OF CONTENTS 290-8-9-.00 Definitions...489 290-8-9-.01 Child Identification...497
REPUBLIC OF PALAU KOROR, PALAU 96940 MINISTRY OF EDUCATION SPECIAL EDUCATION SERVICES SPECIAL EDUCATION POLICIES FOR COMPLIANCE WITH Part B of the Individuals With Disabilities Education Act, As Amended
QCSD Special Education April 12, 2012 Lenny Greaney, Director of Pupil Services Shirley Moyer, Supervisor of Special Education Anthony Carty, Teacher IDEA EVERYTHING WE DO IS GOVERNED BY THE LAW PDE Compliance
Related Services: How Do Special Needs Education Relate to Your Child? Family Driven Non-Profit 501(c)3 What makes FND unique is that the majority of our Board of Directors, all of our Management Staff
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 13 Information on Preschool Education Services TABLE OF CONTENTS Question Page 1. What is the federal law that requires preschool education services?...
Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Originally developed: (1995) Bridging Early Services, Transition Taskforce, Kansas
The Special Education Referral & Identification Process Olivia Mandilk, Director Menlo Park City School District Source: US Department of Education and Protection and Advocacy, Inc. 11/07 Step One Child
PRESCHOOL/ELEMENTARY SCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP) Student Demographics Student Name: Date: Student State ID #: DOB: Age: Grade: Gender: M F Ethnicity: Parent(s)/Guardian(s): Address: Home
The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student
STAFF DEVELOPMENT in SPECIAL EDUCATION Roles and Responsibilities of the Special Education Teacher AASEP s Staff Development Course Roles and Responsibilities of the Special Education Teacher Copyright
3000 SPECIAL EDUCATION POLICY 3000.1 All local education agencies (LEA) in the District of Columbia shall ensure, pursuant to the Individuals with Disabilities Education Act (IDEA), that all children with
33 Chapter 6: Individualized Education Programs (IEPs) In this chapter you will: learn the parts of an IEP learn who is on an IEP team discover tips and things to remember when working on the IEP understand
Page 1 September 13, 2011 Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices of Education, Charter School Administrators,
Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively
Special Education: The Legal Framework, Building an IEP and What to do When the Team does not Agree Craig Goodmark Atlanta Legal Aid Society July 31, 2010 THE LAW Individuals with Disabilities in Education
Parent s Guide to SPECIAL EDUCATION in MISSOURI Missouri Department of Elementary and Secondary Education Division of Special Education D. Kent King, Commissioner of Education Revised September 2008 ADDENDUM
SALT LAKE CITY SCHOOL DISTRICT SPECIAL EDUCATION PROCEDURES This Procedures Manual ensures the implementation of special education services in Salt Lake City School District. It is to be used in coordination
Special Education Advocacy for Children in Oregon Brian V. Baker, Juvenile Rights Project, Inc. & Joel Greenberg, Oregon Advocacy Center, Inc. Goals Understand eligibility for special education and Section
SPECIAL EDUCATION IN MASSACHUSETTS Children's Law Center of Massachusetts 298 Union Street Lynn, MA 01901 (781) 581-1977 *updated February 2013 Introduction.1 When is a student eligible for special education
C H A P T E R 4 : T H E I N D I V I D U A L I Z E D E D U C A T I O N P R O G R A M ( I E P ) INTRODUCTION The Individualized Education Program is defined as a written statement for each student with an
Traveling the Special Education Highway A Parent s Guide to a Successful Journey Arizona Department of Education Exceptional Student Services Revised 2015 TRAVELING THE SPECIAL EDUCATION HIGHWAY The Individuals
NEVADA PEP Special Education What Do I Need to Know? A Brief Overview for Parents Inside Learn About: Special Education Related Services Referral Evaluation Eligibility IEP Teams Developing the IEP Placement
5051.01 English SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 11 Information on Preschool Education Services From a 13-Chapter Manual Available by Chapter and in Manual Form Written by: Community
STATE BOARD OF EDUCATION STATE DEPARTMENT OF EDUCATION DIVISION OF SPECIAL EDUCATION SERVICES ADMINISTRATIVE CODE CHAPTER 290-8-9 SPECIAL EDUCATION SERVICES TABLE OF CONTENTS 290-8-9-.00 Definitions 290-8-9-.01
SPECIAL EDUCATION GENERAL: Texas Administrative Code 89.1001 Special Education Services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statutes,
AZ-TAS EVALUATION AND ELIGIBILITY Processes and Procedures From Referral to Determination of Eligibility Exceptional Student Services January 2012 Table of Contents Introduction.. 3 Child Find...3 Response
National(Association(of(Pediatric(Nurse(Practitioners,(April(2013 EDUCATION RELATED EDUCATIONAL INTERVENTION: EVALUATION, EDUCATION AND THE LAW Once a pediatric healthcare provider recommends that a child
01-Book 2-4908.qxd 2/10/2006 7:37 PM Page 9 1 Which Laws Affecting Special Education Should Every Teacher Know? If you asked 100 directors of special education why special education services exist in their
I. General The Board of Education shall make available a free appropriate public education to all students with disabilities who reside within the School District and are eligible for special education
Glossary of Special Education Terminology 1. "A Child with a Disability": A student who has been properly evaluated in accordance with regulations who is found to have a disability which results in the
GENERAL LEGAL RIGHTS EDUCATION CHAPTER 3 Education is seen by most people as the key to opening the doors of opportunity. For people with disabilities, these doors were often closed before the enactment
s for Special Education Michigan Department of Education Office of Special Education October 2013 State Board of Education John C. Austin, President Casandra E. Ulbrich, Vice President Daniel Varner, Secretary
Silver State Charter Schools School Nurse Job Description I. Job Title and Classification The school nurse is employed by Silver State Charter Schools. The school nurse serves: Silver State Charter Schools
CAC HANDBOOK The Community Advisory Committee (CAC) for Special Education for the San Francisco Unified School District (SFUSD) wishes to express its appreciation to all CAC members, SFUSD staff, and San
LYNBROOK UNION FREE SCHOOL DISTRICT LYNBROOK, NEW YORK TWO YEAR PLAN DISTRICT POLICIES, PRACTICES AND PROCEDURES FOR ASSURING APPROPRIATE EDUCATIONAL SERVICES AND DUE PROCESS IN EVALUATION AND PLACEMENT
Teacher As set by state certification authorities. Principal/Assistant Principal Teacher Assistants, Volunteers, Para-professionals, and college students assigned for clinical experience. To lead students
NEBRASKA DEPARTMENT OF EDUCATION RULE 51 REGULATIONS AND STANDARDS FOR SPECIAL EDUCATION PROGRAMS TITLE 92, NEBRASKA ADMINISTRATIVE CODE, EFFECTIVE DATE JULY 15, 2014 (REVISED) State of Nebraska Department
PRESCHOOL PLACEMENT CATEGORIES CASEMIS 20 EARLY CHILDHOOD SPECIAL EDUCATION SETTING Early Childhood Special Education Setting: This is a placement setting where children receive all of their special education
A GUIDEG TO PRESCHOOL SPECIAL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION 2010 Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo, New
210 Family training, counseling, and home visits(ages 0-2 only): This service includes: services provided by social workers, psychologists, or other qualified personnel to assist the family in understanding
Annual Public Notice of Special Education & Early Intervention Services and Programs It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing
CHAPTER He-M 1300 SPECIALIZED SERVICES PART He-M 1301 MEDICAL ASSISTANCE SERVICES PROVIDED BY EDUCATION AGENCIES Statutory Authority: RSA 186-C:27; I-II He-M 1301.01 Purpose. The purpose of these rules
LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate
beyond early childhood intervention eci Planning Moving on from the Texas Early Childhood Intervention (ECI) Program! This booklet will help your family make the transition from ECI. Transition conference
Legal Issues in Special Education relating to San Bernardino City USD January 8, 2015 Michael Dominguez Director Special Education/SELPA Laws that Protect Students with Disabilities IDEA Core Principals
Code: IDDF (4) 160-4-7-.04 EVALUATIONS AND REEVALUATIONS. (1) INITIAL EVALUATIONS. (a) Each LEA must conduct a full and individual initial evaluation before the initial provision of special education and
Supporting Families in Transition between Early Intervention and School Age Programs by Cheryl Johnson, Special Education Unit, Colorado Department of Education The transitions between early intervention
Reevaluation Procedures for Students with Disabilities BACKGROUND This is one of a series of technical assistance materials related to the final regulations implementing the 1997 Amendments to Part B and
NEW MEXICO PRIMER ON SPECIAL EDUCATION IN CHARTER SCHOOLS: BACKGROUND SECTION This section is divided into two parts: a discussion of the legal status of charter schools and their linkage to other local
Regulation Special Education and Related Services for Eligible Students The purpose of the district s special education program regulations is to address program areas where state and federal regulations
A Guide to Special Education for Children Transitioning from Preschool Special Education 2012 The Mid-State Early Childhood Direction Center Syracuse University 805 South Crouse Avenue Syracuse, NY 13244-2280
702 August 2008 Developing IEPs in Minnesota A Fact Sheet from the Minnesota Disability Law Center Notice: Minnesota Disability Law Center Fact Sheets, including this one, are intended as brief informational
NJ The Right to Special Education in New Jersey A G U I D E F O R A D V O C A T E S Education Law Center Sponsored by New Jersey State Bar Foundation Acknowledgments This manual was written by Ellen Boylan,
SPECIAL EDUCATION POLICIES AND PROCEDURES MANUAL Los Angeles Unified School District July 2007 COMMODITY CODE 966 121 8565 Page 1 of 358 PUBLISHED BY LOS ANGELES UNIFIED SCHOOL DISTRICT DIVISION OF SPECIAL
Special Education Operating Guidelines Special Education Cooperative Cotulla ISD, Dilley ISD, Pearsall ISD Revised as of June 2011 Special Education Operating Guidelines The Special Education Cooperative
N.J.A.C. 6A:14, SPECIAL EDUCATION TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:14-1.1 General requirements 6A:14-1.2 District eligibility for assistance under IDEA Part B 6A:14-1.3 Definitions
Advocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services Applied Behavioral Counseling Applied ABC Presented by Joan
Annual Public Notice of Special Education Services and Programs It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing in the Commonwealth,
228 Implementing Special Education: Students With Special Needs Introduction. The number of children and adolescents with special health care needs in Virginia schools has increased over the last 20 years
A Guide to Preschool Special Education The Mid-State Early Childhood Direction Center Syracuse University 805 South Crouse Avenue Syracuse, NY 13244-2280 2280 1-800-962-5488 315-443 443-44444444 http://ecdc.syr.edu
Individualized Education Program The Curriculum & Instruction Department-Special Education Programs of Newport News Public Schools has the responsibility for ensuring that an IEP is developed and implemented
Department of Defense INSTRUCTION NUMBER 1342.12 June 17, 2015 USD(P&R) SUBJECT: Provision of Early Intervention and Special Education Services to Eligible DoD Dependents References: See Enclosure 1 1.
THE RIGHT TO SPECIAL EDUCATION IN PENNSYLVANIA: A GUIDE FOR PARENTS EDUCATION LAW CENTER 1315 Walnut Street, 4th Floor, Philadelphia, PA 19107 Phone: 215-238-6970 Fax: 215-772-3125 TTY: 215-789-2498 1901
TABLE OF CONTENTS INTRODUCTION... 1 WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?... 2 STEPS TO GETTING SERVICES... 3 ANSWERS TO FREQUENTLY ASKED QUESTIONS... 9 REQUEST FOR ASSISTANCE...
PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER IDEA AND NEW YORK S EDUCATION LAW ARTICLE 89 The Board of Education shall make available a free appropriate public education to all students with disabilities
1.800.695.0285 (Voice/TTY) email@example.com www.nichcy.org Q uestions Often Ask sked by y Par aren ents about Spe pecial Educa ducation Ser ervic vices How to have your child evaluated (at no cost to you)