Anoka-Hennepin ISD #11. Special Education. Parents Handbook

Transcription

1 Anoka-Hennepin ISD #11 Special Education Parents Handbook

2 Introduction to Handbook Table of Contents Resources for Handbook Materials... 2 National Information Center for Children and Youth with Disabilities (NICHCY):...2 PACER Center:...2 IDEA: Individuals with Disabilities Education Act...3 TSES: Total Special Education System...3 Special Education Process Flowchart I. Interventions Interventions: Common Questions...I-1 Problem Identification and Analysis...I-1 Monitoring and Evaluation...I-1 Examples of Interventions...I-2 II. Evaluation Process Evaluation: What Does it Mean for Your Child... II-1 Evaluation: Common Questions... II-4 Evaluation Planning... II-4 MN Criteria... II-6 General Information about Disabilities... II-9 Independent Education Evaluation... II-9 Article: General Information About Disabilities...II-10 III. Individual Education Plan (IEP) Process What is an IEP?... III-1 Individual Education Plan: Common Questions...III-3 Parts of the IEP... III-3 Progress Reviews... III-4 Required IEP Team Members... III-4 School Accommodations and Modifications... III-5 Planning your Child's IEP: Some Suggestions to Consider... III-9 IV. District Programs Centerbase Program Descriptions... IV-1 DCD/STARS Centerbase... IV-1 Emotional/Behavioral Disorder -Centerbase Programs... IV-1 Autism LAUNCH Centerbase Programs... IV-2 Deaf/Hard of Hearing -Centerbase Programs... IV-2 Bell Center... IV-2 Early Childhood Programs... IV-2 Transition Programs... IV-2 Bridges... IV-2 Transition Plus... IV-2 Current Centerbase Sites... IV-3

3 V. Special Education and Related Services Special Education Services... V-1 Related Services... V-1 Related Service Providers... V-1 Audiologist... V-1 Autism Resource Specialist (ARS)... V-1 Developmental/Adapted Physical Education (DAPE)... V-1 Educational Interpreters... V-1 Health Services... V-1 Licensed School Nurse... V-1 Registered Nurse... V-2 Health Paraeducator... V-2 Intervention Specialist (IS)... V-2 Occupational Therapist (OT)... V-2 Physical Therapist (PT)... V-2 School Psychologist... V-2 Speech/Language Pathologist... V-2 School Social Worker... V-3 Student Learning Advocates... V-3 VI. Transition Services and Planning Transition Services and Planning... VII-1 Parent Tips for Transition Planning...VI-2 VII. Communication Tips Classroom Teacher... VII-1 Special Education Case Manager... VII-1 Elementary- Building Principal... VII-1 Secondary Department Lead... VII-1 Principal/Assistant Principal... VII-1 Special Education Consultant... VII-1 Special Education Program Supervisor/Assistant Program Supervisor... VII-1 Director/Assistant Director of Special Education... VII-1 Communication in the Special Education Process... VII-1 VIII. Dispute Resolution Dispute Resolution Common Questions... VII-1 Conciliation... VII-1 Facilitated IEP... VII-1 Mediation... VII-1 Due Process Hearing... VII-1 MDE Brochure... VIII-2 Request for Facilitated IEP... VIII-5 Request for Mediation... VIII-7 Due Process Hearing Request Notice... VIII-9

4 IX. Appendix Glossary... 1 Sample Evaluation Plan... 6 Sample IEP Communication Contact Sheet

5 Introduction to Handbook The Anoka-Hennepin ISD #11 Special Education Department along with the Special Education Parent and Community Advisory Committee has developed this handbook for parents. If you are interested in attending an advisory meeting, contact Mission and Purpose of the Parent, Community Advisory Committee The mission of this Advisory Committee is to provide all special education learners with equal opportunity for lifelong success by effectively using all District resources in providing a safe, respectful, and challenging educational environment; and by involving the entire community to provide this opportunity. A. To fulfill the intent of Minnesota Statute MN R D Specific programs for involving parents of children with disabilities and pupils in district policy making and decision making pursuant to federal regulations, including, but not limited to, a district or jurisdictional special education advisory council. B. To fulfill federal rule 125A.24 Parent Advisory Councils In order to increase the involvement of parents of children with disabilities in district policymaking and decision making, school districts must have a special education advisory council that is incorporated into the district s special education system plan. 1. This advisory council may be established either for individual districts or in cooperation with other districts who are members of the same special education cooperative. 2. A district may set up this council as a subgroup of existing board, council, or Committee. 3. At least half of the designated council members must be parents of students with a disability. The number of members, frequency of meetings, and operational procedures are to be locally determined. C. To increase the involvement of parents of children with disabilities in district policy making and decision making. D. To communicate with district parents, district personnel, the Superintendent, School Board and other members of the special education department on agenda items relative to policy decision making via meetings, written memos, articles for the department newsletter and any other means thought to be productive to seek input and to make decisions known. E. To provide learning opportunities to the community (school personnel, parents, communities) in areas pertaining to the education of children receiving special education services. F. To provide a forum for parents, district staff and the communities to receive updates on issues pertinent to children receiving special education services, i.e., legislative updates, social service information, advocacy, etc. Introduction Page i-1

6 Special Education Parent Handbook This handbook has been designed to provide you with the information that will help you better understand the processes involved when a child has been identified as having special education needs. We sincerely hope that the information provided will be helpful to you and will encourage you to work with your school team to meet the needs of your child. The rules and regulations that govern special education continue to evolve and change. Every effort has been made to ensure that the information is accurate, however this handbook is not meant as a substitute for legal advice. If you have questions regarding district services or your rights as a parent of a student with a disability, please refer to your current Procedural Safeguards for information or resources (appendix). Resources for Handbook Materials There are a number of agencies that have created information that would be helpful to parents of students with disabilities. A number of these publications have been incorporated within this manual. Each publication has been copied as printed and credits the originating agency. Most of the information included was created by one of the following. National Information Center for Children and Youth with Disabilities (NICHCY): NICHCY is the national dissemination center for information and resources designed to serve children with disabilities. For more information about NICHCY, you can contact: NICHCY P.O. Box 1492 Washington, DC (800) voice/tty (202) Fax nichcy@aed.org Web site: PACER Center: PACER Center is a parent training and information center for families of children and youth with all disabilities. PACER Center provides a number of resources that can assist parents with resources. For this handbook, a number of materials were used from two of PACER s projects, the Technical Assistance ALLIANCE for Parents Centers (ALLIANCE) and The Families and Advocates Partnership for Education (FAPE) project. Technical Assistance ALLIANCE for Parent Centers (ALLIANCE) The Technical Assistance Alliance for Parent Centers is a project funded by the U.S. Department of Education, Office of Special Education Programs. For more information you can contact: Introduction Page i-2

7 Technical Assistance ALLIANCE for Parent Centers 8161 Normandale Blvd. Bloomington, MN (952) voice (952) TTY (952) fax (888) toll-free The Families and Advocates Partnership for Education (FAPE) project is designed to address the information needs of families of children with disabilities. (Note that FAPE also refers to a Free, Appropriate Public Education ) For more information about FAPE, you can contact: FAPE Coordinating Office: PACER Center, Inc Normandale Blvd Bloomington, MN (952) voice (952) TTY (952) fax (888) toll-free fape@pacer.org Web site: IDEA: Individuals with Disabilities Education Act The IDEA stands for Individuals with Disabilities Education Act, which is the nation s special education law that was originally enacted in The primary focus of this law is to ensure that children with disabilities receive a free appropriate public education. This law has been revised a number of times with the most amendments passed by Congress in December To view or download a copy of either the law or the regulations, visit the NICHCY website ( TSES: Total Special Education System For information specific to Minnesota s Laws and Rules, visit the Minnesota Department of Education Website ( The MDE special education department has developed a Total Special Education Systems (TSES) Manual, which is designed to assist districts to comply with special education mandates and funding requirements. This manual is available on the state website. Anoka- Hennepin s special education department has modified this TSES manual to reflect our district s processes. It is important to note that this manual continues to evolve. The current version of this manual can be found on the district special education department web page ( 921&sc_id= ) under Files to Download. Introduction Page i-3

8 Insert SPEDProcess Flowchart

9 Section I Interventions

10 I. Interventions Question: How do I get help for my child if he/she is experiencing difficulties in school? Answer: Contact your child s teacher or principal and discuss your concerns. School staff may be able to suggest measures that you can try at home or provide you with other information that may be helpful. If school staff also have concerns it is likely that the child will be referred to the building intervention team. Question: May I request that the school proceed with a special education evaluation without going through interventions? Answer: Yes, however a special education evaluation is a complex process that takes a significant amount of time and effort from school staff, parents and the student themselves. An evaluation is not necessary when interventions are successful. In Anoka-Hennepin, each elementary and secondary school has created an intervention team that is designed to assist the classroom teacher(s) in developing interventions to address learning or behavioral difficulties. Student intervention teams are designed to focus on prevention and intervention by providing teachers with suggestions for addressing issues such as learning difficulties, discipline problems, health concerns, and poor attendance. This team typically includes building general education teachers, administrators, school counselors and support staff. Although parents are not required team members, they may be involved in the intervention team meeting, however these meetings do occur during the school day. Problem Identification and Analysis: The intervention team discusses relevant academic and behavioral information, examine academic history, and define the problem(s) in observable/measurable terms. The team reviews all baseline data and discusses why the problem may be occurring. Intervention Planning: The team identifies interventions, sets specific goals, determine how data will be collected and when the team will review the data. Although there are no specific timelines for interventions, the length of the intervention must be of appropriate duration to determine whether the intervention is effective. Typically interventions should be tried for at least three weeks in duration. Monitoring and Evaluation: Following the intervention period, the team will reconvene to discuss the progress and analyze the results. In many cases, well planned interventions are all the student requires to make progress. If the first intervention is not successful, at least one more intervention is required. The intervention team must review the data to determine if further interventions are required or if a referral for a special education evaluation is appropriate. Section I: Intervention Process Page I-1

11 Examples of Interventions: Interventions must be designed to address the specific student need. Examples of behavioral interventions include: modifying tasks/assignments to better align with student skills; reinforcement schedule for appropriate behavior; offered options or choices; ignoring the behavior, etc. Examples of academic interventions include: 20 minute daily intervention groups, peer tutoring, cross-age tutoring, graphic organizers, etc. Section I: Intervention Process Page I-2

12 Section II Evaluations

13 INSERT EVALUATION- WHAT DOES IT MEAN ARTICLE

14 II. Evaluation Common Questions Question: Who determines the areas that are assessed? Answer: Although a parent may request specific assessment areas, typically the school team will propose evaluating in the areas that are required by law and any areas of student need. Question: How long does an evaluation typically take? Answer: For children under the age of three, the district is required to complete an evaluation within 45 calendar days of the initial referral. For children age three or older, the evaluation must be completed within 30 school days from the date that the district receives permission to proceed with the evaluation. If the evaluation is extending into the summer, it must be completed within 60 calendar days of permission. Question: My child s doctor has determined that he/she has a disability. How do I get services? Answer: The district will consider any information from a doctor or an outside agency in the evaluation process. A child must not only meet criteria of having a disability (under MN criteria) but must demonstrate a need for special education services. An outside diagnosis or evaluation is not sufficient to determine the need for services. Question: Is my input important? Answer: Parent input is critical. District staff want to address your areas of concern through this process. The sooner you respond, the sooner the district can move forward with the evaluation process. Question: What is an FBA? Answer: FBA stands for a Functional Behavior Assessment. This type of evaluation seeks to determine why the child may be exhibiting specific behaviors. In other words, the evaluation seeks to determine the function of the behavior. Some typical functions are that the child is behaving in a certain way to escape or avoid a task or an expectation or the child is behaving in a certain way to gain a specific result (for example, the child is seeking attention). Evaluation Planning Anoka-Hennepin ISD #11 has established Evaluation Teams to complete both initial evaluation and re-evaluations. These teams have been highly trained in evaluation procedures, testing and interpretation. When a student has been referred for a special education evaluation, members Section II: Evaluation Page II-4

15 from the school met with representatives of the Evaluation Team to discuss appropriate testing. Parents are contacted prior to this meeting and are invited to provide input. The team then determines which areas are in need of evaluation and which evaluation procedures will be used. Evaluation plans for children under the age of three may include: Physical/Motor Development Basic Senses, Including Hearing and Vision Self Help Skills Academic Performance/Cognitive Development/Intellectual Functioning Social/Emotional/Behavioral Development Communication Environmental (Basic Needs) Current Health and Medical Status Adaptive Development Participation in Age Appropriate Activities Community Access/Use/Participation Evaluation plans for children age three or older may include: Intellectual Academic Social/Emotional/Behavioral Communication Adaptive Behavior/Functional Skills Medical/Health Information Sensory Fine/Gross Motor Assistive Technology Functional Behavior Assessment (FBA) Transition o Home/Living o Recreational/Leisure o Community Participation o Employment o Post-Secondary The evaluation may include formal assessments that are standardized on the general population or informal assessments (checklists, teacher anecdotal information, etc.) An evaluation plan is developed and sent to the parent(s), along with a short description of the proposed assessments, for your review. A sample evaluation plan can be found in the appendix. Permission to Proceed with the Evaluation: Written permission must be received before the district can proceed with an initial evaluation. In the case of a re-evaluation, parents have 14 Section II: Evaluation Page II-5

16 calendar days to respond to the evaluation plan. If there is no response the district will move forward with the evaluation. Evaluation Timelines: For children below the age of three, the evaluation process must be concluded within 45 calendar days of the initial referral. For children aged three or older the evaluation process typically takes 30 school days to complete. If the evaluation will extend into summer months, the evaluation must be completed within 60 calendar days. Evaluation Summary Report and Meeting: An evaluation summary report (ESR) is written describing the evaluation results. A meeting is held to summarize the findings with the parent. You will be sent a Notice of a Team Meeting informing you of the time and place for this meeting. Special Education Criteria: Students must have a need for specialized instruction and meet at least one of the Minnesota disability criteria to receive special education services. Minnesota has identified the following disabilities: Autism Spectrum Disorders Blind-Visually Impaired Deaf-Blind Deaf/Hard of Hearing Developmental Cognitive Disabilities: Mild-Moderate Developmental Cognitive Disabilities: Severe-Profound Developmental Delay Emotional or Behavioral Disorders Other Health Disabilities Physically Impaired Severely Multiply Impaired Specific Learning Disabilities Speech or Language Impairments Traumatic Brain Injury The MDE website identifies some disability specific resources and supports on their website. ility_information/index.html. Section II: Evaluation Page II-6

17 Autism Spectrum Disorders Autism Spectrum Disorders (ASD) means a range of a neurodevelopmental disorders in which a child exhibits impaired development in social interaction and language, and repetitive, or a restricted range of, activities. They affect up to l.5 million Americans, and is the nation's fastest growing area of development disabilities. Autism is often referred to as a spectrum disorder, meaning that the behavioral symptoms and characteristics can present themselves in a wide variety of combinations, from mild to severe. Although autism is defined by a certain set of behaviors, children and adults can exhibit any combination of behaviors, in any degree of severity. For example, two children, both with a diagnosis of Autistic Disorder, can act very differently from one another, demonstrate different needs and thus may respond to interventions differently. The term Autism Spectrum Disorders (ASD) is used in Minnesota and now more frequently, throughout the country, to refer to this range of related conditions also known as Pervasive Developmental Disorders (PDD). Many professionals have defined autism and the PDD s based upon a diagnostic manual published by the American Psychiatric Association: Diagnosis and Statistical Manual of Mental Disorders or DSM. Blind-Visually Impaired Blind or Visually impaired means a medically verified visual impairment accompanied by limitations in sight that interfere with acquiring information or interaction with the environment to the extent that special education instruction and related services may be needed. Deaf-Blind Deaf-Blindness means concomitant hearing and visual impairments. The combination causes such severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness. Deaf-Hard of Hearing "Deaf and hard of hearing" means a diminished sensitivity to sound, or hearing loss, that is expressed in terms of standard audiological measures. Hearing loss has the potential to affect educational, communicative, or social functioning that may result in the need for special education instruction and related services. Developmental Cognitive Disabilities "Developmental cognitive disability (DCD)" means a condition resulting in significantly below average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming. The DCD disability area is further divided into the mild-moderate range or the severe-profound range. Section II: Evaluation Page II-7

18 Developmental Delay Developmental Delay (DD) means a condition in which a child up to age seven is experiencing a delay in development as measured by appropriate instruments and procedures. Emotional or Behavioral Disorders Minnesota schools are serving students with a wide range of complex and challenging emotional or behavioral conditions. Medical conditions, genetic dispositions, biological and psychological conditions can impact a student s ability to learn and function at school. A student who needs specialized services for emotional or behavioral supports may be considered for special education under the Emotional or Behavioral Disorders (EBD) category. Other Health Disabilities Other Health Disability refers to a wide range of chronic or acute health conditions that may be either congenital or acquired. Students with health conditions may have associated characteristics or symptoms ranging from mild to severe. Some of the health conditions are progressive and some have associated symptoms that vary in intensity from day to day. Medications, treatments, therapies, and repeated hospitalizations for a range of chronic or acute health conditions can affect a student s ability to learn and function at school. A student with such a condition may be considered for special education under the Other Health Disabilities (OHD) category Physically Impaired Physically Impaired (PI) is a low incidence disability area, usually about 1% of the school population. "Physically Impaired" means a medically diagnosed chronic, physical impairment, either congenital or acquired, that may adversely affect physical or academic functioning and result in the need for special education and related services. Examples of diagnoses that may meet these criteria are: cerebral palsy, spina bifida, muscular dystrophy, spinal cord injury, otegenesis imperfecta, and arthrogryposis. Severely Multiply Impaired Severely multiply impaired means a pupil who has severe learning and developmental problems resulting from two or more disability conditions. Specific Learning Disabilities Specific Learning Disability (SLD) is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Speech or Language Impairments Four types of speech or language impairments are generally recognized: 1) Fluency disorder means the intrusion or repetition of sounds, syllables, and words; prolongation's of sounds; avoidance of words; silent blocks; or inappropriate inhalation, exhalation, or phonation patterns. Section II: Evaluation Page II-8

19 These patterns may also be accompanied by facial and body movements associated with the effort to speak; 2) Voice disorder means the absence of voice or presence of abnormal quality, pitch, resonance, loudness, or duration; 3) Articulation disorder means the absence of or incorrect production of speech sounds or phonological processes that are developmentally appropriate (e.g. lisp, difficulty articulating certain sounds, such as l or r); or 4) Language disorder means a breakdown in communication as characterized by problems in expressing needs, ideas, or information that may be accompanied by problems in understanding. Traumatic Brain Injury Traumatic Brain Injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that may adversely affect a child s educational performance. General Information about Disabilities The article on the following page provides additional information about disabilities. It is important to note that this information is based upon Federal definitions and requirements. Minnesota s criteria does use slightly different names for the disabilities. Independent Education Evaluation Parents of a student with a disability have the right to obtain an independent educational evaluation (IEE) at public expense if they disagree with an evaluation obtained by the school district. Parents are only entitled to one independent educational evaluation at public expense for each evaluation conducted or obtained by the district to which there is disagreement. If a parent requests an independent educational evaluation at public expense, the district must, without unnecessary delay, either (1) initiate a hearing to show that its evaluation is appropriate; or (2) ensure that an independent educational evaluation is provided at public expense. 34 C.F.R. Section (b)(2). If the parent requests an independent educational evaluation, the district may ask parents why they object to the district s evaluation. However, the explanation by the parent may not be required and the district may not unreasonably delay either providing the independent educational evaluation at public expense or initiating a due process hearing to defend the district s evaluation. The parent should inform the evaluation manager or their student s case manager if they wish to request an independent education evaluation. Section II: Evaluation Page II-9

20 INSERT GENERAL INFO ABOUT DISABILITIES

21 Section III IEP Process

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23 INSERT WHAT.IS.AN.IEP

24 III. Individual Education Plan Process Question: Can I ask for an IEP meeting? Answer: Yes. Typically IEP meetings are held on an annual basis, however if you or school staff have concerns, an IEP meeting should be held. Question: What if I do not agree with an IEP? Answer: You have the right to reject an IEP either fully or in part. To do so, return the accompanying Notice of District s Proposed Action/Denial form and note your disagreement within 14 calendar days. See section eight for information on dispute resolution. Typically Anoka-Hennepin staff use an IEP agenda to help in meeting organization. This agenda provides the direction needed to assure that all required components of an Individual Education Plan are discussed. As a parent, you are a critical member of that IEP team. You know your child best and we count on you to provide us with information that we might not know. Parts of the IEP Present Level of Performance: The IEP system used in Anoka-Hennepin addresses the Present Level of Performance within the section of the IEP called the Description of Child. This section should describe the student s progress and participation in the general education curriculum and the current status and special education needs. If a student has numerous needs the IEP team should prioritize which needs will be addressed during this IEP. Special education needs must be addressed by either goals and objectives or accommodations. Goals and Objectives: Annual Goals are developed to address special education needs. Goals are designed to be met within one year. Accommodations: Students may require accommodations or modification to the educational program in order to be successful. Accommodations are changes in the program that do not alter the expectations of tests, class work or assignments. Modifications are changes in the program that do reduce the expectations of tests, class work or assignments. The article on the following page describes typical accommodations and modifications. Services: The IEP describes the special education services the student will receive. The service section will document the type of service, the frequency of the service and where the service will take place. See section V. Extended School Year Services: The IEP team must determine if the student requires extended school year services. Services are needed if the student will show significant regression in skills that he will not be able to regain within a reasonable amount of time after an extended break. Services may also be needed for a student to gain self-sufficiency skills. For example, a visually Section III: Individual Education Plan Page III-3

25 impaired student with significant transition needs may need to receive services during the summer to gain the self-sufficiency transition skills. State and District wide Assessments: The IEP team must determine if the student will be able to participate in state and district wide assessments. The team must decide if a student needs accommodations to participate in an assessment or needs to take an alternate assessment. See sample IEP in Appendix. Progress Reviews The Individual Education Plan must be reviewed on an annual basis and periodically during the year as defined in the IEP. If the student is not making adequate progress, the IEP team should meet to discuss whether changes should be made. Required IEP Team Members An IEP requires the involvement of: Parent Representative of the school district At least one special education teacher licensed in the area of disability At least one general education teacher (for students in K-12 th grade) Typically, IEP meetings will also involve the student, other special education service providers and others with expertise in areas of the student s needs. Preparing for an IEP Meeting Parents are an important part of the IEP process. The following article may be of assistance to you. Section III: Individual Education Plan Page III-4

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27 INSERT FAPE.ACCOM INSERT FAPE.PLAN

28 District Special Education Programs

29 IV. District Programs Since the Anoka-Hennepin School District is so large, it has been divided into four geographical clusters (Anoka, Blaine, Champlin and Coon Rapids Clusters). Each cluster has schools at the elementary, middle and high school level. All buildings within Anoka Hennepin ISD #11 service most of their own special education students. However, some students require a more intense level of support. The IDEA describes a continuum of support defining the different levels by the setting in which the support is provided. The federal regulations describe Setting I- students served in the general education setting for % of their time Setting II- students served in the general education setting for 40-79% of their time Setting III- students served in the general education setting, within a general education building, for less than 40% of their day Setting IV- students served in a self-contained building outside of the general education environment All district schools provide services to students in Settings I, II and some students in Setting III. Students are served in their neighborhood school unless they require a need for a higher level of services, specialized instructional strategies or equipment. When an IEP team determines that there is this level of need, students are placed in Setting III center-based classrooms. The IEP team further determines the amount of time the student will spend in the centerbased classroom and the amount of time the student would be included within the general education classroom. Centerbase Program Descriptions: DCD/STARS Centerbase (Program for Students with Developmental Cognitive Difficulties): The STARS centerbase programs incorporate the use of Structured Teaching And Related Strategies. STARS classrooms are based on the guiding principles of structured teaching, along with the use of related strategies proven to be effective for students with Autism Spectrum Disorders and related disabilities. The environment, routines, one-to-one teaching sessions and individual work routines have evolved from strategies originally developed by Project TEACCH (Treatment and Education of Autistic and other related Communication handicapped Children) at the University of North Carolina. While that program was originally developed for children with Autism, the structured environment is effective for learners with other disabilities as well. The STARS classrooms also incorporate a variety of related strategies, such as Applied Behavior Analysis, Visual Strategies, Assistive Technology, Positive Behavioral Support, Communication and Social Skills Instruction, and Sensory Modulation techniques. Students with Significant Emotional/Behavioral Disorders Centerbase Programs: These centerbase programs are designed to meet the needs of the learners by providing a safe, respectful and challenging environment. Students have access to the general education setting as appropriate to their needs. There are three elementary and one middle level centerbase program for students with significant Emotional/Behavioral Disorders. Section IV: District Programs Page IV-1

30 Autism LAUNCH (Learners with Autism and Unique Challenges) Centerbase Programs: There are currently two elementary and two middle level district wide LAUNCH programs (Learners with Autism and Unique Challenges) designed to meet the needs of high functioning students with Autism, who are not or would not be successfully served in Center Base programs for students with developmental cognitive delays, but who require more support than is available in their neighborhood school. The LAUNCH program is based on the guiding principles of structured teaching, along with the use of related strategies proven to be effective for students with Autism Spectrum Disorders and related disabilities. Centerbase Programs for Students who are Deaf or Hard of Hearing: These district wide programs are designed to provide the students with the strategies and services required to benefit from their education. Centerbase classrooms have an appropriate acoustic learning environment for deaf/hard of hearing children. The classrooms are assessed by the District audiologist throughout the year to ensure they continue to meet ASHA guidelines. Centerbase Programs (Setting IV): These district wide programs are not located in one of the district s general education buildings. Bell Center: Some students with emotional/behavioral disorders require a level of support not possible in a neighborhood school or in a centerbase program. When an IEP team determines the need for greater support, the student is placed in a setting IV program. Students in a federal setting IV are serviced full time in a program for students with disabilities. Bell Center is a Setting IV program for students with Significant Emotional/Behavioral needs within the district. Some students are placed in Setting IV programs outside of the district when the Bell Center is at capacity or a student s special needs require other placement. Early Childhood Programs: The Anoka-Hennepin ISD #11 Early Childhood Special Education program serves families and children from birth through five years of age that have been identified with special needs (based on state eligibility criteria). These programs are housed throughout the district in various sites. Transition Programs: The district has two programs designed to meet the needs of students year old and who have completed their K-12 education but continue to have special education needs. Bridges: Bridges is a secondary special education program designed for students with developmental disabilities who are between the ages of 18 and 21. Bridges programming offers functional and vocational focus on the acquisition of skills necessary for increased independence in the community. Transition Plus: Transition Plus is an Anoka-Hennepin District #11 special education program designed to offer life skills and vocational training. Its purpose is to help students gain skills necessary for independence within the community. Section IV: District Programs Page IV-2

31 Current Centerbase Sites Anoka Cluster: DCD/STARS- Peter Enich Kindergarten Center Ramsey Elementary Rum River Elementary Fred Moore Middle School Anoka High School EBD- Andover Elementary (shared with Blaine cluster) Blaine Cluster: DCD/STARS- Eisenhower Elementary Madison Elementary Northdale Middle School Oak View Middle School Roosevelt Middle School Andover High School Blaine High School EBD- Andover Elementary (shared with Anoka Cluster) Oakview Middle School (houses district wide centerbase for middle schools) Champlin Park Cluster: DCD/STARS- Parkview Kindergarten Center Oxbow Creek Elementary Jackson Middle School Champlin Park High School EBD- Monroe Elementary (shared with some schools in Coon Rapids and Blaine clusters) Coon Rapids Cluster: DCD/STARS- Hamilton Elementary Adams Elementary Coon Rapids Middle School Coon Rapids High School EBD- LO Jacob Elementary Section IV: District Programs Page IV-3

32 DHH (Deaf/Hard of Hearing): Hoover Elementary Coon Rapids Middle School Coon Rapids High School District Wide Programs LAUNCH: Oxbow Creek Elementary Sorteberg Elementary Jackson Middle School Northdale Middle School anticipated to open for school year Section IV: District Programs Page IV-4

33 Special Education And Related Services

34 V. Special Education and Related Services Special Education Services Special education services are typically provided to students based upon their identified disability and special education needs. Students may receive academic support, emotional/behavioral support and/or instruction in areas of speech/language. Some students require instruction from teachers of the deaf/hard of hearing or teachers of the blind/visually impaired. Related Services Related Service Providers: In addition to the educational services described above, Anoka- Hennepin School District provides a variety of related service supports for students with disabilities. In most instances itinerant staff provide these services to students identified with needs as specified on the students IEP. Audiologist Assist in the determination of the needs of students who are deaf or hearing impaired. The audiologist helps to interpret information from medical providers regarding the range, nature, and degree of hearing loss. The audiologist also determines the most appropriate manner to amplify the student s hearing in the educational setting and provides indirect/consultative support to school staff as well as monitoring the equipment. Autism Resource Specialist (ARS) The District has four staff who serve as Autism Resource Specialists (ARS) who have expertise in Autism Spectrum Disorders. The role of the Autism Resource Specialist is to provide the IEP team and building staff with information necessary to manage behavior and facilitate learning. Developmental/Adapted Physical Education (DAPE) DAPE teachers provide services to students who would be unable to participate successfully in the regular physical education program without support or curriculum modifications. Educational Interpreters Educational Interpreters act as a communication link between the Deaf, Hard of Hearing, and hearing communities. Services provided for children as well as staff and Deaf parents include: American Sign Language (ASL) Transliteration Health Services The District has three different positions that provide for the health needs of students Licensed School Nurse (LSN) The LSN assesses, develops, and monitors the implementation of the individual health plan (IHP) which is a part of the IEP. The LSN can also help Section V: Special Education and Related Services Page V-1

35 interpret medical information and potential effects on the student s education. (In secondary schools the LSN will implement the health plan when skilled nursing services are required. Registered Nurse (RN): The RN is responsible for the day-to-day supervision of the school s health services, including supervision of the health paraprofessional. The RN implements the students health plan when skilled nursing services are required, and monitors implementation of the student individual health plan when skilled nursing services are not required. Health Paraeducator: The health paraeducator is responsible to provide daily student care as delegated by the RN or LSN when skilled nursing is not required for the student. Intervention Specialist (IS) Intervention Specialists are staff with expertise in different types of behavioral concerns and how these behaviors affect learning. The role of the Intervention Specialist is to assist staff in determining the functions of the student s behavior, reinforcers that may effectively increase positive behaviors for the student, and the effects of the environment on the behavior. Occupational Therapist (OT) Occupational Therapy is defined as services that include improving, developing or restoring functions impaired or lost through illness, injury, or deprivation; improving ability to perform tasks for independent functioning in the appropriate (typically school or community) environment. The role of the Occupational Therapist includes working with a team to identify and evaluate, adaptation of the environment, design, and the selection or fabrication of assistive devices to facilitate development and promote the acquisition of functional skills. Physical Therapist (PT) Physical Therapists provide services that include working with a team to identify and evaluate, and plan programs to prevent, alleviate, or compensate for movement dysfunction and related functional problems. School Psychologist School Psychologists provide an array of services to students with and without disabilities. A school psychologist may serve as a member of a Student Response Team, consulting with special education and regular education teachers regarding a student s behavior or social needs, or consult with parents, other private or county agency providers who see the student. In the event that a student is eligible for related services the school psychologist could assist the Special Education Staff in helping the student achieve identified goals and objectives through a variety of interventions such as counseling, working on group or social skills, and/or collaborate with a Contracted Licensed Psychologist providing services to a student. Speech/Language Pathologist The Speech/Language Pathologist provides services in the areas of language development, articulation skills, remediation of voice problems, improving fluency, and aural/oral rehabilitation where needed. Section V: Special Education and Related Services Page V-2

36 School Social Worker School Social Workers provide an array of services to students with and without disabilities. They may serve as a member of a Student Response Team, consulting with special education and regular education teachers regarding a student s behavior or social needs, or consult with parents, other private or county agency providers who see the student. In the event that a student is eligible for related services the school social worker could assist the Special Education Staff in helping the student achieve identified goals and objectives through a variety of interventions such as counseling, working on group skills or social skills, or collaborating with a Contracted Licensed Psychologist providing services to a student. Student Learning Advocates Student Learning Advocates assist students and staff in our ongoing adjustment to an increasingly diverse school community. Students of color may have a Student Learning Advocate participate in the student s IEP Team, provide consultative services to the special education staff, and provide direct services to the student if cultural issues are interfering with the students progress. Section V: Special Education and Related Services Page V-3

37 Transition Services and Planning

38 VI. Transition Services and Planning Minnesota law requires that IEP teams begin to consider the area of transition starting before the student turns 14 year of age or enters 9 th grade. The following article provides some parent tips about this process. Targeting Transition: When students reach transition age, parents, staff and the student are surveyed to determine skills and needs in the areas of transition. When the IEP team meets, the team will prioritize the areas of need and develop goals and activities to address these needs. Section VI: Transition Services and Planning Page VI-1

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40 INSERT PARENT.TIPS

41 Communication Tips

42 VII. Communication Tips Knowing how to communicate with the appropriate school staff at times challenges all parents. This process can become more confusing when a student has been identified as having special education needs. It is important for you to communicate your concerns to the correct person. The following should provide some guidance. You will find a form at the back of this manual that can be used each year to identify your important contacts. Classroom Teacher Most elementary students are assigned to a classroom. Typically this is your first contact about your child. At the secondary level this is typically your child s home room or advisory teacher. Special Education Case Manager When you have a concern specific to the special education services your child is receiving or regarding their Individual Education Plan (IEP), contact your child s case manager. If you do not believe that your concerns have been heard or attended to properly, your next contact will be different at different age levels. Elementary- Building Principal At the elementary level, it is always appropriate to discuss issues with your building principal if you do not think teachers have heard or reacted properly to your concerns. In some larger buildings there may be an assistant principal that can also provide assistance. Secondary Department Lead At the secondary level, each building has a special education department lead. This teacher has been given time to perform coordination activities for the special education department at the building. They can often provide assistance when you have concerns. Secondary Principal/Assistant Principal At the secondary level it is also always appropriate to discuss issues with your building principal or assistant principal. Special Education Consultant A special education administrator is aligned to every K-12 building. If you have attempted to communicate your concerns within the building but do not believe that they have been heard, contact your cluster s special education consultant. Special Education Program Supervisor/Assistant Program Supervisor For students who are in programs that are not housed in a district K-12 building, contact the program supervisor or assistant supervisor if you have concerns that have not been addressed. Section VII: Communication Tips Page VII-1

43 Director and Assistant Director of Special Education If you believe that your special education concerns have not been adequately addressed, please feel free to contact the Director of Special Education and the Assistant Director of Special Educatio Section VII: Communication Tips Page VII-2

44 INSERT COMMUNICATION.SPED

45 Dispute Resolution

46 VIII. Dispute Resolution Question: Who do I contact when I don t agree with my child s program? Answer: Follow the communication tips guidelines. If you are not satisfied with the results you can contact your cluster consultant or the Director or Assistant Director of special education. Question: How are disputes handled? Answer: There are a number of dispute resolution processes that are described below. They include Conciliation, Facilitated IEP meetings, Mediation or a Due Process Hearing. Conciliation: A conciliation meeting involves a special education administrator who has not previously been involved in your child s planning. At a conciliation your concerns can be addressed and hopefully a solution found. Facilitated IEP: The Minnesota Special Education Mediation Services (MNSEMS) offer trained facilitators to help facilitate the IEP process. This is a voluntary process and is described in the following brochure. Mediation: The Minnesota Special Education Mediation Services (MNSEMS) offer trained mediators to meet with the parents and the district in an attempt to mediate disputes. This is a voluntary process and is described in the following brochure. Due Process Hearing: When the parents and district cannot reach agreement, either party may request a Due Process Hearing (see attached). Section VIII: Dispute Resolution Page VIII-1