1 SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014
2 TODAY S OBJECTIVES To provide an overview regarding: Child Study Team general procedures to include the referral process. The evaluative process and what a comprehensive evaluation entails. Eligibility Categories Definition of a Specific Learning Disability. How Sparta identifies a student with a Specific Learning Disability. Severe Discrepancy Model and other related methods used for eligibility. Sparta Special Services Student Numbers and Percentages. How Sparta Compares to State Recommended Averages.
3 THE CHILD STUDY TEAM Each building has it s own Child Study Team comprised of a School Psychologist, Learning Disabilities Teacher Consultant, and School Social Worker. Quite often, a Speech / Language Therapist is also a part of this team and are housed in each building. Outside specialists can also be a part of the CST, including Occupational Therapists, Behavioral Therapists, and Physical Therapists. In Sparta we are very lucky to have professionals ranging from a NJ licensed psychologist, doctorate level psychologists, licensed clinical social workers, and a nationally certified educational diagnostician. PhD. PsyD. LCSW NCED CCC-SLP NJ Licensed Psychologist Cross discipline collaboration is necessary to ensure that our students receive a high level of service and that as professionals there is ongoing joint learning. Cases are often reviewed and analyzed for accuracy and for the promotion of appropriate interventions.
4 REFERRALS A student can be referred for Special Education either by a parent or school staff member because regular education interventions have not been met with success. These regular education interventions are developed through a rigorous Intervention & Referral Services (I&RS) process. Once referred, an initial planning meeting with the CST, parent, and regular education teacher occurs and it is determined whether or not testing is warranted. Testing is conducted by appropriate Child Study Team members and any other necessary professionals (ie. Audiologist, Psychiatrist, Neurodevelopmental Specialist, Occupational Therapist, or Physical Therapist). Eligibility for Special Education and Related Services is determined.
5 14 ELIGIBILTY CATEGORIES Auditorily Impaired Orthopedically Impaired Autistic Other Health Impaired Cognitively Impaired Communication Impaired Emotionally Disturbed Multiply Disabled Deaf/blindness Preschool Child with a Disability Social Maladjustment Specific Learning Disability Traumatic Brain Injury Visually Impaired
6 SPECIFIC LEARNING DISABILITY The Individuals with Disabilities Education Act (IDEA 2004) defines a Specific Learning Disability (SLD) in Title 20 United States Code Section 1401 (30) [cited as 20 USC 1401 (30)] as follows: (30) Specific Learning Disability. (A) In General. The term specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
7 SPECIFIC LEARNING DISABIIITY (Con t) (B) Disorders Included. Such term includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (C) Disorders Not Included. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
8 SPECIFIC LEARNING DISABILITY (SLD) ELIGIBILITY The District uses the discrepancy model to determine SLD eligibility. When a severe discrepancy is found between the student s current achievement and intellectual ability in one or more of the following areas: 1.Basic Reading Skills 2.Reading Comprehension 3.Oral Expression 4. Listening Comprehension 5. Mathematical Calculation 6. Mathematical Problem Solving 7. Written Expression 8. Reading Fluency
9 SEVERE DISCREPANCY The term 'Severe Discrepancy' refers to one of the primary components of most State and/or local guidelines for determining if a student is eligible for Special Education services related to a Specific Learning Disability. Although the real basis of a learning disability is an assumed information processing weakness, 'severe discrepancy' between ability and achievement is the standard method used to determine how much impact the processing problem has on a student's actual achievement. 'Discrepancy' is a measure of underachievement (the difference between ability and achievement) and 'severe' refers to how much underachievement is required by a given State or district before a student will qualify for Special Education services.
10 SIGNIFICANT DISCREPANCY MODEL To measure significant discrepancy the Child Study Teams for the Sparta Public School District use a statistically sound formula of a minimum of one and one half (1.5) standard deviations for all students grades K-12 (i.e. minimum difference of 22 standard score points between achievement and aptitude.)
11 Sussex County Schools District: DFG: Discrepancy Model: Andover Regional FG 22 pts Byram Twp I 22 pts Frankford Twp FG 15 pts Franklin Boro CD 22 pts Fredon Twp GH 13 pts Green Twp I Regression Analysis Hamburg Boro DE 15 pts Hampton Twp GH 22 pts High Point Regional DE Regression Analysis Hopatcong FG 15 pts Kittatinny Regional FG 22 pts Lafayette Twp GH 22 pts
12 Sussex County Schools cont d District: DFG: Discrepancy Model Lenape Valley Regional GH 22pts Montague Twp B 22 pts Newton CD 22 pts Odgensburg Boro FG Regression Analysis Sandyston-Walpack Twp FG 22 pts Sparta Twp I 22 pts Stanhope Boro GH 22 pts Vernon Twp FG 22 pts Wallkill Valley Regional DE 15 pts/cognitive
13 Essex & Morris County Schools District: DFG: Discrepancy Model: Boonton Twp I 22 pts Caldwell-West Caldwell I 22 pts Cedar Grove Twp I 22 pts Denville Twp I 22 pts Florham Park I 22 pts Glen Ridge Boro I Estimator Program Hanover Twp I pts Kinnelon Boro I 22 pts Livingston Twp I 22 pts Madison I 22 pts
14 Essex & Morris County Schools cont d District: DFG: Discrepancy Model: Montclair I 22 pts Montville Twp I 20 pts Morris Plains Boro I 22 pts Randolph Twp I 15 pts Rockaway Twp I 22 pts Roseland Boro I 22 pts South Orange-Maplewood I 22 pts Verona I 23 pts Washington Twp I 15 pts West Essex Regional I 22 pts West Morris Regional I 15 pts
15 Simple Discrepancy Model...Process Not So Simple A student is referred with a clear profile, standard testing is completed, and a discrepancy is found. A student is referred where the team further explores the psychological processes behind the child s learning challenges, when a clear profile does not present. In these instances, the CST may expand the testing and look at other tools or a student may need to see a professional outside of the school staff.
16 Not So Simple (cont d) Child Study Teams consider a variety of data sources when making an eligibility determination. Determination of SLD, like any other disability determination, cannot be made using a single criterion. That is, teams may not use one screening assessment, one observation, or a single assessment score to determine eligibility. Ultimately, the CST must decide whether a student has a disability, whether the disability has an adverse educational impact, and whether the student requires specialized instruction to make academic progress.
17 Pattern of Strengths and Weaknesses The Child Study Team conducts a comprehensive evaluation for ALL students. CST considers a pattern of strengths and weaknesses in performance and/or achievement that is determined by the group to be relevant to the identification of SLD when considering eligibility. Patterns of strength and weakness historically refer to the examination of profiles across different tests used in the identification of children with SLD.
18 Totality of Circumstances Academic achievement Cognitive Ability Psychological Processes Visual Processing Perceptual Organization Working Memory Attention and Memory Visual / Auditory memory
19 OTHER METHODS USED IN CONSIDERATION FOR ELIGIBILITY General Abilities Index (GAI) The GAI is an optional index score within cognitive assessment with reduced emphasis on working memory and processing speed relative to the full scale IQ. Regression Formula - Regression discrepancy models use statistics to correct some of the measurement problems inherent in less sophisticated standard score comparison models. A regression formula is basically a statistical procedure that provides an achievement range for a specific intelligent quotient, adjusted for regression toward the mean. Verbal vs. Performance Discrepancy - This discrepancy model provides a comparison of verbal and performance measures that yield inter- and intra-cognitive differences.
20 TOOLS FOR EVALUATION Identifying the deficit in the basic psychological processes can help pinpoint the cause of a student s academic problem. This information can also assist us in developing appropriate interventions to help the student. Comprehensive evaluations help create an understanding for how a child thinks, learns, and behaves. How does the Child Study Team do this? Learning Consultants: Use academic achievement tools such as the Woodcock Johnson III, Gray Oral Reading Test, etc. Psychologists: Use Wechsler Intelligence Scales, Woodcock Johnson III Cognitive Batteries, Differential Abilities Scales etc. Speech/Language: Phonological Awareness Test, Comprehensive Test of Phonological Processing etc. All of these tools are nationally standardized, reliable, and valid. The tools such as the WJIII and Wechsler Scales are considered to be the Gold Standard assessment tools.
21 EVALUATIVE PROCESS Interview teachers and parents at referral Observe student s classroom performance Review past records, such as standardized test results Review results from informal reading and math inventories Review reports cards and academic work samples Check cumulative file for comments & lower marks in basic reading and math skills Review response to intervention programs Look for family history (i.e reading problems)
22 EVALUATIVE PROCESS The results of such tools are used in conjunction with functional data such as classroom observations, teacher input, parent input, interviews, and work samples.
23 SPARTA SCHOOL DISTRICT SPECIAL EDUCATION NUMBERS Total Sparta Student Body # Sparta Students Receiving Special Ed & Related Services
24 Sparta Classification List Auditorily Impaired 1% Visually Impaired <1% Traumatic Brain Injury <1% Autistic 7% Communication Impaired 5% Specific Learning Disability 30% Eligible-Speech- Language Services 14% Emotionally Disturbed 3% Preschool Child with a Disability 6% Other Health Impaired 31% Multiply Disabled 3% Mild Cognitive Impairment <1%
25 OUR NUMBERS During the past two school years, 154 school-age students have been referred for a Child Study Team evaluation. The referrals are made as a result of a myriad of concerns, including but not limited to emotional disturbance, attentional concerns, and learning challenges. 112 of those students received a Child Study Team evaluation. 93 of the 112 cases were deemed eligible for Special Education and Related Services. A review of the cases deemed ineligible were due to reasons such as academic progress or parent denial of services.
26 HOW DOES SPARTA COMPARE? According to the US Department of Education, the recommended average percentage of all students receiving Special Education and Related Services is 13%. Sparta Township School District provides services to 15% of its population.
27 SPARTA COMPARED TO US RECOMMENDED AVERAGE 15% Sparta Students, 15% US Average 13% 10%
SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding
Patterns of Strengths and Weaknesses in L.D. Identification October 3, 2013 Jody Conrad, M.S., N.C.S.P School Psychologist, SOESD Definitions of SLD Federal and State A disorder in one or more basic psychological
3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department
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
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:
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
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
Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities
23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.
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
Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions This document is part of the department s guidance on implementing Wisconsin SLD criteria. It provides answers
Document No. STATE BOARD OF EDUCATION CHAPTER 43 Statutory Authority: Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq. (2004) 43 243.1. Criteria for Entry into Programs
Henrico County Public Schools Department of Exceptional Education EDUCATIONAL EVALUATION CRITERIA FOR CONSIDERATION OF PRIVATE EVALUATIONS Revised 06/12/2013 Professionals utilize educational evaluations
I. DEFINITION "Specific learning disability" means 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
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
7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents
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
DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children
Questions and Answers about State Policies Regarding Children with Disabilities under the Individuals with Disabilities Education Act Amendments of 2004 State Board Policy 7219 (referred to hereafter as
The Thirteen Special Education Classifications Part 200 Regulations of the Commissioner of Education, Section 4401(1) Student With a Disability: A student as defined in section 4401(1), who has not attained
Making sure that all of Pennsylvania s children have access to quality public schools GETTING A SPECIAL EDUCATION EVALUATION FOR YOUR CHILD IMPORTANT: ELC's publications are intended to give you a general
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
Chapter 2 - Why RTI Plays An Important Role in the Determination of Specific Learning Disabilities (SLD) under IDEA 2004 How Does IDEA 2004 Define a Specific Learning Disability? IDEA 2004 continues to
COMMACK UNION FREE SCHOOL DISTRICT Commack, NY 11725 Pupil Personnel Services A Parent s Guide to Special Education in Commack School District This informational document is meant to clarify some commonly
CONTENTS Specific Learning Disabilities: Eligibility Determination under IDEA 2004 Facilitator s Notes Introduction and Goals 2 What is a Specific Learning Disability? 3 Process and Documentation 8 Component
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
Which WJ-III Subtests Should I Administer? P R E S E N T E D B Y : J U D D F R E D S T R O M A R E A S P E C I A L E D U C A T I O N C O O P A S E C. N E T Woodcock-Johnson III tests of Achievement Eligibility
Guidelines for Documentation of a Learning Disability A. Learning Disability B. Attention Deficit Disorder C. Psychiatric Disabilities D. Chronic Health Disabilities A. Learning Disability Students who
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
SPECIAL EDUCATION IN NORTH DAKOTA North Dakota Department of Public Instruction Kirsten Baesler, State Superintendent Office of Special Education 600 E. Boulevard Ave., Dept. 201 Bismarck ND 58505-0440
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
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,
Spring School Psychologist RTI² Training Q &A Clarification on the use of the Gap Analysis Worksheet: As part of the RTI² decision making process, teams meet to review a student s rate of improvement to
Code: IDDF (5) 160-4-7-.05 DETERMINATION AND CATEGORIES OF. (1) DEFINITIONS. A child or youth from 3 through 21 years of age is considered to have a disability under the Individuals with Disabilities Education
A GUIDE TO PRESCHOOL SPECIAL EDUCATION Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo, New York 14222 716-880-3875 Toll Free 1 (800) 462-7653 www.wchob.org/ecdc
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?...
Special Education Process Special education is intended to provide services to students who have disabilities, and who, because of those disabilities, need help to make progress in the general education
Special Education Eligibility: An Analysis Prepared and Presented by Karen E. Samman ACSA Conference 2013 1 Agenda Why Does it Matter The Foundation: Appropriate Assessment Eligibility Categories Definition
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
Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports by Dr. Sherry Mee Bell Psychoeducational assessment is designed to answer these questions: Does the client have a
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...
Required Documentation of Disability for Accommodation of USCBP Pre-Employment Testing and Supervisory/Managerial Assessments 1 (July 25, 2005 ) In accordance with Federal law, the U.S. Customs and Border
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
Ventura County Special Education Local Plan Area (SELPA) Mary E. Samples Assistant Superintendent S P E C I A L E D U C A T I O N Fran Arner-Costello Director, Programs and Services email@example.com (805)
Eligibility / Staffing Determination EMOTIONAL DISTURBANCE Date of Meeting: Student Name: DOB: Soc. Sec.#: The basis for making the determination of whether the student has a disability which meets the
Staffing Requirements 1 Newport News Public Schools understands the need to retain highly qualified and appropriately and adequately trained personnel with the knowledge and skills to provide special education
SPECIAL EDUCATION HANDBOOK RHODE ISLAND DISABILITY LAW CENTER 275 Westminster Street, Suite 401 Providence, RI 02903-3434 (401) 831-3150 telephone (800) 733-5332 Clients (toll free) (401) 274-5568 facsimile
An Overview of RTI and SLD Evaluation 1 The purpose of this book is to help school multidisciplinary teams improve the way in which students with learning disabilities (LD) are identified. The procedures
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
C O N C O R D I A C O L L E G E M O O R H E A D M I N N E S O TA COUNSELING CENTER, 901 8 TH STREET SOUTH, MOORHEAD, MN 56562 Guidelines for the Documentation of a Learning Disability in Adolescents and
Patterns of Strengths and Weaknesses Standards and Procedures for Identification of Students with Suspected Specific Learning Disabilities March, 2010 Table of Contents Patterns of Strengths and Weaknesses
Guidance for the Determination of Specific Learning Disabilities Washtenaw County Specific Learning Disabilities Work Group Washtenaw Intermediate School District 1819 S. Wagner Road Ann Arbor, MI 48106
Special Education Expenditure Project (SEEP) Sponsored by the Contact information Please complete the required information before returning this questionnaire School (required) District (required) State
Welcome to the Educational Advocacy for Educational Professionals Webinar Presented by: Marie Ritzo, Clinical Social Worker Jill Castle, Arizona Department of Education Teleconference call-in number: (650)
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.
I. DEFINITION Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment (comprehension and/or expression), or a voice impairment, that
For questions about the implementation of these materials/kits, please contact Shirley Cutshall, Director of Special Programs & Services at 360-299-4098 or firstname.lastname@example.org. To reserve materials, please
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.
Understanding the Standards-based Individualized Education Program (IEP) Many states and local school districts are embracing a new approach to developing Individualized Education Programs (IEPs) for students
Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss A Guide to Services for Students with a Learning Disability (Revised 4.28.14) Do I Have A Learning
LEARNING DISABILITIES ASSOCIATION OF ONTARIO Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities Diagnosis of Learning Disabilities Accurate diagnosis of learning
PA Guidelines for Identifying Students with Specific Learning Disabilities (SLD) August 2008 Commonwealth of Pennsylvania Edward G. Rendell, Governor Department of Education Gerald L. Zahorchak, D.Ed.,
1.800.695.0285 (Voice/TT Y) email@example.com http://nichcy.org Categor egories of Disabilit isability Under IDEA Mar arch h 2012 Introduc troduction tion Every year, under the federal law known as the
Education Adjustment Program (EAP) Handbook Current as at September 2015 The State of Queensland (2015) This document is licensed under CC-BY 4.0, with the exception of the government coat of arms, logos
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 Lock In : To
OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support
TESTING GUIDELINES PerformCare: HealthChoices Guidelines for Psychological Testing Testing of personality characteristics, symptom levels, intellectual level or functional capacity is sometimes medically
Dennis M. Walcott, Chancellor Michael R. Bloomberg Mayor Dennis M. Walcott Chancellor A SHARED PATH TO SUCCESS A PARENT S GUIDE TO SPECIAL EDUCATION SERVICES FOR SCHOOL-AGE CHILDREN welcome Dear Families,
RSU #38 MARANACOOK AREA SCHOOLS PARENT HANDBOOK Children can have all sorts of difficulties growing up. Sometimes, the problems are obvious right from the start; sometimes, they do not appear until the
School Psychologist PK 12 Section 36 1 Knowledge of measurement theory, test construction, research, and statistics 1. Identify theories of measurement and test construction. 2. Demonstrate knowledge of
Special Education Rights A Handbook for Maryland Families and Professionals i MARYLAND DISABILITY LAW CENTER The Maryland Disability Law Center (MDLC) is a private, non-profit law firm. MDLC is designated
Michigan Administrative Rules for Special Education (MARSE) Supplemented With Selected MARSE (September 2013) (July 2010) Michigan Department of Education, Office of Special Education Published October
Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation
CONTENTS 1. Overview of the Supplementary Admissions Route...2 2. How to Make a Supplementary Admission Application...3 3. Assessment of Documentation... 4 4. Medical Evidence Form... 5 5. Reports from
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 Grades PK-12 JULY 2010 Special Education (Grades PK-12) Page 84 Highly Qualified Requirements At a Glance No Child Left Behind Act of 2001 According to the No Child Left Behind Act of
THE SPECIAL EDUCATION PROCESS IN PHILADELPHIA Information about the Special Education Process for Children from Kindergarten to 21 years old Compiled by Parents Involved Network (PIN) Summer 2013 If you
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 3 Information on Eligibility Criteria TABLE OF CONTENTS Question Page 1. Who is eligible for special education under federal and state law?... 1 2.
General Rules for the Provision of Special Education Programs and Services (Public & Private Schools) His Highness Sheikh Khalifa bin Zayed Al Nahyan President of the United Arab Emirates School for All
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
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
Report of Children with Disabilities (IDEA) Exiting Special Education by Basis of Exit, Disability Category and Age EDFacts Reporting System This report provides the U.S. Department of Education, Office
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