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Best Practices Special Education

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Recognizing that the placement decision is an Individualized Education Program ... Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary ... – PowerPoint PPT presentation

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Title: Best Practices Special Education


1
Best Practices Special Education
  • Pennsylvania Training and Technical Assistance
    Network (PaTTAN)
  • February 2009

2
Pennsylvanias Commitment to Least Restrictive
Environment (LRE) Recognizing that the placement
decision is an Individualized Education Program
(IEP) team decision, our goal for each child is
to ensure IEP teams begin with the general
education setting with the use of Supplementary
Aids and Services before considering a more
restrictive environment.
3
Best Practices
  • Special Education

4
Agenda
  • State Performance Plan
  • Least Restrictive Environment Educational
    Placement
  • Evaluation/Reevaluation Process and Timelines
  • Specific Learning Disability - Guidelines
  • Secondary Transition

5
State Performance Plan
6
SPP
  • Framework for improvement in the education of
    students with disabilities.
  • Six year plan submitted by each state to the
    Office of Special Education Programs (OSEP)
  • 20 Federally required indicators of compliance
    and performance.
  • States set measurable and rigorous targets for
    each indicator, and they set forth improvement
    activities to reach the targets.
  • States report annually on how their performance
    in meeting the SPP targets on each indicator in
    an Annual Performance Report (APR)

7
SPP
  • Indicators 1 8 Free and Appropriate Public
    Education (FAPE) in the Least Restrictive
    Environment (LRE)
  • Indicators 9 - 10 Disproportionality
  • Indicator 11 General Supervision Child Find
  • Indicator 12 14 General Supervision
    Effective Transition
  • Indicator 15 20 General Supervision

8
Least Restrictive Environment
Educational Placement
9
SPP Connection
  • Indicator 5 Percent of children with IEPs aged 6
    through 21
  • Removed from regular class less than 21 of the
    day
  • B. Removed from regular class greater than 60 of
    the day or
  • C. Served in public or private separate schools,
    residential placements, or homebound or hospital
    placements.

10
LRE
  • Students with disabilities must be educated in
    the least restrictive environment.
  • Each school entity must ensure that to the
    maximum extent appropriate, and as provided in
    the IEP, the student with a disability is
    educated with non-disabled peers

14.145
11
LRE
  • Special classes, separate schooling or other
    removal of a student with a disability from the
    regular education class occurs only when the
    nature or severity of the disability is such that
    education in the regular education class with the
    use of appropriate supplementary aids and
    services cannot be achieved satisfactorily.

14.145
12
Full Continuum
  • School entities must be required to provide
    access to a full continuum of placement options

14.145
13
LRE
  • So what does all that really mean?

14
Least Restrictive Environment
Everyone Starts as Part of the Whole
Everyone Is Welcome
15
LRE General Premise
Start here then move along the continuum,
based upon the students individual need
16
LRE Time with Nondisabled Peers
  • Inside the regular classroom 80 or more of the
    day.
  • Inside the regular classroom 40-79 of the day.
  • Inside the regular classroom less than 40 of the
    day.

17
LRE Continuum of Services
18
LRE Calculation
  • Formula
  • Hours inside a regular class
  • Hours in a school day.

multiply by 100 to get a
19
LRE General Premise
Start here then move along the continuum,
based upon the students individual need
20
LRE Calculation Example
Brenda spends 1 hour a day in a learning support
room. The school day is 6 hours long. So She
spends 5 hours a day in regular education. 5
6 83 in the LRE
21
IEP
22
LRE Educational Placement
  • LRE
  • Refers to having the child participate in general
    education to the maximum extent possible with
    nondisabled peers.
  • Educational Placement
  • Refers to the type of special education
    service(s) the student receives, regardless of
    whether it is with general education or
    nondisabled peers.

23
Educational Placement
  • Refers to 3 parts
  • Type of Support ( level of support)
  • Type of Service ( program )
  • Location of Service ( where)

24
1. Type of Support (time)
  • Itinerant special education services for less
    than 20 of the day.
  • Supplemental special education services for 20
    - 80 of the day. (think of this as resource or
    part-time)
  • Full Time special education services for more
    than 80 of the day.
  • Placement is concerned with the amount of time
    special education services are delivered, this
    can be in general education or special education
    classrooms.

25
2. Type of Support ( service)
  • This denotes the type of support service for the
    student.
  • Examples
  • Autistic Support
  • Emotional Support
  • Learning Support
  • Life Skills Support
  • Physical Support

It doesnt matter what label a student has, any
type of support can be designed for the student.
It is individualized based upon the students
need.
26
3. Location of Service
  • This is the actual place where the child
    receives their program.
  • Examples
  • Neighborhood School
  • School in district, but not neighborhood school
  • School in a nearby district
  • Other Settings

Start with the neighborhood school first!
Consider Supplemental Aids and Services. Then
move to other options. It is based upon a
students needs.
27
IEP
28
LRE Educational Placement
  • LRE
  • Refers to having the child participate in general
    education to the maximum extent possible with
    nondisabled peers.
  • Educational Placement
  • Refers to the type of special education
    service(s) the student receives, regardless of
    whether it is with general education or
    nondisabled peers.

29
Activity
LRE Calculation
30
SPP Connection
  • Best Practice Activities
  • Conduct an LRE needs assessment
  • Effective instruction/access to general
    curriculum
  • Supplementary aids and services in regular
    classrooms- Toolkit

31
Evaluations Reevaluations
32
SPP Connection
Indicator 9 Percent of districts with
disproportionate representation of racial and
ethnic groups in special education and related
services that is the result of inappropriate
identification.
Indicator 10 Percent of districts with
disproportionate representation of racial and
ethnic groups in specific disability categories
that is the result of inappropriate
identification.
Indicator 11 Percent of children with parental
consent to evaluate, who were evaluated within 60
days (or State established timeline).
33
Evaluation
  • The oral request for evaluation must be made to
    any professional employee or administrator of the
    school entity

14.123 (c)
34
Evaluation
  • The school entity must provide a Permission to
    Evaluate form to parents within 10 calendar days
    of the oral request for evaluation

14.123 (c)
35
Evaluation
  • If the LEA/school refuses to conduct the
    evaluation, it must give the parent written
    notice of the refusal within a reasonable time

14.123 (c)
36
Reevaluations
  • In Pennsylvania, reevaluations must occur every 3
    years, unless the parent and the school agree
    that a reevaluation is unnecessary.
  • However, students with mental retardation must be
    reevaluated every 2 years. This cannot be
    waived.

37
Timeline for Reevaluation
  • Reevaluation timeline will be 60 calendar days,
    not counting the calendar days from the day after
    the last day of spring term to the day before the
    first day of subsequent fall term.

14.124 (b)
38
Reevaluation Process
39
Decision
40
Protocol
  • As an LEA what do you do if you think the
    reevaluation is unnecessary?

41
Protocol
Issue to parent Agreement to Waive the
Reevaluation
42
Agreement to Waive the Reevaluation
  • Must indicate on the form why and or how the
    determination to waive the reevaluation was made.

43
Parents Decision
Agreement to Waive the Reevaluation
44
If the parent agrees
  • No Reevaluation Report is written.
  • No Permission to reevaluate is executed.
  • The signed Agreement to Waive the Reevaluation is
    included in the students record.
  • A reevaluation is not required for another 3
    years.
  • There is no requirement to revise the IEP unless
    the IEP is due for its annual review.

45
If the parent disagrees
  • The reevaluation process begins.

46
Consideration ---
  • What system is in place to determine which
    reevaluations are waived?

47
Review of Records
  • For all students, including those with MR, the
    reevaluation process begins with a review of
    existing data by the IEP team.

48
Reevaluation Decision
49
Protocol
Issue to parent Permission to Reevaluate Consent
Form
50
If additional data is needed
  • The Permission to reevaluate Consent Form is
    executed.
  • The reevaluation must be completed by its
    anniversary date and within 60 calendar days of
    the issuance of the permission to
    reevaluate/consent form.
  • After the additional data are collected and
    analyzed, the findings are written in the
    Reevaluation Report.
  • Conclusions regarding eligibility are made.

51
If additional data is needed
  • A copy of the RR is given to the parent.
  • The RR becomes part of the students educational
    record.
  • The form, Permission to Reevaluate Consent is
    also part of the educational record.
  • The students IEP shall be reviewed and revised
    within 30 calendar days of the reevaluation.
  • Reevaluation is not required for another 2 years
    for students with MR and 3 years for all other
    students with disabilities.

52
Conclusion regarding Eligibilty
  • If the student is eligible, the parents are
    invited to an IEP meeting and the IEP is revised.
    If placement changed, the NOREP/PWN is issued as
    well.
  • If the student is no longer eligible, the
    district issues a NOREP/Prior Written Notice
    (NOREP/PWN)

53
Reevaluation Decision
54
If additional data is not needed
  • Findings from the review of records is
    summarized.
  • A written Reevaluation Report is completed.
  • A copy of the RR is given to the parent and is
    part of the educational record.
  • Conclusions regarding eligibility is made.

55
Conclusion regarding Eligibilty
  • If the student is eligible, the parents are
    invited to an IEP meeting and the IEP is revised.
    If placement changed, the NOREP/PWN is issued as
    well.
  • If the student is no longer eligible, the
    district issues a NOREP/Prior Written Notice
    (NOREP/PWN)

56
Permission To Reevaluate
57
Activity
Reevaluation Flow Chart
58
SPP Connection
  • Best Practice Activities
  • Reevaluation flowchart to staff.
  • Create monthly chart of reevaluations based on 60
    day prior to anniversary dates.
  • Create record keeping for tracking timelines or
    randomly sample evaluations for timeline
    compliance.

59
Specific Learning Disability
60
SPP Connection
Indicator 9 Percent of districts with
disproportionate representation of racial and
ethnic groups in special education and related
services that is the result of inappropriate
identification.
Indicator 10 Percent of districts with
disproportionate representation of racial and
ethnic groups in specific disability categories
that is the result of inappropriate
identification.
Indicator 11 Percent of children with parental
consent to evaluate, who were evaluated within 60
days (or State established timeline).
61
Specific Learning Disability
  • To determine that a child has an SLD, the school
    district or IU must use one of the two procedures
    allowed in Chapter 14.

62
SLD
  • A process based on the childs response to
    scientific, research-based intervention,
    documenting that
  • Student received high quality instruction in
    regular education
  • Research-based interventions were provided to
    the student
  • Student progress was regularly monitored

14.125
63
SLD
2. A process that examines whether a child
exhibits a pattern of strengths and weaknesses,
relative to intellectual ability as defined by a
severe discrepancy between intellectual ability
and achievement or relative to age or grade.
14.125
64
(No Transcript)
65
Technical Adequacy
  • Allows for practitioners and parents to have
    confidence in the decision process
  • Allows for defense of decision made throughout
    process

66
Response to Intervention
  • Districts must provide a detailed description of
    their RtI process in their special education plan
    and attach the Documentation and Evidence of RtI
    Implementation Status- Self Report.
  • Approval to use RtI for SLD determination shall
    be based on the extent to which the
    district/school has implemented the components of
    the PA RtI framework.

67
(No Transcript)
68
Documentation and Evidence of RtI Implementation
Status- Self Report
69
Rubric Scoring
3-Evidence of full implementation
fidelity Evidence indicates that all relevant
details/look-fors for this indicator are in place
as described. 2-Partial implementation
fidelity Evidence indicates that some of the
relevant details/look-fors for this indicator are
in place as described. 1-Lacks evidence of
implementation fidelity Evidence indicates that
none or few of the relevant explanations/look-fors
are present for the indicator.
70
Activity
Self-Report
71
SPP Connection
  • Best Practice Activities
  • Reevaluation flowchart to staff.
  • Create monthly chart of reevaluations based on 60
    day prior to anniversary dates.
  • Create record keeping for tracking timelines or
    randomly sample evaluations for timeline
    compliance.

72
SPP Connection
  • Best Practice Activities
  • Professional development training for school
    psychologists.
  • Professional development for progress
    monitoring in general education.
  • Fidelity/Integrity checks.

73
SecondaryTransition
74
SPP Connection
Indicator 13 Percent of youth aged 16 and above
with an IEP that includes coordinated,
measurable, annual IEP goals and transition
services that will reasonably enable the student
to meet the postsecondary goals.
Indicator 14 Percent of youth who had IEPs, are
no longer in secondary school and who have been
competitively employed, enrolled in some type of
postsecondary school, or both, within one year of
leaving high school.
75
(No Transcript)
76
Bureau of Special Education Pennsylvania Training
and Technical Assistance Network
Edward G. Rendell
Gerald L. Zahorchak, D.Ed.
Governor

Secretary Diane Castelbuono, Deputy
Secretary Office of Elementary and Secondary
Education John J. Tommasini, Director Bureau of
Special Education
Contact Information Ann Hinkson-Herrmann www.patt
an.net ahinkson-herrmann_at_pattan.net
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