Dr. Victoria Pettis
Summer Cohort 2006
EDUL 6024
November 2, 2006
Activity 2: Legislation Affecting Students with Disabilities
Description of Process
At CMS, it takes a village of educators to ensure that all faculty and staff are kept knowledgeable and informed about legislation affecting students with disabilities and those with identified chronic behavior/discipline problems. Here are the critical players:
Special Education Contact Person. First, there is a special education contact person from the board office assigned to CMS. Some of the responsibilities of special education contact person’s includes: meeting with the team leaders on a regular basis to discuss issues related to special education; responding to team leaders and building administrators’ questions or requests in a timely manner; providing support to school and staff as appropriate; communicating with team leader and building level administration pertinent information, policy changes, and other materials as they related to special education; working with team leaders and building administration in problem solving as related to special education issues and students; monitoring issues related to due process; maintaining open communication with school and BOE administration; providing leadership in assessing the training needs of team leaders, teachers, compliance clerks and others; and providing access to training to special education staff as needed.
Special Education Team Leader. Second, CMS has one special education team leader named Dr. Horace Wells. Dr. Wells, considered fourth in command in administrative team, serves as primary consultant to building level administration as related to special education. He provides instructional leadership among special education faculty and staff and disseminates all information to the school administration and building level staff.
Special Education Case Manager. Third, the special education case manager is responsible for collecting, maintaining, and reporting all data on student progress from other special education teachers who instruct students. If special education teachers express frustration about professional learning they need to better serve students and to perform their job duties, this educator is responsible for filling this need. Regarding due process and compliance, the special education case manager is responsible for: developing, writing, and implementing appropriate and legally defensible IEP’s. It is this individual who must cooperate fully with the special education staff to insure total compliance with State and Federal standards and regulations and must ensure that all timelines are met regarding evaluations, placement, annual review, related service referral and transfer interim paperwork. For the special education case manager, communication is key. He/she is responsible for communicating concerns regarding student’s performance, classroom needs, training needs and/or other issues to building level team leader, principal and the special education contact person
School Counselor. Finally, our school counselor is responsible for explaining any new laws and regulations to the entire CMS faculty and staff. These briefings are usually done during our monthly faculty meetings. At times, this information is disseminated on the smaller scale via grade level meetings.
NOTE: On the I-Drive of the school district’s files, I was able to access the following special education documents related to informing teachers, parents, and students about legislation affecting student with disabilities and those with chronic behavior/discipline problems:[1]
1. Responsibilities of a Special Education Case Manager
2. Referral Checklist
3. Due Process
4. 504 Plan
5. IEP Meeting Discussion
6. IEP
7. IEP (Special Considerations)
8. Record of Training
9. Parents and Students Rights
10. Parent Notification of Meeting
11. Responsibilities of a Special Education Contact Person to Schools
12. Responsibilities of Special Education Team Leader
13. Procedures for Referral
Responsibilities of Special Education
Case Manager
Academic
Achievement
·
Plans for instruction
and demonstrate a variety of appropriate teaching techniques according to
student age, ability, interest and goals
·
Performs physical tasks
as needed for the education of the student including moderate lifting of
students, equipment, or materials as well as feeding or diapering/toileting
·
Develops and maintains a
portfolio for students in grades 3 and 5 to be used in consideration of
promotion/retention
·
Ensures that all
students participate in appropriate assessments such as the CRCT, Stanford,
GHSGT, GAA
·
Assesses student’s
progress on a regular basis using appropriate data collection sheets,
educational and standardized tests
·
Collects, maintains and
reports all data on student progress from other special education teachers who
instruct students
·
Develops AT checklist
and update as needed as part of each student’s program
·
Identifies professional
learning needed to serve students and to perform job duties
Behavior/Classroom
Management
·
Develops reasonable
rules for classroom behavior and maintains order in the classroom
·
Seeks assistance from
peers, team leader and the EXC contact person regarding managing difficult
behaviors which are not responsive to intervention.
·
Models correct use of
oral and written language
·
Takes all necessary
precautions regarding care and safety of students
·
Collects, maintains and
reports all data on student progress from other special education teachers who
instruct students
·
Identifies professional
learning needed to serve students and to perform job duties
Student
Files
·
Sends out progress on
goals/objectives and report cards with the same frequency as the general
student population
·
Accepts responsibilities
for the care and protection of records, equipment, materials and facilities
·
Checks SASI and EXC list
monthly to ensure students are correctly reported
·
Maintains monthly
schedule of students per segment as well as a list of students on caseload
·
Monitors excused and
unexcused absences and suspensions and
alerts team leader in order to develop a plan to improve attendance after a
total of 8 days(elementary and middle) and after a total of 4 days(high school)
Due Process/Compliance
·
Develops, writes and
implements appropriate and legally defensible IEP’s
·
Maintains
confidentiality of student and student records
·
Modifies and/or adapts
equipment or assignments as needed for student success
·
Cooperates fully with
EXC staff to insure total compliance with State and Federal standards and
regulations
·
Ensures all timelines
are met regarding evaluations, placement, annual review, related service
referral and transfer interim paperwork
Responsibilities of Special Education Case Manager
(cont’d)
Communication
·
Communicates with other
professionals, community agency representatives and parents in a clear and
respectful manner when differences of opinion occur
·
Communicates concerns
regarding student’s performance, classroom needs, training needs and/or other
issues to building level team leader, principal and the EXC contact person
·
Communicates with
colleagues, supervisors and parents effectively regarding subject matter,
student progress and impact of disability on education performance
Students on
caseload who receive services at another site
·
Remains in contact with
Rutland regarding students on caseload receiving services in order to monitor attendance and progress
·
Supplies sufficient and
appropriate level work to students in SOSS program as well as monitors progress
for the duration of time which they attend
·
Remains in contact with
Alternative Education Program regarding students on their caseload in order to
monitor attendance and progress
·
Helps plan with team
leader and others for reentry of students to home school from SOSS, alternative
school or Rutland
·
Other duties as assigned
Record of Training
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School ________________________ |
Team Leader ________________ |
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Topic: IEP Training |
Topic: Ensuring Paperwork
Meets Standards |
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Date of Training |
Signatures of Participants |
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Date of Training |
Signatures of Participants |
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*** COUNTY SCHOOL DISTRICT
Student Services
440 Dearing Extension, Athens,
GA 30606
(706) 548-3550 Fax:
(706) 227-7806
(Section 504, The
Rehabilitation Act of 1973)
Section 504 of the
Rehabilitation Act of 1973 is a civil rights law that protects the rights of
individuals with disabilities in programs and activities that receive federal
financial assistance. The purpose of this Act is to prohibit discrimination. It
is to assure that students with disabilities have the equal access to
educational opportunities that nondisabled students have. Parents and students
are accorded certain rights under Section 504. (Some students with disabilities
are eligible for special education services under the Individuals with
Disabilities Education Act, and these students and their parents are given many
specific rights that are not available to students with disabilities who are
eligible solely under Section 504).
Under
Section 504, you have the following rights:
1.
Have
your child participate and receive benefits from public education programs
without discrimination because of disability.
2.
Receive
notice about the identification, evaluation, and placement of your child.
3.
Have
evaluation, educational placement, and modification discussions made using
information from a variety of sources, and by persons, who know your child, the
evaluation data, reasonable modifications, and placement options. It is not
necessary that this be a formal evaluation.
4.
Have
the school make reasonable modifications to allow your child an equal
opportunity to participate in school and school related activities.
5.
Have
your child receive a free appropriate public education, including the right to
be educated with nondisabled students.
6.
Right
to periodic re-evaluations and an evaluation before any significant change in
programs/service modifications.
7.
Examine
all relevant records relating to decisions regarding your child’s
identification, evaluation, education plan, and placement.
8.
Right
to receive all information in the parent/guardian’s native language and primary
mode of communication.
9.
Obtain
copies of all educational records at a reasonable cost unless the fee would
effectively deny you access to the records.
10.
Right
to file a grievance with the school system over alleged violation of Section
504 regulations. Grievances are to be filed with the school system’s Section
504 coordinator .
11.
Right
to an impartial hearing if there is disagreement with the school system’s
proposed action.
12.
Right
to appeal the impartial hearing officer’s decision.
Responsibilities
of Special Education Contact Person to Schools
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Agenda for IEP Meetings:
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1.
Purpose of Meeting and
Introductions 2.
Discuss Present Level
of Performance (IEP 02) and Considerations of Special Factors (IEP 02A) 3.
Discuss any new
evaluation data and determine eligibility at initial and reevaluation
meetings 4.
Review goals/objectives
from previous IEP if annual review or reevaluation 5.
Consider ESY if annual
review or reevaluation (IEP 01, IEP 05 for ALL, IEP 05A and IEP 05B if ESY is
recommended. 6.
Discuss concerns of the
parents (IEP 02) 7.
Develop/Review
Transition Plan prior to age14 (IEP 03/Age 14) and prior to age 16 IEP 03/Age 16) |
8.
Develop/Review Functional
Behavior Analysis and Behavior Intervention Plan , if needed. 9.
Establish
goals/objectives (IEP 04) for the upcoming year. 10. Establish Accommodations/Modifications (IEP 06) for
the student. 11. Establish how the student will participate in
statewide /systemwide assessment (IEP 07) 12. Other items for discussion 13. Discussion regarding options and placement decisions
(IEP 10MD and IEP 10 PD) 14. Consider ESY at initial meetings |
*** COUNTY SCHOOL DISTRICT
PROGRAM FOR EXCEPTIONAL
CHILDREN
PARENT
NOTIFICATION OF MEETING
Parent Waived 10
day Notification In Person By Phone In written Form
Name of
Parent(s): _______________________ Address:
____________________________________
To the parent(s)
or (legal guardian or surrogate parent) of
__________ D.O.B ________________ .
A meeting has
been scheduled for the purpose(s) indicated below:
As a member of
the IEP committee, your participation in this meeting is important in
developing an IEP and/or making other decisions regarding your child’s education
and services. The meeting has been
scheduled for:
The following
people have been asked to attend the meeting:
Name |
Position |
Name |
Position |
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Administrator/Local
Education Agency Representative |
|
Speech Language
Pathologist |
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Sp. Education
Case Manager |
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School
Psychologist |
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Special
Education Teacher |
Student-age 14
years and older |
||
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General
Education Teacher |
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You may invite
anyone with knowledge or expertise regarding your child to the IEP
meeting. Please check below if you will
be able
to attend. Keep the top section of this letter and
return the bottom section to your child’s school prior to the meeting. Return to:
Staff Member’s
Name: ________________ Position: _____________ Phone
#:______________
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Please return to
staff member identified.
Yes, I will
attend the meeting at the time and date listed above.
I plan to bring with
me to the meeting.
Name Position
I cannot attend
the meeting at the suggested time. I
could attend on at
time.
Please contact me to
confirm/reschedule.
No, I will not
attend the meeting but understand a copy of the recommendations will be sent to
me.
Date / /
Signature of parent (guardian or surrogate
parent)
Required enclosures:
(1) A copy of your Rights as Parents Regarding Special Education (2)
Extended School Year information.
Enclosures indicated by X
:
______- Evaluation
report(s) _______ -
Eligibility report(s)
____ - Drafts of information to be considered during the
IEP committee meeting _____ - Other:
Clarke County School District
504 Plan
(In Accordance with Section 504 of the Rehabilitation Act and
the Americans with Disabilities Act)
Name:________________________________ID#___________________
Address:______________________________Telephone Number____________
DOB:____________Grade____________School _________________________
Meeting Date:__________________Review Date (If Scheduled)______________
Section 504 requires every recipient that operates a public elementary or secondary program to address the needs of children who are considered “handicapped persons” under Section 504 as adequately as the needs of the non-handicapped persons are met. “Handicapped person” is defined in the Section 504 regulation as any person who has a physical or mental impairment, which substantially limits a major life activity (i.e., caring for one’s self, performing manual tasks, breathing, walking, seeing, hearing, speaking, learning, and working.)
Describe Nature of Concern:______________________________________________
_____________________________________________________________________
Describe Basis for Determination of Disability:_______________________________
_____________________________________________________________________
Describe How Disability Affects School Learning:_____________________________
______________________________________________________________________
______________________________________________________________________
MODIFICATIONS, ADAPTATIONS
Assignments/Classwork:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Physical Environment:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Curriculum-Based (Nonstandardized) Tests:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
504 Plan/Page 2
Non-Academic Activities:
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Homework:
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Behavioral Intervention Plan:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Other Accommodations/Modifications Including Medical/Health Related Needs:
________________________________________________________________________________________________________________________________________________
Responsibilities for Implementing Plan:
School (teachers, others)___________________________________________________
_______________________________________________________________________
Student:_________________________________________________________________
________________________________________________________________________
How and When Plan will Be Assessed:
________________________________________________________________________________________________________________________________________________________________________________________________________________________
504 Team Members (Including Parents and Student, When Appropriate)
_______________________ _____________________________
_______________________ _____________________________
_______________________ ______________________________
_______________________ ______________________________
_______________________ ______________________________
_______________________ ______________________________
Original: Section 504 File
Copy: Parent or Guardian
Copy: Team Members
Copy: Section 504 Coordinator
SYSTEM/AGENCY Clarke County School District DATE:_____/______/_____
Student:
_______________________________________
Birthdate: _____/_____/____ Age: ________ Grade: _____________
School:
________________________________________
Stude nt ID# / SSN# (Optional):
________________________________
Primary Disability:
_________________ Secondary
Disability: _________________ Related
Services: ______ _______ ______
|
For DOE Use: |
INFORMATION
CONTAINED IN THE STUDENT RECORD
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Y
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N
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N/A
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1. Access Sheet (Includes name, date and
purpose of meeting) |
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XX
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2. Student Support Team (SST) (Information documents need
for special education referral) |
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XX |
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Information includes modifications provided
for the student prior to referral |
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XX |
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Date referred to special education (From SST, parent, preschool, other agency or transfer
student)
Date:_____/_____/_____ |
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XX |
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3. Parental Consent for
Evaluation/Reevaluation (EXC 02) (Includes list of tests to be given) Date: _____/ _____/_____ |
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XX |
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Documentation that Parental Rights were given |
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4.
Notification of Special Considerations of 3-year Reevaluation
Evaluation Review information Date: ____/ _____ /_____ |
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XX
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5. Hearing
Screening (EXC 01) Date: ___/ ____ / ____ Results:
P F Follow-up Date: ___/ ____ / ____ Results: P F Vision Screening (EXC 01) Date: ___/ ____ / ____ Results:
P F Follow-up Date: ___/ ____ / ____ Results: P F |
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XX |
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6. Psychological Report
Date:
_____/ _____/ _____ |
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7. Eligibility
Report(s)/Eligibility Determination/ Special Considerations Date: _____/ _____/ _____ |
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XX |
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Documentation of Parent Notification/Participation in
Eligibility Date: _____/
_____/ _____ |
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XX |
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8.
Parent Notification of IEP
Meeting (PN 01 and PN 02) (Includes time, purpose, transition, location, variety
of means) Date: _____/ _____/ ____ |
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XX |
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Names and titles of participants invited |
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XX |
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Student invited to transition meeting / student’s name on the notice |
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Other agency personnel are invited, as appropriate |
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Parents received copies of Parent’s Rights/Eligibility Report &
Evaluation Information |
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XX |
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9. INDIVIDUALIZED
EDUCATION PROGRAM (IEP) (Reviewed annually) Date: _____/ _____/ _____ |
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XX |
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A. Participants at the
IEP Meeting (IEP 01) |
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XX |
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Parent(s) attended the IEP meeting |
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XX |
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Student’s special education teacher |
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XX |
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Student’s regular education teacher |
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XX |
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LEA Representative |
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XX |
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B. Time in Regular
Education (IEP 01) |
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XX |
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Frequency (Indicates hours, minutes, segments per day, week or month) |
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XX |
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Initiation and duration dates -
same as Special Education unless otherwise indicated |
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XX |
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Provider title(s) |
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XX |
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C. Specific Special
Education/Related Services (IEP 01) |
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XX |
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Frequency (Indicates hours, minutes, segments per day, week or month) |
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XX |
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Initiation and duration dates
(Initiation dates projected if parents are not in attendance) |
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XX |
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Provider title(s) |
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XX |
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Location of services (Special
Education or General Education Environment) |
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XX |
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D. Regular or Adapted
Physical Education (IEP 01 AND MINUTES- IEP 10) (Adapted PE is listed as a
service, amount of time is indicated, and goals and objectives are included
on the IEP) |
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4/2/1
Page 2 – INFORMATION CONTAINED IN STUDENT RECORD |
Y |
N |
N/A |
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E. Regular or Special
Transportation is addressed (IEP 01
and Minutes-IEP 10) |
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XX |
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F. Extended School Year
(IEP 05 AND IEP 05A, if needed) (Considered at least annually) |
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G. Student Progress
Reporting (IEP 01) |
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XX |
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H. Present Level of
Performance (IEP 02) |
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XX |
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Description of the disability/effect on educational performance |
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XX |
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Results of most recent educational evaluation |
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XX |
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Description of strengths and weaknesses |
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XX |
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How the disability effects progress in the general curriculum / for
preschool-effect on appropriate activities |
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XX |
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Concerns of the parents |
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XX |
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I. Consideration of Special
Factors (IEP 02A) (Student’s behavior which impedes learning, language needs, blind
or visual impairment needs, communication needs, deaf/hard of
hearing needs, assistive technology devices or service needs) |
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XX |
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J. Measurable Annual Goals and Short-Term
Objectives (IEP 04) |
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XX |
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Relate to student’s need |
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XX |
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Projected dates for review for each objective/benchmark |
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XX |
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Criteria for Mastery & Evaluation Methods specified for each objective/benchmark |
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XX |
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Enable the student to be involved in the genaral curriculum |
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XX |
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K. Classroom/Program Modifications |
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XX |
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Supplementary aids and services (IEP 01 and Minutes – IEP 10) |
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XX |
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Instructional Modifications (IEP 06) |
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XX |
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Grading Modifications (IEP 06) |
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XX |
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Statewide, districtwide and schoolwide assessments (IEP 07)
(Participation and modifications or
GAA
(IEP 08), as appropriate) |
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XX |
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Modifications for extracurricular/other non-academic activities (IEP
06) |
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XX |
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Regular education teachers are informed of implementation
responsibilities (Copy of IEP to teachers) |
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XX |
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Other modifications needed (IEP 06) |
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XX |
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L. Transition Services Plan (IEP 03) |
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By age 14 to address student’s course
of study |
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By age 16 – Transition Plan (Instruction, related services
community experiences, development of employment/other post-school adult living objectives and if appropriate,
acquisition of daily living skills, functional vocational evaluation) |
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Student’s needs, interests and
preferences considered |
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Interagency responsibilities/linkages, as needed |
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M. Transfer of all Due Process Rights to
Student (IEP 03) (Required at age 17) |
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N. Behavior Intervention Plan (IEP 09) As needed |
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Target behaviors |
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Positive behavioral intervention
strategies and supports |
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Consequences |
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O. Transition from Early Intervention to
Preschool Special Education (Occurs before child’s 3rd birthday) |
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XX |
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P. IEP Placement
Meeting Minutes (IEP 10) |
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XX |
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Options considered, options rejected and rationale |
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XX |
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Final placement decision (Includes rationale for placement in the
least restrictive environment) |
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XX |
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Explanation of extent, if any, to which student will NOT participate
with non-disabled |
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XX |
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Q. Prior Notice to Parent(s) (IEP 11) (IEP/Placement Minutes/ LSS proposed special education services) |
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XX |
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Parent(s) attended IEP meeting /received copies of Parent’s
Rights/Eligibility Report & Evaluation Report & Evaluation Information/IEP/Minutes |
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XX |
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10. Parental Consent for
Placement (EXC-11) |
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DPC 01
4/2/1
PROCEDURES FOR REFERRAL
Initial Referral made by SST or referral for
Re-evaluation made by IEP committee
1.
Schools set up
mailboxes for compliance clerks (in special education team leaders’ rooms if
possible).
2.
School
psychologist/speech language pathologist must
be present at SST or IEP meeting when a referral is made.
3.
School
psychologist/speech language pathologist completes appropriate parts of
referral checklist at SST or IEP meeting and send, electronically, to
compliance clerk. The special education team leader and EXC contact person for
the student’s school should be cc’d on this email. For
all speech evaluations and reevaluations, compliance clerk will e-mail the name
of student, date consent to evaluate was signed, and evaluating therapist’s
name to Lead SLP.
4.
School psychologist
distributes rating scales and Student Performance Summary, and other forms as
needed, with the assistance of special education team leader and/or SST
coordinator. Speech language pathologist will distribute the Communication
Skills Checklist (EXC 06) as needed. These scales will be distributed to
teachers and parents in red folders, which will be marked with the school name,
the compliance clerk’s name, and a general time frame for returning completed
forms to compliance clerk’s mailbox.
5.
Compliance clerk
sends teachers an email indicating exactly when they will return to school to
collect forms from their mailbox. This may be a time that compliance clerk is
scheduled to be at the school or during their utility time (typically Friday
morning).
6.
Teachers MUST
complete forms and place in compliance clerk’s mailbox by the specified date
and time. Teachers should also send an email to the compliance clerk as an
alert.
7.
Compliance clerk
requests hearing and vision screening by email.
8.
School nurse emails
compliance clerk the results and puts the hard copy in the compliance clerk’s
school mailbox.
a. Student passes both: compliance clerk emails team
leader that the student is cleared for PIAT-R.
b. Student fails hearing: compliance clerk notifies team
leader and sends request for follow up to RESA.
c. Student fails vision: Compliance notifies SST
coordinator, who sends a letter home to parent/guardian for follow up.
9.
SST coordinator puts
entire SST file, including a signed EXC02 marked with a received by school
date, in the compliance clerk’s mailbox.
10. Compliance clerk gathers paperwork from schools.
11. Compliance clerk provides school psychologist/speech
language pathologist with completed referral packet within 10 days of consent
being received.
Compliance Clerk will also
work with Special Education Team Leader to schedule IEP meetings and Evaluation
Review Meetings, send PNO1s, and process/deliver IEP paperwork as needed.
Responsibilities of the Special
Education Team Leader
Due Process Responsibilities
Building Level Responsibilities
EXC Responsibilities
[1] Note: I was able to download all of these forms, and some of those forms have been copied and pasted to the rest of this document. There were some forms, however, that prohibited me from copying and pasting.