Partners in Educational Leadership

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Partners in Educational Leadership
Presentation on Special Education The
Child-Centered Process
Debbie Bravenec Sherrill Burge
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Introduction

• Sherrill Burge sburge_at_esc2.net
• Debbie Bravenec dbravenec_at_esc2.net

• Breaks

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Agenda

• The Child-Centered Process for
• General Education
• Pre-referral
• RTI
• Tiered Model
• Exceptional Learners
• 504
• Legal requirements
• Special Education
• Legal requirements

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Objectives

• Become familiar with the child-centered process
  which includes
• General classroom
• Services from
• 504
• Special Education
• Familiarize yourself with the characteristics of
  effective leadership for the implementation of
  these programs

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Change . . .
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Class Norms

• Respect the speaker
• Participate
• Ask questions
• Have fun!!

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Know Want to Know - Learned
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Acronym Activity
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• Sometimes it is all in how you
• read something

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Revisit your K W - L
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TExES Standards for Principals
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• Domain I School Community Leadership
• Identifying common values
• Common Purpose
• Shared Vision
• Domain II Instructional Leadership
• Improvement of curriculum and instruction for ALL
  students
• Staff development
• Domain III Administrative Leadership
• Finance
• Facilities
• Safety

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Domain I

• Domain I
• Sincere belief in achievement
• Aim high
• Implementation of the vision
• Expect high expectations
• Encourage Intellectual Stimulation
• Support Effective collaboration
• Respond to diverse needs
• Gather and analyze data
• Support plan with money, time, and people
• Ensure all students have equal opportunity for
  educational success

• Promote the continuous development of all
  students
• Advocate for all children
• Serve as an advocate for all students
• Apply legal guidelines
• Protect the rights of students and staff
• Determine if progress has been made by students
• Facilitate implementation of curriculum
• Facilitate the use of sound, research-based
  practice strategies

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Domain I

• Facilitate the use of appropriate use of
  assessment
• Facilitate technology use to enrich campus
  curriculum
• Promote creative, critical, and problem solving
  thinking in curriculum design and delivery

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Domain II

• Facilitate multiple opportunities to learn and
  implement research-based instructional strategies
  and programs so all students are successful
• Ensure that all students high quality instruction
  supported by resources and services to meet
  individual student needs
• Use formative and summative student assessment
  data for program goals and objectives
• Facilitate research-based practices for learning,
  classroom management, and discipline to ensure
  school safety

• Analyze the implications of factors (staffing,
  schedules, discipline practices) for teaching and
  learning
• Ensure responsiveness to diverse sociological,
  linguistic, clutural, and other factors that
  affect students development and learning
• All students, regardless of any factor, must have
  multiple research-based opportunities to learn
  and be successful
• Allocate appropriate time, funding, and other
  needed resources to ensure the effective
  implementation of professional development plans

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Domain II

• Diagnose campus organizational health and morale
  and implement strategies to provide ongoing
  support to campus staff
• Implement procedures for gathering, analyzing,
  and using data from a variety of sources for
  informed campus decision making
• Encourage and facilitate positive change, enlist
  support for change, and overcome obstacles to
  change
• Apply skills for monitoring and evaluating change
  and making needed adjustments to achieve goals

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Domain III

• Know that all legal regulations and district
  policies must be followed consistently
• Use effective planning, time management, and
  organization of personnel to maximize attainment
  of district and campus goals
• Apply local, state, and federal laws and policies
  to support decision making related to day to day
  programs and operations as well as emergencies
• Ask when you are not sure

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Resource for the section

• Passing the , TExES Exam, Keys to Certification
  School Leadership, Elaine L. Wilmore

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Administrative Expectations
What will you be doing???? Heres some
assignments as reported by principals currently
in the field.
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Survey done of 200 principals across the state of
Texas reported on how much of a typical day is
spent on special education issuesAmount of
time/day Up to 25 24.3 26
50 21.3 51 74 13.5 75 or more 38.3
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Disability categories in Texas(your students may
carry one or more of these labels)

• MD
• DB
• TBI
• OI
• SI
• Deaf
• NCEC (Texas only)

• MR
• OHI
• AI
• VI / Blind
• AU
• LD
• ED

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Students served in Texas public schools by
disability

• Learning Disabilities 57.9
• Speech Impairments 15.5
• Mental Retardation 5.6
• Emotional Disturbance 7.9
• Other Health Impaired 7.8
• Multiple Disabilities 1
• Autism 1
• Hearing Impaired 1
• Orthopedically Impaired 1
• Traumatic Brain Injury Less than 1 (.0018)
• Visually Impaired Less than 1 (.005)
• Deaf/Blind Less than 1 (.00016)

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Do I really HAVE to do this?
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Child-Centered Process
How do we get from general education to special
education?
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Pre-referral
504
Referral to Special Ed.
G E N E R A L
FIE / Yearly evaluation
Implementation
ARD
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Appropriate Curriculum

• What is the curriculum for Texas schools?

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Appropriate Instructional Opportunities

• For whom?
• African American 3.6
• Hispanic 68.7
• White 26.3
• Native American .3
• Asian/Pacific Islander 1.2
• Economically Disadv. 61.3
• ELL 6.5
• At Risk 45.4

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• Enrollment by program
• Bilingual/ESL 5.6
• CATE 20.1
• Gifted/Talented 6.5
• Special Education 13.4

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Appropriate Instruction

• How are todays children taught?
• How should todays children be taught?

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Present Populations
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Research tells us that if we intervene at the
beginning point of difficulty with intensive,
appropriate instruction special education
referrals would be reduced by 50.
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Pre-referral
504
Referral to Special Ed.
G E N E R A L
FIE / Yearly evaluation
Implementation
ARD
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Pre-referral Process (Early Intervention Process)

• Who?
• What?
• Where?
• When?
• How long?

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Response to Intervention (RTI)
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RTI is the practice of

• Providing high-quality instruction and/ or
  intervention matched to students needs
• AND
• Using learning rate over time and level of
  performance to
• AND
• Make important educational decisions

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Definition of RTI

• Research-based intervention that produces
• high learning rates for most
  students
• Learning Rates level of performance
• a students growth in achievement or
  behavior competencies

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• Educational decisions
• Duration of interventions
• Move to another tier intensity of intervention
• Decision for referral to special education

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Three Tiered Model Assessment by response to
intervention

• Tier 1
• ?? Provide classroom support
• Tier 2
• ?? Provide more intensive support
• Tier 3
• ?? Consider special education
• ?? Monitor and evaluate at all stages

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Pre-referral
Referral
Special Ed.
G E N E R A L
504
FIE / Yearly evaluation
Implementation
504 Planning Meeting
ARD
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504

• Student Issues and Public Schools

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• No qualified handicapped person shall, on the
  basis of handicap, be excluded from participation
  in, be denied the benefits of , or otherwise be
  subjected to discrimination under any program or
  activity which receives or benefits from federal
  assistance.
• 34 Code of Federal Regulations 104.4(a)
• 
  Page viii

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504

• Physical or Mental Impairment
• Substantial Limitation
• Major Life Activities

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Impairment

• Physical
• Mental

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Substantial Limitation.

• An activity done in a way that is different from
  the rate, speed or duration of the general

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Major Life Activity

• Walking
• Breathing
• Learning
• Others

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The bottom Line on 504 Eligibility

• Does the student have a physical or mental
  impairment
• Which substantially limits
• a major life activity?

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School ObligationsJigsaw

• Child Findpage 6, 1
• Referralpage 6, 2
• 504 committeepage 6, 3
• Evaluationpage 6 7, 4
• Placementpage 7, 5

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Resources http//www.504idea.org/
504resources.html Section 504 Overview A
fifteen page introduction to the duty to provide
a free appropriate public education under Section
504, the duty to not discriminate, and a look at
border issues where the IDEA and 504 intersect.
Includes citations to the 504 regulations, and
OCR decisions. Updated versions are provided at
each CESD 504 Conference Who is the Section
504 Student, and how does 504 fit?  A one-page
color graphic showing the 504 child in reference
to the student population and special education
students..
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Resources

• Section 504 Decision-making Chart This handy
  three page chart walks you through the decisions
  that must be made by a 504 Committee and alerts
  you to the documents required at each step
• 504, Special Education Dyslexia. A lengthy
  treatment of the Texas Dyslexia law and its
  relationship with the two federal disability laws
  in the provision of services to students with
  dyslexia.

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Pre-referral
Referral
Special Ed.
G E N E R A L
504
FIE / Yearly evaluation
Implementation
504 Planning Meeting
ARD
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The Law
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Historical Perspective of Special Education Law

• Public Law 94-142 The Education for All
  Handicapped Children Act of 1975
• more than 8 million handicapped children
• educational needs of MOST of these children were
  not being fully met
• more than half did not receive appropriate
  educational services

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• 1 million children were excluded from public
  education
• more unidentified children with handicaps who
  were unsuccessful in school
• families were forced to seek services outside of
  the public school system at their own expense and
  often at great distances.

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Laws for Special Populations

• Section 504 of the Rehabilitation Act of 1973
  
• 94-142 Education for Handicapped
  Children Act
• Americans with Disabilities Act
• IDEA
• IDEIA

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Students with disabilities

• In 2000-2001, 5.75 million children and youth
  ages 6-21 received special education and related
  services under IDEA. That translates to
  approximately 11.5 of the total school
  population in Texas alone. There has been an
  increase of over 20 of students receiving
  services in Texas since 1990-1991.

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Definition of Special Education
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Special Education

• Specially designed instruction,
• At no cost to the parents,
• To meet the unique needs of the student

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Specially Designed Instruction

• Adapting as appropriate, to the needs of an
  eligible child, the content, methodology or
  delivery of instruction
• To address the unique needs of the child that
  result from the disability
• To ensure access of the child to the general
  curriculum to meet the standards that apply to
  all children

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CFR 300.26

• This definition and the laws governing special
  education in the nations schools are outlined by
  the Federal government.

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Special Education

• it is personnel
• curriculum
• methodology

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Special Education

• is not a place.

• Its a SERVICE!!

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IDEIA 04(currently waiting for final regs)
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IDEIA says that a school must

• find and identify students who may have a
  disability
• make sure parents participate in decision making
• evaluate students in a nondiscriminatory way
• develop an individualized education plan for each
  student

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• decide what special instruction and related
  services the school district will provide
• make placement decisions
• develop a transition plan for adult activities,
  including job opportunities
• maintain education records/files and
• have hearings/appeals for complaints and
  grievances.

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Principles of IDEA
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Legal Framework

• . . . The answer to most of your questions!!

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Principles of IDEA

• Identification
• FAPE free appropriate public education
• Due Process
• Nondiscriminatory evaluation
• Individualized education program
• Least restrictive environment
• Parent/Guardian Surrogate Consultation
• Personnel Development, Inservice
• Confidentiality

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Identification
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How do you know what is appropriate?

• Is there a disability?
• Does the disability affect the educational
  performance?
• Does the child need special education related
  services?

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Eligibility DeterminationThe Rule Out Language

• A child shall not be determined to have a
  disability, if the determinate factor is
• Lack of appropriate instruction in reading
• Lack of instruction in math
• Limited English proficiency

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Free Appropriate Public Education
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Nondiscriminatory Evaluation
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What is appropriate evaluation?

• Eligibility Determination
• Educational Programming
• Individual Performance Monitoring
• Non-discriminatory racially or culturally

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What is evaluation?

• A gathering of information related to enabling
  the child to be involved in and progress in the
  general curriculum or, for preschool children, to
  participate in appropriate activities.

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Does the system always work?

• Under or over identification of a disability
• Misdiagnosing the nature of the disability
• Inappropriate services

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IEP
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Who is on the IEP team?

• Parent(s)
• Regular Education teacher
• Special Education teacher
• Administrator
• Evaluation personnel
• Student
• Others

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Individualized Educational Program
Appropriate Education
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What does the IEP have to have?

• PLAFP
• Measurable annual goals
• Special education related services
• Accommodations

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• Level of state assessment
• Dates services are to be provided
• Participation
• School activities
• Transition
• Progress
• Age of Majority

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Least Restrictive Environment
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LRELeast Restrictive Environment

• Each state shall establish
• procedures to assure that, to the maximum extent
  appropriate, children with disabilities are
  educated with children who are not disabled,

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• and that special classes, separate schooling, or
  other removal of children with disabilities from
  the regular educational environment occurs only
  when the nature or severity of the disability is
  such that education in regular classes with the
  use of supplementary aids and services cannot be
  achieved satisfactorily.

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To ensure LRE, the State...

• Uses a system of placement neutral funding
• CAP for LRE compliance
• Clearer definition for supplementary aids and
  services
• Emphasizes the participation of students with
  disabilities in the general curriculum

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• May use funds to pay for the costs of special
  education and related services and supplementary
  aids and services provided in a regular classroom
  or other education-related setting
• Students with disabilities be included in
  statewide assessment (including a statement as to
  what modifications will be necessary in order for
  the student to participate).
• Performance goals which are consistent with goals
  and standards for other children

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Most Important part.

• Provide students with disabilities an appropriate
  education. This law has a clear preference for
  educating them in general education classrooms
  with their non-disabled peers and removing them
  from this setting only when an appropriate
  education there cannot be achieved satisfactorily.

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Special education is not services based upon
administrative convenience. Build for the
individual students needs you shouldnt try to
squash the child into an existing program!
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Parent / Guardian / Surrogate Consultation
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Over 20 years of research and experience have
demonstrated that the education of children with
disabilities can be made more effective by
strengthening the role of parents and ensuring
that families of such children have meaningful
opportunities to participate in the education of
their children at school and at home.
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Parents/Guardians must

• Be given notice
• Give consent
• Provide input

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Due Process
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Inservice and Personnel Development
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Confidentiality
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Questions?
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See you in July when I get back from vacation . .
. .
NOT!!
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If you have any questions

• Debbie Bravenec dbravenec_at_esc2.net
• Sherrill Burge sburge_at_esc2.net