Special Education Webex Conference February 5 & 6, 2007

Why are we here?  Improve communication  Make sure everyone is “in the know”  Take suggestions  Answer questions

Related Services  Supportive services that are required to assist a child with disabilities to benefit from special education.  If a child does not need special education, there can be no related services provided under an IEP since a related service must be necessary for a child to benefit from special education.

Examples of Related Service  Transportation  Speech language pathology /Audiology services  Psychological services  Physical and Occupational therapy  Counseling services  Orientation and mobility services  School health services  Assistive technology

Example of Related Service Procedure  Process example for Occupational Therapy  Determination of need  Writing and reporting of goals

What does an OT do in an educational setting?  OT may address issues of:  Activities of daily living  Functional fine motor tasks  Motor planning and coordination  Posture, positioning, strength endurance and range of motion when educationally relevant  Organization of classroom materials and assignments

What does an OT do in an educational setting?  Environmental modifications or strategies that might assist a child with a organization.  Assistive technology  Sensory processing  Visual perceptual skills, and spatial orientation.

Process for OT Consideration- Initial/3 Years  OT is invited to Pre-Evaluation  Consent for Evaluation signed  OT completes screenings/evaluations  OT completes written report  Eligibility meeting held (OT must be present)  IEP and goals completed

Process for OT  Does the need for OT exist?  OT consults with team to complete the Therapy Profile.  C.E.R.T. completed  Document goal that OT is supporting  Document justification for level of service if any to be provided.  Forward C.E.R.T. to Pupil Service with paperwork.

Why is the need for OT and other related services determined after the completion of the IEP?  Related services are considered supports that assist students in meeting their goals on IEP’s so the need for OT cannot be determined prior to establishing student goals.

Who is responsible for progress reporting on goals that are supported by OT?  Creator of goal is responsible for reporting  OT is a support for an educational goal & not considered as a stand-alone goal.

Excusing Members  Legal Citation  A member of the IEP team shall not be required to attend an IEP meeting, in whole or in part, if the parent of a child with a disability and the local educational agency agree that the attendance of such member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting (20 USC 1414 d 1 C i). A member of the IEP team may be excused from attending an IEP meeting, in whole or in part, when the meeting involves a modification to or discussion of the member’s area of the curriculum or related services if: 1. the parent and the LEA consent to the excusal; and 2. the member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting (20 USC 1414 d 1 C ii).  A parents agreement to #1 and #2 above shall be in writing (20 USC 1414 d 1 C iii).

Excusing Members  Obtain permission from parent when scheduling meeting – input from excused member must be submitted to team prior to meeting  Excused box on printout of invite at bottom  Ask parent to sign and return invite  If they don’t remember to return, have copy at meeting and have them sign to verify

Excusing Members  We are not excusing the following members:  District Rep  Regular Ed Teacher

Miscellaneous  Bussing- IEP team decision – call Nan not Laidlaw  Sub Collaboration – ask Clayton or David for more days if school is out of days  Extended School Year- June & July 2 or 3 days ½ days per week  Testing Accommodations/ Modifications-  Please fax HSGQE approval to our office