Special Education: The Basics 2018 | 0515 Special Education: The Basics Welcome to special education and the basics Center for Change in Transition Services (CCTS) Improving post-school outcomes for students with disabilities in Washington state www.seattleu.edu/ccts

Legislation for Individuals with Disabilities 2018 | 0515 Legislation for Individuals with Disabilities Education for All Handicapped Children Act - Public Law 94-142 (1972) Re-Authorizations: 1986 – more say for parents in the development of the IEP 1990 – added TBI, Autism and Transition 1997 – access to same curriculum as non disabled peers - changed to IDEA 2004 – early intervention, greater accountability, increased standards for teachers Section 504 of the Rehabilitation Act (1973) American with Disabilities Act (1990) As you can see special education more a this fairly new. Beginning in 1972 of the 194-1402 known as the education for all handicapped children Act was put into place. Subsequently authorizations adjusted the wording and services. In addition to special education law there is also section 504 of the rehabilitation act and the Americans with disabilities act.

7 Core principles of IDEA Zero Reject Appropriate Evaluation/Assessment Free & Appropriate Public Education (FAPE) Individualized Education Plan (IEP) Least Restrictive Environment (LRE) Parent (and student if appropriate) participation in the decision-making process Procedural Safeguards (Due Process) Zero Reject – SE is an entitlement for those students who are found eligible – school districts cannot decline serving students who are identified as qualifying for SE services for any reason. If they cannot serve them within their school districts, they must find and pay for another place. Appropriate Evaluation/Assessment – if a student is referred for evaluation, or is discovered through the Child Find process as having a suspected disability, a team of qualified professionals (including the parent) reviews current information, and identifies areas for evaluation. All aspects of the child must be considered at this point, not just the obvious academic areas, and the team makes the decision of the areas of evaluation. Parent consent must be given before continuing to the evaluation. Free & Appropriate Public Education (FAPE) – F- educated free at public expense A- tailored education to meet the needs of the student as outlined in the IEP P- children with disabilities (no matter the nature or severity) have the right to be educated under public supervision E – public education that includes the services outlined in the IEP and prepares the student for the future (education, employment and independent living. Individualized Education Plan (IEP) – an IEP is developed for each student that reflects the areas identified in the evaluation that require specially designed instruction and/or related services Least Restrictive Environment (LRE) – students with disabilities should spend as much time as possible (maximum extent that is appropriate) with their peers who do not experience a disability Parent (and student if appropriate) participation -Parent participation requirements under IDEA mandate communications, processes and procedures that afford a continuum of parental involvement impacting plans for individual children as well as service implementation at the local and state systems levels in the decision-making process Procedural Safeguards - Procedural safeguards spell out what the school can—and can’t—do when evaluating and providing special education and related services. There are 15 safeguards: access to records; independent educational evaluation; parent participation; prior written notice; procedural safeguards notice; understandable language; confidentiality; informed consent (parental consent); ‘stay put’ rights; due process; civil action; mediation; reimbursement of attorney’s fees; state level appeal and state complaint

Free and Appropriate Public Education (FAPE) 2018 | 0515 Free and Appropriate Public Education (FAPE) Free - means that all eligible students with disabilities will be educated at public expense. Appropriate – means a student with a disability is entitled to an education that is appropriate to him/her. Public – refers to public school system. Education – must be provided to every eligible school-aged child with a disability. A plan “reasonably calculated to enable the child to receive educational benefits” or one where the child actually “makes progress toward the goals set forth in her IEP”.

How Does a Student Become Eligible for SE? 2018 | 0515 How Does a Student Become Eligible for SE? Student is referred Can be referred by teacher, parent, student, other professionals ChildFind (WAC 392-172-100) – The School District has the duty to locate, evaluate, and identify students with a suspected disability Extends to students in private schools Must identify “highly mobile” students with disabilities, including homeless and migrant students Must ID students even if advancing from grade to grade Youth that are incarcerated Often people wonder often people wonder how students become eligible for special education. There is quite the complex process and to come to the conclusion the student qualifies for special education services. This involves a referral the decision to evaluate the evaluation process and and finally the determination of the student’s eligibility category. During this process school districts families and others gather information about the state and to determine assistance challenges our results of the disability. The process is called child find and covers students through 21.

How Does a Student Become Eligible for SE? (Cont’d) 2018 | 0515 How Does a Student Become Eligible for SE? (Cont’d) Process Information is gathered Decision to evaluate (or not) is made Notice to parents Consent Evaluation In order to qualify for special education services, a student must have (3 pronged test): An identified disability, Disability impacts school performance, In need of specially designed instruction (SDI).

14 Categories in WA Autism Deaf/Hard of Hearing Deaf-Blindness Developmentally Delayed Emotional Behavioral Disability Hearing Impaired Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment/Blindness Visit the Special Education Support center for definitions. In Washington State their 14 categories of disabilities as defined by the law. The Senator Lott has 13 categories want and Washington has an added developmental disabilities as their 14th chemical. This category cover students who are 32 eight at which point the student is reevaluated to determine which quotes are unquote category may qualify. For definitions refer to the link

IDEA Services A full evaluation in every area of suspected disability (e.g. eye exam, hearing, physical, psychological testing, learning disability testing) – re-evaluated every three years An individualized education program that meets the specific learning needs of the student, and requires the full involvement of the parent and student – a team approach to planning. – written annually Services under IDEA require that a student qualify through an evaluation process that’s reviews every area of the suspected disability and if the student has found eligible here/she are reevaluated every three years to determine continued eligibility. For every eligible student an individualized education program (IEP) is developed annually and defines what services the student will receive, for how long, and delivered in what environment by low.

IDEA Services (continued) Accommodations Modifications Extended school year (ESY). Mobility aides and orientation (e.g. help getting from class to class). Transition services (planning and preparation for post high school settings-required). The IEP also defines accommodations, modifications, need for extended school year, mobility and orientation needs and transition services

2018 | 0515 IEP Development The IEP is developed by a team of professionals, including the parent who meet at least annually to develop an IEP and includes: At least one general education teacher of the student; At least one special education teacher of the student; The parent(s); A representative of the Local Education Agency (LEA); * An individual who can interpret instructional implications of the evaluation;* Student, if transition is discussed; At the discretion of the parent or the school, others who have knowledge of or expertise regarding the student. *this role can be covered by another member of the team

2018 | 0515 What’s in an IEP ? Present levels of academic achievement and functional performance, describing how the student is currently doing in school and how the disability affects his or her involvement and progress in the general curriculum; Transition services for students turning 16 or above unless determined by the IEP team that the services should start earlier; Annual goals for the student, meaning what parents and the school team think he or she can reasonably accomplish in a year; Special education and related services to be provided to the student, including supplementary aids and services (assistive technology) and changes to the program or supports for school personnel; LRE - how much of the school day the student will be educated separately from nondisabled peers or not participate in extracurricular or other nonacademic activities such as lunch or clubs. These 5 elements make up the IEP

What’s in an IEP ? (continued) 2018 | 0515 What’s in an IEP ? (continued) How (and if) the student is to participate in state and district- wide assessments, including what modifications to tests the student needs When services and modifications will begin, how often they will be provided, where they will be provided, and how long they will last How school personnel will measure the student’s progress toward the annual goals.

CCTS Transition Services Flow Chart HELPING STUDENTS TO BECOME CAREER READY Intentional flow that starts with AATA- the results inform all activities thereafter. AATA- students and IEP teacher participate in annually PSG- developed via assessment results; can be adjusted annually Transition Services- aid the student in becoming career and life ready Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student to facilitate his or her movement from school to post-school activities, including postsecondary education, vocational education, integrated employment, supported employment, continuing and adult education, adult services, independent living, or community participation. Is based on the individual student's needs, taking into account the student's strengths, preferences, and interests; and includes: i) Instruction; (ii) Related services;(iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. (2) Transition services for students eligible for special education may be special education, if provided as specially designed instruction, or a related service, if required to assist a student eligible for special education to benefit from special education (Johnson, 2012)

Age Appropriate Assessments Ongoing process of collecting data, from multiple sources, on the individual’s needs, strengths, preferences and interests as they relate to educational, work, personal, living and social environments. The measurable postsecondary goals, supporting annual goals, transition services, and agency connections are developed or confirmed by this assessment information which is updated and reviewed at least annually. 34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i) Transition assessment: The ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests as they relate to the demands of current and future working environments educational, living, personal and social environments. Assessment data serve as the common thread in the transition process to form the basis for defining goals and services to be included in the IEP. These data are gathered from multiple sources.

CCTS | Writing Effective Transition Plans Post Secondary Goals Education/Training: Community or technical college (2-year program); College/university (4-year program); College preparatory program; High school completion or certificate class; Short-term education or employment training (Job Corps, Vocational Rehabilitation, military...); Vocational technical school; or On-the-job training Employment: Competitive or Supported Independent Living: Those skills or tasks that contribute to the successful independent functioning of an individual in the following domains: leisure/recreation; home maintenance; personal care; community participation After high school, Todd will receive on the job training in the food services industry at a local restaurant..

What Does the Research Say? Predictors of Post-School Success (NTACT, n.d.) Research-Based Promising Inclusion in General Education Occupational Courses Paid Work Experience Self-Care/Independent Living Skills Transition Program Vocational Education Work Study Youth Autonomy Career Awareness Community Experiences Exit Exam Requirements/High School Diploma Status Interagency Collaboration Parental Involvement Program of Study Self-Advocacy/Self-Determination Social Skills Student Support Compare the predictors to the strengths and any areas identified for improvement for the district. Are some or most of the predictors evident in your programs for youth with disabilities? If not, what would it take to incorporate the predictors into your program?   What is needed in order to make changes to the district or school programs? Use one of the action planning worksheets to capture the changes the group wants to make.

Course of Study Courses of Study refer to a description or list of academic courses that the student will complete each year that support the achievement of his/her individual post-secondary goals.  Courses of study: Focus on improving academic and functional achievement to support post-school goals. Facilitate movement from school to post school by aligning curriculum with identified transition outcomes. Combined from first year to final year of transition planning = coordinated set of activities. How an IEP team documents their planning related to the course of study may vary since the IDEA regulations have not provided specific guidance. It is up to each state and local educational agency to determine the level of specificity this planning might entail. “There should be a clear connection between a student’s measurable post-secondary goals and his or her school program (i.e., course of study).” Some states prefer that this section of the IEP provide general information, rather than a specific list of courses. This may be preferable for younger students, especially if their post-secondary outcomes are not yet clearly identified. Other state and local educational agencies require that a more specific course of study be outlined in the IEP. Such planning usually begins the year before the student enters high school. Adapted from Step Four: Design a Transition Plan That Includes Courses of Study and Services and Activities, 2011

Annual Goals: PS Goals vs. Annual Goals Postsecondary Goals Annual Goals Student’s identified goals for after the student leaves high school, and must address post- school education/training, employment, and (if appropriate) independent living skills. The annual IEP goals address what the student will accomplish during that particular school year in each identified area of service. Don’t confuse a measurable postsecondary goal with a measurable annual goal. A measurable postsecondary goal is a statement of the desired outcome for the student after leaving high school (and is not limited to the first year after graduation). A postsecondary goal is measurable if it can be observed as “met” or “not met”. For example, attending a 4 year college and becoming a teacher are measurable postsecondary goals that cover the areas of education and employment. The student either attends a four year college, or he/she does not. The student becomes a teacher, or he/she does not. A postsecondary goal is not the process of pursuing or moving toward a desired outcome. Measurable annual goals are skills that the student will be focusing on during the life of the annual IEP. For IEPs that address transition, annual goals should be designed to assist the student in reaching his/her postsecondary goals. NSTTAC defines measurable annual goals as “statements that describe what a child with a disability can reasonably be expected to accomplish (e.g., master some skill or knowledge [not an activity]) within a twelve month period in the child's special education program.” As described on slide 33, in order to be measurable, annual goals must include a baseline, a target, and a unit of measure. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0, 2017.

Annual Goals Postsecondary Goal: After graduation, Bob will attend a community college for a degree in auto mechanics. Annual IEP Goal: Using technical manuals relating to auto mechanics, Bob will answer comprehension questions (what, how, why), improving technical reading comprehension skills from 30% accuracy to 90% accuracy by (date) as measured by teacher collected data. This slide shows an example of a postsecondary goal and an example of a annual IEP goal to illustrate the difference between the two. Example 1 – Measurable Postsecondary Goal – This example covers both education (2-year community college program) and employment (auto mechanic). It is clear that this goal is to take place after the student leaves high school, but it is not limited to the first year after graduation. It is measurable because the outcome is observable – the student will either attend a community college program or he will not, and he will become an auto mechanic or he will not. Example 2 – Measurable Annual IEP Goal – This is a one-year goal for improving reading comprehension goals through the use of technical manuals related to the student’s postsecondary goals. The annual IEP goal is designed to take place during the life of the annual IEP, while the student is still in high school. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0, 2017.

Agency Linkages School staff need to be knowledgeable about the services and policies of community agencies in order to invite the appropriate people Individual student needs drive the decision of when to invite agency personnel. Agency personnel can: develop relationship with teachers; provide information about services; help align the IEP and the IPE; talk with the student directly about needs; know the reason you are at the IEP (information, barriers, etc.)

CCTS DVR Flowchart overlay Conduct Vocational Assessment Strengths Resources Priorities Concerns Abilities Capabilities Interests Informed Choice Identify IPE Steps Identify needed IPE Services Write the IPE Annual Review/Plan Amendments Comparable Benefits and Services

How are schools set up? OSPI ESD Local School Districts High Schools Teachers School Counselors

Recommendations Agencies must be invited when committing the agency to providing funds or services. Obtain permission to invite agency personnel from the parent or adult student. (Required!) Invite the agency personnel well in advance of the meeting date. Indicate what their role will be in the meeting (informational, activity based, eligibility application, etc.). Include the agency person in the conversation especially when discussing post-school goals.

Where Can DVR Help? Turn to your elbow neighbor and: Identify what skills and strengths you can bring to the table Community knowledge? Resources? Planning strategies? IPE information?

2018 | 0515 CCTS Contact CCTS General Information ccts@seattleu.edu 206-296-6494 www.seattleu.edu/ccts @WACCTS on Facebook, Twitter, and Pinterest You can email us at ccts@seattleu.edu, or call 206-296-6494. You can find us online at www.seattleu.edu/ccts, and on Facebook, Twitter, and Pinterest @WACCTS.

Creative Commons License 2018 | 0515 Creative Commons License Except where otherwise noted, content in this presentation is licensed under a Creative Commons Attribution 4.0 International license. All logos and trademarks are property of their respective owners. You may share and adapt this material, but you must give appropriate credit, provide a link to the license, and indicate if changes were made. Unless otherwise noted, the material in this presentation is licensed under a Creative Commons Attribution 4.0 International license. All logos and trademarks are property of their respective owners. You may share and adapt this material, but you must give appropriate credit, provide a link to the license, and indicate if changes were made.