Charter School Institute Department of Exceptional Students Enrollment Determination Procedures.

Slides:



Advertisements
Similar presentations
10 Things to Expect Regarding Your Child’s Individualized Education Program (IEP) Meeting.
Advertisements

Region 3 Monitors April What is a REED? It is a “process” whereby the IEP team reviews existing evaluation data to make evaluation decisions about.
1 Evaluation Reviews and Reevaluations Macomb ISD Special Education Management Services August, 2006.
Finalizing the IEP Process Consent for Initial IEP PWN following the IEP Copies to Parent IEP Amendments Revocation of Consent West Virginia Department.
Notice: An Overview Podcast Script Laura LaMore, Consultant, OSE-EIS August 4,
Duchenne Muscular Dystrophy IEP vs Section 504 is the part of the Rehabilitation Act of 1973 that applies to persons (including students) with.
Charter School Institute A REVIEW: ENROLLMENT PROCEDURES Matt Hudson, ES Director.
FRANK ESPOSITO DIRECTOR OF SPECIAL EDUCATION SOUTH PLAINFIELD SCHOOL DISTRICT Effective Communication Pathways in Special Education.
Defensible IEPs Douglas County School District 1 Module V: Documentation and Timelines.
What are my child’s rights under the Individuals with Disabilities Education Act? Randy Chapman The Legal Center for People with Disabilities and Older.
 Independent educational evaluation (IEE) - an evaluation conducted by a qualified examiner or examiners who are not employed by the local educational.
Q and A Regarding 34 CFR § (b)(4). On December 1, 2008, USDOE issued a series of new regulations for IDEA. These newly amended regulations took.
Surrogate Parent Training Presenter: Title: District: Date: Presented by:
Identification, Assessment, and Evaluation
Understanding your child’s IEP.  The Individualized Education Plan (IEP) is intended to help students with disabilities interact with the same content.
1 Overview of IDEA/SPP Early Childhood Transition Requirements Developed by NECTAC for the Early Childhood Transition Initiative (Updated February 2010)
PARENTAL INVOLVEMENT. 11/10/05 22 Parent Involvement2 A parent is… (300.30)  Natural or adoptive parent of a child  A foster parent  A guardian but.
The Next Decade: Special Education and Oregon Charter Schools COSA Fall Conference October 2009.
Tennessee Department of Education Compliance Training February 2012 Department of Exceptional Children.
The SOPM Standard Operating Procedures Manual Highlights.
SPED Referral and IEP Process Guide Ginger Alonzo & Emily Disbennett.
I nitial E valuation and R eevaluation in IDEA Produced by NICHCY, 2007.
The 411 on IEPs and Section 504s Claudia Otto, Ph.D. Oklahoma Department of Career & Technology Education March 10, 2015.
Noneducational Community-based Support Services Funding Education Service Center Region 11 Fort Worth, Texas.
Understanding Transition from Early Intervention to Preschool An Overview for Families New Jersey Department of Education New Jersey Department of Health.
Improving Student Outcomes Through Transition Planning: From Institutional Care to Public Schools.
Prior Written Notice (PWN) Training Rock Hill Schools Exceptional Student Education 2009.
Amendment to IEP Colorado Charter School Institute Donna M. Day West Slope Regional Coordinator April, 2015.
Initial Referrals NRMPS Exceptional Children’s Department November 24 th, 2008.
Child Find and Children who are Homeless JENNIFER HILER WYOMING DEPARTMENT OF EDUCATION DIVISION OF INDIVIDUAL LEARNING.
Special Education Law for the General Education Administrator Charter Schools Institute Webinar October 24, 2012.
Legal Aspects of Special Education and Social Foundations Individualized Education Plan Chapter 11 Individualized Education Plan Chapter 11.
Ed Palmisano 06/2005 Evaluation Procedures An Introduction for New School Psychologists and Members of the M- Team.
Enrollment Determination Colorado Charter School Institute BOOT CAMP September 1, 2015.
Positive Behavioral Interventions and Supports Other Related Processes and Concepts Module – Revised July, 2010.
School Compliance Procedures Janet Dinnen Quality Assurance & Accountability Director Charter School Institute 1.
Revoking Consent for Special Education Services COSA Fall Special Education Conference October 2009 Rae Ann Ray Office of Student Learning & Partnerships.
REEVALUATION: BEST PRACTICES M-DCPS EXCEPTIONAL STUDENT EDUCATION CORRECTIVE ACTION PLAN BEESS 037.
Transition from PSEI to Kindergarten or First Grade November 17, 2011.
FAPE “The Big Three”. FAPE Free and Appropriate Public Education Legal and Effective IEP Process Eligibility Procedural Safeguards.
Notice: An Overview Podcast Script Laura LaMore, Consultant, OSE-EIS April 29,
Evaluation IEP Development, Review and Revision Placement
The New IDEA in Special Education
FAPE “The Big Three”. FAPE Free and Appropriate Public Education Legal and Effective IEP Process Eligibility Procedural Safeguards.
Manifestation Determinations Review of Suspension Meetings And Review of Placement Meetings.
Evaluation for Eligibility l 8/26/05 3 Evaluation2 Objectives  To ensure that school staff are aware of evaluation /reevaluation procedures under IDEA.
 ask in writing for evaluation; keep a copy of the request  explain child’s problems and why evaluation is needed  share important information with.
1 The Development of a Compliant and Instructionally-Relevant Individualized Education Plan Solitia Wilson ADMS 625 Summer 2014.
Your Rights! An overview of Special Education Laws Presented by: The Individual Needs Department.
Special Education Regulations and Law Exceptional Children Division December 2015.
Procedural Safeguards for Parents What Educators Should Know Michelle Mobley NELA Cohort III.
Learning today. Transforming tomorrow. REED: Review Existing Evaluation Data 55 slides.
Notice of Procedural Safeguards for Parents of Students with Disabilities Parents of exceptional students are entitled to information about their rights.
The Evaluation and Re-evaluation Process Guidelines for Parents Karen Finigan, Director of Special Education & Michelle Giovanola, Lead School Psychologist.
SPECIAL EDUCATION PROCEDURES TO ADDRESS NON-COMPLIANT FINDINGS RELATED TO CHILD FIND Presenter Jim Kubaiko, Director Special Education.
Kent ISD January 12, 2010  In Michigan, the Auxiliary Services Act requires public schools to provide certain services to nonpublic schools located.
Local Screening Requirements
Process for Enrolling New Special Education Students
The Special Education Process
TIMELINE DECISION TREE:
Federal Regulations for Students with Disabilities
Exceptional Student Services Unit
12/9/2018 Notice: An Overview The MDE released documentation and a new requirement last year for districts to utilized Notices to “finalize” IEPs rather.
Procedures for school teams to address struggling students
Evaluation in IDEA 2004.
Presented By: Eric G. Rodriguez
Brielle Elementary School Special Education Monitoring Summary
New Enrollment and Transfer Students
Section 504 of the Rehabilitation Act of 1973
Enrollment & Stability of Subgroup Populations
Presentation transcript:

Charter School Institute Department of Exceptional Students Enrollment Determination Procedures

Enrollment Determination Procedures for Students w/ Disabilities Each Charter School Contract establishes general enrollment timelines and procedures for all students. A school may deny enrollment to a student with disabilities in the same manner and for the same reasons as students without disabilities.

Enrollment Determination Procedures for Students w/ Disabilities Before the student is enrolled in the charter school, the following procedures must be followed for students identified with a disability: The school will obtain the most recent IEP. The team will need the most recent eligibility IEP to help guide decisions. An enrollment screening review team consisting of the School Administrator or designee, Special Education Teacher and the CSI Special Education Coordinator or “designee” shall review the IEP to determine whether a free appropriate public education (“FAPE”) is available for the student. If the screening team finds the application requests a significant change of placement or raises other concerns about the student’s ability to access FAPE, the School shall convene a complete IEP team to make the final determination.

Enrollment Determination Procedures for Students w/ Disabilities Once the enrollment screening review team has reviewed all information two outcomes are possible: 1. FAPE is available: student enrolls 2. FAPE is Questioned due to a significant change of placement or other concerns about the student’s ability to access FAPE- Refer to IEP Team

Enrollment Determination Procedures for Students w/ Disabilities: FAPE is Available FAPE is available- the student can be enrolled in the charter school. Student must have IEP in place on first day of school Next Steps: Special Education teacher schedules a Transfer IEP Meeting. IEP Team decides to Adopt or Not Adopt IEP Follow IEP Transfer Procedures

Transfer IEP Procedures: Adopt The IEP is adopted & the student will receive services (time, intensity, qualified personnel) according to their current IEP until the next IEP Review. Case Manager: Scan/upload previous Eligibility IEP, current IEP & Transfer paperwork into Alpine. Include the Notice of Meeting & signature page in Alpine. If you could not obtain “initial provision to provide special education” have parents sign one Create an the next scheduled review date All original dates stay in place

Transfer IEP Procedures: Not Adopt Interim & Comparable Special Education and Related Services are provided during the 30 days the team has to redevelop the IEP. Team may choose to adopt or not adopt. Case Manager: Complete Transfer/Do Not Adopt with parent signature. Complete PWN/Consent to Evaluate, Notice of Meeting The team has 30 days to assess & develop the IEP. If eligibility was re-determined, It is an ‘Initial’ & all dates change accordingly.

Enrollment Procedures: Change of Placement If the student’s application requests a significant change of placement: Enrollment Screening Review Team refers to IEP Team the IEP Team must first consider the need for reevaluation by reviewing the listed information and determining whether additional information is necessary to determine the student’s eligibility for special education, the student’s educational needs, and any necessary additions or modifications to the special education and related services. If the team (including a request by the parent), determines that additional evaluative information is necessary, the School shall reevaluate: Follow IEP Procedures: the Special Education Director of the student’s administrative unit of residence (school district or BOCES) must be invited to the IEP meeting. The IEP team must review all available information, including the student’s application, records, current data, data from the IEP, information provided by the parents, and/or data from the assessment team, to determine whether the student can receive FAPE if granted enrollment

Enrollment Determination Procedures for Students w/ Disabilities: When there are other concerns When there are “Other” concerns: Enrollment Screening team refers to IEP Team- IEP Team follows Transfer IEP procedures Provide parents with their procedural safeguards. The IEP team must review all available information, including the student’s application, records, current data, data from the IEP, information provided by the parents, and/or data from the assessment team, to determine whether the student can receive FAPE if granted enrollment, as requested by the student’s application.

IEP Meeting: When FAPE is Available If IEP Team Determines that FAPE is Available IEP Team follows Transfer IEP procedures Provide parents with their procedural safeguards. The IEP team must review all available information, including the student’s application, records, current data, data from the IEP, information provided by the parents, and/or data from the assessment team, to determine whether the student can receive FAPE if granted enrollment, as requested by the student’s application.

IEP Meeting: When FAPE is Not Available If the IEP team determines the student will not be able to receive FAPE, then the IEP team will deny the student’s application for admission to the school and refer the student to the Institute Director of Special Education or designee. The Institute Director of Special Education or designee will confer with the student and family regarding placement opportunities available in Institute schools and assist the family in making proper application(s). If the student's application for admission is denied, the student's current placement shall remain as determined by the prior IEP.

IEP Meeting: Dissent? If there is no dissent the student is not enrolled in the charter school. The school will notify the parents and provide the contact information for CSI’s Department of Exceptional Students Director. If there is dissent or disagreement among the IEP team or from the parents about FAPE the CSI Director of Exceptional Students must be notified.

Enrollment Determination Procedures for Students w/ Disabilities Considerations: Situations which may indicate a school cannot provide a FAPE: When accepting the student will create a significant change of placement. This happens when… A student is requesting a transfer from a center-based program, a day treatment center or a residential treatment center. A student’s IEP indicates such intensive IEP services that, if enrolled, LRE would be significantly affected. A student is currently enrolled in a “brick and mortar” school & applies for enrollment in an “online” program or – the opposite. ***** This means the student could still be accepted, but will need a SPED Evaluation to change the IEP to fit an on-line program & determine if FAPE can be provided

Enrollment Determination Procedures for Students w/ Disabilities, Further Considerations: Situations which do not necessarily indicate a school cannot provide a FAPE: When a students IEP requires a specific specialized service provider that the school does not current have on staff. When a students IEP requires a specific program, academic or behavioral, that the school does not use. When a students IEP has a behavior intervention plan. When a student has a particular disability such as Autism Spectrum Disorder or a Hearing Impairment.

THANK YOU