1. Presented by Damon Watts

2.  Students who receive special education are a very diverse group.  Special education is not a separate program or place-it is a system of supports and services in a school  Special education policies and practices can vary tremendously from state to state and district to district

3.  PL94-142 1975 – Federal Government began to allocate funds to provide access for students with Disabilities  Rehabilitation Act of 1973 – 504 Plans  Americans with Disabilities Act – Provided protections from discrimination, required public accommodations  Individuals with Disabilities Education Act (IDEA) – requires schools to provide educational services to every disabled child

4.  All students with disabilities who are eligible to receive special education must be provided a free, appropriate public education, or FAPE.  Meet Individual Needs of students  Be provided in the Least Restrictive Environment Possible  Rights are ensured and protected through procedural safeguards.

5.  New model for determining eligibility for special education, most specifically for students suspected of having a learning disability 1. Central Purpose is to rule out the referrals to SPED of students who are not learning due to poor or inadequate instruction.

6.  Tier 1 – High Quality Instruction, Universal Screening  Tier 2 Small Group Researched Based intervention in deficit skill areas often 30 minutes 2 to 3 times a week for 6-8 weeks.  Tier 3 Students who fail to progress in Tier 2. 30 Minutes sessions 4 to 5 Days a week for 6 to 8 weeks.

7.  Learning Disability 2.7M44.6%  Speech or Language 1.1M19.1%  Other Health Imp 600K 9.9%  Intellectually Disabled 523K 8.6%  Emotional Disability459K 7.5%  Autism224K 3.7%  Multiple Disabilities134K 2.2%  Developmental Delay 84K 1.4%  Hearing Impairment 73K 1.2%  Orthopedic Impairment 62K 1.0%  Visual Impairment 26K 0.4%  Traumatic Brain Injury 24K 0.4%  Deaf & Blindness 1K 0.0%

8.  Introductions of Participants  Outline Agenda  Purpose of Meeting  Review Background Information  Report Student Progress  Address Specific Concerns  Suggest Brainstorm Solutions  Document Decisions  Schedule Follow-Up Meeting  Finalize and Distribute Paperwork  Adjourn Meeting

9.  Introduction of Participants  Purpose of Meeting  Presentation of Reports to Parents  Present Background Information and Reason for Evaluation  Presentation of Evaluation Report Summaries 1. Social History 2. Psychological 3. Teacher Education Report 4. Speech/Language

10.  Presentation of Reports (Continued) 5. OT/PT/Adapted Physical Assessments 6. Private Evaluations 7. Report Card/Work Samples  Parent Input  Information/Questions  Consideration of Operational Criteria Worksheets  Committee Decision

11.  Documentation of Decision  Signatures  Written Notice of Proposed/Refused Action  Forms given to Parents  Meeting Closure

12.  Introduction of Participants  Final Progress Report  Special Factors  Present Level of Academic/Functional Performance  Transition Services Plan (If 16 or older)  Participation in State Testing Program  Annual Goals (Short Term Objectives/Benchmarks, if appropriate)  Program Supports

13.  Standardized Testing  Summary of Services  Placement of Program of Service Delivery  Parent/Adult Student Consent  Meeting Closure

14.  Receipt of Referral  Three Business Days to Respond  Ten Business Days Intervention Team Convenes  The Intervention Team will look at student progress and student response to intervention to decide on completing an evaluation  55 Business Days for Eligibility  30 Calendar Days for IEP

15.  Q & A