1. Consultation and Empowerment: Guidance for academic and behavioral concerns at school
John Parkhurst, Ph.D., LP. Assistant Professor of Psychiatry and Behavioral Sciences Northwestern University’s Feinberg School of Medicine 1

2. No conflicts of interest
Disclosures
No conflicts of interest
Teaching parents how to advocate

3. Objectives Overview/Terminology in schools Consulting with schools FAQ
Response to Intervention
Special Education
IEP & 504 Plans
Consulting with schools
How to empower parents to work with their school team
Modes of consulting with schools
FAQ
Review current educational practices and acronyms (RTI, IEP, 504)
Acquire key prompts and questions to support parents in their ability to advocate for their child at school
Complete exercise in brief consultation with schools for common problems
Identify terminology related to RTI
“Ask them to have them tested”
Unique differences and legislative power between IEP v 504 and what to request
Is it a learning disability -
What accommodations you should expect to see for a child with learning
How to coach parents around IEPs
Know the timeline
What to ask for

4. Response To Intervention (RTI)
"Response to Intervention (RTI) and an educational evaluation to determine eligibility for special education run concurrently. They are two different trains running on two different tracks at the same time."

5. Special Education
School-based support for school-aged children (3-21) with identified cognitive, physical, social, and/or emotional challenges. 
Special Education Law: Free and Appropriate Public Education
Individuals with Disabilities Education Act (IDEA)
Office of Special Education and Rehabilitative Services (OSERS)
Individualized Education Plan (IEP)
Modifications to General Education
Americans with Disabilities Act
Office for Civil Rights (OCR)
“Section 504” or “504 Plan”
Acronym Page!
Both IEP and 504 laws are applicable for both public and private schools (Child Find) 5

6. IEP Vs. 504 Plan 504 Plan IEP Educational Law Consent required
Labels of disability
Evaluations
Full re-evaluation every 3 yrs.
Placement/LRE
Discipline (there is an entitlement to educational services during expulsion).
Civil rights law
No consent required
No labels
Evaluations
“Periodic” re-evaluation
Placement/LRE
Discipline (no entitlement to educational services during expulsion).
IEP: Ed Law that has specific categories and likely more intensive instruction associated with it.
Once a student exits high school either by graduating or aging out, IDEA no longer applies.
504 (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Only Section 504 is available at college or in the workplace.
Child Find for private schools 6

7. IEP Classifications Other Health Impairment
Intellectual Disability
Autism
Hearing Impairment
Visual Impairment
Emotional Behavioral Disability
Orthopedic Impairment
Other Health Impairment
Specific Learning Disabilities
Speech or Language Impairment
Traumatic Brain Injury
Significant Developmental Delay (ages 3-9)
Mental Retardation
Autism
Deaf-Blindness
Deafness
Visual Impairment
Emotional Disturbance
Hearing Impairment
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disabilities
Speech or Language Impairment
Traumatic Brain Injury 7

8. IEP Evaluation Time Line
Referral Received
Up to 15 business days
Request Parent Consent for Evaluation
Notice sent that no additional data are needed
Unlimited time, up to parent
School districts may use the same process to evaluate the needs of students under Section 504 as they use to evaluate the needs of students under the IDEA
If the child is found to be eligible as a child with a disability, within 30 calendar days of that finding, the IEP team must hold a meeting to develop an IEP and determine the child’s placement.
This same timeline is followed if a child is reevaluated and determined to continue to be a child with a disability.
Receive Parent Consent for Evaluation
Up to 60 calendar days
Determine Eligibility
Within 30 calendar days
Develop IEP, Determine Placement 8 8

9. Special Education: Referral and Evaluation
Teacher or Parent suspects need for IEP or 504 Plan
Put request in writing
Response To Intervention data
Parental consent for evaluation and development of a school based team
Multidisciplinary team
RTI data review
School-based assessment
Functional Behavioral Analysis
Behavioral observation
Parent/Teacher rating scales
Standardized academic/cognitive measures
Medical diagnosis
Outside evaluation
School districts may use the same process to evaluate the needs of students under Section 504 as they use to evaluate the needs of students under the IDEA
IEP Team must include
the parents of the child.
at least one regular education teacher of the child, if the child is, or may be, participating in the regular education environment.
at least one special education teacher who has extensive and recent training and experience related to the child’s known or suspected disability, or, where appropriate, at least one special education provider of the child.
a representative of the LEA who is qualified to provide, or supervise the provision of special education, is knowledgeable about the general curriculum and is knowledgeable about and authorized to commit the available resources of the LEA .
at the discretion of the parent or LEA, other individuals who have knowledge or special expertise about the child, including related services personnel as appropriate.
an individual who can interpret the instructional implications of evaluation results, who may be a team participant already listed above.
whenever appropriate, the child.
The IEP team writes a present level of academic achievement and functional performance. This tells how the child is doing in school right now.
The team uses a variety of information from several sources.
Are there current test results?
Were any assessments done?
How is the child doing in their current classes or subject areas?
There will be a discussion of the child’s strengths and needs. Parents will share their concerns about their child. These concerns can be about his/her current classroom work and /or progress, and any concerns for the child’s future.
Your concerns can also be about other parts of the school day, school-sponsored activities, community and home.
504 evaluations, districts must:
Establish standards & procedures
Conduct evals before initial placement & do periodic re-evaluations
Assess all areas of need
Make evals non-discriminatory
Administer them by trained personnel
Use of a multidisciplinary team
Use info from a variety of sources (aptitude & achievement tests, teacher recommendations, physical condition, social & cultural background, adaptive behavior) 9

10. Special Education: Placement
Multidisciplinary team
Parent
Classroom teacher
Special Education Teacher
School Psychologist, Speech Lang. Pathologist, Social Worker, etc.
LEA Representative
Parents do not have to sign plan at the meeting
Not eligible options:
Request outside evaluation
Due process
Eligible
Present functioning
Accommodations and modifications
Least Restrictive Environment (LRE)
Annual goals
Progress measured?
Frequency of services?
Duration of services?
Three parts of the IEP, the present level, the annual goals, and how progress will be measured from where the child starts out to where we want the child to be in a year.
The next part of the IEP is about progress.
The IEP must tell how will progress toward IEP annual goals be measured.
It must also tell when periodic reports will be given to parents on the progress that the child is making toward meeting the annual goals
Progress reports help parents and the school know if they are doing the right things to help the child to learn.
On the IEP form, the team should specify how much and how often a service will be provided to support a child with a disability in school or school-related activities. It will also list where the service will take place, and for how long.
The IEP should have this information for all 4 types of services: special education, related services, supplementary aids and services, and program modifications and supports for school personnel.
Tip for parents: At the IEP meeting, discuss with the school staff what kind of information you will receive. If you need more in depth information about progress towards goals, ask them if that is possible to provide. This will help to avoid misunderstandings about what types of information are included in future progress reports. 10

11. Special Education: Annual Review
Must be reviewed yearly, re- evaluations every 3 years
Reevaluation and/or review can be requested at any time
Is the student progressing?
What will be the learning expectations for next year?
School transitions
Annual goals are the next part of an IEP.
Annual goals should answer the question: what should the child be doing in the next year?
Each goal should be directly related to a need identified in the present level.
The IEP Team will discuss what supports a child will need.
On the IEP form, the team should specify how much and how often a service will be provided to support a child with a disability in school or school-related activities. It will also list where the service will take place, and for how long.
The IEP should have this information for all 4 types of services: special education, related services, supplementary aids and services, and program modifications and supports for school personnel.
Presenter’s Tip:
Give an example of a service that has the amount listed so that participants gain an understanding of how it may be worded. Note that writing “as needed” is not enough for any of the services.
f options that may get the same thing accomplished 11

12. Common Modification or Accommodations
Preferential setting
Posted visual/verbal daily schedule
Individual check-ins with teacher
Repetition of information
Small group and 1:1 instruction (Tier II/III intervention)
Individualized tutoring after school
Monitor assignment notebook with a teacher daily
Planned transitions – between subjects, classes, recess, lunchroom, assemblies, etc.
Reduced time expectations
Alternative testing environment
Social skills groups
Mentor of a positive older peer to model appropriate social behavior
Rule for the school is that the accommodations are implemented if they benefit student instruction.
Discussion about specific disorders and accommodations – mental health
Anxiety,
Depression,
ADHD 12

13. Planning: Parental Empowerment
Concerned?
Start the conversation with the teacher, they may have the same concern or want to try informal accommodations
Sign releases for schools and providers to communicate
Put any request in writing
Acknowledge possible parental concerns with “labels” and identify probable value in defining an individual course of action
Develop a re

14. Advocating: Parental Empowerment
The IEP evaluation process/meeting can be intimidating
Know who will be in the room
Wait on signing any document until you have questions clarified
You can review with outside sources or bring advocates to the meeting
Ask prepared questions
Who will be the main contact person?
What performance information will you receive and when?
Frequency and duration of services?
Actively include the student in the discussion if possible

15. Indirect Consultation
Release of information and documentation sent to schools
Consider inclusion as an element during the school physical season
Request documentation if available
Review IEP/504 for adequacy
Use screening for behavioral health concerns
Teacher input with Vanderbilt
Develop a resource list for common concerns
For medically complicated children ensure that specialists have provided school recommendations
Goals of consultation
a. Improve the consultee's functioning with a client (individual, organization, etc.)
b. Develop the consultee's skills to the point that she or he will be able to cope with similar problems independently in the future
ii. Typically consultant comes from outside the consultee's organization

16. Direct Consultation
Contact point will likely be school psychologist or social worker
Familiar with case/current behavior?
Status of progress or plan development?
Currently effective interventions or previous recommendations?
Who can complete rating scales?
Request progress monitoring data (STAR, DIBELS, AIMsweb)
“Functional Behavior Assessment”
Compare resources available
Schools may have additional outside provider resources

17. FAQ
My child is struggling academically and I think they need more support. I would request an evaluation but I’m concerned that they might be “labeled. ”
Options
Encourage the parent to meet with the teacher to discuss informal supports
Seek RTI information about progress monitoring performance
Discuss their experience/understanding of the educational model and discuss current continuum educational care
A label, like a diagnosis, helps define a concern and remediate it.

18. FAQ
My child has been denied services. I don't think the reason is a good one. What should I do?
Options:
Meet with school to discuss informal accommodations
Request re-evaluation later in the year
Referral for outside evaluation
Community advocate (WIFACETS)
Due Process hearing

19. FAQ
What questions should I be asking to get them the right help when I meet with the school?
Options
The person you can contact with questions
Who will provide the service
Anticipated outcomes of this service
Frequency of service
Duration of service
Solicit responses from group of a brief intervention with school Second slide blow in questions to ask the school approach or specific recommendations
Learning concerns
Anxiety
ADHD/Disruptive behavior