2. An Introduction to Special Education
Iditarod Area School District
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An Introduction to Special Education
Introduce our roles as Itinerate Special Education Team, travel to sites, camp out in library or itinerate. Coordinate services, Eligibility meetings, IEP meetings, train aides,

3. Students Affected A child with a disability in Alaska includes:
Three years of age but less than 22 years old
Eligible for special education and related services in 14 disability categories
Special education provides legal rights to children with disabilities and their parents.

4. Eligibility Categories
Cognitive Impairment
Multiple Disabilities
Visual Impairment
Hearing Impairment
Specific Learning Disability
Early Childhood Developmental Delay
Speech or Language Impairment
Deaf and Blind
Emotional Disturbance
Autism
Other Health Impaired
Orthopedic Impairment
Deafness
Traumatic Brain Injury
List 14 areas. Currently, 38 students in IASD receiving special education and/or related services. 8 are recognized as intense (receive 1 to1 aide support)

5. 10 Basic Steps in Special Education
By law, schools must provide special help to eligible children with disabilities. This help is called special education and related services.
Once you have the big picture of the process, it’s easier to understand the many details under each step.
Recognize that all of you have experience working with students with exceptionalities. Just want to remind of the legal process according to State of Alaska

6. Step 1: Child is identified
There are two primary ways in which children are identified:
The system known as Child Find
By a referral of a parent or school personnel
(explained on next slide)

7. Child Find
Alaska regulation 4 AAC requires the following child find activities
Annual public notice
A screening program to include
health, vision, hearing, general development and basic skills, primary language and culture, and daily skills in home and community obtained through parental input
A referral for evaluation of children suspected to be children with disabilities.
This year, Child Find activities occur in the Fall – usually held at the school, a way for parents to share concerns – announce at council, post office, school (posted)

8. Referral or request for evaluation
A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child’s teacher or other school professional to ask that their child be evaluated.
Parental consent is needed before a child may be evaluated. 
Referral from you as their teacher or parent. BUT>….. (next slide)

9. If you have concerns regarding a student’s academic performance….
Please contact us before beginning the referral process.
If referred by you, please converse with us first and we will help you investigate possible strategies that may help the student in the classroom. Prepare to be asked about evidence of need.

10. Step 2. Child is evaluated
The school must notify the parents that the child has been referred for special education evaluation.
Alaska regulation 4 AAC requires two procedures take place:
Written notice
Description of each evaluation procedure, explanation, and procedural safeguards
Informed written consent
Informed in the parent's native language, understands and agrees in writing, and granting of consent is voluntary
If, after we discuss approaches and strategies, and it seems there may be further concerns, we will provide the referral form, written notice and parental consent form for signature. Please WAIT to gain consent until you hear from us. Clock starts ticking as soon as we get the parent signature. Give example of consent gained in November – couldn’t make it until January

11. Step 3. Eligibility is decided
A group of qualified professionals and the parents look at the child’s evaluation results. Together, they decide if the child is a “child with a disability,” as defined by IDEA. 
The two basic requirements for districts determining eligibility are (4 AAC :
a variety of sources
the eligibility decision be made by a group consisting of qualified professionals and a parent of the child.
We will coordinate with SERRC (southeast regional resource center) - psychologist, occupational therapist, physical therapist, speech therapist – to come out and test in the area of need. The eligibility team consists of: teacher, the parents, related service professionals, and the special education team with includes the LEA Rep. (local education representative)

12. Eligibility teams must determine three things:
Whether the student has a disability (34 CFR § ) which adversely affects their educational performance
Whether the student requires special education and/or related services (4 AAC )
The educational needs of the student (34 CFR § )
Explain testing: Academic – Woodcock Johnson (given by us), tests all academic areas and IQ test (given by school psych). Discrepancy model = Achievement score vs. ability score, must be 2 standard deviations from the norm.

13. Step 4. Child is found eligible for services
Under Alaska regulation 4 AAC , once consent is obtained, districts have 90 calendar days to evaluate, determine eligibility, and offer services.
For clarity, the district has up to 90 days to determine eligibility and provide an IEP. If a district determines eligibility earlier, for example in 35 days, the district would then have 30 days from the eligibility determination to develop and to provide an IEP.
Also provide parents with a copy of the evaluation report and the documentation of the determination of eligibility. .

14. Step 5. ESER and IEP meeting is scheduled
Schedule and conduct the EVALUATION SUMMARY AND ELIGIBILITY REPORT (ESER) meeting and  - if the student is found eligible - the INDIVIDUAL EDUCATON PROGRAM (IEP) meeting.
School staff (usually the teacher) must:
contact the participants, including the parents
notify parents early enough to make sure they have an opportunity to attend
schedule the meeting at a time and place agreeable to parents and the school
tell the parents the purpose, time, and location of the meeting
tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child
At IASD, we hold the Eligibility meeting – where we discuss the findings of the testing with the parents (and team), on the same day as the IEP, if the child is found eligible

15. Step 6. If the child is found eligible, the IEP meeting is held and the IEP is written
The IEP team gathers to talk about the child’s needs and write the student’s IEP. Parents and the student (when appropriate) are full participating members of the team.
Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the IEP is written and this consent is given.

16. Step 7. After the IEP is written, services are provided
The school makes sure that the child’s IEP is carried out as it was written.
Parents are given a copy of the ESER and IEP.
Each of the child’s teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP.
This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
An IEP is more than just a written legal document. It’s a map that lays out the program of special education instruction, supports and services that the student needs to make progress and succeed in school. You already have students in your classes that have IEPs. We will contact each of you and set up a time to discuss each student’s program.

17. Step 8. Progress is measured and reported to parents
The child’s progress toward the annual goals is measured, as stated in the IEP.
His or her parents are regularly informed of their child’s progress and whether that progress is enough for the child to achieve the goals by the end of the year.
These progress reports must be given to parents at least as often as other classroom progress reports are provided (usually quarterly.)
Each IEP has goals and objectives that will help the students progress at a rate that will help them achieve academically. It’s vitally important for the progress to be recorded - at the very least quarterly – weekly is better. Inform the parent quarterly of progress. We will have a discussion next week that details how to monitor progress.

18. Step 9. IEP is reviewed
The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review
Parents, as team members, must be invited to participate in these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP, and agree or disagree with the placement
If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement.
We will let you know when a child’s IEP is coming due for annual review. Before the meeting, we will ask for current progress, strengths, areas of concern, etc. Sometimes we will schedule meetings sooner than the IEP comes due.

19. Step 10. Child is reevaluated
At least every three years the child must be reevaluated
Alaska regulation 4 AAC and the IDEA 34 CFR requires that districts reevaluate each child with a disability to determine whether the child remains eligible for special education and related services and to determine the educational needs of the child.
Every 3 years, all evaluations are re-administered and the team reconvenes to determine if the child still needs special education supports.

20. Unleash the POTENTIAL
Parents and educators know that children with special needs have gifts and talents—it’s just a matter of unleashing their full potential, and making sure that their parents and teachers have the right information, tools and support to help them.
That’s where the Special Education Team comes in. We are your go-to resource for providing you support to see that every child succeeds to their fullest potential.
To reiterate the mission of all us: Meeting the needs of all children.

21. Please feel free to contact us anytime:
IASD Special Education Support Team:
Casey McCarty -
Joni McCarty –
Gail Greenhalgh –
Phone: (call will forward to our cell)
is best. Some phones don’t work in some of the villages.