Reauthorization of IDEA 2004

Reauthorization of IDEA 2004
John Namkung Sonoma County SELPA January 31, 2005

Goal of the Presentation
Summary of major changes in IDEA Definitions Highly Qualified Paperwork Reduction Private School children Funding Overidentification and Disproportionality Early Intervening Services

Participation in Assessments Evaluations/Reevaluations Specific Learning Disabilities IEP Content IEP Team Attendance IEP Amendments Multi-Year IEPs Transfer Students

Discipline Attorneys’ Fees Mediation/Dispute Resolution Federal and State Monitoring Optional Birth through Six Program

It’s Not Over ‘til It’s Over
Regulations to Clarify the Statute February 28, 2005 deadline Alignment of California Education Code to IDEA 2004 California’s Participation in Pilot Programs Clarification from CTC regarding “Highly Qualified” Special Education Teacher

Resources NASDSE Side by Side Namkung Side by Side www.nasdse.org
$15.00 No electronic version Namkung Side by Side Free! Electronic version available

Definitions Assistive Technology Device Parent Related Services
Interpreting services School nurse services Ward of the State

Definitions Highly Qualified
Requirements for Special Education teachers Full State certification No waivers Minimum of a bachelor’s degree Special Education teachers teaching to alternative standards Meet NCLB requirements for elementary, middle or secondary school teacher; or Meet NCLB requirements for elementary teacher, or for instruction above elementary level, has appropriate subject matter knowledge as determined by the State.

Definitions Special Education teachers teaching multiple subjects
May meet NCLB requirements for any elementary, middle or secondary teacher who is new or not new to the profession; or For teachers not new--demonstrate competence under NCLB which may include a single HOUSSE covering multiple subjects For new teachers--demonstrate competence in other core academic subjects under NCLB which may include a single HOUSSE covering multiple subjects not later than 2 years after employment

Definitions Special Education teachers who provide consultative services to a highly qualified teacher No right of action for failure to be highly qualified No individual consequences for failure to be highly qualified Consequences for LEAs Related personnel and paraprofessionals

Paperwork Reduction Pilot Program
15 states California interested Waivers not to exceed 4 years No waiver of civil rights requirements May not affect right of child to receive FAPE No waiver of procedural safeguards Annual report to Congress beginning in 2006 with specific recommendations Real meaning of IDEA

Funding LEA Risk Pool State option to establish high cost fund
Innovative and effective ways of cost sharing Development of a state plan Definition of high need child Cost is greater than 3 times the average per pupil expenditure Eligibility criteria for LEA participation Funding mechanism

Funding Authorization of Appropriations (What happened to mandatory full funding?) $12,358,376,571 in 2005 $14,648,647,143 in 2006 $16,938,917,714 in 2007 $19,229,188,286 in 2008 $21,519,458,857 in 2009 $23,809,729,429 in 2010 $26,100,000,000 in 2011 Saturday night massacre

Funding Prohibition on states to use federal funds for COLA and growth
Impact on Governor’s budget for

Children in Private Schools
New reporting requirements to the state Major changes in consultation process Determination of proportionate share of federal funds Consultation process throughout school year Provision of services Disagreement between LEA and private schools Written affirmation by representatives of private schools

Children in Private Schools
Complaint procedures Complaint by private school official Response by LEA Appeal to the Secretary of Education

Charter School Students
Requirement to provide services on charter school site to the same extent as the LEA provides services on site to its other public schools

Early Intervening Services
An LEA may use up to 15% of federal funds for early intervening services Target population is K-3 students not identified for special education who need academic and behavioral support Annual reporting requirements # of students served # of students served who subsequently receive special education services during preceding 2-year period

Evaluation Timelines 60-day timeline for completion of evaluations or within state timelines Exceptions to timelines If child enrolls in different LEA after start of the evaluation and the new LEA is making sufficient progress on completing the evaluation, and parent and new LEA agree to a timeline; or Parent repeatedly fails or refuses to produce the child for an evaluation

Absence of Parental Consent
If parent refuses consent for services, LEA may not go to due process hearing to override non-consent. If parent refuses services or fails to respond to request to provide consent, the LEA is not considered in violation of providing FAPE. LEA is not required to convene IEP meeting or develop an IEP.

Consent for Wards of the State
LEA must make reasonable efforts to obtain informed consent for wards of the State who don’t reside with parents. No informed consent required for initial evaluation from parent-- If parents can’t be located Rights of parents have been terminated Rights of parents to make educational decisions have been subrogated and consent has been given by an individual appointed by the judge

Screenings Screening to determine appropriate instructional strategies for curriculum implementation shall not be considered to be an evaluation for eligibility for special education.

Reevaluations Reevaluations shall occur--
Not more frequently than once a year, unless parent and LEA agree otherwise. At least once every 3 years, unless the parent and LEA agree that a reevaluation is unnecessary.

Assessments for Transfer Students
Assessments for students who transfer from one school district to another within same year must be completed as expeditiously as possible.

Eligibility Determination
A child may not be determined to be a child with a disability if the determinant factor is lack of appropriate instruction in reading, including the essential components of reading instruction as defined in NCLB.

Specific Learning Disabilities
In determining whether a child has SLD, an LEA shall not be required to consider whether the child has a severe discrepancy between achievement and intellectual ability. An LEA may use a response to research-based intervention as part of the evaluation process.

Evaluations Before Change in Eligibility
Evaluation required before determining a child is no longer a child with a disability. Exceptions-- Evaluation not required before graduation with a diploma or before aging out of special education. In such cases, an LEA shall provide the child with a summary of the child’s academic and functional performance, including recommendations on how to assist the child to meet postsecondary goals.

Contents of IEP Benchmarks or short-term objectives only required for students who take alternate assessments aligned to alternate achievement standards Progress reports toward meeting annual goals clarified. Concurrent with the issuance of report cards.

Contents of IEP Statement of services, based on peer-reviewed research to the extent practicable. Statement of transition services beginning at age 14 is changed to age 16. Nothing in IDEA shall be construed to require that additional information be included in an IEP beyond what is explicitly required in the law.

IEP Team Attendance A member of the IEP team is not required to attend in whole or in part-- If the parent and the LEA agree that his/her attendance is not necessary because the member’s area of curriculum or related service is not being modified or discussed at the meeting. Parent’s agreement must be in writing.

IEP Team Attendance A member of the IEP team may be excused when the meeting involves a modification to or discussion of the member’s area of curriculum or related service if-- The parent and the LEA agree. Parent consent must be in writing. The members submits written input into the development of the IEP. Invitation to the initial IEP meeting must be sent, at parent request, to the part C coordinator or representative.

Transfer Students Within the same state Transfer outside the state
LEA must provide comparable services, in consultation with the parents until the new LEA adopts the previous IEP, or develops and implements a new IEP. Transfer outside the state LEA must provide comparable services, in consultation with the parents until the new LEA conducts an evaluation, if necessary, and develops a new IEP, if appropriate.

Transfer Students Transmittal of records
New school must take reasonable steps to promptly obtain school records from the previous school. Previous school must take reasonable steps to promptly respond to request for records.

Changes to the IEP In making changes to the IEP after the annual IEP, the parents and LEA may agree not to convene an IEP meeting to make the changes, and instead may develop a written document to amend or modify the IEP. Changes may be made by amending the IEP rather than redrafting the entire IEP. Upon request, the parent shall be given a revised copy of the IEP with the amendments incorporated.

Multi-Year IEP Pilot Program
15 states may be authorized Multi-year IEP not to exceed 3 years and designed to coincide with natural transition points Periods close in time to transition from preschool to elementary, elementary to middle school, middle to secondary school, secondary school to post-secondary activities Optional for parents Parent consent is required

Content of multi-year IEP Measurable goals coinciding with natural transition points Measurable annual goals for determining progress Description of process for review and revision of each multi-year IEP

Review of multi-year IEP At each natural transition point In other years, an annual review of the IEP to determine level of progress If child is not making sufficient progress, the IEP team must carry out a more thorough review of the IEP within 30 calendar days. At parent request, the IEP team must conduct a review of the multi-year IEP rather than or subsequent to an annual review. Will California submit a proposal?

Alternative IEP Meeting Participation
Parents and LEA may agree to alternative means of meeting participation, such as video conferences and conference calls for- IEP team meetings Placement meetings Meetings to carry out administrative matters (scheduling, exchange of witness lists, and status conferences)

Due Process Complaints
2-year statute of limitations for due process hearing request or filing of complaint California has 3-year statute of limitations Clarification regarding LEA requirement to provide due process complaint notice to parents

Due process complaint notice deemed sufficient unless the party receiving the notice notifies the hearing officer and the other party that the notice has not meet the requirements. Notice to hearing officer must be provided within 15 days of receiving the complaint. Within 5 days of receipt of the notification, the hearing officer must make a determination and notify the parties in writing.

If the LEA has not sent a prior written notice regarding the subject of the hearing request, it must do so within 10 days of receiving the complaint. Non-complaining party must send to the complainant a response that specifically addresses the issues raised in the complaint within 10 days, except as provided above.

A party may amend the due process complaint only if-- The other party consents in writing and is given the opportunity to resolve the complaint through a resolution session; or The hearing officer grants permission, except he/she may only grant permission at any time not later than 5 days before the due process hearing.

Procedural Safeguards Notice
Copy of procedural safeguards notice to be given to parents only one time a year, except a copy must be given-- Upon initial referral or parental request for evaluation Upon the first filing of a due process complaint Upon request by the parent. LEA may place procedural safeguards notice on its internet website.

Procedural Safeguards Notice
Procedural safeguards notice must include-- Time period in which to make due process complaints The opportunity for the LEA to resolve the complaint Time periods in which to file civil actions Electronic mail--Parents may elect to receive any notices required under the procedural safeguards section of IDEA by , if the LEA makes such option available.

Mediation Agreements In cases of a resolution of a dispute through mediation, the parties must execute a legally binding agreement that-- Is signed by both parties Is enforceable in any State or district court

Resolution Session Prior to a due process hearing, the LEA must convene a meeting of parents and relevant member(s) of the IEP team-- Within 15 days of receiving the notice of the parents’ complaint Must include an LEA representative with decision making authority May not include an LEA attorney unless the parent brings an attorney

Resolution Session The LEA is given the opportunity to resolve the complaint The meeting is not required if the parents and the LEA agree in writing to waive the meeting or agree to use a separate mediation process. If there is no resolution of the complaint within 30 days of the receipt of the complaint, the due process hearing may occur. If resolved, a written settlement agreement must be executed. Either party may void the agreement with 3 business days

Hearing Officer Qualifications
A hearing officer may not be-- An employee of the State educational agency or LEA involved in the education or care of the child; or A person having a personal or professional interest that conflicts with his/her objectivity.

Hearing Officer Qualifications
A hearing officer must-- Possess knowledge of, and the ability to understand the laws and regulations governing special education Possess the knowledge and ability to conduct hearings Possess the knowledge and ability to render and write decisions in accordance with standard legal practice

Subject Matter of Hearings
Party requesting the hearing may not be allowed to raise issues at the hearing that were not raised in the complaint notice, unless the other party agrees otherwise. A parent may file a separate due process complaint on an issue separate from a due process complaint already filed.

Timeline for Requesting Hearing
2-year statute of limitations does not apply if the parent was prevented from requesting the hearing due to-- Specific misrepresentations by the LEA that it had resolved the problem forming the basis of the complaint; or The LEA’s withholding of information from the parent that was required to be provided to the parent.

Decision of the Hearing Officer
A decision by the hearing officer shall be made on substantive grounds based on whether the child received FAPE. Procedural violations A hearing officer may find that a child did not receive FAPE only if the procedural violations-- Impeded the child’s right to FAPE Significantly impeded the parents’ opportunity to participate in the decision making process Caused a deprivation of educational benefits A hearing officer may still order an LEA to comply with procedural requirements.

Timeline for Bringing Civil Action
90 days from the date of the decision of the hearing officer to bring civil action, unless the state has a different timeline.

Attorneys’ Fees Allows attorneys’ fees to an SEA or LEA for a complaint that is frivolous, unreasonable, or without foundation. Allows attorneys’ fees to an SEA or LEA for a complaint that was presented for an improper purpose, such as to harass, to cause unnecessary delay, or to needlessly increase the cost of litigation. The resolution session is not considered a meeting convened as a result of an administrative hearing or judicial action.

Discipline School personnel given authority to consider any unique circumstance on a case-by-case basis when determining whether to order a change of placement. School personnel may remove a child to an IAES, another setting, or suspension for not more than 10 school days, if such alternatives are applied to non-disabled students.

Discipline If school personnel seek to change placement beyond 10 school days, and the violation is not a manifestation of the disability, same disciplinary procedures for non-disabled students may be used as long as FAPE is provided. Student must receive educational services to enable him/her to participate in the general curriculum and to progress toward meeting IEP goals. Student must receive, as appropriate, a functional behavioral assessment, behavioral intervention services and modifications.

Discipline Special circumstances--school personnel may remove a student to an IAES for not more than 45 school days without the need for a manifestation determination for-- Carrying or possessing a weapon to or at school, or to or at a school function. Possessing or using illegal drugs, or selling or soliciting the sale of a controlled substance while at school or at a school function. Inflicting serious bodily injury upon another person while at school or at a school function.

Discipline Student must receive educational services to enable him/her to participate in the general curriculum and to progress toward meeting IEP goals. Student must receive, as appropriate, a functional behavioral assessment, behavioral intervention services and modifications Manifestation determination--within 10 school days of any decision to change the placement of a student.

Discipline Criteria for manifestation determination has been changed to read-- If the conduct in question was caused by, or had a direct and substantial relationship to the child’s disability; or If the conduct in question was the direct result of the LEA’s failure to implement the IEP Previous criteria included the ability of the child to understand the impact and consequences of the behavior, and the ability of the child to control the behavior. Conference committee report clarification

Discipline If the conduct was a manifestation of the disability, the IEP team must-- Conduct a functional behavioral assessment and implement a behavioral intervention plan, if the assessment had not be conducted previously. Review the behavioral intervention plan if such plan has been developed, and modify it as necessary. Return the child to the placement from which he/she was removed, except for an IAES due to one of the special circumstances, unless the parents and the LEA agree otherwise.

Discipline Appeal Parent may request a hearing if he/she disagrees with any decision of the LEA. LEA may request a hearing if it believes that maintaining the current placement is substantially likely to result in injury to the child or to others.

Discipline Hearing officer authority May order a change in placement
May return a child to the placement from which he/she was removed May order a placement to an IAES for not more than 45 school days if there is a substantial likelihood of injury to the child or to others.

Discipline Placement during appeals--
The child shall remain in the IAES pending the decision of the hearing officer or until expiration of the time period in cases where a change of placements beyond 10 school days is allowed, unless the parent and the LEA agree otherwise. Expedited hearing--an expedited hearing shall occur within 20 school days of the date the hearing is requested and shall result in a decision within 10 school days after the hearing.

Discipline Protections for children not yet eligible for special education--a child who has not been determined to be eligible for special education and who has engaged in a behavior that violates a code of student conduct may assert any of the protections available for special education students if the LEA had knowledge that the child was a child with a disability before the behavior occurred.

Discipline Basis of knowledge--
If the parent has expressed concern in writing to supervisory or administrative personnel, or to a teacher of a child that the child is in need of special education services If the parent has requested an evaluation of the child If the teacher or other LEA personnel has expressed specific concerns about a pattern of behavior demonstrated by the child, directly to the director of special education or to other supervisory personnel of the LEA.

Discipline Exception--An LEA is not deemed to have knowledge that the child is a child with a disability if The parent has not allowed an evaluation of the child, or Refused special education services, or It was determined that the child was not a child with a disability.

Federal and State Monitoring
Focused monitoring on-- Improving educational results and functional outcomes, and Ensuring that states meet the program requirements most closely related to improving educational results

Monitoring priorities FAPE in LRE State exercise of general supervisory authority in child find, monitoring, resolution sessions, mediation, voluntary binding arbitration, transition services Disproportionality issues as a result of inappropriate identification.

State performance plan due by December 2005 Must be reviewed at least once every 6 years Must establish measurable and rigorous targets for LEAs State must report annually to the public on the performance of each LEA on the targets in the State’s performance plan.

Upon approval of the state plan, the Secretary will annually review the state’s performance report. The Secretary will determine if the state-- Meets the requirements of IDEA Needs assistance Needs intervention Needs substantial intervention

Prohibition Against Federal Mandates, Direction or Control
The Federal government may not mandate, direct, or control a state, LEA, or school’s specific instructional content, academic achievement standards and assessments, curriculum, or program of instruction.

Model Forms Not later than the date the final regulations are published, the Secretary will publish and widely disseminate-- A model IEP form A model IFSP form A model notice of procedural safeguards A model prior written notice form

Disproportionality Additional data required on the incidence, duration, and type of disciplinary actions, including suspensions and expulsions by race and ethnicity. In case of determination of significant disproportionality with respect to identification and placement, the state shall-- Require an LEA to reserve the maximum amount of federal funds allowed to provide comprehensive early intervening services, particularly to children in those groups significantly overidentified.

Disproportionality Require the LEA to publicly report on the revision of policies, practices, and procedures used in identification or placement of children in special education.

Optional Birth Through Six Program
States may develop a system whereby parents of children eligible for preschool services under section 619, who were previously served under Part C, may choose to continue to receive Part C services until their children enter, or are eligible to enter kindergarten.

Part C services must include an educational component that promotes school readiness and incorporates preliteracy, language, and numeracy skills. Annual notice must be given to Part C parents that includes-- A description of rights to receive services under Part C or under Part B.

Explanation of the difference between the two programs Applicable procedural safeguards Possible costs including any fees to be charged to families under Part C Parents retain right to Part B services and FAPE Part B rules do not apply to preschoolers whose parents elect to stay in the Part C system. FAPE is not required for such children.

Any state that elects this option must ensure an evaluation for early intervention services of a child who experiences a substantiated case of trauma due to exposure to family violence. This option triggered when appropriation for Part C reaches $460 million. 15% of Part C funds shall be used to provide grants to states to carry out this program.

Effective Dates of Implementation
December 3, 2004 for language regarding highly qualified teachers By the end of July 1, 2005

Reauthorization of IDEA 2004

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