1. Mt. Lebanon School District Lebo P.R.I.D.E. P-Partners R-Respecting I-Inclusion D-Diversity E-Everyday
Introduction to Special Education and Support Services
November 13, 2018

2. Heather Doyle, Ph. D. , NCSP Director of Special Education Mt
Heather Doyle, Ph.D., NCSP Director of Special Education Mt. Lebanon School District

3. Welcome! Committee of the Mt. Lebanon School District Council of PTAs.
Collaborative partnership of parents, caregivers, professionals, and faculty.
Education, Advocacy, and Support

4. Agenda District Information District Supports Section 504
Special Education
IEP Process

5. Getting to Know the MTLSD Student Population
English Learners:  2.09%
Students that are Economically Disadvantaged:  12.74%
Students with Disabilities:  11.03%
Students with 504 Service Agreements: 4.39%
Students receiving Gifted Services:  5%

6. Building Level Supports
Elementary
secondary
Building Support Team
Reading Specialists
Instructional Support Teachers (IST) Instructors
PLC Team
Student Assistance Program (SAP) at Lincoln, Washington, and Hoover
SAP
STRIVE
Study Center
Math Lab
Writing Lab
***School Counselors are supports at both levels.

7. Universal Design for Learning & Differentiated Instruction
UDL
Differentiation/dI
Supports learning of all student with a variety of learning styles.
Proactively minimizes barriers to learning to provide access to all student learning styles and needs in the classroom.
Multiple means of representation, action & expression, and engagement.
Goal is making learning accessible for all children.
Three elements of the curriculum that can be differentiated: Content, Process, and Products.
Differentiation typically based upon ongoing assessment by teacher.

8. Section 504 Section 504 of the Rehabilitation Act of 1973
Federal anti-discrimination law
Not equivalent to special education
Even applies to private schools and charter schools receiving federal financial assistance

9. Purpose of 504
To prohibit discrimination on the basis of disability in any program receiving federal funds
34 C.F.R. § 104.1

10. How Does a Student Qualify?
3 ways to qualify:
Physical/mental impairment that substantially limits one or more major life activities
Has a record or history of such an impairment
Is regarded as having an impairment by others
If IDEA eligible, will be protected under 504

11. Major Life Activity: Includes (not an exhaustive list): Walking Seeing
Hearing
Speaking
Breathing
Learning
Working
Caring for oneself
Performing manual tasks
34 C.F.R. § 104.3(j)(2)(ii)

13. Special Education: Background
Horace Mann-Common Schools (19th and early 20th century)
Compulsory attendance laws – allowed for all children to attend school
Elementary and Secondary Education Act of 1965 (ESEA)
PL 94/142: The Education for All Handicapped Children Act of 1975 and IDEA (Individuals with Disabilities Education Improvement Act) of 2004
Focused on providing an education that meets a child’s unique needs and prepares the child for further education, employment, and independent living.
Protect the rights of both children with disabilities and their parents.
Heather

14. Key Topics in Special Education
Free Appropriate Public Education
Least Restrictive Environment
Specially Designed Instruction
Related Services
Parent and Student Participation in Decision Making
Mike

15. FAPE – Free Appropriate Public Education
means special education and related services that—
Are provided at public expense, under public supervision and direction, and without charge
Meet the standards of the SEA [state education agency]
Include an appropriate preschool, elementary school or secondary school education
Are provided in conformity with an Individualized Education Program (IEP).
Heather

16. Least Restrictive Environment
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled
Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. H

17. Least Restrictive Environment
IDEA’s LRE provisions clearly state a strong preference for educating children with disabilities in regular education environments.
A child’s placement in the regular education classroom is the first option the IEP team must consider when determining where a child with a disability will receive his or her special education and related services. H

18. Specially Designed Instruction
Specially Designed Instruction (SDI) for children with disabilities is a requirement under the Individuals with Disabilities Education Act (IDEA), the federal law governing special education programs.
defined by IDEA as “adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.” H

19. Related Services
Transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.
Examples include speech-language pathology and audiology services, physical and occupational therapy
Determined by educational evaluation team and IEP team. M

20. Parent and Student Participation
Parents are equal members of the IEP team.
Parents have the right to receive notice – Prior written notice/Notice of recommended educational placement.
Parents have the right to give consent to evaluations, changes in placement, and release of information to others.
Students should be participating in IEP meetings when developmentally appropriate.

21. IEP Process

22. Evaluation
An evaluation must be conducted to determine if a student qualifies for special education services.
Needs are identified through the evaluation and addressed in the IEP.

23. Before the IEP Meeting
Meeting must occur before the duration date at a mutually agreed upon time.
If an Evaluation/Reevaluation was completed, the meeting must be held within 30 calendar days
- Invitation issued (at least 10 days prior to meeting).
- Parent Consent to Excuse IEP Team Member if appropriate.
- Input gathered from all team members.

24. Present Levels of Educational Performance
Academic Performance
Functional performance
May Contain:
IQ/Academic Achievement Results
Grades
Curriculum Based Assessments
State Assessments
Local Assessments (ex. M.A.P.)
Progress on academic related IEP goals
Modifications/Interventions
May Contain:
Work Completion
Class Participation/Attendance
Executive Functioning
Organization
Self Advocacy
Transitions
Ability to Work Independently
Time on Task
Activities of Daily Living
Behavioral/Social/Emotional Skills
Related Services (OT, PT, etc.)

25. Present Levels of Educational Performance (continued)
Transition information
Parental Concerns
How disability affects involvement and progress in general education curriculum.
Strengths
Needs-- must addressed as a focus in at least one of the following sections:
Goals
SDIs
Transition
Behavior Support Plan

26. Transition 14 years or older during course of IEP
Becomes the driving force of the IEP
Services and Activities to help support a student in life after school in these areas:
Employment
Postsecondary Education
Independent Living

27. Goals/Objectives
Average of 3-5 goals recommended; IEP teams need to prioritize.
Once mastered, new goals can be added.
Focus on SKILLS.
Written in a measurable way to describe reasonable expectations.
Objectives are only necessary if the student qualifies for the PASA.

28. Specially Designed Instruction (SDI)
Specially designed instruction to meet the unique needs of the student.
Ensures they have access to general education curriculum and enable students with disabilities to be educated with students without disabilities to the maximum extent appropriate.
SDIs should be concise, individualized list and what the students need.

29. Related Services
Supportive service needed to assist a student with a disability to benefit from special education:
transportation
speech/language (unless it's the primary dis.)
occupational thearpy
physical therapy
counseling/social work services

30. Supports for School Personnel
Resource materials & training
Consultation and Indirect Services
Related Services Consultation
(OT, Speech, AT, Mental Health, etc.)
Team meetings with general education and special education teachers

31. Extended School Year
Purpose is to maintain current skills over breaks in instruction.
Must meet at least 2 out of 7 qualifying criteria
Eligibility based on data and input from ALL IEP team members

32. Educational Placement
Amount of Support
itinerant (special education for 20% or <)
supplemental (> 20% but < 80%)
full time (special education for 80% or >)
Type of Support
Autistic Support, Learning Support, Life Skills Support, Emotional Support, etc.

33. Resources MTLSD Student Services page
Center for Parent Information and Resources
National PTA – Special Education Toolkit
Pennsylvania Parent Guide to Special Education