1. Administrators New to Special Education Session 1, It is the law. Dr. Tom Stone, Director Region 4

2. Introduction

3. Goals for the Day Defining terms, responsibilities and the law Student and parent rights Education process Additional specific requirements

4. Quiz 10. Scariest legal phrase: A. I am bringing an advocate. B. I am bringing a lawyer. C. I will not sign. D. Knew or should have known.

5. Federal and State Laws Guiding Special Education

6. Federal and State Laws Federal legislation Federal regulations State legislation State standards Whose IDEA is This?

7. Federal and State Laws 1.Federal legislative branch makes laws 2. Sends to federal agency that will monitor law and write regulations 3. Sends to states, which may write new state legislation 4. Sends to state agency that will monitor law and write rules (operating standards) 5. Updates Procedural Safeguards (Whose IDEA is This?) 6. Sends to local districts, which adopt policies and procedures

8. Foundation Legislation Education of the Handicapped Act of 1970 Education for All Handicapped Children Act of 1975 (P.L. 94-142) The Individual with Disabilities Act of 1990 (IDEA) The Individual with Disabilities Improvement Act 2004 (IDEIA)

9. Case Law Brown v. Board of Education - 1954 Hobson v. Hansen - 1967 PARC v. Commonwealth of Pennsylvania - 1972 Diana v. State Board of Education - 1970 Larry P. v. Riles - (1972, 1974, 1979, 1984)

10. Case Law: Appropriate Board of Education v. Rowley

11. Quiz 6. Prior to 1978 in Ohio you could be excluded from public education if: A. You could not be excluded B. Your IQ was below 50 C. Your IQ was below 80 D. You had multiple disabilities

12. What Legislation Impacts Special Education? Americans with Disabilities Act Rehabilitation Act of 1973 No Child Left Behind (NCLB) Individuals with Disabilities Education Improvement Act (IDEA 2004)

13. No Child Left Behind Purpose: … to ensure that all children have a fair, equal and significant opportunity to obtain a high quality education…

14. AYP and School Improvement Subgroups –Reading –Mathematics –Attendance –Graduation N = 30 for building N = 30 in the aggregate for the district

15. Individuals with Disabilities Education Improvement Act Aligns NCLB and IDEA 2004 There is a new focus on ensuring that students with disabilities meet high standards

16. Six Principles of IDEA 2004 Zero reject of children with disabilities Nondiscriminatory identification and evaluation- evaluation team report (ETR) Individualized education programs (IEPs) Least restrictive environment (LRE) Due process FAPE

17. Access and Standards Overarching goals and themes What all students should know and be able to do at each grade level What all students should know and be able to do

18. Operating Standards Ohio’s rules Two sets of Operating Standards for Ohio’s Schools: 1.Elementary and Secondary 2.Serving Children with Disabilities

19. Operating Standards for Ohio Educational Agencies Serving Children with Disabilities Defining Terms and Responsibilities Student and Parent Rights The Education Process Additional Specific Requirements

20. Operating Standards Defining Terms and Responsibilities 3301-51-01 Applicability of Requirements and Definitions 3301-51-02 Free Appropriate Public Education (FAPE) 3301-51-03 Child Find

21. Applicability of Requirements [3301-51-01] Sets forth responsibilities of school district of residence to provide FAPE Ensures the rights of children with disabilities and their parents are protected Operating Standards, pp.10-13

22. Definitions Defines terms as they are used in the rules Includes definitions of disability categories Operating Standards, pp.13-40

23. Quiz 9. Identify special education jargon. IEP504 ETRIDEA (IDEIA) PR0-1ESEA (NCLB) OCRORC ADAFBA

24. FAPE [3301-51-02] Free – at no cost to the parents Appropriate – suited to the unique needs of the student Public – provided by the public school district Education – schooling age 3-21 Operating Standards, pp. 41-48

25. Quiz 4. What does the A in FAPE stand for? A. Average B. Accessible C. Appropriate D. Accommodating

26. What is Special Education? It is about specially designed instruction It meets the unique needs of the student that result from his or her disability

27. Quiz 5. “Appropriate”, according to the Supreme Court, means? A. Affordable B. The best education possible C. Designed to benefit the student academically and functionally D. All of the above

28. Child Find [3301-51-03] Identify and serve all children with disabilities Maintain and examine child data Operating Standards, pp. 49-51

29. Quiz 3. When does the child find clock start? A. When a parent submits a request for an ETR in writing? B. When an employee of the district suspects a child has a disability? C. When a parent signs a permission? D. When a child fails.

30. Questions and Reflections

31. SPP/APR Federal Requirement for IDEA funding of $500 million each year to Ohio. –State Performance Plan/Annual Performance Report –20 indicators that require the collection and reporting of data regarding compliance and outcomes. –There is a district and building report.

32. Administrator Authority to allocate district resources. Questions to ask: Is the service, program, equipment, person necessary to provide FAPE? Is there an alternative?

33. Administrator You sign it, you buy it.

34. Quiz 1. How many “reports cards” are there for school buildings and districts? A. One B. Two C. Three D. Four

35. Operating Standards Student and Parent Rights 3301-51-04 Confidentiality 3301-51-05 Procedural Safeguards

36. Confidentiality [3301-51-04] Addresses personally identifiable information Requires parent consent for release of information Describes requests for records hearings Covers information disclosed to appropriate agencies when abuse and/or neglect are suspected Operating Standards, pp. 51-59

37. Procedural Safeguards [3301-51-05] Parent participation in meetings Prior written notice Procedural safeguard notice Whose IDEA is This? Independent Educational Evaluation Transfer of rights Operating Standards, pp. 60-107

38. Evaluation Team Report ETR Evaluations are conducted to determine a child’s eligibility for special education.

39. ETR An evaluation must include all areas related to or effected by the suspected disability. Once a child is suspected of having a disability the district has 30 days to obtain the parents permission.

40. ETR A district must seek permission and conduct and evaluation whenever the district knows or should have know that a child may have a disability. Scenario: a parents phone call.

41. PR-01 Prior written notice.

42. Quiz 2. How many days between permission to test for disabilities and determination documented through the evaluation team report? A. 30 days B. 60 days C. 90 days D. It is determined by the evaluation team.

43. Conflict Resolution [3301-51-05 ] Administrative review [pp. 72-73] Mediation [pp. 73-75] State complaint procedures [pp. 75-83] Resolution meeting [pp. 83-86] Impartial due process [pp. 86-93] Civil action [pp. 93-94] Attorneys’ fees [pp. 94-97] Appeal [pp. 101-104] *** Other options: Facilitated IEPs

44. Conflict Resolution Rule [3301-51-05] continued Discipline Case-by-case determination Additional authority Services Manifestation of a disability Special circumstances Operating Standards, pp. 97-107

45. Operating Standards The Education Process 3301-51-06 Evaluations 3301-51-07 Individualized Education Program

46. IEP Legal Issues Members of the IEP Team People with Special Knowledge and Expertise Excusing Members from IEP Meetings New Ways to Participate in Meetings Attorneys at IEP Meetings Handling Draft IEPs and Pre-IEP Meetings Recording Meetings

47. Quiz 8. The most frequent compliance issues in the state: A. IEP goals are not measurable B. Three year timelines are not met C. Performance levels are related to that of a typical child. D. LRE decision is not explained

48. Questions and Reflections

49. Quiz 7. You may refuse to provide specialized instruction, a service or accommodation when: A. It is too expensive B. We have no one qualified to provide the service C. We do not do that here D. It is not need to provide FAPE E. You may never refuse.

50. Resources The Ohio Department of Education (ODE) (877) 644-6338 www.education.ohio.gov http://edresourcesohio.org/ ODE Office for Exceptional Children (ages 5-22) (614) 466-2650 ODE Office of Early Learning and School Readiness (ages 3-5) (614) 466-0224 The Ohio Coalition for the Education of Children with Disabilities (800) 374-2806 www.ocecd.org

51. Resources CEC Wrights Law