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20112012 Office of Special Education Reference Guide
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1200 Firs t Street , NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

   

2011-­‐2012  

Office  of  Special  Education    

Reference  Guide  

 

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Introduction  .........................................................................................................................................  3  Message  from  DCPS  ......................................................................................................................................  3  Purpose  and  Structure  of  this  Guide  ............................................................................................................  4  

Special  Education  Philosophy  and  Concepts  .........................................................................................  5  Special  Education  in  DCPS  ............................................................................................................................  5  The  Special  Education  Flow  Chart  .................................................................................................................  5  Vision  ............................................................................................................................................................  5  

 ..............................................................................................................................................................  5  Guiding  Principles  .........................................................................................................................................  5  Expectations  for  the  School  ..........................................................................................................................  7  Critical  Concepts  in  Special  Education  ..........................................................................................................  8  Inclusive  and  Integrated  Learning  for  Students  with  Disabilities  ..................................................................  8  Legal  Standards  for  IDEA  Eligibility  .............................................................................................................  11  Legal  Frameworks  .......................................................................................................................................  13  Toolkit  for  Student  Interventions  ...............................................................................................................  14  Building  Trust  and  Confidence  with  Parents  ...............................................................................................  14  Co-­‐Teaching  ................................................................................................................................................  15  DIBELS  .........................................................................................................................................................  16  Intervention  Strategies  Outside  of  the  Special  Education  Process  ..............................................................  16  Special  Education  Data  System  (SEDS)  .......................................................................................................  21  

Special  Education  Procedures  and  Guidelines  ....................................................................................  23  The  IEP  Timeline  .........................................................................................................................................  23  IEP  Procedures:  The  Seven  Steps  ................................................................................................................  23  Related  Services  ..........................................................................................................................................  25  

 

 

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Introduction  

Message  from  DCPS    As  educators,  we  share  a  common  goal:  to  provide  a  quality  education  to  every  student,  

 OUR  MISSION  

 To  do  whatever  it  

takes  to  make  sure  students  

with  disabilities  become  

successful  adults,  who  have  good  

careers,  live  independently,  and  are  engaged  

with  the  community.  

 

regardless  of  their  capabilities  and  needs.  Providing  effective  educational  

services  to  children  with  special  needs  is  a  unique  challenge,  and  a  

critical  objective  of  this  administration.  

DCPS  is  investing  extensive  resources  to  reform  and  update  our  special  

education  system.  At  one  level,  these  reforms  are  necessary  to  comply  

with  federal  and  local  laws,  meet  our  obligations  in  ongoing  court  cases,  

and  avoid  costly  and  unnecessary  litigation.  But  they  also  have  a  broader  

goal:  to  ensure  that  our  school  system  is  flexible,  adaptable,  and  

consistent  in  providing  superior  educational  services  to  students  with  

special  needs.  

This  update  to  the  Special  Education  Reference  Guide  is  one  step  in  that  

direction.  This  manual,  along  with  training  and  support  from  the  Office  

of  Special  Education,  will  help  inform  administrators,  school-­‐based  staff,  

teachers,  related  service  providers,  and  others  who  have  responsibilities  

for  special  education  about  the  current  requirements,  procedures,  and  

expectations  surrounding  special  education  within  DCPS.  

 It  is  our  expectation  that,  with  the  aid  of  this  guide  and  related  support,  the  DCPS  special  education  system  will  become  better  than  it  has  ever  been.                              

 

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Purpose  and  Structure  of  this  Guide  

This  Guide  is  intended  to  be  your  primary  reference  tool  in  addressing  the  needs  of  students  with  disabilities.  It  is  

broken  into  two  parts.  The  first  articulates  the  philosophy  of  special  education,  as  well  as  the  key  concepts  behind  

the  laws  and  procedures  that  shape  special  education.  Every  member  of  DCPS,  from  administrators  to  classroom  

teachers  to  special  educators  and  support  staff,  must  recognize  and  embrace  these  concepts  for  our  system  to  

succeed.  

The  second  part  provides  clear  guidelines  and  defined  procedures  that  must  be  followed  as  part  of  the  special  

education  process.  Many  of  these  procedures  are  dictated  by  law,  and  all  of  them  must  be  followed  consistently.  

To  facilitate  the  task  of  meeting  procedural  requirements,  the  Guide  aims  to  make  the  necessary  guidelines  as  

simple  and  clear  as  possible.  Your  feedback  will  help  us  meet  this  goal.    

The  Guide  also  includes  a  glossary  and  several  appendices  that  provide  additional  detail  related  to  definitions,  

laws,  and  services  you  will  need  to  be  familiar  with.  The  glossary  in  particular  can  be  a  handy  resource  for  

recognizing  acronyms  and  understanding  the  technical  meaning  of  words  and  ideas  commonly  used  in  the  special  

education  process.  The  glossary  can  be  found  near  the  end  of  the  Guide.  

                                                 

 

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Special  Education  Philosophy  and  Concepts  

Special  Education  in  DCPS    

The  Special  Education  Flow  Chart  Every  child  is  unique,  and  so  the  Special  Education  process  must  be  flexible  enough  to  meet  a  wide  variety  of  needs.  At  it's  root,  however,  the  process  has  seven  critical  steps  that  must  be  undertaken  consistently.    

   

Vision  DCPS  and  the  Office  of  the  State  Superintendent  of  Education  (OSSE)  have  developed  a  vision  and  adopted  a  set  of  expectations  related  to  special  education  within  the  District  of  Columbia.  This  vision,  combined  with  the  core  beliefs  mentioned  in  the  introduction,  form  the  foundation  for  how  we  view  our  schools,  our  students,  and  ourselves  as  we  work  together  to  improve  the  outcomes  for  every  child  we  serve.      

VISION  AND  DCPS  CORE  BELIEFS:  WHAT  SHOULD  SPECIAL  EDUCATION  ACCOMPLISH?  DCPS  Special  Education  should  accomplish  the  following:    

1. Excellent  Education.    Students  with  disabilities  will  receive  an  excellent  education.        

2. Success.    Students  with  disabilities  will  become  successful  adults,  achieving  meaningful  careers,  living  

independently,  and  engaged  in  their  community.    

3. Inclusion.    Students  with  disabilities  will  be  educated  in  classrooms  with  their  non-­‐disabled  peers  and  

participate  fully  in  school  life.  

Guiding  Principles  The  vision  and  beliefs  adopted  by  DCPS  have  practical  impacts  on  the  manner  in  which  special  education  is  administered  in  your  school.  Below  are  numerous  examples  of  how  to  apply  the  core  beliefs.      

SCHOOL  CLIMATE  Processes  and  procedures  are  only  a  component  of  effectively  serving  our  students  with  special  needs.  A  school  that  fosters  an  environment  of  caring,  respect,  and  support  for  all  our  students  clears  a  path  for  success.    

1. Create  a  Positive  Climate.    Encourage  a  safe  and  respectful  learning  environment  among  students  and  

staff.  

 

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2. Advocate  for  Learning.    Teachers  and  service  providers  should  empower  students  to  become  advocates  

for  their  own  learning,  including  by  modeling  and  connecting  them  to  school  and  community  supports.      

3. Embrace  Family  Involvement.    Parents  are  deeply  involved  in  the  school,  and  should  be  viewed  as  team  

members  in  implementing  positive  behavior  support.  Family  advocacy  is  welcome  and  supported.    

4. Keep  Students  in  the  Fold.    Students  should  receive  needed  services  and  supports  to  avoid  suspension,  

expulsion,  arrest,  and  dropping  out.  

EARLY  INTERVENTION  

 

 The  first  step  in  the  special  education  process  is  identifying  students  with  special  needs.  The  principle  of  

early  intervention  encourages  teachers  and  support  staff  to  look  for  academic  or  behavior  problems  and  

react  quickly  to  provide  the  services  and  supports  the  child  needs.  

 

1. Early  Identification.    Students  having  academic  or  behavior  problems  are  identified  through  a  school  

based  process  and  provided  the  services  and  supports  they  need.  

2. School-­‐Based  Student  Support  Process.    Each  school  will  have  a  core  group  of  professionals  that  will  lead  

the  work  around  all  areas  of  student  support  and  that  will  be  responsible  for  responding  quickly  to  

identified  student  needs.  More  information  on  this  process  and  on  Student  Support  Teams  (SSTs)  can  be  

found  in  the  section  Toolkit  for  Student  Interventions.  

3. Response  to  Parent  Requests.    If  desired  by  the  parents,  students  with  suspected  disabilities  should  be  

evaluated  for  eligibility  for  special  education.  Note:  If  the  parent  requests  evaluation,  they  must  be  

performed,  and  should  not  be  delayed  by  performing  only  the  SST  process.  The  SST  and  evaluation  for  

eligibility  for  special  education  process  should  occur  simultaneously  in  order  to  provide  support  for  the  

student  and  gather  data  for  the  eligibility  determination.    

4. Identify  Appropriate  Wraparound  Services.    Students  whose  behavior  issues  are  beyond  the  expertise  of  

the  Student  Support  Team  or  other  in-­‐school  supports  should  be  referred  for  wraparound  services,  (e.g.  

psychological  evaluation,  therapeutic  support,  therapy  outside  the  school  setting,  behavior  specialist  

consult.)  

IEPs  Individualized  Education  Plans  (IEPs)  are  the  centerpiece  of  special  education.  As  you  develop  IEPs,  consider  the  following  principles.      

1. Set  Ambitious  Goals.    Ambitious  goals  are  necessary  for  the  academic  achievement  and  personal  growth  

of  students  with  disabilities.  The  goals  should  set  high  expectations  for  students  and  should  be  supported  

by  clear  descriptions  of  the  knowledge  to  be  taught,  including  measurable  performance  indicators.  IEPs  

 

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enable  students  to  gain  the  skills  they  need  to  graduate  and  seek  further  schooling,  hold  a  good  job,  live  

independently,  and  be  engaged  in  their  community.  

2. Ensure  Effective  Instruction.      Students  with  disabilities  must  be  taught  by  competent  staff  using  effective  

instructional  practices.    

3. Work  Together  for  the  Student.    IEPs  must  be  based  on  the  specific  needs  of  the  student.  The  student’s  

education  team  members  should  use  both  qualitative  and  quantitative  information  to  develop  a  shared  

understanding  of  the  student’s  strengths,  needs,  interests  and  preferences,  as  well  as  a  shared  plan  of  

interventions  and  supports.  Teams  must  regularly  assess  progress  and  modify  plans  when  desired  

progress  is  not  being  made.  Any  member  of  the  team,  including  a  parent,  may  convene  a  meeting  to  

consider  modifications  to  the  plan.      

4. Make  Use  of  Differentiated  Instruction.  Teachers  and  service  providers  should  respond  to  each  student’s  

short-­‐  and  long-­‐term  goals,  developing  individualized  academic  and  therapeutic  strategies  to  meet  those  

goals.  Teachers  must  be  flexible  in  their  approach  to  teaching  and  adjust  presentation  of  information  to  

all  learners  in  the  classroom.  

5. Respect  the  Role  of  Parents.    Parents  are  respected  members  of  the  IEP  team  whose  insights  and  

recommendations  are  valued.  They  should  receive  the  support  they  need  to  participate  as  team  

members,  including  transportation,  child  care,  interpreter  services  and  pre-­‐meeting  briefings.      

6. Prepare  for  Transitions.    IEPs  should  prepare  students  for  transitions,  including  between  schools  and  from  

the  school  system.  They  must  also  strive  to  identify  community-­‐based  supports  and  resources.  IEP  teams  

must  ensure  that  students  in  nonpublic  placements  are  able  to  maintain  ties  with  their  home  school  and  

community.      

AYP  Students  with  disabilities  should  be  expected  to  participate  in  statewide  academic  achievement  assessments,  such  as  the  DC  Comprehensive  Assessment  (DCCAS),  with  appropriate  accommodations.  In  exceptional  cases,  students  with  disabilities  participate  in  an  alternate  assessment.  

 

Expectations  for  the  School    While  teachers  implement  the  special  education  process,  they  must  be  supported  appropriately  by  their  schools.  Every  school  must  have  structures  in  place  to  meet  the  needs  of  their  students  as  well  as  the  teachers  that  serve  them.  

 

1. Unified  Purpose.    Principals,  school  staff,  and  service  providers  must  work  together  to  ensure  

implementation  of  the  vision,  beliefs,  and  guiding  principles  of  special  education,  as  well  as  the  proper  

execution  of  special  education  procedures.        

2. Highly-­‐Skilled  Teachers  and  Service  Providers.    Schools  must  have  proper  resources  to  address  students  

with  special  needs.  These  include  teachers  and  service  providers  that  have  proven  records  in  helping  

 

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students  with  disabilities  meet  ambitious  goals  through  school,  community,  and  family-­‐based  

interventions.  These  teachers  should  also  be  rewarded  for  their  accomplishments.  

3. Professional  Development.    School  staff  must  receive  coaching  and  training  to  educate  their  children  with  

special  needs  according  to  DCPS  principles.  

   

4. Adequate  Staff.    Each  school  must  have  sufficient  staff  to  ensure  timely  development  and  implementation  

of  individualized  plans,  including  SST  plans,  IEP  plans,  and  wraparound  service  plans.      

5. Access  to  Services.    Schools  must  provide  access,  in  a  timely  fashion,  to  the  services  needed  to  implement  

IEP  plans,  SST  plans,  and  wraparound  service  plans.              

6. Interagency  Collaboration.    When  a  student  is  involved  in  other  public  service  systems,  representatives  of  

those  systems  are  encouraged  and  supported  to  participate  in  the  SST,  IEP,  and  wraparound  services  

planning  process.  Information  will  be  shared  as  desired  by  the  parent.      

7. Dispute  Resolution.    Schools  must  timely  and  collaboratively  resolve  disputes  with  parents  concerning  

instruction  or  services.  

     

8. Monitoring.    Schools  must  actively  monitor  and  evaluate  the  quality  of  instruction  and  services  provided  

students  with  disabilities,  and  actively  participate  in  district-­‐wide  performance  evaluation  activities.  

Schools  should  use  the  information  to  improve  instruction  and  services.      

 

Critical  Concepts  in  Special  Education  

Inclusive  and  Integrated  Learning  for  Students  with  Disabilities  

 The  Inclusion  Belief:  

Inclusion  is  the  

fundamental  belief  that  

all  students  can  thrive  academically  and  socially  

in  the  neighborhood  school.  

 

One  of  the  components  of  the  DCPS  vision  is  inclusion.  All  teachers  

and  support  staff  can  benefit  from  a  clear  understanding  of  what  

inclusion  means,  and  how  it  should  be  implemented.  

Federal  Regulations  §  116(e)  

What  does  inclusive  and  integrated  learning  mean?  

The  concept  of  inclusion  is  to  ensure  that  children  with  disabilities  are  educated  alongside  their  non-­‐disabled  peers  

to  the  greatest  extent  possible.  Inclusive  and  integrated  learning  environments  broadly  discourage  the  use  of:  

1. special  classes  

2. separate  schools  

 

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3. other  educational  approaches  that  remove  students  with  disabilities  from  the  general  education  

environment  

Segregation  of  a  student  with  special  needs  should  only  occur  rarely  and  only  when  the  nature  or  severity  of  a  

student’s  disability  is  such  that  educating  the  student  in  the  general  education  environment,  with  the  use  of  

supplementary  aids  and  services,  cannot  be  satisfactorily  achieved.  The  law  does  not  allow  a  student  to  be  

removed  from  the  general  education  environment  solely  because  the  general  curriculum  needs  to  be  modified  for  

the  student.    

 

The  Office  of  the  State  Superintendent  of  Education  (OSSE)  and  DCPS  expect  children  with  disabilities  residing  in  

the  District  of  Columbia  to  be  educated  in  an  inclusive  environment.      

Why  is  this  issue  a  priority?  

Students  in  the  District  of  Columbia  are  sent  to  the  most  segregated  non-­‐public  settings  at  a  higher  rate  than  any  

other  school  jurisdiction  in  the  country.  This  is  inconsistent  with  the  vision  and  goals  of  DCPS  and  with  the  best  

interests  of  the  students.    

 

Congress  enacted  IDEA  to  bring  parents,  students,  and  schools  together  in  a  collaborative  effort  to  promote  

student  achievement  and  success.  When  a  student  attends  his  or  her  neighborhood  school,  the  school  is  able  to  

serve  as  a  single  point  of  contact  for  the  student  and  the  student’s  parents.  This  central  role  helps  schools  build  

relationships  with  students  and  parents,  improving  service  delivery  and  promoting  better  communication.  

 

Schools  (and  school  systems)  that  do  not  effectively  practice  inclusive  and  integrated  learning  shut  the  door  on  this  

communication  and  encourage  a  belief  that  the  school  is  inadequate  to  meet  the  needs  of  its  students.  

 

DCPS  has  enacted  many  reforms  to  improve  our  schools.  One  element  of  this  effort  is  to  restore  a  positive  image  

of  DCPS  as  an  effective  school  system  –  one  that  is  routinely  capable  of  serving  students  in  their  neighborhood  

schools  and  in  inclusive  classrooms.    

 

Moreover,  DCPS  believes  that  inclusive  learning  leads  to  better  educational  outcomes  for  students  with  disabilities,  

preparing  them  for  independent  living,  higher  education,  and  gainful  employment.      

IDEA  §  612(a)(1)(A)  

IDEA  §  612(a)(5)(A)  

DCMR  §  5-­‐3013  (4)  

What  are  “inclusive”  schools?    

   An  inclusive  school  or  classroom  is  an  educational  setting  in  which  all  students  have  an  equal  opportunity  to  benefit  from  the  curriculum  and  become  a  part  of  the  larger  school  community  regardless  of  individual  strengths  or  needs.  

 

 

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Inclusive  schools  do  not  simply  check  off  boxes  and  provide  pre-­‐packaged  answers  to  students  and  families  with  

individual  needs.  No  school  system  can  achieve  success  by  operating  in  a  cookie-­‐cutter  fashion.  Rather,  the  

inclusive  school  prioritizes  the  individual  student’s  needs.  What  is  easiest  or  best  for  a  school,  a  teacher,  an  

administrator,  or  a  district  is  not  a  part  of  the  equation.    

 

In  practice,  many  classes  within  a  school  may  include  students  that  require  special  services.  Inclusive  schools  are  

prepared  to  provide  services  such  as:  

1.        classroom  accommodations  

2.        amendments  to  the  curriculum  

3.        services  brought  into  the  classroom  

4.        pulling  the  student  out  of  the  classroom  for  specialized  instruction  

5.        other  arrangements  that  will  allow  the  student  to  benefit  from  the  curriculum  

The  Office  of  the  State  Superintendent  of  Education  (OSSE)  has  also  given  technical  guidelines  on  educating  

children  in  inclusive  environments.  These  guidelines  can  be  found  in  the  Appendix.  For  more  on  the  OSSE  Inclusion  

Policy,  see  their  website  at  http://www.osse.dc.gov/.  

 

How  does  inclusive  and  integrated  learning  impact  the  decision  to  use  non-­‐public  schools?  To  meet  the  requirements  of  IDEA,  as  well  as  the  civil  rights  of  the  student,  it  is  not  adequate  to  move  directly  from  basic  special  needs  eligibility  tests  to  selection  of  a  non-­‐public  school  to  serve  the  child.  The  special  education  process  must  be  engaged,  and  the  child’s  school  must  seek  accommodations  that  will  allow  the  child  to  be  educated  in  the  least  restrictive  environment,  as  close  to  his  or  her  home,  as  reasonably  possible.    

 

Keeping  a  student  with  special  needs  in  the  general  education  environment  conveys  significant  benefits  to  the  

student,  as  well  as  to  non-­‐disabled  students  and  the  school  at  large.  Public  schools  offer  social  opportunities,  life  

skills,  and  electives  that  may  be  limited  or  missing  from  non-­‐public  environments.  In  addition,  it  allows  the  school  

to  build  and  support  effective  resources  within  the  public  school  setting  that  can  benefit  all  students.  

 

While  it  is  perfectly  appropriate  to  send  a  student  to  a  non-­‐public  school  for  services  that  are  beyond  the  current  

capacity  of  DCPS,  it  is  not  appropriate  to  do  so  on  the  mere  suspicion  that  DCPS  cannot  serve  the  child.  Even  when  

an  individual  school  is  not  able  to  serve  a  particular  student’s  needs,  it  does  not  follow  that  the  needed  service  or  

specialized  support  cannot  be  brought  to  that  school,  or  that  no  other  DCPS  school  can  serve  the  student.  DCPS  

has  many  public  school  options  to  offer  students,  such  as  Schoolwide  Applications  Model  schools  (SAM  

schools),  Full  Service  schools,  and  individual  schools  with  specialized  supports  in  place.  

 

If  no  school  within  DCPS,  even  with  additional  supports  and  services,  can  serve  the  student,  only  then  should  the  

discussion  turn  toward  what  other  setting  can  appropriately  serve  the  student.    

 

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Legal  Standards  for  IDEA  Eligibility  

Determining  eligibility  under  IDEA  is  one  step  in  the  special  education  process  for  students,  but  it  also  plays  a  

larger  role  in  the  school  system’s  legal  requirements  regarding  special  education.  The  eligibility  test,  as  reflected  in  

the  framework  of  IDEA,  is  meant  to  ensure  that  federal  funding  for  special  education  is  only  spent  on  students  who  

are  eligible  to  receive  various  safeguards  and  services  under  IDEA.  States  not  following  IDEA  requirements  are  

subject  to  having  their  federal  funding  reduced  or  eliminated.  

IDEA  §  612(a)  

Eligibility’s  Two-­‐Part  Test  Not  every  student  with  a  disability  is  automatically  eligible  for  special  education  services  (including  the  funding  that  makes  the  services  possible).  Under  IDEA,  eligibility  is  a  two-­‐part  test.      

Federal  Regulations  §  323(c)(1)  

1. Does  the  student  have  an  IDEA-­‐defined  disability?  

and  

2. Does  the  disability  require  special  education  and  related  services?  

A  student  who  has  a  disability  listed  in  IDEA  is  eligible  for  special  education  and  related  services  if  the  disability  

adversely  affects  the  student’s  educational  performance  to  the  extent  that  special  education  and  services  are  

necessary  for  the  child  to  receive  a  free,  appropriate  public  education  (FAPE).  

 

If  the  answer  to  both  of  those  questions  is  yes,  then  the  student  is  eligible  for  special  education  and  related  

services  and  an  IEP  must  be  developed.  If  a  student  is  found  ineligible  for  special  education,  the  student’s  team  

should  determine  if  he  or  she  may  be  eligible  for  accommodations  under  Section  504,  the  Americans  with  

Disabilities  Act,  or  other  state  and  federal  laws,  and  refer  the  issue  to  the  SST.    

 

An  eligibility  meeting  is  used  to  determine  whether  a  student’s  disability  adversely  affects  his  or  her  educational  

performance,  and  if  that  adverse  effect  requires  services  for  the  student  to  receive  an  appropriate  education.  The  

meeting  will  be  discussed  in  more  detail  in  Part  II  –  Procedures  and  Guidelines.  

 

 

IDEA  §  602(3)(B)  

IDEA  §  614(a)(1)(C)(i)  

IDEA  §  614(d)(3)(E)  

 

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Disability  Classifications  

IDEA  provides  a  specific  list  of  disability  types  that  are  necessary  for  a  student  to  be  eligible  for  special  education.      

Technical  definitions  of  each  category,  including  information  on  cases  where  they  do  not  apply,  can  be  found  in  the  

glossary  of  this  guide.  

 Autism    Deaf-­‐Blindness    Deafness  

 Emotional  Disturbance    Hearing  Impairment    Intellectual  Disability  

 Multiple  Disbilities    Orthopedic  Impairment    Specific  Learning  Disability  

 Traumatic  Brain  Injury    Speech/Language  Impairment    Visual  Impairment  

 Other  Health  Impairment          

If,  after  reviewing  the  appropriate  assessments,  a  student  is  determined  to  have  one  of  these  defined  disabilities,  

then  the  answer  to  the  first  eligibility  question  is  yes.  If  not,  the  student  will  not  be  eligible  for  special  education  

and  related  services  under  IDEA.  There  is  an  exception,  however,  for  certain  cases  of  developmental  delay.    

IDEA  §  602(3)(B)  

Developmental  Delay  

 In  addition  to  the  specific  disabilities  listed  above,  IDEA  allows  special  education  services  to  be  provided  if  a  child  is  found  to  be  experiencing  a  developmental  delay.  The  developmental  delay  classification  is  also  recognized  in  the  District  of  Columbia  Municipal  Regulations  (DCMR),  and  DC  school  staff  must  consider  it  in  appropriate  cases.      A  child  aged  3  through  9  may  be  considered  a  child  with  a  disability  if  measurements  and  testing  indicate  the  child  has  a  developmental  delay  in  one  or  more  of  the  following  areas:  

1. physical  development  2. cognitive  development  3. communication  development  4. social  or  emotional  development  5. adaptive  development  

Note:  The  DCMR  allows  Developmental  Delay  to  be  considered  only  for  a  child  aged  3  to  7.  It  is  DCPS  policy  to  follow  the  DCMR  in  this  area.    Developmental  delay  may  be  invoked  if  a  child’s  performance  (as  measured  by  appropriate  standardized  diagnostic  instruments  and  procedures)  in  any  of  these  areas  (with  the  exception  of  social  or  emotional  by  itself)  is  at  least  two  years  below  a  child’s  chronological  age,  and/or  at  least  two  standard  deviations  

 

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below  the  mean.    As  with  other  disability  classifications,  children  with  developmental  delays  are  eligible  for  special  education  services  only  if  their  needs  are  because  of  the  developmental  delays.      Note:    No  child  shall  be  classified  as  having  developmental  delay  based  solely  on  deficits  in  the  area  of  social  and/or  emotional  development.  “Developmental  delay"  also  does  not  apply  to  children  that  classify  under  the  IDEA  list  of  disability  types  (see  above).      Students  who  are  not  eligible  for  services  under  IDEA  may  qualify  for  other  services  or  protections  that  are  not  part  of  the  special  education  process.  See  the  section  of  the  Guide  titled  “Intervention  Strategies  Outside  of  the  Special  Education  Process”  for  more  information.    

 Legal  Frameworks  Most  procedures  in  the  special  education  process  come  from  federal  and  state  regulations.  These  rules  attempt  to  create  a  system  to  help  schools  service  students  with  special  needs  in  an  orderly  and  accountable  way.  They  also  form  the  framework  that  government  authorities  use  to  determine  where  and  how  they  will  allocate  federal  funds  for  special  education.      Specific  actions  required  by  law  will  be  detailed  in  Part  II  of  the  guide,  and  the  Appendix  presents  many  of  the  specific  regulations  that  dictate  special  education  requirements.  It  can  be  beneficial,  however,  to  become  familiar  with  some  of  the  terms  that  are  used  throughout  the  special  education  process.    

DCMR  

The  District  of  Columbia  Municipal  Regulations  (DCMR)  are  the  state-­‐level  regulations  for  the  District.  These  regulations  frequently  provide  greater  detail  on  the  legal  requirements  of  federal  laws.  Title  5  of  the  DCMR  pertains  to  education,  and  chapter  30  of  Title  5  pertains  specifically  to  special  education  issues.          

Individuals  with  Disabilities  Education  Act  (IDEA)  The  Individuals  with  Disabilities  Education  Act  (IDEA),    is  the  federal  law  that  drives  most  special  education  issues.  More  information  about  the  Act  can  be  found  in  the  Appendix.    

Section  504  of  the  Rehabilitation  Act  of  1973  Section  504  is  a  civil  rights  law  designed  to  protect  individuals  with  disabilities  from  discrimination  and  to  provide  students  with  disabilities  the  same  educational  opportunities  as  their  non-­‐disabled  peers.  Section  504  also  affords  students  with  disabilities  the  right  to  FAPE.    Protection  under  Section  504  is  monitored  by  the  US  Department  of  Education  Office  of  Civil  Rights.  It  applies  to  all  aspects  of  a  student’s  education,  including  classroom  instruction,  disciplinary  actions,  district  and  state  assessments,  and  extra-­‐curricular  programs.      

 

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Free  Appropriate  Public  Education  (FAPE)  Free  appropriate  public  education  or  FAPE  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,  including  the  requirements  of  this  part;   Include  an  appropriate  preschool,  elementary  school,  or  secondary  school  education  in  the  State  involved;  

and   Are  provided  in  conformity  with  an  individualized  education  program  (IEP)  that  meets  the  requirements  of  

Sec.  Sec.  300.320  through  300.324.  

IDEA  Sec.  300.17  Free  appropriate  public  education.  (Authority:  20  U.S.C.  1401(9))    http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E17%2C    FAPE  Requirements  Under  Section  504  of  The  Rehabilitation  Act  of  1973    Section  504  of  the  Rehabilitation  Act  of  1973  protects  the  rights  of  individuals  with  disabilities  in  programs  and  activities  that  receive  federal  funds.  Section  504  provides  that:  “No  otherwise  qualified  individual  with  a  disability  in  the  United  States  .  .  .  shall,  solely  by  reason  of  her  or  his  disability,  be  excluded  from  the  participation  in,  be  denied  the  benefits  of,  or  be  subjected  to  discrimination  under  any  program  or  activity  receiving  Federal  financial  assistance  .  .  .”      The  Section  504  regulation  requires  a  school  district  to  provide  a  “free  appropriate  public  education”  (FAPE)  to  each  qualified  person  with  a  disability  who  is  in  the  school  district’s  jurisdiction,  regardless  of  the  nature  or  severity  of  the  person’s  disability.http://www.ed.gov/about/offices/list/ocr/docs/edlite-­‐FAPE504.html    DCPS  policies  on  inclusive  and  integrated  learning  are  designed  in  part  to  meet  the  requirements  of  FAPE.    

Hearing  Officer  Determinations  (HOD)  Hearing  officer  determinations  are  legally  binding  orders  issued  by  an  impartial  hearing  officer  as  a  result  of  a  due  process  complaint.  All  HODs  that  find  a  denial  of  FAPE  require  action  on  the  part  of  DCPS.  Coordinators  must  review  all  HODs  immediately  and  ensure  that  every  element  of  the  HOD  is  implemented  within  the  given  timeframes.    Expediters  at  the  central  office  will  assist  Coordinators  to  ensure  that  all  HODs  are  implemented  appropriately.        

Settlement  Agreements  (SA)  An  SA  is  very  similar  to  an  HOD,  except  that  SAs  are  created  by  an  agreement  between  DCPS  and  the  parent,  whereas  HODs  are  ordered  by  a  hearing  officer.  SAs  are  legally  binding  agreements.  All  SAs  require  action  on  the  part  of  DCPS.  Coordinators  must  review  all  SAs  immediately  and  ensure  that  every  element  of  the  SA  is  implemented  within  the  given  timeframes.  Expediters  at  the  central  office  will  assist  Coordinators  to  ensure  that  all  SAs  are  implemented  appropriately.  

Toolkit  for  Student  Interventions  

Building  Trust  and  Confidence  with  Parents  

It  is  important  to  work  cooperatively  and  knowledgeably  with  

parents  at  every  stage  of  the  special  education  process.  But  it  is  

especially  vital  at  the  beginning  of  the  process,  at  the  point  

where  you  are  determining  a  student’s  needs.  The  approach  you  

 The  early  stages  of  the    

special  education  process    should  be  about  listening  to    

 

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take  at  this  critical  juncture  can  go  a  long  way  toward  

determining  whether  your  relationship  with  the  parents  will  be  

collaborative  or  adversarial.  

parent  concerns,  building    rapport  with  the  parent,    and  developing  a  team    

attitude.    

The  early  stages  should  be  about  listening  to  parent  concerns,  building  rapport  with  the  parent,  and  developing  a  team  attitude  around  serving  the  student’s  needs.  The  special  education  process  can  generate  confusion  and  anxiety,  so  it  is  helpful  to  explain  the  various  steps  and  roles  before  the  process  begins.  Effective  communication  can  be  as  simple  as:  

1. being  available  to  answer  questions  

2. listening  to  parent  concerns  

3. being  courteous  and  professional  

4. offering  information  

5. responsiveness  

This  is  also  the  time  when  creative  thinking  and  problem  solving  can  be  used  to  develop  early  intervention  strategies  that  can  

improve  the  student’s  long-­‐term  success.  

 

When  parents  are  given  the  time,  consideration,  understanding,  and  information  that  a  professional  educator  can  offer,  the  

long-­‐term  relationship  with  that  parent  is  far  more  likely  to  be  one  of  trust  and  cooperation  as  opposed  to  anger  and  litigation.    

Co-­‐Teaching  Providing  specialized  instruction  that  meets  the  needs  of  all  students  in  inclusive  settings  requires  collaboration  and  shared  accountability.  Co-­‐teaching  is  a  successful  model  for  achieving  these  goals.  General  and  special  educators  must  recognize  that  both  are  responsible  for  the  development  of  every  child  in  their  classroom.    In  the  optimal  co-­‐teaching  classroom,  general  and  special  educators  and/or  related  service  providers  co-­‐teach,  co-­‐plan,  and  co-­‐grade  such  that  it  is  virtually  indistinguishable  which  teacher  is  the  general  education  teacher  and  which  is  the  special  education  teacher  and/or  related  service  provider.    To  facilitate  a  harmonious  relationship,  general  and  special  education  teachers  should  identify  each  other’s  roles  within  the  classroom,  and  how  those  roles  interact.  Other  districts  have  adopted  terms  such  as  “content  experts”  for  general  educators  and  “learning  strategists”  for  special  educators  to  help  provide  clarity  around  roles.      

 

 

 

No  matter  what  title  co-­‐teachers  decide  to  adopt,  both  must  assume  responsibility  for  all  students  and  must  

actively  work  together  within  the  classroom.  They  must  also  prepare  together  outside  the  classroom.  Co-­‐teachers  

 

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should  collaboratively:  

 

develop  a  multilevel  curriculum  

co-­‐design  lesson  plans  with  appropriate  strategies  for  all  students  

articulate  in  their  lesson  plan  specifically  how  differentiation,  re-­‐teaching,  

and  enrichment  will  occur.  

     

DIBELS  

Special  Education  Students  and  DIBELS  The  Dynamic  Indicators  of  Basic  Early  Literacy  Skills  (DIBELS)  is  a  progress  monitoring  system  that  is  used  to  assess  phonemic  awareness,  alphabetical  principle,  accuracy  and  fluency,  vocabulary,  and  comprehension.  DIBELS  should  be  administered  to  almost  all  students  who  are  learning  to  read  in  English  and  who  are  physically  capable  of  taking  the  tests.  DIBELS  may  not  be  appropriate  for  a  very  small  group  of  students  who  are  deaf,  students  who  are  completely  nonverbal,  and  those  who  are  unable  to  engage  in  the  assessment  process  due  to  certain  characteristics  of  Autism.  Thus,  the  vast  majority  of  DCPS  students  with  IEPs  in  grades  K-­‐5  should  be  assessed  using  DIBELS.      If  you  have  questions  about  the  appropriateness  of  the  DIBELS  assessment  for  a  specific  student,  please  contact  Nancy  Moser  in  the  Office  of  Specialized  Education  [email protected]      

DIBELS  Informs  and  Supports  Special  Education  

DIBELS  data  is  especially  important  for  students  receiving  special  education  services  to  help  assess  how  they  are  responding  to  the  specialized  instruction  hours  in  their  IEPs.    The  data  collected  from  DIBELS  is  appropriate  to  bring  to  annual  IEP  meetings  to  discuss  a  student's  present  levels  of  performance.      During  the  DIBELS  benchmark  screening  of  all  K-­‐5  students,  all  students  should  be  administered  grade-­‐level  materials.  When  progress  monitoring,  teachers  can  use  materials  at  the  student's  instructional-­‐level  if  the  grade-­‐level  materials  are  too  difficult  to  show  response  to  instruction.    Please  remember,  DIBELS  is  not  designed  to  assign  grades  to  students.  Rather,  DIBLES  is  designed  to  determine  which  students  need  additional  support  and  to  evaluate  how  students  are  responding  to  intervention.  Therefore,  the  assessments  should  be  administered  exactly  as  designed  (i.e.  timed).      

Intervention  Strategies  Outside  of  the  Special  Education  Process  When  a  child  is  struggling,  teachers  need  effective  intervention  strategies  to  restore  the  child  to  the  path  of  

academic  success.  The  special  education  process,  which  follows  IDEA  guidelines,  is  one  alternative.  But  there  are  

other  strategies  to  aid  students  that  can  be  used  prior  to  or  as  an  alternative  to  the  special  education  process.  They  

include:    

 

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1. Child  Find  

2. Student  Support  Teams  

3. Section  504  of  the  Rehabilitation  Act  of  1973  

The  correct  tool  for  a  given  situation  will  depend  on  a  child’s  unique  circumstances  –  their  age,  disabilities,  and  

requirements.  In  many  cases,  multiple  strategies  will  be  used.  Under  the  law,  these  strategies  must  be  exercised  to  

the  fullest  extent  possible  to  help  children  with  special  needs  succeed.  It  is  the  responsibility  of  all  DCPS  staff  to  

use  these  strategies  correctly.  

 

1.  Child  Find  

Child  Find’s  goal  is  to  identify  and  appropriately  serve  the  educational  needs  of  all  eligible  children  that  are  

experiencing  academic  or  developmental  delays.    

 

Child  Find  requires  that  all  children  with  disabilities  –  including  infants  and  toddlers  –  be  identified,  located,  and  

evaluated.  It  also  requires  that  practical  methods  be  developed  to  implement  services  for  these  children.  It  applies  

to  all  children,  including  those  who  are  homeless  or  wards  of  the  state.  Children  with  disabilities  attending  private,  

charter,  or  religious  schools,  regardless  of  their  disabilities,  are  included  in  the  scope  of  Child  Find.    [Note:  Students  

parentally  placed  in  private  and  religious  schools  are  served  by  the  Private  and  Religious  Office  (PRO)].  School  staff  

should  contact  the  PRO  office  for  more  information.  

 

A  Child  Find  screening  may  be  requested  by  anyone  who  has  a  concern  about  a  child’s  development,  including  

family  members,  doctors,  school  staff,  child  care  providers,  and  other  agencies.  The  developmental  issues  that  

Child  Find  screens  for  include:  

Difficulty  understanding  directions  at  an  age-­‐appropriate  level  

Difficulty  seeing  or  hearing  

Speech  that  is  not  understood  by  family  or  friends  

Social,  emotional  or  behavioral  difficulties  that  affect  the  ability  to  learn  

Unexplained  difficulty  with  reading,  writing,  math,  or  other  school  subjects  

Any  health  or  medical  disorder  that  interferes  with,  or  eventually  will  interfere  with,  development  and  

learning  

Staff  must  be  on  the  lookout  for  students  they  suspect  may  have  a  developmental  delay.    For  school  age  students,  

the  Student  Support  Team  process  should  be  undertaken.  For  children  ages  3-­‐5,  the  Child  Find  process  will  be  

coordinated  with  the  Early  Stages  Center,  for  children  ages  3-­‐5.  Staff  members  are  encouraged  to  contact  the  Early  

Stages  Center  for  additional  information.      

IDEA  §  612(a)(3)(A)  

Rehabilitation  Act  §  504  (a)  

 

 

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2.  Student  Support  Teams  (SST)  -­‐  School-­‐Based  Student  Support  Process  

Each  school  will  have  a  core  group  of  professionals  that  will  lead  the  work  around  all  areas  of  student  support  in  the  building.  For  each  area  of  student  support,  at  least  one  individual  will  be  identified  as  a  resource.  The  group  will  include  but  not  be  limited  to  these  personnel:  

administrator   guidance  counselor   social  worker   school  mental  health  professionals   nurse   math  and  literacy  coaches   attendance  counselor  

As  individuals,  these  professionals  will  serve  as  resources  for  teachers,  and  they  will  suggest  targeted  strategies  and  interventions  in  their  area  of  expertise.  As  a  group,  they  will  meet  regularly  to  collaborate  and  address  more  complex  cases  of  individual  students  who  require  targeted  support.              Each  school  will  have  a  process  to  implement  a  Student  Support  Team  (SST)  meeting.  The  student  support  team  meeting  results  in  a  formalized  level  of  targeted  support  for  students:  a  time-­‐limited,  individual  intervention  plan  for  students.  Note:  If  a  parent  and/or  teacher  requests  an  evaluation,  the  request  triggers  the  special  education  process  timeline  and  evaluations  must  begin.  However,  at  the  same  time,  the  school  should  proceed  with  the  SST  process  of  providing  targeted  interventions  for  the  child  and  gathering  response  to  intervention  data.        In  preparation  for  the  SST  team  meeting,  staff  should  ensure  that  appropriate  information  is  compiled.  Cases  will  most  often  be  discussed  first  by  the  core  leadership  team.  This  pre-­‐meeting  serves  to  (1)  ensure  that  the  full  range  of  professional  input  is  gathered  and  synthesized  in  advance  and  (2)  create  a  more  focused  and  personalized  conversation  between  the  parent,  teachers,  and  any  other  staff  directly  involved  with  the  student.    One  individual  in  each  school  will  be  responsible  for  chairing  the  student  support  core  team.  

IDEA  §  613(f)  

3.  Section  504  

What  is  Section  504?        Section  504  is  part  of  the  Federal  Rehabilitation  Act  of  1973,  enacted  by  Congress  and  reauthorized  in  January  2009,  which  protects  individuals  with  disabilities  against  discrimination  in  services,  programs,  and  activities  

administered  by  any  entity  that  receives  federal  funds—including  public  schools.      

 

Section  504  states:    

 

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No  otherwise  qualified  individual  with  a  disability  in  the  United  States…shall,  solely  by  reason  of  his  or  her  

disability,  be  excluded  from  the  participation  in,  be  denied  the  benefits  of,  or  be  subjected  to  discrimination  under  

any  program  or  activity  receiving  federal  financial  assistance….        

-­‐Title  34  Education  Subtitle  B  Regulations  of  the  Offices  of  the  Department  of  Education  Chapter  I  -­‐-­‐  Office  for  Civil  

Rights,  Department  of  Education  Part  104  -­‐-­‐  Nondiscrimination  on  the  Basis  of  Handicap  in  Programs  or  Activities  

Receiving  Federal  Financial  Assistance  

 

Which  Students  Are  Eligible  for  Section  504?  

 

Section  504  and  the  ADA  provide  specific  protections  for  “qualified  individuals  with  a  disability.”    There  are  three  

categories  that  may  qualify  someone  as  an  “individual  with  a  disability.”    These  are:  

1. A  person  who  has  a  physical  or  mental  impairment  which  substantially    

limits  one  or  more  major  life  activities;  

2. A  person  who  has  a  record  of  such  an  impairment;  or  

3. A  person  who  is  regarded  as  having  such  impairment.  

Rehabilitation  Act  §  504(a)  

Rehabilitation  Act  §  504(b)  

Rehabilitation  Act  §  7(a)  

 

Major  Life  Activities  

 

Major  life  activities  are  defined  in  the  law  as  activities  considered  important  to  daily  life.  The  law  includes  a  long  

list  of  major  life  activities,  but  it  is  not  exclusive.  The  listed  categories  are:  Caring  for  oneself   Performing  Manual  Tasks   Seeing  

Hearing   Eating   Sleeping  

Walking   Standing   Lifting  

Bending   Speaking   Breathing  

Learning   Reading   Concentrating  

Thinking   Communicating   Working;  and  

The  operation  of  a  major  bodily  function.  

   

 The  “operation  of  a  major  bodily  function”  at  the  end  of  the  list  above  includes,  but  is  not  limited  to  the  operation  of  the  following  bodily  functions:    

1. Function  of  the  immune  system;  

2. Normal  cell  growth;  

3. Digestive;  

 

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4. Bowel;  

5. Bladder;  

6. Neurological;  

7. Brain;  

8. Respiratory;  

9. Circulatory;  

10. Endocrine;  and  11. Reproductive  function.    

Referrals  to  504  

 

Any  parent,  legal  guardian  or  school  staff  member  may  initiate  a  referral  of  student  who  is  believed  to  be  a  child  

with  a  disability  under  Section  504.  An  adult  student  of  eligible  school  age  also  may  initiate  such  a  referral  for  him  

or  herself.  These  referrals  should  be  directed  to  the  building  504  coordinator  or  the  building  principal.    

 

Eligibility  Determination  

 

Determination  of  Section  504  eligibility  must  be  made  on  a  case-­‐by-­‐case  basis.  

 

The  504  Plan  

 

Upon  determination  that  a  student  is  eligible  for  504  the  504  team  will  develop  a  504  Plan.  The  Team  may  

determine  that  an  eligible  student  does  not  at  the  time  of  the  determination  require  any  accommodations  and/or  

related  aids  or  services.  The  team  would  then  write  a  504  Accommodation  Plan  specifying  that  no  aids  or  services  

are  needed  at  this  time.    

 

Or  

 

The  Team  may  determine  that  an  eligible  student  does  require  accommodations  and/or  related  aids  or  services.  

The  team  would  then  write  a  504  Accommodation  Plan  specifying  accommodations  or  related  aids  or  services  that  

are  needed.      

 

The  504  Team  will  meet  annually  to  review  all  504  plans,  both  those  with  accommodations  and  those  that  do  not  

include  accommodations.  

 

All  students  identified  under  Section  504  must  be  re-­‐evaluated  no  less  than  every  three  years  to  determine  their  

continued  eligibility.  If  a  student  continues  to  remain  eligible,  the  504  team  will  determine  their  continued  need  

for  accommodations  or  related  aides  and/or  services.  

 

 

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Special  Education  Data  System  (SEDS)  

SEDS  Training  Modules  DCPS  has  developed  a  series  of  online  training  modules  designed  to  support  school-­‐level  staff  required  to  use  the  OSSE  Special  Education  Data  System  (SEDS)  to  track  key  metrics  for  students  with  disabilities.  

 

The  online  SEDS  training  modules  are  intended  for  Special  Education  Teachers,  Related  Service  Providers,  and  

School  Administrators.    The  training  courses  for  these  groups  include  a  series  of  separate  modules,  which  each  

feature  a  video  tutorial  and  assessment  focused  on  a  separate  component  of  SEDS.  

 

All  school-­‐level  staff  has  the  ability  to  access  SEDS  prior  to  training  with  a  view-­‐only  user  account.    Upon  

completion  of  the  training  modules  and  an  online  end  of  course  assessment,  school  staff  can  be  provided  with  full  

access  to  SEDS.    If  the  module  assessments  are  not  completed  with  an  80%  pass  rate  or  better,  an  in-­‐person  

training  session  will  be  required  as  follow-­‐up.  

 

The  SEDS  online  training  modules  can  be  accessed  at:http://www.dcpssedstraining.blogspot.com/    A  companion  

guide  and  video  instructions  for  using  the  modules  are  also  available  on  this  site.  

 

If  you  would  like  to  request  login  information  for  a  SEDS  user  account  or  have  questions  or  concerns  regarding  

these  online  training  modules  

please  contact:  [email protected]  

     

SEDS  Information  and  Support  

Below  are  additional  links  for  SEDS  information  and  support.  

SEDS  Log-­‐In  Instructions  

SEDS  Training  Manual  

                           

 

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Special  Education  Procedures  and  Guidelines  

The  IEP  Timeline  

The  IEP  team  is  responsible  for  completing  all  necessary  steps  of  the  IEP  Process  within  predetermined  time  

limits.    The  timeline  below  indicates  the  maximum  amount  of  time  each  step  requires  to  complete.  

IEP  Process  (Initial  Evaluation)  

Event   Maximum  Days  per  event  

Referral  for  Evaluation   0  

Review  Referral  Request   2  

Complete  Analyzing  Existing  Data   43  

Gain  Consent  to  Evaluate   15  

Order  Assessment   1  

Complete  All  Assessments   45  

Review  Assessment  Results   4  

Assessment  Summary   1  

Schedule  IEP  Meeting   0  

Send  out  Evaluation  Summary   9  

Hold  IEP  Meeting   -­‐  

Total   120  days  or  less        

IEP  Procedures:  The  Seven  Steps  

Individualized  Education  Program  (IEP)  

The  Individualized  Education  Program  (IEP)  is  the  cornerstone  of  the  Individuals  with  Disabilities  Education  Improvement  Act  (IDEA).  The  purpose  of  the  IEP  is  to  ensure  that  all  students  with  disabilities  receive  a  free  and  appropriate  public  education  in  the  least  restrictive  environment.    

Each  student  who  is  found  eligible  for  special  education  and  related  services  under  IDEA  will  have  a  unique  IEP.    According  to  IDEA,  an  IEP  must  include:  

1.          A  statement  of  the  child’s  present  levels  of  academic  achievement  and  functional  performance  (PLAAFP)  

2.          A  statement  of  measurable  annual  goals,  including  academic  and  functional  goals  

3.          A  statement  of  how  the  student’s  progress  toward  meeting  the  annual  goals  will  be  measured  and  when                  periodic  reports  on  the  progress  will  be  provided  to  parents  (e.g.  quarterly,  concurrent  with  the  issuance  of  report  cards)  

 

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4.          A  statement  of  the  special  education,  related  services,  and  supplementary  aides  and  services,  based  on  peer-­‐reviewed  research  to  the  extent  practicable,  to  be  provided  to  the  student  and  a  statement  of  the  program  modifications  and  supports  for  school  personnel  

5.          An  explanation  of  the  extent,  if  any,  to  which  the  child  will  not  participate  with  nondisabled  students  in  the  general  education  classroom  

6.          A  statement  of  any  individual  appropriate  accommodations  that  are  necessary  to  measure  the  academic  and  functional  performance  of  the  student  on  the  DC-­‐CAS  or  a  statement  of  why  a  student  cannot  participate  in  the  DC-­‐CAS  and  justification  for  the  selection  of  the  DC-­‐CAS  Alt  was  selected  

7.          The  projected  start  date  of  services  and  modifications  and  the  anticipated  frequency,  location,  and  duration  of  those  services  and  modifications  

8.          Prior  to  the  student  turning  16  years  of  age,  a  statement  of  appropriate  measurable  postsecondary  goals  based  on  age  appropriate  transition  assessments  and  transitions  services  needed  to  assist  the  student  in  reach  those  goals  

IEP  Team  An  IEP  team  drafts  the  IEP.  The  IEP  team  is  responsible  for  identifying  and  evaluating  children  with  disabilities,  for  developing,  reviewing,  or  revising  IEPs,  and  for  determining  the  least  restrictive  environment  (LRE)  where  the  child  can  receive  the  supports  and  services  identified  in  his/her  IEP.    The  IDEA  has  clearly  outlined  the  persons  who  are  required  to  be  a  part  of  the  IEP  team  as  well  as  additional  persons  who  are  permitted,  but  not  required  to  attend  an  IEP  team  meeting.  

A  member  of  the  IEP  Team  (not  including  the  parent/guardian  or  student  if  appropriate)  can  be  excused  from  all  or  part  of  an  

IEP  team  meeting,  if  the  parent  and  DCPS  agree  in  writing  that  the  attendance  of  the  member  is  not  necessary.    Any  member  

who  is  excused  from  all  or  part  of  an  IEP  team  meeting  must  submit  in  writing  to  the  parent  and  the  IEP  Team  input  into  the  

development  of  the  IEP  prior  to  the  meeting.    

The  IEP  Team  Member  Excusal  Form  in  SEDS  (currently  located  in  the  eligibility  process  in  the  eligibility  determination  section)  

is  the  proper  form  to  document  the  excusal  of  an  IEP  team  member.  Included  on  the  form  is  a  place  for  the  excused  member  to  

submit  input.    This  form  should  be  faxed  into  SEDS.  

Please  note:    Multidisciplinary  Team  (MDT)  is  no  longer  the  appropriate  name  for  the  team  that  determines  the  student’s  eligibility  and  initial  IEP.    Please  refer  to  this  team  as  the  IEP  team.  

IDEA  Required  IEP  Team  Members  

The  student’s  parent  or  guardian  

A  special  education  teacher  

A  general  education  teacher  

A  representative  of  DC  Public  Schools  (typically  the  Special  Education  Coordinator)  

A  person  who  is  qualified  to  interpret  assessment  results  

The  child,  when  appropriate  (required  for  transition  planning)  

Optional  IEP  Team  Members  

 

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Related  service  providers  (as  appropriate  and  at  the  discretion  of  the  parent  or  school)  

A  person  with  expertise  in  assistive  technology  

For  transition  planning,  a  representative  of  an  agency  that  is  likely  to  be  involved  with  providing  transition  services  

(e.g.  Department  of  Disability  Services  (DDS))  

For  students  transitioning  from  Part  C,  a  Part  C  service  coordinator  or  provider        

Related  Services  

What  are  related  services?  Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.      The following list outlines several types of services that are commonly used to assist a child to learn in a general education or a special education environment. While these are the services most commonly included in IEPs, this list is not exhaustive and other services or interventions should be considered as necessary to meet each individual child’s needs. Audiology: Services designed to address audiology disabilities include:  

identification of children with auditory impairment using at-risk criteria and appropriate audiological screening techniques;

determination of the range, nature, and degree of hearing loss and communication functions by use of audiological evaluation procedures;

referral for medical and other services necessary for the habilitation or rehabilitation of children with auditory impairments;

provision of auditory training, aural rehabilitation, speech reading and listening device orientation and training, and other services;

provision of services for prevention of hearing loss; and determination of the child's need for individual amplification, including selecting, fitting and

dispensing appropriate listening and vibro-tactile devices, and evaluating the effectiveness of those devices.

Health Services: Some services related to health and medical issues may be necessary to enable a child to participate in and benefit from the curriculum.

clean intermittent catheterization, tracheotomy care, tube feeding, changing of dressings or colostomy collection bags, a dedicated aide,

 

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consultation by physicians with other service providers concerning the special health care needs of eligible children, and

other health services.

The term “Health Services” does not include the following:

services that are surgical in nature (such as cleft palate surgery, surgery for club foot, or the shunting of hydrocephalus);

services that are purely medical in nature (such as hospitalization for management of congenital heart disease ailments, or the prescribing of medicine or drugs for any purpose);

devices necessary to control or treat a medical condition; and medical-health services (such as immunizations and regular "well-baby" care) that are routinely

recommended for all children

Medical Services: Medical services are only for diagnostic or evaluation purposes and must be provided by a licensed physician to determine a child's developmental or disability status for the determination of eligibility. This is intended for such medical issues as sickle cell disease, diabetes, etc. Medical services do not include psychiatric, neuro-psychiatric, or neurological evaluations. Nursing Services include:

the assessment of health status for the purpose of providing nursing care, including the identification of patterns of human response to actual or potential health problems;

provision of nursing care to prevent health problems, restore or improve functioning, and promote optimal health and development; and

administration of medication, treatments, and regimens prescribed by a licensed physician.

Occupational Therapy: OT services may address the functional needs of a child related to the performance of self-help skills, adaptive behavior and play, and sensory, motor, and postural development. These services are designed to improve the child's functional ability to perform tasks at home, school, and community settings, and may include:

identification, assessment, and intervention; adaptation of the environment; selection, design and fabrication of assistive and orthotic devices to facilitate development and

promote the acquisition of functional skills; prevention or minimization of the impact of initial or future impairment, delay in development, or

loss of functional ability.

Physical Therapy: PT services may address the promotion of sensori-motor function through enhancement of musculoskeletal status, neurobehavioral organization, perceptual and motor

 

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development, cardiopulmonary status, and effective environmental adaptation. Specific PT services may include:

screening, evaluation, and assessment of children to identify suspected movement dysfunction and related functional problems;

obtaining, interpreting, and integrating information appropriate to provider planning to prevent, alleviate, or compensate for movement dysfunction and related functional problems; and

providing individual and group services or treatment to prevent, alleviate, or compensate for movement dysfunction and related functional problems.

Psychological Services include:

administering psychological and developmental tests, and other assessment procedures; interpreting assessment results; obtaining, integrating, and interpreting information about child behavior, and child and family

conditions related to learning, mental health, and development; planning and managing a provider of psychological services, including psychological counseling

for children and parents, family counseling, consultation on child development, parent training, and education providers.

Social Work Services include:

making home visits to evaluate a child's living conditions and patterns of parent-child interaction; preparing a social or emotional developmental assessment of the child in the context of the family

and the school environment; providing individual and group counseling with student and appropriate social skill building

activities; working with those child on issues the child faces at school, at home, in the community, and

elsewhere that affect the child's ability to participate in and benefit from the curriculum; and identifying, mobilizing, and coordinating community resources and services to enable the child

and family to receive maximum benefit from services.

Orientation and Mobility Services include:

evaluation and assessment of visual functioning, including the diagnosis and appraisal of specific visual disorders, delays, and abilities;

referral for medical or other professional services necessary for the habilitation or rehabilitation of visual functioning disorders, or both;

communication skills training;

 

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orientation and mobility training for all environments; visual training; independent living skills training; and additional training necessary to activate visual motor abilities.

Speech-Language Pathology includes:

identification of children with communicative disorders and delays in development of communication skills, including the diagnosis and appraisal of specific disorders and delays in those skills;

referral for medical or other professional services necessary for the habilitation or rehabilitation of children with communicative disorders and delays in development of communication skills; and

provision of services for the habilitation, rehabilitation, or prevention of communicative disorders and delays in development of communication skills.

Transportation and Related Costs includes the cost of travel (e.g. mileage, or travel by Metro, bus, taxi, or other means) and related costs (e.g. tolls and parking expenses) that are necessary to enable an eligible child and the child's family to receive FAPE. IDEA § 602(26)(A) Assistive Technology While not technically “services” in an IEP, items related to assistive technology may also be necessary for certain students. Assistive Technology Device: Any item, piece of equipment, product, or system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. To identify, obtain, and use assistive technology devices, schools may need to provide for the following:

evaluating of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;

purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities

selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices

training or technical assistance for professionals (including individuals providing early intervention services), or other individuals who provide services to, employ, or are otherwise substantially involved in the major life function of individuals with disabilities.

training or technical assistance for a child with disabilities or, if appropriate, that child's family; and training or technical assistance for professionals (including individuals providing early intervention

services), or other individuals who provide services to, employ, or are otherwise substantially involved in the major life function of individuals with disabilities.

 

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Guidelines for Accessing Related Services Once related services have been determined as a component of a student’s IEP or are ordered by HOD or SA, it is essential that these services are scheduled to begin as soon as possible. Getting necessary services to the students who need them is perhaps the most critical aspect of implementing IEPs and complying with HODs and SAs. This is a critical responsibility of the SEC. Within 2 school days of the creation of an IEP, an IEP amendment, or notice of an HOD or SA requiring services, the SEC must meet with the student’s teachers and the related services program manager to:

Schedule for the services Determine the start date for the services Develop a plan for monitoring the provision of the services Assign those services to a provider in SEDS

Guidelines for Caseload Management By the first day of school, Special Education Coordinators (SEC) must identify all students who require related services as per their IEP. This identification process includes:  

Type of service, Related Service Provider (RSP) assigned to the student Beginning date of service Intensity of service (e.g. one 60-minute session per week)

During the first two weeks of school, Related Service Providers must:

Check with the SEC at each of their assigned schools to ensure they have all of the students on their caseload assigned to them in SEDS. If RSPs have difficulty engaging their SEC in this process, they should contact the OSSE SEDS (EasyIEP) Call Center (202-719-6500 Monday-Friday, 7:30am-6:00pm) for assistance in appropriately assigning students to their caseload and immediately notify their Program Manager via email.

Identify any students the RSP does not have the capacity to serve. Supply this information to their Program Manager immediately to ensure the Program Manager is

aware of the capacity issue at the school.

Please click on the link below to access the guidelines document:  

Guidelines for Caseload Management

Guidelines for IEP Service Documentation DCPS, the Centers for Medicare and Medicaid (CMS) and the Office of the State Superintendent for Education (OSSE) have established a best practice service delivery documentation system. Related Service Providers should document the services they provide or attempt to provide pursuant to the IEP

 

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within the same school day those services were scheduled to occur. Email your program manager if barriers exist for daily documentation of services. We recognize there may be challenges (e.g. incorporating time to collaborate with teachers and parents) that could prevent you from providing daily documentation 100% of the time. Therefore, DCPS has established a definitive due date for documenting services provided during a school week. Definitive Due Date for Documenting Services: All services provided in a school week must be documented by noon on the Monday of the following school week. If school is closed Monday then documentation is due by noon of the next school week. For example, 60 minutes of speech/language services provided on Friday from 2:00 p.m. to 3:00 p.m. should be documented by noon that upcoming Monday.

Please click on the link below to access the guidelines document:

Guidelines for IEP Service Documentation

Guidelines for Documenting Untimely Assessments and Due Diligence

The purpose of these Guidelines is to provide guidance when assessments are not conducted in a timely manner due to the student’s absence, truancy, or refusal to participate or attend, lack of or withdrawal of parental consent for evaluation/reevaluation, or incomplete assessment.

Please click on the link below to access the guidelines document:

Documenting Untimely Assessments and Due Diligence Guidelines

Guidelines for Documenting Missed Related Service Sessions and Due Diligence

The purpose of these Guidelines is to provide guidance related to when a missed related service session(s) must be made up, how to document missed, make-up, and attempts to make up service sessions, and timelines by which the sessions are to be made up.

Please click on the link below to access the guidelines document:

Documenting Missed Related Service Sessions and Due Diligence

Memorandum on Ordering RSA Assessments

The purpose of this memorandum is to clarify requirements for students to receive vocational rehabilitation transition services through the Rehabilitation Services Administration (RSA).

 

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Please click on the link below to access the guidelines document:

Ordering RSA Assessments

Memorandum on PSAT/SAT Assessments

 The purpose of this memorandum is to clarify District of Columbia Public Schools' (DCPS) role regarding formal assessments for a student with disability to receive accommodations for the PSAT/SAT examination.

       

 

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Glossary  

This  glossary  contains  many  of  the  terms  and  acronyms  that  are  commonly  used  for  special  education  matters.  The  definitions  that  follow  are  derived  from  IDEA,  the  DCMR,  and  DCPS  practice.      Accommodation:  A  change  in  the  classroom/learning  environment  intended  to  give  a  student  with  a  disability  access  to  what  the  class  is  learning.  A  few  examples  of  accommodations  include:  having  a  student  with  vision  or  hearing  issues  sit  closer  to  the  teacher,  repeating  directions  or  providing  directions  in  writing  for  students  with  attention  disorders,  and  allowing  extra  bathroom  breaks  for  a  student  with  a  medical  issue.  An  accommodation  allows  a  student  to  complete  the  same  assignment,  activity,  or  test  as  other  students,  but  with  a  change  in  the  timing,  formatting,  setting,  scheduling,  response,  and/or  presentation.  Accommodations  do  not  alter  or  lower  in  any  significant  way  what  the  test  or  assignment  measures.      Adaptation/Modification:  The  adaptation  of  content,  methodology,  or  delivery  of  instruction,  as  appropriate,  to  address  the  unique  needs  of  a  student  with  a  disability  in  order  to  ensure  access  to  the  general  curriculum  so  that  the  student  can  meet  the  educational  standards  that  apply  to  each  student  within  the  jurisdiction  of  the  District.  A  modification  is  an  adjustment  to  an  assignment,  activity,  or  test  that  changes  the  content,  standard,  or  what  the  test  or  assignment  is  supposed  to  measure.  Students  receiving  modifications  may  not  be  able  to  receive  equivalent  grades  and/or  credits  as  other  students,  and  therefore  the  impact  of  modifications  needs  to  be  carefully  considered.    Annual  Review:  The  annual  review  is  a  meeting  where  the  IEP  team  reviews  the  progress  made  towards  the  IEP  goals  and  objectives.  The  annual  review  typically  takes  place  along  with  the  development  of  a  revised  IEP.  If  the  revised  IEP  cannot  be  developed  at  the  same  time  for  some  reason,  a  separate  IEP  meeting  can  be  held  to  develop  the  IEP  as  long  as  it  is  completed  prior  to  the  expiration  date  of  the  current  IEP.  Annual  reviews  by  the  504  team  are  also  required  to  review  the  504  Plan.    Assessment:  Assessments  include  testing  and  data  collection  that  a  team  may  use  as  a  part  of  the  overall  evaluation  process  of  a  student  to  determine  if  a  student  has  a  disability,  is  eligible  for  special  education  and  related  services  or  not,  and  to  determine  the  educational  needs  of  a  child  for  the  creation  of  an  IEP.  The  term  “evaluation”  is  often  used  to  mean  assessment,  such  as  in  the  term  “independent  educational  evaluation.”  It  is  more  accurate  to  refer  to  specific  testing  as  an  assessment  and  to  use  the  term  “evaluation”  to  mean  the  overall  process  of  determining  disability,  eligibility,  and/or  educational  and  service  needs)  based  on  a  variety  of  information  that  may  or  may  not  include  an  assessment.      Behavior  Intervention  Plan  (BIP):  A  student  who  exhibits  behaviors  that  interfere  with  his  or  her  learning  or  require  disciplinary  action  will  be  placed  on  a  behavior  intervention  plan.  Once  a  functional  behavioral  assessment  (FBA  –  see  below)  is  done,  the  specialist  who  conducted  the  assessment  works  with  the  child’s  school  to  come  up  with  a  plan  to  manage  the  child’s  behavior.  The  BIP  uses  information  from  the  FBA  to  create  systems  for  encouraging  good  behavior,  to  identify  and  teach  more  appropriate  replacement  behaviors  and  to  develop  an  effective  plan  for  reducing  the  frequency  or  severity  of  problem  behaviors.      Business  Day:  A  business  day  means  a  day  for  which  the  DC  government  is  open  for  business.      Child:  An  individual  between  the  ages  of  three  and  twenty-­‐two.  A  child  may  or  may  not  be  a  student  depending  on  age  or  other  status,  however,  the  terms  “child”  and  “student”  will  frequently  be  used  interchangeably.  See  “Student.”    Child  Find:  Child  Find’s  goal  is  to  identify  and  appropriately  serve  the  educational  needs  of  all  eligible  children  with  

 

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disabilities  while  they  are  young  in  order  to  address  their  needs  and  help  them  learn  from  an  early  age.  Child  Find  requires  that  all  children  with  disabilities  residing  in  the  District  of  Columbia,  including  children  with  disabilities  who  are  homeless  or  wards  of  the  State  and  children  with  disabilities  attending  private  schools,  regardless  of  the  severity  of  their  disabilities,  and  who  are  in  need  of  special  education  and  related  services,  are  identified,  located,  and  evaluated  and  a  practical  method  is  developed  to  implement  needed  special  education  and  related  services  for  children  with  disabilities.      Cluster  Supervisor:  Supervises  a  group  of  neighborhood  schools  within  DC,  along  with  their  special  education  coordinators  and  special  education  instructors,  to  ensure  that  all  special  education  students  enrolled  in  those  schools  are  receiving  quality  services  that  are  tailored  to  their  needs.    Day:  Anytime  the  word  “day”  is  used,  it  means  a  calendar  day  which  includes  all  weekends,  holidays,  and  days  that  school  is  or  is  not  in  session.  If  something  other  than  a  calendar  day  is  intended,  it  will  be  specifically  indicated  as  a  “school  day”  or  a  “business  day.”      DCMR:  The  District  of  Columbia  Municipal  Regulations  (DCMR)  are  the  state  level  regulations  for  the  District  of  Columbia.  State  regulations  frequently  provide  greater  detail  and  state-­‐specific  information  on  the  legal  requirements  of  federal  laws.  Title  5  of  the  DCMR  pertains  to  education.  Chapter  30  of  Title  5  pertains  specifically  to  special  education  issues.      DCPS:  The  District  of  Columbia  Public  Schools    Developmental  Delay:  IDEA  allows  states  to  recognize  a  disability  category  of  “developmental  delay,”  and  this  category  is  recognized  in  the  District  of  Columbia  in  the  DCMR.  Developmental  delay  is  a  condition  in  which  a  child,  three  through  seven  years  of  age,  experiences  severe  developmental  delays  of  at  least  two  years  below  his  or  her  chronological  age  and/or  at  least  two  standard  deviations  below  the  mean,  as  measured  by  appropriate  standardized  diagnostic  instruments  and  procedures,  in  one  or  more  of  the  following  areas:      

1.  Physical  development;  and/or  

2.  Language  and  communication  development;  and/or  

3.  Social  or  emotional  development;  and/or  

4.  Cognitive  development;  and/or  

5.  Adaptive  development;  and    due  to  the  delay(s)  described  above,  requires  special  education  and  related  services.      No  child  shall  be  classified  as  having  "developmental  delay"  based  solely  on  deficits  in  the  area  of  social  and/or  emotional  development.  "Developmental  delay"  also  does  not  apply  to  children  with  the  following  disabilities:  autism;  traumatic  brain  injury;  intellectual  disabilities;  emotional  disturbance;  other  health  impairment;  orthopedic  impairment;  visual  impairment,  including  blindness;  hearing  impairment,  including  deafness;  or  speech/language  impairment.      Early  Intervention  (EI):  Early  intervention  services  are  services  that  are  created  to  meet  the  needs  of  children,  from  birth  to  age  two,  who  are  identified  as  having  developmental  delays  or  disabilities.    Eligibility:  The  process  of  determining  whether  a  child  qualifies  for  special  education  and  related  services  is  known  as  eligibility.  The  IEP  team  must  determine  1)  if  the  student  has  a  disability  listed  in  IDEA,  and  2)  whether  the  student  need  special  education  and  related  services  as  a  result  of  that  disability.    

 

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 Evaluation:  Though  the  term  evaluation  is  often  used  to  mean  assessment  or  testing,  as  in  an  “independent  educational  evaluation,”  it  is  more  accurate  to  use  the  term  “evaluation”  to  mean  the  overall  process  of  determining  something  about  a  student  (disability,  eligibility,  educational/service  needs)  based  on  a  variety  of  information.  The  evaluation  process  consists  of  reviewing  existing  data,  information  from  parents,  and  results  of  assessments  when  necessary.  The  MDT  or  IEP  team  will  use  this  information  to  determine  whether  a  child  has  a  disability,  the  child's  present  level  of  performance,  the  child’s  educational  strengths  and  needs,  and  the  nature  and  extent  of  the  special  education  and  related  services  that  the  child  may  need.    Extended  School  Year  (ESY):  Extended  School  Year  is  not  simply  summer  school.  ESY  is  specific  to  special  education  and  must  be  included  in  a  student’s  IEP  if  the  IEP  team  determines  that  ESY  services  are  necessary  for  the  student  to  receive  FAPE.  ESY  should  be  considered  for  students  who  are  likely  to  regress  or  lose  skills  while  away  from  school  and  who  will  need  significant  time  to  recoup  those  skills  when  school  begins  again.  The  point  of  ESY  is  to  help  students  maintain  their  level  of  content  and  skill  mastery  while  school  is  out.      Free  Appropriate  Public  Education  (FAPE):  IDEA  Sec.  300.17  Free  appropriate  public  education:  Free  appropriate  public  education  or  FAPE  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,  including  the  requirements  of  this  part  

Include  an  appropriate  preschool,  elementary  school,  or  secondary  school  education  in  the  State  involved;  

and  

Are  provided  in  conformity  with  an  individualized  education  program  (IEP)  that  meets  the  requirements  of  

Sec.  300.320  through  300.324.  

(Authority:  20  U.S.C.  1401(9))  http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E17%2C    FAPE  Requirements  Under  Section  504  of  The  Rehabilitation  Act  of  1973  Section  504  of  the  Rehabilitation  Act  of  1973  protects  the  rights  of  individuals  with  disabilities  in  programs  and  activities  that  receive  federal  funds.  Section  504  provides  that:  “No  otherwise  qualified  individual  with  a  disability  in  the  United  States  .  .  .  shall,  solely  by  reason  of  her  or  his  disability,  be  excluded  from  the  participation  in,  be  denied  the  benefits  of,  or  be  subjected  to  discrimination  under  any  program  or  activity  receiving  Federal  financial  assistance.  .  .  .”      The  Section  504  regulation  requires  a  school  district  to  provide  a  “free  appropriate  public  education”  (FAPE)  to  each  qualified  person  with  a  disability  who  is  in  the  school  district’s  jurisdiction,  regardless  of  the  nature  or  severity  of  the  person’s  disability.    http://www.ed.gov/about/offices/list/ocr/docs/edlite-­‐FAPE504.html    Functional  Behavior  Assessment  (FBA):  An  FBA  is  a  process  for  figuring  out  what  is  causing  problem  behavior.  The  process  involves  interviewing  teachers  and  other  school  staff  who  work  with  the  child  to  learn  more  about  the  child’s  learning  environment,  observing  and  keeping  track  of  what  takes  place  before  the  behavior,  documenting  the  behavior  itself,  and  recording  what  happens  after  the  behavior.  The  information  gathered  in  this  assessment  lays  a  foundation  for  developing  a  behavioral  intervention  plan  (BIP).  The  FBA  can  be  a  part  of  the  SST  process,  be  used  to  develop  an  IEP,  or  provide  information  for  verification  of  a  disability.  However,  any  student  who  is  exhibiting  challenging  behaviors  that  are  not  responding  to  typical  school  interventions  may  benefit  from  a  functional  assessment.  

 

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 HOD:  Hearing  officer’s  determinations  are  legally  binding  orders  issued  by  an  impartial  hearing  officer  as  a  result  of  a  due  process  complaint.  All  HODs  that  find  a  denial  of  FAPE  require  action  on  the  part  of  DCPS.  SECs  must  review  all  HODs  immediately  and  ensure  that  every  element  of  the  HOD  is  implemented  and  done  so  within  the  time  given  in  the  HOD.  Expediters  who  work  at  the  central  office  will  work  with  SECs  to  ensure  that  all  HODs  are  implemented  timely.    IDEA:  The  Individuals  with  Disabilities  Education  Improvement  Act.  This  is  the  federal  law  that  drives  most  special  education  issues.  The  Act  itself  can  be  found  starting  at  20  U.S.C.  §  1400.  Federal  legislation  also  has  accompanying  regulations,  and  the  regulations  that  pertain  to  IDEA  start  at  34  C.F.R.  §  300.1.      IEP  Team:  A  group  of  individuals  including:    

1. The  parent(s)  of  the  child;  

2. At  least  one  regular  education  teacher  of  the  child,  if  the  child  is  or  may  be  participating  in  the  regular  

education  environment,  or  if  the  child  is  being  evaluated  for  SLD;  

3. At  least  one  special  education  teacher,  or,  if  appropriate,  at  least  one  special  education  provider  of  the  

child;  

4. A  representative  of  the  LEA  who  is  qualified  to  provide,  or  supervise  the  provision  of,  specially  designed  

instruction  to  meet  the  unique  needs  of  children  with  disabilities,  and  knowledgeable  about  the  general  

curriculum  and  the  availability  of  resources  of  the  LEA;  

5. An  individual  who  can  interpret  assessment  results  and  the  related  instructional  implications,  who  may  

be  a  member  of  the  team  described  in  §§  (a)  through  (d)  of  this  section,  or  for  a  child  being  evaluated  for  

SLD,  a  person  qualified  to  conduct  individual  diagnostic  evaluations;  

6. Other  individuals,  at  the  discretion  of  the  parent  or  the  LEA,  who  have  knowledge  or  special  expertise  

regarding  the  child,  including  related  services  personnel,  if  appropriate;  and  

7. The  child,  if  appropriate.  

The  IEP  team  is  responsible  for  identifying  and  evaluating  children  with  disabilities,  developing,  reviewing,  or  revising  an  IEP  for  a  child  with  a  disability;  and  determining  the  placement  of  a  child  with  a  disability  in  the  least  restrictive  environment  (LRE).  The  IEP  team  should  also  be  the  team  that  determines  the  child’s  eligibility  for  special  education  and  related  services  as  all  the  necessary  members  of  the  IEP  team  are  sufficient  to  determine  eligibility,  and  if  a  student  is  found  eligible,  the  IEP  team  is  already  together  and  can  immediately  begin  developing  the  student’s  IEP.      Inclusion:  An  approach  to  special  education  that  involves  keeping  students  with  disabilities,  as  much  as  is  possible,  in  their  neighborhood  schools  and  regular  education  classrooms.  Whenever  possible,  students  should  be  taught  in  integrated  classrooms  where  no  one  is  excluded  due  to  a  disability.  An  inclusive  school  or  classroom  is  an  educational  setting  in  which  all  students  have  an  equal  opportunity  to  benefit  from  the  curriculum  and  become  a  part  of  the  larger  school  community  regardless  of  individual  strengths  or  needs.  For  students  with  IEPs,  this  may  include  classroom  accommodations,  amendments  to  the  curriculum,  services  brought  into  the  classroom,  pulling  the  student  out  of  the  classroom  at  certain  times  for  specific  specialized  instruction,  or  some  other  arrangement  that  will  allow  that  student  to  benefit  from  the  curriculum.      Independent  Educational  Evaluation  (IEE):  While  IDEA  uses  the  term  “evaluation”  here,  an  IEE  is  an  assessment  conducted  by  a  qualified  individual  who  is  not  an  employee  of  DCPS.  IEEs  are  provided  at  public  expense  when  a  

 

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parent  objects  to  an  assessment  conducted  by  DCPS.  These  IEEs  are  paid  for  by  the  central  office  and  are  largely  reimbursed  to  DCPS  through  Medicaid.  Parents  may  obtain  an  IEE  at  their  own  expense  anytime  they  like,  and  such  an  IEE  must  be  considered  at  any  meeting  for  which  it  is  relevant.  See  “IDEA”.    Individualized  Education  Program  (IEP):  The  term  ‘individualized  education  program’  or  ‘IEP’  means  a  written  statement  for  each  child  with  a  disability  that  is  developed,  reviewed,  and  revised  in  accordance  to  IDEA.  The  IEP  guides  a  special  education  student’s  learning.  It  is  created  for  children  between  ages  3  and  22.  It  describes  the  amount  of  time  that  the  child  will  spend  receiving  special  education  services,  any  related  services  the  child  will  receive,  and  academic/behavioral  expectations.  The  team  that  creates  the  IEP  includes  the  child’s  parents,  evaluators,  teachers,  and  school  administrators  or  education  professionals  who  have  a  stake  in  the  child’s  learning.  The  IEP  team  meets  at  least  once  a  year  to  talk  about  the  child’s  progress  and  make  any  needed  changes  to  the  plan.    Individuals  with  Disabilities  Education  Act  (IDEA):  The  federal  law  that  guides  how  states  and  public  agencies  provide  special  education  services  to  children  with  disabilities.    LEA:  Local  Educational  Agency.  In  the  District  of  Columbia  the  LEA  is  DCPS  or  an  independent  charter  school  that  is  its  own  LEA.      Least  Restrictive  Environment  (LRE):  Children  with  disabilities  must  be  educated  in  the  least  restrictive  environment  that  can  meet  their  needs.  This  means  that  children  with  disabilities  must  be  educated  alongside  their  non-­‐disabled  peers  to  the  maximum  extent  that  is  appropriate  to  that  student’s  needs  and  abilities.  Students  with  disabilities  should  only  be  removed  from  the  general  education  environment  when  the  nature  or  severity  of  their  disabilities  is  such  that  education  in  regular  classes,  even  with  supplementary  aids  and  services,  cannot  be  achieved  satisfactorily.      MDT:  A  multidisciplinary  team  (MDT)  is  essentially  an  IEP  team;  however,  the  members  of  the  team  are  not  as  strictly  defined  as  for  the  IEP  team.  DCPS  is  largely  moving  away  from  the  use  of  the  term  MDT  in  favor  of  simply  calling  everything  an  IEP  team  and  having  all  required  IEP  team  members  in  attendance.  In  general,  the  members  are  the  same  and  the  purpose  is  at  least  tied  to  the  IEP  process,  so  using  the  IEP  team  makes  the  process  clearer  and  more  efficient.  An  MDT  meeting  may  be  held  before  an  eligibility  meeting  while  the  team  is  still  developing  information  on  the  student,  but  the  complete  IEP  team  should  be  in  attendance  by  the  time  of  the  eligibility  meeting  so  the  team  can  immediately  move  forward  with  the  development  of  an  IEP  if  the  student  is  found  eligible.      Manifestation  Determination:  Under  the  IDEA  and  Section  504  of  the  Rehabilitation  Act:  A  child’s  IEP  team  or  504  team  must  conduct  a  manifestation  determination  meeting  whenever  a  school  proposes  to  change  the  educational  placement  of  a  student  with  disabilities  by  removing  (or  suspending)  the  student  from  school  for  10  or  more  consecutive  days  or  for  10  cumulative  days  over  a  school  year  due  to  a  violation  of  the  school’s  code  of  conduct.  The  team  must  determine  if  the  conduct  in  question  was  caused  by  or  had  a  direct  and  substantial  relationship  to  the  student’s  disability.  If  the  team  decides  that  the  student’s  behavior  is  not  related  to  his/her  disability,  then  the  student  can  be  disciplined,  including  suspension/expulsion,  just  as  a  non-­‐disabled  student  would  be  disciplined.      Native  Language:  The  language  normally  used  by  the  child  or  the  language  normally  used  by  the  parents  of  the  child.  In  all  direct  contact  with  the  child  (including  assessments  of  the  child),  the  language  normally  used  by  the  child  in  the  home  is  considered  the  child’s  native  language.  For  a  child  with  deafness  or  blindness,  or  for  a  child  with  no  written  language,  the  mode  of  communication  which  is  normally  used  by  the  child  (e.g.  Braille,  sign  language,  or  oral  communication)  is  considered  the  native  language.  For  meetings  and  other  communications  with  parents,  the  native  language  of  the  parent  must  also  be  considered  and  utilized.    

 

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 Nonpublic  school:  Often  referred  to  as  simply  “nonpublic,”  a  nonpublic  school  is  an  educational  program  that  is  run  by  a  private  person  or  group  instead  of  a  government  body.  In  terms  of  special  education,  a  nonpublic  school  may  be  considered  as  the  appropriate  location  to  serve  a  student  when  no  other  public  school  is  able  to  serve  that  student’s  needs.      OSSE:  The  Office  of  the  State  Superintendent  of  Education  is  the  State  Educational  Agency  (SEA)  for  the  District  of  Columbia.      Parent:  The  term  parent  or  parents  may  be  used  interchangeably  to  mean  either  one  or  more  parents,  as  is  appropriate  to  each  child.  A  parent  is  a  natural  or  adoptive  parent  of  a  child.  A  foster  parent  may  act  as  a  parent  if  1)  the  natural  parent's  authority  to  make  educational  decisions  on  the  child's  behalf  has  been  legally  terminated,  and  2)  the  foster  parent  has  an  ongoing,  long-­‐term  parental  relationship  with  the  child,  3)  is  willing  to  make  educational  decisions  for  the  child,  and  4)  has  no  interest  that  conflicts  with  the  interests  of  the  child.  Lastly  an  individual  acting  in  the  place  of  a  natural  or  adoptive  parent  (including  a  grandparent,  stepparent,  or  other  relative)  with  whom  the  child  lives,  or  an  individual  who  is  legally  responsible  for  the  child’s  welfare  (including  a  guardian  or  a  surrogate  parent)  may  act  as  a  parent  for  the  child.      Pullout:  A  pullout  program  is  one  where  a  student  receiving  special  education  services  is  taken  out  of  his/her  regular  classroom  at  certain  times  for  specific  instruction  and  support  to  meet  the  student’s  unique  needs.      Qualified  Evaluator:  An  evaluator  who  has  met  the  SEA-­‐approved  or  recognized  certification,  licensing,  registration,  or  other  comparable  requirements  that  apply  to  the  evaluator's  field  in  the  location  where  the  evaluator  practices.  For  the  administration  of  standardized  tests,  a  qualified  evaluator  is  a  person  who  is  trained  and  knowledgeable  and  administers  the  test  in  accordance  with  the  instructions  provided  by  the  producer  of  the  test.    Reevaluation  Meeting:  A  reevaluation  meeting  (sometimes  referred  to  as  a  “triennial”  evaluation)  is  a  meeting  of  the  student’s  IEP  team  or  504  team  to  determine  1)  whether  the  student  continues  to  have  a  disability,  and  2)  whether  the  student  continues  to  need  special  education  and  related  services  or  continues  to  require  accommodations  under  Section  504.  If  the  answer  to  both  questions  is  yes,  the  team  must  then  determine  what,  if  any,  changes  or  modifications  should  be  made  to  the  student’s  IEP.  Before  the  reevaluation  meeting,  the  team  must  decide  if  they  have  enough  information  to  answer  the  two  questions  posed  above.  Only  if  the  team  determines  that  they  need  additional  information  to  answer  the  two  questions  will  the  team  seek  to  have  additional  assessments  of  the  student  conducted.  The  parent’s  written  consent  to  assess  must  be  secured  before  the  assessment(s)  will  be  conducted,  and  all  of  this  must  be  done  so  that  the  final  reevaluation  meeting  can  be  concluded  before  the  three-­‐year  period  expires.      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.  “Other  supportive  services”  frequently  considered  related  services  include:    

Speech-­‐language  pathology  (which  may  be  a  related  service  or  specialized  instruction  depending  on  how  

it  is  used  to  address  the  needs  of  an  individual  student);  

Audiology  services;  

Interpreting  services:  

Psychological  services;  

Physical  and  occupational  therapy;  

 

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Recreation,  including  therapeutic  recreation;  

Early  identification  and  assessment  of  disabilities  in  children;  

Counseling  services,  including  rehabilitation  counseling;  

Orientation  and  mobility  services;  

Medical  services  for  diagnostic  or  evaluation  purposes;  

School  health  services;  

Social  work  services  in  schools;  and  

Parent  counseling  and  training.  

“Related  services”  does  not  include  a  medical  device  that  is  surgically  implanted,  or  the  replacement  of  such  device.    SEA:  State  Educational  Agency.  The  Office  of  the  State  Superintendent  of  Education  (OSSE)  is  now  the  State  Educational  Agency  for  the  District  of  Columbia.      Settlement  Agreement  (SA):  A  settlement  agreement  (SA)  is  very  similar  to  an  HOD.  The  main  difference  is  that  SAs  are  created  by  an  agreement  between  DCPS  and  the  parent,  whereas  HODs  are  ordered  by  a  hearing  officer.  SAs  are  legally  binding  agreements.  All  SAs  require  action  on  the  part  of  DCPS.  SECs  must  review  all  SAs  immediately  and  ensure  that  every  element  of  the  SA  is  implemented  and  done  so  within  the  time  given  in  the  SA.  Expediters  who  work  at  the  central  office  will  work  with  SECs  to  ensure  that  all  SAs  are  implemented  timely.    Severe  Discrepancy:  A  difference  of  at  least  two  years  below  a  child's  chronological  age  and/or  at  least  two  standard  deviations  below  the  child's  cognitive  ability,  as  measured  by  appropriate  standardized  diagnostic  instruments  and  procedures.    School  Day:  Any  day,  including  a  partial  day,  when  the  LEA  is  open  and  students  are  required  to  be  in  attendance  for  instructional  purposes.    Special  Education:  The  term  “special  education”  means  specially  designed  instruction,  at  no  cost  to  parents,  to  meet  the  unique  needs  of  a  child  with  a  disability,  including  instruction  conducted  in  the  classroom,  in  the  home,  in  hospitals  and  institutions,  and  in  other  settings.  Special  education,  if  it  meets  the  above  definition,  may  include  speech-­‐language  pathology  services;  vocational  education;  travel  training;  and/or  instruction  in  physical  education,  if  the  service  consists  of  specially  designed  instruction.      Special  Education  Coordinator  (SEC):  The  term  “SEC”  is  used  to  identify  the  person  at  a  school  who  is  the  responsible  point  of  contact  for  all  special  education  matters  at  that  school.  The  principal  generally  designates  his  or  her  responsibility  for  special  education  issues  to  an  SEC,  but  a  special  education  teacher  or  other  staff  person  may  serve  in  this  capacity.  SECs  are  responsible  for  identifying  students  who  may  have  a  disability  and  for  organizing  all  meetings  related  to  special  education.  They  are  the  LEA  representative  at  IEP  and  eligibility  meetings,  and  they  are  responsible  for  monitoring  and  ensuring  the  implementation  of  IEPs,  HODs,  and  SAs.      Specialized  Instruction:  The  adaptation  of  content,  methodology,  or  delivery  of  instruction,  as  appropriate  to  meet  the  unique  needs  of  a  child  with  a  disability  in  order  to  ensure  access  to  the  general  curriculum,  so  that  the  child  can  meet  the  educational  standards  that  apply  to  each  child  within  DCPS.      Student:  An  individual  between  the  ages  of  three  and  twenty-­‐two  who  is  enrolled  in  any  DCPS,  charter,  or  nonpublic  school.  A  student  may  or  may  not  be  a  child  depending  on  whether  or  not  he/she  has  reached  the  age  of  majority,  however,  the  terms  “child”  and  “student”  will  frequently  be  used  interchangeably.  See  “Child.”  

 

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 School-­‐Based  Student  Support  Team  (SST):  School-­‐Based  Student  Support  Process  Each  school  will  have  a  core  group  of  professionals  that  will  lead  the  work  around  all  areas  of  student  support  in  the  building.  For  each  area  of  student  support,  at  least  one  individual  will  be  identified  as  a  resource.    

 

The  group  will  include  but  not  be  limited  to  these  personnel:  

Administrator,  

guidance  counselor,  

social  worker,  

school  mental  health  professionals,  

nurse,  

math  and  literacy  coaches,  and  

attendance  counselor.  

As  individuals,  these  professionals  will  serve  as  resources  for  teachers,  and  they  will  suggest  targeted  strategies  

and  interventions  in  their  area  of  expertise.  As  a  group,  they  will  meet  regularly  to  collaborate  and  address  more  

complex  cases  of  individual  students  who  require  targeted  support.    

 

Each  school  will  have  a  process  to  implement  a  Student  Support  Team  (SST)  meeting.  The  student  support  team  

meeting  results  in  a  formalized  level  of  targeted  support  for  students:  a  time-­‐limited,  individual  intervention  plan  

for  students.  

 

For  SST  meetings  that  involve  collaboration  with  parents,  the  cases  will  most  often  be  discussed  first  by  the  core  

leadership  team.  This  pre-­‐meeting  serves  to  (1)  ensure  that  the  full  range  of  professional  input  is  gathered  and  

synthesized  in  advance  and  (2)  create  a  more  focused  and  personalized  conversation  between  the  parent,  

teachers,  and  any  other  staff  directly  involved  with  the  student.  

 

One  individual  in  each  school  will  be  responsible  for  chairing  the  student  support  core  team.    

 

Supplementary  Aids  and  Services:  Aids,  services,  and  other  supports  that  are  provided  in  regular  education  classes  

or  other  education-­‐related  settings  to  enable  a  child  with  a  disability  to  be  educated  with  non-­‐disabled  children  to  

the  maximum  extent  appropriate.  

 

Surrogate  Parent:  An  individual  who  is  appointed  by  the  LEA  to  advocate  for  the  child  with  a  disability,  or  a  child  

suspected  of  having  a  disability,  during  evaluation  through  possible  placement,  when  no  parent  can  be  identified  

or  the  whereabouts  of  parents  cannot  be  determined  or  if  the  child  is  a  ward  of  the  District  of  Columbia,  as  

needed.  

 

Transition  Services:  A  coordinated  set  of  activities  for  a  child  with  a  disability,  designed  within  an  outcome-­‐

oriented  process,  that  promote  movement  from  school  to  post-­‐school  activities  including:  

 

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Post-­‐secondary  education;  

Vocational  training;  

Integrated  employment,  including  supported  employment;  

Continuing  and  adult  education;  

Adult  services;  

Independent  living;  or  

Community  participation.  

 

Activities  should  be  based  on  the  individual  child's  needs,  taking  into  account  the  child's  preferences  and  interests  

including:  

Instruction,  related  services,  community  experiences,  development  of  employment  and  other    

post-­‐school  adult  living  objectives;  

Acquisition  of  daily  living  skills,  if  appropriate;  and  

Functional  vocational  evaluation,  if  appropriate.  

Transition  services  for  children  with  a  disability  may  be  special  education,  if  provided  as  specially  designed  

instruction,  or  related  services,  if  required  to  assist  a  child  with  a  disability  to  benefit  from  special  

education.  

 

Transportation:  Transportation  includes  travel  to  and  from  school  and  between  schools;  travel  in  and  around  

school  buildings;  and  specialized  equipment  (such  as  special  or  adapted  buses,  lifts,  and  ramps)  if  required  to  

provide  special  transportation  for  a  child  with  a  disability.  

 

Triennial  Evaluation:  See  Reevaluation  Meeting.    


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