Special Education is Not a Place: Individuals with Disabilities Education Act By Lily Clausen, Isabel Frye and Chloe Marsh Junior Division

Special Education is Not a Place
U.S. Department of Education sent this bulletin at 05/21/2014 11:21 AM EDT

Special Education is Not a Place: 
Individuals with Disabilities Education Act
By Lily Clausen, Isabel Frye and Chloe Marsh
Junior Division

This website was created by 3, seventh graders. 
Pass this GREAT RESOURCE on to others! I think they did an absolutely fantastic job on their project!

http://65454531.nhd.weebly.com/uploads/2/5/7/8/25788665/process_paper.pdf

http://65454531.nhd.weebly.com/

We are experiencing the Civil Rights Movement of ADA & IDEA in 2013+.

Seems no matter which AGENCY in the State of Florida accepting Federal Funds...our children with Down syndrome are the ones being denied & discriminated at every level of government!!! 

We are experiencing the Civil Rights Movement of ADA & IDEA in 2013 right now. 

Every Agency needs to be held accountable for their Actions against people! The Discrimination & Segregation need to end!!

*This absolutely may very well be true in other States with any and all other persons with Disabilities. 

Do you find this to be true? What State are you from?

I have a daughter with Down syndrome and I live in the State of Florida.

Parent of special needs child ‘exhausted’ by education struggles - Your Houston News: News

Parent of special needs child ‘exhausted’ by education struggles - Your Houston News: News


"Individuals with Disabilities Education Act
Known as IDEA, the Individuals with Disabilities Education Act is a federal program which provides funds to states and school districts to support education for children with disabilities age 3 to 21, according to:
Kids Together  www.kidstogether.org.
According to the site, the principle of the law is that children with disabilities should not be denied the same opportunities offered to everyone else, everyone gets access to public education and therefore so should children with disabilities.
When a child meets the disability requirements of the law, school districts are obligated to prepare and implement an IEP designed to meet the unique needs of the child. The IEP becomes a legally-binding document."

To read full article, click here: http://www.yourhoustonnews.com/tomball/news/parent-of-special-needs-child-exhausted-by-education-struggles/article_dfe56468-7922-5601-b806-3fe7a4053a89.html

WOW!! This sounds just like what is happening in South Florida, in Broward County especially only more sloppy in how they sabotage well written IEP documents illegally! Parents ~ WAKE UP and stand together no matter what the disability of your Child! If the School District is systematically doing pretty much the same thing to all of our Children, then it absolutely is time to make sure you FILE Complaints with OCR! (Office of Civil Rights) 
How to file an OCR Complaint - Office of Civil Rights Click above link to learn more about Filing an OCR Complaint.

Placement, Short-and-Sweet ~ NICHCY resource

The National Dissemination Center

Who We Are

NICHCY is the center that provides information to the nation on:

• disabilities in children and youth;
• programs and services for infants, children, and youth with disabilities;
• IDEA, the nation’s special education law; and
• research-based information on effective practices for children with disabilities.

Placement, Short-and-Sweet

Click link below for complete article written by:

NICHCY = GOOD STUFF TO READ & KNOW!!

http://nichcy.org/schoolage/placement/overview

IEP Meetings and Changes to the IEP

Individualized Education Program (IEP), 
Team Meetings and Changes to the IEP


U.S. Department of Education, Office of Special Education 
IDEA Regulations
INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM MEETINGS AND CHANGES TO THE IEP
(See also Individualized Education Program (IEP) and Secondary Transition)


The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. The final regulations were published on Aug. 14, 2006. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations.1 This document addresses significant changes in final regulatory requirements from preexisting regulations regarding IEP Team meetings and changes to the IEP. 


IDEA Regulations


1. Identify the members of the IEP Team.


The public agency must ensure that the IEP Team for each child with a disability includes:
• The parents of the child;
• Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
• Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;
• A representative of the public agency (who has certain specific knowledge and qualifications);
• An individual who can interpret the instructional implications of evaluation results and who may also be one of the other listed members;
• At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
• Whenever appropriate, the child with a disability.


In accordance with 34 CFR 300.321(a)(7), the public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b).
[34 CFR 300.321(a) and (b)(1)] [20 U.S.C. 1414(d)(1)(B)]


2. Identify instances when an IEP Team member may not need to attend. 


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) may be excused from attending an IEP Team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if:
• The parent, in writing, and the public agency consent to the excusal; and
• The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.
[34 CFR 300.321(e)] [20 U.S.C. 1414(d)(1)(C)]


3. Provide for inviting representatives from the Part C system.


In the case of a child who was previously served under Part C of the IDEA, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services.
[34 CFR 300.321(f)] [20 U.S.C. 1414(d)(1)(D)]


4. Require that the notice inform parents of other IEP Team participants.


The notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must inform the parents of the provisions in 34 CFR 300.321(a)(6) and (c) (relating to the participation of other individuals on the IEP Team who have knowledge or special expertise about the child), and 34 CFR 300.321(f) (relating to the participation of the Part C service coordinator or other representatives of the Part C system at the initial IEP Team meeting for a child previously served under Part C of the IDEA).
[34 CFR 300.322(b)(1)] 


5. Revise requirements for when transition content must be included in an IEP meeting notice.


For a child with a disability beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must:
• Indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with 34 CFR 300.320(b) and that the agency will invite the student; and
• Identify any other agency that will be invited to send a representative.
[34 CFR 300.322(b)(2)] 


6. Set forth provisions regarding consideration of Individualized Family Services Plans (IFSPs) for children aged three through five.


In the case of a child with a disability aged three through five (or, at the discretion of the State educational agency (SEA), a two-year-old child with a disability who will turn age three during the school year), the IEP Team must consider an IFSP that contains the IFSP content (including the natural environments statement) described in section 636(d) of the IDEA and its implementing regulations (including an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills for children with IFSPs under 34 CFR 300.323 who are at least three years of age), and that is developed in accordance with the IEP procedures under Part B. 


The IFSP may serve as the IEP of the child, if using the IFSP as the IEP is consistent with State policy and agreed to by the agency and the child’s parents.


In implementing these IFSP provisions, the public agency must provide to the child’s parents, a detailed explanation of the differences between an IFSP and an IEP. If the parents choose an IFSP, the public agency must obtain written informed consent from the parents.
[34 CFR 300.323(b)] [20 U.S.C. 1414(d)(2)(B)]


7. Require that the IEP be accessible to teachers and others responsible for its implementation. 


Each public agency must ensure that:
• The child’s IEP is accessible to each regular education teacher, special education teacher, related services provider, and any other service provider who is responsible for its implementation; and
• Each teacher and provider described in this provision, is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.
[34 CFR 300.323(d)] 


8. Address the IEP for a student who transfers to a different school district in the state. 


If a child with a disability (who had an IEP that was in effect in a previous public agency in the same State) transfers to a new public agency in the same State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide a free appropriate public education (FAPE) to the child (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency either adopts the child’s IEP from the previous public agency, or develops, adopts, and implements a new IEP that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(e)] [20 U.S.C. 1414(d)(2)(C)(i)(I)]


9. Address the IEP for a student who transfers from another state.


If a child with a disability (who had an IEP that was in effect in a previous public agency in another State) transfers to a public agency in a new State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide the child with FAPE (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency conducts an evaluation pursuant to 34 CFR 300.304 through 300.306 (if determined to be necessary by the new public agency) and develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(f)] [20 U.S.C. 1414(d)(2)(C)(i)(II)]


10. Address transmittal of records for students who transfer.


To facilitate the transition for a child described in 34 CFR 300.323(e) and (f) (who transfers within the State or from another State), the new public agency in which the child enrolls must take reasonable steps to promptly obtain the child’s records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous public agency in which the child was enrolled, pursuant to 34 CFR 99.31(a)(2) (Family Education Rights and Privacy Act (FERPA)) and the previous public agency in which the child was enrolled must take reasonable steps to promptly respond to the request from the new public agency.
[34 CFR 300.323(g)] [20 U.S.C. 1414(d)(2)(C)(ii)]


11. Add a new provision for AMENDING the IEP without another meeting. 


In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP. 


If changes are made to the child’s IEP in accordance with 34 CFR 300.324(a)(4)(i), the public agency must ensure that the child’s IEP Team is informed of those changes.
[34 CFR 300.324(a)(4)] [20 U.S.C. 1414(d)(3)(D)]


Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in 34 CFR 300.324(a)(4), by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated.
[34 CFR 300.324(a)(6)] [20 U.S.C. 1414(d)(3)(F)]


12. Encourage consolidation of IEP meetings. 


To the extent possible, the public agency must encourage the consolidation of reevaluation meetings for the child and other IEP Team meetings for the child.
[34 CFR 300.324(a)(5)] [20 U.S.C. 1414(d)(3)(E)]


13. Provide for the review and, as appropriate, revision of the IEP.


Each public agency must ensure that, the IEP Team reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved and revises the IEP, as appropriate, to address:
• Any lack of expected progress toward the annual goals and in the general education curriculum, if appropriate;
• The results of any reevaluation;
• Information about the child provided to, or by, the parents, as described under 34 CFR 300.305(a)(2) (related to evaluations and reevaluations);
• The child’s anticipated needs; or
• Other matters.


In conducting a review of the child’s IEP, the IEP Team must consider the special factors described in 34 CFR 300.324(a)(2) (development of the IEP).


A regular education teacher of the child, as a member of the IEP Team, must, consistent with 34 CFR 300.324(a)(3) (participation of regular teacher in development of the IEP), participate in the review and revision of the IEP of the child.
[34 CFR 300.324(b)] [20 U.S.C. 1414(d)(4)]


14. Authorize alternative means of meeting participation.


When conducting IEP Team meetings and placement meetings pursuant to subparts D and E of Part 300, and carrying out administrative matters under section 615 of the IDEA (such as scheduling, exchange of witness lists, and status conferences), the parent of a child with a disability and a public agency may agree to use alternative means of meeting participation, such as video conferences and conference calls.
[34 CFR 300.328] [20 U.S.C. 1414(f)]


1 Topics in this series include: Alignment With the No Child Left Behind (NCLB) Act; Changes in Initial Evaluation and Reevaluation; Children Enrolled by Their Parents in Private Schools; Discipline; Disproportionality and Overidentification; Early Intervening Services; Highly Qualified Teachers; Identification of Specific Learning Disabilities; Individualized Education Program (IEP) Team Meetings and Changes to the IEP; Individualized Education Program (IEP); Local Funding; Monitoring, Technical Assistance and Enforcement; National Instructional Materials Accessibility Standard (NIMAS); Part C Amendments in IDEA 2004; Part C Option: Age 3 to Kindergarten Age; Procedural Safeguards: Surrogates, Notice and Consent; Procedural Safeguards: Mediation; Procedural Safeguards: Resolution Meetings and Due Process Hearings; Secondary Transition; State Complaint Procedures; State Funding; and Statewide and Districtwide Assessments. Documents are available on the IDEA Web site at: http://IDEA.ed.gov.


http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C9%2C

Annual IEP's left open in DRAFT form over the Summer?

How long can a DRAFT of an Annual IEP be left OPEN in the EzIEP system? If an IEP team in Broward has not set up enough time to hold an effective collaborative ANNUAL Transition into Kindergarten IEP for a student, especially a student with significant physical needs entering Kindergarten in the Fall ....does that mean the students IEP is just an "open" document in Draft form over the entire summer or does that mean the required Annual Date of completing the Annual IEP is now out of compliance? ....again...just askin.....any Special Ed lawyers out there? Please comment and let's open this for rich discussion.

What is Good Customer Service ~ in our Public Schools?

Good customer service ~ What does it mean to each of us? What does good customer service in our Public schools mean to us? 


I know for me it means the people that greets me first in a school are friendly and nice. That would be the front office person and the one that picks up and answers the school phone. 


Good customer service in a school means all staff LOOK AT YOU and maybe say "hi" to you, even though they aren't even your child's teacher. When on a school campus and most of the ADULT STAFF 'act' like they don't see you like that you are not even there, that is not good customer service! It has always amazed me how so many adult administration, teachers and staff can all act so stand offish and unfriendly. If this is what you are experiencing at your school...you are not alone. This is becoming the norm in many public schools. 


Good customer service is about treating Parents as Partners in Education. It's about working together as a community and as a collaborative team, to help educate all our children, our future generation! 


When a parent wants to be involved, accept them as partners and give them something to do, especially if they have certain talents for things and they have 'signed up' to be called to volunteer. Allow all kinds of parents into the 'inner circle' of volunteering within our schools. Too many parents are being made to feel they are not wanted on our school campuses anymore. Special Ed Parents especially are being shut out from being on the campus at all sometimes. *Only a special ed parent that has experienced this will agree that this is exactly what is happening more and more....at many schools.


The reason families make decisions to leave the Public School system is because they are being made to feel not welcomed anymore. Parents are not valued as equal partners in our child's education. Parents are tired of the closed doors and the silent treatment from 'site based management' where the principal rules over our schools like a dictatorship. 


I used to see our previous principal, Mr. Cassaw just about each and every time I visited the school to have lunch with my children. He always made it a point to say hello and even sat with us on the outside picnic tables and shared a little friendly chat. Nice man that can come out of their office to greet parents and give them some of his time and be interested enough to even get to know the parents of his students at the school. Thank you Mr. Cassaw for being a respected leader of Stephen Foster. Your leadership is missed by this involved parent. Hope you are enjoying the fishing!


Principals are the ones that set the tone of our schools. If the parents are feeling unhappy due to the 'tone' of the campus then the teachers and staff are unhappy as well! If their is an unspoken 'rule' to not be friendly to the parents or don't talk to them unless you have to ~ those are the attitudes of administration.  Site based management IS THE PROBLEM most of the time! 


I am with heavy heart writing this post, because it is how my wonderful little elementary school; Stephen Foster Elementary school has become lately....many teachers and staff are absolutely the BEST but they are few. For the most part after 11 years at the same school, it is sad to say it has lousy customer service. My daughter's school has become so unfriendly, stand-offish, almost snobbish...a few of the teachers are. Some staff have never had a collaborative conversation with me and they could have and should have in those 11 years. It is sad to know that the school I believed in for so many years has become just another Public school that isn't welcoming parents like they should.  ....all parents....especially the pro-active parents raising a child with Special needs. In conversations with others, I have listened to several parents , parents of a gifted students, parents that speak another language, parents of Special needs child and from my own experiences as well. The common feelings are common that....there is a disconnect and the communication is not there.

~ Partner with Parents and open the doors to the positive possibilities of what any and all the parents can provide to the "family-like-community" within our school. Teachers and staff....be friendly and say hi to us even if you don't have our child in your class. We appreciate all of you and what you do for our children throughout the school year. 


We want our school back!

1 HOUR 15 Minute IEP Meetings ~ PURE NONSENSE!!

Why do some schools only allow for just an 1 HOUR & 15 minutes to have an  ANNUAL IEP meeting that also needs to include the Matriculation into Kindergarten and now also a Reevaluation Plan meeting??? 


*That's right all that NEEDED to be covered in just a ONE HOUR & 15 MINUTE IEP MEETING! Who are they kidding? 




How can anyone even think so much can be covered and worked on "collaboratively" in an hour & 15 minutes? 


BROWARD ESE DEPARTMENT ~ WHY & HOW DO ESE SPECIALIST CONTINUE TO GET AWAY WITH DOING THIS TO FAMILIES YEAR AFTER YEAR?


Pure deliberate nonsense I say! 

"Natural Inclusion Supported with Peers" FIN ~ PEER SUPPORT MANUAL

FIN ~ Florida Inclusion Network has wonderful programs & services that could be implemented in our schools to help provide natural supports via Peer Supports & Inclusion naturally by providing our schools with a PEER SUPPORT Program. 


It's about our District wanting to make a positive change that has to do with how our society thinks about people that are 'different' ~ ALL Students would benefit from a program like this, especially the student that needs positive redirection & maybe a scribe or a note-taker....or a friend even. The student that needs another person some of the time to stay on task and or with mobility help or technology assistance and it's documented on their IEP they need adult and/or peer assistance. Some students needing a 1:1 Aide or Para Professional and the funding not going through for some students for them to have an Aide, PEER SUPPORT Programs should be a priority to continue to help ALL our students be successful. 


Friendships, Peer support and reaching out to help others should be a natural thing happening in our schools & society. FIN has programs that can be set up and implemented in our schools fairly quickly. 


It's about creating a PEER SUPPORT Program that will provide a way for FELLOW STUDENTS WORKING TOGETHER & BECOMING FRIENDS BY HELPING EACH OTHER. This should be happening naturally....but it's not. 


Students both without and with a disability benefit from programs like these.


PEER SUPPORT MANUAL AT-A-GLANCE
http://www.floridainclusionnetwork.com/Uploads/1/docs/PeerSupportManualAtAGlance.pdf



Building Inclusive Schools
http://www.floridainclusionnetwork.com/Uploads/1/docs/Building%20Inclusive%20SchoolsSessionDesc.-Flyer.pdf


FIN ~ Florida Inclusion Network PRODUCTS
http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Products/General_Products.asp 

Here are a few great web links for your research on FLORIDA ESE & IDEA FUNDS ~ Have fun researching! 


FLDOE ESE ~ Direct Links & Resources
http://www.fldoe.org/ese/


FLDOE ESE ~ IDEA PART B 
http://www.fldoe.org/ese/pdf/idea-partb-09.pdf


FIN ~ BUILDING INCLUSIVE SCHOOLS 
FIN Building Inclusive Schools ~ E-learning Module

NCLB: End It, Don't Mend It - Bridging Differences - Education Week

NCLB: End It, Don't Mend It - Bridging Differences - Education Week  
The fundamental role of the federal government should be to advance equality of educational opportunity. That's a tall order. Congress should revive the commitments made in 1965, when the Elementary and Secondary Education Act was passed: To use federal resources on behalf of the neediest students; to protect the civil rights of students; to conduct research about education; to report on the condition and progress of American education.
Click here for full story....NCLB: End It, Don't Mend It ~ Bridging Differences - Education Week

IDEA says about Assistive Technology & English Language Learners

The laws and rules relating to the use of assistive technology for meeting the educational needs of students with disabilities, parental consent REVOKE (new!), and services for English language learners (ELLs) with disabilities.

Assistive technology, Section 300.24(a)(2)(v) of Title 34 of the Code of Federal Regulations (the “yellow book”), the IEP Team must “consider whether the child needs assistive technology devices and services.” Additional related sections of Title 34 CFR are 300.105(a), 300.105(b), 300.113, 300.5, and 300.6. Additionally, Florida State Board of Education Rule 6A-6.03028(3)(g)(10), Florida Administrative Code (F.A.C.) (the “red book”), states that in IEP development, review, and revision the IEP Team shall consider “whether the student requires assistive technology devices and services. On a case-by-case basis, the use of school-purchased assistive technology devices in a student’s home or in other settings is required if the IEP Team determines that the student needs access to those devices in order to receive a free appropriate public education…”

For ELLs with disabilities, 6A-6.03028(3)(g)(10), F.A.C., states that the IEP Team shall consider “in the case of a student with limited English proficiency, the language needs of the student as those needs relate to the student’s IEP.”

In regards to parental consent, section 300.300 of Title 34 CFR describes the procedures school districts must follow in obtaining parental consent for evaluations. Note that in some cases parental consent may not be required (e.g. if the district has made “reasonable efforts” to obtain consent or if the parent has “failed to respond,” or for certain tests or evaluations that are administered to all students). Note also that a district may use dispute resolution procedures to obtain parental consent in some cases. See also state regulation Rule 6A-6.0331.

Below are direct links to the federal and state regulations:

Title 34 CFR (“yellow book”)  ~ IDEA
http://idea.ed.gov/download/finalregulations.pdf

Florida Rules (“red book”)
http://www.fldoe.org/ese/pdf/1b-stats.pdf

NEW BOOK TO OWN!!! Wrightslaw: All About IEPs

Wrightslaw: All About IEPs by Peter W. D. Wright & Pamela Darr Wright; Sandra Webb O'Connor
http://www.wrightslaw.com/bks/aaiep/index.htm#order

If you purchase just one book this year to help you in understanding the whole IEP process....any book by Peter and Pamela Wright gets my highest recommendation! This is their newest released IEP book! Order one today, order a couple as gifts for your friends!

Wrightslaw: Peter and Pam Wright are the most respected Special Ed Advocates in the country! If you haven't attended one of their weekend BOOTCAMPS or heard them speak at a conference...you are really missing simply the best training that all parents dealing with Special Education MUST ATTEND at least one. I have attended 4 already and can honestly say, I learned all I know from Pete Wright!!

Thank you Pete and Pam for the tremondous help you continually provide to parents and families across the country!

SP&P Guide ~ State & Federal IDEA Law *LINKS*

**ESE Policies and Procedures (SP&P) Listed by DISTRICT in a handy-dandy-drop-down-list!! What a concept!!! This is my personal baby for the past 4-5 years to get our State Dept. of Ed to do....to create a DROP DOWN LIST OF ALL the districts SP&P Guides! Whoo whooo...advocacy DOES PAY OFF!! Be sure to print one out and put it into a 3-ring binder...this is an invaluable tool!! Enjoy!



ESE Policies and Proceedures
http://www.fldoe.org/ese/ppd.asp

Section 1003.57(1)(d), Florida Statutes (F.S.), requires that district school boards submit to the Department of Education (DOE) proposed procedures for the provision of special instruction and services for exceptional students once every three years. Approval of this document by DOE is required by Rule 6A-6.03411, Florida Administrative Code (F.A.C.), as a prerequisite for district’s use of weighted cost factors under the Florida Education Finance Program (FEFP). This document also serves as the basis for the identification, evaluation, eligibility determination, and placement of students to receive exceptional education services, and is a component of the district’s application for funds available under the Individuals with Disabilities Education Act (IDEA).

IMPORTANT STUFF to be a GREAT ADVOCATE!

Florida ESE documents!

IMPORTANT FLORIDA ESE STATE DOCUMENTS
http://www.fldoe.org/ese/ppd.asp

FLORIDA'S RED BOOK ~ ESE RULES
http://www.fldoe.org/ese/pdf/1b-stats.pdf

FEDERAL IDEA LAW - it's the Federal law!!!
http://idea.ed.gov/

ALL OF THESE LINKS WILL HELP YOU KNOW FOR A FACT WHAT THE RULES OF SPECIAL EDUCATION ARE.....IF YOU GET TO KNOW THESE DOCUMENTS THAT ARE POSTED TO OUR STATE DEPARTMENT OF EDUCATIONS WEBSITES....YOU WILL CERTAINLY BE A CONFIDENT ADVOCATE AND KNOW WHAT YOUR RIGHTS ARE TO SUPPORTS AND SERVICES TO SPECIAL EDUCATION! PLEASE TAKE THE TIME TO KNOW ALL OF THESE, DOWNLOAD AND MAKE THEM INTO YOUR VERY OWN 3-RING BINDERS. CALL YOUR LOCAL SCHOOL DISTRICTS AND THEY CAN PROVIDE YOU A COPY IF YOU DON'T HAVE ACCESS TO A COMPUTER TO PRINT THEM OUT.

ENJOY YOUR JOURNEY TO BECOMING AN INFORMED AND KNOWLEDGABLE ADVOCATE FOR YOUR CHILD, THEY NEED YOU TO KNOW THIS IN ORDER TO HELP THEM BE SUCCESSFUL IN SCHOOL AND BEYOND!

I LOVE THIS STUFF! .....learn to like it yourself! 'o)

Want to know how your school district did with ON-SITE monitoring & compliance?

Want to know how your school district did with ON-SITE monitoring?
Monitoring Reports - Listed by School District
http://www.fldoe.org/ese/mon-home.asp

Here is another wonderful booklet provided by our Florida Department of Education that explains policy and proceedures on monitoring our schools. Compliance Manual (PDF, 1MB)
ESE Compliance Self-Assessment: Processes and Procedures Manual 2009-2010 http://www.fldoe.org/ese/pdf/m-compli.pdf

SP&P Guides for ALL Districts in Florida

SP&P Guides for all districts in Florida (click here)http://www.fldoe.org/ese/ppd.asp
ESE Policies and Procedures (SP&P)


Section 1003.57(1)(d), Florida Statutes (F.S.), requires that district school boards submit to the Department of Education (DOE) proposed procedures for the provision of special instruction and services for exceptional students once every three years. Approval of this document by DOE is required by Rule 6A-6.03411, Florida Administrative Code (F.A.C.), as a prerequisite for district’s use of weighted cost factors under the Florida Education Finance Program (FEFP). This document also serves as the basis for the identification, evaluation, eligibility determination, and placement of students to receive exceptional education services, and is a component of the district’s application for funds available under the Individuals with Disabilities Education Act (IDEA).
 
 
*This 'drop-down list' is my personal little advocacy project for the past almost 5 years!! I have been advocating to get this particular 'drop-down list' in place for  y e a r s....and so glad to see it is finally here for everyone to be able to access so e a s i l y! It looks like its been here all along...nope...seemed our State Department of Education needed a 'persistently pushy parent advocate' to keep telling them and keep telling them...that this is something that parents need to be able to get their hands on EASILY! It seemed that for the most part if I directed a parent that was seeking help or advice I would recommend to them that they needed to contact their local ESE Department and request a copy of their districts SP and P Guide, only to have someone on the phone that would say they didn't know what one was or who to ask to get one or better yet...some in our local ESE Department people that answered the phones would ask my parents, "Why do you need one?" WHY DO WE NEED AN SP&P???  BECAUSE WE DO!!!  It's a public document, yet it seems to be one of the hardest 'public documents' for parents of special needs children to get our hands on a copy! Do you believe this? It's true...becoming an advocate for your Child is WORK!

The SP&P Guide is your guide to 'the rules of the game' that are in place to help you know as a parent and also as a teacher to know exactly what the State ESE and Federal Special Education Laws are for your State and your particular school district.
 
The Federal Law is IDEA...the State ESE Rules used to be put into what is commonly referred to as the 'RED BOOK'....but now with everyone saying something about the 'budget cuts'....now the Florida RED BOOK is no longer being published, so now you can get it online. I will post the link to our State RED BOOK as well. Then there is the local SP&P Guides and that includes the State and Federal Rules as well as any local 'extra' thing each district agrees upon that needs to be done in order for a student to be identified or to receive ESE Supports and Services.

Make sure you put your SP&P Guide link on your DESKTOP or in your FAVORITES so you have easy access to it!

Everyone.....ENJOY the NEW FDOE SP&P "drop-down' button that allows you to be able pin point your school disticts SP&P Guide! YOUR ADVOCACY EFFORTS DO PAY OFF AND HELPS SO MANY OTHER FAMILIES!

Special-Ed Funds Redirected.....of course!!

EDUCATION
JANUARY 6, 2010

Special-Ed Funds Redirected

School Districts Shift Millions of Dollars to General Needs After Getting Stimulus Cash

By ANNE MARIE CHAKER

Florida's Broward County Public Schools saved as many as 900 jobs this school year. Nevada's Clark County School District just added more math and tutoring programs. And in Connecticut's Bloomfield Public Schools, eight elementary- and middle-school teachers were spared from layoffs.

These cash-strapped districts covered the costs using a boost in funding intended for special education, drawing an outcry from parents and advocates of special-needs children.

Jason Henry for The Wall Street Journal

Students near Boyd H. Anderson High School in Lauderdale Lakes, Fla., Monday. The school is part of the Broward County district, which shifted funds to save jobs.

A provision in federal law allows some school districts to spend millions of dollars of special-education money elsewhere, and a government report indicates many more districts plan to take advantage of the provision.

School administrators say shifting the money allows them to save jobs and valuable programs that benefit a wide range of students.

"We absolutely need this," said James Notter, superintendent of the Broward County Public Schools, the sixth-largest district in the country. He said the provision is "an absolute salvation for us," because the $32 million reduced from the local budget for special education allows him to save between 600 and 900 jobs that would likely have disappeared this school year.

The budget for Broward County's Exceptional Student Education program grew to $503.7 million this school year, $50 million of which comes from the extra stimulus funding for special-needs students. That makes current-year levels 10% higher than a year ago.

A new report by the Government Accountability Office, which surveyed a "nationally representative sample" of school districts, says that about 44% of them plan to use the provision that allows them to shift funds.

But supporters of special education say special-needs students are being shortchanged. The biggest rub: To shift the funds, schools must show they have met certain criteria, which may include graduation and drop-out rates of special-education students. To allow more districts to qualify, some states are ignoring or lowering the standards.

"This is a slap in the face," said Candace Cortiella, director of the Advocacy Institute, a Washington, D.C.-area nonprofit that advises students with disabilities. "This is historic funding that could have had a huge impact with [special-education] students, and states and districts have instead chosen to minimize the amount of good."

At the heart of the debate is a provision in the Individuals with Disabilities Education Act, or IDEA, a version of a statute originally enacted in 1975. The provision says that in years in which there is an increase in federal funding for special-needs students, districts already meeting certain standards can choose to reduce their local spending on special education by as much as 50% of the federal-funding increase -- and, in turn, divert the freed-up money to other uses.

In past years, increases, if any, in IDEA funding were generally small, so the provision -- intended to give districts some flexibility -- wasn't used much. But the Obama administration's economic-stimulus plan boosted IDEA funding by an unprecedented $11.3 billion over this school year and the next -- roughly equal to the total amount states received a year ago.

Use of the provision to redirect funds has prompted a letter from Education Secretary Arne Duncan urging states to refrain from relaxing their requirements to allow more districts to take advantage of the provision.

At the same time, state education officials say many of their districts are struggling to keep their heads above water. "I do have great respect for Secretary Duncan, but I felt we were left with no choice," said Heidi Atkins Lieberman, Missouri's assistant commissioner in charge of special education. Missouri says it will temporarily suspend tracking graduation and drop-out rates of special-education students so that more districts can take advantage of the flexibility provision. Michigan and Illinois have taken similar steps.

There aren't immediate consequences: Through next school year, districts using the provision will continue to enjoy increased special-education funding, thanks to the stimulus. But newly lowered local-funding levels will become the new threshold districts are required to maintain to keep receiving federal funds, which is likely to result in lower local special-education spending.

Mark Halpert, president of the Learning Disabilities Association of Florida, said that is a reason he spoke up at a recent meeting against Broward County reducing its local special-education budget to save jobs. He said he would have liked to see the funds spark "new and innovative programs" for special education.

Mr. Notter, of the Broward County schools, said federal stimulus funds still allowed him to add programs to the special-education department, such as teacher-training workshops and school-to-community transition programs for students that he said were much needed -- and are likely to continue well into the future.

While aware that the funding shifts could pressure local special-education funding in the years ahead, the current budget situation is so dire, Mr. Notter says, that he is in a position of trying to rescue what he can for the current school year. "It's about getting to the next day," he said.

Write to Anne Marie Chaker at anne-marie.chaker@wsj.com

http://online.wsj.com/article/SB126274303415617219.html#articleTabs%3Darticle
Click above to read from the Wall Street Journal website

DEVELOPMENTAL PRESCHOOLS

Developmental Preschools are available for our children that need extra help developing the milestones that come naturally for some. These schools are great for our little kiddo's that need help with walking, talking, coloring and socializing.....Occupational Therapy, Physical Therapy and Speech and Language Therapies are provided at these schools with a doctors script. Thru the early intervention program these therapies can be provided when a little one attends a developmental preschool.

Some counties don't have these places and other counties do. Broward County happens to have a nice handful of about 5 of them. They are all located in different parts of town, so no matter where a family lives, one is sort of nearby or they can have their child take a Broward County school bus to one. Our developmental preschools in Broward provide early intervention services and supports and also have classrooms set up for 3-5 year old that qualify for Exceptional Student Education supports and services.

As an a Advocate, I love working with families that have children that need to access the full spectrum of supports for their child in order for their child to move forward in their development. Parents are provided information and the option of placing their Child in one of these DEVELOPMENTAL PRESCHOOLS so they can receive OT-PT-ST therapies during their school day and be provided a language enriched classroom to get them ready for Kindergarten at 5 years old.


My daughter attended UCP and I have only good things to say about UCP and the teachers she had when she was there for such a short time between the age of 3 - 4 years old. The BEST teacher in the entire world there was Mrs. Gayle Clinker!! She cared so much about each and every child that came into the ENTIRE school and it showed by how much FUN she made sure each Child had on any given day. For example she took pictures of her students with a different seasonal theme...like for April it was "April Showers". She would dress them in a raincoat holding an umbrella...take the picture and laminate these pictures onto different colored heavy construction paper and made them into their lunch time placemats that thay used for that entire month...each month was a different theme. My daughter was a popular "June Bride", she had several 'boyfriends' and absolutely LOVED putting on the wedding dress her teacher brought in for that 'theme'!! I still have these beautiful placemats of my daughters moments in time...and what a wonderful time it was for me as a mom...to have her at a place that was going to help her be successful! Having her as Mariah's first 'real teacher' was a great experience for me as a 'nervous mom' sending my Child off to school at 3 years old! Mariah was provided with a quality foundation to her future learning because we did have a good experience and she did have a teacher that truely cared. Attending a developmental preschool for my daughter was a good thing!


The one thing that was hard for me to accept was when my daughter first started attending UCP at 3 years old was that she was not provided with any of the OT-PT-ST therapies that she had been recieving while under the Early Intervention 'umbrella' aka Part C services. I was amazed that she was able to go from having so many daily therapies to not receiving not even one therapy service!...NOT ONE THERAPY!!! NOT ONE!!


Her first 6 months of attending a DEVELOPMENTAL PRESCHOOL SHE DID NOT RECEIVE ANY OT-PT-ST SERVICES!! She only started receiving her therapies only because I was persistent in FIGHTING FOR HER to receive any of those therapy services! I didn't get it...why did I have to fight so hard at the beginning of her journey of going to school? I had no idea what was going on or why all of a sudden my daugher that has Down syndrome could go from having so many different therapies everyday from birth to 3, that now as soon as she was under the 'umbrella' of DOE = Department of Education aka Part B services, that she 'didn't qualify for'....NOT ONE THERAPY!! I didn't get it...I was mad, I was lost, I was confused and very very ANGRY! My daughter needed her therapies and she was loosing precious time with her development by not receiving them! Didn't they care??!

It was at this time I learned very quickly what an IEP was!! I had an IEP EVERY MONTH (about every 4 weeks!!) for the first 5 months after she turned 3 years old and started attending a "DEVELOPMENTAL PRESCHOOL". I had an advocate with me for my first three IEP meetings and quickly found out that 'my advocate' wasn't really speaking up or for me during those first three meetings. I even asked her to step outside during one of those first IEP meetings and had to ask her, "Why aren't you speeking up in there for me??"...her answer was, "You are doing fine on your own in there!" ~ That was the last time I had 'my advocate' attend any of my IEP meetings ever again! I wanted someone that was going to teach me how to be a good advocate and how to help get my daughter what she really needed while in school. The only thing I learned from her was, she always told me to, "learn the language"....learn the language of what? Learn the same language that 'they' the IEP "TEAM" uses...but what did that really mean to me then? I didn't understand what she was saying...really....but I do now! Boy do I understand 'their language now'!!! I read the STATE RULES ON SPECIAL EDUCATION now in my 'spare time'!! I pass out 'the RED BOOK' like it's candy, if you don't know what one is...call or email me and I will make sure you get you first copy! *This is the STATE RULES for Special Education, if you don't know what the rules are, how can you play the game and advocate for something you don't know what your Child is entitled to receive! Call or email me!


I fought hard to have my daughter evaluated for her to receive Speech and Language Therapies, Occupational and Physical Therapies while attending UCP DEVELOPMENTAL PRESCHOOL. It only took me 5 months to FINALLY get her 'approved to be tested' for her Speech! What a joke my first IEP meetings were! I learned so much during those first five meetings! I learned very quickly that all the time that seems to be wasted on these IEP meetings, they could have spent what they pay their employees on providing therapies for a Child instead of having the therapist attend all those stressful and negative IEP meetings to talk such nonsense on what the Child CAN NOT DO and WHY THEY CAN NOT RECEIVE THERAPIES at their DEVELOPMENTAL PRESCHOOL!...what the heck is going on? What is the point of having our Chilren that are classified as 'developmentally delayed' and eligible to receive ESE supports and services attend these kinds of places, if they won't provide to them such basic supports such as OT-PT-ST therapies? Does this make any sense?!

After I was able to "learn the ropes" of just what these IEP meetings were suppose to accomplish....which from the parent perspective is to get us all stressed out and turn us down for our Child to NOT receive anything other than just being able to 'attend their Develpmental Preschool'....nothing more than that...they do not want to provide the very therapies we parents know our Child needs!


After her first 6 months I was finally able to secure all her OT-PT-ST supports and services that I knew in my heart she absolutely needed! I have graduated not only as my daughters first teacher but now I was my daughters BEST ADVOCATE! At the time I didn't know I would go on to teach n release many other parents to learn the ropes of what to expect at an IEP and how to help parents be their Child's best advocate for life! Thank you Broward County Schools for making me the advocate I am today! I tell people that I attend the 'University of Broward' for my Advocacy skills! Broward County is the 6th largest school district in the nation!

The Early Intervention program for 3 years had no problem providing my daughter with LOTS of OT-PT-ST to help her 'develope', yet her DEVELOPMENTAL PRESCHOOL provided me with the biggest fight for her to receive just ONE HALF HOUR of any therapy! It took me close to 6 MONTHS of going to yet another IEP "team" meeting to discuss her need for therapies and whatever else she needed at the time! My husband would attend some of those meetings with me, but in the end, this was 'my mom job' as he needed to continue to work and make the money for our family to be able to pay our bills, so as a mom, this was my new job, to make sure my daughter was being provided with what she needed to be successful in school and ultimately in life!


My daughter is now in the 4th grade and doing beautifully. Over the years I receive phone calls regularly from parents that are also raising children with Down syndrome and other unique learning challenges, but mostly families with Down syndrome contact me needing help with school issues, IEP's and inclusion. Many parents are going thru the same thing as I did back so many years ago...when my daugher was new to the Part B program, starting at 3 years old, when they get to start attending 'school'...and usually it's a DEVELOPMENTAL PRESCHOOL or sometimes they attend a 3-5 year old program that is in a classroom at the neighborhood elementary school. I thought my daughter was too young, too little, and so not ready for the big campus.


The stories....oh my goodness the stories I have heard...each phone call paints the same picture....different family, different Child, different school, same type of story! I could write a book just on the different 'things' I have heard parents tell me of their experiences having their Child attend a DEVELOPMENTAL PRESCHOOL. Some are good stories...others are not good stories.

If we as parents are trusting those at these IEP "team" meetings to the care of our most precious Children, why are parents voices not being heard at these IEP meetings for what they know their Child needs and why our Children are not being provided with the most basic supports and therapies that they hopefully had been provided with during their Early Intervention years? Parents need to be provided with trainings on what to expect at an IEP meeting and other things pertaining to raising a Child with Special Needs. Many times parents go into these important IEP meetings not realizing just how important 'the decisions' that are being made and written into those IEP documents. The DEVELOPMENTAL PRESCHOOLS should be providing parents with so many resources and trainings and helping them get connected with disability specific support groups, anything that will help empower parents to help advocate for their Child to receive the supports and services their Child needs. Are these schools connecting parents with the other parents and helping them find local disability specific support and advocacy groups? Are they providing parent trainings to help parents understand 'the next step'? I hope so, but bet not...over the 11 years I have been 'in the business' of helping families....not one referral has ever come from a 'developmental preschool'....that tells me something.....resources are not always being provided to the families that need help.


DEVELOPMENTAL PRESCHOOLS ~ some are absolutely fantastic and do a great job, while others seem to be a 'closed door society' that keep the parents shut off from being an active and involved parent volunteer in their Childs school. UCP had an open door policy and I was able to volunteer everyday, I got to know the daily routine and the other teachers and all the wonderful therapist, the friendships with the other mom's and interacting and getting to know the other Children and taking pictures of the fun activities! It was a wonderful time for me as a mom, it was a fun learning time for my daughter! My daughter had a great time at UCP, she had teachers that really cared about her growing 'developmentally', the teachers and therapist really did a nice job at UCP for my precious little girl! (THANK YOU!)


I hope that no matter which DEVELOPMENTAL PRESCHOOL your Child attends that it's a good experience and your Child grows in leaps and bounds. I know there are lots of 'stressors' for parents when they have to attend one of 'those IEP meetings'....believe me...that is where I started my journey of learning to be my daughters BEST advocate. The short time she spent at UCP was a wonderful time that I will always cherish the memories and the fun we both had and the pictures her teacher made of her there will always flood me with the love I had for her teacher for doing all she did, to help my daughter be successful. My daughters 'school foundation' started at a really wonderful DEVELOPMENTAL PRESCHOOL and then she went off to her neighborhood Elementary school at 4 years old. It was called: the PLACE Program (Preschool Learning and Classroom Experience. Today it maybe called something else and each county has their own name for their 3-5 year old ESE program.) she attended that for 2 years because her birthday falls after September 1st and was 5 years old for just 1 month once she finally did start Kindergarten. She has been at that same school ever since!


If you would like to share your story of your experiences of your Child attending a DEVELOPMENTAL PRESCHOOL, I would love to post them here to share with others. Either email me at: nancy.harris@dsadvocate.com or post your story as a comment to this posting.