Chapter+Nine

INTRODUCTION From 1975 to the present, some 30 years after the passage of the Education for All Handicapped Children Act (P.L.94-142), the partnership between parents and teachers as an educational decision-making team, in many instances, is still not fully realized. Educators are still concerned about parents’ abilities to fully comprehend their “educated” rhetoric, while many parents of children with disabilities harbor negative school experiences of their own as well as issues of inferiority and the fears of somehow being blamed for the conditions of their children. Today, more than ever before, it is vital for parents and educators to work closely to ensure that the needs of the //entire// child are being met on as many levels as possible. To this end, there are some key things parents and educators must keep in mind as they move toward a more harmonious and effective working relationship. · Accept that the IEP process is a joint responsibility · Respect what each has to offer · Remain open to new ideas and suggestions · Problems should be discussed with those directly involved, not others. · Do what you say you will do, when you say you’ll do it. · Don’t make changes without consulting other party. · Find someone with whom you can communicate - then communicate. · Advocacy and planning does not simply happen once a year. Stay in touch. __**Working relationships with parents -Shawniece**__ Working Relationships with Parents The following list is essential to establishing a good working relationship between the parents an the school district. · Accept that the IEP process is truly a joint responsibility. · Respect what each person has to offer. · Remain open to new ideas and suggestions. · If a problem exists, talk to the people involved, not others. · If you say you are going to do something…DO IT! · Don’t make changes to the IEP without involving all parties. · Find someone with whom you can communicate. · Be sure that advocacy and planning occurs on a regular basis.
 * __The introduction --Cherhonda__**

It is imperative for school administrators to establish a trusting relationship with the family. Parents can contribute meaningfully to the development of their child’s IEP. Parents and educators as well as administrators are equal partners in the educational decision making process. They share the common goal of providing an appropriate education for the child at hand. Interpersonal understanding is important to accurate communication and occurs when we recognize and understand another person’s attitudes and values. Conflict is inevitable; however, it simply requires the clarification of points of views. School leaders have to understand the background and experiences of his or her students’ parents. Parents need to have an understanding of the demands on administrators’ time and energy that working in public schools brings. Implicit within this challenge is the need for the whole school community – administrators, teachers, parents and children - to feel valued, heard and supported. For parents of children with special needs the issues can be further heightened by anxiety. Administrators need to be particularly sensitive to these parents’ needs. Their current policy or standards should include the method they use to communicate with the parents. Administrators need to think carefully how to ensure parents are given a breadth of information that reflects their valuing of the child as an individual, not only as an achiever.

These are some quick reminders that must be focused on when preparing for a parent conference for students with exceptionalities. A. Establish a positive environment conducive so that open dialogue can occur between the parents and educators. B. Make sure the conference is student focused. C. Make sure it is communicated that nothing discussed is final, and follow-up meetings can take place if anything changes such as: child's behavior, academic progress etc. D. Make sure all language both written and verbal is clear and jargon-free. E. Use the word "our" not "my" during deliberation about the child. F. Encourage parents to think about long-term about child's education and career path. G. Be able to concerns and encourage parents to provide their own suggestions. H. Give copies of the all documents discussed during the meeting. I. Thank the parents for being their child's advocate, and encourage them to remain involved.
 * M__aking the most of parent conferences --Rommie__**

//**I__EP Purposes and Functions Bonita__**// To provide communication between parents & school personnel A.__Educational tool__ (negotiated plan) used to plan, measure and report progress to family B.__Management tool__ used to ensure child is provided services appropriate to specialized needs C.__Compliance monitoring document__ used to determine whether child is receiving a free, appropriate education D.__Evaluation devic__e used to determine the extent of progress toward meeting projected outcomes.

1. how disability affects involvement and progress in the general educational curriculum 2. how disability affects involvement in appropriate activities. 3.information is gathered from parents, educators, multi factored evaluation team report, student and informal observations describe educational performance to be achieved in one year relating to 1.involvement in general curriculum and meeting child’s needs 2. special education 3.related services & supplementary aids and services provided 4.present level of performance regarding extracurricular and non academic activities 5. the extent to which student will participate with non-disabled students, 6.statement of modifications needs for state or district assessments and how student will be assessed 7.projected date to begin service, frequency, location and duration 8.at age 14 a statement of transition services needed focusing on course of study, at age 16 transition services and agency linkages 9. statement that child has been informed of rights and transfer of rights to child at age of majority 10. how progress will be measured 11.how parents will be informed of progress & extent to which progress is sufficient to achieve end of year goals __**C**.Development of IEP__ : special factors such as behavior and specific communication needs, visual and hearing factors as well as limited English proficiency are addressed 1.General: consideration of student strengths, parent concerns and results of initial and recent evaluations 2.Special Factors: behavior, limited English proficiency, language, hearing and visual assistive devices/services 3.Regular Education: regular education teacher participates in the development of the IEP __**D**.Review and Revision of IEP__: maintains prior requirement s and adds new language emphasizing revision of IEP as appropriate 1. General: IEP reviewed periodically no less than annually to determine goal achievement, revision as appropriate to address lack of expected progress, results of reevaluation, additional information regarding student 2. Requirement with respect to regular teacher: will participate to extent appropriate with review and revision of IEP __**E.** IEP Team__: maintains prior requirements regarding team membership & adds new members including regular teacher 1. Parent 2. At least one regular education teacher of child 3. Special Educator/special provider 4. Representative of Local Education Agency qualified to provide or supervise specialized instruction, knowledgeable of general curriculum, and availability of resources 5. Individual who can interpret instructional implications of evaluation results 6. Other individuals who have knowledge or special expertise regarding child /related services personnel 7. Student when appropriate __**F.** Parent Participation in placement__: Immediate change in parental right to be involved in all placementdecisions regarding child. LEA required to ensure parents included in any decision made regarding educational placement __**G.** Reevaluation__: Required every 3 years, now required to review existing evaluation data and identify if additional information is needed to determine a continued disability and what present level performance and educational needs are. If sufficient documentation is available student may be recertified unless parent requests testing. Consent from parent is required for reevaluation. 1. Review of existing data, current progress/observations, parental input 2. Whether student has disability, needs sped, present levels of performance, accommodations/modifications, data source 3. Parental consent 4. Requirements if additional data is not needed: notification to parents and reason for determination, notification of right to request additional information, no additional assessment unless requested by parent 5. Evaluation before change in eligibility: evaluation of a child in accordance with section 614 before determination that child is no longer eligible 6. Specification of all special education services needed to meet special education and related needs provided at no cost to parents.
 * IEP Components**
 * A.**__Present levels of educational performance__:
 * B**.__Statement of measurable annual goals and benchmarks__

EARLY INTERVENTIONS Early interventions must be concentrated and on-going in order to ensure that infants and toddlers with disabilities are given opportunities to reach their full potential from the very beginning. With this in mind, Part C legislation was created to enhance the children’s developmental potential as well as each of their family’s ability to meet their needs. Also, Part C improved and expanded the services that already existed for these children and their families. As a sort of checks and balances system, as a result of Part C, each family is assigned a service coordinator. The service coordinator’s primary responsibility is to help the family understand and take full and absolute advantage of the all of the services for which they qualify under the Individualized Family Service Plan (IFSP). According to Part C, every eligible child must be evaluated, assessed and go through the IFSP process in order to ensure that they get the most appropriate services based upon his/her individualized needs. Another significant aspect of the IFSP is its commitment to children with disabilities receiving interventions in their most natural environments – communities and places where typically developing students can be found. There must be a statement within the IFSP clearly defining what that environment. If for some reason services are rendered in an environment other than that defined within the assessment, it must be justified within the IFSP. The ISFP also makes readily available to families services that are oftentimes not considered (i.e. transportation, respite care, assistive technology, year-round services). The families’ service coordinators help to ensure that services are rendered in a timely fashion. It is illegal for families to be placed on waiting list for early intervention services nor can they be held financially responsible for therapy services.
 * __Early Interventions --Cherhonda__**

The most significant implication that exists for an administrator regardigd early intervention is making sure that they clearly understand the services that are to be provided and make sure that they follow the ISFP to the letter in order to avoid the loss of state funding and possible lawsuits.


 * __Leadership Implications Wendi__**

__ Vision For Learning __ ISSLC Standard 1 requires the education leader to promote the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. TILS Standard A correlates with this standard because it, too, requires the educational leader to provide continuous improvement to support the academic achievement of all students by collaborating with stakeholders to create a vision with clear goals. Special Education Standards identify Student and Program Evaluation by designing and implementing research to evaluate the effectiveness of instructional practices and program goals, apply knowledge and skill at all stages of the evaluation process for student learning of the general education curriculum and individualized IEP goals. It is the educational leader’s responsibility to promote the success of each and every student. This includes students that have specific goals and objectives in an IEP. The IEP team must also remain open to listening to the parent’s vision for their child’s learning. They must trust the parent and value their expertise in providing support for the child. Leaders must ensure that the educational needs of students with IEPs are being met through daily instruction and support.

__ Assessment and Evaluation __ TILS Standard C promotes Instructional Leadership and Assessment. The education leader must promote programs that provide alternative and meaningful authentic assessments. The Special Education Research and Inquiry Standard addresses using educational research to improve instructional and intervention techniques and materials, fostering an environment that supports instructional improvement, and engaging in action research. Student and Program Evaluation addresses designing and implement research to evaluate the effectiveness of instructional practices and program goals, apply knowledge and skill at all stages of the evaluation process for student learning of the general education curriculum and individualized IEP goals. The educational leader must promote appropriate evaluations and placement options. They must supervise the implementation of the IEP based on the assessment data. The leader must also support alternative evaluations based on the child’s IEP goals and objectives.

__ Managing the Environment __ ISSLC Standard 3 requires the education leader to promote the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment and TILS Standard E requires the educational leader to also manage the school effectively so that it facilitates teaching and learning. Special Education Standards address Program Development and Organization by improving instructional programs at the school and system levels; developing procedures to improve management systems; coordinate educational standards with the needs of children with exceptionalities to access challenging curriculum standards. The administrator is responsible for ensuring that services for students are provided as determined in the IEP meeting. It is also their responsibility to organize and manage the environment so that the child receives all necessary services.

__ Collaboration __ ISSLC Standard 4 requires the education leader to promote the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Special Education standards address collaboration by conveying the importance of collaboration and fostering the integration of services for individuals with exceptionalities; understand the role of collaboration for internal and external stakeholders to promote understanding, resolve conflicts, and build consensus to provide services to these students and their families. Special Education Standards address diversity by understanding the interactions of language, diversity, culture, and religion and using collaboration to enhance opportunities for individuals with exceptionalities. They also use understanding of the effects of cultural social, and economic diversity and variations of individual development to help develop programs and services for individuals with exceptional needs. It is important for educational leaders to know and understand parents who have children with disabilities. They must collaborate with parents and treat them as important members of the IEP team. Communicating with parents is important in order for the leader to build a relationship of trust with the parent.

__ Ethical practices __ ISSLC Standard 5 requires the education leader to promote the success of every student by acting with integrity, fairness, and in an ethical manner and TILS Standard F also requires the educational leader to be ethical as they are promoting the success of all students. It is the responsibility of the administrator to communicate and advocate with parents. Changes to the child’s IEP should not be made without the IEP team’s approval, which includes the parent. Parents should know their rights and be encouraged to play a leading role in the education of their child.

** 7207 Final Exam : Handout **
 * __Handout Wendi__**

Bonita Lowrance Shawneice Malone Cherhonda Mason Wendi Sutton Rommie Vasser

From 1975 to the present, some 30 years after the passage of the Education for All Handicapped Children Act (P.L.94-142), the partnership between parents and teachers as an educational decision-making team, in many instances, is still not fully realized. To this end, there are some key things parents and educators must keep in mind as they move toward a more harmonious and effective working relationship.
 * Introduction ** :

The following list is essential to establishing a good working relationship between the parents and the school district. · Accept that the IEP process is truly a joint responsibility · Respect what each person has to offer · Remain open to new ideas and suggestions · When problems exist, talk to those directly involved, not others · Do what you say you will do, when you say you’ll do it. · Don’t make changes to the IEP without involving all parties · Find someone with whom you can communicate - then communicate. · Advocacy and planning should occur on a regular basis, not once a year. Stay in touch.
 * Working relationships with parents: **

These are some quick reminders that must be focused on when preparing for a parent conference for students with exceptionalities. · Establish a positive environment conducive so that open dialogue can occur between the parents and educators · Make sure the conference is student focused. · Make sure it is communicated that nothing discussed is final, and follow-up meetings can take place if anything changes such as: child's behavior, academic progress etc. · Make sure all language both written and verbal is clear and jargon-free. · Use the word "our" not "my" during deliberation about the child. . Encourage parents to think about long-term about child's education and career path. · Be able to address concerns and encourage parents to provide their own suggestions. · Give copies of the all documents discussed during the meeting. · Thank the parents for being their child's advocate, and encourage them to remain involved.
 * Parent Conferences ** :

To provide communication between parents & school personnel · Educational tool · Management tool · Compliance monitoring · Evaluation device
 * IEP Purposes and Functions ****:**

· Present levels of educational performance · Statement of measurable annual goals and benchmarks · Development of IEP · Review and Revision of IEP · IEP Team · Parent Participation in placement · Reevaluation . Specification of services necessary to meet needs of student
 * IEP Components ****:**

To ensure that infants and toddlers with disabilities are given opportunities to reach their full potential from the very beginning early interventions must be concentrated and ongoing.
 * Early Interventions **:

Part C legislation Present levels of educational performance · Created to enhance the children’s developmental potential & their family’s ability to meet their needs. · Improved and expanded existing services for children and their families. · Each family is assigned a service coordinator whose primary responsibility is to help the family understand and take advantage of all of the qualified services under (IFSP) as a check & balance system · Eligible children must be evaluated, assessed and go through the IFSP process to ensure that they get the most appropriate services based upon his/her individualized needs. · Another significant aspect of the IFSP a clearly defined statement of the natural most natural environment that children will receive early intervention service · Any service given in an environment not defined must be justified . ISFP also makes readily available other services to families (i.e. transportation, respite care, assistive technology, year-round services) . Service coordinators ensure that services are rendered in a timely fashion. It is illegal to place families on a waiting list for early intervention services or hold them financially responsible for therapy