Shawnee Heights USD 450 Special Education Handbook
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Shawnee Heights USD 450 Special Education Handbook 4401 SE Shawnee Heights Road Tecumseh, KS 66542 1 TABLE OF CONTENTS USD 450 Special Education Policies, Practices and Procedures Introduction Making Referrals for Initial Evaluations Notice and Consent Eligibility Section 1: Resources Online Resource Frequently used Acronyms Section 2: General Activities Guidelines Activities to Begin School Ongoing Activities Transfer-In Students with IEPs In-State Out of State End of Year Activities Section 3: Legal Forms and Procedures FORMS/DOCUMENTS REVIEWED IN THIS SECTION: • Parent Rights SE – 001 • Parent Permission to Release Information SE – 002 • Record of Access SE – 003 • Revocation of Consent for Special Education and Related Services SE – 034 These forms are available on WebKIDSS: • IEP Contact Log • IEP Amendment • Auto Prior Written Notice • Notice of Meeting • Excusal From IEP Meeting • Prior Written Notice (Id, Change, and Request for Consent) • Failure to obtain parent consent • Meeting Report • Parent Consent for Release of Information/Medicaid Reimbursement • Medicaid Consent • Notification for Accessing Public Benefits or Insurance • Notice of Evaluation or Reevaluation • Reevaluation Not Needed • Reevaluation Team Report • Copy of 450 Transfer of Rights 2 Section 4: IEP Procedures WebKIDSS IEP IEP Development Before the IEP Meeting At the IEP Meeting If parents do not attend the IEP meeting Following the IEP meeting IEP Correction Notification Procedure Quarterly Progress Reports Special Circumstances IEP Amendment Section 5: Initial Eligibility Evaluations Screening for Children Age 3 to 5/Transition from Infant Toddler services General Education Interventions for school aged students SLP Role in General Education Intervention (GEI) Referral for Initial Eligibility Evaluation Parent Request for Initial Eligibility Evaluation Students Transferring During Evaluation Notice and Consent for Initial Eligibility Evaluation Initial Eligibility Evaluation Procedures Eligibility Evaluation Process Special Education Eligibility Determination Section 6: Related Services What is a related services? Referral for a related service Discontinuing a related service Assistive Technology Evaluations Frequently Asked Questions Section 7: Reevaluations Reevaluation Requirements Consent for Reevaluation Scheduling Reevaluation Meetings Section 8: Behavior Intervention Plan (BIP, Functional Behavioral Assessment (FBA), and Positive Behavior Supports (BPIS) Functional Behavioral Assessment (FBA) BIPs and Positive Behavior Supports Homebound/Hospitalization Referral to Other Agencies or Doctors Section 9: Least Restrictive Environment (LRE)/ Continuum of Services Consultation Special education services in a general education setting Special education services in another location in a general education building, Early Childhood Special Education Behavior Management Program 3 Functional program Special Purpose School/Project Plus Transition to Work/18-21 year old program Section 10: Transition Assessment of Transition Needs Transition services Measurable Postsecondary Goals Courses of Study Outside Agencies Age 16 Transition Services Age of Majority Preparing for the IEP meeting Section 11: Emergency Safety Interventions Physical Intervention Guidelines Section 12: Manifestation Determination Manifestation Determination Determination Behavior was a Manifestation of the Disability Determination Behavior was not a Manifestation of the Disability Figure 13-1 KSDE Procedures for Disciplinary Violations Section 13: Exiting a student from Special Education Services Exiting or dismissing a student from special education service Related service(s) High school graduation Parent Revokes Consent for Services Student moves from district Absent more than 10 consecutive days Incarceration Dropped out Removed from home Appendices A. IEP Checklist B. Compliance Notification Checklist C. Assuring the Documentation of Frequency, Location, and Duration of Accommodations on the IEP D. Behavior Intervention Plan Worksheet E. Behavior Intervention Plan F. Extended School Year (ESY) G. Guidelines for Placement in Behavior Management Program H. K.A.R. 91-40-1 Adapted Description of Related Services 4 SPECIAL EDUCATION POLICIES, PRACTICES, AND PROCEDURES I. Introduction As part of the Shawnee Heights USD 450 application for special education funds, we are required to provide assurances to adopt and implement policies, practices and procedures that conform to state and federal statutes and regulations regarding special education including: §300.200 Condition of assistance. An LEA is eligible for assistance under Part B of the Act for a fiscal year if the agency submits a plan that Provides assurances to the SEA that the LEA meets each of the conditions In §§ 300.201 through 300.213. (Authority: 20 U.S.C. 1413(a)) § 300.201 Consistency with State policies. The LEA, in providing for the education of children with disabilities within its jurisdiction, must have in effect policies, procedures and programs that are consistent with the State policies and procedures established under §§ 300.101. through 300.163, and §§ 300.165 through 300.174 This document was developed to meet those requirements. Additional information regarding the development, submission and review of written policies, practices, and procedures is outlined in the KSDE, SES team memorandum, KSDE Review of Local Policies, Practices and Procedures (KSDE, October 30, 2009) Persons wanting more information may refer to the Special Education Process Handbook, published by the Kansas Department of Education, July 2000 (revised July 2008) at www.kansped.org. A copy of the Special Education Process Handbook is maintained in the Shawnee Heights USD 450 Central Office at 4401 SE Shawnee Heights Road. Further information may be obtained by contacting Kyle Goodwin, Director of Special Education, at (785) 379-5800. A description of the procedures used to identify the existence of a potential exceptionality and a need for an initial evaluation of students kindergarten through age 21 Students in our district receive vision and hearing screenings at least as frequently as: Vision: PreK, K, 1, 2, 3, 5, 7, 9, 11 Hearing: PreK, K, 1, 2, 4, 7, 10 Parents are notified when the results of a vision or hearing screening require follow up. Out district utilizes a problem-solving model of general education interventions for students that exhibit academic and/or behavior needs. Each building establishes a General Education Intervention Team (GEI). The GEI reviews student performance data from a variety of sources to identify students who require intervention and receives referrals involving students whose 5 academic or behavioral performance requires attention from school staff, community agencies and families. The GEI Team reviews the student’s needs and facilitates specific interventions, accommodations and modifications that provide necessary support to improve the student’s performance in the area of the identified need so the student can be successful in the general education environment. During the conduct of GEI interventions, data is collected to monitor student progress in the identified academic and/or behavioral areas. If at any time during the GEI process the team suspects the student has an exceptionality, a referral for a special education initial evaluation will be made. II. Making Referrals for Initial Evaluations K.A.R. 91-40-7(c) A description of the procedures and practices used within the district to determine when referral for initial evaluation is needed Data-based documentation supporting the need for an evaluation is required. Referrals for special education evaluation will include data developed during the GEI process that includes: (1) documentation showing the student was provided appropriate instruction in general education settings delivered by qualified personnel, (2) the results of frequent progress monitoring assessments that reflect the impact of the intervention, (3) information regarding how the intervention results were shared with the child’s parents, and (4) the completed referral form the initial evaluation including the data used to monitor progress during the implementation of general education interventions. If a parent requests an initial evaluation, the building principal will contact the director of special education and School Psychologists. An evaluation team will convene and determine whether an initial evaluation will be conducted immediately in conjunction with general education interventions or whether general education interventions should precede the initial evaluation. For students that transfer into the district after an initial evaluation process has started in their previous district, the special services department will contact the previous district and request information that will enable our evaluation team to continue to complete the initial evaluation in a timely manner. Parents are provided a KSDE approved copy of the Procedural Safeguards at the time a referral for an initial evaluation occurs. III. Notice and Consent K.S.A. 72-986(b) A description of the procedures used in providing the parents notice of an initial evaluation and obtaining informed parental consent Parents are members of the team that considers whether an initial evaluation will be conducted. Families are encouraged to participate, ask questions, and offer information during meetings considering initial evaluations. Parents will be provided KSDE approved Prior Written Notice and Consent forms and