Autism

From Wrightslaw:
"The law about educational placements is in Section 1414(e). Parents are members of the team that decides the child’s placement. The decision about placement cannot be made until after the IEP team, which includes the parent, reaches consensus about the child’s needs, program, and goals.

"Although the law is clear on this issue, the child’s “label” often drives decisions about services and placement, leading school personnel to determine the child’s placement before the IEP meeting. 

These unilateral actions prevent parents from “meaningful participation” in educational decision-making for their child. When Congress added this provision to the law in 1997, they sent a message to school officials that unilateral placement decisions are illegal."




http://www.wrightslaw.com/idea/art/iep.roadmap.htm

Another good resource besides Wrightslaw is COPAA, the Council of Parent Attorneys and Advocates. Go here:

http://www.copaa.org/find/index.php

and pull down NJ from the menu. You'll find a heck of a lot more options than we have out here!

Although I live in California I have read 1500 pages of special education court cases(history of special education) and received training from a special education lawyer and questions I have asked the Ca. State Dept of Education. (Moms will do what it takes).

 There are things you can do behind the scenes in a positive way. Actions without using words that show them you understand the power you have in the IEP meeting. It's when parents don't do these things that the school can intimidate you. They know you don't know your rights. We are talking about Special Education Laws. You are being asked to sign a legal document.

You need to know the power you have.

1.You never, ever sign an IEP document unless you are happy with it. Tell them you'll have to think about it. Take it home unsigned. Watch them feel crushed because the job isn't done. The school's job is basically on your child's IEP anniversay date to get you to sign the document. That is what this is all about for them (not your child, not you). They need your signature on a legal document called the IEP in a timely fashion because of the legal timeline set up by the federal government. Court cases can occur if the timeline isn't followed. Schools get really upset if they know a parent knows.

1. Make sure to tell them during the hardest parts of the IEP meeting that you are thinking of not signing. Signing is your most powerful weapon. This way you show your power. They can't do their job without you. Signing is a negotiation chip to get them to change their mind on an issue. You will  notice a change in the room when not signing. One of my friends trained in this area at McGeorge Law School tells parents to stand if things are heated. Standing stops the heat and power shifts to you.

2. If they are lying make sure you request in writing that you want to tape the IEP meeting. Lying stops because no one wants  lies recorded. You have to get their permission to tape before the IEP. Of course it does change the openness of the meeting. You should never be held back from helping your kids because of lies.

The law says no lawyers at the meeting. I had a lawyer run my son's IEP meeting. I invoked my right. (Get the notice of the meeting) I use it as an opportunity to find out the district had 35 lawyers. I said, "I am not afraid of you". She didn't come back.

3. Make sure you leave a paper trail by writing a letter on anything you disagree with. Give them the zerox copy so they know you have a record too.
    By writing letters many times you can get things worked out behind the scenes. That way
you can spend the time getting the rest of the
stuff you need. When you have complex needs it takes a lot of work.
    Always date the letter. Reply forces them to pay attention to the request. Very important! Always request at the end of the letter:
           Looking forward to meeting with you.
           Reply requested in 5 business days.

4. The most powerful thing to say during an IEP (when you want something) is that what they say is
       not appropriate teacher
       not appropriate placement
       not appropriate curriculum etc.

Federal Law says your child's education has to be appropriate.  Their mouths just drop and they are not prepare as well in trying to persuade you to take what they are offering. You just bring up those deficits.

5. The notice of the IEP meeting is very important. Make sure you get one. They need to list who is invited to the meeting. If you don't like a name on the list give them a name you  think would help your child. The person has to be the same title, teacher, psychologist etc. Invite people who can help your son.  The main point is you want people who are supportive of your child on the IEP team. Make sure to submit in writing who you want and who you don't want. have them send a final notice with all the people 's names.

6. Deficits not labels drive the IEP. A label like autism will ensure that your child qualifies for special education. So make sure you list the deficits in the IEP. If you can't get something look at your deficit list. Tell them Charlie can't access an education and back that up with the appropriate deficits. This is the same process the IEP members use to write an IEP. Most parents don't know that they need to do the same thing. 

Also make sure you have them write down all of your deficits you mention during the IEP. If it is not on the list, it isn't a deficit. The school tries hard to make the list as small as they can.

6A. **You should requested in writing a copy of the IEP notes. They have to give you one if you ask. As you get each page make sure you check it for accuracy and point out to them if anything is missing. As soon as one page was written I was given it to examine, correct and initial. Then the IEP proceed with the stuff on the next page. This is the way I made sure his IEP was complete. By the time we wrote the IEP I pretty much got what I wanted. I had to initial each page.

The deficits is what they use to write the goals/outcomes etc. To be an appropriate IEP your child has to be able to access an education. If they want to take stuff away from the IEP you site Federal Law Again by saying:
   "If you take away that support,
     that curriculum etc. Charlies won't
     be able to access an education."  
You don't really have to explain it to them because they will be shocked at your response. Use your deficits to explain why.

The total goal of special education law (the whole point of all the laws) is for Charlie to access an
appropriate education.

** All the words you speak are legal words. Most parents don't realize they are speaking legal court case words that give them rights. They are speaking their legal rights.

    Legal words(laws written) access,
    appropriate, free IEP(individual...)
    FAPE(Free and Appropriate Education

7. You are entitled to receive a copy of Charlie's files. Absolutely make sure when you a request a copy to say
    that you can't afford copying fees.
    You might have to go to different departments to retrieve all the files.
    A friend was charged $110 for copying.

8. The decision of placement is based on your signature. They can't send Charlie anywhere else unless they have your signature.

9. Most people don't know that your state Dept. of Education- Special Ed is there for the parent. You can call and get answers to your questions that are truthful and powerful. They taught me alot about the law. Sometimes you get someone who is on the school side. Just try calling back.
One of the most powerful things at an IEP meeting was when I told them The Dept. of Special Ed. told me some information. No comment/argument after that from the school people. They can't help during due process or mediation hearings.

But some of the law schools help parents  with IEP for free. They can't help after due process or mediation.

Since this is the Executive County Supervisor, the county is the only place you can find out about other schools. This is their job. I would use this opportunity to find out what is available. Ask for list of schools thru age 18 or 21. I got permission to visit these schools. This helped me make future decisions. Sometimes there are great schools out there but it is hard for parents to get this information. The school might be swamp. One of my friends worked at a school like that. If you know the name of these schools a door sometimes opens.

Your IEP costs the school a lot of money if it is elaborately writtern. I know I have been in this situation. It is harder to add something and easier to remove something. So check your IEP and mark stuff that you won't give up. If you are upset at an IEP the items will be protected because you will noticed the mark.

**From what you chose as a link, N.J.A.C. refers to New Jersey state law. Federal law is followed first, then state law. They can try to reduce cost but getting an appropriate and accessible education (federal law) is followed first.

Whenever they site state law, tell them federal law is the law they have to follow first. You will notice in the laws two parts: first federal(numbering different) then state. You are looking at two sets of laws in 1 book.

Bring your copy of Composite of Special Education Laws from the Dept. of Special Ed.
and if possible Protection and Advocacy question and answer book $15? Have them on the table so they can see that you know your rights.

10. Get training from the Dept of Education Special Ed . I am credential from them as a Positive Behavior Intervention Specialist. I can write behavior plans that are part of the IEP. My reports looked just like the school psychologist. I just followed Families First format.  It takes her 10  hours to do observations etc. for these reports. Sure it is suppose to be a team effort and this was pointed out to be. But if we can't get included in the IEP needed goals because of politics, who cares.

 I will be writing a brief comment about some important IEP books to get.   

    

I went to a meeting in the San Juan school district maybe 2002. There would no longer be speech for the district.. Parents were told of non-profit agencies to get services.  All the districts had to make severe budget cuts and the district superintendant told us all about their fiscal responsibility plan.  Basically they use a formula to figure out dollar wise what will be offered at an IEP meeting. It is a guide to follow in making most decisions. But some children have needs that don't fall in the middle.

They are trying to reduce costs in most IEPs but the IEP is still based on the needs of the children. Federal laws are followed first.

Thanks in advance for the comment re IEP books.

When you see the PL numbering you will better understand the focus of the law.

http://www.nichcy.org/Laws/IDEA/Documents/Training_Curriculum/2-discussionSlides1-13.pdf

The table below presents some
highlights of IDEA's past that will
show how the law has developed
across time and across
reauthorizations. (More information
is available in Module 1,
Welcome to IDEA.)
P.L. 89-10 1965- Elementary and IDEA's roots are in ESEA, did you know that? ESEA
Secondary Education Act provided States with direct grant assistance to help
of 1965 educate children with disabilities.
P.L. 89-313 1965- ESEA is amended Authorized first federal grant program specifically targeted
8 months after above for children and youth with disabilities. Authorized grants
to State agencies to educate children with disabilities in
State-operated or State-supported schools and institutions.
PL. 89-750 1966-ESEA of 1966 Authorized first federal grant program for the education of
children with disabilities at the local school level rather than
in State-operated schools and institutions.
P.L. 90-247 1968-ESEA of 1968 First established set of programs to supplement and support
expansion and improvement of special education services.
Became known as "discretionary programs."
P.L. 91-230 1970-ESEA of 1970 Consolidated into one act several, previously separate
federal grant programs related to the education of children
with disabilities. Became known as Part B, with the title
Education of the Handicapped Act or EHA.
P.L. 93-280 1974-ESEA of 1974 Title VI of the ESEA was renamed as the Education of the
Handicapped Act Amendments of 1974. Brought many
changes, including a strong focus, through a major federal
program to the states, on fully educating all children with
disabilities.
P.L. 94-142 1975-Education for All Now a law of its own, not part of ESEA. One of the most
Handicapped Children Act well-known and visible "incarnations" of IDEA ever.
of 1975
P.L. 98-199 1983-Education of the Expanded incentives for preschool special education
Handicapped Act programs, early intervention, and transition programs. All
Amendments of 1983 programs under EHA became the responsibility of the Office
of Special Education Programs (OSEP), which by this time
had replaced the Bureau of Education for the Handicapped
(BEH).
Public Law No. Year Passed-Name What's New?
This Module in Time and
Space
This module on Overview of
Key Changes in IDEA 2004 falls
within the umbrella topic of
Theme A, Welcome to IDEA.
continued on next page
Table concludes on next page.
The Legacy: IDEA Across Time
Module 2: Building the Legacy 2-6 Visit NICHCY at www.nichcy.org
There are two modules under
that umbrella, as follows:

· Top 10 Basics of Special Education,

available in the curriculum
by Summer 2007, will
look at the steps involved in
accessing special education
and related services and 10 key
definitions in IDEA everyone
should know.

· Overview of Key Changes in

IDEA 2004 (this module) takes
a brief and summarizing look
what's new and different in
IDEA 2004.
All of these modules are
intended for general audiences.
The background materials (what
you're reading right now) include
substantial additional
information that trainers can use
to adapt training sessions to
specific audience needs and the
amount of time available for
training. Much of the material in
this module has been abridged
from discussions available in
separate modules.
You are currently reading the
background section and discussion
in the module on Overview
of Key Changes in IDEA 2004.
P.L. 99-457 1986-EHA Amendments Age of eligibility for special education and related services for
of 1986 all children with disabilities was lowered to 3. Established
the Handicapped Infants and Toddlers Program (Part H).
P.L. 101-476 1990-Individuals with Secondary transition services were added, assistive
Disabilities Education technology devices and services were defined, and autism
Act (IDEA) and traumatic brain injury were added as disability
categories.
P.L. 105-17 1997-IDEA Emphasis upon including children with disabilities in
general education classroom; setting high standards and
high expectations; including children in large-scale
assessment programs in States and districts; discipline
provisions.
P.L. 108-446 2004-Individuals with What this training module covers! IDEA 2004 most
Disabilities Education assuredly builds upon the legacy of IDEA's prior
Improvement Act of 2004 reauthorizations.Here is a brief history of Idea-laws.
what the IDEA today is all
about.
The table below presents some
highlights of IDEA's past that will
show how the law has developed
across time and across
reauthorizations. (More information
is available in Module 1,
Welcome to IDEA.)
P.L. 89-10 1965- Elementary and IDEA's roots are in ESEA, did you know that? ESEA
Secondary Education Act provided States with direct grant assistance to help
of 1965 educate children with disabilities.
P.L. 89-313 1965- ESEA is amended Authorized first federal grant program specifically targeted
8 months after above for children and youth with disabilities. Authorized grants
to State agencies to educate children with disabilities in
State-operated or State-supported schools and institutions.
PL. 89-750 1966-ESEA of 1966 Authorized first federal grant program for the education of
children with disabilities at the local school level rather than
in State-operated schools and institutions.
P.L. 90-247 1968-ESEA of 1968 First established set of programs to supplement and support
expansion and improvement of special education services.
Became known as "discretionary programs."
P.L. 91-230 1970-ESEA of 1970 Consolidated into one act several, previously separate
federal grant programs related to the education of children
with disabilities. Became known as Part B, with the title
Education of the Handicapped Act or EHA.
P.L. 93-280 1974-ESEA of 1974 Title VI of the ESEA was renamed as the Education of the
Handicapped Act Amendments of 1974. Brought many
changes, including a strong focus, through a major federal
program to the states, on fully educating all children with
disabilities.
P.L. 94-142 1975-Education for All Now a law of its own, not part of ESEA. One of the most
Handicapped Children Act well-known and visible "incarnations" of IDEA ever.
of 1975
P.L. 98-199 1983-Education of the Expanded incentives for preschool special education
Handicapped Act programs, early intervention, and transition programs. All
Amendments of 1983 programs under EHA became the responsibility of the Office
of Special Education Programs (OSEP), which by this time
had replaced the Bureau of Education for the Handicapped
(BEH).
Public Law No. Year Passed-Name What's New?
This Module in Time and
Space
This module on Overview of
Key Changes in IDEA 2004 falls
within the umbrella topic of
Theme A, Welcome to IDEA.
continued on next page
Table concludes on next page.
The Legacy: IDEA Across Time
Module 2: Building the Legacy 2-6 Visit NICHCY at www.nichcy.org
There are two modules under
that umbrella, as follows:

· Top 10 Basics of Special Education,

available in the curriculum
by Summer 2007, will
look at the steps involved in
accessing special education
and related services and 10 key
definitions in IDEA everyone
should know.

· Overview of Key Changes in

IDEA 2004 (this module) takes
a brief and summarizing look
what's new and different in
IDEA 2004.
All of these modules are
intended for general audiences.
The background materials (what
you're reading right now) include
substantial additional
information that trainers can use
to adapt training sessions to
specific audience needs and the
amount of time available for
training. Much of the material in
this module has been abridged
from discussions available in
separate modules.
You are currently reading the
background section and discussion
in the module on Overview
of Key Changes in IDEA 2004.
P.L. 99-457 1986-EHA Amendments Age of eligibility for special education and related services for
of 1986 all children with disabilities was lowered to 3. Established
the Handicapped Infants and Toddlers Program (Part H).
P.L. 101-476 1990-Individuals with Secondary transition services were added, assistive
Disabilities Education technology devices and services were defined, and autism
Act (IDEA) and traumatic brain injury were added as disability
categories.
P.L. 105-17 1997-IDEA Emphasis upon including children with disabilities in
general education classroom; setting high standards and
high expectations; including children in large-scale
assessment programs in States and districts; discipline
provisions.
P.L. 108-446 2004-Individuals with What this training module covers! IDEA 2004 most
Disabilities Education assuredly builds upon the legacy of IDEA's prior
Improvement Act of 2004 reauthorizations.

Important Court Cases in Special Education
from Norther Arizonia University.

There are many court cases that helped define our current educational landscape. The following is a listing of some of the cases that have resulted in key Supreme Court decisions.

http://jan.ucc.nau.edu/~jde7/ese504/class/advanced/courtcases.html

Mills vs. Board of Education 1972 Must provide services regardless of district's ability to pay.
Federal law(Supreme Court) is followed first.

Stuart vs. Nappi 1978 Student could stay in school despite bad behavior. These cases suppport the services you are trying to get.


Armstrong vs. Kline 1979 Extended school year

Hendrick Hudson School vs. Rowley 1982 Students have a right to an individual, personal plan - contested IDEA and lost

Danny R. R. vs. State Board of Ed. 1989 Least Restrictive Environment - FAPE means student has right, to inclusion to the maximum extent possible

Florence County School District vs. Carter 1993 If schools do not provide appropriate services and a private school does, the district may have to pay, even if they did not approve the placement and parents acted unilaterally

Thank you---these are great resources---thank you again.

Yes, just hearing that an "executive county superintendent" is going to weigh in on placement decisions sounds intimidating. As the ECS does not have to include suggestions about private placements (= more expensive), some families would not hear about _all_ possible options.

Wrightslaw: Special Education Law, 2nd Edit. $29.95

http://www.wrightslaw.com/store/selaw2.html

Wrightslaw: Special Education Law, 2nd Edition includes:


* Full text of the Individuals with Disabilities Education Act (IDEA 2004) and IDEA 2004 Regulations
* Section 504 of the Rehabilitation Act
* No Child Left Behind
* Family Educational Privacy Act (FERPA)
* Decisions in special education cases from the U. S. Supreme Court
* Analysis and Commentary
*Resources and References

Wrightslaw: Special Education Law is an invaluable resource that you will refer to again and again. Learn what the law says about:

* Child's Right to a Free, Appropriate Public Education (FAPE)
* Individualized Education Programs, IEP Teams, Transition & Progress
* Evaluations, Reevaluations, Consent & Independent Educational Evaluations
* Eligibility & Placement Decisions
* Least Restrictive Environment, Mainstreaming & Inclusion
* Research Based Instruction, Discrepancy Formulas & Response to Intervention
* Discipline, Suspensions & Expulsions
* Safeguards, Mediation, Confidentiality, New Procedures & Timelines for Due Process Hearings

The most powerful tool that parents have is signing the IEP legal document.

For the school there is really only one reason for the IEP meeting. It is that the Federal government requires schools to get a parent's signature on the IEP document. The Feds require the school to follow the IEP timeline. The timeline is the school's problem only.

1. If you are not happy with it- tell them you will take it home and think about it.

2. If during the IEP you are at a disagreement on some issue with the IEP team- tell them you are thinking of not signing it.  (bargaining chip)

Not Appropriate - Parent Bargaining Tool

The most powerful thing to say during an IEP (when you want something) is that what they say is
       not appropriate teacher
       not appropriate placement
       not appropriate curriculum etc.

Federal Law says your child's education has to be appropriate.  Their mouths just drop and they are not prepare as well in trying to persuade you to take what they are offering. You just bring up those deficits to explain why it isn't appropriate.

Ask help from Department of Ed- Special Ed

Most people don't know that your state Dept. of Education- Special Ed is there for the parent. You can call and get answers to your questions that are truthful and powerful. They taught me alot about the law. Sometimes you get someone who is on the school side. Just try calling back.
One of the most powerful things at an IEP meeting was when I told them The Dept. of Special Ed. told me some information. No comment/argument after that from the school people. They can't help during due process or mediation hearings.

IEP Parent Tool   Taping IEP

If they are lying make sure you request in writing that you want to tape the IEP meeting. Lying stops because no one wants lies recorded. You have to get their permission to tape before the IEP. Of course it does change the openness of the meeting. You should never be held back from helping your kids because of lies.

The law says no lawyers at the meeting. I had a lawyer run my son's IEP meeting. I invoked my right. (Get the notice of the meeting to find out ahead of time.) I use it as an opportunity to find out the district had 35 lawyers. I said, "I am not afraid of you". She didn't come back.

IEP Parent Tool        Deficits drive the IEP

Deficits not labels drive the IEP. A label like autism will ensure that your child qualifies for special education. So make sure you list the deficits in the IEP. If you can't get something look at your deficit list. Tell them Charlie can't access an education and back that up with the appropriate deficits. This is the same process the IEP members use to write an IEP. Most parents don't know that they need to do the same thing. 

Also make sure you have them write down all of your deficits you mention during the IEP. If it is not on the list, it isn't a deficit. The school tries hard to make the list as small as they can.

IEP Parent Tool    Can't access an education

(The deficits is what they use to write the goals/outcomes etc. )To be an appropriate IEP your child has to be able to access an education. If they want to take stuff away from the IEP you site Federal Law Again by saying:
   "If you take away that support,
     that curriculum etc. Charlies won't
     be able to access an education."  
You don't really have to explain it to them because they will be shocked at your response. Use your deficits to explain why.

The total goal of special education law (the whole point of all the laws) is for Charlie to access an
appropriate education.

** All the words you speak are legal words. Most parents don't realize they are speaking legal court case words that give them rights. They are speaking their legal rights.

    Legal words(laws written) access,
    appropriate, free IEP(individual...)
    FAPE(Free and Appropriate Education

IEP Parent Tool    Request IEP Notes
                          so you can be sure
                          everything is on the IEP

Usually a member of the IEP team takes notes of the IEP. These notes are part of the IEP.

**You should requested in writing a copy of the IEP notes. Then they will be showing you each page of the IEP as it is written. They have to give you a copy of the notes if you ask. As you get each page make sure you check it for accuracy and point out to them if anything is missing. "I don't see...." As soon as one page was written I was given it to examine, correct and initial. Then the IEP proceed with the stuff on the next page. This is the way I made sure his IEP was complete. I had to initial each page.

* This is one thing I figured out myself and found it to be true.

Parent IEP Tool     Request Testing

Request Testing Letter - Part of Paper Trail

Dear School Psychologist           April 17,2007
My child,_____,
hasn't been making progress in ________ or
                        
 is struggling in ______ 0r

I am concerned about ___________

I am reguesting that you do the following tests:

1. Stanford-Binet Intelligence Scales-Fifth Edition (SB-5).

Under the requirements of IDEA 2004, the SB-5 provides a comprehensive profile of scores to document the cognitive strengths and weaknesses. (purpose)

2. Test of Nonverbal Intelligence-3 (TONI-3).

A language-free measure of intelligence, aptitude and reasoning. (purpose)

I request a response in 5 business day.

I would like to receive copies of the test results and meet with someone to discuss the tests  prior to the IEP meeting.

Sincerely,

Notes: Make sure everything is in writing.
1. You can list different subjects and pick different tests in the same letter.

2.I would cut/paste the purpose of the test. This is to help the school psychologist immediately see the connection between your child's needs and the test.

3. Always date and include "I request a response in 5 business days". Give the school the xerox copy. That way they know you are keeping a copy too.

4. You can request testing at anytime. The School Psychologist is responsible for testing.

5. The purpose of testing is to identify areas of strength and weakness. Why is he struggling?
What can be done about it? What changes should we make in curriculum, support services etc? What new IEP goals need to be written or changed?

online site for test information:
https://www.stoeltingco.com/stoelting/productlist13.aspx?catid=1467&home=Psychological

50 States Special Education Laws

Links to state special education laws
lisa_kalp.tripod.com/IEPGuideindex.html

This link doesn't always work. No one has this information for free.

50 States Special Education Laws

Links to state special education laws
lisa_kalp.tripod.com/IEPGuideindex.html

This link doesn't always work. No one has this information for free.

50 States Special Education Laws

Links to state special education laws
lisa_kalp.tripod.com/IEPGuideindex.html

This link doesn't always work. No one has this information for free.

I just want to emphasize again that signing the front page of the IEP, completes the IEP.

So if you sign only part of the IEP make sure you sing where it says on the document that you

only agree with this part
or similar writing indicating it is a partial IEP.

IEP Training Manual  14 pages  easy to read

http://sde.state.nm.us/seo/library/parentrights.pdf

PARENT AND CHILD RIGHTS IN SPECIAL EDUCATION
PROCEDURAL SAFEGUARDS NOTICE

Talks only about federal law- (IDEA)

Appears to be complete. Gives good understanding of laws and IEP process including placement issues.

The Individuals with Disabilities
Education Act (IDEA), Part B regulations at 34 CFR Sec. 300.8, defines thirteen categories of
disabilities: autism, deafness, deaf-blindness, hearing impairment, mental retardation, multipledisability, orthopedic impairment, other health impairment, serious emotional disturbance, specificlearning disability,
speech or language impairment,
traumatic brain injury, and visual impairment,
including blindness.

IDEA- VERY IMPORTANT
Two things required in an IEP:

http://sde.state.nm.us/seo/library/parentrights.pdf

This is the whole conversation you are having at an IEP:

First, the child must be found to have
a disability as defined by the IDEA.

Second, the disability must affect the child's ability to learn and progress in the same educational program or setting provided for all students.

The purpose of special education supports and services is to help a child to learn the information and skills that all children are learning.

1. 504 Plan  Special Education  (Federal Law)
http://www.doe.mass.edu/sped/links/sec504.html

Three important federal laws protect students with disabilities:

IDEA (special education);
Sec. 504 of the Rehabilitation Act of 1973;
The Americans with Disabilities Act (ADA).

2. 504 Forms  (Mass. school district)
http://www.mpsaz.org/stusvcs/sscforms.html

3. Questions about 504
http://www.ed.gov/about/offices/list/ocr/504faq.html

Dictionary of IEP/504 / abbreviations (words):

1. Simple Dictionary
A Parent's Guide to Special Ed / Special Needs Glossary of Special Education Terms
by The Council for Disability Rights
http://www.disabilityrights.org/glossary.htm

2. Detailed Dictionary with disorders/tests inf
http://www.ldonline.org/glossary

World's leading website and learning disabilities and ADHD

Learning Disabilities Dictionary & Information

http://www.helpguide.org/mental/learning_disabilities.htm

Helpguide's mission is to help people understand, prevent, and resolve life's challenges. We empower people with knowledge and hope. Our goal is to give you the information and encouragement you need to take charge of your health and well-being and make healthy choices.

1. Learning Disabilities: Types, Symptoms,    Interventions, Parenting Tips,

2. Education Skills Affected
 
3. Neurological Affect on Learning

4. Specialists & IEP Testing done

5.Tips to live with LD

6. Learning Styles

7. How Parents Navigate Evaluation Process

Fiscal Accountability

http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CPresentation%2C20%2C

US Department of Education

Presentation: Fiscal Accountability (RIM 2007) U.S. Department of Education, Office of Special Education Programs 3.29.07
Click to view Presentation: Fiscal Accountability (RIM 2007)

Slide 32  Basic LEA Maintenance of Effort (MOE) Requirement

With certain exceptions, Part B funds must not be used by an LEA to reduce the level of expenditures for the education of children with disabilities made by the LEA from local funds below the level of those expenditures for the preceding year

Rights:Procedural Safeguards at IEPs (video)

1. Complaints filed with Dept. of Education
Mediation and Due Process
IEP Questions
Note related statutes- look up federal laws

IDEA 2004- from US Dept. of Education
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C12%2C

2. Look at Video Clips of IEP/enforcement & monitoring/procedural safeguards.
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CVideoClips%2C

Specific Disabilities      
National Dissemination Center for Children
with Disabilities (NICHCY)

http://www.nichcy.org/Disabilities/Specific/Pages/Default.aspx

NICHCY offers brief, but detailed fact sheets on specific disabilities. Each fact sheet defines the disability, describes its characteristics, and offers tips for parents and teachers.  You can also access additional information (Related Information, to the right) and a very helpful list of resources, in print or video, conferences, and disability organizations that can offer more information and assistance.

provides educational implications(teacher instructions) and some information on IEP's

Violation of Procedural Rights of Parents
This is an example of why these rights are
important

http://www.rfhlegal.com/Articles%20and%20links/winter_2003.htm

The following article first appeared as a quarterly commentary in Massachusetts Special Education Reporter (MSER), a publication focusing on the decisions of the Massachusetts Bureau of Special Education Appeals.

If a parent proves that the district has violated the procedural protections of state and federal law, then relief should be granted-minimally an order that the district discontinue such violations and, in appropriate cases, an order finding that such conduct violates Section 504 of the Rehabilitation Act, opening the possibility of monetary damages in a court action. A pattern of procedural violations can create a context of lawlessness that leaves parents feeling helpless and distrustful, an atmosphere that is certain to undermine the relationships and the appropriate functioning of the system for assuring FAPE for all students.

confirm our feeling that special-education cases have become increasingly contentious and costly for parents and school districts. Most of these cases were not final decisions in which parents could obtain reimbursement of attorney's fees. Most probably settled, giving parents little chance of obtaining reimbursement. (A challenge to the application of the Supreme Court's decision in Buckhannon to special-education cases is now pending in the United State District Court in Boston, so the context may change.) Nonetheless, the reality is that it has become more financially and emotionally costly for parents to enforce their children's rights to appropriate services, and even egregious refusals may go unchecked. The increasing inaccessibility of the due-process system in a time of fiscal retrenchment is having a clearly negative effect on the quality of service for children with disabilities. The challenge is to find ways to provide more funding options for school districts, while maintaining effective enforcement of statutory obligations.

**Excellent IDEA/ 504 information
http://www.concordspedpac.org/laws.htm

by Concord Special Education Parent Advisory Committee

Overview of Federal(all 50 states)
      and Mass. State Laws

Funding - IDEA-Reauthorized Statute
STATE FUNDING(See also Early Intervening Services, Disproportionality and Overidentification and Alignment With the No Child Left Behind Act)

http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C18%
2C

 State Special Education
Finance Systems, 1999-2000
CSEF Report

http://csef.air.org/publications/csef/state/statpart1.pdf

Chapter I. State Special Education Finance Systems....................................................................................3
Examples of State Funding Formulas...............................................................................................3
Formula Types by State.......................................................................................................................7
Special Education Finance Reform .................................................................................................11
Census-based Funding: A Closer Look ..........................................................................................13
Criteria for Evaluating Funding Formulas ....................................................................................13
Adjustment Factors Used in Funding Formulas ...........................................................................19
Separate, Additional Funding Mechanisms ....................................................................................22
Funding for High-Cost Students .....................................................................................................25
Interagency Funding Agreement......................................................................................................26
Allowable Uses of Special Education Funds..................................................................................28
Other State Policies that Affect Special Education Services......................................................

Chapter II. Abstracts of State Special Education Funding Formulas.....................................................33
Alabama ..............................................................................................................................................33
Alaska ..................................................................................................................................................33
Arizona................................................................................................................................................34
Arkansas..............................................................................................................................................35
California ............................................................................................................................................35
Colorado .............................................................................................................................................36
Connecticut .................................................................................................................................

National and State Overview
of Special Education Funding (CSEF)

http://csef.air.org/presentations/KS%20SE%20presentation%203-1-06.pdf

50 States Special Education Laws

Links to state special education laws
lisa_kalp.tripod.com/IEPGuideindex.html

This link doesn't always work. No one has this information for free.

Placement in Alternative Educational Setting.--

http://idea.ed.gov/explore/view/p/,root,statute,I,B,615,k,

Case-by-case determination.--School personnel may consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a child with a disability who violates a code of student conduct.

-A child with a disability who is removed from the child's current placement under subparagraph (G) (irrespective of whether the behavior is determined to be a manifestation of the child's disability) or subparagrap

continue to receive educational services, as provided in section 612(a)(1), so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP; and

receive, as appropriate, a functional behavioral assessment, behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur.

Placement and
(LRE) Least Restrictive Environment and Provision of Services Requirements

http://www.tsbvi.edu/agenda/policy3.htm
National Agenda for the education of children/youth with visual impairments/multiple disabilities

IDEA Part B requires States to have policies and procedures for ensuring that, to the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. 38 This requirement is known as the least restrictive environment (LRE)

IDEA Amendments of 1997 require that each child's IEP contain an explanation of the extent, if any, to which the child will not be educated and participate with nondisabled children in the regular class and in academic,

Department regulations also provide that a child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum for that child

Focus on education of child:
the placement team, which includes the child's parents, must consider whether the child can be educated in less restrictive settings with the use of appropriate supplementary aids and services and make a more restrictive placement only when they conclude that education in the less restrictive setting with appropriate supplementary aids and services cannot be achieved satisfactorily. 41

   (Can't just offer 1 placement)

IDEA Part B regulations require public agencies to make available a continuum of alternative placements or a range of placement options, to meet the needs of students with disabilities for special education and related services.

(IEP first, then placement base on IEP)
IDEA Part B also requires that each child's placement must be based on the child's IEP. 43 That is why placement decisions cannot be made before a student's IEP is
developed. Rather, it is the child's IEP that forms the basis for the placement
decision.

(Individual basis)
After the student's IEP is developed, the placement determination, that is, the determination as to the setting in which services will be provided, must be made on an individual basis, consistent with the student's IEP and the Act's LRE requirements.

(individualize determination)
Under IDEA Part B, the IEP team for each child with a disability must make an individualized determination regarding how the child will participate in the general curriculum, including supports needed for the child, and what, if any, educational needs will not be met.

(Parent knowledgeable about child)
The IDEA Amendments of 1997 specify that the placement decision is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options.

(harmful effects consideration)
The overriding rule in placement is that each student's placement must be determined on an individual basis. 45 In addition, as is true for students with other disabilities, the potential harmful effect of the placement on the blind or visually impaired student, or the quality of services he or she needs, must be considered in determining the LRE.

(***Determination can not be made by
availability, convenience, significance of disability)(Based on the child's needs**)

As in other situations, placements of blind and visually impaired students, including those with other disabilities, may not be based solely on factors such as category of disability, significance of disability, availability of special education and related services, availability of space, configuration of the service delivery system, or administrative convenience.

(Denial of Parent's Rights- Break Law)
MIsapplication of LRE& importance of basing it on the individual needs of child.

Since Part B requires that each child's placement must be based on his or her IEP, making placement decisions before a student's IEP is developed is a practice that violates Part B and could result in the denial of FAPE in the LRE.

As is true for all educational decisions under Part B, these concerns about the misapplication of the LRE requirements for blind and visually impaired students underscore the importance of making individual placement determinations based on each student's unique abilities and needs.

(Need full range of services/placements)
it is essential that groups making decisions regarding the setting in which appropriate services are provided consider the full range of settings that could be appropriate depending on the individual needs of the blind or visually impaired student, including needs that arise from any other identified disabilities that the student may have.

I forgot to mention the most important thing to do regarding testing. Request in writing that you want to get a written report of the tests prior to the IEP.

Ask to have the name of someone who could answer you questions. The tests will reveal strengths and weaknesses. Make sure to address these new weakness in your IEP document.

Testing can be requested by the parent at anytime. Just put your request in writing, date it, request a response in 5 business days. Give it to the principal or school psychologist.

School people write on school documents. Parents need to do the same.

Parent Rights           Procedural Safeguards

Federal Law Part B of the Individuals with Disabilities Education Act. (IDEA)
http://dese.mo.gov/divspeced/Compliance/Proc_Safe/ProcSafe_Oct2006.pdf

http://www.wrightslaw.com/info/safgd.index.htm 

When Congress enacted Public Law 94-142 as the Education for All Handicapped Children's Act in 1975, they included a system of procedural safeguards designed to protect the rights of children with disabilities and their parents. During subsequent reauthorizations of the law, now known as the Individuals with Disabilities Education Act, Congress maintained and added to these safeguards.

Procedural safeguards include the right to participate in all meetings, to examine all educational records, and to obtain an independent educational evaluation (IEE) of the child. Parents have the right to written notice when the school proposes to change or refuses to change the identification, evaluation or placement of a child.

The law includes several ways to resolve disputes including mediation, a "Resolution Session" and due process hearings. Procedural safeguards include legally binding written mediation agreements and confidentiality.

IDEA- VERY IMPORTANT
Two things required in an IEP:

This is the whole conversation you are having at an IEP:

First, the child must be found to have
a disability as defined by the IDEA.

Second, the disability must affect the child's ability to learn and progress in the same educational program or setting provided for all students.

The purpose of special education supports and services is to help a child to learn the information and skills that all children are learning.

If the IEP team decides that your child no longer qualifies for special education,
DON'T SIGN at the meeting. Tell them you will go home and think about it.

Try to have some 1:1 discussion with them, request additional testing or have independent test at your expense.

Then schedule another IEP. Usually you need 2 reports if it is independent testing at your expense. During the IEP the team looks at your reports- is it a good source?

Highlight important sentences in your reports and make copies for all members of the IEP team.

Severe Discrepancy- Learning Disability
By LDinfo

http://www.ldinfo.com/sd.htm

Excellent. They prohibit copying the site.
Has all the information you need.

Severe Discrepancy Determination by Formula for Learning Disabilities

http://alpha.fdu.edu/psychology/severe_discrepancy_determination.htm

Kate obtains an IQ score of 90 and an achievement score of 74. Is this 16-point difference large enough to be considered a ‘significant difference' between ability and achievement? Below is a table showing a statistical manipulation of the scores.

Ability Score
90

Reliability of Ability Score
.91

Achievement Score
74

Achievement Reliability
.91

Correlation Between Ability and Achievement Scores***
.47

Predicted Achievement Score
95

Difference between Predicted and Actual Achievement
21

Magnitude of Difference required at .05 level
17.75

The 21.3 point difference between ability and achievement was found to be significant using the Predicted-Achievement method.

The IQ test does not measure the same thing as an achievement test.

Regressing the scores on the tests used also allows one to compare individuals to others with the same IQ. For example, if one child has an IQ of 120, while another an IQ of 80, the expectation of how each might be performing on an achievement test would be different. If the tests correlated at the .60 level, the first child would be expected to obtain an achievement score of 112 while the second child would be expected to achieve a score of 88.

Make sure to find out about your state age requirements for starting transition services. Experts say it is important to start transitional services at the earliest age.

Have someone meet with your prior to the IEP to give you a list (some have abbreviations) and explain what they are about.

My son didn't have an IEP in 12th grade so make sure you get commitments from the school earlier.

Find out what age you will no longer receive services from the state (your child's age and month).

Alternative Assessment for students with the most significant cognitive abilities.

Expanded Performance Standards Extensions of the NM Standards for Excellence for use
in the development of IEP goals and objectives.

The majority of New Mexico's students with disabilities will be measured in the same manner as their non-disabled peers
and will be held to the New Mexico Content Standards, Benchmarks, and Performance Standards, with the exception of
a small percentage, (1-3%) who are identified as having the most significant cognitive disabilities. This includes students
who have been recognized as needing an "Alternate Assessment" by their Individualized Education Plan (IEP) Team. The
Expanded Performance Standards will be used in the development of IEP goals and objectives for these students.

NM Alternate Assessment A criterion-referenced, performance-based assessment
for Students with Disabilities who are unable to
participate in state and district wide assessments.

Alternate Assessment
Achievement Standards
Performance descriptors of students under these
categories: Advanced; Proficient; Nearing Proficiency;
Beginning Step.

This alternative standards are used in New Mexico for the most severe students. There really isn't much else on the internet. This is k-12


http://www.cesdp.nmhu.edu/standards_pdf/k-8/12_spec_ed_k-12.pdf

Sierra College continued.

1.Transfer to 4 year university
http://www.sierra.cc.ca.us/StudentServices/transferCtr/index.html

Transfer Admission Agreements Transfer admission agreements are programs entered into by the student and a UC or private school. It is a contract listing the exact courses you must take and the GPA required for guaranteed admission to that institution. Sierra College has transfer agreement programs with UC Davis,UC Riverside, UC Santa Barbara, UC Santa Cruz, UC San Diego, University of the Pacific, San Francisco State University, and Sonoma State University.

2. Assessment
http://www.sierra.cc.ca.us/StudentServices/counseling/academic.html

this two-hour program, you will be evaluated regarding your reading comprehension, writing, and mathematics skills. These assessments do not appear on your transcript, nor can you flunk them! They are guides for you to judge your readiness for various parts of our curriculum.

In academic counseling, we hope to broaden your understanding of how to make yourself successful here at Sierra; as well as to help you choose courses. We will help you come to a clear understanding of your goals and how to achieve them; identify barriers that may stand in the way; and help you plan how to move past them. We will work with you to write a Student Educational Plan (SEP) that you can follow to reach where you want to go.

Tests Commonly Used to Evaluate
Reading Problems wrightslaw

http://www.wrightslaw.com/info/test.reading.htm

Wickipedia

http://en.wikipedia.org/wiki/Cognitive_tests

Cognitive tests are assessments of the cognitive capabilities of humans and animals. Tests administered to humans include various forms of IQ tests; those administered to animals include the mirror test (a test of visual self-awareness) and the T maze test (which tests learning ability). Such study is important to research concerning the philosophy of mind and psychology, as well as determination of human and animal intelligence.

Modern cognitive tests originated through the work of Sir Francis Galton who coined the term "mental tests". Consistent with views of the late nineteenth century, most of his measurements were physical and physiological, rather than "mental". For instance he measured strength of grip and height and weight. He established an "Anthropometric Laboratory" in the 1880's where patrons paid to have physical and physiological attributes measured to estimate their intelligence. So, his measures of mental or cognitive components were not successful in modern terms, although his indirect effects were arguably enormous. His work influenced later researchers who developed better measures of intelligence using cognitive tests (see Alfred Binet , Raymond Cattell and Lewis Terman).



[edit] List Inductive reasoning tests
Inductive reasoning aptitude
Intelligence quotient
Situational judgement test
Working memory

Intelligence tests Kohs blockMental age
Miller Analogies Test
Otis-Lennon School Ability Test
Raven's Progressive Matrices
Stanford-Binet IQ test
Wechsler Adult Intelligence Scale
Wechsler Intelligence Scale for Children
Wechsler Preschool and Primary Scale of Intelligence
Wonderlic Test
Cognitive development tests
CDR Computerized Assessment System
Draw-A-Person Test
Knox Cubes
Modern Language Aptitude
Test Multiple choice
Pimsleur Language Aptitude Battery
Porteus Maze Test
Cognitive pretesting
 Consensus based assessment
 Knowledge organization
Knowledge Hierarchies
Knowledge Ontologies
Memory
Iconic memory
Long-term memory
Short-term memory
SemanticmemoryEpisodic memory
Visual short-term memory
Working memory
Self Intelligent
Self Assessment
Mirror test
The Sally-Anne test (The ability to attribute false beliefs to others)
ThoughtMental chronometry
Neuropsychological tests

Speech Assessment - testing - Excellent

http://www.aea13.k12.ia.us/PROGRAMS_SERVICES/DiverseLearning/Speech/Assessment.htm

Speech-Language Pathologists use a variety of assessment tools including observation, parent and teacher interview, building norms, assessment probes, analysis of language samples and a variety of formal evaluation tests and instruments.  Below are brief summaries of some of the formal instruments that may be utilized during an assessment of a student's communication skills.

***Best Testing Information***
Psychological Tests and Special Education Material

https://www.stoeltingco.com/stoelting/productlist13.aspx?catid=1467&home=Psychological

This has everything you need to know

Request Testing Letter - Part of Paper Trail

Dear School Psychologist           April 17,2007
My child,_____,
hasn't been making progress in ________ or
                        
 is struggling in ______ 0r

I am concerned about ___________

I am reguesting that you do the following tests:

1. Stanford-Binet Intelligence Scales-Fifth Edition (SB-5).

Under the requirements of IDEA 2004, the SB-5 provides a comprehensive profile of scores to document the cognitive strengths and weaknesses. (purpose)

2. Test of Nonverbal Intelligence-3 (TONI-3).

A language-free measure of intelligence, aptitude and reasoning. (purpose)

I request a response in 5 business day.

I would like to receive copies of the test results and meet with someone to discuss the tests  prior to the IEP meeting.

Sincerely,

Notes: Make sure everything is in writing.
1. You can list different subjects and pick different tests in the same letter.

2.I would cut/paste the purpose of the test. This is to help the school psychologist immediately see the connection between your child's needs and the test.

3. Always date and include "I request a response in 5 business days". Give the school the xerox copy. That way they know you are keeping a copy too.

4. You can request testing at anytime. The School Psychologist is responsible for testing.

5. The purpose of testing is to identify areas of strength and weakness. Why is he struggling?
What can be done about it? What changes should we make in curriculum, support services etc? What new IEP goals need to be written or changed?

online site for test information:
https://www.stoeltingco.com/stoelting/productlist13.aspx?catid=1467&home=Psychological

Important Testing Information

1. Request in writing to the school psychologist (who is responsible for testing) that you want new testing done. Give examples of the areas where you haven't seen any growth.

2. Many times school districts won't do Perceptual Testing (testing the way we process visual and auditory information). The test results will always indicate less problems. So make sure you request perceptual testing. This way you will learn the strengths/weaknesses of your child. This is helpful in identifying the right educational approach for your child. You will better understand how your child is performing at school.

3. Ask for tests that measure attention in regular classes and special ed classes. I have seen kids with 20% attention put in special ed classes (80% attention) for certain subjects. They can't do math in a noisy environment. They are being ask to leave class because their disruptive behavior is due to the inability to pay attention in a noisy class. These are the kids who will be dropping out of school unless someone picks this up. Regular class is driving them crazy.

4. Request testing to determine learning style. They have several tests that are helpful in determining the best way to teach a non-verbal child. You want to know so you can use your child's strengths.

The thing to remember is districts can borrow testing and curriculum from other districts. So there is no excuse to ignore your request. Any problems- put it in writing. They have to take it seriously.

Why write letters?            Paper Trail

1. Schools take written letters more seriously than conversations.

2. It is a record of any issue you have about your child's education. If you wanted to pursue legal etc. means, only a written record will help you. That is why school's pay attention to written requests. It is part of a paper trail and provides some evidence of you making a claim against the school about your child's education.

3. By writing letters many times you can get things worked out behind the scenes. That way
you can spend the time getting the rest of the
stuff you need. When you have complex needs it takes a lot of work.

 4.Always date the letter. Reply forces them to pay attention to the request. Very important! Always request at the end of the letter:
           Looking forward to meeting with you.
           Reply requested in 5 business days.

50 States Special Education Laws

Links to state special education laws
lisa_kalp.tripod.com/IEPGuideindex.html

This link doesn't always work. No one has this information for free.

1. Assessment and Individualized Education Program (IEP) Timeline (picture form)

http://www.courtinfo.ca.gov/selfhelp/family/speced/documents/spedgrfn.pdf


2. IEP Timeline and Required Notices

http://www.stillwater.k12.mn.us/sites/363874ed-8822-4032-b432-366a02d38aa1/uploads/IEPTimelineReq.pdf (box form)

thank you, your comments are providing a rely primer on placement, IEPs, and much more!

50 States Special Education Laws

Links to state special education laws
lisa_kalp.tripod.com/IEPGuideindex.html

This link doesn't always work. No one has this information for free.

Write a Positive Behavior Intervention Plan
for your child.
http://www.sccoe.k12.ca.us/depts/selpa/docs/BehaviorSupportPlan.pdf
Being certified in positive behavior intervention plans I am impressed with this document. It's simplified and easy to fill out.

Writing a Positive Behavior Intervention Plan:
1. Prior to an IEP fill out this form for each schoool behavior intervention needed .
2. Prioritize base on importance of behavior. Put an asterick etc. indicating that those behaviors are important to you-non-negotiable.
3.Xerox copies/hand out copy to IEP members.
4. Then IEP team decides if they want to expend energy on your request.They have stress levels.
.
**Always thank them when nice. Keep emotion out of the discussion to keep your power. By keeping power causes you to be an equal on the team and makes it easier to advocate for your child.

It's not about school's ability to pay or getting the best education for your child. It's about your child accessing an education (ability to learn).

D. Additional Information- Transition Services
Make sure to complete by 11th grade in case your school doesn't have 12th grade IEPs like my son's school.

Get cutoff age for services-month & year. After this time you will receive no more services.

 1. See #8. IEP -Transition Services-
Why you need to be informed and what important role Transition Services plays in your student's life.
http://www.naset.org/transervices4.0.html
Cut and paste http into search window of computer.

2a. Transitional Services Resources on Internet
http://www.familyvillage.wisc.edu/sp/trans.html
 2b.Connecticut Transition IEP Activities & Services Worksheet.(Resources)
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Transition_IEP_Checklist.pdf

 3a. South Carolina GUIDE FOR STUDENTS AND PARENTS TO ACCESS RESOURCES FROM EDUCATIONAL AND COMMUNITY SERVICE PROVIDERSa transitional servicestimeline
                                 (ages 13-21)
http://209.85.173.132/search?q=cache:zji16POFpK4J:www.freewebs.com/scdcdt/2009K_Links_to_Life.doc+transition+timeline+special+ed+students&cd=5&hl=en&ct=clnk&gl=us&client=firefox-a

3b. Sierra Junior College  Rocklin Ca. 
#1 CA. Special Ed college. Look at learning supports they have. IEPs & Special Ed. teachers.
$11/ credit. Cut/paste in search window.
http://www.sierra.cc.ca.us/StudentServices/index.html#135

4.Healthcare Goals & independently living goals by Developmental Needs
http://www.childrensmercy.org/Content/view.aspx?id=291

5. Transition IEP Activities/Services   Worksheet***(Excellent Cheat Sheet)
Bring to IEP meeting. It covers all services!!
http://www.pattan.net/files/Transtn/IDEA/CheatSheet040606.pdf

6. Simple Overview: Planning for a Successful Transition: Transition in the IEP
http://depts.washington.edu/uwtbi/Education/Planning%20for%20Successful%20Transition.pdf
Make sure to see TRANSITION SERVICES FLOW CHART- requirements for transition planning.

7.***Secondary Transition Services
http://web.nmusd.us/cms/page_view?d=x&piid=&vpid=1224306355426
Helps you plan for IEP transitional services.
California Career Zone- 900 career info
Department of Rehabilitation FAQ
Getting Hired & Successes
Going to College- learn about disable going
   to college, college planning,
Job Accommodation Network- disabilities &
   job accommodations
Youth at Work- youth responsibilities/rights
Youthhood- plan what you want to do the rest
    of your life.

8a. Sample Transition Plan  Using Goalview
www.updc.org/initiatives/goalview/SampleTransitionPlan.pdf
Sample of student participating in transition Planning

8b. Transition tookit
http://www.cde.state.co.us/cdesped/TK.asp#t2
Promotes successful movement from school to adult world. Recent IDEA laws include Transitional Services in IEP

Disabilities Education Act (IDEA P.L. 101-476).  The basic purpose of including transition components in the legislation is to better prepare students with disabilities to gain access to the supports and services necessary to reach their desired outcomes and become as independent as possible.  The transition planning process should promote successful movement from school to post-secondary education and training, employment, independent living, and community participation based on students' preferences, interests and abilities.

D. Transition Services (working links):
Make sure your Transitional IEP is completed by the 11th grade in case your school doesn't have a 12th grade IEP's like my son's school. Federal Programs must be followed in all 50 states. Get cutoff age for services-month & year. After this time you will receive no more services.

1. Transition Services - Why you need to be informed and what important role Transition Services plays in your student's life.
2a. Transitional Services Resources on Internet  Internet Resources.
2b.Connecticut Transition IEP Activities & Services Worksheet.
3a. South Carolina GUIDE FOR STUDENTS AND PARENTS TO ACCESS RESOURCES FROM EDUCATIONAL AND COMMUNITY SERVICE PROVIDERS. A transitional (ages 13-21)  yearly timeline for planning and agencies connections.
3b. Sierra Junior College Rocklin CA. Top Special Education public junior college. Supportive Services for special ed students including mentally retarded with special ed teachers, IEP's, repeat classes, adaptive PE, Advocacy with Regular classroom teachers, transfer to 4 year colleges etc. $11/ credit.
To increase chance of success in college look for these types of supportive services.
Disabled Students Programs & Services
Learning Center
Library / Learning Resources Center (LRC)
Perceptual Training
Supportive Education
Testing Center
Writing Center
Academic Foundations Program
 A program that combines courses and support services to help students succeed in college and beyond.
Academic Support Services
Assessment- start at correct instruction level
CalWORKSCARE (Cooperative Agencies Resources for Education) - support for single-parent students. Must be EOPS eligible
Computer labs
EOPS (Extended Opportunity Programs and Services) - Educational and financial support services for low-income and educationally under-prepared students
ESL
Disabled Students Programs & Services
Assistive Technologies
LabServices available

4a.Services:Low Independence AutismVideos.
This looks like a great video site to check out. Guardianship, medicaid, residential and community living etc. are explained step-by-step by autism researchers. If your child turns 18 the parents have no legal say in emergency situations. If you are a guardian you can get the hospital to do emergency surgery on your 18 year old child.
http://www.ocali.org/transition/trans_webcasts.php
4b. DOMAIN SKILL INVENTORY AND SKILL TRACKER
The following skill inventories and skill trackers are designed to assist teachers in determining what specific skills a student possessesor may need to work on in further depth. In utilizing these tools, teachers and parents can collect baseline data for planning purposes and in turn have a tool to systematically teach a skill.
http://www.cde.state.co.us/cdesped/download/pdf/TK_TchrTrnsTeam.pdf.
4C. LIFE SKILLS INVENTORY
INDEPENDENT LIVING SKILLS ASSESSMENT TOOL
http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf.
5. Transition IEP Activities/ServicesWorksheet***( Excellent Cheat Sheet) Bring to IEP meeting. It covers all services!!
6. Simple Overview - Planning for a Successful Transition: Transition in the IEP Make sure to see TRANSITION SERVICES FLOW CHART- requirements for transition planning.
7. ***Secondary Transition Services: Helps you plan for IEP transitional services: Job & College
California Career Zone - 900 careers to explore
Department of Rehabilitation FAQ
Getting Hired & Successes- Job Success
Going to College - learn about disable going to college, college planning, how to college success
Job Accommodation Network - disabilities & job accommodations
Youth at Work - youth responsibilities/rights
Youthhood - plan what you want to do the rest of your life.
8a. Sample Transition Plan Using Goalview - Sample of student participating in transition Planning
8b. Transition Toolkit - Promotes successful movement from school to adult world. Recent IDEA laws include Transitional Services in IEP

Disabilities Education Act (IDEA P.L. 101-476).  The basic purpose of including transition components in the legislation is to better prepare students with disabilities to gain access to the supports and services necessary to reach their desired outcomes and become as independent as possible.  The transition planning process should promote successful movement from school to post-secondary education and training, employment, independent living, and community participation based on students' preferences, interests and abilities..

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