Understanding the basics of the planning and placement team meeting

Июль 27, 2022

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Understanding the basics of the planning and placement team meeting

Содержание

2. Today you will learn more about: Referral to and eligibility for special education What is an
3. WHAT IS TRANSITION in Birth To Three Moving from one program to another. Moving from one
4. EFFORT Developing Partnerships Getting Information
5. The Individuals with Disabilities Education Act – IDEA 2004 1975 – Education of All Handicapped Children
6. Referral Process Prior to referral to special education, a team of educators meets to consider the
7. Referral Process from Birth to Three System At least six months prior to turning three: Develop
8. Birth to Three is a predominately home based service. Parents are the child’s first teachers. Birth
9. Referral to Special Education Written request for an evaluation of a student who is suspected of
10. Transition Conference Families involved in the Birth to Three System will take part in a transition
11. Referral to Special Education The district will convene a Planning and Placement Team (PPT). Sometimes the
12. The Planning and Placement Team includes: Parents and when appropriate, the student; At least one regular
13. New Requirement from IDEA 04 A PPT member may be excused when: The parent and the
14. From transition meeting to child’s third birthday activities must include a PPT with the child’s parents.
15. Planning and Placement Team Parent must receive written notice of the meeting 5 days prior to
16. Written Consent Before the child is evaluated for the first time to determine eligibility for special
17. Evaluation May include information collected by the school district through informal and formal observations, a review
18. Timelines for Evaluation The evaluation must be completed, and for children who are determined eligible for
19. Results of the Evaluation A second PPT will be scheduled to review the results of the
20. What if a Parent Disagrees with the Evaluation Results? Parents have the right to obtain an
21. Independent Evaluations Parents can choose to seek an independent evaluation on their own. The school district
22. Disability Categories for Eligibility for Special Education Autism Deaf-blindness Deafness Developmental delay (3-5 year olds) Emotional
23. Eligibility for Services from DDS Is not contingent on eligibility categorization for special education. See enclosed
24. Developing a Partnership with the Public School This is the preschool classroom at Connecticut school.
25. Individualized Education Program (IEP) The IEP is a written plan that describes in detail the child’s
26. IEP Components A List of PPT recommendations must be recorded. There is no requirement for meeting
27. IEP Components Prior written notice: Must detail the decisions made regarding eligibility, evaluation, IEP or placement;
28. IEP Components Special education, related services and other supports must allow for a child to: Advance
29. IEP Components Present level of academic achievement and functional performance Describes area of strength and need
30. IEP Components Measurable Goals and Objectives Must relate to identified areas of need Must be clear
31. IEP Components Accommodations and Modifications Accommodations – changes the “how” of what is taught. A change
32. IEP Components Modifications Changes the “what” we teach. A modification is a change in what a
33. IEP Components Details special education, related services and regular education Examples of related services: assistive technology,
34. Learning at school with peers and teachers. Bobby at 3yrs. old with a peer and the
35. Using the same kind of ways to teach your child as used at home. Teacher aide
36. IEP: Planning before Placement
37. Placement Program before placement Individually determined, based on IEP First consideration must be general education with
38. Changes and Amendments to the IEP Changes to an IEP can be made without a team
39. Parent Student Roles and responsibilities at the PPT School Attend Share visions & priorities Ask questions
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Today you will learn more about:
Referral to and eligibility for special

education
What is an Individualized Education Program (IEP) and a Planning and Placement Team (PPT)?
Parent’s role in the PPT process

Слайд 3

WHAT IS TRANSITION in Birth To Three
Moving from one program to

another.
Moving from one activity to another.

Слайд 4

EFFORT Developing Partnerships Getting Information

Слайд 5

The Individuals with Disabilities Education Act – IDEA 2004
1975 – Education

of All Handicapped Children Act
Reauthorized every five years
Provides for a free appropriate public education (FAPE) for students with disabilities
Last reauthorized in 2004
Provides parents with Steps to Protect a Child’s Right to Special Education: Procedural Safeguards

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Referral Process
Prior to referral to special education, a team of educators

meets to consider the questions that prompted the referral.
Are there steps or strategies that can be pursued to support the student? This is often referred to as the early intervention process or early intervening services.
The team asks: Is the problem a result of inadequate or inappropriate instruction?

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Referral Process from Birth to Three System
At least six months prior

to turning three:
Develop a transition plan with the service coordinator
Parent provides written permission for the Birth to Three program to refer the child to the local school district
Parent may refer child by phone or letter at any time

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Birth to Three is a predominately home based service. Parents are

the child’s first teachers.

Birth to Three can suggest ways parents can effectively teach and nurture their young child at home. Mike at 19 months, home with Mom and Dad.

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Referral to Special Education
Written request for an evaluation of a student

who is suspected of having a disability and who may require special education or related services.
Referral can be made by parent or guardian, school personnel, professional or agency personnel with parent permission, or the student (if 18 years or older).

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Transition Conference
Families involved in the Birth to Three System will take

part in a transition conference at least 90 days before the child’s third birthday.
A representative from the local school district, the service coordinator from the Birth to Three System, the parent, and anyone the family invites to participate in the transition conference.

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Referral to Special Education
The district will convene a Planning and Placement

Team (PPT).
Sometimes the district will convene a PPT as part of the 90 day transition conference.
The purpose of the PPT is to review the referral to special education, current evaluations and information, and to determine if additional information is needed to determine eligibility for special education.

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The Planning and Placement Team includes:
Parents and when appropriate, the student;
At

least one regular educator if the child is or may be placed in regular education;
At least one special educator or service coordinator for the child;
District representative who is knowledgeable of general education curriculum and can allocate resources;
Someone who can interpret evaluations; and
Others who have knowledge or expertise related to the child.

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New Requirement from IDEA 04
A PPT member may be excused when:
The

parent and the agency agree due to the fact that the member’s area is not being discussed;
The parent consents in writing, and the agency also consents; and
The member submits in writing to the parents and the team his or her input into the development of the IEP prior to the meeting.

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From transition meeting to child’s third birthday activities must include a

PPT with the child’s parents.

A PPT meeting with the public school.

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Planning and Placement Team
Parent must receive written notice of the meeting

5 days prior to the PPT.
Meeting must be scheduled at a mutually agreed on time and place.
If the meeting is scheduled at a time that is not convenient, the parent can request the district to reschedule or participate through an alternative method such as a conference call.
Parent can bring anyone they choose to the meeting.

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Written Consent
Before the child is evaluated for the first time to

determine eligibility for special education
Before the child’s initial placement in special education
Before the child is placed in a private placement
Before the child is re-evaluated

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Evaluation
May include information collected by the school district through informal and

formal observations, a review of previous school work or Birth to Three System records, standardized tests, and information provided by teachers, service providers and parents.
The written notice of consent to evaluate will include a description of the tests and procedures the district will use to make a determination for special education eligibility.

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Timelines for Evaluation
The evaluation must be completed, and for children who

are determined eligible for special education, an IEP developed within 45 school days from the date of the written referral (not including time needed to obtain consent for evaluation).

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Results of the Evaluation
A second PPT will be scheduled to review

the results of the evaluation.
Parents will receive a written copy of the evaluation results.
The information will be reviewed to determine:
Does the child have a disability?
Does the disability have an adverse affect on the child’s education?
Does the child require special education and related services?

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What if a Parent Disagrees with the Evaluation Results?
Parents have the

right to obtain an independent education evaluation from a qualified professional who is not employed by the school district, unless the school district can prove its evaluation is appropriate.
If the school believes its evaluation is appropriate, it can deny the evaluation and must initiate a due process hearing rather than pay for the independent evaluation.

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Independent Evaluations
Parents can choose to seek an independent evaluation on their

own.
The school district must consider results of any independent evaluation, however they are not required to agree with or implement all or any of the results or recommendations.

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Disability Categories for Eligibility for Special Education
Autism
Deaf-blindness
Deafness
Developmental delay (3-5 year olds)
Emotional

disturbance
Hearing impairment
Intellectual disability (mental retardation)
Multiple disabilities

Orthopedic impairment
Other health impairment
Physical impairment
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment including blindness

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Eligibility for Services from DDS
Is not contingent on eligibility categorization for

special education.
See enclosed materials on DDS eligibility guidelines.

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Developing a Partnership with the Public School
This is the preschool classroom

at Connecticut school.

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Individualized Education Program (IEP)
The IEP is a written plan that describes

in detail the child’s special education and related services the district will provide to meet the student’s individualized needs.
The IEP is a legal document.
The IEP is developed by the PPT.
The IEP is reviewed at least annually.
The parents have a right to receive a copy of the IEP within five school days after the PPT is held.

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IEP Components
A List of PPT recommendations must be recorded.
There is no

requirement for meeting minutes.

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IEP Components
Prior written notice:
Must detail the decisions made regarding eligibility,

evaluation, IEP or placement;
Must record actions proposed or refused; and
Must be provided at least 5 days before the decisions are put into place.

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IEP Components
Special education, related services and other supports must allow for

a child to:
Advance toward annual goals;
Progress in the general education curriculum;
Participate in extra-curricular and non-academic activities; and
Be educated and participate with children who do not have disabilities.

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IEP Components
Present level of academic achievement and functional performance
Describes area of

strength and need and
Records the impact of the disability on participation in the general education curriculum.

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IEP Components
Measurable Goals and Objectives
Must relate to identified areas of need
Must

be clear and measurable
Must note how progress will be measured and reported

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IEP Components
Accommodations and Modifications
Accommodations – changes the “how” of what is

taught. A change is made to the teaching or testing procedures to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skill. Does not change the instructional level, content or criteria for meeting a standard.

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IEP Components
Modifications
Changes the “what” we teach.
A modification is a change in

what a student is expected to learn and/or demonstrate.
While a student may be working on modified course content, the subject area remains the same as the rest of the class.

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IEP Components
Details special education, related services and regular education
Examples of related

services: assistive technology, audiology, counseling, physical, occupational or speech/language therapy, school nurse, psychological or social worker services, transportation

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Learning at school with peers and teachers.
Bobby at 3yrs. old with

a peer and the occupational therapist in the classroom

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Using the same kind of ways to teach your child as

used at home.

Teacher aide goes over pictures used at home to make choices of songs and activities.

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IEP: Planning before Placement

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Placement
Program before placement
Individually determined, based on IEP
First consideration must be general

education with supplemental services and supports
Must be in the “least restrictive environment” (LRE)
LRE: “to the maximum extent appropriate children with disabilities are educated with children who are not disabled.”

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Changes and Amendments to the IEP
Changes to an IEP can be

made without a team meeting if the parents and district agree and develop a written document to amend or modify the current IEP.
The IEP can be amended rather than redrafting the entire document – unless the parent requests a copy of the revised IEP.

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Parent
Student
Roles and responsibilities
at the PPT
School
Attend
Share visions & priorities
Ask questions
Attend &

Participate – when ready
Self-advocate

Share information
Communicate to resolve differences
Acknowledge differences

Observe the
child
Review/monitor progress

Commit resources
Follow procedural safeguards
Deliver services

Understanding the basics of the planning and placement team meeting

Содержание

Today you will learn more about:Referral to and eligibility for special

WHAT IS TRANSITION in Birth To ThreeMoving from one program to

EFFORT Developing Partnerships Getting Information

The Individuals with Disabilities Education Act – IDEA 20041975 – Education

Referral ProcessPrior to referral to special education, a team of educators

Referral Process from Birth to Three SystemAt least six months prior

Birth to Three is a predominately home based service. Parents are

Referral to Special EducationWritten request for an evaluation of a student

Transition ConferenceFamilies involved in the Birth to Three System will take

Referral to Special EducationThe district will convene a Planning and Placement

The Planning and Placement Team includes:Parents and when appropriate, the student;At

New Requirement from IDEA 04A PPT member may be excused when:The

From transition meeting to child’s third birthday activities must include a

Planning and Placement TeamParent must receive written notice of the meeting

Written ConsentBefore the child is evaluated for the first time to

EvaluationMay include information collected by the school district through informal and

Timelines for EvaluationThe evaluation must be completed, and for children who

Results of the EvaluationA second PPT will be scheduled to review

What if a Parent Disagrees with the Evaluation Results?Parents have the

Independent EvaluationsParents can choose to seek an independent evaluation on their

Disability Categories for Eligibility for Special EducationAutismDeaf-blindnessDeafnessDevelopmental delay (3-5 year olds)Emotional

Eligibility for Services from DDSIs not contingent on eligibility categorization for

Developing a Partnership with the Public SchoolThis is the preschool classroom

Individualized Education Program (IEP)The IEP is a written plan that describes

IEP ComponentsA List of PPT recommendations must be recorded.There is no

IEP ComponentsPrior written notice: Must detail the decisions made regarding eligibility,

IEP ComponentsSpecial education, related services and other supports must allow for

IEP ComponentsPresent level of academic achievement and functional performanceDescribes area of

IEP ComponentsMeasurable Goals and ObjectivesMust relate to identified areas of needMust

IEP ComponentsAccommodations and ModificationsAccommodations – changes the “how” of what is

IEP ComponentsModificationsChanges the “what” we teach.A modification is a change in

IEP ComponentsDetails special education, related services and regular educationExamples of related

Learning at school with peers and teachers.Bobby at 3yrs. old with