Friends of Different Learners

A Parent’s Guide to

Special Educationpresented by

in collaboration with

Welcome from Friends of Different Learners

We have prepared this Guide to Special Education as a resource to assist you in the journey ahead. Special education can be confusing with unfamiliar language, details and processes and we hope that this Guide will be helpful. Talk to other parents involved in special education, find books about your child’s specific disability or learning challenge and research the Internet. You need information so that you can play an active role in your child’s education and become your child’s advocate. School staff work with lots of children with different challenges, they can’t possibly be experts on all of them — that is your job — to become the expert on your child. You are an important member of the school special education team and your input is valuable in making the best decisions for your child’s education. You can stay informed by signing up for the BPS Special Education E-News, attending Administration coffees and joining Friends of Different Learners. We wish you well — remember that you are not alone.

Friends of Different Learners is an independent organization of parents, staff and community members dedicated to maximizing the potential of

Birmingham Public School students with different abilities.Friends of Different Learners meet monthly during the school year on the

first Thursday at 7 p.m. at Birmingham Covington School. All are welcome!www.friendsofdifferentlearners.orgP.O. Box 233, Birmingham, MI 48012

Birmingham Public Schools Special Education

Birmingham Public Schools are committed to the mission of “inspiring students through educational excellence and a lifetime of global opportunities.” Placing students in the setting which addresses his/her needs as defined by their Individual Education Program (IEP) while employing best practices in a school-wide setting, is the key to high achievement and successful school and post-school outcomes for all students with special needs or different learning styles. The goal of the BPS Special Education Department is to work together with parents and one another to help students with special needs succeed to their greatest potential.

www.birmingham.k12.mi.us550 W. Merrill, Birmingham, MI 48009

This Guide is available on the BPS and Friends of Different Learners websites.

A Parent’s Guide to Special EducationTable of Contents

I. What is Special Education? ...........................................................1

II. Special Education Laws .................................................................2

III. Determining Special Education Eligibility ...................................4

IV. Special Education Services – Birth to Age 26 ...................................6

V. The IEP – Individualized Education Program ...............................9

VI. Preparing for the IEP Meeting ....................................................10

VII. The IEP Meeting ..........................................................................14

VIII. IEP Forms ....................................................................................16

IX. Notice for Provision of Services & Programs .............................21

X. Dispute Resolution Process ........................................................22

XI. Evaluation Team Members & Their Contributions .....................24

XII. Glossary ......................................................................................25

XIII. Special Education Acronyms ......................................................30

XIV. Eligibility for Special Education Services ...................................31

XV. Who Do I Call? .............................................................................32

XVI. Appendix – Forms - REED, IFSP, IEP, Notice for Provision of Services ... 33

XVII. Creating Your Information Binder ..............................................56

I. What is Special Education?Special Education is defined by the Michigan Administrative Rules for Special Education as “specially designed instruction, at no cost to the parents, to meet the unique educational needs of the student with a disability and to develop the student’s maximum potential. R340.1701c(c). Special education includes instructional services defined in R340.1701b (a) and related services.”The district provides a continuum of services to meet the unique needs of each student. Programming may include services provided by an Occupational Therapist, Physical Therapist, Speech and Language Pathologist, Social Worker, Resource Room Teacher or a Psychologist depending on the student’s unique needs. These professionals provide services using a variety of support aids and services. Always feel comfortable asking your team about the support, aids and services that are available.

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II. Special Education LawsFederal and state laws help ensure that children with disabilities receive the services they need. These laws include:• No Child Left Behind Act of 2001 (NCLB) which ensures that every student receives

a high quality education. Under NCLB schools must ensure that all children, including children with disabilities, are progressing. This is accomplished through assessment and testing.

• Individuals with Disabilities Education Improvement Act of 2004 (IDEA) is the nation’s special education law and defines 13 specific categories of disability that qualify for services. Congress mandated, in IDEA, that children with disabilities receive a Free Appropriate Public Education (FAPE) to prepare them for further education, employment and independent living and requires that public schools create an Individualized Education Program (IEP) for eligible students.

• Section 504 of the Rehabilitation Act of 1973 is part of the Federal Civil Rights Law. It prohibits discrimination against people with disabilities. It also requires states to provide programs to eligible students with disabilities that are equal to those provided to students without disabilities. Section 504 also applies to children who may have a disability but are not eligible for services under IDEA.

• Michigan Special Education Regulations set a higher standard than the federal requirements. For example, the state requires schools to educate special education students in some disability categories from birth to age 26, compared to birth through age 21 as required by federal law. Michigan Administrative Rules for Special Education detail state specific regulations for special education and can be found on the state website at: http://www.michigan.gov/mde/0,1607,7-140-6530_6598---,00.html.

Students may qualify for special education services based on IDEA which will result in an IEP or support services based on Section 504 which will result in a 504 Plan. A 504 Plan is for students whose disability does not qualify for services under IDEA and meets the requirements for Section 504. The 504 Plan is shorter than an IEP but, like an IEP, lists the services to be provided and is reviewed annually. For more detailed information on 504 Plans see www.michigan.gov/documents/mde/Parent_Guide_20_174326_7.pdf. The diagram on the following page outlines the process of determining eligibility which is covered in Section III.

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III. Determining Special Education EligibilityAn IEP team, with the parent as an equal member, determines your child’s eligibility. Eligibility is determined through an assessment process that identifies one or more impairments that are preventing a student from learning and achieving at his/her potential.

Steps to determining eligibility

1. ReferralConcern about a child’s behavior or achievement may lead to a request for evaluation for special education services by either parents or your child’s teacher. When a parent requests an evaluation, it is important to do so in writing addressed to your child’s teacher or to the professional that is closest to the behavior or area of concern. The school district must respond to your written request within 10 calendar days. The school district must evaluate the student unless they have data showing that an evaluation is not necessary. You should contact your building principal if your questions have not been answered or your request has been denied without your agreement. Any student with an IEP has already completed the ‘referral’ process. At this point you should ask who your point person, or Case Manager, will be to guide you through the rest of the eligibility process.

2. ConsentIn order for an evaluation to occur, you must sign a consent to the evaluation. A Review of Existing Evaluation Data, or REED is completed to obtain consent and define areas where assessments may be needed.

3. EvaluationThe special education Multidisciplinary Evaluation Team (MET) determines the evaluation activities that need to occur to determine the student’s eligibility. A representative of the team will inform you about the evaluation’s purpose, the methods or techniques that will be used, and the people (by title) who will be conducting the assessments. The evaluation activities are also designed to identify the type of services and level of support that will assist your child in attaining the district standards.At this time it is beneficial for parents to offer whatever knowledge, background, private assessments and diagnoses they feel might help in understanding the child.These professionals, who are knowledgeable in the suspected area of disability, review the evaluation information and present their findings to the Individualized Education Program Team (IEPT).The information obtained may include any of the following:• Formal/informal test(s) administered in a one-on-one setting.• Review of school records and district assessments.• Student interview• Parent interview• Teacher interview

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• Observation of the student in the classroom and possibly other settings such as the playground or home.

• Health and developmental history• Any private evaluations that have been made available to the school districtData gathered during the assessment process will be summarized in written reports. Individualized Education Program Team (IEPT) members consider the following questions as they review the evaluation reports:• Based on the nature of the student’s needs, is the assessment thorough?• Does the evaluation provide a clear picture of how the student performs in critical skill or developmental areas?

• Does the assessment describe the student’s areas of strengths as well as his or her weaknesses?

• Do the evaluation results help develop instructional or behavioral goals?• Do the evaluation results help identify interventions that are likely to help the student reach these goals?

• Did the assessment process answer all of the questions on the Evaluation Review?

Upon completion of the assessments, parents should receive copies of the test results.

Ask yourself this question: Do these assessments present a clear picture of my child? Can the IEP Team take these evaluations and develop an appropriate education plan for my child? If you feel something has been missed, omitted or not addressed adequately, it is critical to voice these concerns prior to the development of the IEP. If parents do not agree with the team’s evaluations they may request an Independent Education Evaluation (IEE, see glossary).

Evaluations occur in the following instances:• Initial (when determining eligibility)• Renewal/Annual – Revisiting the current program and looking at progress towards goals. While this is not a triennial evaluation you can still expect to review curriculum based data and discuss whether further assessments need to be obtained. An IEP is renewed at minimum, annually.

• Triennial Evaluation (every 36 months) – a broad in-depth look at the student and can include further assessments as defined by the REED that also includes looking at curriculum based data, anecdotal observations and progress on goals. The team is validating the certification by assessing the efficiency and efficacy of the IEP.

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IV. Special Education Services – Birth to Age 26

Project FindProject Find is Michigan’s response to the “Child Find” requirements of the Federal Individuals with Disabilities Education Act (IDEA). It is governed by IDEA regulations and Michigan’s special education rules. Project Find identifies children and youth from birth to 26 years of age who have physical, social, emotional, speech and language or cognitive impairments that may affect their educational performance. These conditions may make them eligible for educational services provided by the school district. Project Find provides information about special education programs and services.Regardless of your child’s age, Project Find is a resource available for questions about placement services within the district. Contact the Project Find Coordinator.

Early Childhood Special Education ServicesEarly childhood services are offered to infants and toddlers from birth to three years of age. The early intervention teacher provides services to children and parents geared to facilitate each child reaching their optimal level of developmental functioning. The staff may include an Occupational Therapist, Physical Therapist, Psychologist, Social Worker and/or a Speech and Language Provider, depending on the child’s unique needs. Together, professionals provide a play and activity based program. Services are generally provided in the home and at the Midvale Early Childhood Center.

Preschool/Primary GradesThe focus during this time is gaining awareness of the child’s special needs and planning for their unique educational needs.

First through Fifth GradesThe IEP team which includes parents should discuss their expectations for the child’s future as an adult anticipating the potential level of independence. The team should designate the child’s level of functioning to guide programming and choice of standardized test/accommodations/alternative assessments.

Middle SchoolA meaningful plan for the future begins to evolve in middle school. By 8th grade students develop an Educational Development Plan (EDP) and transition plan. The team should begin to consider whether the high school program will lead to a diploma or an exit IEP.

Transition PlanningTransition planning is the process of preparing the student for the completion of their years in school and moving into adult life. A student who reaches age 16 is considered a transition-aged youth who is entitled to have transition-related needs assessed and addressed in his/her Individualized Education Program (IEP). The services and supports that help the student achieve his or her adult-life vision are collectively called “transition services” (see glossary). The transition services provided by the school are generally

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considered the student’s course(s) of study. A quality education assists each student in developing a post-school vision and a pathway to obtain that vision. Effective planning and coordinated implementation are critical for successfully transitioning each student through school to adulthood. Effective transition IEPs should include the following components:• Student strengths – Planning should consider the student’s strengths, needs,

preferences, and interests.• Self – Advocacy – Planning should empower every student and family to develop goals

for adult life and to develop a plan to get there.• High Expectations – Planning should include a school experience that ensures each

student gains the skills and competencies needed to achieve his or her desired post-school goals and meets or exceeds the academic standards of the Michigan Merit Curriculum (MMC).

• Supportive Relationships – Planning should identify and facilitate the linkage for each student and family to needed post-school services, supports, or programs before the student exits school.

High SchoolThe focus of selecting courses and setting goals and objectives turns, in these four years, to expectations for life after high school, including deciding whether a high school diploma will be earned or post secondary services will commence. All special education students are eligible to participate in commencement exercises regardless of which path is chosen. Additionally, after a student turns 16, the IEP team, which includes the student, begins to plan in an increasingly direct way for the transition to life after high school.Michigan Merit Curriculum (MMC) – requires students to obtain a minimum of 16 credits for graduation. All required courses/credits must be aligned with Course/Credit Content Expectations and Guidelines developed by Michigan Department of Education. • Four credits in English language arts. • Four credits in math, including Geometry and Algebra I and II. At least one math course

must be taken during the student’s senior year. • Three credits in science, with use of labs, including biology and chemistry or physics. • Three credits in social sciences including U.S. History & Geography, World History &

Geography, .5 Civics, .5 Economics. • One credit in Visual, Performing and Applied Arts. • One credit in Physical Education and Health. • All high school students must also participate in an online course or learning

experience. • Effective for the class of 2016, the credit requirement will increase to 18 credits, to

include two credits in world languages.

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Any deviation from meeting the MMC for graduation may require a Personal Curriculum (PC). This also applies for students who have an IEP in place. If a student receives a diploma, special education services terminate.

Post High SchoolStudents who have exited high school and not received a diploma may benefit from continuing support and guidance from the public schools. The goal of a Post High School program is to continue to build the skills and knowledge needed for independence in adult life. Usually, this program melds vocational and academic skill development with real-life experiences in the surrounding community, to prepare students for a fulfilling, productive and responsible life of work and leisure. The Post High School program may be attended full-time or part-time to allow the student to independently pursue other vocational or educational opportunities as desired.According to the MI Administrative Rules for Special Education “Student with a disability” means a person who is determined by an individualized education program team (IEPT) or a hearing officer to have one or more of the impairments specified in this part that necessitates special education or related services or both who is not more than 25 years of age as of September 1 of the school year of enrollment, who has not completed a normal course of study, and who has not graduated from high school. A student reaches the age of 26 years after September 1 and is a “student with a disability” is entitled to continue a special education program or service until the end of that school year.

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V. The IEP – Individualized Education ProgramThe Individualized Education Program (IEP) is a legal document that must be written for each child who is eligible for special education services. The IEP helps ensure that special education services are provided as planned, and that their appropriateness is evaluated regularly. The purpose of the IEPT is the development of the Individualized Education Program (IEP).

The IEP specifies services to be provided by the school district. It describes anticipated long-term goals and short-term objectives for a student, and serves as a “blueprint” for instruction in the school environment. It is important for parents to be aware that while the IEP serves as a guide, it is a living document and can be modified at any time if something in the IEP is ineffective, no longer appropriate, or there are changes in the student.

The IEP must be reviewed and updated annually. However, parent and/or teacher(s) can request a review more frequently.

Developing an IEP involves communication and cooperation among parents, teacher(s), and other specialists with various skills who may work for the school district or outside agencies. Together, parents and the other members of the team prepare an IEP that best suits your child’s present educational needs. The team develops the IEP at a meeting that is held at a time and place that is convenient for both parents and the school personnel. In addition to the mandatory participants, both the school and parents have discretion to invite other people with knowledge or expertise.

Current law stipulates that, at a minimum, certain people must attend an IEPT meeting.

These people are mandatory attendees at the IEPT Meeting:• GeneralEducationTeacher• SpecialEducationTeacher/Provider• PublicEducationAgencyRepresentativeorDesignee

There are other valuable members of the IEPT that are not mandatory, and these are: • Parent• Student(whenappropriate)• OtherServiceProviders

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VI. Preparing for the IEP Meeting

Meeting DateThe Case Manager will contact the parent to schedule an agreeable meeting time and place.Parents should indicate staff members they wish to have present at the meeting as well as other attendees. The Case Manager is the person who works most closely with your child. For example: If the student is receiving Speech services only, his/her Case Manager will be the Speech and Language Pathologist. If the student receives Resource services, his/her Case Manager will be the Resource Teacher.

Invitation and Procedural Safeguards The parent/guardian must be notified in advance and in writing of a date for the IEP meeting. The parent should sign and return the meeting invitation indicating their participation or inability to participate with the proposed date. A copy of “Procedural Safeguards Available to Parents of Students with Disabilities” will be sent home as legally required by IDEA. The district is legally bound to conduct the IEP meeting and offer of a FAPE within one year of the last IEP meeting and offer of a FAPE.

Before the IEPT MeetingUse the days before the IEPT meeting to share information and examine data collected with all members of the team. This is the time when all the team members share their perspectives about the student and begin formulating ideas about his/her anticipated needs. This can be done by scheduling meeting time with relevant staff members or by communicating through email or telephone.• Parents should make a list of their child’s strengths and needs as well as what you

want your child to accomplish, both during the next school year and in the future. Your assessment of your child’s strengths and needs and your wishes for his or her future should help shape the IEP.

• Based on your child’s strengths and needs, and your wishes for his or her future, write some goals and short-term objectives you’d like to see in the IEP. Being clear and concise about your own goals for your child will help the entire IEP Team function with a common vision. You may choose to share some or all of this with the team prior to the IEP meeting so they understand your focus. This also gives everyone a chance to prepare and fosters a cooperative and collaborative meeting.

• Be prepared with all material you have collected. Parents may find it helpful to organize all important documents related to your child in a three-ring binder to bring to meetings.

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One section should include any medical tests or evaluations, therapist reports, a history of interventions, therapies and medications. Another section should include evaluations and results of testing done by the school, report cards, previous IEP documents and other school related material. Another section may include work samples from each year to provide a quick snapshot of ability and improvement from year to year. This may be laborious, however it is critical, because you are the expert on your child.

Concurrently, the team will be collecting feedback forms from teachers and assembling reports and data. If evaluations are required, a REED will be completed and forwarded to the parents for consent. This is the time to discuss whether an assistive technology evaluation or other evaluations need to take place to assure FAPE. Ask to review these materials prior to the IEP. Reviewing the findings prior to the meeting will maximize time spent establishing meaningful goals and allow for the meeting to run more efficiently. Parents should not expect a copy of IEP goals before an IEP meeting, however it is appropriate to expect some preliminary discussion about goals.The purpose of the IEP Meeting is to develop the goals as a team by following the steps in determining Present Level of Performance, Establishing Goals, Short Term Objectives as well as completing the other elements of an IEP. Parents are advised to review a blank copy of the IEP form in advance of the meeting if this is your first IEP.Most IEP Meetings can be accomplished in 45 minutes to 2 hours. Ask how long the attendees will be present at the meeting and how much time has been allotted so that there are no surprises if a participant needs to leave.

Determining RolesTypically, a staff member assumes the responsibility of running the IEP Meeting. Additonal roles would include a staff member recording input into the IEP forms and keeping track of the time. One person can assume more than one of the above functions.Parents can request a facilitator through Oakland Mediation Center (Pontiac, Michigan), to attend the meeting and assist in the IEP process. Their role would be to act as a neutral party and help the parents and the district communicate with each other more effectively. This is only necessary if the parent feels the need for neutral support. Oakland Mediation Center has partnered with Oakland Schools to provide IEP Team Facilitation Services and receives funding from the Michigan Department of Education (MDE). Oakland Mediation Center offers facilitators and mediators free of charge.

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Parent Tips on Having an Effective IEP Meeting

Parent participation is of utmost importance. Be involved in pre-IEP discussions and be sure to attend the IEP meeting.

If you created one, bring your “Information Binder” to the meeting. It always helps to have your child’s educational and medical history at your fingertips.

Don’t be afraid to ask questions. Don’t be intimidated by the jargon. If terms or acronyms are used that you don’t understand, ask for an explanation. It’s okay to ask questions and have things re-explained.

Don’t feel rushed. Take your time and make sure that all your issues get addressed and all your questions are answered satisfactorily. Decisions made during the IEP meeting can have long-term effects on your child. If you need more than your “allotted time” have the IEP reconvened at a later date to finish up.

Bring someone with you. A friend or spouse can take notes, give you moral support and provide another perspective on what happened in the meeting.

Take good notes. You will want to refer to your notes when you read over the IEP. If you have a spouse or friend with you, have them take the notes so you can concentrate on listening and responding.

Focus on what’s important. It’s okay to compromise on the little things to make the big things work. Before you go into the meeting decide what is most important to you and what you may be willing to compromise on.

Try to think collaboratively. The best IEP teams are both creative and collaborative. Build on ideas rather than simply rejecting them. Be willing to consider new approaches. Sometimes the best solution for a child is the least obvious one.

Think in terms of goals and needs, not a list of services. It is often easier for parents to look at an IEP as a list of services rather than a comprehensive plan. But according to IDEA, the program and services must be based on the child’s needs. You will be most effective in advocating for your child if you frame your discussions in terms of goals and needs.

Remember that the “I” in IEP stands for “Individualized.” Parents sometimes feel that staff and administrators try to mold the child around existing programs rather than designing a program around the child’s needs. Every child, regardless of their descriptive diagnosis, presents a different set of needs. Make sure your child’s IEP is appropriate for his or her unique needs.

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Consider LINKS and the social aspects of school when crafting an IEP. Between recess, lunchtime, group projects and cooperative learning, most children spend about as much time in social interactions at school as they do in academic learning. Providing social skills training and developing opportunities for social success are “need-to-haves”, not “nice-to haves” for many different learners.

As a parent, you should never feel anxious about your desire to want the best for your child and his or her future. IEP meetings can be very emotional for parents. Emotion may make some people in the room uncomfortable, but the whole point of the meeting is to discuss your child and his or her future…not always comfortable territory.

Strong emotions such as anger and frustration can surface and can make people defensive, less likely to compromise or find creative solutions. Sometimes you may need to take a break in the meeting if discussions become too intense. If you feel like you need a break, tell the team you need to leave the room to step back and consider what has been discussed and/or reconvene the meeting at a later time.

After the meeting, review the IEP documents and your notes from the meeting. Make sure everything is accurately reflected on paper. If something your child needs isn’t specifically written into the IEP document, the district is not legally required to provide it. Call and clarify any mistakes or omissions immediately.

If there is any ambiguity in the IEP document, write a follow-up memo to confirm your understanding of what was agreed to and request that your memo be included in the IEP. This is a helpful way to document any verbal agreements made during the IEP meeting and incorporate them in the official IEP document.

If there is any disparity between what you thought was being written and what you see in the IEP document, make sure you let the team know right away and when necessary, have it corrected prior to being offered FAPE or through an Addendum.Make sure you receive a copy of the IEP and signed copy of the Notice of Provision. Develop and distribute an “Information Sheet” about your child. The information sheet should include information about your child that might not be in the IEP. Include habits, likes, dislikes and a list of strategies that have worked for your child in the past. This information is helpful to teachers. Include your phone number and email address to make it easier for teachers and therapists to contact you with questions.

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VII. The IEP MeetingAt the time of the IEP meeting the team gathers at the appointed time and place to discuss the plan for the implementation of special education services for the coming year. An agenda should be used to guide the meeting, set ground rules and expectations and provide process guidelines. The agenda will keep everyone focused while addressing one topic at a time.• Welcome and state purpose of the meeting• Introductions and roles• All participants should be reminded to: Communicate clearly and listen for understanding Respect views of others Share your views willingly Welcome questions for clarification Honor time limits Discuss one topic at a time Maintain confidentiality

• Parent – Child Rights• Present Level of Performance – What the student knows, understands and is able

to do now Review assessment information and appropriate reports Review progress on previous year’s goals and objectives Review strengths and weaknesses in the area of disability

• Transition services (when applicable)• Establish Goals and Objectives – What the student is expected to know, understand

and be able to do a year from now Create or revise goals, based upon student’s strengths and weaknesses, in the area of

disability

• Determine Appropriate Placement Supplementary aids and services Participation in state and district assessments Placement in Least Restrictive Environment (LRE)

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• Ending the IEP Complete an action plan for follow-up activities. Confirm agreements. Parents should consider taking this important document home for

a more thorough review. Parental signature is only required for an initial IEP.

• Notice for Provision of Services and Programs The purpose of the Notice for Provision of Services and Programs is to inform; it is also

the evidence of the district’s offer of a Free Appropriate Public Education (FAPE). It is required that the district provide Notice for the Individualized Education Program (IEP) process. Though the Notice document is not part of the IEP form, it is an essential part of the IEP process and aligns with the IEP form. Adopting a uniform standard for the Notice document is beneficial and helps meet compliance requirements.

AddendumsThe purpose of an Addendum to the Individualized Education Program (IEP) is to make minor changes to the IEP during the year it is in effect. A school district and the parent may modify an IEP if they both agree to do so. If substantial or comprehensive changes need to be made to a student’s IEP, it is recommended that an IEP Team meeting be convened to develop a new, complete IEP Team Report. An Addendum to the IEP does not reset the due date for the next annual IEP Review.

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VIII. IEP FormsThere are three forms used in an IEP depending on the age of your child:

•IEP/IFSP– Individualized Education Program/Individualized Family Service Plan applies to children birth through 2 years of age.

•IEP– Individualized Education Program form applies to students 3 years of age through 16 years of age

•TransitionIEP– Transition Individualized Education Program form applies to students 16 to 26 years of age during the IEP year.

All three IEP forms are available for your review on the BPS website.

The IEP form includes:

Demographic Information• Basic information about the child (name, address, etc.)• Purpose of the meeting (initial IEP, reevaluation, etc.)• Signatures of all attendees. Parents’ signature on this page only confirms your attendance

at the meeting – it does not imply agreement with IEP contents• Eligibility – The IEPT will determine whether the student is eligible for special education.

Be certain to express your feelings if you disagree with the eligibility decision of the group or the disability category. (See XIII. Eligibility for Special Education services attached for categories of disability)

Present Level of Academic Achievement and Functional Performance (PLAAFP) The PLAAFP statement must provide information about the student’s disability. Present level statements are necessary for each area of deficit. This includes:• A description of the effects of the child’s disability on his or her participation in the

general curriculum.• Identification of deficits that require special education or related services• For pre-school children, a description of how the disability affects participation in age-

appropriate activities.Parents should keep in mind that all goals and objectives should be based on the PLAAFP. Make sure that the PLAAFP statement is an accurate reflection of your child. It should be supported by parent input, teacher input, assessment information, observations and work samples at the time of the initial evaluation. It should be updated at the annual IEP after progress is reported on previous years goals.

FactorstoConsiderinOrdertoProvideFAPE– The list of factors will assist the team in determining the needs of an individual student. The key to a service being appropriate is that the curriculum/services must be designed to meet the needs of your child. Consider each factor carefully and discuss each of the considerations listed on the IEP form. These areas of deficit must be documented in the PLAAFP.Note to BPS Parents – This is the time to discuss the possibility of your child participating in a peer mentoring program. Birmingham Public Schools has adopted LINKS to address the social needs of any student needing such involvement. Parents can request that their child participate in the program by speaking with the Case Manager. LINKS is available in every building and is a district-wide program.

Goals and ObjectivesThe IEPT will determine what the student is expected to achieve during the year. The goals should be based on the PLAAFP and linked to the supports and services written into the IEP by reflecting what support the student needs in order to achieve those goals in the year ahead. Each goal should include standards of expected performance and methods and timelines for evaluating and reporting progress. All goals should be achievable by the end of the period covered by the IEP. Short term objectives (STOs) are required by Michigan rules but are no longer required by federal law except for students who take the alternate assessment (MIAccess). The team will record how to measure the student’s progress toward his/her goals. The team will develop a standard to evaluate levels of skill achieved, and to allow progress to be monitored. Make sure you look for measurement criteria evaluation periods and person(s) responsible for the goal.Prior to developing IEPs, all IEP team members, including parents, need to be familiar with the general education curriculum including the state’s academic content standards and state assessments. In order to make informed decisions about each student’s strengths and needs, the IEP team should consider how the student is performing in relation to the state’s grade-level content standards for the grade in which the student is enrolled.Standards-based IEP’s reinforce the concepts that shape our current education principles, policies, and practices:• All students are general education students.• There is one curriculum — the general education curriculum.• The IEP identifies supports necessary for students with disabilities to achieve and make

progress in the general education curriculum.

Sevenmajorstepstodevelopastandards-basedIEP:Step 1: Consider the grade-level content standards for the grade in which the student

is enrolled or would be enrolled based on age.Step 2: Examine classroom and student data to determine where the student is

functioning in relation to the grade-level standards.Step 3: Develop the present level of academic achievement and functional

performance.

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Step 4: Develop measurable annual goals aligned with grade-level academic content standards.

Step 5: Assess and report the student’s progress throughout the year.Step 6: Identify specially designed instruction including accommodations and/

or modifications needed to access and progress in the general education curriculum.

Step 7: Determine the most appropriate assessment option.

The team will agree on the format and frequency of written reports of progress on goals and objectives.

Supplementary Aids & ServicesThe aids, services and program modifications that are provided in the general education setting. Accommodations may be listed here as well as assistive technology and services. An accommodation allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. An accommodation does not alter in any significant way what the test or assignment measures. This could include additional cues and prompts, the use of a note-taker/scribe, the option to test orally instead of in writing. A modification is an adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure. Examples of modifications might be a reduced amount of vocabulary words, a reduced homework assignment or a different standard on a test.LeastRestrictiveEnvironment(LRE)–The IEPT will discuss placement of the student in terms of the amount of time the student will participate with non-disabled peers. The LRE should not be determined by the availability of programs but by the student’s needs.

Assessment – Participation & ProvisionsDesignates whether assessment through MEAP testing is appropriate for the student as well as describing accommodations, if necessary, for the student during testing. The IEPT will discuss and document what state and district-wide assessments the student will take (such as MEAP and MME). If the team determines any, all or part of the assessment will be administered, then they will discuss and document any needed accommodations.MI-Access–Michigan’sAlternativeAssessmentProgramMI-Access is Michigan’s alternate assessment system, for students with cognitive impairments or functioning as though they have cognitive impairments, whose IEP Team has determined that MEAP assessments, even with accommodations, are not appropriate. MI-Access satisfies the federal Individuals with Disabilities Education Act (IDEA) as reauthorized in 2004 and the No Child Left Behind Act (NCLB) of 2001 that require all students with disabilities be assessed at the state level. (Source: Michigan Department of Education)MEAP-Access is an assessment used in the Fall 2009 test cycle. MEAP-Access is intended to bridge the gap between the MI-Access assessments and the Michigan Educational

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Assessment Program (MEAP) for students with disabilities. MEAP-Access is based on grade level content expectations and will assess Reading/Writing and Mathematics for students in grades 3-8. MEAP-Access was developed through a collaboration of MDE offices and teams of Michigan educators and stakeholders familiar with the population and content being assessed. (Source: Michigan Department of Education) Currently, using this assessment is on hold pending revisions and changes from the State.Michigan Educational Assessment Program (MEAP) assess students in grades 3 - 9 based on Michigan Curriculum Framework. (Source: Michigan Department of Education)The Michigan Merit Examination (MME) assesses students in grade 11 and eligible students in grade 12 based on Michigan high school standards. It is administered each March, and consists of three components:• ACT Plus Writing® college entrance examination• WorkKeys® job skills assessments in reading, mathematics, and “locating information”• Michigan-developed assessments in mathematics, science, and social studies(Source: Michigan Department of Education)If the team determines any, all or part of the assessment will be administered, there should be discussion and documentation of any needed accommodations.

Special Education Services and ProgramsThe team will record the rule number for the services to be given as well as the frequency, duration and location of the special education program and services agreed upon. Parents should make sure to understand the nature of the services the child will be receiving. Services may be individual, small group, classroom consultation or in-class support or a combination of some or all of these. Even if you think you understand the services to be delivered, ask to have it recorded on the IEP form.Extended School Year (ESY)A student may be determined eligible for ESY services due to: 1. A serious potential for regression of skills beyond a reasonable period of

recoupment; or, 2. The nature or severity of the disability; or, 3. Critical stages or areas of learning.If there is no goal area of concern, services are not needed for a FAPE. ESY services are based on an identified need addressed in an (existing) annual goal. ESY services must be considered for every student with a disability at each IEP Team meeting. ESY services must be determined individually.

For additional information see: http://www.michigan.gov/mde/0,1607,7-140-6530_6598_7376-198486--,00.html

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Transition IEPIf your child is in middle or high school, the IEP form will have additional pages containing transition information to more completely define your child’s expected long-range goals. This Transition IEP form is available on the BPS website. The transition plan is a coordinated set of activities to facilitate the child’s movement from school to post high school. It is to prepare them for further education, employment and independent living. It includes post secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. It is based on the student’s needs, taking into account the student’s strengths, preferences and interests. Parents should work with the support team as early as possible to describe your vision for your child’s future as an adult. Planning is recommended to begin when your child turns 14 and is required at age 16 and should include agencies that can coordinate activities with the school to assist reaching goals. Listen to your child’s hopes and dreams — it is his or her future. Parents should also note that at age 17 the student is made aware that parental rights pass over to the student when he or she turns 18 unless there is a court order indicating differently (guardianship). If you feel it is in your child’s best interest for you to remain as guardian, you should consult with an attorney well before they turn 18 years old.

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IX. Notice for Provision of Services & Programs

The form entitled Notice for Provision of Services and Programs is not a part of or attached to the IEP. It is a separate form designed to conclude the IEP process. The signature and date of the notice is the district offer of a FAPE. Parent consent is required for the initial provision of programs and services. After receiving Notice from the superintendent or designee, the parent has 10 calendar days to provide the district with written consent for special education programs and services or the IEP will not go into effect and the student will not receive services.Parent consent is not required after the initial provision of consent is provided. Should a parent wish to disagree with the outcome of an IEP team meeting, they may enlist their rights as identified in the Procedural Safeguards Handbook.Options for disagreeing/dispute resolution may include but are not limited to: requesting additional evaluations, requesting a new IEP team meeting in order to bring different participants to the table, requesting an IEP facilitator, requesting mediation, or filing a due process hearing complaint. It is highly recommended that you communicate your disagreement with the rest of the team as soon as possible so that resolution discussions can commence immediately.The district is required to implement the IEP 15 school days or sooner after the offer of a FAPE if the parent either does not initiate a mediation or due process complaint or agree to a new IEP.For more information on the Notice for Provision of Services and Programs, see the Quick Reference Guide from the MI Dept of Ed at http://www.michigan.gov/documents/mde/Notice_319515_7.pdf

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X. Dispute Resolution ProcessDue process is a critical part of the special education process and exists to protect your rights as the parent of a child with a disability. You should know that under IDEA your rights are extensive and exist through every stage of the special education process. You should be familiar with these rights and not afraid to use them.

Consent – you have the right to give or withhold consent for evaluations, placement, and changes to the IEP forms

Notification– you have the right to be notified of any proposed action by the school district, changes to classification, placement or services. You have the right to review any information in the school’s file about your child including assessments

Participation – you have the right to participate in any decisions regarding your child’s education.

Evaluation– if you disagree with the results of any assessments the school has given, you have the right to have an independent evaluation of your child at district expense.

Complaint – if you feel your child’s rights have been violated you have the right to file a written complaint with the Michigan Department of Education

Challenge – you have the right to challenge any decision the district makes regarding your child. This can happen informally with the school district or by means of request for formal mediation services.

Formal or informal dispute resolution is available whenever a dispute arises with respect to Special Education. It includes, but is not limited to mediation, state complaint, ISD (Intermediate School District) complaint, due process complaint, and as part of the due process complaint procedures, a resolution session. Outside of the formal dispute resolution process, IEP Facilitation and Independent Education Evaluation may be requested. In addition, there are many ways to informally resolve a dispute.

Informal dispute resolution refers to a number of collaborative methods for resolving special education concerns or formal complaints. Any of the following methods can be used in lieu of filing a formal complaint. For a complete guide to the Dispute Resolution Process go to www.oakland.k12.mi.us/Portals/0/SpecialEd/Oakland County Parents guide for disput resolution.pdf.

Aparentmayrequest:

IEPTMeeting – parents or the public agency may request a meeting at any time to address issues of concern. Contact your child’s Case Manager in writing to request an IEPT meeting.

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FacilitatedIEPTMeeting– a neutral, trained facilitator may be requested to support the process and ensure that all viewpoints and ideas are heard.

Local Resolution – parents and district staff may resolve issues directly. They do not have to agree on what happened or why, but may agree on steps to address the concern.

Mediation – is a voluntary process in which both parties must agree to participate. During mediation, a trained, neutral mediator assists the parents and district to discuss the issues, generate options and negotiate resolution.

It is every parent’s hope that their child’s IEP will be a smooth, cooperative process. However, in the event it is not and you do not feel right about the experience, be aware of the steps to take to bring about a resolution that is best for your child’s education.

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XI. Evaluation Team Members & Their ContributionsAll of these activities are collaborative in nature,

however, the full responsibility falls primarily to these people.

Parents• Review and consent to the assessment plan• Provide health and developmental history• Describe the child’s responses to tasks and social interactions in the non-school settings

of home, neighborhood and community.• Release existing assessment reports if available, including physicians reports (not

required)

General classroom teachers• Inform the team about the student’s academic achievement, physical/motor performance

and social/emotional behavior in the general education curriculum

Special education teacher• Determines the student’s level of academic achievement. • Identifies areas of need and initiates ideas for interventions.

Speech and language pathologist• Provides relevant information related to speech and language development and

suggests areas of need and possible interventions.

School psychologist• Examines the student’s academic performance, intellectual development and social/

emotional/behavioral function and identifies strengths, needs and compensatory strategies.

School social worker• Examines the student’s social/emotional and behavioral status and offers suggestions

for therapeutic interactions. Collects the developmental history.

Adapted physical education specialist, occupational and/or physical therapist• Examines the student’s physical and sensory/motor development.

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XII. GlossaryAccommodations – an accommodation allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. An accommodation does not alter in any significant way what the test or assignment measures. This could include additional cues and prompts, the use of a note-taker/scribe, and the option to test orally instead of in writing.

Advocate – an individual, either a parent or professional with special knowledge or training concerning the issues of students with disabilities, who accompanies/represents parents and students at IEPT meetings, due process hearings and other non-judicial proceedings seeking enforcement of the education rights of that student.

Adequate Yearly Progress – the No Child Left Behind (NCLB) requirement that each school will meet state reading and math goals. Each local educational agency will inform parents whether or not each school in the district has made Adequate Yearly Progress (AYP).

Annual Goals – a set of general statements, which represent expected achievement over a year’s time for persons with disabilities enrolled in special education programs and services.

Assessment – specific tools used to gather information. This includes formal and informal tests; student records; work products; and observations of the student in the classroom, other school environments, and the community. This information is used to evaluate the student’s needs.

Alternate Assessment – Federal law IDEIA requires that the progress of all students be measured by statewide assessments. Not all students, however, can take standardized tests like the MEAP. The MI-Access assessment for each student with an IEP is based on student performance and the level of independence the student will most likely achieve upon leaving school. The IEP team will decide upon the appropriate state assessment for each student.

Assistive Technology Devices and Services – items that increase, maintain, or improve functional capabilities of students with disabilities, or services that help staff use these items.

Autism Spectrum Disorder – a neurological based lifelong developmental disorder typically beginning before 36 months of age. Now considered a spectrum disorder with varying degrees of severity, it affects communication, behavior, socialization and sensory perception.

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Behavior Intervention Plan (BIP) – a plan developed by a team to address situations when behavior problems interfere with learning.

Complaint – a specific written and signed allegation by an agency, individual or organization that there is an unresolved violation, misinterpretation or misapplication of the law, the State or Intermediate School District Plans, an IEP, court decision or decision of a hearing officer.

Comprehensive Evaluation – a series of assessments and observations, formal and informal, conducted for the purpose of determining eligibility for special education and related services and for determining the current level of educational performance.

Comprehensive Re-evaluation (also known as “Three-year re-evaluation) – A three-year review of a student’s special needs, progress and current level of educational performance. A waiver gives the IEP team flexibility in coordinating this review.

Consent – an agreement in writing to carry out an activity after being fully informed in one’s native language of all information relevant to the activity.

Criterion-Referenced Test – a measurement of achievement of specific criteria or skills in terms of absolute levels of mastery. The focus is on performance of an individual measured against a standard or criterion rather than against the performance of others who take the same test.

Curriculum – the courses offered by an educational institution or a set of courses constituting an area of specialization.

Curriculumframework/pathway– a set of guidelines that serve as the standards for what students are expected to learn and at what level. The frameworks are specific enough to describe the types of skills and abilities students should learn in a given course and at the approximate grade level, yet are broad enough to give educators discretion in how those standards are met.

Departmentalize – a secondary-level delivery system in which two or more special education teachers group special education students by instructional content areas.

Disability, Person with – a person determined by an IEP team or a hearing officer to have a characteristic or set of characteristics as defined in the descriptions of the disability (autistic impairment, emotional impairment, hearing impairment, etc) and who, because of the disability, needs special education services.

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Dissenting Report – a written report attached to an IEP that provides a perspective other than the consensus perspective.

DualEnrollment– an array of programs that allow high school students to enroll in courses where they can simultaneously earn both high school and college credit.

EducationRecords– confidential written information about a student with a disability which record is stored in a central location and accessible to educators and parents.

EvaluationReview–an IEPT meeting to decide questions related to evaluations.

Extended School Year (ESY) – special education programming that extends beyond the regular school year. Eligibility and services are determined by the IEP team.

FAPE–FreeAppropriatePublicEducation–the federal law requirement that every student with a disability must receive a publicly-funded education that is individually designed to meet that student’s unique needs.

FullIndependence– The first level of MI-Access assessment which addresses the educational needs of students with disabilities who function in the normal range of intelligence. These students are capable of becoming fully independent as adults and are able to apply their knowledge to any task, problem or activity they may confront in life.

Functional Behavior Assessment – an assessment of the factors that affect a student’s behavior, typically including a review of the environment and the student’s needs.

FunctionalIndependence–The second level of MI-Access assessment which addresses the educational needs of students with mild mental impairment. These students are capable of meeting their own needs and living successfully in their communities with occasional support from others. Through support, these students should be able to access their personal strengths and limitations and access resources, strategies, supports and links that will help them maximize their potential.

Grade-LevelContentExpectations(GLCE)–similar to the curriculum framework, these are the set of expectations for what should be taught in a specific academic subject area and in a given school year at each grade level.

HighlyQualifiedTeacher–No Child Left Behind requires that every child be taught by a Highly Qualified Teacher in core academic subjects. Each teacher must prove knowledge of the subject taught, have a college degree with a major in the subject area assigned to teach or a master’s or higher degree in the subject, and be state certified.

Inclusion–the placement of a student with a disability in a general education classroom with age-appropriate peers with the supports necessary for the student to benefit from the educational experience.

IndependentEducationalEvaluation(IEE)–an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for education of the student. A contracted agent for the purpose of conducting an independent evaluation is not considered an employee of the public school agency. Parents may request an IEE at any time they do not agree with an eligibility decision and the school must respond within seven days. The school’s options are to honor the request or initiate a hearing to show that the evaluation is appropriate.

Individuals with Disabilities Education ImprovementAct (IDEA/IDEIA) – the federal law that sets national standards for educating students with disabilities. State laws must meet or exceed the standards of IDEIA.

Individualized Education Program (IEP) – a specially designed instruction program developed by the IEP team that describes as specific as possible the students eligibility, present level of performance, annual goals and short-term objectives, specific educational and related services, amount of time spent in general education, the least restrictive environment, the reasons why the IEP is accepted or rejected, transition services, and the dates and frequency of services. The IEP shall be reviewed annually or more often as needed.

IEPAddendum – document to make minor changes to the IEP currently in effect. It may be used to add, modify or delete instructional goals or objectives, modify the amount of time in the current program, or add, modify or delete related services, supplementary aids or services, assessments or transportation.

IndividualizedEducationProgramTeam(IEPT)– persons appointed or invited to determine a student’s eligibility for special education and, if eligible, to develop an IEP. The IEP team also addresses decisions related to additional evaluations as well as student behavior.

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Individualized Family Service Plan (IFSP) –a plan of services developed by a team for a student with a disability between the ages of 0 and 3 years which emphasizes interagency collaboration.

LeastRestrictiveEnvironment (LRE) – the requirement that each student with a disability be educated and involved as much as possible with non-disabled peers in general education classes and activities. LRE spans placements from fully “self contained” classrooms with little or no non-disabled peer contact to “full inclusion” wherein the student is involved with non-disabled peers for most or all of the school day. LRE is different for each student.

LINKS – a peer-to-peer support program in which the general education students interact with the students with special needs to help model and teach them appropriate socialization and independence skills. The program is reciprocally beneficial as it teaches general education students about disabilities and advocates acceptance while they develop leadership skills and responsibility.

Manifestation Determination – an IEPT meeting to address the relationship between the student’s behavior problems and his/her disability.

McGill Action Planning Systems (MAPS) – a process that provides a common vision and road map for all team members which enables them to be supportive and effective in furthering the integration of a student with a disability into general education settings and community life.

MEAP – the Michigan Educational Assessment Program, Michigan's version of a criterion-referenced test, which is administered to students throughout the state. Versions of the MEAP are currently taken by students in grades 3 - 12. The MEAP serves as the measurement for establishing Adequate Yearly Progress (AYP) in line with the No Child Left Behind (NCLB) Act.

Mediation – a process in which an impartial facilitator tries to help parents and the Public School Agency (PSA) resolve disagreements.

MI-Access–Michigan's alternate assessment to the MEAP. There are currently four levels of assessment based on the expected independence level that each student will achieve in adult life roles which are Full Independence, Functional Independence, Supported Independence and Participation. The IEP team should discuss the options and select the best assessment tool for each student.

Michigan Merit Curriculum (MMC) – requires students to obtain a minimum of 16 credits for graduation. All required courses/credits must be aligned with Course/Credit Content Expectations and Guidelines developed by Michigan Department of Education.

Modifications – a modification is an adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure. Examples of modification might be a reduced amount of vocabulary words, a reduced homework assignment or a different standard on a test.

MultidisciplinaryEvaluationTeam(MET)–two or more professionals from separate disciplines (psychologist, teacher, social worker, speech/language therapist and the parent, who share responsibility for conducting a comprehensive evaluation of a student suspected of having a disability or reevaluation a person with a disability.

Music Therapy – a method used by music therapists to teach students through musical games or playing instruments how to interact with others and develop communication skills.

No Child Left Behind (NCLB) – The Federal law that requires school accountability for student achievement and performance, and mandates that each school meet Adequate Yearly Progress (AYP) standards.

Normal Course of Study – a regular education curriculum leading to a high school diploma or the special education curriculum approved in the Intermediate School District Plan leading to a high school diploma. The special education curriculum may include physical education, personal adjustment and vocational training.

Notice for Provision of Services & Programs – the purpose of the Notice for Provision of Services & Programs is to inform; it is also the evidence of the district’s offer of a Free Appropriate Pubic Education (FAPE).

Occupational Therapist (OT) – a professional who evaluates and determines purposeful activities to facilitate improvement of a student’s physical, fine motor, sensory motor and self-care functioning.

Orientation and Mobility (O+M) – support to increase the accessibility of the educational environment for a student with a disability.

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Paraprofessional (Parapro) – a trained assistant who is directed by a classroom teacher and/or teacher consultant to help provide accommodations for students with disabilities. This may include helping the teacher make adaptations to the curriculum, assisting students with assignments, working with students in relation to the class as a whole and helping other students understand the student’s disability.

Parent – the mother, father, surrogate or legal guardian of the person with a disability. Parent also means the actual student with a disability when s/he reaches the age of 18 years if a legal guardian has not been appointed by appropriate court proceedings.

Parent Advisory Committee (PAC) – a committee made up of parents of students with disabilities from each local educational agency within the Intermediate School District (ISD) appointed by the ISD Board of Education. The PAC is responsible for participating in the development of the ISD Plan and advising the ISD Board of Education on matters relating to special education.

PAC – BPS – Birmingham Public Schools also has a parent advisory committee which provides information, expertise, representation and participation in an advisory capacity to the administration.

Participation – the fourth level of MI-Access alternate assessments. Participation addresses the educational needs of students with severe or profound mental impairment. These students are expected to require extensive ongoing support in adulthood. These students have significant cognitive and may have physical limitations that impair their ability to generalize or transfer learning, and render determining their actual ability and skills difficult. Their impairments cause them to be dependent on others for most of their daily needs and will impact any future involvement with major life roles.

Person Centered Plan (PCP) – the process of helping a person with a disability develop a life plan based on the person’s interests, strengths and needs.

Physical Therapist (PT) – a professional who assesses and treats a student to improve their level of functioning mainly in the area of mobility and walking skills.

Picture Exchange Communication System (PECS)– a system of picture symbol cards which are used as a communication tool when verbal language is not present. It may also enhance the development of verbal language.

Positive Behavior Support – a broad-based set of proactive approaches used within a comprehensive school-wide system. This system supports students in learning responsible behavior and achieving academic success. The goal is not merely to eliminate the behavior, but to understand the behavior’s purpose and then teach the student a positive behavior to achieve the same function.

Procedural Safeguards (also known as “Rights” or “Due Process”) – regulations designed to protect students with disabilities and their parents.

Psychological Evaluation – the portion of a student’s overall special education evaluation that tests general aptitudes and abilities, eye-hand coordination, social skills, emotional development and thinking skills.

Public Expense – provision of service(s) by the public school agency (PSA) at no cost to the parents. Under special circumstances, the PSA may pay for an outside evaluation, program or service which may include transportation and/or room and board.

Public School Agency – a public school governed by a board of education, legally constituted within a state, which has administrative control and direction of a public elementary or secondary school.

Public School Academy – a public school governed by a board of education, created by a formal agreement/charger between a person or group of people and an approved educational agency or state, that is exempt from some state education regulations and local school district rules in exchange for agreeing to meet certain accountability requirements.

Related Services – services specially designed to meet the unique needs of persons with disabilities through age 25. These services include the following: audiological, medical, psychiatric, psychological, speech and language, educational evaluation, occupational, physical, recreational, music, art or other therapy; accommodations and modifications; assistive technology devices and services; mobility and orientation services; transportation; and instruction provided by special education teachers designed to assist regular education students who are homebound, hospitalized, placed in juvenile detention facilities, or preprimary age children.

Resource Room – a classroom program designed for students who require 50% or less of their instructional day in a special education setting (secondary: three periods or less of instructional school day).

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Section 504 – refers to Section 504 of the Rehabilitation Act of 1973 which protects the civil rights of a person with disabilities. It also applies to the provision of services for children whose disability is not severe enough to warrant eligibility for special education services but could benefit from supportive services and classroom modifications.

Self-contained Classroom – a separate classroom, located within a general education school, used by students with disabilities, which may have either the same categorical/educational impairment grouping or may be cross-categorical.

Short-term InstructionalObjectives (STIO) – objectives written in measurable terms that relate to the annual goals and represent expected achievement over several weeks or months but not more than one year. A report on the progress toward these objectives must be provided to parents at least as often as every marking period.

SpecialEducation–specially designed instruction, at no cost to the parents, to meet the unique educational needs of each student with a disability who is eligible for services, designed to help each student reach his/her maximum potential.

Special Education Advisory Committee (SEAC) – a committee appointed by the state Board of Education to advise that Board on matters relating to the delivery of special education services.

Speech Therapist – a professional trained to evaluate and provide therapy for speech and language disorders.

Supported Independence – the third level of MI-Access alternate assessment. Supported independence addresses the educational needs of students with moderate mental impairment. These students will require ongoing support in major life roles. They may also have cognitive limitations that impact their ability to generalize or transfer learning. They may, however, be able to follow previously learned routines and demonstrate a variety of independent living skills.

Teacher Consultant – A certified special education teacher, who provides instructional support to students with disabilities, provides consultation to and/or team teaches with the general education classroom teacher and consults with parents.

Transition – as defined by law, a set of decisions an IEP team makes to prepare students for life after school, emphasizing interagency collaboration. Also a commonly used term referring to change of building, level, grade, classroom or activity at any age.

Transition Services – a coordinated set of activities for a student designed within an outcome-oriented process that promotes movement from school to post-school activities. These activities may include post-secondary education, vocational training, integrated employment (including supported employment), access to adult services, independent living and community participation.

UnifiedSystems–a philosophy and set of strategies used by a public school agency which brings together a variety of resources to meet the educational needs of all children.

Visual Schedules and Supports – tools that enable a student to keep track of daily activities and also help develop an understanding of time frames and environmental sequences. Examples include individual daily schedules, calendars, lists, and graphic organizers.

Waiver – an authorization from the state Board of Education that allows a district and/or ISD to implement a particular strategy or innovative approach to meet the needs of students with disabilities.

XIII. Special Education AcronymsThisisapartiallistingoftheacronymsyoumayencounterduringyourchild’seducation.

MDE Michigan Department of Education

MEAP Michigan Educational Assessment Program

MET Multidisciplinary Evaluation Team

NCLB No Child Left Behind

OHI Other Health Impairment

O+M Orientation and Mobility

OSE/EISOfficeofSpecialEducationandEarlyInterventionServices

OT Occupational Therapist

PAC Parent Advisory Committee

PBS PositiveBehavioralSupport

PDD Pervasive Developmental Delay

PECS PictureExchangeCommunicationSystem

PI Physical Impairment

PLAAFP Present Level of Academic Achievement and Functional Performance

PSA PublicSchoolAgencyorPublicSchoolAcademy/CharterSchool

PT Physical Therapy

REED Review of Existing Evaluation Data

SEAC StateSpecialEducationAdvisoryCommittee

SES SupplementalEducationalServices

SLD SpecificLearningDisability

SLI SpeechandLanguageImpairment

SSW SchoolSocialWorker

STIO ShortTermInstructionalObjective

SXI SevereMultipleImpairment

TBI TraumaticBrainInjury

TC Teacher Consultant

TSLI TeacherofSpeechandLanguage

VI Visual Impairment

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ADA Americans with Disabilities Act

AD(H)D AttentionDeficit(Hyperactivity)Disorder

AG Annual Goal

ASD AutismSpectrumDisorder

AS Asperger’sSyndrome

AUEN Addressing Unique Educational Needs

AYP Adequate Yearly Progress

CBI Community Based Instruction

CI Cognitive Impairment

COACH Creating Options and Accommodations for Children

CP Cerebral Palsy

DD DevelopmentalDisability/Delay

ECDD Early Childhood Developmental Delay

EI Emotional Impairment

ELPA EnglishLanguageProficiencyAssessment

EMI Educable Mental Impairment

ESY ExtendedSchoolYear

FAPE Free Appropriate Public Education

FTE Full Time Equivalency

HI Hearing Impairment

HQT HighlyQualifiedTeacher

IDEIA Individuals with Disabilities Education Improvement Act

IEE Independent Education Evaluation

IEP Individualized Education Program

IEPT Individualized Education Program Team

IFSP IndividualizedFamilyServicePlan

ISD IntermediateSchoolDistrict

ITP Individualized Transition Program

LEA Local Educational Agency

LRE Least Restrictive Environment

MAPS McGillActionPlanningSystem/MakingActionPlans

XIV. Eligibility for Special Education ServicesTheMichiganAdminstrativeRulesforSpecialEducationdefineeligibility

for special education services within thirteen categories or disability.

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XV. Who Do I Call?

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XVI. Appendix

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XVII. Creating Your Information BinderSpecial Education is data driven. This means that school records such as evaluation reports, IEPs, reports and assessments are very important. The school records contain the information and data that drives educational decisions, so parents should keep copies of the records as well as review and understand the information and data they contain.The “Special Education Record Keeping Folder” is quick tool any parent can put together to organize such information.

Materials:• 1 – Expandable accordion folder with dividers• Labels for the dividers (create labels with the categories below)

Your documentation:• Current IEP• Progress Reports• Report Cards• Recent Work Samples• Recent Evaluations• Assessments• Communications• Procedural Safeguards• Current Information Sheet (page 13), pictures and helpful information

Team-at-a-Glance contact information: • This is a quick reference card that, when filled out, will have all the contact information

for the IEPTeam. (next page)

Follow Up:• Once the IEP has been completed, place the new IEP in the Organizer, move all the

records into a 3-ring binder with like labels, and start a new year!

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Rev.9/2010