Working Together Works!Homeless Education and Special Education as

Partners

NAEHCY Annual Conference

Crystal City, VA

November 2, 2008

Patricia A. Popp, Ph.D. – Project HOPE-VA

Selena M. Joy, Ph.D., BCBA - Henrico County Public Schools

True or False? Any student with a disability is eligible for special

education services. Once a student is determined eligible for special education,

(s)he will remain in special education until graduation. The parent is a key contributor in determining a child’s

eligibility for special education. Students who are homeless are twice as likely to be

identified as having a learning disability than housed peers. If a student moves during the special education referral and

assessment process, the referral is void and assessment must cease. A new referral must be made in order to proceed with testing.

Agenda Background – IDEA 101

Highlighting M-V overlap Navigating IDEA and M-V – problem solving Special Issues:

Unaccompanied youth & surrogate parents Evaluation and Service Delays – complications of

mobility & poverty Transition Planning – the bigger folks Part C – our littlest ones

Individuals with Disabilities Education Act (IDEA – Parts B & C) Federal legislation (2004)

• ED Regulations (Part B -2006; Part C - ?)• OSEP/OSERS Policy Letters/Memos

www.wrightslaw.com/idea/law.htmwww.taalliance.org/idea/index.htm

• OSERS Q&A (NAEHCY response) State Regulations (Where is your state in the

process?) Litigation

Who is eligible to receive services under IDEA, Part B?

Children who need special education and related services by reason of their disability.

20 USC 1401(3); 34 CFR 300.8

What are disabilities?­ Specific learning

disability­ Speech or language

impairment­ Mental retardation­ Emotional disturbance

(disability or disorder)­ Other health impairment­ Orthopedic impairment

­ Autism­ Traumatic brain injury­ Hearing impairment­ Deafness­ Visual impairment or

Blindness­ Deaf-blindness­ Multiple disabilities­ (Developmental

delay)1401(3); 300.8

FYI

National December 1, 2001count: 8.9 percent of 6-21year olds received special education services under IDEA

Homework: How many students are identified as homeless in your district? How many homeless are also SWD?

What is special education?

• Specially-designed instruction, • at no cost to parents, • to meet the unique needs of a child

with a disability.

1401(29); 300.39

What are related services?

Transportation and developmental, corrective, and other supportive

services required to assist a child with a disability to benefit from special

education, including, but not limited to:

speech-language services audiology services interpreting services psychological services physical and occupational

therapy

early identification counseling services school health services social work services parent counseling and

training1401(26); 300.34

Possible InterventionsPrior to Special Education

Classroom interventions Mentors, tutoring School counselors Consultation with special education team Behavior management interventions Work with youth/family to provide interventions

Child Find The State must ensure that all students with

disabilities who need special education are identified, located, and evaluated: specifically includes students experiencing homelessness, including infants and toddlers.

1412(a)(3)(A), 1435; 300.111

Since McKinney-Vento liaisons must identify children and youth who are homeless, this is an excellent area for cross-program collaboration

Homework: “Find” your Child Find contacts.

Aligning IDEA with MV IDEA now specifically defines “homeless

children” to include all children and youth considered homeless by McKinney-Vento.

1402(11); 300.19 IDEA now specifically requires each public

agency to ensure that the rights of unaccompanied homeless youth are protected.

300.519(a)

Any state receiving IDEA funds must comply with the McKinney-Vento Act for all children with disabilities who are homeless.

1412(a)(11)(A)(iii); 300.149(a)(3)

Starting the Process

1. The student must be age 3 through 21 (Part B); suspected of having a disability; who may need special education and related services.

2. The “parent” or public agency must request a special education evaluation, and the “parent” must consent.

1414(a)(1); 300.301(b)

3. Specific process may vary slightly depending on state laws/regulations.

Note: The parent should keep a signed, dated copy of the request.

Managing the Process

4. Parents and school staff should work together to ensure the student receives all needed evaluations, promptly.

Um, what does promptly mean?

IDEA now says within 60 days or within state timeframes.

(“Day” means calendar day unless otherwise specified.)

1414(a)(1)(c); 300.301(c)

Homework: Check your state’s timeline.

(i) the new LEA is “making sufficient progress to ensure a prompt completion of evaluations,” AND

(ii) “the parent and the LEA agree to a specific time when the evaluation will be completed.”

1414(a)(1)(C)(ii); 300.301(d)(2)

Those timeframes apply to students who change LEAs while evaluations are

pending, UNLESS

ALSO, schools must coordinate with prior schools “as necessary and as expeditiously as possible to ensure prompt completion of full evaluations.”

1414(b)(3)(D); 300.304(c)(5)

The “Dreaded” IEP5. The meeting to develop the Individualized Education Program

(IEP) must take place within 30 days of the eligibility determination.

1414(d); 300.320, 300.323

6. Parents and school staff should work together to ensure the IEP is fully and consistently implemented.

7. Special education placements must be as close as possible to the child’s home, unless the IEP (including parent input) requires some other arrangement and considers any potentially harmful effect on the child or quality of services s/he needs; the right to attend the school of origin remains in effect.

300.116

How are IEPs implemented when a child changes LEAs?

If the IEP is current, the new LEA must immediately provide a free appropriate public education (FAPE), including services comparable to the IEP from the previous LEA.

1414(d)(2)(C)(i); 300.323(e)

What does “appropriate services” mean? “Services comparable to those described” in the

previous IEP, In consultation with parents.

1414(d)(2)(C)(i); 300.323(e)

The new LEA must promptly obtain the child’s records from the previous school, and the previous school must promptly respond to records requests.

The new LEA can either adopt the old IEP, or develop a new one.

If it’s a new state, the LEA can conduct new evaluations, but during the interim, the LEA must provide FAPE.

1414(d)(2)(C); 300.323(e),(g)

Navigating IDEA and M-VA Problem-Solving Process

1. Create and promote policies and practices for regular, ongoing communication.

2. Review and, if necessary, revise state and local policies and practices (tools available).

3. When a complex situation arises, work as a team.

4. Repeat steps 1 & 2 at least annually.NCHE, 2008

“Parent”

The IDEA Parent The IDEA Parent is the person who can make

education decisions for a child in care with a disability or who might have a disability

The IDEA Parent has many rights: To consent in writing to the initial evaluation of the

child. To consent in writing to services beginning. To receive notice of and participate in IEP

meetings; To get notice of and agree with a school district’s

proposal To request a special education hearing; and lots

more.

Key Definition #1: Who can be an IDEA parent under Parts B

and C? Birth or adoptive parent, foster parent unless prohibited by state law, guardian generally authorized to act as the

child’s parent or to make educational decisions for the child (but not the state if a child is a ward of the state),

person who is acting in the place of a parent and with whom the child is living; can be a non-relative,

a person legally responsible for the child. a surrogate parent

34 C.F.R. §300.30

BUT for unaccompanied youth, the following people can be temporary

surrogates:

Staff of emergency shelters, transitional shelters, independent living programs, and street outreach programs;

State or local education agency or agency staff involved in the education or care of the child.

Who can be a surrogate?

Surrogate parents appointed by LEA can’t be employees of state or local

education agencies or other agencies involved in the education and care of the child (i.e., can’t be the public or private caseworker or a school official),

can’t have any conflicting interests, They must have knowledge and skills

necessary to be a good surrogate.Surrogate parents appointed by Judge

can’t be employees of SEAs, LEAs, or other agencies involved in the education and care of the child (i.e., can’t be the caseworker or school staff)

Avoiding Evaluation and Service Delays

Avoiding Delays to Evaluation and Services

Emergence of Response to Intervention (RTI) and Coordinated Early Intervening Services (CEIS)

Tips to Consider Navigating the Intersections – A Problem-

Solving Process

What is RTI? A process that:

Integrates assessment and intervention Within a multi-level prevention system To maximize student achievement and reduce

behavior problems Schools:

Identify students at risk for poor learning outcomes Monitor student progress Provide evidence-based interventions Adjust intensity depending on responsiveness Identify student with specific learning disabilities

Potential Access Issues for M-V Eligible Students

Timely record sharing Seamless interventions and instruction with

school moves Quick intervention adjustment after a move

(not waiting a week for new baseline data) Continuing an intervention too long due to

lack of data and delaying evaluation/eligibility process

*Progress monitoring should be used as part of the evaluation/eligibility process.

What are Coordinated Early Intervening Services (CEIS)?

Means to address over-representation of certain groups of students in special education

Part B funds can be used to support activities for students not identified for special education LEAs may use up to 15% of IDEA funds LEAs with “significant disproportionate

representation” MUST use 15% of IDEA funds for CEIS

RTI is a CEIS

Strategies to Avoid Access Challenges

Coordinate use of CEIS funds among liaisons, special education, LEP, and Title I coordinators

Integrate classroom record sharing (progress monitoring) into school record transfers when students move

Ensure interventions are documented and kept current to inform a new teacher immediately of current functioning

Lack of Instruction, Disadvantage andRTI

A child must not be determined to be eligible for IDEA services if the determinant factor is “lack of instruction” “environmental/economic disadvantage” or “limited English proficiency.”

Lack of instruction, environmental/economic disadvantage or limited English proficiency are not grounds to refuse to evaluate a student and must be considered as part of the evaluation process or eligibility determination.

RTI strategies are tools that enable educators to target instructional interventions to children’s areas of specific need as soon as those needs become apparent.

RTI (used for instructional purposes) can be used for ANY special education student prior to, during, and after the evaluation process (unless using RTI is inconsistent with the IEP).

Parents retain their right to request an evaluation at any time. The LEA may use data gathered through RTI strategies in its evaluations and

reevaluations of children with specific learning disabilities.

Infants and Toddlers

The Little Ones: IDEA, Part C

Provides appropriate services to infants and toddlers under age 3 who need early intervention services due to a developmental delay or a diagnosed physical or mental condition with a high probability of resulting in a developmental delay and their families Can include those at-risk for developmental delays, at

a state’s discretion.20 USC 1432(5)

Administered by State and local Part C agencies.

The Process

Preliminary screenings can indicate if an evaluation is needed

Parents refer their children for evaluations and assessments

“Primary referral sources” also can refer for evaluations: Schools, child welfare, health care providers, shelters,

social service agencies…NPRM 303.302-3

The Process (cont.) Agency will do a comprehensive multidisciplinary

evaluation and needs assessment, including the family’s needs and goals

1436

If the child is found eligible for services, the agency must promptly develop and implement an Individualized Family Service Plan (IFSP), with parent’s participation

Proposed regs: Evaluations and IFSP must be completed within 45 days of obtaining parental consent

The Process (cont.)

IFSP describes specific services for the child and family and must be reviewed every 6 months (or more often as appropriate)

IFSP must name a specific service coordinator1436, NPRM303.320(e), 303.342(a), 303.344(g)

What services might be available?

family training, counseling, and home visits; speech-language services; occupational and physical therapy; psychological and social work services; service coordination services; health services necessary to enable the infant or toddler to

benefit from the other early intervention services; social work services; assistive technology devices and services; and transportation and related costs that are necessary to enable an

infant or toddler and family to receive another service.

Part C and M-V Intersections

Child Find Participation on state Interagency

Coordinating Council (ICC) CAPTA – Child Abuse Prevention and

Treatment Act Referral of children under age 3 involved in

substantiated cases of child abuse or neglect to early intervention agencies (or use a screening for referrals)

Overlap of issues – potential to apply similar strategies or be included in same activities

Transition Planning

Purpose: to prepare students with disabilities for further education, employment, and independent living

How: IEP must address transition by the student’s 16th birthday, be updated annually and must be coordinated and results-oriented.

Responsibility: Ultimately, with the school district BUT…

Transition Responsibility

IDEA encourages collaboration with other agencies and organizations to develop and implement a transition plan (Services of Runaway and Homeless Youth Act programs, the child welfare system and others). Legally, “If a participating agency … fails to provide transition services described in the IEP… the LEA shall reconvene the IEP team to identify alternative strategies…”

Where Do We Go From Here?

What will you do to initiate and expedite evaluations?

What will you do to implement IEPs for transfer students?

Who are the key contacts You have already identified You need to identify

Any tips for getting these key contacts to the table?

Transition Resources

National Center on Secondary Education and Transition www.ncset.org

National Post-School Outcomes Center www.psocenter.org

University of Kansas, Transition Coalition http://transitioncoalition.org/transition/index.php

Resources Center on Children and the Bar

www.abanet.org/child/education

National Association for the Education of Homeless Children and Youth www.naehcy.org

National Center on Homeless Education www.serve.org/nche

National Law Center on Homelessness & Poverty www.nlchp.org

National Network for Youth www.nn4youth.org

Project Forum projectforum.org

Resources (cont’d) Project Forum at NASDSE

1999 Proceedings Document 2004 QTA Brief Implications of the CAPTA Requirement

CEC (www.cec.sped.org/) CEC Today – March 2003

Project HOPE-VA (www.wm.edu/hope) Information briefs – special ed., ECSE

NAEHCY, NCHE & NLCHP – collaborations (visit NCHE) Individuals with Disabilities Education Improvement Act (IDEA)

of 2004: Provisions for Children and Youth with Disabilities Who Experience Homelessness;

Navigating the Intersections of IDEA and McKinney-Vento: A Problem-Solving Process

Resources (cont’d) National Dissemination Center for Children With Disabilities

www.nichcy.org (Includes fact sheets) Parent Training and Information Centers

(888) 248-0822 The Child Advocate

www.childadvocate.net/educational.htm Free legal resources for students with disabilities

National Disability Rights Network (www.napas.org) www.nls.org/paatstat.htm

Resources for parents of students with disabilities, from USDE www.ed.gov/parents/needs/speced/resources.html

USED Office of Special Education Programs www.ed.gov/offices/OSERS/OSEP

USED Office for Civil Rights www.ed.gov/offices/OCR