Charting the Cs logo with black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration Navigating the Journey: Organizing for Special Education Success April 27, 2025 Tami Childs, PhD, MN Low Incidence Projects Michele Glynn, MA, Minneapolis Public Schools Welcome and Introductions Overview of the session's goals: •Review the special education process. •Build a storage system for educational materials for easy access. •Learn strategies to help build independence in your child. •Leave with a checklist you can utilize with your child when you get home. Understanding the IEP Process Evaluations & Eligibility Parent requests and evaluations Teacher referral Determine eligibility Areas of need (well - defined present levels) Goals Baselines in present levels Meaningful and measurable Interventions Supports, special education Related services Placement “Where can we best implement this IEP?” Least Restrictive Environment (LRE) Progress Monitoring Help determine efficacy of supports Change if necessary Understanding Special Education: The Basics The purpose of special education is to provide individualized support, resources, and teaching strategies that help students with disabilities succeed academically and socially in a way that works best for them. The main goals of special education are: •Inclusive Learning •Individualized Support •Skill Development •Equal Opportunity •Empowerment Key Terminology •IDEA (Individuals with Disabilities Education Act) •IEP (Individualized Education Program) •FAPE (Free Appropriate Public Education) •LRE (Least Restrictive Environment) Special Education Evaluations •An initial evaluation is required for a student to receive special education services •Re - evaluations must be conducted every 3 years after initial eligibility •Once the student qualifies (under any category), their services and supports are based on their individualized needs •None of the categories have advantages over the others (e.g. extra funding) •Once the student qualifies for special education, they do not need to meet initial eligibility requirements again to continue to receive special education services •Parents are part of the team determining eligibility. Minnesota Special Education Categorical Disability Areas •Autism Spectrum Disorder (ASD) •Other Health Disabilities (OHD) •Physically Impaired (PI) •Severely Multiply Impaired (SMI) •Blind - Visually Impaired (BVI) •Deaf - Blind (DB) •Developmental Cognitive Disabilities (DCD) •Developmental Delay (DD) •Emotional Behavior Disorder (EBD) •Traumatic Brain Injury (TBI) •Specific Learning Disabilities (SLD) •Speech/Language Impairments (SLI) •Deaf and Hard of Hearing (DHH) Developing the IEP/IEP components 1.Present Levels of Academic Achievement & Functional Performance (PLAAFP) 2.Measurable Annual Goals 3.Progress Measurement/Progress Reporting 4.Special Education Services 5.Supplementary Aids and Services 6.Least Restrictive Environment (LRE) 7.Transition Planning (for students 14 and older) 8.Modifications and Accommodations Must include: •Explanation of the extent the student will not be educated with nondisabled students in the general education setting. •Statement of student’s participation in state and district-wide assessments. Individualized Educational Program (IEP) The role of the parent in the IEP process: •Be an Active Participant: Attend meetings, ask questions, and share observations. •Advocate for Your Child: oKnow your child’s rights under IDEA and FAPE. oCollaborate with the school to ensure the best outcomes. Progress Reports/Report Cards Progress Reports •Progress reports are part of the IEP process and should reflect your child’s growth on their individualized goals and objectives •Parents should receive progress reports as often as general education report cards are generated Report Cards General education teachers should send report cards for all students. Sometimes the report card may indicate that the IEP will reflect student progress Additional Interventions/Data If your child is struggling to meet IEP goals and objectives, the IEP team can meet to discuss and plan for possible interventions. This can include discussions around: •Changes to accommodations and/or methods utilized to increase progress. •Functional Behavioral Assessments to determine ways to support students through oPrevention techniques when appropriate oInstructional changes, such as pre - teaching, use of visual supports, social stories, etc. oReinforcement of desired skills. •Changes in groupings/small group opportunities, para supports, etc. Transition Planning •Transition services help a student move from school to adult life and are based on the student’s needs and interests •They help students with everything from work to school to fun. •A student can get help to go to college or other school after high school. •Transition services also help students get jobs, find a place to live, and be a part of the community. •Transition Evaluation - starts at age 14 with a special type of evaluation that assesses your child’s needs •Based on this evaluation, goals are added to the IEP related to future education, employment, and independent living. Supporting Students at Home •Create a Structured Environment: oSet routines for homework, chores, and leisure. oUse visual schedules or checklists to help students stay on track. •Communication with the School: oMaintain regular contact with teachers and IEP team members. oUnderstand how to request accommodations or adjustments when necessary. •Encourage Self - Reflection: oTeach students to recognize their strengths and areas for growth. oCelebrate small successes to build confidence. Organizing your child’s documents Now that we have talked through the steps to special education services, let’s build a folder to help you organize your child’s documents . Label each folder, then place folders in order in your binder: •Evaluations •IEPs •Progress Reports/Report Cards •Additional Interventions/Data •Transition Planning •Medical Information •Documentation of Community Services 30 second stretch and sensory break! Screenshot 2025-03-21 at 3.55.30 PM.png Four people standing a small distance from each other and stretching Building Independence for Students with Disabilities •Why Independence Matters Fosters self - confidence, autonomy, and preparedness for life beyond school. •Strategies for Fostering Independence: oRoutines/Systems in place oTime Management: Helping students develop organizational skills and routines. oSocial Skills Development: Building communication and relationship - building skills. oAssistive Technology: How technology can support student independence (e.g., apps, devices) Visuals task lists •Visuals task lists with pictures empower students to become more independent by providing clear, concrete representations of tasks, routines, and expectations, reducing reliance on adult prompts. •Predictability and Reduced Anxiety: (what to expect, reducing anxiety and promoting a sense of control) •Clear Instructions and Expectations: (break down complex tasks into smaller, manageable steps) •Enhanced Communication: (can serve as a communication tool within tasks) •Increased Independence: (become more self - reliant and less dependent on constant adult assistance) Think about routines that your child does each day •Getting dressed •Brushing teeth •Putting on deodorant •Packing bag or the day •Vacuuming/Sweeping/Mopping •Doing laundry •Bathing •Managing Feminine Hygiene •Doing the dishes/ Dishwasher •Putting things away when returning home •Completing steps in Bedtime routine •Washing hands •Completing homework routines. Choose a routine to build on for your child. Develop a list of 5 - 8 steps required for completing this routine. 1. 2. 3. 4. 5. 6. Build a visual set of steps, including text and pictures Using the clipboard, choose a blank list that fits the routine (i.e. 6 or 7 steps , etc .) •Write out the steps. •Sketch a simple picture to represent each step. •Share with the people beside you to see if it makes sense! Resources Resources to use at home for developing these independence systems: •There are many tools available (some free) to develop visual •Consider using goblin.toolsto help you create a task analysis Conclusion & Final Thoughts Key Takeaways: •Stay informed about the special education process . •Be proactive in building independence in your child. Encouragement: Every child’s journey is unique— celebrate progress, no matter how big or small! Questions? Charting the Cs logo with black and blue text Thank you! For more information or questions contact: Tami Childs, tami.childs@brightworksmn.org