1

​

​

​

Powerful Partnerships:� Families, Communities, and Educators

2

Families that contact OEO feel they need someone to help address their school concerns

• Communication breakdowns between families and educators may be due to:

​

• Misunderstandings
• Language barrier
• Cultural disconnect

​

• Level of concern about student can cause emotions to run high (both directions)

​

3

IFSP: Individualized Family Service Plan

Family plan to support children (Birth-3) with developmental delays

reach their fullest potential (extra help with physical, communication,

cognitive, social-emotional skills)

​

Covered by IDEA (Individuals with Disabilities Education Act:

Special Education Law)

Example: Who qualifies for an IEP?

3 Children (K-12) with ASD:

​

Disability + Educational Impact

​

Student 1: Does fine without any accommodations = does not qualify for any services

Student 2: Needs accommodations only = qualifies for a 504 plan

Student 3: Needs accommodations and specially designed instruction = qualifies for an IEP

​

​

4

5

Supporting Students with Disabilities in Public School

• Section 504 – 504 Plan
• Accommodations

​

• IDEA – Special Education through an Individualized Education Program/ IEP
• Accommodations
• Modifications (Specially Designed Instruction/ SDI)

IEPs

6

Evaluation process – IDEA (Special Education)

7

The district must evaluate a child in all areas �of suspected disability

The district may evaluate a child in the following areas:

• Health (physical and mental health)
• Vision
• Hearing
• Social and emotional health
• Intellectual ability
• Academic performance
• Communication, speech, and language
• Motor abilities.

​

8

Requesting an Evaluation

9

Timeline from Request to Completed Evaluation

10

Social Emotional Behavioral Evaluation

11

Functional Behavioral Assessments (FBAs)

An FBA generally includes observation and data collection, looking at:

• The environment where the behavior occurs;
• The ABCs:– the Antecedents (what happens before the behavior), the Behavior itself, and the Consequences (what happens after the behavior); and
• Other factors that may be influencing the behavior.

An FBA leads to a hypothesis about what “function” or purpose a behavior serves, so a team can identify alternative “replacement” behaviors that can serve the same function, or meet the same need, without interfering with learning.

​

12

Behavior Intervention Plans (BIPs)

• The positive behavioral interventions and supports to:
• reduce the behavior that is getting in the way of learning and increase desired prosocial behaviors and
• ensure the plan is implemented consistently across the student’s school day, including classes and activities; and
• The skills that will be taught and monitored as alternatives to the challenging behavior.

Most importantly, BIPs should describe an alternative behavior that the student will be taught to replace the inappropriate behavior – this is often called a “replacement behavior.”

​

13

Evaluation Results Meeting

14

IEP meeting

15

IEP Meeting - continued

16

LRE: Least Restrictive Environment

17

Who can help me during this process?

Office of the Education Ombuds (OEO)

1-866-297-2597 www.oeo.wa.gov

OSPI’s Special Education Parent Liaison

360-725-6075 http://www.k12.wa.us/SpecialEd/Families/Assistance.aspx

Seek Legal Assistance (OSPI’s Legal Assistance List, DRW, NJP, etc.)

​

​

​

and….

18

OEO Special Education Manual

19

20

Formal Dispute Resolution Options:

• File a Community Complaint with OSPI

to address compliance issues

• Request Mediation with the District

through the Sound Options Group (full day)

Sound Options also offers half day Facilitated IEP meetings

• Request a Due Process Hearing with OSPI
• File a complaint with the U.S. Department of Education Office for Civil Rights (OCR).

​

​

​

​

​

​

​

​

Thank You for Participating!

21

www.oeo.wa.gov

oeoinfo@gov.wa.gov

Call Toll Free:1-866-297-2597 (Interpretation available)