SPECIAL PROGRAMS:SPECIAL EDUCATION

SPECIAL PROGRAMS:
SPECIAL EDUCATION

EHBA (R)

ARD/IEP COMMITTEE

The ARD/IEP committee for each student with a disability includes:

1. The parent(s) of the child.

2. At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environ- ment).

a. This should be the teacher who is, or may be, responsible for implementing the IEP, so that the teacher can partici- pate in discussions about how best to teach the child.
b. If the child has more than one regular education teacher, the school may designate which teacher or teachers will participate. If all of the child’s teachers do not participate, input should be sought from the teachers not attending and teachers not attending should be informed of the results of the meeting, including receiving a copy of the IEP.

3. At least one special education teacher, or if appropriate, at least one special education provider of the child.

a. The special education teacher or provider participating in a child’s IEP meeting should be the person who is, or will be, responsible for implementing the IEP.

4. A representative of the school who

a. Is qualified to provide, or supervise the provision of spe- cially designed instruction to meet the unique needs of children with disabilities.
b. Is knowledgeable about the general curriculum.

c. Is knowledgeable about the availability of resources of the school.

d. This representative should typically be the principal or an assistant principal.

5. An individual who can interpret the instructional implications of evaluation results.

a. For initial ARD/IEP meetings, three-year reevaluations and others when new Comprehensive Individual Assessment data are being reviewed, an Educational Diagnostician or Licensed Specialist in School Psychology must serve as this component.
b. For other ARD/IEP meetings, a special education teacher may serve as this component.

6. A representative of career and technology education is re- quired if considering initial or continued placement in career and technology education.

7. An LPAC representative is required if the student is limited English proficient.

8. For visually impaired, hearing impaired or deaf/blind students, a certified VI, AI or DB teacher is required.

9. At the discretion of the parent or the district, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate.

10.The student should be included when deemed appropriate by the parent, is a legal adult, or when transition services are being considered.

More detailed information may be found in the Policies, Procedures and Operating Guidelines for Special Education (PPOG).

SELF-CONTAINED SPECIAL EDUCATION STUDENTS

In order to be consistent districtwide in reporting self-contained special education counts for regular education staffing purposes only, the following procedures shall apply:

VEH UNITS

1. Time students spend in VEH units should be counted in the "vocational" count and not as special education time.

VAC PROGRAM

2. Students in the VAC program taking two or fewer mainstream classes on campus shall be included in the "self-contained special education" count.

3. VAC students who take as many as three mainstream classes shall not be included in the "self-contained special education" count.

ISSUE DATE: 7/21/98

SPECIAL PROGRAMS: SPECIAL EDUCATION		EHBA (R)
ARD/IEP COMMITTEE	The ARD/IEP committee for each student with a disability includes: 1. The parent(s) of the child. 2. At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environ- ment). a. This should be the teacher who is, or may be, responsible for implementing the IEP, so that the teacher can partici- pate in discussions about how best to teach the child. b. If the child has more than one regular education teacher, the school may designate which teacher or teachers will participate. If all of the child’s teachers do not participate, input should be sought from the teachers not attending and teachers not attending should be informed of the results of the meeting, including receiving a copy of the IEP. 3. At least one special education teacher, or if appropriate, at least one special education provider of the child. a. The special education teacher or provider participating in a child’s IEP meeting should be the person who is, or will be, responsible for implementing the IEP. 4. A representative of the school who a. Is qualified to provide, or supervise the provision of spe- cially designed instruction to meet the unique needs of children with disabilities. b. Is knowledgeable about the general curriculum. c. Is knowledgeable about the availability of resources of the school. d. This representative should typically be the principal or an assistant principal. 5. An individual who can interpret the instructional implications of evaluation results. a. For initial ARD/IEP meetings, three-year reevaluations and others when new Comprehensive Individual Assessment data are being reviewed, an Educational Diagnostician or Licensed Specialist in School Psychology must serve as this component. b. For other ARD/IEP meetings, a special education teacher may serve as this component. 6. A representative of career and technology education is re- quired if considering initial or continued placement in career and technology education. 7. An LPAC representative is required if the student is limited English proficient. 8. For visually impaired, hearing impaired or deaf/blind students, a certified VI, AI or DB teacher is required. 9. At the discretion of the parent or the district, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate. 10.The student should be included when deemed appropriate by the parent, is a legal adult, or when transition services are being considered. More detailed information may be found in the Policies, Procedures and Operating Guidelines for Special Education (PPOG).
SELF-CONTAINED SPECIAL EDUCATION STUDENTS	In order to be consistent districtwide in reporting self-contained special education counts for regular education staffing purposes only, the following procedures shall apply:
VEH UNITS	1. Time students spend in VEH units should be counted in the "vocational" count and not as special education time.
VAC PROGRAM	2. Students in the VAC program taking two or fewer mainstream classes on campus shall be included in the "self-contained special education" count. 3. VAC students who take as many as three mainstream classes shall not be included in the "self-contained special education" count.