The National Special Education Advocacy Institute - NSEAI, The National
Center for Autism Resources and Education - nCARE, Chester County IU,
The Arc of Chester County, Disability Rights Network, Education Law
Center, The Philadelphia Right to Education Task Force, Congreso and
Robert Gidding, Esq.
The training is being endorsed by: The Philadelphia Mayor's Office of
Education, Dr. Dan Gottleib, A Total Approach and Public Citizens
for Children and Youth (PCCY).
• Trainings may be taken as individual seminars or as part of a Comprehensive Special Education Advocacy Training Program leading to Board Certification as an Educational Advocate - BCEA.
• Training address legally sufficient as well as educationally sufficient IEP preparation.
• Seminars provide cross training in educational, clinical, and legal issues.
LOCATION
• Location for Greater Philadelphia Training 2009/2010
The Arc of Philadelphia 2350 W. Westmoreland St. Phila. PA 19140
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FACULTY CONTACT INFORMATION : Marie Lewis - marieclewis@verizon.net ________________________________________
1. 11/21/09 The Special Education Process – Rules of the Game 2. 12/5/09 Basic to Advanced Advocacy Techniques 3. 12/19/09 Proactive IEP Meeting Preparation 4. 1/9/10 Evaluations 1 – Academic / Cognitive – (All Disabilities) 5. 1/23/10 Evaluations 2 – Related Services – (All Disabilities) 6. 2/6/10 Research Based Educational Programming and Interventions 7. 2/20/10 Transition Planning – Mapping Services and Outcomes 8. 3/6/10 Extended School Year - Intent and Advocacy Strategies Mock IEP – What to say when I hear… 9. 3/20/10 Special Educational Issues 10. 4/10/10 Behaviors A-B-C Z 11. 4/24/10 Autism Case Management – A Person Centered, Comprehensive Developmental Approach 12. 5/1/10 Advocacy Business Development -
5/15/09 Snow Day/ Cancellation day
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COURSE DESIGNED FOR: Educators,
Advocates, Parents, Lawyers, 
and Clinicians, including: Occupational
Therapists, Speech and Language Therapists, BCBA's, Social Workers and Psychologists
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COMPETENCIES DEVELOPED THROUGH: • Training is through lecture, interactive role play and Q & A with instructor or panel of experts in field • Course was developed as a collegiate level course (but not offered for college credit at this location) • Course is designed to expand the professional advocacy skills and knowledge base.
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RESOURCES •
Over 50 PDE and USDE materials and resources will be directly provided
in addition to course and presentation materials and a resource guide.
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FEES: Sponsoring Agency: Philadelphia ARC - is charging: $20 for parents $150 for professionals
________________________________________ CSEAT COURSE DESCRIPTION - (not all inclusive) COMPETENCIES/OBJECTIVES FOR CSEAT SERIES :
MODULE 1 - THE SPECIAL EDUCATION PROCESS – RULES OF THE GAME COURSE OUTLINE: History of Disability Legislation - Legal and Societal Issues U.S. Constitution - 14th Amendment FERPA ADA Fair Housing Act Air Carrier Access Act Voting Accessibility for the Elderly and Handicapped Act National Voter Registration Act Civil Rights of Institutionalized Persons Act Individuals with Disabilities Educational Acts Rehabilitation Act Architectural Barriers Act The No Child Left Behind Act – NCLB -2001 Elementary and Secondary Education Act (ESEA)-1965 Improving America’s Schools Act (IASA) HIPAA -1996 Child Find Important Special Education Court Cases Special Education and Disciplinary actions 10 Principles of Special Education The Six Principles of IDEA Educational Advocacy Defined The Roles of the Advocate
EDUCATIONAL OBJECTIVES After completing the program, participants will:
• Develop a basic understanding of Federal laws and landmark legal cases related to special education • Understand the difference between statutes and regulations • Understand roles and qualifications of those who participate in school meetings • Identify the key difference between IEP meetings, Informal Meetings, Mediation, Resolutions Meetings and Due Process. • Define basic concepts in special education including 6 principals and classifications • Define Key elements and principals related to: ESY, LRE, ER/ RR, Goals, Educational Needs, SDI, Highly qualified teacher, Procedural Safeguards, Private Placement, Prior Written Notice, Stay Put, 504’s,
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MODULE 2 - BASIC TO ADVANCED ADVOCACY TECHNIQUES COURSE OUTLINE: Understand key components of Educational Advocacy Use of appropriate communication and negotiation techniques How to know what to ask for Questions you should ask Advocacy Roles in IEP meetings, informal meetings, mediation and due process Keys elements to good organization and documentation How do we get to the key information and questions Key elements to letter writing Key elements in reviewing school records Preparing for IEP development ER/RR – Parent Letter of Attachment NOREP/PWN parent responses- vs. agree or disagree Filing a complaint with the Department of Education Unauthorized Practice of Medicine Unauthorized Practice of Law How to Interview a Special Education Advocate & Educational Consultant How to Interview a Lawyer
EDUCATIONAL OBJECTIVES After completing the program, participants will: • Identify key components of Educational Advocacy • Define appropriate communication and negotiation techniques • Identify advocacy roles in IEP meetings, informal meetings, mediation and due process • Identify keys elements of IEP preparation, good organization and documentation • Understand what a practice act is and the Unauthorized practice of medicine and law
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MODULE 3 - PROACTIVE IEP MEETING PREPARATION COURSE OUTLINE: IEP Preparation The IEP process has five stages: Purpose of IEP development FAPE defined Key components of the ER/RR and IEP State and District Assessments What are evaluations used for? Type of Testing: Why would you disagree with an evaluation? Consent to Evaluation IEP Collaboration and Documentation IEP Team- roles and responsibilities Excusal of Team Members Present Level of Achievement Educational Need (skill set) Identification Define Measurable Goal components Educational Benefit Define SDI development Related Services and why Supports to school personnel Placement Options, Secondary Transitional Needs /Goals and Services Post IEP follow up
EDUCATIONAL OBJECTIVES After completing the program, participants will: • Identify the 5 stages of the IEP process • Understand what is a FAPE • Identify key components of an ER/RR and IEP and SDI development • Understand what a PLA is and an educational Area of Need • Identify related services and supports to school personnel
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MODULE 4 - EDUCATIONAL ASSESSMENTS - PART 1- ACADEMIC – (ALL DISABILITIES) COURSE OUTLINE: Role of Special Education Advocate related to evaluations Types of evaluations Questions to ask about tests ER and RR Issues What do evaluations evaluate? What evaluations are used for IEE Independent Educational Evaluations Common Issues with evaluations Reason for disagreeing with an evaluation Consent to evaluation - PTE Areas of evaluation Re-evaluations Assessments requirements Interpreting test scores Progress monitoring Sample letter requesting an evaluation Test overview Achievement / Skills Executive functioning
EDUCATIONAL OBJECTIVES After completing the program, participants will: • Understand the role of Special Education Advocate related to evaluations • Types of evaluations and key components • What are IEE Independent Educational Evaluations • Identify issues related to interpreting test scores • Define Executive Functioning
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MODULE 5 - EDUCATIONAL ASSESSMENTS - PART 2- RELATED SERVICES – (ALL DISABILITIES) COURSE OUTLINE: Functional Vision Speech & language Common tests for speech and language Evaluation Data Physical Therapy Occupational Therapy Occupational Therapy Tests Sensory Integration Signs of sensory integration disorder (SID) : Functional Assessments Ecological Inventory and Discrepancy Analysis Transition Nursing Services Audiology Auditory Processing 5 basic Subtypes of APD
EDUCATIONAL OBJECTIVES After completing the program, participants will: • Understand evaluations components for functional vision • Understand evaluations components for speech and language and physical therapy • Understand evaluations components for occupational therapy and Sensory Integration • Understand and identify functional assessments • Understand components of an audiological and an auditory processing evaluation
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MODULE 600 – RESEARCH BASED EDUCATIONAL PROGRAMS AND INTERVENTIONS COURSE OUTLINE: Research Study Types Program and Practice Vocabulary Evidence Based Practices Federal Mandate Strong Evidence of Effectiveness Promising Evidence of Effectiveness Interventions not Supported Scientific Quality Gold Standard Issues with Research Program Variables Interventions Definitions Language Interventions Reading Interventions Math Interventions Writing Interventions Model Programs on the Web
EDUCATIONAL OBJECTIVES After completing the program, participants will be able to: • Define key elements of a research based program or intervention. • Indicate the implications of the use of a research based program or intervention • Outline criteria for research based programming • Review critical research based interventions in language, reading, math and writing • Describe strategies for documenting the need for research based interventions and programs.
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MODULE 700 – TRANSITION PLANNING MAPPING SERVICES AND OUTCOMES COURSE OUTLINE: Definition of Transition Rates of employment Education Advocacy Project & Congress Transition age Regulatory foundation Transition to what ? Transition programming IEP transition planning process Preparation for transition plan mapping Things to consider Mapping process Summary of performance Agencies to contact What is a good faith effort? Student participation and self advocacy Post outcome statement Present level of performance Family responsibilities Student responsibilities Age of majority FAPE 9 Components of a transitional program Transition Plan areas of need Individualization of transition plans Transition Plan goals Don’t know what they want in the future? Agency interviews Characteristics of transitional programs ADA and post secondary institutions Post secondary institutions & reasonable accommodations Definitions Links EDUCATIONAL OBJECTIVES After completing the program, participants will be able to: • Define transitional planning. • Indicate the implications of the use of appropriate and individualized transitional planning. • Outline characteristics of transitional planning. • Identify critical interventions in transitional programming. • Describe strategies for creating an effective transitional plan and program.
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MODULE 800 – EXTENDED SCHOOL YEAR INTENT & ADVOCACY STRATEGIES & MOCK IEP - CASE STUDY
COURSE OUTLINE: 10 ESY Standards Eligibility Criterion Individualized Programming Regression and Recoupment Data Predictive Data ESY Data Sources No History of Regression? Emergent Skills Critical Point of Instruction Nature of Disability Duration and Support Levels Procedural Safeguard Timing Environment Options Pendency Not Meeting IEP Goals Self Help Skills ESY Documentation Preparing for the ESY Meeting Non-ESY Accommodations Federal Regulations State Plan Case Law Definitions
EDUCATIONAL OBJECTIVES After completing the program, participants will be able to: • Define ESY–Extended School Year - and it’s use. • Indicate the implications of the use of a non-individualized ESY program. • Outline the eligibility criteria for ESY. • Review critical skills that need to be included in an ESY program. • Describe strategies for documenting the need for ESY services.
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MODULE 900 – SPECIAL EDUCATION ISSUES
COURSE OUTLINE: Dispute Resolution Options Educational Advocacy IEP Facilitation Mediation Resolution Session Due Process Hearing Filing a Complaint Stay Put Provision Private Placement Parent Emotions NOREP / PWN Response to Intervention Settlement Agreements 504 Plan vs. IEP Generalization Across Environments Transportation Least Restrictive Environment Inclusion Mainstreaming Supported Inclusion
EDUCATIONAL OBJECTIVES After completing the program, participants will: • Define what inclusion is and its benefits • Indicate the implications of the use of appropriate dispute resolution models and methodologies • Outline RtI and generalization of skills sets • Identify issues related to settlement agreements. • Describe strategies for creating an effective complaint to the state department of education. • Define areas of consideration when discussing transportation at an IEP meeting,
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MODULE 1000 – BEHAVIORS A B C – Z
COURSE OUTLINE: Functional Analysis Functional Behavioral Assessment Types of FBAs – all disabilities Data Gathering /Documentation Performance / Skill Deficits Ineffective FBAs Positive Behavior Support Plan (PBS) Behavioral Improvement Plan (BIP) Behavior Strategies Intervention Selection Integrated Supports Punishment Crisis Intervention Plan Evaluation of Effectiveness Research Based Behavioral Programs Intensive Behavioral Intervention (IBI) ABA Discrete Trial Instruction (DTI) Lovass Verbal Behavior Teaching Methods Pivotal Response Treatment (PRT) DIR/ Floor Time Model: Relationship Development Intervention (RDI) SCERTS Model TEACCH The Miller Method The Son-Rise / Options Program Manifestation Determination
EDUCATIONAL OBJECTIVES After completing the program, participants will: • Define FBA and BIP purposes • Define FBA and BIP/PBS plan components • Define components of ABA • Outline differences in behavioral approaches • Describe Manifestation Determination process
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MODULE 1100 - AUTISM & CASE MANAGEMENT A PERSON CENTERED, COMPREHENSIVE DEVELOPMENTAL APPROACH
COURSE OUTLINE: Definition of Autism – IDEA DSM IV-TR Diagnostic Criteria Diagnosis does not necessarily predict Prognosis Autism Facts Co-Existing Conditions HFA/ AS Demographics Areas of Need Autism Myths Multiple forms of High Functioning Autism Treatment for Autism Families and Autism Individuals with Autism Early signs and symptoms Characteristics Theory of Mind Vision and Autism Transition Planning Hidden Curriculum Key Words: Educational therapies Medications Augmentative Communication Listening Therapies Treatment Approaches Family Support Service Delivery Models Case Management Support Development EDUCATIONAL OBJECTIVES After completing the program, participants will: • Define autism spectrum disorders • Identify key features of ASD • Identify key comorbid conditions • Outline case management approaches
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MODULE 1200 - THE PROFESSIONAL ADVOCATE
COURSE OUTLINE: Developing a Vision - Start big! Ethical Guidelines vs a Practice Act Differentiating Yourself- working with strengths Marketing - Honesty First Partnering in the community AND with your "competition" Outcomes vs outcomes Very different processes - review of records for IEP development vs Due Process Judging Clients Relationship Building Learning to Learn (mistakes, successes and flukes) Contracts Conflicts of Interest Insurance Confidentiality EDUCATIONAL OBJECTIVES After completing the program, participants will: • Define what a practice act is • Identify key components of ethical guidelines • Identify key components of relationship building • Identify conflicts of interest
