Council of Parent Advocates and Attorneys
An umbrella organization for special education lawyers provides the following guides...
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National Association of Private Special Education Centers |
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N A P S E C
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KNOW THE LAW!
The
I
NAPSEC
RESOURCES
NAPSEC Membership Directory
Post Secondary & Adult Services
Free Referral Service to NAPSEC Member Programs Tips for Finding an Appropriate Placement
Parent Guide for Program Visits
What's Happening in Private Special Education?
EP Magazine Annual Resource Guide
IDEA Services for Children with Disabilities
US Department of Education IDEA Materials
Individualized Education Programs (IEP)
IEP Team Meetings and Changes to the IEP
Changes in Initial Evaluations and Reevaluations
Part C Option: Age 3 to Kindergarten Age
Evaluation and Diagnostic Services_
Advocacy Strategies to Make Your IEP More Effective
Transition From Adolescence to Adulthood
Advocating for Your Child with a Disability Makes a Difference
Planning for Postsecondary Education
Guidance on Required Content of Forms Under Part B of the IDEA This is a good tool for what is required under IDEA for children and families.
A Parents Guide to Communication Solutions
Exceptional Parent Magazine Annual Resource Guide
NAPSEC and Exceptional Parent Magazine are delighted to provide you with a free copy of the EP Annual Resource Guide. This guide is a compendium of resources for the special needs community and includes sections dealing with; 1) Early Intervention Programs, 2) Parent Training and Information Centers, 3) National Resources for Specific Disabilities, 4) Matching Resources and 5) Parent to Parent Programs.
To access the magazine simply click on the link below. You will need to enter the email address and password listed below:
Email Address: NAPSEC@eparentdigital.com
Password: Parents
Link: http://www.eparentdigital.com/nxtbooks/exceptionalparent/2012rg/
View organizations here that offer a variety of services.
National Association of Private Special Education Centers
NAPSEC Member Programs - Intensive Educational & Therapeutic Services NAPSEC represents over 800 members, through its national and state memberships, that provide services to over 100,000 individuals with disabilities across the country in private specialized programs.
NAPSEC member programs provide specialized educational and therapeutic services to those individuals who have been determined to be best served, due to their intensive social, emotional and learning needs, in private programs. Individuals are placed through the Individual Education Plan (IEP) or the Individual Family Services Plan (IFSP) process that is required by the Individuals with Disabilities Education Act (IDEA).
The key to each individual receiving the skills necessary to return to the regular classroom and/or function successfully in society is the vast array of individualized services provided by NAPSEC member programs – Psychiatry, Physical Occupational and Speech Therapy, Social Work Services, Adaptive Physical Education and Recreation, Nursing Services, Life Skills Training, Vocational Training and Job Placement, Diagnostic Testing, just to name a few!
NAPSEC Member Programs - Least Restrictive - Most Appropriate - Environment The principle of LRE is intended to ensure that an individual with a disability is served in a setting where he or she can be educated successfully. In selecting the LRE, consideration is given to any potential harmful effect on the individual or the quality of services that he or she needs. Placement decisions must be individually determined on the basis of each individual's abilities and needs by a group of persons, including the parents, that are knowledgeable about the individual, the meaning of the evaluation data, and the placement options in conformity with the law's LRE provisions
NAPSEC Member Programs - Part of the Continuum of Alternative Placements Services IDEA requires that each public agency ensures that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. The continuum was put into place to ensure that an individual with a disability be served in a setting where he/she can be educated successfully. The continuum includes instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions and provides for supplementary services, such as resource room or itinerant instruction, to be provided in conjunction with regular class placement.
NAPSEC Member Programs - The Public - Private Cost Myth It is often stated that private specialized programs are more costly than public school programs. Tuition at a NAPSEC member program is determined by the amount of all program related expenditures (salaries of all personnel, benefits, building maintenance, etc.). The amount per pupil expenditure for students with disabilities in a public school does not include the cost of any expenditures that are necessary to operate a special education program. Since NAPSEC member programs accept IDEA funds, they are required to comply with all of the provisions of IDEA.
NAPSEC Member Programs - Outcomes Data Shows Funding Accountability Participating Programs: 32% Emotional/Behavioral Disorders, 26% Pervasive Developmental Disorders, 14% Learning Disorders, 10% Preschool Disorders, and 18% Medical Disorders. Data shows that 63% of transfer students have plans to enter an in-district program, 41% have plans for 4/2-year college/trade/technical school, 17% plans for competitive employment or military service, 21% plan to enter vocational rehabilitation training or supported/sheltered employment, 10% plans for adult partial care or non-vocational day program, 3% plans for "other" activity (e.g., drug rehabilitation, psychiatric hospitalization, 8% have no plans to engage in education/training, job or community programs. See Outcomes data at www.napsec.org for additional information.
IDEA - Services for Children with Disabilities
The Individuals with Disabilities Education Act (IDEA) requires each State to provide the following:
Full Educational Opportunity Goal - The State must have on record with the Secretary detailed policies and procedures through which the State has established a goal of providing full educational opportunity to all children with disabilities aged birth through 21.
Child Find - The State must have in effect policies and procedures to ensure that all children with disabilities residing in the State, including children with disabilities attending private schools, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated.
Least Restrictive Environment (most appropriate environment/ placement) - The State shall demonstrate to the satisfaction of the Secretary that the State has in effect policies and procedures to ensure that each public agency to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled. Special classes, separate schooling or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily.
Continuum of Alternative Placements - Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. The continuum must include alternative placements - instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions. Supplementary services, such as resource room or itinerant instruction, provided in conjunction with regular class placement must also be available to children with disabilities.
Special Education Resources
US Department of Education - IDEA Materials
The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act will be effective on July 1, 2005, with the exception of some elements of the definition of "highly qualified teacher" that took effect upon the signing of the act. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the statutory language related to those topics to support constituents in preparing to implement the new requirements. This document addresses only the changes to provisions regarding the content of Individualized Education Programs (lEPs) of IDEA that took effect on July 1, 2005.
Individualized Education Programs (IEP)
1. Changes present levels of educational performance IEPs must include: Present levels of academic achievement and functional performance; and
A statement of measurable annual goals, including both academic and functional goals
The requirement for short-term objectives or benchmarks has been deleted except for children who take alternate assessments aligned to alternate achievement standards. [614(d)(l)(A)(i)(I)]
2. Changes regarding assessments in the IEP A statement of any individual appropriate accommodations that is necessary to measure: Academic achievement and functional performance on statewide and districtwide assessments.
If the IEP team determines that the child will take an alternate assessment, a statement must be provided that indicates why the IEP team selected a particular alternate assessment, and why it is appropriate for the child. [614(d)(1)(A)(i)(VI)(aa), (bb)(BB)]
3. Changes to annual goals IEPs are required to include: A statement of measurable annual goals, including academic and functional goals. [614(d)(l)(A)(i)(Il)]
4. Changes to measuring progress and reporting IEPs are required to include: A description of how the child's progress toward meeting the annual goals will be measured; and a description of when periodic progress reports will be provided to the parents.
Reporting may include: Quarterly reports; or other periodic reports concurrent with issuance of report cards. [614(d)(.l)(A)(i)(III)]
5. Changes to statement of services Adds to the statement of the special education and related services and supplementary aids and services, for the child or on behalf of the child—that they be based on peer-reviewed research, to the extent practicable. {614(d)(1)(A)(i)(IV))
6. Changes to transition requirements Beginning not later than the first IEP to be in effect when the child turns 16 [note: eliminates age 14 requirements] and then updated annually thereafter, the IEP must include:
Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skills, where appropriate;
Transition services needed to assist the child in reaching those goals, including courses of study; and beginning not later than one year before the child reaches the age of majority under state law, a statement that the child has been informed of the child's rights under this title, if any, that will transfer to him or her on reaching the age of majority. [614(d)(1)(A)(i)(VIII)3
7. Requirements for children with disabilities transferring within a state and between states
Within-state transfers: In the case of a child with a disability who transfers school districts within the same academic year, who enrolls in a new school, and who had an IEP that was in effect in the same state, the new local educational agency (LEA) must provide such child with a free and appropriate public education (FAPE), including services consistent with the previous district's IEP, in consultation with parents, until it adopts the previously held IEP or develops and implements a new IEP that is consistent with federal and state law. [614(d)(2)(C)(i)(I)]
Between-state transfers: Lathe case of a child with a disability who transfers school districts within the same academic year, who enrolls in a new school, and who had an IEP that was in effect in another state, the new LEA must provide such child with FAPE, including services consistent with the previous IEP, in consultation with parents, until the new LEA conducts an evaluation pursuant to Subsection (a)(1), and, if determined to be. necessary by such agency, develops a new IEP that is consistent with federal and state law.[ 614(d) (2) (C) (i) (II)]
Transmittal of records to facilitate the transition for a child described above, the new school shall take reasonable steps to promptly obtain and transfer the child's records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous school; and the previous school must take reasonable steps to promptly respond to such request. [614(d)(2)(C)(ii)]
8. Rule of construction Nothing in Section 614 shall be construed to (1) require that additional information be included in a child's IEP beyond what is explicitly required in Section 614, or (2) require the. IEP team to include information under one component of a child's IEP that is already contained under another component of such IEP. j614(d)(1)(A)(ii)]
IEP Team Meetings and Changes to the IEP
1. Members of the IEP team - The IEP Team is composed of the following persons:
The parents of a child with a disability,
Not less than one regular education teacher (if the child is, or may be, participating in the regular education environment);
Not less than one special education teacher, or when appropriate, not less than one special education provider;
A representative of the local educational agency (LEA) who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the LEA;
An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described above;
Other individuals, at the discretion of the parent or the agency, who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and • Whenever appropriate, the child with a disability. [614(d)(1)B)]
2. IEP team meeting attendance not necessary A member of the IEP team is not required to attend an IEP meeting, in whole or in part, if the parent of a child with a disability and the LEA agree, due to the fact that the member's area of the curriculum or related services is not being modified or discussed. The parent-'s agreement must be in writing. [614(d)(l)(C)(i) and (iii)]
The member submits, in writing to the parents and the team, his or her input into the development of the IEP prior to the meeting. [614(d)(1)(C)(i) and (iii)]
3. Excusal from IEP meeting A member of the IEP team may be excused from attending an IEP meeting, in whole or in part, if the parent of a child with a disability and the LEA agree, due to the fact that the member's area of the curriculum or related services is not being modified or discussed.
The parent consents in writing, and the agency also; and the member submits, in writing to the parents and the team, his or her input into the development of the IEP prior to the meeting.[614(d)(1)(C)(ii) and (iii)] of the IDEA 2004.
4. New provisions for making changes to the IEP In making changes to a child's IEP after the annual IEP meeting for a school year, the parent of a child with a disability and the LEA may agree not to convene an IEP meeting for the purposes of making such changes, and instead may develop a written document to amend or modify the child's current IEP. [614(d)(3)(D)] Changes to the IEP may be made either by the entire IEP team or, as provided in Section 614(d)(3)(D), by amending, rather than redrafting the entire IEP. Upon request, a parent shall be provided with a revised copy of the IEP with the amendments incorporated. [614(d)(3)(F)]
5. Consolidation of IEP meetings To the extent possible, the LEA will encourage the consolidation of reevaluation meetings and other IEP team meetings for the child. [614(d)(3)(E)]
6. Alternative means of meeting participation When conducting IEP team meetings and placement meetings pursuant to Sections 614, 615(e), and 615(f)(1)(B), and carrying out administrative matters under Section 615 (such as scheduling, exchange of witness Iists and status conferences), the parent of a child with a disability and the LEA may agree to use alternative means of meeting participation, such as video conferences and conference calls. [614(f)]
Changes in Initial Evaluations and Re-Evaluations
1. Adds provision for parental consent for initial evaluation for children who are wards of the state. If the child is a ward of the state and not residing with the child's parent, the agency must make reasonable efforts to obtain the informed consent from the parent- of the child for an initial evaluation to determine whether the child is a child with a disability.
The agency shall not be required to obtain informed consent from the parent for an initial evaluation if despite reasonable efforts to do so, the agency cannot discover the whereabouts of the parent of the child; the rights of the parents of the child have been terminated in accordance with state law; or the rights of the parent to make educational decisions have been subrogated by a judge in accordance with state law and consent for an initial evaluation has been given by an individual appointed by the judge to represent the child.[614(a)(1)(D)(iii)J
Definition of "Ward of the State:" The term "ward of the state" means a child who, as determined by the state where the child resides, is a foster child, is a ward of the state or is in the custody of a public child welfare agency. The term does not include a foster child who has a foster parent who meets the definition of a parent in Section 602(23). [602(36)]
2. Adds 60-day timeline to complete initial evaluation (unless state established timeline). There is a default 60-day timeframe from receipt of parental consent for the initial evaluation until the initial evaluation is conducted, unless the state establishes its own timeframe within which the evaluation must be conducted.
The relevant timeframe shall not apply to a local educational agency (LEA) if: The child enrolls in a school served by the LEA after the relevant timeframe has begun and prior to a determination by the child's previous LEA as to whether the child is a child with a disability (as defined in Section), but only if the subsequent LEA is making sufficient progress to ensure a prompt completion of the evaluation, and the parent and subsequent LEA agree to a specific time when the evaluation will be completed; or
The parent of the child repeatedly fails to, or repeatedly refuses to, produce the child for evaluation.[614(a)(1)(C)(i) and (ii)]
3. Absence of consent for an initial evaluation If the parent of a child does not provide consent for an initial evaluation, or the parent fails to respond to a request to provide the consent, the LEA may use the due process hearing procedures described in Section 615 to obtain authority for evaluation, except to the extent inconsistent with state law relating to such parental consent. [614(a)(1)(D)(ii)(I)]
4. Procedures for evaluating a child suspected of having a specific learning disability. Notwithstanding Section 607(b), when determining whether a child has a specific learning disability as defined in Section 602:
The LEA is not required to consider a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.
The LEA may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures.[614(b)(6)]
5. Procedures for reevaluations An LEA must ensure that a reevaluation for each child with a disability is conducted in accordance with Sections 614(b) and 614(c) if: The LEA determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation;
The child's parents or teacher requests a reevaluation.
However, a reevaluation shall occur not more frequently than once a year, unless the parent and the LEA agree otherwise; and at least once every three years, unless the parent and the LEA agree that a reevaluation is unnecessary. [614(a)(2)]
6. Exception to requirements for evaluation before a change in eligibility An evaluation is not required before the termination of a child's eligibility if termination of eligibility is: Due to graduation from secondary school with a regular high school diploma; or Because the child exceeds the age of eligibility for a free and appropriate public education under state law.
For a child whose eligibility under IDEA terminates under circumstances described above, an LEA must provide the child with a summary of his or her academic achievement and functional performance, including recommendations on how to assist the child in meeting postsecondary goals. [614(c)(5)(B)]
7. Adds a requirement to evaluate the child's present levels of academic achievement and the related developmental needs of the child.
As part of an initial evaluation (if appropriate) and as part of any reevaluation under this section, the Individualized Education Program (LEP) team and other qualified professionals, as appropriate, shall, on the basis of that review, and input from the child's parents, identify what additional data, are needed to determine:
Whether the child is a child with a disability as defined in Section 602(3);
The educational needs of the child, or, in the case of a reevaluation of the child, whether the child continues to have such a disability and such educational needs; and
The present levels of academic achievement and related developmental needs of the child.[614(c)(1)(B)(i) and (ii)J
Part C Option: Age 3 to Kindergarten Age
1. Flexibility to make Part C services available to children from age 3 until eligible to enter kindergarten or elementary school The Part C statewide system described in Section 633 may include a state policy, developed and implemented jointly by the local educational agency (LEA) and the state educational agency (SEA), under which parents of children with disabilities who are eligible for services under Section 619, and previously received services under Part C, may choose the continuation of early intervention services (which include an educational component that promotes school readiness and incorporates preliteracy, language and numeracy skills) for such children under Part C until such children enter, or are eligible under state law to enter, kindergarten.... [635(c)(1)]
In addition to using funds provided under Section 633 to maintain and implement the statewide system required by such section, a state may use such funds, with the written consent of the parents, to continue to provide early intervention services under Part C to children with disabilities from their third birthday until such children enter, or are eligible under state law to enter, kindergarten, in lieu of a free and appropriate public education (FAPE) provided in accordance with Part B. j638(4)j
2. Expanded definition of "Infants and Toddlers" "Infants and toddlers" with a disability may include, at a state's discretion, children with disabilities who are eligible for services under Section 619 who previously received services under Part C until the child enters, or is eligible under state law to enter, kindergarten or elementary school, provided that the programs include:
An educational component that promotes school readiness and incorporates preliteracy, language, and numeracy skills; and A written notification to parents of their rights and regarding options under Part C and Section 619. [632(5)(B)(ii)(Ir)]
3. If a statewide system includes this option, its system shall include a state policy to ensure that: Parents of children with disabilities served pursuant to this option are provided annual notice that contains:
A description of their rights to elect to receive early intervention services under Section 635(c)(1) or special education and related services under Part B; [635(c)(2)(A)(i)] and
An explanation of the differences between services provided under Section 635(c)(1) and services provided under Part B, including--types of services and the locations at which the services are provided; applicable procedural safeguards; and possible costs (including any fees to be charged to families as described in Section 632(4)(B)) to parents of infants or toddlers with disabilities; [635(c)(2)(A)(ii)(I), (II), and (III)]
Services provided pursuant to Section 635(c) include an educational component that promotes school readiness and incorporates preliteracy, language and numeracy skills; [635(c)(2)(B)]
The state policy will not affect the right of any child served pursuant to Section 635(c) to instead receive FADE under Part B; [635(c)(2)(C)]
All early intervention services outlined in the child's individualized family service plan (IFSP) under Secti6n 636 are continued while any eligibility determination is being made for services under Section 635(c); [635(c)(2)(D)]
The parents of infants or toddlers with disabilities (as defined in Section 632(5)(A)) provide informed written consent to the state, before such infants or toddlers turn 3 years old, as to whether such parents intend to choose the continuation of early intervention services pursuant to Section 635(c) for such infants or toddlers; [635(c)(2)(E)]
The requirements under Section 637(a)(9) will not apply with respect to a child who is receiving services in accordance with Section 635(c) until not less than 90 days (and at the discretion of the parties to the conference, not more than nine months) before the time the child will no longer receive those services; [635(c)(2)(F)] and
There will be a referral for evaluation for early intervention services of a child who experiences a substantiated case of trauma due to exposure to family violence (as defined in Section 320 of the Family Violence Prevention and Services Act).[635(c)(2)(G)]
4. Reporting requirement If a state selects the option under Section 635(c)(1), it shall submit to the secretary, in the state's report under Section 637(b)(4)(A), a report on the number and percentage of children with disabilities who are eligible for services under Section 619 but whose parents choose for such children to continue to receive early intervention services under Part C.[635(c)(3)]
5. Policy regarding funding sources If a state selects the option under Section 635(c)(1), the policy shall describe the funds (including an identification as federal, state or local funds) that will be used to ensure that the option is available to eligible children and families who provide the consent described in Section 635(c)(2)(E), including fees to be charged to families as described in Section 632(4)(B). [635(c)(4)]
6. Rules of construction on state flexibility If a state selects the option under Section 635(c)(1), services provided under this option to a child with a disability who is eligible for services under Section 619 shall not be required to provide the child with FAPE under Part B for the period of time during which the child is receiving services under Part C. Nothing in Section 635(c) shall be construed to require a provider of services under Part C to provide a child served under Part C with FAPE. [635(c)(5)(A) and (B)] A state that provides early intervention services in accordance with Part C to a child who is eligible for services under Section 619, is not required to provide such child with FAPE. [612(a)(1)(C)]
7. Allowable use of funds under Parts B and C Reservation for state incentive grants For any fiscal year for which the amount appropriated pursuant to the authorization of appropriations under Section 644 exceeds $460,000,000, the secretary shall reserve 15 percent of such appropriated amount to provide grants to states that are carrying out the policy described in Section 635(c) in order to facilitate the implementation of such policy. [643(e)]
8. Other state-level activities Each state may use any funds the state reserves under Subsection 619(d) [Reservation for State Activities] and does not use for administration under Subsection 619(e) [State Administration].to provide early intervention services (which shall include an educational component that promotes school readiness and incorporates preliteracy, language and numeracy skills) in accordance with Part C to children with disabilities who are eligible for services under this section and who previously received services under Part C until such children enter, or are eligible under state law to enter, kindergarten; or at the state's discretion, to continue service coordination or case management for families who receive services under Part C. [619(f)(5) and (6)]
9. Flexibility in using funds for Part C Any state eligible to receive a grant under Section 619 may use funds made available under Sections 611(e)(1)(A) [611 funds for state administration], 611(f)(3) [LEA funds available for reallocation], or 619(f)(5) [619 funds for state level activities to develop and implement a state policy jointly with the LEA under Part C and the SEA to provide early intervention services (which shall include an educational component that promotes school readiness and incorporates preliteracy, language, and numeracy skills) in accordance with Part C to children with disabilities who are eligible for services under Section 619 and who previously received services under Part C until such children enter, or are eligible under state law to enter, kindergarten, or elementary school. [611(e)(7)]
I. Adds "Early Intervening Services" to the Statute Under Local Educational Agency Eligibility Allows a local educational agency (LEA) to use not more than 15 percent of the amount it receives under IDEA Part B for any fiscal year (less any amount reduced by the agency under Section 613(a)(2)(C)) in combination with other amounts (which may include amounts other than education funds), to develop and implement coordinated, early intervening services, which may include interagency financing structures, for students in kindergarten through grade 12 (with a particular emphasis on students in kindergarten through grade three) who have not been -identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment.[613(f}(1)]
Activities Allowed in Implementing Coordinated, Early Intervening Services by LEAs Include: Professional development (which may be provided by entities other than LEAs) for teachers and other school staff to enable them to deliver scientifically based academic instruction and behavioral interventions, including scientifically based literacy instruction and, when appropriate, instruction on the use of adaptive and instructional software;
Providing educational and behavioral evaluations, services and supports, including scientifically based literacy instruction. [613(0(2)]
2. Free Appropriate Public Education (FAPE) Nothing in the section on early intervening services shall be construed to limit or create a right to FAPE under the provision of Part B. [613(f)(3)]
3. Reporting Each LEA that develops and maintains coordinated, early intervening services must annually report to the state educational agency (SEA) on the number of students served by early intervening services; and the number of students served by early intervening services who subsequently receive special education and related services under IDEA during the preceding two-year period. [613(f)(4)]
4. Coordination with the Elementary and Secondary Education Act (ESEA) of 1965 Funds made available to develop and implement coordinated, early intervening services may be used to carry those services aligned with activities funded by, and carried out under, ESEA, if such funds are used to supplement, and not supplant, funds made available under ESEA for the activities and services assisted under Section 613(f). [613(f)(5)]
5. Permissive Use of Funds Notwithstanding paragraph (2)(A) or Section 612(a)(17)(B) (relating to commingled funds), funds provided to the LEA under this part may be used to develop and implement coordinated, early intervening educational services in accordance with Section 613 (f). [613(a)(4)(A)(ii)]
6. Disproportionality: Review and Revision of Policies, Practices and Procedures In the case of a determination of significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, in accordance with Section 61 8(d)(1), the state or the secretary of the interior, as the case may be, will require an LEA identified under Section 61 8(d)(1) to reserve the maximum amount of funds under Section 613(f) to provide comprehensive coordinated early intervening services to serve children in such LEA, particularly children in those groups that were significantly over identified.[618(d)(2)(B)]
Council of Parent Attorneys and Advocates Denise Marshall P.O. Box 6767 Towson, MD 21285 443-451-5270 www.copaa.org
CALIFORNIA
Valerie VanamanNewman, Aaronson, Vanaman 14001 Ventura Boulevard Sherman Oaks, CA 91423 818-990-7722 Michael Zatopa
Zatopa &
Stephens
Linda Kollar Hooper, Lundy, and Bookman, Inc.
Los
Angeles Office
Bonnie Z. Yates The Law Offices of Bonnie Z. Yates, Inc. 8559 Higuera Street Culver City, CA 90232 310-204-6624
Disability Rights California
100 Howe
Avenue, Suite 185-N 800-776-5746
National Center for Youth Law 405 14th Street, 15th Floor Oakland, CA 94612 510-835-8098 916-444-2290
Mental Health Advocacy Services
3255
Wilshire Boulevard #902
Foster Youth Services
California
Department of Education 916-323-2183
ILLINOIS
Brooke R. WhittedWhitted Cleary & Takiff, LLC3000 Dundee RoadSuite 303 Northbrook, IL 60062 847-564-8662 MASSACHUSETTS
Henry ClarkClark, Hunt & Embry 55 Cambridge Parkway Cambridge, MA 02142 617-494-1920
Michael R. GoldbergBroderick, Bancroft & Goldberg PO Box 598 Marblehead, MA 01945 781-631-1255
E. Alexandra GoldenGolden Law Center 200 Highland Avenue, Suite 304 Needham, MA 02494 781-433-8665 Constance M. Hilton22 Putnam Avenue Cambridge, MA 02139 617-871-2140
John-Paul LaPre
Law Office
of John-Paul LaPré
D. Luray WallaceWallace Law Office, P.C.
490 Chapman
Street 781-830-9990
Lawrence KotinKotin, Crabtree & Strong, LLP One Bowdoin Square Boston, MA 02114-2925 617-227-7031
Edwards AngellPalmer & Dodge, LLP
111
Huntington Avenue
Heather Gold
Law
Offices of Heather Gold, P.C.
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