3/14/2019 PT1 Disclosures • I have no financial interest/arrangement or affiliation with any commercial interests Starting with Special Education who provide products or services relating to their presentation(s) in this continuing medical education activity. • This UCSF CME educational activity was planned and developed to: uphold academic standards to ensure balance, independence, objectivity, and scientific Jean Robertson, rigor; adhere to requirements to protect health information under the Health Chief of Special Education Services, Insurance Portability and Accountability Act of 1996 (HIPAA); and, include a mechanism to inform learners when unapproved or unlabeled uses of therapeutic San Francisco Unified School District products or agents are discussed or referenced. • This activity has been reviewed and approved by members of the UCSF CME 18th Annual Developmental Disabilities: An Update for Health Professionals Governing Board in accordance with UCSF CME accreditation policies. Office of March 14-15, 2019 CME staff, planners, reviewers, and all others in control of content have disclosed they have no relevant financial relationships. PT2 Overview Learning Objectives • Provide a brief description of the following: The San Francisco Unified School District’s Special Education Department provides services and supports for SFUSD’s students with disabilities and their families that are characterized by quality, equity and positive in- Child Find, Assessment Process, The IEP, school and post-school outcomes. Alternative Dispute Resolution The department is led by the Chief of Special Education Services, and is responsible for early intervention services for infants and toddlers, pre- • Understanding the lay of the land at the site level school for students starting at age three, services for school age children in grades K-12, and transition services for eligible students up to age 22. • Best Practices in collaboration across disciplines 1
3/14/2019 Jean Robertson ~ Who am I and why am I here? Guided by Core Values Guided by Core Values Equity Definition OUR MISSION The work of eliminating oppression, ending biases, and ensuring equally high outcomes for all participants Every day we provide each and every student through the creation of multicultural, multiable, multilingual, multiethnic, multiracial practices and the quality instruction and equitable support conditions; removing the predictability of success or required to thrive in the 21 st century. failure that currently correlates with any social or cultural factor. 2
3/14/2019 SFUSD Graduate Profile CONTENT KNOWLEDGE - Mastery of the core knowledge, critical thinking skills and competencies outlined by the Common Core State Standards (CCSS). Vision CAREER AND LIFE SKILLS - The knowledge, skills, and experience to navigate the 2025 “real world” and solve problems that arise in everyday life and in the workplace. Reimagining GLOBAL, LOCAL, AND DIGITAL IDENTITY - The ability to navigate and engage in a Public 21st century global society that is more inclusive and interconnected. Education in San Francisco LEADERSHIP, EMPATHY, AND COLLABORATION - Strong interpersonal skills and for a New the ability to positively influence and collaborate with others. Generation CREATIVITY - The freedom, confidence, and ability to express their unique selves. SENSE OF PURPOSE & SELF - Our graduates will see themselves as filled with purpose and value. Who Is Affected Developmental Developmental disabilities occur among all racial, ethnic, and socioeconomic Disabilities groups. Recent estimates in the United States show that about one in six, or about 15%, of children aged 3 through 17 years have a one or more developmental disabilities, such as: Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These • ADHD • Autism Spectrum Disorder conditions begin during the developmental period, may impact day-to-day functioning, • Cerebral Palsy • Hearing Loss and usually last throughout a person’s lifetime. 1 • Intellectual Disability • Learning Disability Centers for Disease Control and Prevention • Vision Impairment • & other developmental delays 3
3/14/2019 It begins with Special Education The primary purposes of IDEA are: To provide a free appropriate public education (FAPE) to children with disabilities. IDEA requires schools to find and evaluate students suspected of having disabilities, at no cost to parents. Once kids are identified as having a disability, schools must provide them The Individuals with Disabilities Act , It’s the LAW. with special education and related services (like speech therapy and IDEA was first passed in 1975. counseling) to meet their unique needs. The goal is to help students make progress in school. (At that time it was called the Education for All Handicapped Children Act.) To give parents a voice in their child’s education. Under IDEA, parents IDEA covers kids from birth through high school graduation or age 21 have a say in the educational decisions the school makes about (whichever comes first). It provides early intervention services up to their child. At every point of the process, the law gives parents age 3, and special education for older kids in public school, including specific rights and protections. These are called procedural charter schools. Some services are offered to students whose safeguards. For example, one safeguard is that the school must get families choose to attend private schools. a parent’s consent before assessing a child or providing services to the child. 4
3/14/2019 Early Intervention is vital. Teamwork MAKES the dream work! Parents are on the front line as are the nurse clinicians, doctors and other medical professionals. Primary Eligibility of Students with IEPs, Spring 2019 [CATEGORY NAME] [VALUE] Specific Learning Low Incidence Disability (SLD) 2.9% 36.4% [CATEGORY NAME] [VALUE] Who we are and what we do… [CATEGORY NAME] [VALUE] Speech or Language Other Health Impairment (SLI) Impairment (OHI) 18.2% 14.6% Autism (AUT) 15.8% SFUSD, Total # of students on an IEP = 7590 5
3/14/2019 Educational Setting of Students with an IEP, 2019 SFUSD Students on the Autism Spectrum 1400 15.8% of students 1200 with an IEP Related Services 1241 Non-Public Only School 1097 1000 17.7% 1.7% 982 Number of Students 887 800 SFUSD, Total 747 781 825 Resource # IEP = 7590 Specialist 600 667 Special Day Program 2.5% of 577 Class 57.7% 524 students with 22.9% 400 454 an IEP 166 198 226 257 297 335 374 373 200 SFUSD – Note: During this 18-year period, the percentage of students classified SLI increased from 18.0% to 18.2% Total # of students on an IEP = 7590 0 Ethnicity of Students, Spring 2019 40.0% The Journey Begins… 37.8% 35.0% 12.8% of students with 31.0% a IEP are 28.7% 30.0% African American. For SFUSD, as a 25.0% whole, only Percent of Students 6.4% are 20.7% 20.0% African 20.0% American. 18.2% 15.0% 13.2% 12.8% 11.3% 10.0% 6.4% 5.0% 0.0% African American Asian Hispanic Other White All SFUSD Students Students with an IEP 6
3/14/2019 Child Find Referral The Child Find process requires San Francisco Unified School District The identification of a student who has a disability that requires (SFUSD) to identify, locate, and evaluate all children with disabilities special education intervention shall be based on an assessment/s. residing in its jurisdiction. This obligation includes all students who The district must send the parent a notice of the intent to assess attend private (including religious) schools, migrant or homeless the student and an assessment plan for their written approval students, students who are wards of the State, and students with within 15 days of receipt of the referral. suspected disabilities who are advancing in grade level. Individuals Who May Request an Assessment Navigation is key A student may be referred for an assessment/evaluation for special education services at any time by the student’s parent, teacher, or other service provider. Staff of other public agencies may also request an assessment of students. Referrals pertain to students enrolled in SFUSD, residing in SFUSD boundaries, or attending nonprofit, private school in SFUSD boundaries. For school-age children, the eligibility assessment shall be conducted within 60 days of SFUSD’s receipt of written parent/guardian consent for specified assessment activities. 7
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