Exceptional Children: How to Effectively Manage Parental Concerns and Complaints Carol Ann M....
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Transcript of Exceptional Children: How to Effectively Manage Parental Concerns and Complaints Carol Ann M....
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Exceptional Children:How to Effectively Manage
Parental Concerns and Complaints
Carol Ann M. Hudgens, Ed.SSection Chief: Policy, Monitoring and Audit Section
Exceptional Children Division
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![Page 3: Exceptional Children: How to Effectively Manage Parental Concerns and Complaints Carol Ann M. Hudgens, Ed.S Section Chief: Policy, Monitoring and Audit.](https://reader035.fdocuments.in/reader035/viewer/2022062805/5697c0131a28abf838cccc15/html5/thumbnails/3.jpg)
Agenda
• Compliance is Critical
• Procedural Mistakes
• Early Resolution
• Formal Resolution
• Conflict Prevention: Effective IEP Meetings
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Compliance is Critical
Office of Civil Rights
Dear Colleague LetterMay 14, 2014
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“I am writing to remind you that the Federal civil rights laws, regulations, and guidance that apply to charter schools are the same as those that apply to other public schools. For this reason, it is essential that charter school officials and staff be knowledgeable
about Federal civil rights laws. These laws extend to all operations of a charter school, including recruiting,
admissions, academics, educational services and testing, school climate (including prevention of harassment), disciplinary measures (including
suspensions and expulsions), athletics and other nonacademic and extracurricular services and
activities, and accessible buildings and technology.”
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Procedural Mistakes
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Procedural Mistakes
• Upon enrollment– comparable services are not provided– parents are convinced inclusion services are
appropriate (even though their child has been in a separate setting)
– denied access because “we don’t do that here”
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Procedural Mistakes
• Prior to/during the IEP Team Meeting, the LEA did not provide parent– appropriate notice in order to participate– their procedural safeguards– with access to required staff as participants
during the meeting
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Procedural Mistakes
• Prior to/during the IEP Team Meeting, the LEA did not provide parent– clear recommendations based on
appropriate evaluations/data– an opportunity to be a meaningful
participant
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Procedural Mistakes
• The IEP did not include– present levels of academic achievement
and functional performance– measurable academic and functional goals– modifications and accommodations
necessary to access the general curriculum
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Procedural Mistakes
• The IEP did not include– decisions that were made based upon the
specific needs of the student– consideration of the least restrictive
environment
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Procedural Mistakes
• Mistakes are most often made when– evaluations/reevaluations are not planned in
advance– little to no data are used in decision making– school staff determines the services and
supports needed prior to the IEP team meeting
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Procedural Mistakes
• Mistakes are most often made when– the student’s unique needs are not
carefully considered– appropriate consent is not obtained from
the parent– actions proposed and rejected are not
described through Prior Written Notice
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Informal Resolution
Early Resolution
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Informal Dispute Resolution
• Parent-Teacher Conference
• Parent-Administrator Conference
• Parent-EC Coordinator Conference
• Collaboration with EC Division Consultants
• IEP Meeting
• Facilitated IEP Meeting
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Informal Dispute Resolution
Parent Phone Calls Parent Conferences
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Facilitated IEP (FIEP) Meeting
• An FIEP meeting is
– a voluntary process utilizing an impartial facilitator
– a collaborative team that shares responsibility for the process and results
– charged with developing an IEP based on the needs of the students and in consensus
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Facilitated IEP Team Meetings (FIEP)
Request for an FIEP
Scheduling the FIEP
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Mediation
Formal State Complaint
Due Process Hearing
Formal Resolution
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Mediation• An informal meeting of parents and school
representatives led by a neutral third party, the mediator, who is assigned by Department of Public Instruction- Exceptional Children Division (DPI-ECD).
• A voluntary process, which the parent and LEA control.
• A process that helps the parents and school resolve disagreements concerning the student’s identification, evaluation, program, or placement following an IEP meeting when consensus was not reached.
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Mediation
Request for Mediation
Scheduling the Mediation
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Formal State Complaint
• A formal state complaint is a signed, written statement to DPI-ECD that alleges a school or LEA is not following:– IDEA (Individuals with Disabilities
Education Act) and/or,– NC Policies Governing Services for
Children With Disabilities.
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Formal State Complaint
• Must be filed within one year of alleged violation.
• EC Division conducts an investigation citing facts and conclusions based upon IDEA.
• Corrective action is required for noncompliance.
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Due Process Hearing
• A due process hearing is an adversarial process in which a hearing officer resolves IDEA disagreements between parents and the school districts. The hearing may be requested on any matter involving:
– Identification– Evaluation– Education placement and services, and– The provision of a Free Appropriate Public
Education (FAPE)
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Due Process Hearing
• Before a hearing can be held, parent and LEA must:– Agree to waive a resolution meeting or – Participate in a resolution meeting within
15 days and/or – Participate in mediation
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Due Process
Upon receipt of request, the LEA has to respond within
The LEA must schedule a resolution meeting within
Call your attorney!!
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Early Warning Signs
Clear Communication
Effective IEP Meetings
Conflict Prevention
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Early Warning Signs
• Body language
• Request to tape the meeting
• Advocates
• Attorneys
• Tone of voice
• Emotional statements
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Clear Communication
• Includes– Active listening – Respect– Clarifying questions– Summaries– Consideration of other’s needs– Ensures understanding
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Effective IEP Meetings
• Preconference with– school personnel to ensure adequate
participation by all participants– parents when difficult issues are
anticipated
• Provide evaluations and/or reports to parents in advance
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Effective IEP Meetings
• Create an atmosphere of mutual respect– Greet, welcome, and address parent
questions about procedures– Introduce all participants– Seat participants at a round table in a
comfortable setting free from noise and distractions
– Be considerate of time– Start discussion with positive observations of
the student
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Effective IEP Meetings
• Provide a clear purpose to the meeting
• Clarify roles
• Encourage the participation of all team members
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Effective IEP Meetings
• Stay focused– Use the “parking lot” strategy to save issues
for discussion at a later time
• Restate meeting outcomes to ensure understanding
• Establish an “open door” policy for a healthy working relationship
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Effective IEP Meetings
• End meeting on a positive note– Ask if anyone would like to make any
additional comments– Ask if there is anything that could be done
differently next time
• Thank participants for contributions
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Please DON’T Say
“We don’t do…”
“We don’t have…”
“We only have…”
“There are no funds available for…”
“For students with (disability), we always…”
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How can LEAs make disputes worse?
• Draw a line in the sand• Use the word NEVER (a lot)• Miss deadlines• Lose paperwork• Make it personal• Use a “cookie cutter” approach• Schedule too little time for
meeting• Send the message that you
don’t care
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Consultants for Dispute Resolution• Leigh Mobley
– 919.807.3978– [email protected]
• Bill Elvey– 919.807.4059– [email protected]
• Arianna Dunne– Start date: January 12, 2015
• Melvin Diggs– Start date: January 26, 2015
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