study guide 2

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1. Are students who have 504 plans entitled to ESY? Under what circumstances? 2. What is the link between assessment, evaluation and the construction of the IEP? 3. What are the four substantive requirements for assessment? 4. When must a school give written prior notice? 5. What should be the role of mediation in due process? 6. If anyone disagrees with the outcome of a due process hearing, how should they proceed? How long do they have? 7. What is the role of ESY in NH? Who is entitled to ESY? 8. What must a school do before they place a student in a more restrictive setting? 9. What is the continuum of alternative placements? Are schools required to have one? 10. What are the requirements with regards to LRE and nonacademic programming? 11. When can a school consider the interests/needs of peers without disabilities? 12. What are some factors a school should consider when determining the LRE? What are some factors they should not consider? 13. Why is it important for a school to have a clear code of conduct that everyone is aware of? 14. When can a school consider whether the discipline policy is appropriate for the student? 15. What are the four ways that school districts might violate Section 504 when disciplining students? 16. What is the role of the FBA and BIP in student discipline? 17. When must a school provide educational services? 18. What are the exceptions to the stay-put placement? 19. What are permitted procedures? 20. What are controlled procedures? 21. What is the intersection between bullying and special education law? 22. What is the five-part test that a federal district court relied on to determine a school’s obligation with regards to bullying? 23. What is the relationship between RtI and IDEA? 24. Can schools use RtI to delay a special education evaluation? 25. Who is responsible for maintaining student records? 26. When is a teacher liable? 27. What are some specific things that schools can do to limit liability? Case study Jill is a sixth grade student who receives special education services under the OHI category. Her official diagnosis is ADHD, but at times she has also received services (privately, through her family’s insurance) for anger and depression issues. Throughout her school years, she has been fully included in the general education setting with support services in the area of math. She has also worked with the school counselor on a regular basis. At her last IEP meeting, during May of her fifth grade year, the team updated her goals and decided to continue with supports for math. Her IEP currently includes no mention of behavior or other issues. However, it is now November and though most of the middle schoolers have settled into the routine Jill has continued to struggle. Specifically, she often uses the passing period in between classes to skip class. She has missed six math classes and five science classes so far this year. She has also started to hang out with a rough older crowd. Twice this year Jill has received two day suspensions for destroying school property. Teachers have started to ask her case manager about putting her in the special education classroom all day because she is so disruptive. Even though she is preforming on grade level in all subjects but math, her behaviors are making it challenging for teachers to interact with her. Clearly, something isn’t working. What should Jill’s team do (be specific and list the steps that you would take)? What are their obligations with regards to FAPE, LRE and manifestation determination? BE SPECIFIC.
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Running Head: STUDY GUIDE 2

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Study Guide 2
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STUDY GUIDE 2

2

Q. 1
Yes, this is because the services offered to students with 504 plans include supplementary, ESY
and special education. This is more likely if they are typically moving from a special education
setting toward a regular classroom.
Q. 2
The connection between assessment, construction as well as evaluation of IEP is through
activities, material as well as setting to content area instruction as well as standards. The IEP
should address student’s running in the general core curriculum. However, the IEP goals, as well
as objectives, should align with district standards as well as the hub content standards along with
benchmarks corresponding to the alternative assessment (Balkin, 2014).
Q. 3
The 4 substantive needs include:
Should be a complete as well as individualized student’s needs examination
A group of the knowledgeable individual should put up their minds regarding the assessment
results as well as the process.
IEP should gather meaningful information to keep an eye on student evolution
The assessment data should direct toward intervention
Q. 4

STUDY GUIDE 2

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A school is expected to offer written prior notice when it proposes to acquire or refuse to acquire
particular actions concerning children:
When it rejects to change the evaluation, identification or educational placement of children
Rejects to change FAPE provision to children
Proposes to change FAPE provision to children
Proposes to change educational placement, identification as well as evaluation of the children
Q. 5
In the due process, the mediation role is typical to bring together the two parties (school officials
and parents) resolve a dispute or argument. In addition, it also assists both sides to come together
as well as search best method to assist children.
Q. 6
In most of the cases it is advisable if there is an occurrence of disagreement in the hearing of due
process, then they can try informal looms to resolving the disagreement, for instance, revising as
well as reviewing child’s IEP or conducting a facilitated IEP conversation, however, if this fails
to result in agreement, the (IDEA) law offers some approaches that can be uti...


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