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Special Education Consultant

Positioning for Compliance
By using easy-to-complete survey forms and an on-line assessment of knowledge of federal and state regulations, the Special Education Compliance Group can provide a Compliance Consultant to help schools quickly identify areas of weakness and vulnerability. Then, by working with school staff, we can target specific areas and recommend steps to take to strengthen Special Education programs and service delivery, to help ensure that relationships with parents remain strong, and to ensure ongoing compliance with Federal and State regulations.

Below are a number of challenging Special Education issues that our Compliance Consultant can address:
  • Graduation requirements, particularly for students with intellectual disabilities and specific learning disabilities:
    Does your school's graduation plan align with State and Federal regulations? Have you developed a meaningful and comprehensive course of study parallel to the course of study for non-disabled students?

  • Extended School Year (ESY): Is your staff over-providing ESY services to students who are actually not eligible?

  • Prior Written Notice (PWN): Is your staff writing PWNs that are complete and clear so that the steps proposed/refused are clearly understood by all stake holders?

  • Individualized Education Program (IEP): Are staff aware of the requirements governing the composition of an IEP team, when an IEP team must be reconvened, how an IEP can be revised, and what to do when a required or optional IEP team member is unavailable to attend a meeting?

  • Revocation of Consent for Special Education Services: Does all written communication to parents who request revocation clearly outline the consequences of revocation?

  • Continuing Eligibility: Does the school incorrectly retain students on the Special Education roster when they are no longer eligible for Special Education instruction and services?

  • Special Education Instruction vs. Academic Support and Accommodations: Do staff understand the difference between these concepts/services, and is Special Education instruction actually being provided?

  • Discipline: Do staff understand when and how to conduct manifestation determination meetings, who determines when there is a pattern of suspensions, who determines when and how services will be provided, and how to complete solid paperwork that clearly communicates?

  • Child Find: Is the school meeting its affirmative duty under the regulations to identify and evaluate students who may be eligible to receive Special Education instruction and services?

  • Intake Procedures: Is the school's intake process robust so that all mandated services are provided in a timely manner?

  • Goal Progress Reports: Do staff provide all required information when writing IEP goal progress reports?

  • Educational Records: Does the school's procedure comport with federal requirements?