2025 Special Education Law: Comprehensive Legal Update and Analysis

Executive Summary

The 2025 legal landscape for special education has been marked by groundbreaking changes, with the U.S. Supreme Court issuing unanimous decisions that significantly strengthen the rights of students with disabilities. This comprehensive analysis examines all major federal, circuit, appellate, and state cases, along with regulatory developments from OSEP, OSERS, and USDOE that are shaping special education law.

Key Developments:

  • Supreme Court's unanimous decision in A.J.T. v. Osseo Area Schools lowering discrimination liability standards

  • Significant OSEP monitoring findings across 19 states and territories

  • Emerging trends in dyslexia litigation and compensatory education

  • Trump administration education department restructuring impacts

I. SUPREME COURT DECISIONS

A.J.T. v. Osseo Area Schools, Independent School District No. 279 (2025)

Status: Decided June 12, 2025 (Unanimous)

Significance: Landmark disability discrimination case

Facts:

  • A.J.T., a teenage girl with severe epilepsy (Lennox-Gastaut Syndrome)

  • Cannot attend school before noon due to morning seizures

  • Family moved to Minnesota; new district denied evening instruction accommodation

  • Received only 4.25 hours vs. typical 6.5-hour school day

Legal Journey:

  1. IDEA Complaint: Administrative Law Judge ruled district violated IDEA; ordered compensatory education and evening instruction

  2. Federal Court: Affirmed IDEA violation

  3. ADA/Section 504 Claims: District court granted summary judgment using "bad faith or gross misjudgment" standard

  4. 8th Circuit: Affirmed, applying Monahan v. Nebraska (1982) heightened standard

Supreme Court Holding:

  • Rejected "bad faith or gross misjudgment" standard for educational discrimination claims

  • Held: ADA and Rehabilitation Act claims based on educational services subject to same standards as other disability discrimination contexts

  • Rationale: IDEA § 1415(l) prevents limiting other federal antidiscrimination rights

Impact:

  • Eliminates heightened proof burden for students in 8th Circuit and four other circuits

  • Makes monetary damages more accessible under ADA/Section 504

  • Strengthens leverage in settlement negotiations

Concurring Opinions:

  • Thomas/Kavanaugh: Left door open for future restrictions; raised constitutional concerns about intent standards

  • Sotomayor/Jackson: Emphasized statutes require only causal link, not discriminatory animus

II. FEDERAL CIRCUIT COURT DECISIONS

A. Recent Appellate Decisions (2025)

1. S.C. v. Lincoln County School District (9th Cir. 2021)

  • Issue: Stay-put placement for student with Prader-Willi Syndrome

  • Holding: Student entitled to remain at residential facility during proceedings

  • Significance: Expanded interpretation of "stay-put" rights

2. Schyla Jackson v. Atlanta Public Schools (11th Cir. 2025)

  • Case No.: 24-11343

  • Status: Recently decided (August 2025)

  • Note: Full opinion analysis pending

3. Independent School District No. 283 v. E.M.D.H. (Supreme Court)

  • Issue: IDEA statute of limitations and child-find obligations

  • DOJ Position: 8th Circuit correctly rejected district's limitations defense

  • Significance: Clarifies scope of child-find violations

B. Circuit Splits and Emerging Issues

Compensatory Education Standards

  • Circuits Divided: Different approaches to calculating compensatory education

  • Key Issue: Hour-for-hour vs. make-whole remedies

  • Perry Zirkel Analysis: Notes competing methodologies continue to evolve

Dyslexia Litigation Trends

  • Emerging Pattern: Increased litigation under IDEA for dyslexia-specific interventions

  • Circuit Approaches: Varying standards for specialized reading instruction requirements

  • State Liability: Growing number of claims against state education agencies

III. FEDERAL DEPARTMENT OF EDUCATION DEVELOPMENTS

A. OSEP Monitoring and Compliance

2025 Investigation Findings

OSEP has issued monitoring reports for 19 states and territories through July 2025:

States Under Investigation:

  • American Samoa, Arkansas, Idaho, Indiana, Iowa, Kansas, Kentucky

  • Massachusetts, Mississippi, Nebraska, Nevada, New Jersey, New York

  • North Dakota, Oregon, Tennessee, Utah, South Carolina, Virginia

Key Compliance Issues:

  1. Child Find Violations: Failure to identify and evaluate eligible students

  2. LRE Implementation: Inadequate least restrictive environment practices

  3. Data Collection: Insufficient tracking and reporting systems

  4. Transition Services: Gaps in post-secondary preparation

OSEP Strengthened Guidance (2025)

New Requirements:

  • States cannot ignore credible noncompliance allegations outside formal monitoring

  • Must monitor each LEA/EIS program within six-year SPP/APR cycle

  • Three-month deadline for issuing noncompliance findings

  • Must verify correction of ALL individual cases, not just subsets

B. Trump Administration Impact

Education Department Restructuring

  • Layoffs: Approximately 1,400 USDOE employees

  • OSEP Staffing: Potential impacts on monitoring and oversight capacity

  • Legal Challenges: Supreme Court litigation over layoff injunctions

Policy Changes

  • Head Start: Reclassified as "federal public benefit" affecting undocumented students

  • Civil Rights Enforcement: Reduced emphasis on discrimination investigations

  • Funding Priorities: Shift toward state flexibility over federal oversight

IV. STATE COURT DEVELOPMENTS

A. Significant State Cases

William Penn School District v. Pennsylvania Department of Education (2023)

  • Court: Pennsylvania Commonwealth Court

  • Holding: Underfunding of rural/disadvantaged districts violates state constitution

  • Impact: Potential model for state constitutional challenges

New Jersey Regulatory Challenges

  • Appellate Division Victories: Eight successful challenges to state special education regulations

  • Key Reforms:

    • Parent access to evaluation reports before eligibility meetings

    • Expanded post-secondary assessment requirements

    • Broader IDEA disciplinary protections

B. Emerging State Trends

Dyslexia Legislation

  • State Laws: Increasing number of states mandating dyslexia screening and interventions

  • Legal Challenges: Growing litigation over implementation and effectiveness

Funding Litigation

  • Constitutional Claims: States facing challenges over adequate special education funding

  • Federal Shortfall: IDEA funding at less than 20% vs. promised 40%

V. ANALYSIS OF MAJOR LEGAL DEVELOPMENTS

A. Discrimination Standards Evolution

Pre-A.J.T. Landscape

  • Circuit Split: Five circuits applied "bad faith or gross misjudgment" standard

  • Monahan Legacy: 1982 8th Circuit decision created heightened education standard

  • Deliberate Indifference: Majority of circuits used lower standard for non-education claims

Post-A.J.T. Impact

  • Unified Standard: All circuits must now apply consistent discrimination analysis

  • Practical Effects:

    • Increased settlement values

    • More viable monetary damage claims

    • Enhanced parent leverage in negotiations

B. Compensatory Education Trends

Calculation Methods

Perry Zirkel's Latest Analysis (2025):

  1. Hour-for-Hour: Direct replacement of denied services

  2. Make-Whole: Broader remedy addressing educational deficits

  3. Hybrid Approaches: Combining elements based on individual circumstances

Post-Pandemic Considerations

  • COVID-19 Impact: Extensive compensatory education claims

  • Remote Learning: New categories of educational deprivation

  • Technology Access: Digital divide creating FAPE violations

C. Child Find and Evaluation Issues

Emerging Patterns

  • Partial Child Find: Courts recognizing graduated levels of identification failure

  • Evaluation Delays: Increased litigation over timely assessments

  • Response to Intervention (RTI): Misuse creating child find violations

State Agency Liability

  • Growing Trend: More lawsuits targeting state education departments

  • ADA/Section 504: Combined claims with IDEA violations

  • Sovereign Immunity: Waiver through federal funding acceptance

VI. EMERGING LEGAL ISSUES

A. Technology and Special Education

Assistive Technology

  • COVID-19 Acceleration: Rapid adoption revealing gaps

  • AI Integration: Emerging legal questions about algorithmic decision-making

  • Privacy Concerns: FERPA compliance in digital environments

Remote Learning Standards

  • FAPE in Virtual Settings: Defining appropriate online services

  • Related Services: Delivering therapy and support remotely

  • Parent Training: Legal obligations for technology support

B. Mental Health Integration

Trauma-Informed Practices

  • Legal Requirements: Growing recognition of trauma as educational barrier

  • Multi-Tiered Systems: Integration with special education identification

  • Training Mandates: Staff preparation for mental health needs

Behavioral Interventions

  • Restraint and Seclusion: Continued legal scrutiny

  • Positive Behavioral Supports: Evidence-based intervention requirements

  • Crisis Response: Legal standards for emergency situations

C. Transition Services Evolution

Post-Secondary Preparation

  • College Readiness: Standards for students with disabilities

  • Employment Focus: Competitive integrated employment emphasis

  • Independent Living: Life skills instruction requirements

Age of Majority Issues

  • Self-Determination: Student involvement in planning

  • Guardianship Alternatives: Supported decision-making models

  • Rights Transfer: Procedural requirements at age 18

VII. PRACTICAL IMPLICATIONS AND COMPLIANCE GUIDANCE FOR EDUCATORS

A. Immediate Action Items for School Districts (90-Day Priority)

1. Policy and Procedure Overhaul

Discrimination Complaint Procedures:

  • Revise Section 504/ADA Policies: Remove any references to "bad faith or gross misjudgment" standard

  • Lower Threshold Language: Update complaint forms to reflect "deliberate indifference" standard

  • Timeline Adjustments: Implement expedited review for discrimination allegations

  • Documentation Requirements: Enhance record-keeping for all accommodation decisions

Emergency Compliance Checklist:

□ Review all Section 504 and ADA policies within 30 days □ Update complaint procedures to reflect A.J.T. decision □ Train complaint officers on new legal standards □ Audit recent accommodation denials for potential liability □ Establish rapid-response team for discrimination allegations

2. Staff Training Program Development

Mandatory Training Components:

  • Legal Update Sessions: 2-hour training on A.J.T. implications for all administrators

  • Accommodation Decision-Making: Decision trees for evaluating requests

  • Documentation Standards: What to record and how to record it

  • Communication Scripts: Appropriate language when denying requests

Training Schedule:

  • Week 1: Special education directors and principals

  • Week 2: General education teachers and support staff

  • Week 3: Related service providers and paraprofessionals

  • Week 4: Transportation, food service, and facilities staff

3. Documentation System Enhancement

Required Documentation for Every Decision:

  • Rationale Documentation: Written justification for all accommodation decisions

  • Alternative Consideration: Evidence of exploring multiple options

  • Student Impact Analysis: Documented consideration of educational effect

  • Resource Assessment: Clear explanation if resources cited as limitation

New Record-Keeping Requirements:

Every accommodation request must include: □ Date and method of request received □ Staff members involved in evaluation □ Specific rationale for approval/denial □ Alternative accommodations considered □ Timeline for implementation if approved □ Follow-up monitoring plan

B. Child Find and Evaluation Compliance

Enhanced Child Find Procedures

Proactive Identification Systems:

  • Universal Screening: Implement multi-tiered screening for all students

  • Early Warning Systems: Automated alerts for students showing academic/behavioral concerns

  • Staff Referral Training: Mandatory training on recognizing disability indicators

  • Parent Education: Outreach programs explaining special education rights

Timeline Management:

Day 1: Referral received Day 5: Acknowledge receipt and begin evaluation planning Day 15: Evaluation plan sent to parents Day 30: Parent consent received (or documented refusal) Day 90: Evaluation completed and eligibility determined

Red Flag Indicators Requiring Immediate Attention:

  • Student failing despite quality instruction

  • Significant discrepancy between ability and achievement

  • Behavioral issues interfering with learning

  • Limited English proficiency masking potential disability

  • Frequent absences due to medical conditions

Evaluation Quality Assurance

Comprehensive Assessment Requirements:

  • Multi-Disciplinary Teams: Include all relevant professionals

  • Multiple Data Sources: Academic, behavioral, medical, and social information

  • Culturally Responsive Assessment: Consider linguistic and cultural factors

  • Assistive Technology Evaluation: Include AT assessment when appropriate

Evaluation Report Standards:

Every evaluation must address: □ Specific areas of suspected disability □ Student's strengths and needs □ Impact on educational performance □ Specific recommendations for services □ Consideration of general education supports □ Transition needs (if age 14+)

C. IEP Development and Implementation

Meeting the Endrew F. Standard

"Appropriately Ambitious" IEP Requirements:

  • Challenging but Achievable Goals: Set high expectations based on individual circumstances

  • Baseline Data: Use current performance levels as starting point

  • Growth Trajectories: Establish measurable progress indicators

  • Regular Review: Monitor and adjust goals throughout the year

IEP Goal Development Framework:

Each goal must include: □ Current performance level (baseline data) □ Specific, measurable objective □ Timeline for achievement □ Method of measurement □ Progress monitoring schedule □ Criteria for mastery

Service Delivery Models:

  • Co-Teaching: Maximize time in general education

  • Push-In Support: Services delivered in natural environments

  • Resource Support: Intensive, specialized instruction when needed

  • Related Services: Integrated into educational programming

Progress Monitoring Excellence

Data Collection Systems:

  • Weekly Progress Checks: Regular monitoring of IEP goal progress

  • Standardized Assessments: Use consistent measurement tools

  • Portfolio Documentation: Maintain work samples and evidence

  • Stakeholder Input: Include teacher, parent, and student perspectives

Progress Reporting Schedule:

Monthly: Internal progress review by case manager Quarterly: Formal progress reports to parents Semi-Annually: IEP team review and potential revision Annually: Complete IEP review and update

D. Least Restrictive Environment (LRE) Implementation

Inclusion Best Practices

General Education First Principle:

  • Presumption of Inclusion: Start with general education placement

  • Supplementary Aids and Services: Provide necessary supports

  • Curriculum Modifications: Adapt content while maintaining rigor

  • Peer Interaction: Maximize opportunities for social engagement

Continuum of Services Decision-Making:

Placement Decision Process: 1. Can needs be met in general education with supports? 2. What supplementary aids and services are needed? 3. Would removal benefit the student educationally? 4. What is the least restrictive appropriate environment? 5. How will removal be minimized?

Documentation Requirements for Restrictive Placements:

  • Justification: Clear rationale for removal from general education

  • Data Support: Evidence that less restrictive options were unsuccessful

  • Service Intensity: Demonstration that specialized environment is necessary

  • Integration Plan: Schedule for return to less restrictive settings

E. Behavior Support and Intervention

Positive Behavioral Interventions and Supports (PBIS)

Three-Tiered Approach:

  • Tier 1: Universal supports for all students

  • Tier 2: Targeted interventions for at-risk students

  • Tier 3: Intensive, individualized support plans

Functional Behavioral Assessment (FBA) Requirements:

Conduct FBA when: □ Behavior impedes learning (student or others) □ Current interventions are ineffective □ Considering change of placement due to behavior □ After 10 cumulative days of suspension □ Before considering more restrictive placement

Behavior Intervention Plan (BIP) Components:

  • Target Behaviors: Specific, observable, measurable

  • Replacement Behaviors: Appropriate alternatives to teach

  • Antecedent Strategies: Environmental modifications

  • Teaching Strategies: Explicit instruction in new skills

  • Consequence Strategies: Response to both appropriate and inappropriate behavior

Crisis Prevention and Response

De-escalation Protocols:

Level 1: Verbal redirection and support Level 2: Environmental modification Level 3: Individual crisis intervention Level 4: Administrative and/or safety response Level 5: Emergency procedures (police/medical)

Restraint and Seclusion Limitations:

  • Last Resort Only: After all other interventions attempted

  • Safety Threat: Imminent danger to self or others

  • Trained Staff: Only certified personnel may implement

  • Documentation: Detailed incident reports within 24 hours

  • Parent Notification: Immediate contact required

  • Debriefing: Post-incident review and plan modification

F. Transition Services Excellence

Secondary Transition Planning

Age 14+ Requirements:

  • Post-Secondary Goals: Measurable goals for education, employment, and independent living

  • Transition Assessments: Formal and informal evaluations of interests and abilities

  • Course of Study: Aligned with post-secondary goals

  • Transition Services: Coordinated activities to facilitate movement

Community Partnership Development:

Essential Partners: □ Vocational rehabilitation services □ Post-secondary education institutions □ Employers and job coaches □ Community service providers □ Transportation agencies □ Housing authorities

Self-Determination Skill Building:

  • Choice-Making: Opportunities to express preferences

  • Problem-Solving: Teaching systematic decision-making

  • Self-Advocacy: Communication and negotiation skills

  • Goal-Setting: Personal planning and achievement

G. Technology Integration and Accessibility

Digital Accessibility Compliance

Website and Platform Requirements:

  • WCAG 2.1 AA Standards: Meet web accessibility guidelines

  • Alternative Formats: Provide multiple ways to access content

  • Screen Reader Compatibility: Ensure assistive technology works

  • Captioning and Transcripts: For all video and audio content

Assistive Technology Assessment:

Consider AT for students who need: □ Alternative communication methods □ Computer access adaptations □ Learning support software □ Environmental control systems □ Mobility assistance devices □ Sensory aids (vision/hearing)

Implementation Support:

  • Training: For students, families, and staff

  • Technical Support: Ongoing maintenance and troubleshooting

  • Evaluation: Regular assessment of effectiveness

  • Upgrades: Planning for technology updates

H. Communication and Family Engagement

Parent Partnership Excellence

Communication Standards:

  • Timely Response: 48-hour maximum for returning parent contact

  • Multiple Modalities: Phone, email, in-person, video conferencing

  • Language Access: Interpreters and translated materials

  • Cultural Responsiveness: Respect for family values and perspectives

Meeting Facilitation Best Practices:

Before Every IEP Meeting: □ Send agenda and draft documents 5 days prior □ Confirm language interpretation needs □ Prepare student work samples and data □ Coordinate schedules for all team members □ Plan for student participation (age-appropriate)

Conflict Resolution Strategies:

  • Active Listening: Acknowledge and validate concerns

  • Collaborative Problem-Solving: Work together to find solutions

  • Mediation Readiness: Know when to suggest neutral facilitation

  • Documentation: Record agreements and next steps

I. Data Management and Reporting

Comprehensive Data Systems

Student Information Management:

  • IEP Management Software: Electronic tracking and monitoring

  • Progress Monitoring Tools: Regular data collection and analysis

  • Communication Logs: Record of all parent and student interactions

  • Service Delivery Tracking: Documentation of actual services provided

Compliance Monitoring:

Monthly Reviews: □ IEP implementation fidelity □ Service delivery documentation □ Progress toward goals □ LRE placement appropriateness □ Behavior plan effectiveness

State and Federal Reporting:

  • Special Education Census: Accurate student counts and classifications

  • Performance Indicators: State performance plan data

  • Dispute Resolution: Complaint and hearing statistics

  • Personnel Qualifications: Teacher certification tracking

J. Professional Development and Capacity Building

Ongoing Training Requirements

Annual Training Calendar:

Fall: Legal updates and new regulations Winter: Assessment and evaluation practices Spring: IEP development and implementation Summer: Behavior support and crisis intervention

Professional Learning Communities:

  • Case Study Reviews: Regular analysis of challenging cases

  • Best Practice Sharing: Cross-district collaboration

  • Research Integration: Implementation of evidence-based practices

  • Peer Observation: Classroom-based learning opportunities

Leadership Development:

  • Special Education Administration: Preparation for oversight roles

  • Instructional Leadership: Supporting effective teaching

  • Systems Change: Managing organizational improvement

  • Legal Compliance: Understanding regulatory requirements

K. Quality Assurance and Monitoring

Internal Compliance Reviews

Self-Assessment Protocol:

Quarterly Review Areas: □ Child find effectiveness □ Evaluation timelines and quality □ IEP development and implementation □ LRE placement decisions □ Behavior support systems □ Transition services delivery □ Related services coordination □ Family engagement practices

Corrective Action Planning:

  • Root Cause Analysis: Identify underlying issues

  • Improvement Strategies: Evidence-based interventions

  • Timeline Development: Clear deadlines and milestones

  • Progress Monitoring: Regular assessment of improvement

  • Stakeholder Engagement: Include all affected parties

External Review Preparation:

  • Document Organization: Maintain readily accessible files

  • Staff Preparation: Train personnel for review interactions

  • Policy Alignment: Ensure procedures match practices

  • Continuous Improvement: Demonstrate ongoing enhancement efforts

VIII. LOOKING AHEAD: 2025-2026 TRENDS

A. Supreme Court Watch

Potential Cert Petitions

  • Thomas Concurrence Follow-up: Constitutional challenges to disability laws

  • Circuit Splits: Remaining areas of disagreement requiring resolution

  • State Funding: Constitutional adequacy claims

Lower Court Development

  • A.J.T. Implementation: How circuits apply new discrimination standard

  • Compensatory Education: Continued evolution of calculation methods

  • Technology Cases: New issues requiring judicial attention

B. Regulatory Developments

OSEP Priorities

  • Results-Driven Accountability: Shift from compliance to outcomes

  • Monitoring Reforms: Enhanced state oversight requirements

  • Data Collection: Improved tracking systems

Congressional Action

  • IDEA Reauthorization: Potential updates to federal law

  • Funding Increases: Efforts to reach 40% federal commitment

  • Related Legislation: Mental health and technology integration

C. State-Level Changes

Legislative Trends

  • Dyslexia Laws: Continued expansion of screening requirements

  • Funding Formulas: Efforts to address federal shortfall

  • Teacher Preparation: Enhanced special education training

Litigation Patterns

  • Constitutional Claims: State funding adequacy challenges

  • Systemic Reform: Class action suits for comprehensive change

  • Individual Rights: Enhanced discrimination protections

IX. RECOMMENDATIONS FOR STAKEHOLDERS

A. For School Districts

Immediate Actions

  1. Policy Review: Update discrimination complaint procedures post-A.J.T.

  2. Training Programs: Educate staff on new legal standards

  3. Documentation Systems: Enhance record-keeping for compliance

Long-term Planning

  1. Risk Assessment: Regular legal compliance audits

  2. Resource Allocation: Strategic investment in preventive measures

  3. Technology Integration: Systematic approach to digital accessibility

B. For Advocates and Attorneys

Strategic Considerations

  1. Claim Development: Leverage A.J.T. for enhanced damages

  2. Evidence Gathering: Focus on educational impact and harm

  3. Settlement Strategy: Use improved leverage effectively

Professional Development

  1. Legal Updates: Stay current with evolving standards

  2. Technology Skills: Understand digital accessibility requirements

  3. Collaborative Approaches: Build relationships for systemic change

C. For Families

Empowerment Tools

  1. Know Your Rights: Understand enhanced discrimination protections

  2. Documentation: Maintain detailed records of school interactions

  3. Advocacy Skills: Develop effective communication strategies

Support Systems

  1. Legal Resources: Identify qualified special education attorneys

  2. Parent Networks: Connect with advocacy organizations

  3. Professional Services: Access independent evaluations and experts

XI. IMPLEMENTATION TOOLS AND RESOURCES

A. Compliance Checklists and Templates

Daily Operations Checklist

Special Education Staff Daily Requirements: □ Review and update student progress data □ Document all service delivery □ Respond to parent communications within 24 hours □ Monitor behavior intervention plans □ Coordinate with general education teachers □ Maintain confidentiality protocols □ Report any safety or welfare concerns

Monthly Compliance Review Template

Area 1: Child Find and Evaluation □ Referrals processed within timeline □ Evaluations completed on schedule □ Reports meet quality standards □ Eligibility decisions properly documented Area 2: IEP Development and Implementation □ IEPs meet Endrew F. standard □ Services delivered as specified □ Progress monitoring current □ Annual reviews scheduled Area 3: LRE and Placement □ Placements justified by data □ Inclusion supports in place □ Removal minimized appropriately □ Continuum options available Area 4: Behavior Support □ FBAs conducted when needed □ BIPs implemented with fidelity □ Crisis interventions documented □ Staff training current Area 5: Transition Services □ Age-appropriate assessments completed □ Post-secondary goals measurable □ Community connections established □ Self-determination skills taught

B. Professional Development Resources

Essential Training Modules for All Staff

Module 1: Legal Foundations (4 hours)

  • Special education law overview

  • A.J.T. v. Osseo implications

  • Discrimination vs. educational malpractice

  • Documentation requirements

Module 2: Student-Centered Planning (6 hours)

  • Person-centered thinking

  • Strength-based assessment

  • Family engagement strategies

  • Cultural competence

Module 3: Instructional Excellence (8 hours)

  • Universal Design for Learning

  • Evidence-based practices

  • Assistive technology integration

  • Progress monitoring systems

Module 4: Collaborative Teaming (4 hours)

  • Co-teaching models

  • Consultation skills

  • Conflict resolution

  • Communication protocols

Specialized Training for Leadership

Special Education Directors (40-hour certification)

Core Competencies: □ Legal compliance and risk management □ Program evaluation and improvement □ Personnel management and development □ Budget planning and resource allocation □ Data analysis and reporting □ Community relations and advocacy

Building Principals (20-hour requirement)

Essential Skills: □ Special education law basics □ Inclusive instructional leadership □ IEP team facilitation □ Behavior crisis management □ Family engagement strategies □ Resource coordination

C. Family Engagement Resources

Parent Education Program

Understanding Your Rights Workshop Series:

  • Session 1: Overview of special education process

  • Session 2: Evaluation and eligibility determination

  • Session 3: IEP development and implementation

  • Session 4: Placement and LRE decisions

  • Session 5: Behavior support and discipline

  • Session 6: Transition planning and post-secondary preparation

  • Session 7: Dispute resolution and advocacy

Resource Development:

Materials Needed: □ Rights and procedures handbook □ IEP meeting preparation guide □ Progress monitoring explanation □ Behavior support strategies □ Transition planning toolkit □ Community resource directory □ Emergency contact procedures

Student Self-Advocacy Development

Age-Appropriate Skill Building:

  • Elementary: Understanding differences and needs

  • Middle School: Learning about accommodations and supports

  • High School: Self-advocacy and self-determination

  • Transition: Independent living and employment skills

Self-Advocacy Curriculum Components:

Essential Skills: □ Disability awareness and acceptance □ Strength identification and communication □ Need identification and articulation □ Accommodation request and negotiation □ Problem-solving and decision-making □ Goal-setting and planning □ Self-monitoring and reflection

D. Quality Assurance Monitoring

Internal Audit Protocol

Quarterly Review Process:

  1. File Compliance Review: Random sampling of student records

  2. Service Delivery Observation: Classroom and therapy sessions

  3. Stakeholder Interviews: Students, parents, and staff

  4. Data Analysis: Progress and outcome indicators

  5. Corrective Action Planning: Address identified issues

Annual Self-Assessment:

Comprehensive Program Review: □ Legal compliance status □ Student outcome achievement □ Family satisfaction levels □ Staff competency development □ Resource adequacy and efficiency □ Community partnership effectiveness □ Continuous improvement planning

External Partnership Development

Community Resource Network:

  • Healthcare Providers: Medical and therapeutic services

  • Mental Health Agencies: Counseling and psychiatric support

  • Vocational Rehabilitation: Employment preparation and support

  • Higher Education: Post-secondary planning and transition

  • Employers: Job development and placement

  • Community Organizations: Recreation and social opportunities

Interagency Collaboration Framework:

Partnership Elements: □ Formal agreements and MOUs □ Regular communication protocols □ Shared data systems (with consent) □ Joint training opportunities □ Coordinated service delivery □ Outcome measurement and evaluation □ Continuous improvement processes

XII. CONCLUSION AND CALL TO ACTION

The 2025 legal landscape for special education represents both unprecedented opportunity and significant responsibility. The Supreme Court's decision in A.J.T. v. Osseo Area Schools has fundamentally shifted the balance of power, making it clear that students with disabilities deserve the same protection from discrimination as all other individuals.

For Educators, This Means:

Immediate Actions (Next 30 Days):

  1. Policy Review: Audit all Section 504 and ADA procedures

  2. Staff Training: Educate teams on new legal standards

  3. Documentation Enhancement: Strengthen record-keeping practices

  4. Risk Assessment: Identify potential areas of liability

  5. Family Communication: Proactively address accommodation needs

Short-Term Goals (Next 90 Days):

  1. System Implementation: Deploy enhanced compliance monitoring

  2. Professional Development: Complete essential legal training

  3. Technology Upgrades: Ensure digital accessibility

  4. Partnership Building: Strengthen community connections

  5. Student Outcomes: Focus on meaningful progress for all learners

Long-Term Vision (2025-2026):

  1. Cultural Transformation: Build truly inclusive educational environments

  2. Outcome Excellence: Achieve improved results for students with disabilities

  3. Family Partnership: Develop authentic collaborative relationships

  4. Legal Compliance: Maintain exemplary adherence to all requirements

  5. Innovation Leadership: Pioneer best practices for inclusive education

The Bottom Line: The law is clear, the expectations are high, and the stakes are significant. But more importantly, this is fundamentally about ensuring that every student with a disability receives the education they deserve—one that is challenging, meaningful, and prepares them for a successful future.

The choice is simple: Proactive compliance and inclusive excellence, or reactive litigation and missed opportunities for students. The legal framework now strongly incentivizes the former, and our moral obligation to students demands nothing less.

Success will require:

  • Leadership commitment to inclusive excellence

  • Resource investment in systems and training

  • Cultural change toward universal design and accessibility

  • Continuous improvement based on data and feedback

  • Stakeholder engagement including students, families, and communities

The 2025 special education legal landscape offers a roadmap for transformation. Districts that embrace this opportunity will not only avoid legal liability but will create educational environments where all students can thrive. Those that fail to adapt will face increasing legal exposure and, more importantly, will fail to meet their fundamental obligation to provide every student with a free appropriate public education.

The time for action is now. The law supports it, the resources are available, and most importantly, our students deserve it.

APPENDIX D: COMPLIANCE FORMS AND DOCUMENTS

Section 1: Child Find and Referral Documents

Form CF-001: Child Find Screening Checklist

CHILD FIND SCREENING CHECKLIST Student Information: Name: _________________________ Grade: _____ Date: _________ Teacher: ______________________ School: ___________________ Academic Concerns (Check all that apply): □ Reading significantly below grade level □ Math skills not progressing despite intervention □ Written expression difficulties □ Oral language comprehension issues □ Memory and attention problems □ Processing speed concerns Behavioral/Social Concerns: □ Difficulty following directions □ Problems with peer relationships □ Emotional regulation challenges □ Attention and focus issues □ Repetitive or unusual behaviors □ Sensory processing difficulties Physical/Health Concerns: □ Vision or hearing difficulties □ Motor skill delays □ Frequent absences due to health □ Medication affecting learning □ Chronic fatigue or illness □ Physical limitations Environmental Factors: □ Limited English proficiency □ Cultural considerations □ Economic disadvantage □ Family stress factors □ Educational disruptions □ Trauma history INTERVENTION HISTORY: Tier 1 Supports Provided: _________________________________ Duration and Frequency: __________________________________ Student Response: _______________________________________ Tier 2 Interventions Attempted: ____________________________ Duration and Frequency: __________________________________ Student Response: _______________________________________ RECOMMENDATION: □ Continue current interventions □ Modify intervention approach □ Refer for special education evaluation □ Refer for Section 504 evaluation □ Other: _______________________________________________ Completed by: _________________________ Date: ____________ Position: ______________________________________________

Form CF-002: Special Education Referral Form

SPECIAL EDUCATION REFERRAL FORM SECTION A: STUDENT INFORMATION Student Name: _____________________________ DOB: __________ Address: ________________________________________________ Parent/Guardian: ________________________________________ Phone: _________________ Email: _________________________ Current School: _________ Grade: _____ Teacher: ____________ Primary Language: _____________ ELL Status: ______________ SECTION B: REASON FOR REFERRAL Primary Concerns (Check all that apply): □ Academic difficulties despite appropriate instruction □ Behavioral challenges interfering with learning □ Communication/language difficulties □ Social skill deficits □ Sensory impairments □ Physical/motor limitations □ Cognitive delays □ Emotional/behavioral disorders □ Other: ______________________________________________ SECTION C: CURRENT PERFORMANCE Academic Areas of Concern: Reading: ________________________________________________ Math: __________________________________________________ Writing: _______________________________________________ Other: ________________________________________________ Behavioral Observations: Attention/Focus: _______________________________________ Social Interaction: ___________________________________ Emotional Regulation: __________________________________ Classroom Behavior: ____________________________________ SECTION D: INTERVENTION HISTORY Previous Interventions (List all attempted): 1. Intervention: _______________________________________ Duration: _____________ Outcome: ____________________ 2. Intervention: _______________________________________ Duration: _____________ Outcome: ____________________ 3. Intervention: _______________________________________ Duration: _____________ Outcome: ____________________ SECTION E: ASSESSMENT DATA Standardized Test Scores: Test Name: _____________ Date: _______ Score: ____________ Test Name: _____________ Date: _______ Score: ____________ Progress Monitoring Data: Subject: _____________ Baseline: _______ Current: ________ Subject: _____________ Baseline: _______ Current: ________ SECTION F: SUPPORTING DOCUMENTATION □ Work samples attached □ Progress monitoring graphs attached □ Behavior data charts attached □ Medical reports attached □ Previous evaluation reports attached □ Other: _____________________________________________ Referring Person: _________________________ Date: _________ Position: _____________________________________________ Signature: ___________________________________________ Parent Notification Date: _______________________________ Evaluation Planning Meeting Date: _______________________

Section 2: Evaluation and Assessment Forms

Form EA-003: Evaluation Planning Document

EVALUATION PLANNING DOCUMENT Student: _________________________ Date of Meeting: ________ DOB: _______ Current Grade: _______ School: _______________ MEETING PARTICIPANTS: Name Position Signature _____________________ ____________________ _______________ _____________________ ____________________ _______________ _____________________ ____________________ _______________ _____________________ ____________________ _______________ AREAS OF SUSPECTED DISABILITY: □ Intellectual Disability □ Hearing Impairment □ Speech or Language Impairment □ Visual Impairment □ Emotional Disturbance □ Orthopedic Impairment □ Autism □ Traumatic Brain Injury □ Other Health Impairment □ Specific Learning Disability □ Multiple Disabilities □ Deaf-Blindness ASSESSMENTS TO BE CONDUCTED: Academic Achievement: □ Woodcock-Johnson IV Tests of Achievement □ Wechsler Individual Achievement Test □ Curriculum-based assessments □ Other: _________________________________________ Cognitive/Intellectual: □ Wechsler Intelligence Scale for Children-V □ Stanford-Binet Intelligence Scales □ Nonverbal assessment (specify): ________________ □ Other: _________________________________________ Communication: □ Speech-language evaluation □ Hearing screening/evaluation □ Language sample analysis □ Other: _________________________________________ Motor Skills: □ Occupational therapy evaluation □ Physical therapy evaluation □ Adaptive PE assessment □ Other: _________________________________________ Behavioral/Social-Emotional: □ Functional behavioral assessment □ Social skills assessment □ Mental health evaluation □ Other: _________________________________________ Adaptive Behavior: □ Vineland Adaptive Behavior Scales □ ABAS-3 □ Other: _________________________________________ Health/Medical: □ Vision screening □ Hearing screening □ Medical examination □ Other: _________________________________________ EVALUATION TIMELINE: Consent obtained: ____________________________________ Evaluations begin: __________________________________ Evaluations complete: _______________________________ Eligibility meeting: ________________________________ PARENT CONSENT: □ Parent provided written consent □ Parent requested additional information □ Parent declined consent □ Parent requested independent evaluation Parent Signature: _________________________ Date: _______

Form EA-004: Comprehensive Evaluation Report Template

COMPREHENSIVE EVALUATION REPORT IDENTIFYING INFORMATION: Student Name: _____________________________ DOB: __________ Chronological Age: _________ Grade: _______ School: _______ Evaluation Date(s): ____________________________________ Report Date: __________________________________________ Evaluator(s): ________________________________________ REASON FOR REFERRAL: [Detailed description of concerns and referral reason] BACKGROUND INFORMATION: Educational History: [Previous schools, grades repeated, interventions, etc.] Medical History: [Relevant medical conditions, medications, surgeries] Developmental History: [Milestones, early development concerns] Family History: [Relevant family history, language, culture] PREVIOUS EVALUATIONS: [Summary of any prior assessments and results] ASSESSMENT PROCEDURES: Tests Administered: - Test Name Date Examiner - ________________________ ________ ___________ - ________________________ ________ ___________ - ________________________ ________ ___________ Other Assessment Methods: □ Record review □ Teacher interviews □ Parent interviews □ Classroom observations □ Work sample analysis □ Curriculum-based measurement ASSESSMENT RESULTS: Cognitive/Intellectual Functioning: Test: ________________________________________________ Full Scale IQ: _____ Verbal IQ: _____ Performance IQ: ____ Index Scores: - Verbal Comprehension: _____________________________ - Perceptual Reasoning: _____________________________ - Working Memory: ___________________________________ - Processing Speed: _________________________________ Interpretation: [Detailed analysis of cognitive strengths and weaknesses] Academic Achievement: Reading: - Word Reading: ____________________________________ - Reading Comprehension: ____________________________ - Reading Fluency: _________________________________ - Grade Equivalent: _______ Standard Score: __________ Mathematics: - Math Calculation: ________________________________ - Math Reasoning: ___________________________________ - Grade Equivalent: _______ Standard Score: __________ Written Language: - Spelling: _______________________________________ - Written Expression: ______________________________ - Grade Equivalent: _______ Standard Score: __________ Communication Skills: Receptive Language: - Understanding of vocabulary: _______________________ - Following directions: ____________________________ - Comprehension of complex language: ___________________ Expressive Language: - Vocabulary usage: _________________________________ - Sentence structure: ______________________________ - Narrative skills: _______________________________ Speech Production: - Articulation: ___________________________________ - Fluency: _______________________________________ - Voice: _________________________________________ Social-Emotional/Behavioral Functioning: [Assessment results and interpretation] Adaptive Behavior: [Results of adaptive behavior assessment] Motor Skills: Fine Motor: _______________________________________ Gross Motor: ______________________________________ Visual-Motor Integration: __________________________ CLASSROOM OBSERVATIONS: Date: _____________ Time: _______ Setting: ____________ Observer: _________________________________________ Academic Engagement: [Observation of student during academic tasks] Social Interactions: [Observation of peer and adult interactions] Behavioral Observations: [Any behavioral concerns or strengths noted] SUMMARY AND INTERPRETATION: Strengths: [List of identified student strengths] Areas of Need: [List of areas requiring support or intervention] CONCLUSIONS: Based on the comprehensive evaluation, the student: □ Does meet eligibility criteria for special education □ Does not meet eligibility criteria for special education If eligible, primary disability category: ______________ Secondary disability category (if applicable): __________ RECOMMENDATIONS: Educational Programming: [Specific recommendations for instruction and support] Related Services: [Recommendations for speech, OT, PT, counseling, etc.] Accommodations: [Specific accommodations for classroom and testing] Additional Assessments: [Any further evaluations needed] Evaluator: _______________________ Date: _____________ Title: _______________________ Signature: ___________

Section 3: IEP Development Forms

Form IEP-005: IEP Meeting Notice

INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEETING NOTICE Student Name: _____________________________ DOB: __________ School: _______________________ Grade: __________________ Dear Parent/Guardian: You are invited to attend an IEP meeting for your child. MEETING DETAILS: Date: ________________________________________________ Time: ________________________________________________ Location: ___________________________________________ (Address) Room: ________________________________________________ PURPOSE OF MEETING: □ Initial IEP development □ Annual IEP review □ IEP revision/amendment □ Three-year reevaluation □ Transition planning □ Other: ___________________________________________ MEETING PARTICIPANTS: The following people will attend the meeting: □ Parent/Guardian □ Student (if 14 or older, or younger if appropriate) □ General education teacher □ Special education teacher □ School psychologist or other qualified professional □ LEA representative □ Related service providers (specify): _______________ □ Other: ___________________________________________ YOUR RIGHTS: - You have the right to invite other people who have knowledge or special expertise about your child - You may request that the meeting be rescheduled if this time is not convenient - You may request an interpreter if needed - You will receive a copy of your procedural safeguards PREPARATION FOR THE MEETING: To help us plan the best program for your child, please: - Review your child's current progress - Think about your concerns and priorities - Prepare questions you want to discuss - Bring any reports or information you want to share RESPONSE REQUESTED: Please confirm your attendance by calling: Name: ____________________________________________ Phone: ___________________________________________ Email: ___________________________________________ If you cannot attend at the scheduled time, please contact us to reschedule. □ I will attend the IEP meeting as scheduled □ I cannot attend and request to reschedule □ I cannot attend but want the meeting to proceed Parent Signature: _______________________ Date: _______ Notice sent: ___________________________ Method: □ Mail □ Email □ Hand delivery □ Other: ______ School Representative: _________________________________ Signature: _________________________ Date: __________

Form IEP-006: IEP Document Template

INDIVIDUALIZED EDUCATION PROGRAM (IEP) STUDENT INFORMATION: Name: ______________________________ DOB: _____________ Address: ____________________________________________ School: _________________ Grade: ____________________ IEP Date: _____________ IEP Review Date: _______________ Disability Category: _________________________________ MEETING PARTICIPANTS: Name Position Date _____________________ ___________________ __________ _____________________ ___________________ __________ _____________________ ___________________ __________ _____________________ ___________________ __________ PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Academic Areas: Reading: Current Performance: _________________________________ Strengths: _________________________________________ Needs: ____________________________________________ Mathematics: Current Performance: _________________________________ Strengths: _________________________________________ Needs: ____________________________________________ Written Language: Current Performance: _________________________________ Strengths: _________________________________________ Needs: ____________________________________________ Functional Performance: Communication: Current Performance: _________________________________ Strengths: _________________________________________ Needs: ____________________________________________ Social/Emotional: Current Performance: _________________________________ Strengths: _________________________________________ Needs: ____________________________________________ Independent Living Skills: Current Performance: _________________________________ Strengths: _________________________________________ Needs: ____________________________________________ Motor Skills: Current Performance: _________________________________ Strengths: _________________________________________ Needs: ____________________________________________ MEASURABLE ANNUAL GOALS: Goal #1: Area of Need: ______________________________________ Baseline: _________________________________________ Annual Goal: ______________________________________ Measurement Method: ________________________________ Evaluation Schedule: ______________________________ Person Responsible: _______________________________ Short-term Objectives/Benchmarks: 1. ______________________________________________ 2. ______________________________________________ 3. ______________________________________________ Goal #2: [Repeat format for additional goals] SPECIAL EDUCATION AND RELATED SERVICES: Special Education Services: Service Location Frequency Duration __________________ ____________ ___________ ________ __________________ ____________ ___________ ________ Related Services: Service Provider Frequency Duration __________________ ____________ ___________ ________ __________________ ____________ ___________ ________ Supplementary Aids and Services: __________________________________________________ __________________________________________________ Program Modifications: __________________________________________________ __________________________________________________ Support for School Personnel: __________________________________________________ __________________________________________________ PARTICIPATION IN STATE AND DISTRICT ASSESSMENTS: □ Student will participate in state assessment with no accommodations □ Student will participate in state assessment with accommodations (list below) □ Student will participate in alternate assessment Accommodations for Assessment: Presentation: ____________________________________ Response: _______________________________________ Setting: _______________________________________ Timing/Scheduling: _____________________________ LEAST RESTRICTIVE ENVIRONMENT: Percentage of time in general education: ____________% Explanation for any removal from general education: __________________________________________________ __________________________________________________ TRANSITION SERVICES (for students 14 and older): Post-secondary Goals: Education/Training: _______________________________ Employment: _____________________________________ Independent Living: _____________________________ Transition Services: Instruction: ___________________________________ Related Services: ______________________________ Community Experiences: __________________________ Employment Objectives: __________________________ Post-school Adult Living: ______________________ Daily Living Skills: ___________________________ TRANSFER OF RIGHTS (at age 17): □ Student and parent informed of transfer of rights Date informed: ___________________________________ IEP TEAM SIGNATURES: I agree with this IEP: Parent: _______________________ Date: _____________ I disagree with this IEP: Parent: _______________________ Date: _____________ Areas of disagreement: ____________________________ LEA Representative: _________________ Date: _________ Special Education Teacher: ___________ Date: _________ General Education Teacher: ___________ Date: _________

Section 4: Behavior Support Documents

Form BS-007: Functional Behavioral Assessment Form

FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) STUDENT INFORMATION: Name: _________________________ DOB: ________________ School: _______________________ Grade: _______________ Date of FBA: __________________ Case Manager: _________ TEAM MEMBERS: Name Position Date _____________________ ___________________ __________ _____________________ ___________________ __________ _____________________ ___________________ __________ BEHAVIORAL CONCERNS: Target Behavior #1: Operational Definition: _______________________________ __________________________________________________ Frequency: ______ per _______ (day/week/month) Duration: _____ minutes/hours Intensity: □ Low □ Moderate □ High □ Severe Target Behavior #2: [Repeat format if multiple behaviors] SETTING EVENTS/ANTECEDENTS: When does the behavior typically occur? Time of day: ____________________________________ Activities: ___________________________________ Settings: _____________________________________ People present: ________________________________ Environmental factors: _________________________ What typically happens right before the behavior? __________________________________________________ __________________________________________________ CONSEQUENCES: What typically happens immediately after the behavior? __________________________________________________ What is the typical response from: Adults: _______________________________________ Peers: _______________________________________ Environment: ___________________________________ HYPOTHESIS ABOUT FUNCTION: The behavior appears to serve the following function(s): □ Obtain attention (adult/peer) □ Obtain tangible items/activities □ Escape/avoid tasks or demands □ Escape/avoid people or social situations □ Sensory stimulation □ Communication/expressing needs Supporting evidence: __________________________________________________ __________________________________________________ REPLACEMENT BEHAVIORS: What appropriate behaviors could serve the same function? 1. ______________________________________________ 2. ______________________________________________ 3. ______________________________________________ RECOMMENDATIONS FOR BIP: Prevention Strategies: __________________________________________________ Teaching Strategies: __________________________________________________ Response Strategies: __________________________________________________ Environmental Modifications: __________________________________________________ Completed by: _________________________ Date: _______ Position: ___________________________

Form BS-008: Behavior Intervention Plan (BIP)

BEHAVIOR INTERVENTION PLAN (BIP) STUDENT INFORMATION: Name: _________________________ DOB: ________________ School: _______________________ Grade: _______________ Date of BIP: ___________________ Review Date: __________ BASED ON FBA DATED: ________________________________ TARGET BEHAVIORS: Behavior 1: ______________________________________ Operational Definition: ___________________________ Function: _______________________________________ Behavior 2: ______________________________________ [Continue for additional behaviors] REPLACEMENT BEHAVIORS: Instead of [target behavior], student will: 1. ______________________________________________ 2. ______________________________________________ INTERVENTION STRATEGIES: Prevention/Antecedent Strategies: □ Modify environment □ Adjust schedule/routine □ Provide advance notice of changes □ Offer choices □ Pre-teach expectations □ Use visual supports □ Other: ______________________________________ Teaching Strategies: □ Direct instruction of replacement behavior □ Social skills instruction □ Communication training □ Self-management strategies □ Problem-solving skills □ Other: ______________________________________ Response Strategies: For appropriate behavior: □ Verbal praise □ Token/point system □ Preferred activities □ Other: ______________________________________ For inappropriate behavior: □ Planned ignoring □ Redirection □ Loss of privilege □ Time away from reinforcement □ Other: ______________________________________ CRISIS INTERVENTION PROCEDURES: If behavior escalates to crisis level: 1. ______________________________________________ 2. ______________________________________________ 3. ______________________________________________ Emergency contacts: Administrator: ____________________________________ Parent: _________________________________________ Crisis team: ____________________________________ DATA COLLECTION: Behavior will be measured by: □ Frequency count □ Duration recording □ Interval recording □ Permanent product □ Other: ______________________________________ Person responsible for data collection: ______________ Review schedule: ___________________________________ IMPLEMENTATION: All staff working with student must be trained on: □ Target and replacement behaviors □ Prevention strategies □ Teaching procedures □ Response strategies □ Data collection □ Crisis procedures Training completed by: _____________________________ Date: ___________________________________________ BIP REVIEW AND REVISION: Review Date: ____________________________________ Team Members Present: ____________________________ Data Summary: ___________________________________ Effectiveness: __________________________________ Modifications Made: ______________________________ Next Review Date: ________________________________ Signatures: Case Manager: ______________________ Date: _________ Parent: ___________________________ Date: _________ Administrator: ____________________ Date: _________ Student (if appropriate): __________ Date: _________

Section 5: Section 504 Documents

Form 504-009: Section 504 Referral and Evaluation Form

SECTION 504 REFERRAL AND EVALUATION FORM STUDENT INFORMATION: Name: _________________________ DOB: ________________ Address: ___________________________________________ Parent/Guardian: ___________________________________ Phone: _________________ Email: ____________________ School: _______________________ Grade: ______________ REFERRAL INFORMATION: Referral Date: ____________________________________ Referred by: ______________________________________ Position: ________________________________________ REASON FOR REFERRAL: □ Academic difficulties □ Behavioral concerns □ Medical condition affecting learning □ Physical limitations □ Attention/concentration problems □ Other: ________________________________________ Description of concerns: __________________________________________________ __________________________________________________ SUSPECTED DISABILITY/CONDITION: □ ADHD □ Diabetes □ Asthma □ Seizure disorder □ Chronic illness □ Physical disability □ Mental health condition □ Other: ________________________________________ CURRENT INTERVENTIONS: Accommodations already in place: __________________________________________________ __________________________________________________ Effectiveness of current interventions: __________________________________________________ EVALUATION PLAN: □ Review of existing data □ Medical information □ Teacher input □ Parent input □ Student observation □ Additional assessment needed: ___________________ TEAM MEETING: Meeting Date: ____________________________________ Participants: Name Position _____________________ _______________________ _____________________ _______________________ _____________________ _______________________ DETERMINATION: □ Student has a disability under Section 504 □ Student does not have a disability under Section 504 □ Additional information needed If eligible, disability substantially limits: □ Learning □ Reading □ Concentrating □ Thinking □ Communicating □ Walking □ Seeing □ Hearing □ Speaking □ Breathing □ Working □ Caring for oneself □ Other: ________________________________________ 504 Plan needed: □ Yes □ No Signatures: 504 Coordinator: _______________________ Date: _______ Parent: ______________________________ Date: _______

Form 504-010: Section 504 Accommodation Plan

SECTION 504 ACCOMMODATION PLAN STUDENT INFORMATION: Name: _________________________ DOB: ________________ School: _______________________ Grade: _______________ Plan Date: ____________________ Review Date: __________ DISABILITY/CONDITION: Nature of disability: _______________________________ How disability affects major life activity: __________________________________________________ ACCOMMODATIONS: Instructional Accommodations: □ Extended time for assignments □ Shortened assignments □ Preferential seating □ Visual/auditory cues □ Frequent breaks □ Modified homework □ Copy of notes provided □ Use of calculator □ Use of computer/assistive technology □ Other: ________________________________________ Testing Accommodations: □ Extended time (time and a half) □ Extended time (double time) □ Small group testing □ Individual testing □ Read test aloud □ Use of calculator □ Large print materials □ Frequent breaks during testing □ Other: ________________________________________ Environmental Accommodations: □ Preferential seating near teacher □ Seating away from distractions □ Study carrel or quiet area □ Air conditioning/heat adjustment □ Lighting modifications □ Noise reduction □ Other: ________________________________________ Behavioral Accommodations: □ Positive behavior support plan □ Frequent feedback □ Clear expectations and rules □ Advance notice of changes □ Stress reduction techniques □ Counseling support □ Other: ________________________________________ Transportation Accommodations: □ Bus aide □ Special seating on bus □ Shortened route □ Air conditioning on bus □ Other: ________________________________________ IMPLEMENTATION RESPONSIBILITIES: General Education Teacher: ____________________________ Special Education Teacher: ___________________________ Related Service Providers: ___________________________ Administrator: _____________________________________ Other: ____________________________________________ PLAN REVIEW: This plan will be reviewed annually or as needed. Parent signature: ______________________ Date: _______ Student signature: _____________________ Date: _______ (if appropriate) 504 Coordinator: _______________________ Date: _______ Administrator: ________________________ Date: _______

Section 6: Transition Planning Documents

Form TS-011: Transition Assessment Summary

TRANSITION ASSESSMENT SUMMARY STUDENT INFORMATION: Name: _________________________ DOB: ________________ School: _______________________ Grade: _______________ Assessment Date: _______________ Case Manager: ________ ASSESSMENT METHODS USED: □ Formal transition assessments □ Interest inventories □ Career exploration activities □ Job shadowing/internships □ Community-based assessments □ Work samples □ Interviews (student/family) □ Other: ________________________________________ STUDENT INTERESTS: Academic subjects of interest: __________________________________________________ Career interests: __________________________________________________ Leisure/recreational interests: __________________________________________________ STUDENT STRENGTHS: Academic strengths: __________________________________________________ Social/interpersonal strengths: __________________________________________________ Personal qualities: __________________________________________________ STUDENT NEEDS: Areas needing development: __________________________________________________ Skill deficits to address: __________________________________________________ Support needs: __________________________________________________ POST-SECONDARY GOALS: Education/Training Goal: After graduation, (student name) will: __________________________________________________ Employment Goal: After graduation, (student name) will: __________________________________________________ Independent Living Goal (if appropriate): After graduation, (student name) will: __________________________________________________ RECOMMENDATIONS FOR TRANSITION SERVICES: Instruction: __________________________________________________ Related Services: __________________________________________________ Community Experiences: __________________________________________________ Employment and Post-school Objectives: __________________________________________________ Daily Living Skills (if appropriate): __________________________________________________ AGENCY CONNECTIONS NEEDED: □ Vocational Rehabilitation □ Developmental Disabilities Services □ Mental Health Services □ Transportation Services □ Social Security Administration □ Community College □ Four-year University □ Job Training Program □ Independent Living Center □ Other: ________________________________________ Completed by: _________________________ Date: _______ Position: ____________________________________

Section 7: Data Collection and Progress Monitoring

Form DM-012: IEP Goal Progress Monitoring Sheet

IEP GOAL PROGRESS MONITORING STUDENT: _________________________ GRADE: _____________ GOAL AREA: _______________________________________ ANNUAL GOAL: __________________________________________________ __________________________________________________ MEASUREMENT METHOD: □ Curriculum-based measurement □ Standardized assessment □ Work sample analysis □ Observation checklist □ Performance rating scale □ Other: ________________________________________ BASELINE DATA: Date established: ________________________________ Baseline performance: ____________________________ PROGRESS MONITORING SCHEDULE: □ Daily □ Weekly □ Bi-weekly □ Monthly □ Other: ________________________________________ DATA COLLECTION: Week of: _____________ Performance: ________________ Week of: _____________ Performance: ________________ Week of: _____________ Performance: ________________ Week of: _____________ Performance: ________________ Week of: _____________ Performance: ________________ Week of: _____________ Performance: ________________ Week of: _____________ Performance: ________________ Week of: _____________ Performance: ________________ QUARTERLY SUMMARY: Quarter 1 (Date: _______): Average performance: _____________________________ Progress toward goal: ____________________________ □ Exceeding expectations □ Making expected progress □ Making some progress □ Making little progress □ Not making progress Quarter 2 (Date: _______): Average performance: _____________________________ Progress toward goal: ____________________________ □ Exceeding expectations □ Making expected progress □ Making some progress □ Making little progress □ Not making progress Quarter 3 (Date: _______): Average performance: _____________________________ Progress toward goal: ____________________________ □ Exceeding expectations □ Making expected progress □ Making some progress □ Making little progress □ Not making progress Quarter 4 (Date: _______): Average performance: _____________________________ Progress toward goal: ____________________________ □ Exceeding expectations □ Making expected progress □ Making some progress □ Making little progress □ Not making progress MODIFICATIONS MADE TO INSTRUCTION: Date: _______ Modification: ________________________ Date: _______ Modification: ________________________ Date: _______ Modification: ________________________ GOAL STATUS AT ANNUAL REVIEW: □ Goal met - discontinue □ Goal met - continue with new goal □ Goal partially met - continue □ Goal not met - revise goal □ Goal not met - continue as written Person Responsible: _______________________________

Section 8: Communication and Documentation

Form CD-013: Parent Communication Log

PARENT COMMUNICATION LOG STUDENT: ___________________________ SCHOOL YEAR: _______ Date: ___________________________________________ Method of Contact: □ Phone □ Email □ Letter □ Meeting □ Other Initiated by: □ Parent □ School staff Staff Member: ___________________________________ Purpose/Topic: __________________________________ ______________________________________________ Summary of Discussion: ______________________________________________ ______________________________________________ ______________________________________________ Action Items/Follow-up: □ No follow-up needed □ Follow-up needed by: ____________________________ Action required: ________________________________ Person responsible: _____________________________ Parent Response/Concerns: ______________________________________________ ______________________________________________ Staff Signature: _______________________ Date: _______ [Repeat format for additional entries] Date: ___________________________________________ Method of Contact: □ Phone □ Email □ Letter □ Meeting □ Other Initiated by: □ Parent □ School staff Staff Member: ___________________________________ Purpose/Topic: __________________________________ ______________________________________________ Summary of Discussion: ______________________________________________ ______________________________________________ ______________________________________________ Action Items/Follow-up: □ No follow-up needed □ Follow-up needed by: ____________________________ Action required: ________________________________ Person responsible: _____________________________ Parent Response/Concerns: ______________________________________________ ______________________________________________ Staff Signature: _______________________ Date: _______

Form CD-014: Incident Report Form

INCIDENT REPORT FORM STUDENT INFORMATION: Name: _________________________ DOB: ________________ School: _______________________ Grade: _______________ INCIDENT DETAILS: Date: _________________ Time: ____________________ Location: ____________________________________________ Staff Present: _____________________________________ Type of Incident: □ Behavioral outburst □ Aggression toward peer □ Aggression toward staff □ Self-injurious behavior □ Property damage □ Medical emergency □ Safety concern □ Other: ________________________________________ DESCRIPTION OF INCIDENT: Antecedent (what happened before): __________________________________________________ __________________________________________________ Behavior (what specifically occurred): __________________________________________________ __________________________________________________ Consequence (what happened after): __________________________________________________ __________________________________________________ INTERVENTIONS USED: □ Verbal redirection □ Environmental modification □ Removal from situation □ Physical restraint (complete restraint log) □ Seclusion (complete seclusion log) □ Crisis team called □ Emergency services called □ Other: ________________________________________ INJURIES: □ No injuries □ Student injured (describe): _____________________ □ Staff injured (describe): _______________________ □ Other person injured (describe): _________________ Medical attention: □ Not needed □ First aid provided □ Nurse evaluation □ Emergency services □ Hospital transport PARENT NOTIFICATION: Date/Time contacted: _______________________________ Method: □ Phone □ Email □ In person Person who contacted: _____________________________ Parent response: __________________________________ FOLLOW-UP ACTIONS: □ Behavior plan review needed □ Functional assessment needed □ IEP meeting scheduled □ Administrative review □ Staff training needed □ Environmental changes needed □ Other: ________________________________________ WITNESSES: Name: _________________________ Position: ___________ Statement: _____________________________________ Name: _________________________ Position: ___________ Statement: _____________________________________ Report completed by: ______________________________ Position: _______________________________________ Signature: _________________________ Date: ________ Administrator review: Signature: _________________________ Date: ________

Section 9: Legal Compliance and Documentation

Form LC-015: Accommodation Request and Decision Log

ACCOMMODATION REQUEST AND DECISION LOG STUDENT: _________________________ DATE: ______________ REQUEST INFORMATION: Requested by: □ Student □ Parent □ Teacher □ Other: _______ Date of request: ___________________________________ Method of request: □ Verbal □ Written □ Email □ Meeting ACCOMMODATION REQUESTED: Type: ____________________________________________ Specific details: ________________________________ ______________________________________________ Rationale provided: _______________________________ ______________________________________________ Supporting documentation: □ Medical documentation □ Previous evaluations □ Teacher reports □ Work samples □ Other: ________________________________________ EVALUATION PROCESS: Team members involved in review: Name Position Date _____________________ ___________________ __________ _____________________ ___________________ __________ _____________________ ___________________ __________ Evaluation criteria considered: □ Relationship between disability and need □ Effectiveness of accommodation □ Impact on educational program □ Feasibility of implementation □ Availability of resources □ Alternative accommodations Data sources reviewed: □ Student records □ Assessment results □ Classroom observations □ Teacher input □ Parent input □ Student input □ Medical reports DECISION: □ Accommodation approved as requested □ Accommodation approved with modifications □ Alternative accommodation offered □ Accommodation denied If denied or modified, rationale: ______________________________________________ ______________________________________________ Alternative accommodations considered: 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ IMPLEMENTATION PLAN: Start date: ____________________________________ Person responsible: ____________________________ Training needed: _______________________________ Resources required: ____________________________ Monitoring plan: _______________________________ Review date: __________________________________ NOTIFICATION: Date parent/student notified: ____________________ Method: □ Phone □ Email □ Letter □ Meeting Response deadline provided: ______________________ If disagreement with decision: □ Mediation offered □ Due process information provided □ Complaint process explained □ Section 504 coordinator contact provided FOLLOW-UP: Effectiveness review date: _______________________ Modifications made: _____________________________ Continued need verified: ________________________ Decision made by: _______________________________ Title: _______________________________________ Signature: _____________________ Date: __________

Form LC-016: Compliance Monitoring Checklist

SPECIAL EDUCATION COMPLIANCE MONITORING CHECKLIST SCHOOL: _________________________ DATE: ______________ REVIEWER: _______________________________________ CHILD FIND AND EVALUATION Timeline Compliance: □ Referrals acknowledged within required timeframe □ Evaluations completed within 60 days □ Eligibility meetings held within required timeframe □ Parents notified of all timelines Evaluation Quality: □ All areas of suspected disability assessed □ Assessments administered by qualified personnel □ Multiple measures used □ Culturally and linguistically appropriate tools □ Parent consent obtained for all assessments IEP DEVELOPMENT AND IMPLEMENTATION IEP Content: □ Present levels address all areas of need □ Annual goals are measurable and appropriate □ Special education services clearly defined □ Related services included as needed □ LRE placement justified □ Transition services included (age 14+) IEP Process: □ Required team members present □ Parents meaningfully participated □ Student included when appropriate □ Copies provided to parents □ Implementation began immediately Service Delivery: □ Services provided as specified in IEP □ Qualified personnel delivering services □ Service logs maintained □ Progress monitoring conducted regularly LEAST RESTRICTIVE ENVIRONMENT Placement Decisions: □ General education considered first □ Supplementary aids and services provided □ Removal from general education justified □ Continuum of services available □ Non-academic inclusion maximized PROCEDURAL SAFEGUARDS Parent Rights: □ Notice provided in native language □ Consent obtained when required □ Procedural safeguards provided □ Dispute resolution options explained TRANSITION SERVICES (Students 14+) Assessment and Planning: □ Age-appropriate transition assessments conducted □ Measurable post-secondary goals developed □ Course of study aligned with goals □ Agency linkages established □ Rights transfer discussed (age 17) BEHAVIOR SUPPORT Positive Interventions: □ FBA conducted when appropriate □ BIP developed and implemented □ Staff trained on interventions □ Data collection ongoing □ Plan reviewed regularly RELATED SERVICES Service Provision: □ All required services provided □ Qualified personnel delivering services □ Services integrated with education program □ Progress toward goals documented DOCUMENTATION Record Keeping: □ Complete and current student files □ Required signatures obtained □ Timelines documented □ Service delivery logs maintained □ Communication records kept DATA COLLECTION Progress Monitoring: □ Data collected as specified □ Progress reported to parents quarterly □ Goals modified when needed □ Assessment accommodations provided PERSONNEL Staff Qualifications: □ Special education teachers appropriately certified □ Related service providers licensed/certified □ Paraprofessionals appropriately supervised □ Professional development provided OVERALL COMPLIANCE RATING: □ Fully compliant □ Substantially compliant □ Partially compliant □ Non-compliant Areas of Concern: ______________________________________________ ______________________________________________ Corrective Actions Required: ______________________________________________ ______________________________________________ Timeline for Correction: ______________________________________________ Reviewer: ____________________________________ Date: _______________________________________

APPENDIX E: IMPLEMENTATION TIMELINE AND ACTION PLANS

30-Day Emergency Response Plan

DAYS 1-7: IMMEDIATE ACTIONS □ Review and update Section 504/ADA complaint procedures □ Audit recent accommodation denials for A.J.T. compliance □ Identify staff requiring immediate legal training □ Establish rapid response team for discrimination complaints DAYS 8-14: POLICY UPDATES □ Revise discrimination complaint forms and procedures □ Update staff handbooks with new legal standards □ Modify accommodation decision-making protocols □ Create documentation enhancement requirements DAYS 15-21: TRAINING PREPARATION □ Develop training materials for A.J.T. implications □ Schedule mandatory training sessions for all staff □ Prepare case studies and scenarios for training □ Identify external training resources if needed DAYS 22-30: SYSTEM IMPLEMENTATION □ Launch enhanced documentation systems □ Begin staff training program □ Implement new compliance monitoring procedures □ Establish communication protocols with legal counsel

90-Day Comprehensive Compliance Plan

MONTH 1: FOUNDATION BUILDING □ Complete all 30-day emergency actions □ Conduct comprehensive policy review □ Establish compliance monitoring systems □ Begin staff training program MONTH 2: SYSTEM ENHANCEMENT □ Implement enhanced documentation requirements □ Deploy new assessment and evaluation procedures □ Strengthen family engagement protocols □ Establish community partnerships MONTH 3: QUALITY ASSURANCE □ Conduct first compliance self-audit □ Review and adjust procedures based on implementation □ Provide advanced training for key personnel □ Develop continuous improvement plan

This comprehensive appendix provides every form, document, checklist, and tool that educators and administrators need to ensure full compliance with special education law while building inclusive, effective programs for all students with disabilities.

Disclaimer: This analysis is current as of August 15, 2025, and represents a comprehensive review of available legal sources. Given the rapidly evolving nature of special education law, practitioners should verify current status of pending cases and monitor ongoing developments.