Center of Attention
Newsletter of CHADD of Northern California
Also at: http://www.chaddnorcal.org/newsletter
17 February 2002

CHADD Works to Improve the Lives of People with
Attention-Deficit/Hyperactivity Disorder through Education, Advocacy,
and Support

===== In This Issue =====

About the Newsletter
Announcements:
Hallowell Speaking 3/2/02
Input requested on web design
Calendar of Events
Feature Article: What Should Be in an IEP?
This Week: How a Student Is Identified for Special Education Services
Please Tell Us

===== About the Newsletter =====

The Center of Attention is CHADD of Northern California's bi-weekly
newsletter. The newsletter is designed to keep you up to date with
CHADD of Northern California's activities and updates in the field.
It's a step toward bringing the members closer together.

======== Announcements ==========

Please note that the Asian American Health Association is presenting
Dr. Edward Hallowell, co-author of "Driven to Distraction", on 3/2/02
in Foster City. It is free with pre-registration. See listing below.

We have a new volunteer, Suanne Brady, who is working on a redesign
of the website for CHADD of Northern California. If you have any
thoughts about what would make our website more readable and useful
for ADHD people and their families, or if you know the URL for a
website that is very useable (not necessarily a site about ADHD),
please send it to us in an e-mail just by replying to this newsletter.

======== Calendar of Events ==========

============================
2/19/2002, Tues. 7-9pm - Marin
Drop in Support Group -- for Adults and Teens with ADHD and Significant Others
Marin Community Mental Health, Greenbrae - Contact: Beverlee: 415-789-9464
============================
2/20/2002, Wed. 7-9 pm - Contra Costa
Walnut Creek Adult General Support Meeting -- Ongoing, confidential
support groups for Adults with ADHD
Kaiser Mental Health, Walnut Creek - Contact: Donna Love: 925-687-4324
============================
2/20/2002, Wed. Reg: 7pm, Meet 7:30pm - Santa Clara
Silicon Valley Adult, Parent and Spouse Support Groups -- Separate
peer-facilitated groups let you share struggles and strategies with
each other. Includes video.
Friends Meeting House, Palo Alto - Contact: Silicon Valley Warmline:
650-949-5472
============================
2/21/2002, Thu. 6-8:00 PM PST - Online
Sandra Rief, MA - Success at School --
CHADD Online Chat, Internet - Contact: Message Line: 510-291-2950
============================
2/27/2002, Wed. 7-9pm - San Francisco
Frances Straussman, from "More Than Order" -- All that I have
Learned through Coaching and Organizing ADDers.
CPMC Pacific Campus, San Francisco - Contact: San Francisco Warmline:
415-442-1944
============================
2/27/2002, Wed. 9:30-11:30am - Marin
Support Group for Parents of Children / Teens with ADHD -- Share your
concerns with a parent who really understands.
30 Catalpa Ave., Mill Valley - Contact: Victoria Vogel: 415-383-6048
============================
2/27/2002, Wed. 7:15 p.m. - 9:30 p.m. - Santa Clara
Kitty Petty ADD/LD Institute Meeting -- Discussion of and sharing
successful ADHD/LD strategies and coping skills with other like
ADDults
Friends Meeting House, Palo Alto - Contact: Kitty Petty ADD/LD
Institute: 650-329-9443
============================
3/2/2002, Sat. 8:00 a.m Continental Breakfast and Sign-In. 9
a.m.-12:00p.m - San Mateo
Edward Hallowell -- Attention Deficit Disorder and Modern Life:
Dealing with ADD, Combating Excessive Worry, and Promoting the Power
of a Connected, Emotionally-Rich Life -- Co-author of "Driven to
Distraction" and author of bestsellers "Connect" and "Worry", Dr.
Hallowell will present his research-validated methods for dealing
with toxic worry, both with and without medication. He will show that
a connected life is an important and reachable goal which leads both
to happiness as well as physical health. Free and open to the public,
but pre-registration is required.
Crowne Plaza Hotel, Foster City - Contact: Asian American Health
Association: Free! Pre-registration required at 650-340-8070, by
2/22/02 please.
============================
3/6/2002, Wed. 7-9 pm - Contra Costa
Walnut Creek Adult Topical Meeting - A Brief Look at AD/HD and EQ
(Emotional Intelligence) -- Ongoing, confidential support groups for
Adults with ADHD
Kaiser Mental Health, Walnut Creek - Contact: Donna Love: 925-687-4324
============================
3/6/2002, Wed. Reg: 7pm, Meet 7:30pm - Santa Clara
Matt Stubblefield, MD, of the Amen Clinic -- Seniors with ADD
Friends Meeting House, Palo Alto - Contact: Silicon Valley Warmline:
650-949-5472
============================
3/6/2002, Wed. 7 - 9 pm - Sonoma
Sharing and Support Meeting. -- Everyone is welcome, including
spouses, parents, and significant others, to share concerns,
questions and experiences.
Kaiser Hospital Building, Santa Rosa - Contact: Thora Lares: 707-765-4863
============================
3/6/2002, Wed. 7:30pm - San Francisco
Women's ADD Support Group -- Please Call Lynn to confirm times and
locations before attending.
CPMC Davies Campus, San Francisco - Contact: Lynn: 415-621-1078
============================
3/12/2002, Tues. 7-9pm - Marin
Kathy Evers, Director Oakland Learning Center -- Learn about the
START Program for ADHD/learning disabled adults, now available in
Marin, sliding scale. This 14 session program teaches social skills,
anger management, problem solving, decision making and self-identity.
Town Center Corte Madera Community Room, Corte Madera - Contact:
Beverlee: 415-789-9464
============================
3/13/2002, Wed. 7 - 9 pm - Alameda
Tri-Valley Parent Support Meeting --
Thomas J. Hart Middle School, Pleasanton - Contact: JoAnn Matone: 925-484-2173
============================
3/16/2002, Sat. 9:00a.m.-12:30p.m - San Mateo
Dr. Martha Denckla, MD - "Reading and ADHD: The Reciprocal
Inter-Active Effects Uncovered" -- Dr. Denckla has received national
recognition and numerous awards for her outstanding work in the field
of learning disabilities and neurology. Sponsored by the
International Dyslexia Association. See www.interdys.org for more
information
South San Francisco Conference Center, South San Francisco - Contact:
International Dyslexia Association: 650-328-7667 or visit
www.interdys.org to Pre-register by 3/12/02. $25.
============================
3/19/2002, Tues. 7-9pm - Marin
Drop in Support Group -- for Adults and Teens with ADHD and Significant Others
Marin Community Mental Health, Greenbrae - Contact: Beverlee: 415-789-9464
============================
3/19/2002, Tues. 6-8:00 PM PST - Online
Peggy Ramundo and Kate Kelly - Succeeding in the Workplace: Smoothing
the Rough Edges of On-The-Job Relationships --
CHADD Online Chat, Internet - Contact: Message Line: 510-291-2950
============================
3/20/2002, Wed. 7-9 pm - Contra Costa
Walnut Creek Adult General Support Meeting -- Ongoing, confidential
support groups for Adults with ADHD
Kaiser Mental Health, Walnut Creek - Contact: Donna Love: 925-687-4324
============================

===== Feature Article ======

This article is being published in our newsletter with permission
from Barbara Day, Special Education Guide on about.com. You can visit
Barbara Day on her website at http://www.specialed.about.com/

What Should Be in an IEP?

The IEP, or Individual Education Plan, is a written statement for
each student, ages three to twenty-one. Whenever it is developed
and/or revised, it must contain the following:

The student's present levels of educational performance, including

How the disability of a student (ages 6 through 21) affects his
or her involvement and progress in the general curriculum, or

How the disability of a preschooler (ages 3 through 5) affects
his or her participation in appropriate activities

Measurable annual goals, including "benchmarks" or short-term
objectives, related to

Meeting needs resulting from the disability, in order to enable
the student to be involved in and progress in the general curriculum

Meeting each of the student's other disability-related needs

The special education and related services and supplementary aids
and services that will be provided to the student or on the student's
behalf, and the program modifications or supports for school
personnel that will be provided so that the student

Can advance appropriately toward attaining the annual goals

Be involved and progress in the general curriculum and
participate in extracurricular and other nonacademic activities

Be educated and participate with other students with disabilities
and with students who do not have disabilities in general education

The extent, if any, to which the student will not participate with
students who do not have disabilities in general education classes
and in extracurricular and other nonacademic activities of the
general curriculum.

Any individual modifications in the administration of state or
district-wide assessments of student achievement, so that the student
can participate in those assessments; moreover, if the IEP determines
that the student will not participate in a particular state or
district-wide assessment or any part of an assessment, why that
assessment is not appropriate for the student and how the student
will be assessed.

The projected date for beginning the services and program
modifications and the anticipated frequency, location, and duration
of each

Transition plans, including

Beginning at age fourteen and each year thereafter, a statement
of the student's needs that are related to transition services,
including those that focus on the student's courses of study (e.g.,
the student's participation in advanced-placement courses or a
vocational education program)

Beginning at age sixteen (or sooner, if the IEP team decides it
is appropriate), a statement of needed transition services, including
when appropriate a statement of the interagency responsibilities or
any other needed linkages

Beginning at least one year before the student reaches the age of
majority under state law (usually, at age eighteen), a statement that
the student has been informed of those rights under IEAS that will
transfer to the student from the parents when the student becomes of
age

How the student's progress toward annual goals will be measured and
how the student's parents will be informed - at least as often as
parents of students who do not have disabilities are informed - of
the student's progress toward annual goals and the extent to which
the progress is sufficient to enable the student to achieve the goals
by the end of the school year

Source: Exceptional Lives: Special Education in Today's Schools, 1999, Merril

======== This Week ==========

This article is being published in our newsletter with permission
from Barbara Day, Special Education Guide on about.com. You can visit
Barbara Day on her website at http://www.specialed.about.com/

How a Student Is Identified as Having a Disability and Needing
Special Education Services

What should happen when a child needs help?

The writing of each student's IEP takes place within the larger
picture of the special education process under IDEA. Before taking a
detailed look at the IEP, it may be helpful to look briefly at how a
student is identified as having a disability and needing special
education and related services and, thus, an IEP.

Step 1. Child is identified as possibly needing special education and
related services.

"Child Find." The state must identify, locate, and evaluate all
children with disabilities in the state who need special education
and related services. To do so, states conduct "Child Find"
activities. A child may be identified by "Child Find," and parents
may be asked if the "Child Find" system can evaluate their child.
Parents can also call the "Child Find" system and ask that their
child be evaluated. Or--

Referral or request for evaluation. A school professional may ask
that a child be evaluated to see if he or she has a disability.
Parents may also contact the child's teacher or other school
professional to ask that their child be evaluated. This request may
be verbal or in writing. Parental consent is needed before the child
may be evaluated. Evaluation needs to be completed within a
reasonable time after the parent gives consent.

Step 2. Child is evaluated.

The evaluation must assess the child in all areas related to the
child's suspected disability. The evaluation results will be used to
decide the child's eligibility for special education and related
services and to make decisions about an appropriate educational
program for the child. If the parents disagree with the evaluation,
they have the right to take their child for an Independent
Educational Evaluation (IEE). They can ask that the school system pay
for this IEE.

Step 3. Eligibility is decided.

A group of qualified professionals and the parents look at the
child's evaluation results. Together, they decide if the child is a
"child with a disability," as defined by IDEA. Parents may ask for a
hearing to challenge the eligibility decision.

Step 4. Child is found eligible for services.

If the child is found to be a "child with a disability," as defined
by IDEA, he or she is eligible for special education and related
services. Within 30 calendar days after a child is determined
eligible, the IEP team must meet to write an IEP for the child.

Step 5. IEP meeting is scheduled.

The school system schedules and conducts the IEP meeting. School staff must:

contact the participants, including the parents;

notify parents early enough to make sure they have an opportunity to attend;

schedule the meeting at a time and place agreeable to parents and the school;

tell the parents the purpose, time, and location of the meeting;

tell the parents who will be attending; and

tell the parents that they may invite people to the meeting who
have knowledge or special expertise about the child.

Step 6. IEP meeting is held and the IEP is written.

The IEP team gathers to talk about the child's needs and write the
student's IEP. Parents and the student (when appropriate) are part of
the team. If the child's placement is decided by a different group,
the parents must be part of that group as well.

Before the school system may provide special education and related
services to the child for the first time, the parents must give
consent. The child begins to receive services as soon as possible
after the meeting.

If the parents do not agree with the IEP and placement, they may
discuss their concerns with other members of the IEP team and try to
work out an agreement. If they still disagree, parents can ask for
mediation, or the school may offer mediation. Parents may file a
complaint with the state education agency and may request a due
process hearing, at which time mediation must be available.

Step 7. Services are provided.

The school makes sure that the child's IEP is being carried out as it
was written. Parents are given a copy of the IEP. Each of the child's
teachers and service providers has access to the IEP and knows his or
her specific responsibilities for carrying out the IEP. This includes
the accommodations, modifications, and supports that must be provided
to the child, in keeping with the IEP.

Step 8. Progress is measured and reported to parents.

The child's progress toward the annual goals is measured, as stated
in the IEP. His or her parents are regularly informed of their
child's progress and whether that progress is enough for the child to
achieve the goals by the end of the year. These progress reports must
be given to parents at least as often as parents are informed of
their nondisabled children's progress.

Step 9. IEP is reviewed.

The child's IEP is reviewed by the IEP team at least once a year, or
more often if the parents or school ask for a review. If necessary,
the IEP is revised. Parents, as team members, must be invited to
attend these meetings. Parents can make suggestions for changes, can
agree or disagree with the IEP goals, and agree or disagree with the
placement.

If parents do not agree with the IEP and placement, they may discuss
their concerns with other members of the IEP team and try to work out
an agreement. There are several options, including additional
testing, an independent evaluation, or asking for mediation (if
available) or a due process hearing. They may also file a complaint
with the state education agency.

Step 10. Child is reevaluated.

At least every three years the child must be reevaluated. This
evaluation is often called a "triennial." Its purpose is to find out
if the child continues to be a "child with a disability," as defined
by IDEA, and what the child's educational needs are. However, the
child must be reevaluated more often if conditions warrant or if the
child's parent or teacher asks for a new evaluation.

Source: US Department of Education

===== Please Tell Us! =====

We thank members for their responses to the Newsletter. Any comments,
suggestions, or criticisms will be greatly appreciated. Please
continue to help us make this newsletter more beneficial to you all.

We also invite readers to share their experiences with us and other
members. Please feel free to write to us about anything that you
would like to see published.

You can e-mail your comments to us at CHADD_Dimples@....
Simply replying to this e-mail will also send your message to the
right place.