April+4

//**District Inservice Day**// Miguel, Rapport, McKee, Bowden, Vandoorn, Keidan, Kassoy, Evans, Shapiro, Evans, Allocco, Peebles, Banks, Hysell, Calcara, Aspengren, Davis


 * Welcome and Updates:**

1. Budget for 2011-2012 has been approved: **send out reminders about P.O.s for the remainder of this year**

2. Intern available for next year

3. Requirements for new (to the district) counselors

4. Subcommittees for 2011-2012: **streamlining information regarding interventions/plans between levels**

5. How many planning on attending Stan Davis


 * Guest Speakers: Paula White, Peggy Moore, Mike Binion, Missy Gordon ("It Depends")**

Some of the reason you don't get consistent answers is that aspects of special education are very situational

1. 504 Plans Reauthorized by Office of Civil Rights; process of reauthorization takes years which is why we don't get information quickly Walk through the Section 504 flow chart (forms on website - Board policies, 2260) Child struggling and is referred to IAT via parent/educator - IAT can function differently, but it should involve bringing people together to help determine assistance for the student Child Find - our responsibility if we suspect a disability or an impairment

If people are not sure if it's a disability, many IATs will tweak/adjust the child's day first and see if progress is made (if so, not disabled) Options if NOT suspecting a disability: IAT Plan, ongoing communication b/t school and parents What is the documentation for this meeting/process? will look different in different buildings; need to be documenting interventions; minutes of the IAT meetings; what is different than what "everyone else" is getting

Between levels: EIS - middle school counselors - high school counselors Formal plans DO follow, but referrals don't always follow along with a child (ex: kids are labeled 'inactive')
 * Inactive files should still go to the high school from middle school**

The blue book is being filled in through 5th grade; not yet being filled in at middle school or high school Question is "How to create a book": custom screens; IS; special plans
 * Contact Terri Starr to come up with what our screen could look like**


 * Can't put special education "stuff" in cumulative folders (IAT forms CAN go in the cumulative b/c it's regular education); not IEPs or 504s**


 * Request from counselors for ONE form that showed IAT referrals, students who were receiving services (with or without the plan)**
 * Suggestion that the counselors create the form that would be common to everyone that has the __information we need__**


 * Paula W. would like to talk with the EIS about what is in the folder/why it's important/date it; this may limit the amount of 'stuff' that goes to middle school**

If a disability is suspected, consent form/parent information (all on the website) This is actually an evaluation under special education - important part is that an evaluation is done (multifactored, could be a review of records - doesn't need to be testing, could be gathering of information, does the child have an impairment that limits major lifetime activity, i.e., learning)


 * Check the Top Eligibility Mistakes Made Under Section 504**


 * Not enough to HAVE a disability; student must be significantly impaired/need for a plan (two pieces of determining eligibility for a plan);** this is the difficult part for parents/advocates to understand

Under 504, do not have to test if a parent demands it; we do have an obligation under ChildFind (same obligation under 504/IDEA) Temporary disabilities - 6 mths or less (broken leg); concussion MAY make a kid eligible

discussion about health plans which are actually 504 plans, even if not written as such consideration of IAT plan for concussions instead of 'guessing' how long a child needs accommodations

"The laws are about what we see at school, NOT what the parents are doing/providing the child at home" (MG/legal counsel)


 * When determining eligibility, you may not consider mitigating measures (exception is eyeglasses) (i.e., you 'pretend' the kid is not on ADHD meds) until Step 4 (on eligibility form)**

In #7, if a parent doesn't agree to using the same information, ask the parent what information they want to see included/added


 * Teachers MUST be comfortable asking questions at the ETRs if they are signing off on their participation**

'knowledge of the child' may reflect the staff members indirect knowledge, not necessarily that he/she has worked with the child (could be records review, discussion with teachers, former counselors, etc.)


 * Check the Top Implementation Mistakes Made Under Section 504**


 * Who needs to be informed about students with special needs? How to inform via sub plans, etc.? Discuss at administrative meetings.**

Afternoon session:

Various topics: TEST SCORES - compare a child to his age-mates not grade-mates; "one test, one day" (snapshot of student's performance on that day) DISSENTING OPINIONS of plans - these plans are the school's, not the parents' PARENT ADVOCATES: • District has purchased our own recording devices so that if advocate tapes the meeting, we can tape the meeting also. Will keep one in the counseling office.  • BE CONFIDENT…you know way more about the kid than the advocate does.  • If you get in a situation where you really feel stuck, say you need more time to investigate. Schedule a follow-up meeting.  • Ask advocate, “In what capacity are you here?” Write down what they say!!!  • If they bring an attorney without letting you know ahead of time, tell them we will have to reschedule the meeting for a time when our attorney can be present.

2. ETR Psychologist is the person to refer to if any questions regarding the ETR; suggested that the psychologist read the definitions of the qualifying condition so people know what they're referring to; a week should be plenty of time to collect dissenting opinions, if applicable


 * Question regarding 'lack of appropriate instruction': **
 * If children don't qualify for services (ESL/Special Ed), how do we provide them with the services they need? Who advocates for these students? What are we advocating for? Resources? Classes? Access to existing services?**

3. IEP Should see confidentiality statements on the IEPs now

Present level of academic achievement should be specific to the goal


 * advocates are pushing the fact that we can't always demonstrate how/if the kids are making progress (need to be more data-centered; discussed an 'aim-line' and are kids progressing on an aim-line); need to have your 'method' available at the IEP for demonstration/discussion

In section 7, need to be transparent and specific to each goal (where on the continuum - consultation, collaboration, resource room, etc.)

Parapro is a related service - 'access to' is preferred to 1-on-1

Accommodations - no "as needed" or "if available"; kids either need it or don't; if it's just to benefit the student, add it to the profile

Support for School Personnel - not anything that's needed 'tomorrow', but necessary in the future for staff to provide what is in the IEP

General Factors - answer at the meeting; do not need to agree, just need to determine if it's been addressed/considered

Read Aloud - only if you are reading to the student aloud every day; now there is a script, not a test

Proctoring tests - a parapro can give a test (the only reason the state wants someone to be licensed, etc., is so the state can take a license away as discipline)

Transition - Peggy Moore works with transition and can answer questions regarding process or services on this topic

4. Manifestation Determination As you get close to 10 days out, this becomes a 'change of placement'


 * Parents are appreciative of the 'next level' being present at a transitional IEP meeting**

5. Behavior Plans Review the section on behavior plans in the IS notebook (samples are also in the notebook) Plan is ineffective unless you've done a functional behavioral assessment prior to developing the plan Requires an incredible amount of data collection/very specific data (tallying of well-defined behaviors) FBAs are not a 'special ed' thing, could be used with any student - anyone could do it


 * //Staff Meetings regarding bullying//**