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 <grade level> 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
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 <grade level>
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