Special Services Connect
Issue 8 | April | 2017
CSE FILE: Review of draft IEP, progress reports qualifies district huddle as IEP meeting
Case name: Huber Heights City Schs., 117 LRP 5898 (SEA OH 02/02/17).
Ruling: Because it held an IEP meeting without inviting the mother of a student with an undisclosed disability, a district violated the IDEA's parental participation requirements. The Ohio ED ordered the district to distribute a memorandum to relevant staff members about the IDEA's requirements regarding IEP team attendance and parental participation.
What it means: Districts don't violate the IDEA merely by holding preparatory meetings or informal conversations prior to an IEP meeting without inviting the parent. However, the meeting is likely an IEP meeting to which the parent must be invited if it involves most of the IEP team and addresses the provision of FAPE. Here, the district held an "IEP input meeting" for all members of the IEP team except the parent in which it discussed the student's draft IEP and reviewed progress reports. Because the meeting pertained to providing FAPE to the child, the parent had a right to attend it.
"If it looks, quacks, and swims like a duck, it probably is one" is an adage that could describe one district's decision to hold an "IEP input meeting" minus the parent. The Ohio ED stated that because the meeting included most of the IEP team and addressed the provision of FAPE, the district violated the IDEA by not inviting the student's mother.
According to the district's prior written notice, the district representative, intervention specialist, principal, occupational therapist, and speech language pathologist attended the meeting to discuss a draft IEP and progress reports. An IEP meeting, in which the parent participated, was conducted approximately a month later. The parent filed a complaint with the Ohio ED alleging that the district violated the IDEA by excluding her from the earlier meeting.
A district must take steps to ensure a parent attends each IEP team meeting or is afforded the opportunity to participate. 34 CFR 300.322 (a) In addition, a parent must be afforded the opportunity to participate in meetings with respect to the identification, evaluation, educational placement, and provision of FAPE. 34 CFR 300.501 (b).
The state ED pointed out that not every preparatory activity or informal conversation constitutes an IEP meeting. For example, the Ohio ED observed, an IEP meeting doesn't include informal or unscheduled conversations involving district personnel and conversations on issues such as teaching methodology, lesson plans, or coordination of service provisions.
"A meeting also does not include preparatory activities that public agency personnel engage in to develop a proposal or response to a parent proposal that will be discussed at a later meeting," the state ED wrote.
Here, all IEP team members other than the parent were present at the "input" meeting, the state ED remarked. Moreover, the participants discussed the provision of FAPE to the child. Therefore, the meeting "cannot be considered an 'informal' conversation or preparatory activity," the Ohio ED wrote.
March 16, 2017
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Autism Spectrum Disorder Corner:
Safety and Autism
With the wide range of abilities levels under the umbrella of autism, there are many concerns when it comes to safety and children with autism. Currently, there are several resources available to support families to keep their children safe.
Autism Speaks offers the Autism Safety Project with the following sections at https://www.autismspeaks.org/family-services/autism-safety-project
Safety in the Community
Safety in the Home
Recognizing and Preventing Abuse
Recognizing and Preventing Sexual Abuse
Information for First Responders
National Autism Association (NAA) offers safety information at http://www.autismsafety.org/
Includes information on wandering, restraint and seclusion, bullying and suicide prevention
NAA offers the Big Red Safety Box for wandering prevention tools FREE for families
Includes a Medicalert bracelet or shoe tag, door alarms, window decals and more
All families with a person with a disability should complete a Premise Alert Program with their local police and fire department.
McHenry County Sheriff http://mchenrysheriff.org/premise-alert-program-(pap).aspx
Huntley Police http://www.huntley.il.us/depts/police/PremiseAlert.asp
Huntley Fire http://huntleyfpd.org/premise-alert/
Algonquin/LITH Fire http://www.alfpd.org/DocumentCenter/View/61
Do your students use Learning Ally?? Sign them up for the Summer Reading Games! There will be a cool Instagram photo contest with a chance to win BEATs headphones! click HERE to the website with all the info, parent letters, etc!
Curriculum, Instruction, Assessment:
Strategy of the Month:
UDL 8.1 UDL 8.3
A Fishbowl is a large group activity where several students participate in a discussion while the remaining students (who are usually seated in a circle surrounding them) observe the conversation. To implement a Fishbowl discussion, the teacher first chooses a discussion prompt and identifies specific discussion skills for students to incorporate in their conversation (i.e., asking open ended questions, using a talking piece, or disagreeing respectfully). The teacher explains these objectives to the class before selected students participate in the small group discussion. After the Fishbowl discussion has ended, all students join in a second conversation to reflect on the process and techniques used during the original discussion. Fishbowl discussions give students the opportunity to practice and evaluate discussion techniques and develop social skills. Fishbowls can also promote classroom community by encouraging students to consider multiple perspectives and build common understandings.
Special Services Ordering Process
1. Request for Board Fund Purchase – Special Services (Form found on ICENet)
Created by Teacher/Staff Member
Approved by Director
Put in SDS by Darleen or Backup
2. Purchase Order Processed
Processed and sent to vendor by Donna
PO copies sent to:
Building Administrative Assistants
Building Admin Assistant can send copy to the requestor if that better follows building procedures
Special Ed Administrative Assistant
3. When Order is Received
Send packing slip to Sandi Slider in Fiscal Services immediately
If no packing slip, send copy of PO with note “OK to Pay” written on it
NOTE: If the PO is not descriptive, more detail can be obtained by checking Look and Browse in SDS. Choose the Vendors tab and search by PO Number. If the Request Number is underlined, click on it and full detail for the order will appear. Specific questions please reach out to Darleen Hoffman and/or Debbie Salm
Let's Review Standards Based IEP
IEP Goal Examples:
When given a series of words (ie. 10 words), STUDENT will correctly identify the root word with 80% accuracy in 4 of 5 trials.
When presented with single syllable words, STUDENT will distinguish the initial and final sounds with 80% accuracy in four of five trials.
When reading a story or poem, STUDENT will identify rhyming words when asked with 80% accuracy in two of three trials.
Given a list of 20 words with prefixes and suffixes, STUDENT will identify the root word, prefix and suffix with 90% accuracy 5 consecutive trials.
After reading a content area reading assignment, STUDENT will correctly identify the main idea of the paragraph or passage with 90% accuracy 4 of 5 trials.
When given a list of 10 vocabulary words, STUDENT will correctly define and write them in a sentence 4/5 times with 90% accuracy.
With movement breaks and the use of self-regulation strategies, _____ will demonstrate the ability to attend to a task for an average 75% of intervals in a 20 minute class period.
SPECIAL SERVICES CELEBRATIONS
Regina Szpak began splitting her time between Conley and Mackeben. She has shown her flexibility and willingness to support the students and special education team. She is a great asset to both Conley and Mackeben.
Jodi Goecke is an awesome team player who is always willing to jump in and help with students and staff needs. Jodie has a wealth of knowledge that has been a huge asset to Martin Elementary. Jodie is an excellent resource for staff, Martin is very fortunate to have Jodie's support and knowledge helping our Martin students.
John Krabbe - John is an important part of the team at Leggee. He is a social worker that works with students in the SNAP Program as well as helps out with many other students at Leggee. John helps out others and is the “go to person” for assistance with behavioral data.
Jen Piers - Jen works with many students at Leggee. She gets to know the students’ interests and will create lessons to work on Occupational Therapy based on these interests. She is flexible and works as a part of the team to problem solve and create solutions to best help students.
Karie Landis has worked hard to help develop Classroom materials for her students. She has reached out to other staff members for support with the technology for her students.
Kristy Brown and Shannon Vanek, the Strategy Ed Program teachers, started the Buddies Club at HHS this school year. With their hard work and dedication, they are already making a mark on HHS culture. The level of participation of students exceeds expectations for the first year of any club. The various activities allow for opportunities for our study body to develop relationships with students that they would not otherwise interact during their typical school day. The most recent event had students participate in various fun activities with the different athletic programs. The benefits of these interactions are exponential providing a foundation for social skill development.
Karen Lewandowski is the nurse at Heineman, and though she isn't necessarily involved with any on program or one student, she definitely deserves to be recognized for her commitment to the students at Heineman. Karen is here at school until 3:45 - 4:00 on a daily basis - this is specifically due to the fact that she stays to assist a student who hangs around for extracurricular activities, and has medical needs. She truly goes above and beyond everyday, and she deserves to be recognized for her dedication to making a safe environment for all staff and students at HMS.
Janice Riley is one of our 6th grade case managers who works collaboratively with the general education teachers to ensure the students on her caseload are getting the best education possible.
Jennifer Johnson comes and teaches SNAP art and music and does an incredible job. She is responsive to the needs of the students that she works with. She is flexible and always willing to lend a helping hand when needed.
April Staff of hte Month Winner:
Congratulations, and thanks for all your hard work!
Lucy Higgenbotham has been a great addition to Mackeben. She joined the team splitting her time between Conley and Mackeben. She has shown her flexibility and willingness to support the students and special education team.
Laurie Bolger - Lori works with many students at Early Childhood. Laurie uses her knowledge in speech to help out others. Laurie will go out of her way to help support her fellow Speech Therapists and Teachers.
Danielle Tiedje - Danielle has a calm demeanor when she works with her students. She will pre-teach any changes to the students’ schedules and often makes sure that her students are learning through creative lessons.