Wednesday, November 13, 2013
Monday, November 4, 2013
1. Complete special education file
2. Attendance records for the past year
3. Current class schedule
4. Evidence of service provision (for current school year)
5. Incident Management reports from PowerSchool
Individual schools will need to consider who will gather and present this information. For example, for items 2, 3, and 5, in some schools it may be easier for the PowerSchool operator to print the information in advance then give it to the special education teacher who will keep all records together for each student selected. We should have our list of participating schools and students selected within the next two weeks. School District of Oconee County administrators are encouraged to contact Marge Bright, Director of Special Services, with any questions related to the on-site monitoring process.
Monday, October 28, 2013
Wednesday, October 23, 2013
Tuesday, October 22, 2013
1. Policies and Procedures Review--desk audit
2. IEP Development--desk audit of EXCENT IEPs and on-site review of student files
3. IEP Implementation--On-site visits to schools with review of student schedules, service logs, attendance records, and IEP progress reports
4. Other Data Collection--616/618 data, general education teacher and parent online survey results, and in-person interview information (parents, school administrators, special education teachers and service providers).
Our first round of data (LEA policies, procedures, forms and staffing) was submitted Friday, September 13th. Round two data (updated staffing information, student information spreadsheet, and email lists for teachers and parents participating in the online survey) will be sent in the next two weeks.
I want to thank all of our special educators and administrators for their hard work in preparing for our visitors. I am confident our district will benefit from the experience as we continue to strive to provide a free and appropriate public education to our students with special needs.
Tuesday, October 9, 2012
Tuesday, April 3, 2012
It is very important that special education teachers and guidance counselors work together when documenting transition services in Individual Education Plans (IEPs) and when developing Individual Graduation Plans (IGPs).
Under S.C. Code Ann. Section 59-59-140 (2004), an IGP must be developed detailing the courses necessary for the student to prepare for graduation and to successfuly transition into the workforce or postsecondary education. An IGP must do the following:
- align career goals and a student's course of study;
- be based on the student's selected cluster of study and an academic focus within that cluster;
- include core academic subjects, which must include, but are not limited to, English, math, science, and social studies to ensure that requirements for graduation will be met;
- include experience-based, career-oriented learning experiences including, but not limited to, internships, apprenticeships, mentoring, co-op education, and service learning;
- be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and admission to postsecondary education;
- incorporate provisions of a student's individual education plan, when appropropriate; and,
- be approved by a certified school guidance counselor and the student's parents, guardians, or individuals appointed by the parents or guardians to serve as their designee.
The IGP should help guide the development of the IEP and decisions regarding the course of study should relate directly to present levels of performance and the student's post-secondary goal.
IEP teams should ask these questions:
"Do the transition courses of study focus on improving the academic and functional achievement of the student to facilitate movement from high school to post-secondary school?"
"Do the student's courses and other educational experiences align with the post-secondary goals and the IGP?"