Vision

From chapter 21 of The 21 Indispensable Qualities of a Leader, John C. Maxwell points out that vision is everything for a leader. He states, "Show me a leader without vision, and I'll show you someone who isn't going anywhere. At best, he is travelling in circles." He compels his readers to consider the following:

1. Vision starts within. "If you lack vision, look inside yourself. Draw on your natural gifts and desires."
2. Vision draws on your history. It begins by considering your past, your experiences, and your relationships.
3. Vision meets others' needs. "...it does more than just include others; it adds value to them. If you have a vision that doesn't serve others, it's probably too small."
4. Vision helps you gather resources. "...it acts like a magnet--attracting, challenging, an uniting people."

I am extremely proud of the vision and mission statements developed by our special education teachers...

The vision of the School District of Oconee County Special Services Department is that every student will succeed with appropriate support.

Our mission is that each student will be:
· provided a free and appropriate public education in the least restrictive environment
· encouraged intellectually, morally, physically, socially, and emotionally
· cared for unconditionally and valued equally
· challenged to become productive, responsible members of our community

As I observe classrooms and participate in IEP meetings across our district, I am reassured that our vision is alive and well in Oconee County. The actions and words of our teachers and administrations speak loudly to the devotion poured out daily on all our students...including students with special needs. I feel blessed to be involved in this vision and to have the opportunity to do my part.

A Visit to James M. Brown Elementary

Yesterday I was able to participate as an observer with parent permission at an annual review IEP meeting at James M. Brown Elementary School. The case manager presented the draft in a most unique way. She accessed the IEP using the web-based EXCENT program on her laptop then used a projector to display it on the conference room wall for all participants to see! She went page by page leading the meeting with a respectful and professional tone reading each section aloud, explaining recent assessments and progress. The team agreed to some minor changes that were made along the way. I loved the way she clearly depicted academic progress and the student's needs by comparing previous assessments with last year's assessments. The goals were written in curriculum-based measurable terms. The parent participated eagerly and complimented her child's teachers and school on several occasions. This format made it easier for collaboration and individual participation as each participant had an opportunity to see what was written. It also saved the expense of having to print several draft copies. JMB has demonstrated leadership in technology use. I will be sharing this innovative idea as I continue to visit teams across our district. Way to go JMB!!! Any many thanks to the teacher who was willing to share her innovative idea. :)

Walk-Thru IEP Observation at Westminster Elementary

Today I was able to participate as an observer in an IEP meeting held at Westminster Elementary school. The necessary participants were in the meeting and were encouraged to participate in the decision-making process. I was very impressed with the positive and caring communication displayed by the special education teacher. She clearly and thoroughly explained the student's present level of academic and functional performance and provided a trend line allowing the parent to see unquestionable academic improvement. The goals matched the areas identified for which special education is needed. This teacher did a wonderful job wrapping up the meeting and making sure all member's questions had been answered. Again, another fine example of SDOC educators doing what it takes to help our student's be successful. For this teacher, it is evident that teaching is more than a job...it is her calling.

A Visit to Walhalla HS

Today I was able to participate as a "walk-in" with parental permission at an IEP meeting held at Walhalla High School. The special education teacher led the meeting with a caring, respectful, and professional tone. She thoroughly presented the present levels of performance including the student's strengths, weaknesses, and needs. The goals clearly matched the needs for special education and transition. She often asked for input from the team members while covering every section of the IEP. After the meeting, the student's guardian expressed how thankful she was for everything this teacher had done and commented on how much the student "loved" her. I know the feeling is mutual. SDOC is proud of our teachers and their willingness to go above and beyond everyday to help our students. This teacher is clearly making a differrence.

SDOC is Proud of Our Speech Language Therapists!

The intervention practices of SDOC's speech-language therapists were recognized in the March 09 issue of "COMMUNICATE!" e-news distributed by the Office of Exceptional Children in South Carolina's Department of Education. Here is the article...

Sounds in Motion in the Foothills of South Carolina
Samantha Green sgreen@oconee.k12.sc.us

The School District of Oconee County Speech-Language therapists have implemented the Sounds in Motion program in schools throughout the district. Along with implementing this program, therapists also have collected data that shows a huge increase of phonemic awareness skills after completing this program. SIM has been so successful that now teachers are going through the SIM training and using SIM in their classrooms daily. In February 2009, two speech-language therapists, Samantha Green and Kristi Ruhland, from the SDOC, presented SIM at the annual SCSHA conference at Myrtle Beach, SC. The response has been amazing! For more information about Sounds in Motion, contact Samantha Green.

We are very proud and appreciative of the hard work carried out by our Speech-Language Therapists!! They are making a difference.

Out in the Schools

Yesterday I had the privilege of observing in a special education classroom at Walhalla Elementary. The teacher demonstrated differentiated instruction as she assisted an individual student during a math lesson while monitoring the independent work of her other students and providing assistance as needed. Her classroom was very well organized and visually appealing. A routine for non-instructional activities had been taught and was effective for minimizing disruptions. The teacher used a respectful tone of voice during instruction and was enthusiastic upon hearing desired responses. The school-wide positive behavior support (SWPBIS) matrix was enlarged, posted, and visible to all students in the class. It is clearly evident that PBIS is alive and well at Walhalla Elementary and this teacher makes Oconee proud!

I was also able to participate in an IEP meeting at Westminster Elementary. All necessary participants were in attendance. The teacher presented the parent a draft version of the IEP then did an outstanding job of communicating the student's strengths, weaknesses, needs, and present levels of academic and functional performance orally and in writing in the IEP. The goals were written in measurable terms and targeted the areas for which onging special education was needed. The student's classroom teacher adequately shared the impact of her student's disability in the general classroom and helped to support the ongoing need for special education servics. The case manager's tone was sincerely respectful and she led the meeting with care and confidence. This parent has another child with a disability and was very knowledgeable about the IEP process and content. A job well done to further support Oconee County as competent and caring provider of special education and related services!

A Visit to West Oak Middle School

Yesterday I had the privilege of participating in an IEP meeting at WOMS. I was impressed with the level of genuine care and professionalism displayed by all participants...especially the student! He demonstrated self-advocacy skills by asking several questions and making requests on his own behalf throughout the meeting. The case manager and regular education teachers did an exemplary job communicating the strengths, weaknesses, and needs of the student. The use of curriculum based measures in the present levels of achievement and subsequent goals was exemplary. It was obvious where the student was functioning academically, where team wanted him to be next year, and how he was going to get there. The student expressed a strong interest in becoming an architect or project manager on new construction. Some day...he may design a brand new school like the one he is learning in now. The passion and dedication of his teachers is certainly powerful enough to help him reach his goals. Kudos to the educators at West Oak Middle School!!!

What If a Dr. Writes a Prescription for a Psychoeducational Evaluation?

According to Parents Rights in Special Education (Procedural Safeguards) distributed by South Carolina's Office of Exceptional Children at the State Department of Education, written information from an outside agency (i.e., medical doctor stating the need for an evaluation and/or IEP) should be considered a referral for an evaluation. "The district has the right to determine the need for an evaluation. They are to ensure that the child has been presented with general education interventions whether before or during the evaluation and collect data to determine the child's need for an evaluation. The district must provide Prior Written Notice to the parent if they refuse to conduct an evaluation."

Vague or Generalized Statements Are Improper When Documenting the Need for a More Restrictive Environment

Julie Weatherly featured an article in a journal titled In Case, Volume 48, Numbers 4-6; and in Volume 49, Numbers 1-2. The title of the article is Avoiding Legal Disputes in Special Education: 21 Training Points for Administrators. According to Weatherly, IEP teams need to be careful when making decisions about moving students to more restrictive educational environments. "Just as improper consideration of the continuum of alternative placements can constitute a denial of FAPE, vague or general statements may not be sufficient to support a recommendation for a more restrictive setting. For instance, documentation that indicates 'a separate school was chosen because the parent requested it' or 'the student's needs are too severe to be met outside of special school' are vague and generalized and do not justify removal from the regular education classroom based upon the individual needs of the particular student." She adds that simply making a statement that the special education classroom "is the best fit" doesn't clearly explicate the need for removal from the regular education classroom.

Amendment to IDEA-December 2008: Parents May Revoke Consent for Special Education

20 U.S.C. 1221e–3, 1406, 1411–1419

An amendment to section 300.300:

"A parent may revoke consent for special education services for their child. The LEA may not use mediation or due process to pursue the continuation of services. The LEA may inquire as to why the parent is revoking consent but may not require a parent to provide an explanation, either orally or in writing, prior to the ceasing the provision of special education and related services., The LEA will not be considered in violation of FAPE for the child when services are discontinued. The parent must revoke their consent in writing. The LEA must then provide the parent with prior written notice a reasonable amount of time before the discontinuation of services. (300.503) Prior written notice must inform the parent that the student will no longer receive special education, related, and transition services, and the student will no longer receive the protections of the IDEA disciplinary procedures. The LEA does not have to call an IEP meeting when the child discontinues special education services at parent request. If a State chooses to add additional requirements under this part, the State must ensure that any additional procedures are voluntary for the parents, do not delay or deny the discontinuation of special education and related services, and are otherwise consistent with the requirements under Part B of the Act and its implementing regulations.

If a child experiences academic difficulties after a parent revokes consent to the continued provision of special education and related services, nothing in the Act or the implementing regulations would prevent a parent from requesting an evaluation to determine if the child is eligible, at that time, for special education and related services. If a parent who revoked consent for special education and related services later requests that his or her child be re-enrolled in special education, an LEA must treat this request as a request for an initial evaluation under § 300.301 (rather than a reevaluation under § 300.303). However, depending on the data available, a new evaluation may not always be required. An initial evaluation, under § 300.305, requires a review of existing evaluation data that includes classroom based, local, or State assessments, and classroom based observations by teachers and related services providers. On the basis of that review and input from the child’s parents, the IEP Team and other qualified professionals must identify what additional data, if any, are needed to determine whether the child is a child with a disability, as defined in § 300.8, and the educational needs of the child.

Concerning the issues about a student who reaches the age of majority holding a school responsible for loss of Part B services, § 300.300(b)(4)(iii) provides that, if the parent of a child revokes consent in writing for the continued provision of special education and related services, the public agency will not be considered to be in violation of the requirement to make FAPE available to the child because of the failure to provide the child with further special education and related services.

The child find provisions in section 612(a)(3) of the Act and § 300.111 require each State to have in effect policies and procedures to ensure that all children with disabilities residing in the State and who are in need of special education and related services are identified, located, and evaluated. Children who have previously received special education and related services and whose parents subsequently revoke consent should not be treated any differently in the child find process than any other child, including a child who was determined eligible and whose parent refused to provide initial consent for services. A parent who previously revoked consent for special education and related services may continue to refuse services; however, this does not diminish a State’s responsibility under § 300.111 to identify, locate and evaluate a child who is suspected of having a disability and being in need of special education and related services. A public agency must obtain informed written parental consent, consistent with § 300.300(a), before conducting an initial evaluation.

Regarding prior knowledge of a disability in discipline issues, § 300.534(c)(1)(ii) states that a public agency is not deemed to have knowledge under this section if the parent of the child has refused services under the regulations implementing Part B of the Act. When a parent revokes consent for special education and related services under § 300.300(b), the parent has refused services as described in § 300.534(c)(1)(ii); therefore, the public agency is not deemed to have knowledge that the child is a child with a disability and the child may be disciplined as a general education student and is not entitled to the Act’s discipline protections.

Regarding 504 plans, the final regulations implement provisions of the IDEA only. They do not attempt to address any overlap between the protections and requirements of the IDEA, and those of Section 504 and the ADA."

Focus

From chapter 8 of The 21 Indispensable Qualities of a Leader, John C. Maxwell points out that truely effective leaders have focus and "The keys are priority and concentration. A leader who knows his priorities but lacks concentration knows what to do but never gets it done. If he has concentration but no priorities, he has excellence without progress." He recommends the following:
1. Focus 70 percent of your time, energy and resources on your strengths.
2. Focus 25 percent on growing and learning new things and skills.

3. Focus 5 percent on your weaknesses. There are some things that are just hard for people. Good leaders delegate these tasks out to those who are more competent in that specific area.

Systema v. Academy School District No. 20, 50 IDELR 213 (10th Cir. 2008)

In her presentation at the 19th Annual CASE (Counsel for Administrators in Special Education), Julie Weatherly mentioned a case whereby "A parents' refusal to participate in the IEP process effectively excuses any procedural defects in the IEP's development, including the failure to have a final IEP in place by the beginning of the school year." When the parents had learned that the district intended to propose placing their child in an integrated preschool environment they decided to withdraw from the IEP process although the district still had not finalized the details of their offer. This case presents further evidence of the the importance of parent participation in IEP meetings.

Once a Child Has Been Exited From Special Ed Services, Must You Complete an Initial Eval Upon a Referral To Determine Need for Special Education?

According to Parents Rights in Special Education (Procedural Safeguards) distributed by South Carolina's Office of Exceptional Children at the State Department of Education, the answer is no. "Once the child has been identified as a child with a disability, even though s/he may have been exited, all subsequent evaluation would be a reevaluation. The reevaluation must include all the same requirements for an initial evaluation and a review of existing data. If there is enough current data available, there may not need to be any further assessments."

Oakway Intermediate School Celebrates Dr. Seuss's Birthday

Last Friday I had the honor of reading to two fourth grade classrooms at Oakway Intermediate School...Mr. Cole's and Mrs. McCreary's. It was the highlight of my week! I knew several of the students as Fair-Oak Elementary feeds into OIS and I used to serve FOE as a speech-language pathologist. After reading, I was able to call on several students by name as I went through a series of follow-up questions. The books I chose to read were "I Love You Stinky Face", "Nothing", and one of the most fun books to read aloud..."Green Eggs and Ham". The students demonstrated a love for literature as they were very respectful and attentive while I read. They raised their hands to participate in the follow up quesions. OIS faculty and volunteers demonstrated gracious hospitality as readers were able to enjoy a delicious array of snacks and beverages while off the clock. Happy Birthday Dr. Seuss!!

Least Restrictive Environment (LRE) Determinations

Julie Weatherly featured an article in a journal titled In Case, Volume 48, Numbers 4-6; and in Volume 49, Numbers 1-2. The title of the article is Avoiding Legal Disputes in Special Education: 21 Training Points for Administrators. According to Weatherly, IEP teams need to be careful when making decisions about moving students to more restrictive educational environments. "Courts and federal agencies have indicated that placement teams should clearly and specifically document the options considered on the continuum of alternative placements and why less restrictive options were rejected. The process of determining and documenting what is the LRE is extremely important, as there have been courts that have ruled that a flaw in the process of making the determination is sufficient, in and of itself, to find in favor of the parents' desired placement, regardless of the substance/content of the program or the needs of the student." The regular education classroom is always the first consideration for LRE. It is erroneous to place students in self-contained classrooms first then move backwards along the continuum to the regular education environment. Furthermore, Weatherly adds "...if the placement team moves too quickly along the continuum in making its consideration and skips over less restrictive options along the way without thorough consideration, a court could very likely rule that the team did not procedureally conduct its LRE determination correctly." Documentation supporting all educational decisions for students with disabilities is imperative.

L.M. v. Capistrano Unified School District., 50 IDELR 181 (9th Circuit 2008)

In her presentation at the 19th Annual CASE (Counsel for Administrators in Special Education), Julie Weatherly mentioned a case whereby a school district permited an independent psychologist to observe an autistic child's proposed placement for only 20 minutes. According to the court, this action did not result in a denial of FAPE (free and appropriate public education) due to a procedural violation. Although California's Code requires a district to give "an equivalent opportunity" for a parent's expert to observe a child in the LEA's proposed placement, the 20 minute limit still allowed the psychologist enough time to form an opinion about the district's placement and to testify about the appropriateness.

Discernment

From chapter 6 of The 21 Indispensable Qualities of a Leader, John C. Maxwell points out that discernment is a vital quality of good leadership. It helps us to...
1. Discover the Root Issue. Leaders in complex organizations never have time to gather enough information to get a complete picture about every difficult situation they encounter; therefore, they must rely on discernment. "Discernment enables a leader to see a partial picture, fill in the missing pieces intuitively, and find the real heart of a matter."
2. Enhance Your Problem-Solving. Effective problem-solving is more likely to take place when leaders can identify the root of the issue. If you work in your areas of strength, you will have a stronger intuition about what is at the root of problems.
3. Evaluate Your Options for Maximum Impact. Don't rely soley on intuition. Heed the advice of management consultant Robert Heller, "Never ignore a gut feeling, but never believe that it's enough."
4. Multiply Your Opportunities. Be willing to tap into your experience while following your instincts.

Can the Evaluation Team Use Severe Discrepancy Between Ability and Achievement to Determine Eligibility for Learning Disability?

According to Parents Rights in Special Education (Procedural Safeguards) distributed by South Carolina's Office of Exceptional Children at the State Department of Education, the answer is yes. They advise eligibility determination teams to remember the two prong test for eligibility. The existence of a severe discrepency between ability and achievement is only one indicator of whether a child might be a child with a disability (Prong 1). Other supporting data would be needed to establish the presence of a learning disability. In addition, other types of data would be needed to indicate that the child needs special education and related services (Prong 2).