My daughter and I had a lot of fun on a Northern European cruise this past summer. Here is a picture of the canal in Nyhavn, Copenhagan. To ensure that parents have knowledge about their rights under the federal and state special education laws, LEAs are required to provide a copy of the Notice of Procedural Safeguards to parents: 1) At least one time in a school year; and 2) Upon a referral or parent request for initial evaluation; 3) Upon the first formal complaint or due process complaint filed in a school year; 4) Upon a disciplinary removal from school that constitutes a change in placement; and 5) Upon parent request.
Wednesday, September 2, 2015
Thursday, July 16, 2015
IEP Minute Tips
The minute-taker holds a lot of responsibility for accurately expressing the flow and content of the meeting in writing. It can be very difficult for the IEP team lead to conduct the meeting and take minutes at the same time. Therefore, I have recommended to teams to designate a minute-taker other than the person leading the meeting. Here a few tips that might be helpful to the minute-taker:
1. Get
a head start! Before
the meeting begins, complete the top section of the minutes with identifying
information and the purpose of the meeting. Make sure the purpose written on
the minutes matches the purpose noted on the meeting invitation letter.
If minutes are taken by hand,
have several copies of blank pages so the meeting won't have to be stopped to get more pages in the event the meeting goes long.
2. If parents ask to record
the meeting and bring their own recording device, explain they are able to
record the meeting but the school must also record.
3. At the beginning of the
meeting, account for additional members invited by the parents that are not on the invitation
letter or invited members that could not attend.
For example, if a parent brings someone to the meeting, who was not in
the invitation letter, note the name of that person and indicate they were
invited by the parent as someone knowledgeable about the child’s special needs.
If an invited team member is unable to attend, note the name of that person and
note a substitute member (if applicable). Note: team member excusal paperwork must be completed when applicable!
4. Note that a Procedural
Safeguards Notice
was offered.
5. Do your best to include
parent comments and concerns as this verifies we provided the parents an opportunity to
participate as an equal member in team decisions.
6. You don’t need to write
every word each team member says. It may
be helpful to summarize the outcome of discussions of topics. For example, if the team discusses whether or
not a student needs oral administration as an accommodation for several
minutes, you may want to write the final outcome
of the team decision and the supporting comments for why it is or isn’t appropriate. Content in the IEP (IEP goals, minutes of
service, etc.) doesn’t need to be repeated in the minutes.
7. As the minute taker, you
can always interrupt the meeting to ask for clarification of what someone said
if you get behind. Accuracy is vital.
8. If a mistake or correction is made in
the minutes during the meeting, the minute taker should draw a line through what was written and initial
the mistake or correction and date.
9. At the conclusion of the
meeting, the minute taker should read the minutes aloud to the team. This will give the team an opportunity to
review what was discussed and the services that will be put in place for the
student. It will also allow an
opportunity to check for accuracy as incorrect notations can be corrected.
10. All IEP team members should
sign in their designated areas. If team
members sign as “other” please remember to have them write their position/title
on the designated line.
11. Always provide
a copy of the minutes to parents before they leave the meeting.
Sunday, October 26, 2014
What Happens When an IEP Team Cannot Reach Consensus?
The public agency, or local education agency (LEA), is ultimately responsible for ensuring the provision of a free and appropriate public education (FAPE) to students with disabilities enrolled in their district. If an IEP team is unable to reach consensus at meeting, it is never appropriate to "vote" on the outcome. Rather, the LEA must determine the appropriate services and provide the parents or legal guardians prior written notice (PWN) explaining the services that will be provided. If parents or legal guardians are not in agreement, they may seek resolution by initiating an impartial due process hearing or by filing a state complaint. In the School District of Oconee County, if an IEP team is unable to reach consensus, the administrator serving as the LEA will make the final determination that will be noted in the subsequent PWN. OSERS Letter to Richards is below. Another reference for this topic is Buser v. Corpus Christi Indep. Sch. Dist., 20 IDELR 981 (S.D. Tex.
1994).
Tuesday, July 8, 2014
I hope all of our special educators are enjoying a well-deserved summer break! I wanted to post an update on where our district is with regard to moving toward the production environment of Enrich which is a product of "Excent". During our Summer Institute Training, we told special educators the plan was go to the production environment on July 31st. Since then, we learned that all user roles would need to be reassigned once we "go live" which will take some time. Therefore, our new goal is July 15th. This will give Betty a couple more weeks to make sure everyone has appropriate access to work in the program. There are basically three things we still need to do: complete the validation/conversion/import process, import the PDF legacy documents (i.e., Excent IEP, placement history, and entry COSF), then remove all edit functions for Excent online. Betty is on the phone everyday with our Enrich facilitator working diligently to make ongoing progress. I'll be glad when SDOC crosses the threshold so we can make our way around the learning curve as quickly as possible. In the end, I am confident all the work will be worth it as the product seems much more advanced and user friendly.
Friday, June 6, 2014
I was surprised and honored to receive an email from the editor of the Special Ed Connection publication. I learned he was writing an article about how blogging can be useful to Special Education Directors and that he discovered my blog and wanted to use me as a reference. Pretty cool! Here is the resulting article. Now I just need to find time to post regular updates. :)
Tuesday, April 8, 2014
I am happy to write that our district's on-site monitoring event is complete. Of course, we have some areas we need to improve upon, but that is to be expected. The monitoring team from the Office of Exceptional Children (OEC) were very cordial and complimentary. I wanted to get an idea of how our district compared to other LEAs across South Carolina, so I asked the monitors which quartile our district would fall into with regard to compliance. The response was an emphatic "Top quartile!" Our department values their feedback and we will work hard to provide training in an effort to improve how we do things. In summary, we need to make the following corrections with regard to our policies, procedures and forms: Update our Notice of Procedural Safeguards to include a revised revocation of consent provision, update our Baby Net Procedures, update our notification of parent's right to request additional information if the IEP determines that no additional data is needed, incorporate special education discipline procedures into our department procedures, and consider adopting uniform confidentiality policies and record review logging procedures at school sites. In regard to IEP development, we need to provide ongoing staff training on the following topics: drafting present levels of academic achievement and functional performance, drafting measurable annual goals, completing the LRE portion of the IEP (including removal justifications), drafting Prior Written Notice, and developing post-secondary goals and annual goals to assist with transition.
Since I like to end things on a positive note, the OEC commended our District for:
Since I like to end things on a positive note, the OEC commended our District for:
- Excellent use of the District's website to convey information about policies, procedures and recent news relating to special education;
- Developing an internal monitoring system that identifies and corrects issues of noncompliance and promotes best practices for IEP development;
- Excellent communication with school sites regarding the development and implementation of IEPs;
- Surrogate parent policies that meet regulatory requirements;
- Making District forms available in Spanish;
- Good practices relating to confidentiality of student records and record access at the District level;
- Diligent work in staffing our special services programs with appropriately certified and highly qualified personnel;
- Meaningful parent participation in the IEP process;
- Ensuring required parties participate in the IEP team meetings;
- Adhering to IEP procedures and timelines;
- Considering special factors;
- Disciplining students with disabilities;
- Updating post-secondary goals annually and using age appropriate transition assessments;
- Appropriately documenting transition services and courses of study in the IEP;
- Implementing IEPs as drafted by IEP teams;
- Sending appropriate and timely progress reports;
- Providing general education teachers notice of accommodations and behavior intervention plans; and,
- ]Recording the provision of specialized instruction and related services throughout the District.
Monday, January 13, 2014
Suspension of Students without Disabilities
According to IDEA 2004, within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the local educational agency (LEA), the parent, and relevant members of the IEP Team (as determined by the parent and the LEA) shall review all relevant information in the student's file, including the child's IEP, any teacher observations, and any relevant information provided by the parents to determine: (i) If the conduct in question was caused by, or had a direct and substantial relationship to, the child's disability; or (ii) if the conduct in question was the direct result of the LEA's failure to implement the IEP. If the LEA, the parent, and relevant members of the IEP Team determine that the conduct in question was not a manifestation of the child's disability or due to the LEA's failure to implement the IEP, discipline procedures applicable to all students in the LEA may be applied.
According to South Carolina statute 59-63-220, "Any district board may confer upon any administrator the authority to suspend a pupil from a teacher's class or from the school not in excess of ten days for any one offense and for not more than thirty days in any one school year but no such administrator may suspend a pupil from school during the last ten days of a year if the suspension will make the pupil ineligible to receive credit for the school year without the approval of the school board unless the presence of the pupil constitutes an actual threat to a class or a school or a hearing is granted within twenty four hours of the suspension."
According to South Carolina statute 59-63-220, "Any district board may confer upon any administrator the authority to suspend a pupil from a teacher's class or from the school not in excess of ten days for any one offense and for not more than thirty days in any one school year but no such administrator may suspend a pupil from school during the last ten days of a year if the suspension will make the pupil ineligible to receive credit for the school year without the approval of the school board unless the presence of the pupil constitutes an actual threat to a class or a school or a hearing is granted within twenty four hours of the suspension."
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