Good IDEA(s)
A Professional Development Newsletter for Special Educators
A publication of the Montgomery County ESC
and Western Ohio Service Collaborative
February 2018
Volume 2, Issue 5
Books Honored about People with Disabilities
Award Winner for Children up to age 8
Author Allen Say takes readers through an imagined look at Castle's journey to communicate in spite of his circumstances.
Award Winner for ages 9-13
Teen Title Award Winner
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ETR and IEP Changes as of January 2018
The following information was a courtesy forward from SST10. This very comprehensive highlight of the changes that have been made to both the ETR and IEP was provided by OCALI. To access these highlights go to: https://mailchi.mp/ocali/family-center-update-changes-to-etr-and-iep?e=adfb188ed0. Note that these changes take affect in the fall of the 2018-19 school year.
In January 2018, the Ohio Department of Education (ODE) introduced new versions of the Evaluation Team Report and Individualized Education Program form.
Districts are required to start using the new forms in the fall for the 2018-2019 school year. We wanted to make sure families were aware of the changes. You can find the forms on ODE’s website: http://education.ohio.gov/Topics/Special-Education/Federal-and-State-Requirements/Ohio-Required-and-Optional-Forms-Updated
Evaluation Team Report
The Evaluation Team Report (or ETR) is where you find information on the assessments your child’s team has done, what documents or records they used, and what that means for your child. The ETR is also the document that tells whether or not your child is eligible for special education, and what category they qualify for (i.e., autism, emotional disturbance, multiple disabilities, etc.). Evaluation Team Reports are usually updated every three years, but it is possible to have an early reevaluation if needed.
The changes to this document are minor. There are a few formatting changes, and the word “mental retardation” has been changed to “intellectual disability.”
Individualized Education Program
The Individualized Education Program (IEP), is the form that outlines what special education and related services your child will receive. The IEP includes information about your child’s strengths and needs, their goals for the school year and the future. An IEP is reviewed at least once per year, but families can ask for an IEP meeting or changes to the IEP at any time.
Highlight of Changes:
- Section 3: Profile. Your child’s profile has to include a reading improvement and monitoring plan if applicable.
- Section 4: Extended School Year Services. Added as a separate section.
- Section 5: Postsecondary Transition.
- Postsecondary Training and Education. More clearly ties measurable postsecondary goal directly to age appropriate transition assessment. Requires team to indicate what evidence will demonstrate the transition service(s) have been completed, and adds a transition progress report form.
- Competitive Integrated Employment. Replaces “Employment” and more clearly ties measurable postsecondary goal directly to age appropriate transition assessment. Requires team to indicate what evidence will demonstrate the transition service(s) have been completed, and adds a transition progress report form.
- Independent Living. More clearly ties measurable postsecondary goal directly to age appropriate transition assessment. Requires team to indicate what evidence will demonstrate the transition service(s) have been completed, and adds a transition progress report form.
- Section 6: Measurable Annual Goals. Progress reporting must now be written.
- Section 10: General Factors.
- Extended school year services moved to a different section (See above).
- Question has been added regarding Third Grade Reading Guarantee.
- Section 11: Least Restrictive Environment. The team no longer has to include justification for “no” responses.
- Section 12: Statewide and District Wide Testing. Updated to reflect new assessments and alternate assessment.
- Section 13: Exemptions. New section allowing team to indicate if Third Grade Reading Guarantee, Graduation Tests, or Other Assessments will apply to the child.
How to Build a Relationship of Transparency and Trust with Parents
Mr. Hirsch recommends offering "direct feedback that comprises specific observations and value statements: Context - Where and when is the behavior happening? (small-group instruction, transitions, etc.) Observations -What has happened? (state examples like calling out, causing distractions, etc.) Emotions - What feelings does this cause? (I am concerned with....) Value - Why does this matter? (degrading the learning environment of others, etc.) and Input - What can be done to achieve success? (Can the parents offer any ideas..)"
This strategy, according to Mr. Hirsch, "gives both sides a chance to state observations, offer input, explore solutions and later reflect on the progress made". Mr. Hirsh goes on to say, in his experience, "parents find it refreshing and more productive when they have a chance to speak honestly and openly with teachers who clearly place a high value on their input and support. This direct feedback strategy allows teachers and parents to hold honest and open conversation as true partners, and promotes positive problem solving that has a real shot at success."
To read the entire article, go to: https://goo.gl/Fk5hkU
Math Strategies for Students who Dislike Math
Asking students to think visually is the number one strategy that Dr. Boaler recommends when teaching students math concepts. Allowing students to share differing visual representations of a problem, is a highly effective teaching strategy to use with all students, but most importantly for those students who find Math too difficult. A video of Dr. Boaler teaching this strategy to a class is included below.
If you would like to read the entire article, go to YouCubed.org and click on News. This is just one of the many articles written by Dr. Boaler.
Autism Coaching Team (ACT) Professional Development Sessions
"The Problem That Doesn't Happen": Using Antecedent Based Intervention to PREVENT Interfering Behavior. Morning Session: 8:30 - 11:30
Managing Me: A Mindfulness and Movement program for Self-Management. Using Movement and Mindfulness Strategies to Support Sensory Needs & Developmental Continuum of Sensory Supports. Afternoon Session: 12:30 -3:30
To register by email send to: mary.fryman@mcesc.org or call: 937-236-9965 Ext. 2122.