FCPS Special EDge Hot Sheet
March 2017 Brief Info blasts about Special Education
March Special Education Bundle
Each month in alignment with the Special Education Hot Sheet, a Special Education Bundle will be linked to provide a streamlined opportunity to access all updates and information related to Special Education and Psychological Services at scheduled times throughout the year.
This endeavor is purposeful to promote a consistent message.
The bundle link is below entitled Meet Google Drive.
February 21st Special Education Professional Learning
A special thank you to Urbana High Principal, Dave Kehne, and staff for hosting the event.
The participants looked at:
- FCPS data for the special education student group
- current standards-based present level development
- how to select and unwrap priority curriculum grade level standards for IEPs
Check out the resources shared: FCPS Special Education High-Quality Standards Based IEP Resources for Special Education Providers Resource
The energy for making a difference was electric on that day!
More professional learning is coming on this topic. We appreciate everyone's dedication to our students' with disabilities and closing the gap.
Special Eduation
System Accountability & School Improvement
Frederick County Health Department Partners
Read Write Extension/Gold Update for ALL Upcoming Statewide Assessment (PARCC and MISA)
Previously we shared that students with disabilities who use Google Read Write Extension would access Google Read Write Gold for use on the state assessment, such as PARCC and MISA. Unfortunately, Google Read Write Gold will not be used during the state assessment administration window due to some unforeseen technical complications in the Testing Navigation Screen.
Currently, students with disabilities who access Google Read Write Extension for testing accommodations such as scribe, augmentative communication, and/or word prediction will continue to use Google Read Write Extension for all upcoming statewide assessments. Students will need to have access to a stand-alone external device such as a Chromebook and one adult assigned to the student for the purpose of monitoring and proctoring the assessment.
Please remember: Services for students that are recommended on the IEP must continue to be provided during the upcoming testing windows.
MSDE Parent Survey
Attention FCPS IEP Teams,
Each year the Maryland State Department of Education (MSDE) surveys parents of children receiving special education services in the State. The purpose of the Survey – The Maryland Special Education Parent Involvement Survey – is to hear from parents about how well they think their child’s school is partnering with them and promoting parent involvement in their child’s education.
*The responses from this MSDE Parent Survey provide results for our State Performance Plan Indicators and should not be confused with our internal FCPS Parent IEP Team Survey that is also in progress.*
You play a central role in how parents perceive special education services in the State, and we ask for your help in encouraging parents to complete the Survey.
When will the Survey be administered?
Surveys will be mailed to parents on February 1, 2017, and must be returned (mail or online) by May 1, 2017.
What is your role as an IEP School Team?
- Encourage parents to complete the Survey.
- Email or send home a hard copy of the parent flyer (Parent Flyer English, Parent Flyer Spanish to families.)
- Distribute the flyer at IEP Team Meetings, PTA meetings, and other school events.
- Offer parents your computer lab or a device in your building so they may complete the Survey online http://www.mdparentsurvey.com
- Remind parents to complete the Survey when you see them at IEP meetings, PTA meetings, and other school events.
Printed copies of the flyers will arrive at your school soon.
They will be delivered to Principals. Keep an eye out for these copies.
You can request Spanish printed flyers from Marcia Andrews (marcia.andrews@fcps.org)
Where can I get more information about the Survey?
- Review the Frequently Asked Questions document to this email. This document is included in the Survey packet parents are mailed.
- Contact Nancy Feeley at MSDE at 410-767-0738 or Nancy.Feeley@maryland.gov if you have questions regarding the survey.
- This Survey will help MSDE, and each local jurisdiction understand how they can support you and support parents in educating Maryland’s children with disabilities.
Help Spread the Word!
Updated School Individualized Education Plan (IEP) Team Regulation 400-22
A standard operating procedure (SOP) has been developed to provide school IEP teams guidance on implementation of the regulation and its adjustments. The SOP is also available on our Special Education website home page.
Update Highlights
- Audio recording of IEP team meetings
- Documents provided in advance of an IEP meeting and after
- Parent participation with translation rights in the native language
- Parents right to mediation
- Transition agency participation in IEP meetings must be at the consent of a parent
- Students with disabilities charged with a reportable offense IEP placement decision
- Grievance process of informal appeal and mediation and due process rights
Countdown to the Upcoming IEP Chairperson Webinar...
Mark your calendars for our upcoming IEP Chairpersons Webinar to be offered in the comfort of your school and/or office on Wednesday, March 22, 2017, at 9:00-10:00 am and 1:00- 2:00 pm.
The webinar will be interactive in Google Hangout focusing on topics such as:
- Standards-Based IEPs
- FCPS Parent IEP Survey
- MSDE Parent Involvement Survey
- Regulation 400-22 IEP Team Meetings Updates
- Putting Parents as Ease in the IEP Team Meeting Process
We look forward to your participation.
FCPS Adapted Phyical Education (PE) Annual IEP Meeting Collaboration and Progress Monitoring
Watch this video describing how to prepare for the annual IEP team meeting: Adapted PE Collaboration for an Annual IEP Team Meeting
Updated FBA/BIP Process and Forms Coming Soon to Every School
A Summer Curriculum Workshop occurred in 2016 to streamline the FBA/BIP process, make data collection easier and more understandable, and create BIPs that are shorter and more focused. Seven schools field tested the process and forms and provided feedback during the first semester of this year. Errors have been corrected and all school psychologists are being trained on the new process and forms. Once trained, school psychologists will train a BIP Team in each of their schools.
Building administrators are responsible for creating a BIP Team to be trained during April 2017-September 2017. All schools will implement the new process and forms after the training in collaboration with their school psychologist. By June 2018, all BIPs are required to be on the new forms.
Woodcock-Johnson IV Assessment Licenses
Please be aware that, for each test protocol purchased for the Woodcock-Johnson IV (WJ-IV), there is one license purchased for the Online Scoring Module. You may only use one scoring license for each assessment conducted.
As an assessor, if you need to re-enter the scoring module, ensure that you are re-entering the same scoring module that you had previously opened, rather than opening a new one.
Likewise, remember that for copyright reasons, you may not make photocopies of test protocols.
Section 504 Guidance from the USDE
The U.S. Department of Education released guidance in December 2016 to assist the public in understanding how the Department interprets and enforces federal civil rights laws that protect the rights of students with disabilities under Section 504.
Resource Guide for Section 504 in Public Schools
The Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools, (NEW)
The Section 504 Parent and Educator Resource Guide:
Defines and provides examples to illustrate the meaning of key terms used in Section 504.
Highlights requirements of Section 504 in the area of public elementary and secondary education, including provisions related to the identification, evaluation, and placement of students with disabilities, and procedures for handling disputes and disagreements between parents and school districts.
This release aligns with our current regulation: FCPS Section 504 Regulation 400-66
Rochelle’s Special Education Legal Tips
Tip #1: Creating a Record and the Need to Give Proper Attention to Parental Input
When the IEP or 504 team receives an assessment report or letter from a doctor, be sure the Prior Written Notice (PWN) or minutes of the meeting specifies that the team “reviewed, discussed, and considered” the document. That is the best proof the team properly considered the report. Also, be sure to write the date of receipt of the document on the document, which should then be placed in the student’s file. Include the year (i.e. “Report received by IEP team on February 2, 2017”). Not only should you note the document in your PWN/minutes, but be sure the IEP or 504 team actually discusses the report.
Your PWN/minutes should review the recommendations in the report. Some of the recommendations may be quite good. Make sure your teachers are alerted that should the parent hand them a report/letter, the report/letter should be brought to the attention of the Case Manager to be reviewed at the next IEP/504 meeting. In fact, you may need to schedule a meeting just for the purpose of reviewing the report/letter. This includes reports/letters dropped off at school in the summer.
Often, the report/letter is prepared by someone who makes conclusory allegations against a school program, without having stepped foot in the school or spoken with the teachers. So it is important that your PWN/minutes highlight this essential fact.
Tip #2: Signs of Parental Discontent
It is rare for a parent who is satisfied with her child's education to do the following;
- Hire a special education attorney or educational advocate.
- Hire an educational consultant to observe in the classroom.
- Send questionnaires to teachers to obtain information about the child's school performance.
- Question the appropriateness of the reading program when the child is not reading independently on grade level.
- Say she is investigating private school.
In any such instance, run, do not walk, to the principal and Special Education Supervisor. You may still have time to correct a child's IEP or implement it appropriately before a Request for Due Process Hearing, MSDE complaint, or OCR complaint is filed.
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