Special EDge
September 2017 FCPS Special EDge Hot Sheet
Special Education Bundle
Special Education has provided a Special Edition Bundle for September.
The bundle link is below entitled Meet Google Drive. It is organized in folders by month.
The topics include:
- Adapted PE
- Behavior
- BIP Process
- CIEP Process
- Confidentiality
- Discipline
- ESI
- FPT Modules
- NEW-IEP Chairperson Handbook
- Initial Indicator 11 Eligibility
- Internal IEP Monitoring
- Non-Public Placement Process
- PARCC Appendix D
- Parent Survey
- NEW-Quarterly Progress Reporting
- Regulation 400-22 SOP
- SEIA Process
- Service Provision During State Assessment
- Standards Aligned IEPs
- MSDE Technical Assistance Bulletins
Special Education Back to School Professional Learning: Sharpening the Focus
To review the information you can see the presentation at this link: https://drive.google.com/file/d/0BwF7pVgJzWt9ZzdpajBvMEFCZG8/view
FPT Modules are located at this link: https://docs.google.com/a/fcps.org/document/d/1dK2mKtjrz3iZEYzRsjBtR0d4ch7ps_-87VJeaQ1WJn0/edit?usp=sharing .
MD Procedural Safeguards
If you require additional copies, order them through the Special Education Forms Order Form on FormFinder.
Destroy all previous copies the MD Procedural Safeguards.
The MSDE website at http://marylandpublicschools.org/programs/Pages/Special-Education/info.aspx now includes several translations of the MD Procedural Safeguards Notice.
They are also available at FCPS.org on the Special Education Parent Resource page.
Maryland Procedural Safeguards Notice
NEW Process-Quarterly IEP Goal(s) Reporting
The Individuals with Disabilities Education Act mandates at least quarterly reporting of IEP progress to be shared with families of students with disabilities. This reporting should be done through quarterly reports concurrent with the issuance of report cards. The progress must be written in the IEP and match what is indicated on the quarterly reports. Not reporting progress on an IEP and not sending reported progress home quarterly to parents is a denial of a student’s free and appropriate public education.
The Office of Special Education and Psychological Service has updated its process for quarterly IEP progress reporting to include:
A revised SE:25 Quarterly IEP(s) Goal Report
The requirement to print quarterly progress from the Online IEP and attach to the revised SE:25
The SE:25 and attached printed progress from the OIEP must be stapled to the student’s report card at each report card issuance timeframe
*Special Education teams must coordinate the completion of progress reporting and printing of IEP progress with the school to meet the timelines for the issuance of report card each term.
Guidelines and resources are outlined below to support this change in the process.
The Online IEP has developed a visual representation for showing progress or lack thereof on the Online IEP which can be printed. (Use the Updated Quarterly Progress Reports Quick Reference Guide which includes how to print IEP progress)
The updated Quarterly IEP Goal(s) Report with printed progress attached must be sent home to parents quarterly. Please ensure this goes home stapled to the Report Card. (Use the revised SE: 25 Quarterly Progress IEP Goal(s) Report located on FormFinder).
Be reminded that the IEP must have progress reported at each quarter that matches the printed progress sent home. The reported progress may not be anecdotal and must demonstrate collected data in relationship to the measurable goals when reporting progress on the OIEP.
Retain a copy of each quarterly SE:25 AND attached printed progress in the student special education record.
Extended School Year Service Providers will pilot this process with the SE 25 ESY IEP Goal(s) Report. This report will be provided to the student's home school for the school year 2017-2018 with a reminder for reviewing this ESY progress at the student's next IEP team meeting.
Techniques for Success Conference: Strategies for Educating Students with Downs Syndrome and Other Special Needs
Registration is now open for the 9th Techniques for Success (TFS) conference, scheduled for Saturday, November 11, 2017, 8 am - 4 pm, at the Clarion Inn Frederick.
TFS offers practical strategies for educating students with Down syndrome and those with other special needs. The conference is sponsored jointly by the Down Syndrome Network of Montgomery County (DSNMC) and the Family Resource, Information & Education Network for Down Syndrome (F.R.I.E.N.D.S.) of Frederick County.
Field Testing OIEP Features
FCPS envisions the goal that all FCPS will be using the forms/logs features in OIEP for the 2018-2019 school year.
At this time we ask that the use of the features be limited ONLY to the assigned Tuscarora feeder school staff.
If you have questions about this endeavor contact your Supervisor, Instructional Coordinator or Teacher Specialist.
Thank you.
Services for Students Who are Deaf or Hard of Hearing
Check out this video that describes the collaborative student supports: https://www.youtube.com/watch?v=u3xlTR2oWYA.
Please include the following phrase as you announce your school-related activities to the community: If sign language interpretation is needed, please call (301) 644-5192 or email Amy.Brooks@fcps.org no later than 10 business days before the program.
Initial Eligibility Indicator 11 Timelines
Special Education Indicator 11 is the percent of children with parental consent to evaluate, who were evaluated within 90 days of the written referral and 60 days from the parental consent; whichever comes first.
Let’s celebrate together FCPS Indicator 11 compliance was 100% for the 2016-2017 school year!
Let’s challenge us to meet the timeline again at 100% this school year.
Our FCPS rigorous goal for the 2017-2018 school year is 100% of children for whom we have parental consent to evaluate, be evaluated and have their eligibility determined within 60 days. Anything less than 100% requires a Corrective Action Plan, or CAP when the reason for the delay is unacceptable. * Remember you are NEVER to use "Other" as a reason for the delay of eligibility.
You can learn more about the compliance expectations at the Compliance Monitoring Indicator 11 Talking Points located on our Special Education Website, under Special Education Resources tab, Initial Eligibility Indicator 11 Compliance.
They are also linked here: https://drive.google.com/a/fcps.org/file/d/0B92DyEYX8yCdb1dIT0JETHFPLWs/view?usp=sharing
UPDATE: WJIV Test Protocols
Beginning this school year, the purchase of test protocols for the Woodcock-Johnson IV is being managed for all FCPS schools by the Department of Special Education. In addition to receiving a discount for the bulk purchase, this will allow the quantity of test scoring licenses to be more closely monitored.
Special Education Department Chairs, please inventory the number of original protocols currently in your school, and send that number to Carol Mullinix at carol.mullinix@fcps.org.
Once we receive the information about your current inventory, you will be sent a new supply of protocols. We ask that you maintain a list of each student who is assessed using the WJ-IV in your school so that we can ensure that we are using the same number of test scoring licenses as protocols.
As a reminder, DO NOT USE PHOTOCOPIED TEST PROTOCOLS. Additionally, it is important that you only commit one test license per protocol.
Adapted Physical Education (APE)
Things to keep in mind:
Annual IEPs
- Case managers and PE Teachers are responsible for progress reviews, goal writing, and Annual IEP Meeting
- APE TS will support everyone during this process
- PE Teachers should align goals with the PE curriculum
- If you are going to remove or decrease service the APE TS must be informed
What's New in APE?
- new assessment-PK, K-5, and middle school. Assessments directly align with the curriculum
- resources on the website
- APE Process-starts with the PE Teacher then APE TS and Case Manager get involved if process moves forward for observation and assessment
- APE Progress Communication form between PE and Special Education Teachers in schools
APE Resources are located at and include: https://sites.google.com/a/fcps.org/pe-health/adapted-pe
- APE Process
- List of school assignments
- Documents to help with PE goal writing
Feel free to contact Emily or Liz with questions.
Rochelle's Special Education Tip
It is common knowledge that the essential members of the IEP team must be present at the IEP team meeting. This includes the special educator, general educator, a person who can make the financial commitment for the school system, an administrator who can supervise the implementation of the IEP, and as appropriate, related service providers.
There should be a sign-in sheet for every meeting to record that the IEP team has fulfilled the requirement for having essential members present. But the sign-in sheet does not work if you cannot read the names of the persons who attended the IEP team meeting. The Case Manager needs to look at the sign-in sheet at the meeting and if a signature is illegible, print the name of the attendee. The sign-in sheet is important because sometimes the IEP document misses the name of an attendee. Or a mistake is made and the names of last year’s attendees are reprinted on this year’s IEP. Or the parent has brought advocates with her and you do not know their names to record their names on the first page of the IEP.
Or, and unfortunately, on rare occasions, this has happened, a misguided person will fudge the holding of a meeting and when the file is audited, the proof of the wrong-doing is that the sign-in sheet was not signed by the persons who purportedly attended. Also, when a new meeting participant walks into the room after the meeting has started, make sure that person signs in.
Copyright © 2016 Pessin Katz Law, P.A. All rights reserved.