Student Services Update

Old Fort Local Schools


Special Education Reminders

  • Scheduling IEPs and ETRs - Please let the building secretary know when an IEP or an ETR meeting has been scheduled. It just gives them a heads up of who is coming in an when. They truly appreciate a heads up.
  • Annual Review IEP - Please make sure "Draft" is written on the top of EVERY page for IEP meetings (this is new!!). Once the document is approved/signed by the parent, you can cross out "Draft" and write "Final" on it. Technically the IEP should be written during IEP meetings. However, we know that's not practical. By having "Draft" at the top, you are ensuring items can be added throughout the meeting.
  • Move in's with IEPs - Please review the IEP quickly (30 days or less) and let any related service people know if they're on the IEP. I do not generally see all move in IEP's

  • IEPs and Standards—Please make sure all IEP goals area aligned to Ohio’s New Learning Standards.
  • PR-01 at all meetings even for IEP amendments. These must be an editable document. It’s OK to start with a template but discussions must be added on the PR-01 during meeting.

  • EMIS forms -
  • PLEASE be sure to have both your signature and the building rep-usually principal, sign and date before turning in to Cindy.
  • If a student is exempt from any testing,TGRG, ect, please be sure to include
  • If you could also please note any related services that a student is receiving or likewise if they should discontinue the service, I would like to know that. This is all information that is used when we fill excess cost.

  • ALL IEPs and ETRsScan to Peg Hoerig at the ESC.
  • Medicaid Billing - We will continue to proceed with medicaid information collection as we have done in the past. The "PR-10" form will be collected at all initial and re-eval ETRs.

IEP Case Manager Reminders

  1. As an IEP case manager, please do not forget, you will have to print the progress notes of the related services on the IEP. Please remember to contact them prior to printing the progress notes, to make sure they are done.
  2. Please let the related services attached to an IEP, know when you have the IEP open to write the new one. They cannot initiate a new IEP.
  3. Data collection for an IEP must be kept for the life of the IEP. Once the new IEP is written the data collection may be shredded.
  4. When a new IEP has been completed, please attached all progress notes for the old IEP to the old IEP and file it. Progress notes must remain with the IEP.

IDEA booklet

ODE has updated the IDEA Parental Rights book for parents. It's to be in circulation by 8/1/17. However, don't make a ton of copies, the rumor mill has it that there may be revisions still to come. I'm fine if you want to stick with the old one until the end of the year that way we don't get mixed up. But if you do use the new one, please know revisions could be coming.

Ohio CCBD 2017 Summer Behavior Institute June 15-16, 2017

Ohio CCBD 2017 Summer Behavior Institute June 15-16, 2017

Coordinated Collaboratively by:

The University of Toledo Judith Herb College of Education &

Ohio Council for Children with Behavioral Disorders


2017 Summer Behavior Institute

June 15-16, 2017

15th – 9:00 a.m. to 5:00 p.m.

16th – 8:00 a.m. to 3:00 p.m.

The University of Toledo

Health & Human Services Building

Toledo, OH

The Ohio CCBD 2017 Summer Behavior Institute features skill-building sessions that address the needs of professionals who provide services for students with emotional/behavioral disorders. Field professionals who are committed to developing and maintaining high-quality learning environments will conduct each session.

The Conference may be taken for one (1) college credit through the University of Toledo.

Contact Ed Cancio at for details.

Council for Children with Behavioral Disorders

The Council for Children with Behavioral Disorders (CCBD) is one of 17 divisions of the Council for Exceptional Children (CEC) which is the largest international professional organization dedicated to supporting positive educational outcomes for students with exceptionalities, students with disabilities and/or gifted. CEC is actively involved in governmental policy and sets professional standards for its members. Additionally, CEC provides professional development venues designed to support practitioners who are providing services.

CCBD is dedicated to supporting professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families. CCBD is committed to students who are identified as having emotional/behavioral disorders and those whose behavior puts them at risk for failure in school, home and/or community. CCBD supports the prevention of problem behavior and the enhancement of social-emotional and educational well being for all children and youth.

In order to be a member of Ohio CCBD, one must be a member in good standing of the CEC and also join the division of CCBD. Additional information concerning the Council for Exceptional Children is available at:

Presenters and Topics Include:

Bev Johns

McMurray College (IL)

Suzi Leone & Gina Sanderson

Washington Local Schools

Brian Barber

Kent State University

Rick VanAcker, Retired

The University of Illinois at Chicago

Brooks Vostal

Bowling Green University

Maria Link

Beavercreek Schools

· Sensory Integration

· Reading Strategies


· Seclusion and Restraint/PBIS

· Social/Emotional Learning

· Para educators in the Classroom

· Autism

· Business meeting


Please tell the hotel you are attending the Ohio CCBD Conference at the University of Toledo

The Radisson Inn

3100 Glendale Ave, Toledo, OH 43614

(419) 381-6800

University Rate - $98.00 plus tax

Hampton Inn Westgate

3434 Secor Road, Toledo, OH 43606

(419) 214-5555

University Rate - $109.00 plus tax

Quality Inn Westgate

3560 Secor Road, Toledo, OH 43606

(419) 531-2666

University Rate - $69.00 plus tax

Ohio CCBD 2017 Summer Behavior Institute Registration



Early Registration - Received on or before 5/1/2017

o $75.00 CEC Professional Member CEC #________________

o $50.00 CEC Student Member (limited seats available)

o $135.00 Not a member of CEC

Late Registration - Received on or after 5/2/2017

o $100.00 CEC Professional Member

o $75.00 CEC Student Member (limited seats available)

o $160.00 Not a member of CEC

We are asking conference attendees to consider a small donation to the CCBD Foundation of:

o $1.00 o $5.00 o $10.00 o $15.00 o $20.00 o Other _________________________

Registration Includes: Continental Breakfasts, Lunch, Afternoon Snacks, Handouts, Certificate of Attendance; registration does NOT include course credit.

Please note any special needs and/or dietary restrictions:

Make checks payable to: Ohio CCBD

No Refunds


Mail completed registration form with check to:

Brooks Vostal

Bowling Green State University

451 Education Building

Bowling Green, OH 43403

Post-Secondary Transition - How OT's and PT's Can Help - PD

Brenda M. George, MS, OTR/L will present this training

As related service providers, Occupational Therapists (OT) and Physical Therapists (PT) are a part of the IEP team but often are not included in transition planning or services. Following an overview of the foundation and importance of Post-Secondary Transition, participants will learn about the role of related service providers and how to enhance the post-secondary transition process for students. Discussions will include resources to support continued learning about post-secondary transition, identifying and creating work-related learning opportunities for students and documentation tips regarding student transition needs and functional life skills. *PT Hours Approved * OT Hours Pending Approval

Sponsored by OCECD and State Support Team 6

June 16th 8:45 - 12:30 PM Registration 8:30 AM

Rhodes State College

4240 Campus Drive

James J. Countryman Bldg #7, room 172-Parking Lot K

Lima, OH 45804

Register in STARS For assistance 419-738-9224 or 800-686-2945 see attached flyer

Zones of Regulation Professional Development

Presenter: Leah Kuyper

Author of the Zones of Regulation

A Curriculum Designed to Foster Self-Regulation and Emotional Control

Date/Time: Thursday, September 21, 2017

8:30 – 3:30 p.m. (Lunch Buffet provided)

Registration begins at 7:30 a.m.

Cost: $50 Western Ohio Service Collaborative Members

(Those working in Clark, Darke, Greene, Miami, Montgomery, Preble, or

Warren counties)

$100 counties/districts outside of WOSC

Location: Holiday Inn, Fairborn

2800 Presidential Dr. Fairborn, Oh45324

Target Audience: Occupational Therapists, Speech/Language Therapist,

Regular & Special Education Teachers, Paraprofessionals,

Psychologists, Counselors, Parents and Administrators

Overview: Zones training provide strategies to teach students to

become more aware of and independent in controlling their

emotions, impulses, managing their sensory needs and

improving their ability to problem solve.

To register for this workshop online please click HERE.

If you have a print copy go to:

New IEPs at the Elementary

This summer we will be creating a special education filing system at the elementary. Until then, for all initial IEPs, please start a folder for the student to put with his/her permanent file. There are red folders on the top of the filing cabinet. Please put the ETR facing the back of the file and the IEP facing the front. This will make sense when we have multiple IEPs and ETRs in the folder. The most recent IEP will always face the front of the file and the most recent ETR will face the back.

Thanks for your help!

ODE Update - Injuries and IEP amendments

Below is a very interesting case. Please take note as it's something that could easily happen anywhere.

This case came across my desk today and thought it may be of interest to you.

CASE FILE: Revision to IEP needed to ensure steady delivery of services after student's wrist injury

Case name: Youngstown City Schs.,[ [ ] ] 117 LRP 4980 (SEA OH 01/30/17).

Ruling: The Ohio ED concluded that a district violated the IDEA when it failed to amend the IEP of a student with an undisclosed disability who suffered a wrist injury during the 2016-17 school year. It instructed the district to conduct professional

development training for staff members and provide the student compensatory education.

What it means: Although accommodations for a temporary physical injury may not be necessary for an entire school year, a district should incorporate those accommodations into the student's existing IEP to ensure that it accurately reflects all identified

needs. When the student in this case fractured the wrist on his dominant hand, he required a scribe and extended time to complete his class assignments during the school day. Because the district waited two months after the student sustained the injury

to revise his IEP, the student did not consistently receive the assistance he needed in class.

Summary: An Ohio district's failure to timely incorporate accommodations for a student's broken wrist into his IEP interfered with the student's educational progress. Observing that the district's failure to act prevented the student with an undisclosed

disability from obtaining the assistance he needed to keep up with his courses, the Ohio ED[Marker] concluded that the district denied the student FAPE.

Under the IDEA, the state ED explained, a district must revise a student's IEP to address the student's anticipated needs or other matters. In this case, the evidence showed that the student fractured the wrist on his dominant hand and subsequently

underwent surgery. On Oct. 11, 2016, the parent notified the district of the student's injury and requested accommodations, including a scribe and extended time for assignments.

The state ED noted that the district failed to amend the student's IEP until Dec. 13, 2016, more than two months after it became aware of the student's physical injury. Although the district argued that it assigned the school intervention specialist as

the student's scribe, the state ED pointed out that the student did not consistently receive the assistance he needed.

According to school records, the specialist scribed 10 assignments out of 16 between Oct. 10, 2016, and Jan. 18, 2017. Moreover, testimony revealed that the student was instructed by teachers to "use his left hand to write" on several occasions even

though he was not ambidextrous.

To remedy the FAPE violation, the state ED ordered the district to provide the student compensatory services and conduct professional development training for staff members.

March 22, 2017

Copyright 2017© LRP Publications

Andrew R Hinkle

Education Program Specialist

Office for Exceptional Children

More on Transitions

The State is heavily pushing the use of Ohio Means Jobs Backpack as part of the transitions sections on an IEP. The Career Connections Framework is a great guide for transitions, check it out!

IEP Goals and IEP meetings

Sometimes parents question goals and how they were derived. Having the final progress report from the old IEP with you in the IEP meeting will help guide these conversations. I'm not requiring it, just suggesting it may be helpful.

Upcoming PD Opportunity

June 5, 2017 Interested in training for working with students with dyslexia in grades 6-12? The "Structures" training is for you! Phonics First is an all around amazing phonics program. I had the opportunity to take the 5 day level 1 training last August! By request NCOESC is partnering with BrainSpring (RLAC) to bring Orton-Gillingham training to our area the week of June 5 at our Tiffin Campus. This year, BrainSpring will offer 4 levels of training:

Phonics First Primary

Phonics First Level I

Phonics First Level II

Structures Orton-Gillingham for grades 6-12

More details and registration information are available at

Transitions - HOT Topic at the State level right now

  1. Transitions - If you have a student that is 14 the whole transition needs to be completed. A summary of age appropriate transitions is a must. If you need an assessment you can google AATA and you will get assessments. Ohio Means Jobs Backpack has assessments.
  2. Transition Services - The Career Connections Framework on ODE's website can guide the full transition process. Please be as specific as you can to the student's life goal. It's fine if they change their mind year to year.

IEP Review Questions

On 12/15, I attended a Diverse Learners meeting at the SST. We had to take several redacted IEPs with us to the meeting; so I went on Filemaker and pulled a few. For the most part our IEPs are compliant. However, as with anything there is always room for improvement. Below are guiding questions to ask yourself when writing IEPs. Suggestions were shared by people who have recently been through ODE's Comprehensive Review

  1. How does the story low from the Profile to the Present Level to the Goal to the Specially Designed Instruction?
  2. How does the Profile and Present Level address the unique needs of the child? (please do not copy and past from the ETR info in the Profile to the Present Level). Present Level needs to include current classroom performance of the child and real time baseline data that can be measured. Testing from ETRs cannot be measured in a goal format.
  3. Present levels need to include: Recent testing - NWEA, State Tests, Class Performance (what's happening in the classroom with the student now as compared to same age peer. I've seen teacher input on our IEPs here - this is perfect!), Baseline Data - Teacher created tests, NWEA MAP broken down by skill level, SLO testing broken down by skill level vs. the performance by same age peers. If you need a baseline idea, it's OK to take the weak areas noted on the ETR and assess the student on these to help in goal development. It's OK to bold the areas and have them in a list-like format on the Present Levels.
  4. How does the Goal address the unique needs of the child? (what barriers are standing in the way of this particular child accessing the general curriculum and what are the strategies to get around it?)
  5. Identify how the Specially Designed Instruction adapted the content, methodology, or delivery of services. How is the SDI different from what everyone else is getting. Think about a time when you really made a connection with the student to the curriculum. What were you doing? Capture this in the SDI section. SDI must address the skill identified in the goal. What is the skill you want the child to have? If you're in an inclusive setting with the student and also work with the student in a resource setting, please make sure both are listed separately.
  6. How does the goal lead to access the general education curriculum so that the student can meet the educational standards for his/her grade level?
  7. Describe the role of the Intervention Specialist in meeting the unique needs of the child, in providing SDI and in supporting other educators as they work with this student (I've heard this in our meetings!)
  8. How was the LRE decided? Is there a connection between the child's unique needs and the SDI that led to the LRE decision? If LRE is not general education, review the justification in Section 11- is it the "right" justification? Does it warrant a separate setting?

The IEP Meeting

An interesting observation was made by a supervisor attending an out of district IEP meeting. The intervention specialist used the final progress report from the old IEP to drive the discussion on the Goals. She explained to the parent how the new goal was derived from the progress on the old one. It provided a clear picture for the parent. At this point, I'm not asking you to make the change, but I see us moving this way in the future. It would help ensure the parent had understanding of what we are trying to accomplish.

ETR Plan Meetings

Intervention Specialists- please make sure you have enough background information gathered from an ETR plan meeting, necessary to generate the background for the future plan portion of the IEP in case the child qualifies. It's still very important to ask in the IEP meeting, but I don't want you to walk away from a plan meeting feeling empty handed. If you feel like you need additional information, please don't be afraid to ask during the meeting.

SST 7 Newsletter

Click here for the latest SST 7 Newsletter. Under "Hot News", then "Hot off the Presses" on the left hand side, towards the bottom there's a link to new resources for IEPs and ETRs

More Legal Updates (November 4, 2016 Bricker and Eckler Law Firm Presentation) and Sonia Kunkle (Closing the Gap Training)

  • PR-01 and IEP meetings. Until the new IDEA revision are completed, please make sure you are including the "Memorandum" that was issued in 2014 with the PR-01. I will get an original to you in case you don't have one (just intervention specialists).
  • Present Levels of Performance - Only put data in here that directly links to the goal. An easy trick: copy and paste the goal into the PLOP and put the data points as to where the child is functioning now. Use information from student based, curriculum/skill based assessments given to monitor the goal (not MAP, STAR, Woodcock Johnson) You do not need to repeat ETR info.
  • The "Smack Down" in court: Specially Designed Instruction (please see below): The big issue in court is the there is a comma after content. I think we do a good job with SDI, but please make sure to pay close attention to section 6 and the definition below. I can get specific examples if you'd like.
  • Legal Definition of Specially Designed Instruction " Specially Designed Instruction means adapting, as appropriate to the needs of an eligible child under Part B of the IDEA, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child's disability and to ensure access of the child to the general curriculum, so that the child can meet the education standards within the jurisdiction of the public agency that apply to all children
  • In a nutshell - SDI- adapting content, methodology and how instruction is delivered to a student. Student must have access to the curriculum and meet the standard.

Legal Updates from 10/21 Meeting

The legal updates below are from the Day Ketterer Law Firm - a lot of this will be review.

Timelines flow from date of receipt

  • 30-day timeline flow following receipt of referral to get consent for eval or issue PR-01
  • 60-day evaluation timeline from receipt of consent.
  • Due process timelines run from date complaint is received.
  • *Bottom Line: Date-stamp referrals/consent

Required timelines are...required

  • Plan ahead
  • Don't schedule meetings on the last day of your timeline (snow days don't hold any water in a court of law)
  • Count days carefully

IDEA Eligibility Requires 3 Elements

  1. Disabling condition
  2. Adverse effect - Averse effect is not just about grades; the team must consider functional performance as a whole
  3. Need for specialized instruction - A diagnosis (identification) alone does not establish eligibility, 58 IDELR85.

Base IEP Decisions On 4 Key Elements

  1. Decisions are made by the team
  2. Based on Data
  3. Addresses the individual student's needs
  4. Necessary for a free, appropriate public education (FAPE)

Do Not Deny Parents' Input:

To ensure IDEA compliance on parental involvement, follow these steps when preparing a draft IEP:

  • Provide the parents with a copy of any draft in advance of the IEP meeting so they can review the information.
  • Stamp or mark each page of an ETR and IEP as "Draft". Once the document is signed, cross out draft and write final.
  • Allow parent input into the student's draft IEP goals
  • Indicate that the draft IEP contains preliminary recommendations for review and discussion
  • Allow extensive involvement for parents in discussion at the IEP meeting and consider the information they provide
  • Incorporate, with good faith consideration, parents' suggestions and document you did so. - PR-01 has to include parent contribution and other discussion from the meeting

Service Decisions

  • Service decisions should be based on needs of the child
  • Avoid blanket policy declarations regarding services - "we don't have the personnel or money for ..."
  • Don't make service recommendations or decisions based upon staff schedules
  • Always tie service decisions to student need

Extended School Year -

  • Team Consesnsus
  • Must have data to apply regression/recoup standard
  • Based on individual student need
  • Must be necessary for the provisions of FAPE

Please see me for questions

End of Course Exams and SWD

Below is clarification about students with a disability and the end of year tests.

"There is information about graduation and SWD is in the Questions and Answers in the Ohio Graduation Requirements page. [ ]

It says: How do the new graduation testing requirements impact students with disabilities?

All students, including students with disabilities, must participate in state assessments. The Individualized Education Program (IEP) team may exempt a student with disabilities from consequences of not being proficient on end-of-course tests. When the IEP team determines a student is exempt from being proficient on an end-of-course test, the student may receive three points (equivalent to proficient) for each exempted test required for graduation.

It also states: Who keeps track of all the graduation points students are acquiring?

School districts must ensure that students have the required points for graduation.

The only guidance the department provides regarding excusal from graduation tests is that from ORC 3313.61 paragraph L. Paraphrased, it states: All students, including students with disabilities, must participate in state assessments. The Individualized Education Program (IEP) team may exempt a student with disabilities from the consequences of not being proficient on graduation tests. Being exempted from the consequences of the tests does not negate the requirement for a student to take assessments for the purpose of assessing student progress as required by federal law.

Interpretation is local."

More on End of Course

When we have a student on an IEP and the student has taken the end of course exams, we can exempt if needed. We can exempt at the IEP meeting when the student has taken all necessary exams. These exemptions will be case by case basis. The wording on the IEP should read as follows: "The IEP team has determined that ___________ may be exempt from the consequences of not being proficient on ________________end of course test. _____________ (student name) may receive three points for each identified exempted test required for graduation. Tests should be related to identified area."

Example- student has disability in math, it may be determined the student needs exemption in math and science.

Google Classroom

You should have received an invitation to the Special Education Google Classroom. The class code is 59za7k. This will be a place where I "house" documents and information you will need access to. Please let me know if you have documents you would like added. As of now, Transition info, EMIS documents, and IEP/ETR acceptance forms are on there.

Progress Monitoring

Progress monitoring is huge in more ways than 1. It's time consuming but very important. Below are some ideas to help manage the progress monitoring monster.

  1. "Caseload Management". She found it on Teachers Pay Teachers in "Mrs. D's Corner"
  2. Yes, there's an app for that! The super-duper data tracker App is $1.99 (there may be a free version, I can't remember for sure)
  3. The National Center on Student Progress Monitoring is a great resource. There are online trainings and tools - just to name a few features.

Presence Learning - Great Resource

I've stumbled across a great resource, Presence Learning! In August, a "Dear Colleague" letter was issued from the US Department of education regarding behavioral supports and the IEP. Presence Learning provides support for educators in meeting IEP requirements. Please see the link

Please see this link for "What Works and What Doesn't for Behaviorally Challenged Students" by Dr. Ross Greene. There are additional links embedded in the article.

In this link Julie Weatherly, Esq. provides tips on "Preventing Conflicts During the IEP Process"

Intervention Ideas for Behavior

Please visit the following sites for behavioral supports

PBIS World

OCALI - so much more than just autism support!!!

Supporting Students with ASD in the General Ed. Setting

Supporting students with Autism Spectrum Disorders (ASD) in general education settings is vitally important, but with limited resources, this can often be a challenge. Click the button for support ideas.