Special EDge
March 2019 FCPS Special EDge Hot Sheet
Special Education Bundle
Special Education has provided a Special Edition Bundle for March.
The bundle link is below entitled Meet Google Drive. It is organized in folders by month.
There are critically important documents in this bundle, including memos and technical assistance bulletins that area mandated for circulation. Please ensure you read this information carefully.
**NEW Alternate Assessment Participation Guide
**Please note that this Appendix A and complimentary Appendix C Model Parent Consent are to be used for all Appendix A decision-making on or after April 1, 2019. Teams are not required to “redo” previous Appendix A from earlier in the school year.**
These documents are available on FormFinder. Please use them moving forward.
Special Education Articulation
It is that time of year to begin the articulation and move up process for our students going into the next school level (e.g. 5th to 6th grade). This is a pivotal transition in the lives of our families. We all know (many of us from our own experiences) that this transition is not only exciting and can also be anxiety producing. For that reason, we want to make sure we are creating as smooth of a transition we possibly can for all our students.
Below is an outline of the articulation process including timelines and forms. Please review the process, procedures, and forms and work with your coordinators and teacher specialists as you complete this process for our students. Please begin by reviewing the Move Up Process Guide which includes information on IEP meetings and articulation of students.
As a school-based team, please keep the following details in mind when considering articulation:
- Articulation meetings should be occurring now, if they have not already happened, to discuss transitioning student needs. Schools should be thinking about which students will benefit from a more structured transition discussion through a MAPS meeting.
- It is the responsibility of the sending and receiving schools to coordinate and facilitate the move-up process. It is best practice to invite the receiving school to annual meetings for rising students so that they can provide recommendations for service hours and support at the next school level.
- Central office staff will attend move-up meetings if they meet the criteria for when representation from our office is warranted. (IEP Support Memo)
Scanning and Uploading Completed Appendix A and Appendix D Annually
The directions are linked here: Scan and Upload
Completing Parent Contact Logs on OIEP
Central Office Blue Folder Compliance and Instructional Reviews
Blue folder compliance reviews will be completed at random select schools. Following the review, results will be shared with the administration and special education team by the beginning of June 2019.
Thank you for your support in our work moving forward to ensure 100% compliance and fidelity in programming to close the achievement gap for students with disabilities.
Evidence-based Practices that Support Students with Disabilities in Math
Try these evidenced-based strategies as you plan for instruction:
Explicit instruction. This is one of the best-known strategies to support students with learning disabilities. The learning must be explicitly taught so that students can know how to use the tool and generalize, using it consistently. For example, teaching a tool such as a number line may look like this: Start with a learning objective that explains the tool. Provide multiple examples on how to use the number line. Guide the student through how to use the number line and then provide opportunities for the student to use the tool independently. Students with working memory and attention issues may need to be reminded of the tools available to them, like using picture icons of each tool to help remind students what they can use.
CRA model. The Concrete-Representational-Abstract model should be used to introduce a new math concept to students:
- Concrete: Model the new concept using concrete materials. This can be blocks, chips, cubes -- anything that students can touch, manipulate, or play with.
- Representation: Once students are successful using manipulatives, move to representation using semi-concrete pictures, dots, or tallies to represent the concept. Then the student can move to the more abstract, knowing they still have something representative to use.
- Abstract: Finally, move to using math symbols, language, or other abstract symbols. If a student is starting to struggle or seems confused, move back to the previous representation level.
Assistive Technology Communication Team Referral Reminder
ACTT Referral Reminder:
When making an electronic ACTT referral, please submit the school intake form to fcps.actt@fcps.org. If sending a hard copy of the referral, please courier it to Tresa Brown at GTJMS. However you send it, you will receive a confirmation of receipt. If you do not, please reach out to Tresa Brown at tresa.brown@fcps.org.
We are streamlining our process for tech support issues!
If you have a problem with equipment, software, or apps, submit a request to the following email address:
ACTTsupport@fcps.org
Resources always available online at: http://fcpsactt.weebly.com/
Rochelle's Special Education Legal Tips
(Rochelle Eisenberg is a Maryland Special Education School System Attorney. These are her legal advice based upon her experiences in cases around the state.)
Based on recent activity at IEP team meetings, it behooves us to remember the following:
When a parent requests independent assessments, you either must agree or file for a due process hearing. You do not have to make this decision at the meeting when the request is made, but you need to make it within a week or so. (Note-pending legislation may change this advice in the near future.)
Print your name legibly on the attendance sheet.
When a false statement/fake news claim is made, correct it at the IEP team meeting and put the conversation, including the correct information, in the minutes of the meeting.
When a parent states she heard “something”, ask for the name of the person who made the allegation.
Make sure you have a general educator at every IEP team meeting.
During the IEP team meeting, when a parent disagrees with the child’s IEP or services, the IEP team must provide the parent with an oral and written explanation of the parent’s right to request Mediation, contact information so the parent may receive more information about the Mediation process, and information about pro bono representation and other free or low cost legal and related services available.
Rochelle’s Special Education Tips (“Tips”) are designed to be helpful and thought provoking, but should not be considered legal advice as they may not be accurate for use in all situations. Tips are based on my opinions and positions in accordance with federal and Maryland law and my over 35 years of experience in the special education legal field. – Rochelle S. Eisenberg, Esquire
Copyright © 2019 Pessin Katz Law, P.A. All rights reserved.