FCPS Special EDge Hot Sheet
October 2016 Brief Info blasts about Special Education
NEW-Special Education Bundle
Each month in accordance 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 consistency and efficiency in messaging coming from the Department of Special Education and Psychological Services.
Standards Based IEPs Begin with Current Present Levels of Performance to Close the Achievement Gap
Standards based IEPs are designed to enable the student to narrow the achievement gap between his/her current level and the Maryland College and Career Readiness grade level standards. Goals are SMART (S - specific, M - measurable, A - achievable, R -relevant,T - time-bound) and incorporate principles of Universal Design for Learning.
The Present Levels of Academic and Functional Performance (PLAAFP) on the IEP should include data from the current school year that indicates performance in all academic and functional areas. This data could be in the form of observation, anecdotal information or data collected that school year on goals/ services implemented.
Each present level (PLAAFP) statement has current assessment data with data from multiple sources such as standardized assessments, state and local system testing, curriculum-based measures, observation data, and other informal assessments. (Examples: fluency assessments, Informal Reading Inventory outcomes (IRI), Scantron scores, observation outcome...).
If it is not an evaluation year, initial or re-evaluation data should not be included in the Present Levels of Academic and Functional Performance on the IEP for that school year. Keep in mind that assessment data is archived on the previous IEP when the testing
was completed.
A strong PLAAFP (present levels) are the foundation for developing measurable IEP
goals that are grounded in the Maryland Career and College Readiness Standards and when implemented can close the achievement gap for students.
Procedural Rights Updates 2016: Translation of Completed/Approved IEP/IFSP & Parent Right to Mediation
Two forms that were recently created in response to a state requirement related to the procedural safeguards of families with students who have disabilities.
1. To simplify, parents must be informed (orally and in writing) of their right to mediation as part of an IEP team meeting.
- The SE: 7, IEP Team Meeting Notes have been revised to include a written statement of parent right to mediation. Additionally, the NEW in the Parental Rights Maryland Procedural Safeguards 2016 was created to offer guidance to school teams and central office staff in order to ensure understanding of the requirement and their responsibilities to the process. For your convenience, the revised SE: 7 is also accessible through Form Finder. Please destroy all previous versions or templates of the IEP team meeting notes and use this version moving forward.
2. Because 1% or more of our families speak Spanish as their native language, a Spanish speaking parent may request that the completed/approved IEP or completed/approved IFSP be translated into their native language. Please note that the requirement for translation is only for the approved IEP or approved IFSP, and not draft documents.
- Should a parent request translation of the completed/approved Individualized Education Program or Individualized Family Service Plan in their native language of Spanish, document the request, date received and expedite contact to The Department of Special Education and Psychological Services to initiate the translation process directly to Carol Mullinix, via email Carol.Mullinix@fcps.org.
As a professional courtesy, please remember that, when necessary, a non-English speaking parent/guardian of a child with a disability, has the right to a language interpreter during the IEP meeting process.
Special education case-managers are required to share this information with support staff who serve in the role as program assistant.
NEW Transition UPDATE
Parent consent is required annually for all agency representation who will likely be responsible for providing or paying for transition services before their attendance at an IEP meeting at the beginning of each school year.
Documents were created to support our professional practice.
SE: 39, Consent for Agency Invitation to Transition Meeting will be required to document systemic compliance with this new requirement. This form is located on FormFinder under Special Education.
Additionally, the IEP Transition Meetings Update will be used to offer guidance to school teams and central office staff in order to ensure understanding of the requirement and their responsibilities to the process. This update is located on the home page of the Special Education website on InsideFCPS.
Confidentiality
FERPA states that "the law prohibits the release of education records or personally identifiable information contained therein of students without the written permission of their parents.
Be conscious of ALL communication, both verbal and written. Participation as an IEP team member is highly confidential.
Maintaining Confidentiality Tips:
- Do not include student names in subject lines of emails
- Never mass email IEP families as the distribution list itself is a breach of confidentiality because personally identifiable email addresses can be seen by others
Read and Write Extension for Google Chrome
We are excited to share that for the 16-17 school year, the Department of Special Education and Psychological Services has secured a group subscription to Read and Write Extension for Google Chrome. This purchase will allow us to support 3000 students with disabilities, including students with IEPs and 504 Plans enrolled at all grade levels.
Please note: If you have students who received the Read and Write extension last year, you do not need to complete another request. Those students will continue to have access to the extension.
For students to be considered for this tool, they must meet the following qualifiers:
- Have an IEP or 504
- Have reading and/or writing goals or accommodations
- Student has tried the full version of the Read & Write extension in Google Drive with a teacher and found the tool to be beneficial.
Case Managers and 504 Coordinators should download and install the professional version for free (for teachers only) at the link below in order to try it with students before the request in made.
Once these qualifiers have been met, Case Managers and 504 Coordinators can complete this short Google Form below to request the tool for a qualifying student.
Need more information about the extension? Please refer to these very brief screencasts: http://fcpsactt.weebly.com/read-write-extension.html
Including Appropriate Service Providers in Initial and Reevaluation Assessment IEP/504 Process
Service providers such as hearing itinerants, vision itinerants, adapted PE teacher specialists, occupational therapists (OT) and physical therapists (PT) would like to take a moment to remind everyone that when your school is setting up a meeting (IEP/504) for a student with a known and/or documented disability that impacts their service, please contact them to include them in your meeting invitation, this includes initial screening meetings and reevaluations.
For example, it is critical that a certified teacher for the deaf and hard of hearing be present at all meetings regarding a student with a hearing loss, especially when making determinations such as testing and placement. A certified teacher for the deaf will be able to interpret the student's audiogram and explain how his/her hearing loss is affecting him/her in the classroom, as well as to determine the appropriate assessments to administer.
To help everyone, there is are Itinerant Referral Process Guides located on InsideFCPS. When you click on the Special Education department link, you will find the Process Guides on the right side column. Please refer to this guide when scheduling and determining invitees that will attend your meetings.
SPECIAL DELIVERY! Sign Language Interpreting Services Resources for Schools
Your school should have received a delivery of bookmarks/rack cards and brochures from the Office of Interpreting Services to your school liasions.
These materials will serve two purposes:
- The bookmarks/rack cards will inform FCPS deaf and hard of hearing community stakeholders that Sign Language Interpreting Services are available to them for all school-related events AND how to acquire those services.
- The brochures are for families that are either considering requesting interpreting services in their child's classroom OR are new to FCPS and already know their student requires interpreting services in the classroom.
Please place the bookmarks in a prominent location preferably in the main office and possibly the guidance office. A few brochures may also be placed in the main office. However, they will need to be accessible for IEP and 504 team meetings as well. As you dispense these materials, please contact Amy Brooks @ 301.644.5192 or 301.644.5191, or amy.brooks@fcps.org to have your supply replenished.
Thank you for your cooperation as this will improve FCPS' ability to provide seamless service between the deaf or hard of hearing consumer, your school, and the Office of Interpreting Services.
Occupational & Physcial Therapy Referral Process Update
When a student transfers into FCPS from another local or out of state with Occupational and/or Physical Therapy (OT/PT) services, the IEP team should:
Complete SE 13 14 OT PT Therapy Referral for Assessment or Continuation of Service (found in Form Finder under Special Education) & email form to FCDCreferral@FrederickCountyMD.gov
When a student is referred for OT and/or PT Assessments, the IEP team should:
- Complete SE13 14 OT PT Therapy Referral for Assessment or Continuation of Service (found in Form Finder under Special Education)
- Gather required documents: Referral, SE 2, IEP meeting notes
- Send required documents through courier, fax or email:
ATTN: Carolyn Best, Frederick County Developmental Center
Fax: 301-600-3280 FCDCreferral@FrederickCountyMD.gov
Also, if you are looking to have OT or PT observe a student who is not identified with a disability you can find the parent permission letter on FormFinder under Special Education named General Education PARENT CONSENT FOR OCCUPATIONAL or PHYSICAL THERAPY OBSERVATION.
Rochelle’s Special Education Legal Tips
TIP #1 It is not enough for the classroom teacher to leave the substitute a folder with the information on accommodations for the students. Someone in the school’s administration needs to check with the substitute teacher to make sure the substitute knows the folder exists and has a chance to look at it. Some teachers think it is a violation of the student privacy laws to advise the substitute of the name of the student who needs the accommodations. Obviously, that is not an accurate assumption. Without the name, how would the substitute know who should receive the accommodations? The accommodations list must be prepared in a way that a substitute can quickly look at it and know what to do as far as accommodations. Remember that substitutes do not necessarily have any special education experience and often, they come into the classroom at the last minute and need a way to quickly gain an understanding of the required accommodations.
TIP #2 When sending the Notice of the IEP team meeting, be sure to invite both parents. Often the noncustodial parent is overlooked by the staff, but that parent needs to be kept advised of the IEP meeting date. Make an effort to learn the address of the noncustodial parent if the custodial parent will not give it to you.
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