5/16/13

Special Education Meeting

Happy Retirement!!!

O We wish Peggy Rochelle and Melodie Stice a Happy, Exciting, Wonderful Retirement….

Thank you from the bottom of our hearts for your selfless dedication to our children. Our lives are better for having known and worked with both

of you!

NormsOEveryone will:

O be fully present, engaged and focused (no sidebars or cell phone use)

O be positive and solution focused (we will only discuss that which we can change)

O keep students at the center of focus and decision making

O challenge with respect; disagreements are healthy if you respect all intentions

O risk productive struggle; it is safe to get out of your comfort zone

O balance urgency and patience; change happens over time and is a process

AgendaO Inclusion presentations- Lincoln and

WashingtonO Monitoring Findings and Corrective

Action

THANKS FOR YOUR DEDICATION TO OUR STUDENTS~

HAVE AN EXCELLENT SUMMER VACATION!!!

Kingsport City Schools Monitoring Training

5.16.13

Indicators: 9, 10, 11 ,13a., 15, 20, 21, 23, 45, 47, 52,

54, 56

CM Initial 9- Prior Written Notice for Initial Evaluation

O Prior written notice was provided upon initial referral or the parent’s request for evaluation

O Refer to manual on Initial Evaluation and PWN (Appendices 2:D, pages 103-104)

CM Initial 10- Consent for Initial

O Signed informed parent notice and consent for initial evaluation is documented in the student’s file.

O Refer to manual for Initial Evaluation

CM Initial 11- Consent for Initial Placement

O The initial IEP signed by the parent is in the student’s file.

O Refer to manual for Initial Evaluation

CM Initial 13a- Prior Written Notice for Initial Placement

O Prior Written Notice was provided upon initial placement.

O Refer to manual on Initial Evaluation and PWN (Appendices 2:D pages 103-104)

IEP Process 15- Invitation to a Meeting

O Documentation that the most recent invitation was received by parents at least 10 days prior to the meeting date. The ten days maybe waived by the parent with documentation after the parent has received notice.

O Refer to manual for IEP meeting

IEP Process 20- Source/Date of Information and Exceptional Areas

O The source and information used for determining the child’s present levels of academic achievement and functional performance was obtained no more than three years prior to current IEP-

O KCS- this information needs to be updated annually and must be related to academic performance and standards or curriculum-based assessments.

O Refer to manual for IEP meeting

IEP Process 21- Present Levels of Academic Achievement and

Functional Performance: All Areas Addressed

O The present level of performance is recorded in the IEP for each area assessed- present levels should be updated annually and can be obtained from multiple sources, including standards or curriculum-based assessments, documentation of observations and work samples.

O Refer to manual for IEP meeting

IEP Process 23- Annual Goal and Short Term Objectives: Address All

Present Levels of Performance Areas

O The goals and short-term objectives address each area identified as exceptional in the Present Levels of Performance

O Refer to manual for IEP Meeting

IEP Process 45- Date IEP was Provided to the ParentO The date the written IEP was

provided to the parent is documented.

O Refer to manual for IEP meeting

IEP Process 47- IEP Reviewed by Teachers not in Attendance

O Documentation that all teachers responsible for implementing the IEP, but not in attendance at the meeting have been informed of their specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP OR the IEP documents all teachers for implementing the IEP were present at the meeting.

O Refer to manual the IEP meeting

Secondary Transition 52- Transition Postsecondary Goals

O There is evidence of a measurable postsecondary goal(s) that cover education or training, employment, and as needed, independent living.

O Example: Upon completion of high school, John will enroll in courses at Northeast State Community College- Annual Goal: Given Northeast State Community College information, John will demonstrate knowledge of the school’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy by specified date.

Secondary Transition 54- Transition Appropriate Transition Assessments

O There is evidence that the measurable postsecondary goal(s), activities are based on age-appropriate transition assessments.

O Examples: Transition checklists, Kuder, PLAN, ACT, TCIDS Career Interest Survey, MECA Learning Assessment- See Transition Manual (targeted training for secondary teachers related to Transition planning, assessment and goal setting)

Secondary Transition 56- Transition: Course of Study

O There is evidence that transition services include courses of study that focus on improving the academic and functional achievement of the student to facilitate their movement from school to post-school.

O Example: If the student is interested in auto mechanics they should at some point in their high school career be included in a class related to this field of work.