EC Instructional Facilitator Corner
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Progress Monitoring
Data Collection
EC Tips from Instructional Facilitators
EC Mythbusters Q & A
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From Policies Governing Services for Children with Disabilities: p. 80 Conducting an IEP meeting without a parent in attendance. A meeting may be conducted without a parent in attendance if the public agency is unable to convince the parent(s) that they should attend. In this case, the LEA must keep a record of its attempts to arrange a mutually agreed on time and place, such as (1) Detailed records of telephone calls made or attempted and the results of those calls; (2) Copies of correspondence sent to the parent(s) and any responses received; and (3) Detailed records of visits made to the parent’s home or place of employment, if appropriate, and the results of those visits. If the parent agrees to the meeting and does not show up, thorough documentation is needed. However, mulitple attempts at geting parents to come to a meeting is necessary in order to prove that the LEA was unable to convince the parent to attend. It is always best practice to begin preparations from meetings well in advance of the deadline so that if parents do not show up, you have time to offer them another time to come in. Best practice is to always have parents in attendance.
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The need for addiitonal data is determined by the IEP team. An outside agency can not make a referral for services. However, the timeline for responding to a notification made by person other than parent or LEA is within thirty (30) days of receipt of written notification of concerns regarding a child. The LEA shall issue a written response to the child’s parent. The response shall include either an explanation of reasons the LEA will not pursue the concerns or a date for a meeting in which the LEA and parent will review existing data and determine whether a referral for consideration of eligibility for special education is necessary. Such meeting must be held within a reasonable time.The IEP team should consider information provided by outside agencies when making decisions with regards to services, but the team makes the final decision based on the following information from Policies Governing Services for Students with Disabilities: p. 63 (a) General. A public agency must ensure that the timely reevaluation for each child with a disability is conducted in accordance with NC 1503-2.5 through NC 1503-3.5 (1) If the LEA determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant additional evaluation data; or (2) If the child’s parent or teacher requests additional evaluation data.
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A surrogate parent must be appointed when no parent can be identified; (1) the LEA is unable to locate the parent's whereabouts; or (2) the parents' rights have been legally terminated by the court and the child is in the custody of an agency or individual who does not meet the definition of parent, such as a therapeutic foster parent. A surrogate is not necessary when one of the following is available: a biological or adoptive parent of the child; a foster parent, a guardian authorized to act as the child's parent or authorized to make educational decisions; an individual or relative with whom the child lives or who is legally responsible for the child's welfare; or a court appointed surrogate. The biological or adoptive parent is always the first consideration unless his/her parental rights or rights to make educational decisions for the child have been terminated. If there is a question about parental rights, the LEA has the responsibility to seek clarification of parental status, and if necessary, request a copy of the court decision. If the individual appointed by the court as the surrogate or guardian of the child who has been removed from the home meets the IDEA requirements for a surrogate, the LEA may appoint the individual as a surrogate parent. If they meet the IDEA requirements for surrogates, guardians ad litem appointed by the court may be appointed as surrogates for students who are removed from the home and placed in nonsecure custody or the custody of a county department of social services. Employees of state agencies involved in the education or care of the child, such as the LEA, DSS, DHHS, group home employees, and therapeutic foster parents may not be appointed as surrogates. Surrogate parents should have the knowledge and skills to learn the policies and represent the child. Consider their knowledge and skills when determining whether to appoint the staff of emergency shelters, independent living programs, and street outreach programs as temporary surrogates until another more qualified surrogate can be appointed. The surrogate parent may sign all documents that a parent might sign and may file a petition for due process on behalf of the child. Incarcerated parents may or may not have educational rights. Do not assume their rights to make educational decisions have been terminated. In these cases, the LEA has the responsibility to seek clarification of parental status. Participation in meetings can occur through alternative means such as a phone conference. LEAs are responsible for appointing and training surrogate parents. In recruiting surrogates, consider retirees, educational sororities, members of local churches, and parent volunteers in the community.
From Guiding Practices, p. 149 -
Per Craig Bryson, Director of Accountability & Technology in Caldwell County Schools, the last day to add/change testing accommodations for the 2017-2018 school year is April 28, 2018.
EC 101
Creating a Graphic Display
Progress Monitoring Using Excel from Caldwell County Schools on Vimeo.
EC Acronyms
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EC Acronyms
ACRONYM
MEANING
ADHD
Attention Deficit Hyperactivity Disorder
ADD
Attention Deficit Disorder
AT
Assistive Technology
AU
Autism Spectrum Disorder
BIP
Behavior Intervention Plan
CFT
Child and Family Team
CRC
Community Residential Center
DB
Deaf-Blindess
DD
Developmental Disability
DF
Deafness
EC
Exceptional Children
ECAC
Exceptional Children’s Assistance Center
ECS
Extended Content Standards
ESY
Extended School Year
FAPE
Free and Appropriate Public Education
FBA
Functional Behavioral Assessment
FERPA Act
Family Educational Rights and Privacy
GE
General Education
HI
Hearing Impairment
IDEA
Individuals with Disabilities Education Act
IDMI
Intellectual Disability - Mild
IDMO
Intellectual Disability - Moderate
IDSE
Intellectual Disability – Severe
IEE
Independent Educational Evaluation
IEP
Individualized Education Program
SLD (LD)
Specific Learning Disability
LEA
Local Education Agency
LRE
Least Restrictive Environment
MTSS
Multi-Tiered System of Support
MU
Multiple Disabilities
OCS
Occupational Course of Study
OHI
Other Health Impairment
OI
Orthopedically Impairment
OM
Orientation and Mobility
OT
Occupational Therapy
COTA
Certified Occupational Therapy Assistant
PBIS
Positive Behavior Intervention Support
PLAAFP
Present Level(s) of Academic and Functional Performance
PRTF
Psychiatric Residential Treatment Facility
PT
Physical Therapy
PTA
Physical Therapy Assistant
RE
Regular Education
SEA
State Educational Agency
SED
Serious Emotional Disability
SI
Speech and/or Language Impairment
SLP
Speech Language Pathologist
SLPA
Speech Language Pathologist Assistant
TBI
Traumatic Brain Injury
VI
Visually Impairment
VR
Vocational Rehabilitation