63 rd CONFERENCE ON EXCEPTIONAL CHILDREN

1. 63rd CONFERENCE ON EXCEPTIONAL CHILDREN My view from a sea of exceptional information

2. Interactive Group Activity • Please take the card you were given and form a small group. Everybody should be in a group. • Read the scenario and discuss the best outcomes. • Be ready to report!

3. Special Education Law • Paperwork matters: • If you don’t have the documentation showing it happened, you will have a hard time clearing a legal hurdle should one arise. Paperwork matters!!!!!!

4. Common Documentation Pitfalls • Not recording all attempts to contact the parent. • DEC 5 not completed or not completed well. • Invitations to conference-list all issues? • Delivery of services paperwork: • Related services, special education, accommodations

5. The Invitation • Embrace the concept that proper notice of a meeting is truly an INVITATION to the parent and they are the guest of honor. • List all issues that you plan to discuss at the meeting-ALL issues! • Send 2 invitations to the parent. • Make a phone call to personally invite them. Document all attempts.

6. Let‘sTalk About Parents • Whose rights are protected under the IDEA? • Goal of the IDEA : To provide appropriate • educational services to disabled students • The primary vehicle for reaching that goal: Providing parents with a place at the educational table

7. Working with Parents • Properly identify who is the parent under the IDEA. • Only the parent can: • provide consent • Has the procedural protections • Can bring due process

8. Why does this matter? • If you fail to identify the proper party as the parent, the actual parent has an immediate, and winning claim, that they were denied their place at the educational table!

9. Who is a parent? • A biological or adoptive parent • A foster parent, unless State law, regulations, or contractual obligations with a State or local entity prohibit a foster parent from acting as a parent • A guardian generally authorized to act as the child’s parent or authorized to make educational decisions for the child

10. Who is a parent? • An individual acting in the place of a parent with whom the child lives; or • an individual who is legally responsible for the child’s welfare; or • A surrogate parent who has been appointed…. • NC 1500-2.24

11. Tips on identifying the parent • If you can find the biological parent and they want to remain involved, no one else qualifies as a parent. • Someone acting “in the place of a parent” must be someone with whom the child lives. • Therapeutic foster parents and DSS case workers never qualify as a parent. • Guardian ad litems ≠ Guardian • Tread carefully when parents attempt to assign their rights to someone else to someone else • Both biological parents have rights.

12. The DEC 5 • EVERY meeting needs a DEC 5! • Common mistakes in filling out the DEC 5: • More info to be added by meeting

13. Communication attempts • Many lawsuits between families and school systems stem from improper or lack of documentation of contact with the parent. • Send two invites, make phone calls, send emails. • After making all of these attempts, record them in a communication log.

14. Keeping the communication channels open….. • Provide draft IEP’s ahead of time. • Give ample notice of all things to be discussed at the meeting. • Share results of psychologicals as soon as they become available. • Get permission for outside agencies to be present (example: VR)

15. Managing for SuccessA positive approach….. • Methods and strategies used to create a classroom environment that is conducive to student learning and success. • Components include: schedules, routines, and reinforcement. • Allows teachers to manage time, resources, students and behaviors. • Creates a positive learning environment and fosters student growth.

16. Schedules…..Teaching routines and flexibility in the classroom • Define the daily events/activities • Identify the sequence of activities • Teach flexibility and ease transitions • Promote organization • Facilitate student understanding of what is to come

17. Schedule Components • Clearly established time frames for completing activities. • Visual Icons (true objects, Boardmaker, clipart, photographs) • Written format • Individualized or whole class • Portable or stationary

18. Routines…establishing systematic procedures in the classroom • A prescribed way of doing things in the classroom • Rituals that must be TAUGHT and reinforced until every student knows the proper procedure for each • CONSISTENCY and ORGANIZATION are key! • Procedures + Routines = Structure

19. Reinforcement….Developing positive supports in the classroom • Increases and strengthens the likelihood that a behavior will occur • Contingent upon behavior • Deliver immediately and frequently • Must be given to all students, not just the well behaved • Varies based on student’s age, desires and targeted behavior

20. Whole Group: Verbal praise Token board Student/Teacher Game Class Dojo Choice Boards Physical Gestures Individual : Verbal praise Token board Choice boards Contracts Physical Gestuers Reinforcement

21. Last but not least…. Level the playing field with audiobooks!

22. Learning Ally • The company through which NCDPI has a membership to use their audiobooks for students with print disabilities. • We have hooked up with Learning Ally and Michelle Minton is the contact person with whom you can get your students with IEP’s signed up for audiobooks.

23. Quality Audio Book Library • Their strength is their collection of human voice recorded books-not computer read! • Largest STEM library-their books are read by subject area experts. • All maps, charts, and graphs are described by the reader • Currently have over 80,000+ titles, with 6,000 additional added each year.

24. Resources • Get access for your students • Contact Michelle Minton • Contact Madelyn Dabbs at Learning Ally at mdabbs@learningally.org or call 1-800-221-4792