2 left: Special Ed and Professional Expectations!!

Special Ed

Special Education Services at MC2

IEP=Individual Education Plan

Confidential

Who should I contact if I suspect a learner has a learning (challenge, difference, disability?) What is the identification process?

Meetings!! Advisors are required to attend IEP meetings as necessary. If advisor can't attend, they will find another teacher in their place. (Or seek an exemption of attendance)

Definition of Special Ed acronyms

Who is responsible for serving learners with IEPs? - All staff

What does our structure look like? Sp. Ed. Director (Chris) Case manager (Danielle) Support Staff / Teacher Advisors /

Transportation????? may or may not want to mention this(YES; CLARIFY)

What happens if we determine that MC2 can't meet the needs of your learner?

Legal responsibilities for all staff in following IEPs/attending IEP meetings/managing behavior/reporting academic progress and progress on goals and objectives

Understand and implement the accommodations/modifications for each learner. Ask case manager questions as needed.

Check in with Case Manager for concerns/questions

resources?

Outside services (how are they provided counseling/PT/other

IEPs (how do we serve, process as it relates to charter school law)

What are the responsibilities?

What is the difference between an IEP and a 504? Who is responsible for each?

The importance of attending IEP meetings

Importance of communicating with (or CCing) the support person of your student/advisee.

How many districts are we serving?

LOGISTICS

-Strategies (including communications with Districts, to help ensure teachers can attend)

Eric, 7/24/20:

How can we help students earn credit for things they already know, understand, and practice at a proficient level? (Especially in areas of apparent struggle)
- - Not just pursuing new learning based on interests, but documenting credit that they can ALREADY demonstrate
Addressing challenges in a given subject area must recognize the learner's story/relationship to subject, as well as cognitive abilities and challenges.
What do we do if the IEP seems to be incorrect, or incomplete? (E.G: A learner has a documented challenge with math. Can this learner do math when they are allowed extra time in a room by themselves? If so, what needs are we not serving?)
Documenting and celebrating PROGRESS is important. Most students I've seen give up on a subject area also think about their ability in binary terms. CAN/CAN'T
Loved the idea of the "this career = these competencies" binder. An online resource like that would be AMAZING.

????section new teachers can refer to

read whole IEP, highlight this section for accommodations, this section for goals, this section for student's general state of being, this section for conditions that impact learning

INFO TO HELP PARAS DO THEIR JOBS

-Service Hours Sheet & Timesheet practices

TITLE XVEDUCATIONCHAPTER 194-BCHARTERED PUBLIC SCHOOLS194-B:11 Chartered Public Schools; Funding. III. (a) In accordance with current department of education standards, the funding and educational decision-making process for children with disabilities attending a chartered public school shall be the responsibility of the resident district and shall retain all current options available to the parent and to the school district.(b) When a child is enrolled by a parent in a charted public school, the local education agency of the child's resident district shall convene a meeting of the individualized education program (IEP) team and shall invite a representative of the chartered public school to that meeting. At the meeting, the IEP team shall determine how to ensure the provision of a free and appropriate public education in accordance with the child's IEP. The child's special education and related services shall be provided using any or all of the methods listed below starting with the least restrictive environment:(1) The resident district may send staff to the chartered public school; or(2) The resident district may contract with a service provider to provide the services at the chartered public school; or(3) The resident district may provide the services at the resident district school; or(4) The resident district may provide the services at the service provider's location; or(5) The resident district may contract with a chartered public school to provide the services; and(6) If the child requires transportation to and/or from the chartered public school before, after, or during the school day in order to receive special education and related services as provided in the IEP, the child's resident district shall provide transportation for the child.(c) Consistent with section 5210(1) of the Elementary and Secondary Education Act and section 300.209 of the Individuals with Disabilities Education Act, when a parent enrolls a child with a disability in a chartered public school, the child and the child's parents shall retain all rights under federal and state special education law, including the child's right to be provided with a free and appropriate public education, which includes all of the special education and related services included in the child's IEP. The child's resident district shall have the responsibility, including financial responsibility, to ensure the provision of the special education and related services in the child's IEP, and the chartered public school shall cooperate with the child's resident district in the provision of the child's special education and related services.

What-Are-Your-Obligations-to-Charter-Schools-Anyway.pdf

SPED info meeting.doc

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