1. Special Education Meeting November 5, 2013 ASC 3:30 TENNESSEE ROOM

2. Occupational Therapy in the School Setting CORRINE HEWITT AND JILL TURSAM

3. EasyIEP Reminders Brian Cinnamon  Out of State Transfers  Option Codes  December 1 Report

4. Out of State Transfer process  If student with a disability (had an current IEP that was in effect in a previous public agency in another State) transfers from another State to a school in TN, and enrolls in a new school within the same school year, the new school (in consultation with the parents) must provide the child with FAPE (including services comparable to those described in the child's IEP from the previous school), until the new school:  1) Conducts an evaluation (if determined to be necessary by the new public agency); and  (2) Develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements.

5. Out of State Transfer reminder  The Out of State Eligibility Report will calculate the 40 days automatically; the Interim IEP should have the same dates as the Eligibility Report (start date is the IEP meeting date when you completed the Re-evaluation Summary Report and decided that a Comprehensive evaluation is needed to determine eligibility in TN; the end date will be the 40 day due date).  Remember to complete the new Out-of-State eligibility report form generated in EIEP  Create a NEW IEP Document when a student transfers into a new district.  See flowchart

6. Option Codes  When there is a change in the student’s disability and new Eligibility document is created, create a new IEP document to reflect the change in disability and services. The new disability code will show on the student search page only if a new IEP document is created after the Eligibility document.

7. Dec. 1 report  Clear all stop signs  Ensure that IEPs are up-to-date

8. Reevaluation Summary Report Quiz Jessica Koon Triennial reevaluations are required by IDEA every years for all students with disabilities. True or false: You are required to include formative assessments in Section IV regardless of the student's age or grade level. True or false: Addition of a secondary disability will change the eligibility due date (of the primary disability).

9. A minimum of _____ observations are required in Section IV and should be placed _____. What observations are required for Section IV? True or false: The observations in Section IV are considered to be direct observations.

10. If the IEP team determines that the student continues to be eligible for the identified disability, there must be documentation of an adverse effect of that disability upon the child's educational performance. Where is the adverse effect documented? If assessment is requested for program planning in Section V, what should be done with the results? At what age does eligibility expire for developmental delay?

11. When is it necessary to complete the reevaluation summary report? List at least 7 reasons. When would vision and hearing screenings be appropriate to include in the assessment plan in Section V? True or false: Raw scores should be entered for TCAP scores in Section IV.

12. Last two questions: True or false: It is acceptable to leave items blank and to exclude sections of the reevaluation summary report. How many sections should be included in the reevaluation summary report?

13. Reevaluation Summary Report Jessica Koon and Jeanne Peal  Section III  Reference Guide is found on pages 194-196 in the Special Education Manual (can also look under "Forms" on the Sped Website - "4a Directions for Completing the Re-evaluation Summary Report").  Address all statements at the bottom of each page, sign, and date. Make sure these statements match the statements made in Section V.  Section IV  Make sure you complete Formative scores for ALL students.  Section V  Answer each question carefully; complete an Eligibility Report if directed.  Complete Assessment Plan completely; use Re-evaluation Checklists to guide your plan (checklists are found on the Sped Website under "Forms ").  Make sure all numbered boxes match.

14. Sixty Day Timeline Change Paula Nickels  As of January 29, 2014 the time frame for an initial evaluation of eligibility for special education must be conducted within 60 calendar days of the LEA’s receipt of informed parental consent, and an initial meeting to develop an IEP must be conducted within 30 calendar days of the determination of eligibility.  All evaluations in progress due to informed consent being received prior to January 29, 2014 must continue to adhere to the (40) “school days” of the local education agency’s receipt of informed parental consent for an initial until eligibility is determined and, if the child is eligible, a placement is made.

15. Sixty Day Timeline Change  Parent consent for initial assessment must be obtained by March 17 in order to have your IEP meeting by the end of the school year; otherwise, IEP teams will have to convene in the summer (including, parents, gen ed teacher, sped teacher, assessment rep, LEA, etc.)  SST teams should complete their work for initial referrals by March 3-6 to allow time for SPED teachers to get parent consent by March 17.

16. General Information  Monitoring- Reevlauation Summary Reports are not filled out correctly/appropriately- will have another training on this document/procedure. All components of the IEP not completed; date IEP given to parent, documentation that teachers not in attendance have reviewed the IEP. Lack of ten days notice to IEP team meeting.  Extended School Year Services- June 9 thru July 9  RTI Overview meeting December 3, @ 3:30- ASC/Tennessee Room- Special Ed Chairs, Student Support Team Chairs, Administrators  Student Support Team Information- Kim Scalf

17. SST Updates  Purpose continues to be problem solving, i.e., supporting student progress  As always, begins with Information gathering through teacher referral form/parent background information  RTI Transition = Increased attention/emphasis  Targeting skill deficit  Selecting appropriate research-based interventions  Intervening for at least 9 weeks  Monitoring progress in specific skill deficit

18. Document Changes = Movement Toward RTI  Tier 2 - 3 Research Based Interventions for Reading  Behavioral Intervention Plan  Progress Monitoring Chart (Academic/Behavioral)  Parent Feedback Letter (Academic/Behavioral