SECAC Meeting January 13, 2014 Introductions around the room made Announcement made that Debra Brooks would be meeting with the Office of Risk Management to discuss the funding of Worker’s Compensation and Liability Insurance to support the Vocational Training Experiences in the Secondary Education Special Education Job Training Program Robyn Engle introduced – Conflict Resolution Center - non-profit group and resource for parents who may need help with at IEP meetings or with the IEP process SECAC welcomed a panel of IEP Chairs to the meeting IEP Chairs and IEP facilitators work with teachers and families to create and monitor IEP and SST documentation, teams 504 mediation Compliance Issues with Schools Sharon Floyd exit document explanation, PRASP new IEP chart support Provide data to the state Sharon Floyd Maureen Hartlieb from the Compliance Office Program Review And Support Process (PRASP) interview children, teachers, review records, observe teachers and classrooms, based on complaints, msde information, sources that identify areas of need and general 5 day rule New training for IEP chairs and then IEP chairs share with schools Clarity with IEP statements professional development being offered Schools reviewed around every 5 years Some Questions and Responses for IEP chairs: 1. How can parents help establish a positive, cooperative climate around the IEP table? Answers: home numbers from IEP chairs, early connections meet everyone, get to know each other, phone calls ahead of time, high comfort level Ask questions to understand what is being discussed Set an agenda, read and review the IEP prior to the meeting Why can’t the goal bank be available to parents? Establish a climate during the school year, establish a solid relationship Goals ahead of time, revisions made by parents are denied, BCPS One website, password Negative meetings may require parents to contact the OSE Communicate with IEP staff how you feel about meeting, concerns, 2. What are the expectations about how IEP teams communicate and work with parents? Will schools become consistent? Case managers can collect data ahead of time Communication – making progress and when do you meet the goal? Parents want to know why the goal wasn’t achieved. The expectation is that progress monitoring will assess a probe or skill. This would be an assessment. Probes are given with and without accommodations. Data should be given on goals that are addressed Parents should not be surprised at information SECAC Meeting January 13, 2014 Smart goal process with obtainable goals 3. How are teachers and support specialists held accountable for IEP goals? Communication between IEP chairs and teachers Students in older classrooms become aware of what their needs are Students take ownership of learning if they are made to understand what their program consists of Accommodations could be listed on stickers Articulation process important to communicating needs of children Teachers need system in place to address IEP goals Case managers can be contacted to gain information IEP chairs can describe disability to help them understand the issues 4. Additional points: Special education students in general education classes – contact with peers; Additional training needed to other people who work with children The panel of administrators and IEP chairs were thanked for their attendance at this SECAC meeting.