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.