Goals of the Month – October 2014

October 15th, 2014  

Some teachers has a great idea and we are using it! Since Pupil Services sees so many goals and objectives throughout the year, and you all don’t get to see each others’, we are going to pick out the best of the best each month and share them with all of you!  You may see one of yours.  You may save these for when you are stuck.  Either way, sharing is caring!

Goal: Given an opportunity and time to complete a task, Student will maintain an organized work space on 95% of the school days.

Objective 1: Given an opportunity and time to complete a task, Student will maintain an organized work space on 60% of the school days.

Objective 2: Given an opportunity and time to complete a task, Student will maintain an organized work space on 75% of the school days.

Objective 3: Given an opportunity and time to complete a task, Student will maintain an organized work space on 85% of the school days.

Goal: Student will independently complete a planner on a daily basis with 95% accuracy in filling in his daily homework, planning for long term assignments and prioritizing what he needs to complete.

Objective 1: With minimal assistance, Student will complete a planner on a daily basis with 90% accuracy in filling in his daily homework, planning for long term assignments and prioritizing what he needs to complete.

Objective 2: With minimal assistance, Student will complete a planner on a daily basis with 95% accuracy in filling in his daily homework, planning for long term assignments and prioritizing what he needs to complete.

Objective 3: Student will independently complete a planner on a daily basis with 95% accuracy in filling in his daily homework, planning for long term assignments and prioritizing what he needs to complete.

Goal: On a weekly basis, Student will independently review his grade reports to determine his current grade in each of his classes and if he is missing any work 100% of the time.  He will write missing work into his planner and check it off as it is completed.

Objective 1: On a weekly basis and with minimal assistance, Student will review his grade reports to determine his current grade in each of his classes and if he is missing any work 90% of the time. He will write missing work into his planner and check it off as it is completed.

Objective 2: On a weekly basis and with minimal assistance, Student will review his grade reports to determine his current grade in each of his classes and if he is missing any work 95% of the time. He will write missing work into his planner and check it off as it is completed.

Objective 3: On a weekly basis, Student will independently review his grade reports to determine his current grade in each of his classes and if he is missing any work 100% of the time. He will write missing work into his planner and check it off as it is completed.

Out-of-District IEPs*

October 15th, 2014  

What do you need to know for students who transfer into KPBSD with an out of district IEP?

The first step is that the team must determine whether to accept the eligibility and the IEP established by the previous district.  This decision must be made within 10 days of the student enrolling.

bullet-point-image-8The team may accept both the eligibility and the IEP, even if the IEP requires minor revisions to align with the services provided by KPBSD.  The IEP team does not need to conduct an IEP meeting if the current IEP is available, the parent agrees with it, and the IEP team finds it approrpriate.  If this is the case, acceptance can be accomplished through an IEP amendment by phone.

bullet-point-image-8The team may reject the eligibility and/or the IEP.  However, FAPE must be provided to the student based on the eligibility and IEP developed in the previous district until a new evaluation is conducted and/or a new IEP is developed.

For more information regarding what paperwork needs to be completed for out of district IEPs, please look up key words “out of district” in the search bar above.

*This information is slightly different than newsletters past.  Please review carefully

October 2014 FAQs

October 15th, 2014  

FAQs
 

 

Q: One of the students on my caseload is under the custody of the Office of Children’s Services (OCS).  What do I need to know?

A: The first, best thing to do is contact the Pupil Services Compliance Secretary for your school.  OCS is not the legal guardian and cannot sign the paperwork as the legal guardian.  Depending on the student’s situation, a family member or a foster parent may serve as the guardian for IEP purposes.  Or a surrogate parent may need to be appointed for the student.  A call to the district office compliance secretaries will help determine what the next steps are for the student.

Q: Should I bring a draft IEP with me to the IEP meeting?

A: If you bring a new proposed draft of the IEP to the meeting, the most important things to do is to mark it as DRAFT and ensure that everyone at the table knows that the draft will be reviewed at this meeting and changes made.  If you do bring a draft, make notes on you copy of what changes team members would like to make.  In potentially contentious cases, save the copy with your notes on it so that it can be referred to if a parent has a question.  Another option is to bring a copy of the current IEP and make changes where needed on that copy.  An effective case manager brings some sort of draft to work from so that the meeting can stay on track.

Out of District Paperwork – What Needs to Go in the Database?

September 23rd, 2014  

If you accept out of district paperwork for a transfer student, there are certain components that will need to be entered in the sped database.  You do not need to type the entire contents of the IEP and ESER into the database!

Here is what is required:

bullet-point-image-6Type of IEP Review (IEP Info screen)

bullet-point-image-6Certification/Eligibility Category (Evaluation Summary/Eligibility Report screen)

bullet-point-image-6ESER Needs and Recommendations

bullet-point-image-6IEP and ESER Meeting Dates – double check to be sure that expiration dates are correct too!

bullet-point-image-6Summary of Services

bullet-point-image-6Goals and Objectives – enter them in the database so you have a place to enter progress

bullet-point-image-6Assessment Accommodations – these transfer to PowerSchool and are accessed by school counselors/testing coordinators

bullet-point-image-6LRE Placement Checklist

bullet-point-image-6Secondary Transition Checklist (for students age 15+)

bullet-point-image-6All IEP Text Fields – Enter the statement, “see out of district IEP.”

bullet-point-image-6Error check the IEP and ESER and enter “see out of district paperwork” in any other required text fields

 

2014 ASSEC Presentations from KPBSD Staff

February 25th, 2014  

Four of our own KPBSD staff presented at the 2014 Alaska Statewide Special Education Conference (ASSEC) in Anchorage.  Copies of their presentations are posted below.

Please contact the presenters if you would like additional information about any of these programs or topics.

bullet-point-image-7Data Collection and the IEP: Easily Show Progress to Parents, Administrators & Students – Tim Galpin, Soldotna Elementary

bullet-point-image-7Getting Started with Applied Behavior Analysis – Amy Sundheim, Homer Area (with Chris Sturm, UAA Center for Human Development)

bullet-point-image-7Building Academic Vocabulary: A Program that Dramatically Increases Reading Comprehension for Special Education Students – Dr. Tim McIntyre & Holly Zwink, Kenai Central High School