New Special Education Teacher Meeting August 27, 2013

  Search by a student’s last name or partial last name  If looking for a set of students with certain criteria, use the ‘Advanced Student Search’, which allows for searches by compliance, disabilities, services, etc. Search for Students

  Student Specific (green checkmarks, yellow triangles, red stop signs including ECO and TEIS)  Click symbol to view compliance with each student Compliance Symbols Meanings

  For a description of any report, click on the blue question mark symbol to the right of the report name  Accommodations Report  Primary and Secondary Options Report  Participations Report Reports

  User may change their password on the ‘MyInfo’ tab  Password resets are only a temporary password and works one time only.  Password must include at least one capital letter, one number, one special character and at least eight alpha/numeric characters in length. Password changes

  Inform Brian Cinnamon or Linda Loggans so they can transfer student in EIEP  Give the system enough time to transfer enrollment information from SIS to EasyIEP (usually about 48 hrs) School changes within system

 In-state transfers  Existing IEPs from within Tennessee  Send student name/DOB/prior school to Brian Cinnamon or Linda Loggans  Transfers can only be made by EdPlan in Easy IEP; request has to be made for sending school to inactive in EIEP as well (Brian or Linda will do this)  Implement existing IEP until team meeting held to modify/finalize new IEP; must occur within 30 calendar days

 Out-of-state transfers  When you receive a student with special needs that enrolls at your school from out-of-state follow these procedures:  Request records from previous school  Request school psychologist to review records  Create draft Re-evaluation Summary Report  Convene IEP meeting and finalize Re-evaluation Summary Report to determine eligibility for TN criteria  PowerSchool populates EASY IEP, so don’t manually add student  secretaries put the students in PowerSchool, the quicker they students are added the quicker EIEP is populated  Once student is in EIEP, input data from received IEP into EIEP to create interim IEP

  All forms must be created in EIEP IEP Documents

  Eligible  To be completed at the IEP meeting; print a copy and have all IEP members sign; give parent(s) a copy  Not Eligible  To be completed at the IEP meeting; print a copy and have all IEP members sign; give parent(s) a copy Eligibility Reports

  When creating Progress Reports for your entire class, use Progress Report Wizard (found under the Wizards' tab)  School year will be automatic  Reporting Period – use the current reporting period (even if it is the first one for that specific student's IEP)  Make a copy to send home to the parents  Make a copy of the 4 th one to place in the student’s notebook Progress Report

  All teachers that work with the student should be given a copy of IEP At-a-Glance at the beginning of the year. Spend time with each teacher to review and explain the components of the IEP that is appropriate.  Any time the IEP changes, the teachers’ involved with the student should receive a new copy IEP At-a-Glance

  Use any time you need information from a facility/professional outside the school system  Parents fill out the information, sign, and return to you Release of Information Form

  Emotional Disturbance (Evaluation requires ruling out physical conditions as the primary cause of atypical behavior, e.g., biological or medical conditions such as allergies, neurological syndromes and effects of medications),  Autism (Evaluation requires physical and neurological information from a licensed physician, pediatrician or neurologist who can provide general health history to evaluate the possibility of other impacting health conditions),  OHI ( Designated psychologists may assess, diagnose, and treat ADHD, but a licensed medical health services provider such as a licensed physician, physician’s assistant or nurse practitioner is required for medical assessment and documentation of the student’s health). Medical Information Form

  Must be sent for every IEP meeting at least 10 days (calendar days) before the scheduled meeting. If the meeting needs to convene before 10 days out, you still must schedule the meeting 10 days out and ask the parent if they would agree to meet earlier. If they agree, then they can check the 2 nd box ( I CANNOT MEET AT THE DATE OR TIME SHOWN ABOVE. I CAN MEET WITH YOU ON (date) _______________at (time) ________________.) and note the earlier date. This serves as a “Waiver” for their 10 days’ notice. Invitation for a Meeting

 Invitation to a Meeting Con't  If the parent, guardian and /or non-minor student does not respond to the first meeting invitation within two school days:  A second invitation must be sent  A follow-up phone call must be made and documented  If no response then:  A third invitation must be sent certified mail  If there still has been no response, then the IEP Team can meet - unless it is an Initial Placement meeting. A parent has to be in attendance for the initial placement.

  Send to parents as soon as you receive notice that an evaluation has been requested. Check all appropriate boxes. Refer to the Referral Checklist(s) that are appropriate for the suspected disability. Initial Consent for Eligibility Evaluation

  The purpose for the PWN is one of the following:  Has been referred for initial evaluation  Has been referred for a re-evaluation  On _____ an IEP Team Meeting was held to discuss a change in education  On _____ an IEP Team Meeting will be held to discuss a change in education  Revocation of Services by Parent Request Prior Written Notice

  Notice must be given in writing whenever:  A referral is accepted  The school system has refused to evaluate a student referred by his or her parent, guardian, or non-minor student  A decision is made to conduct one or more assessments. Prior Written Notice Con't

  Check availability of all IEP team members and invite them to the meeting- speech, therapists  Contact the parent/guardian/student to schedule meeting  Send a written Invitation to Meeting that includes a purpose, time, place, and a list of school personnel who will be in attendance  Prepare a draft IEP with input from the appropriate school personnel  Set up the meeting room so that it is comfortable for the participants; example, enough setting for all, adult size chairs Before the IEP Team Meeting

  One of the student's general ed teachers  One special ed teacher  KCS/LEA representative who can assist in making decisions  When appropriate, one individual who can interpret test scores  Parent/guardian  Student  Others as appropriate/related service providers Before....Include

  Designate a recorder  Start the meeting on time  Introduction of participants  Review of parental rights  Review the purpose of the meeting and what will be accomplished  Remind the parent that their input is absolutely necessary  Discussions may include: Review of recent test data, student's strengths and parental concerns, review of IEP- goals, objectives, related services, overall progress  Student's academic, developmental, and functional needs  Ask for additional input, questions or concerns Meeting Agenda/Additional Considerations

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