Skip to main content

UNDER CONSTRUCTION

Thank you for your patience.

District
  1. Departments
  2. Exceptional Children
  3. EC Instructional Facilitator Corner

EC Instructional Facilitator Corner

If you are having trouble viewing the document, you may download the document.

Progress Monitoring

Data Collection

Classroom Resources

 

 

EC Tips from Instructional Facilitators

EC Mythbusters Q & A

  • From Policies Governing Services for Children with Disabilities: p. 80 Conducting an IEP meeting without a parent in attendance. A meeting may be conducted without a parent in attendance if the public agency is unable to convince the parent(s) that they should attend. In this case, the LEA must keep a record of its attempts to arrange a mutually agreed on time and place, such as (1) Detailed records of telephone calls made or attempted and the results of those calls; (2) Copies of correspondence sent to the parent(s) and any responses received; and (3) Detailed records of visits made to the parent’s home or place of employment, if appropriate, and the results of those visits. If the parent agrees to the meeting and does not show up, thorough documentation is needed. However, mulitple attempts at geting parents to come to a meeting is necessary in order to prove that the LEA was unable to convince the parent to attend. It is always best practice to begin preparations from meetings well in advance of the deadline so that if parents do not show up, you have time to offer them another time to come in. Best practice is to always have parents in attendance.

  • The need for addiitonal data is determined by the IEP team. An outside agency can not make a referral for services. However, the timeline for responding to a notification made by person other than parent or LEA is within thirty (30) days of receipt of written notification of concerns regarding a child. The LEA shall issue a written response to the child’s parent. The response shall include either an explanation of reasons the LEA will not pursue the concerns or a date for a meeting in which the LEA and parent will review existing data and determine whether a referral for consideration of eligibility for special education is necessary. Such meeting must be held within a reasonable time.The IEP team should consider information provided by outside agencies when making decisions with regards to services, but the team makes the final decision based on the following information from Policies Governing Services for Students with Disabilities: p. 63 (a) General. A public agency must ensure that the timely reevaluation for each child with a disability is conducted in accordance with NC 1503-2.5 through NC 1503-3.5 (1) If the LEA determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant additional evaluation data; or (2) If the child’s parent or teacher requests additional evaluation data.

  • A surrogate parent must be appointed when no parent can be identified; (1) the LEA is unable to locate the parent's whereabouts; or (2) the parents' rights have been legally terminated by the court and the child is in the custody of an agency or individual who does not meet the definition of parent, such as a therapeutic foster parent. A surrogate is not necessary when one of the following is available: a biological or adoptive parent of the child; a foster parent, a guardian authorized to act as the child's parent or authorized to make educational decisions; an individual or relative with whom the child lives or who is legally responsible for the child's welfare; or a court appointed surrogate. The biological or adoptive parent is always the first consideration unless his/her parental rights or rights to make educational decisions for the child have been terminated. If there is a question about parental rights, the LEA has the responsibility to seek clarification of parental status, and if necessary, request a copy of the court decision. If the individual appointed by the court as the surrogate or guardian of the child who has been removed from the home meets the IDEA requirements for a surrogate, the LEA may appoint the individual as a surrogate parent. If they meet the IDEA requirements for surrogates, guardians ad litem appointed by the court may be appointed as surrogates for students who are removed from the home and placed in nonsecure custody or the custody of a county department of social services. Employees of state agencies involved in the education or care of the child, such as the LEA, DSS, DHHS, group home employees, and therapeutic foster parents may not be appointed as surrogates. Surrogate parents should have the knowledge and skills to learn the policies and represent the child. Consider their knowledge and skills when determining whether to appoint the staff of emergency shelters, independent living programs, and street outreach programs as temporary surrogates until another more qualified surrogate can be appointed. The surrogate parent may sign all documents that a parent might sign and may file a petition for due process on behalf of the child. Incarcerated parents may or may not have educational rights. Do not assume their rights to make educational decisions have been terminated. In these cases, the LEA has the responsibility to seek clarification of parental status. Participation in meetings can occur through alternative means such as a phone conference. LEAs are responsible for appointing and training surrogate parents. In recruiting surrogates, consider retirees, educational sororities, members of local churches, and parent volunteers in the community.
    From Guiding Practices, p. 149

  • Per Craig Bryson, Director of Accountability & Technology in Caldwell County Schools, the last day to add/change testing accommodations for the 2017-2018 school year is April 28, 2018.

EC 101

Creating a Graphic Display

Progress Monitoring Using Excel from Caldwell County Schools on Vimeo.

EC Acronyms

  • EC Acronyms

     

    ACRONYM

     

     

    MEANING

     

     

    ADHD 

     

    Attention Deficit Hyperactivity Disorder

     

    ADD 

     

    Attention Deficit Disorder

     

    AT 

     

    Assistive Technology

     

    AU 

     

    Autism Spectrum Disorder

     

    BIP

     

     

    Behavior Intervention Plan

     

     

    CFT 

     

     

    Child and Family Team

     

     

    CRC 

     

    Community Residential Center

     

    DB 

     

     

    Deaf-Blindess

     

     

     

    DD 

     

     

    Developmental Disability

     

     

    DF 

     

     

    Deafness

     

     

    EC 

     

     

    Exceptional Children

     

     

    ECAC 

     

     

    Exceptional Children’s Assistance Center

     

     

    ECS 

     

     

    Extended Content Standards

     

     

    ESY 

     

     

    Extended School Year

     

     

    FAPE

     

     

    Free and Appropriate Public Education

     

     

    FBA 

     

     

    Functional Behavioral Assessment

     

     

    FERPA Act

     

    Family Educational Rights and Privacy

     

    GE 

     

     

    General Education

     

     

    HI 

     

     

    Hearing Impairment

     

     

    IDEA

     

     

    Individuals with Disabilities Education Act

     

     

    IDMI

     

    Intellectual Disability - Mild

     

    IDMO

     

    Intellectual Disability - Moderate

     

    IDSE 

     

    Intellectual Disability – Severe

     

    IEE

     

    Independent Educational Evaluation

     

    IEP

     

    Individualized Education Program

     

    SLD (LD)

     

     

    Specific Learning Disability

     

     

    LEA

     

    Local Education Agency

     

    LRE 

     

    Least Restrictive Environment

     

    MTSS 

     

    Multi-Tiered System of Support

     

    MU

     

    Multiple Disabilities

     

    OCS 

     

    Occupational Course of Study

     

    OHI 

     

    Other Health Impairment

     

    OI

     

    Orthopedically Impairment

     

    OM 

     

    Orientation and Mobility

     

    OT 

     

    Occupational Therapy

     

    COTA 

     

    Certified Occupational Therapy Assistant

     

    PBIS 

     

    Positive Behavior Intervention Support

     

    PLAAFP 

     

    Present Level(s) of Academic and Functional Performance

     

    PRTF

     

     

    Psychiatric Residential Treatment Facility

     

     

    PT 

     

    Physical Therapy

     

    PTA 

     

    Physical Therapy Assistant

     

    RE 

     

    Regular Education

     

    SEA

     

    State Educational Agency

     

    SED 

     

    Serious Emotional Disability

     

    SI 

     

    Speech and/or Language Impairment

     

    SLP 

     

    Speech Language Pathologist

     

    SLPA 

     

    Speech Language Pathologist Assistant

     

    TBI 

     

     

    Traumatic Brain Injury

     

     

    VI 

     

    Visually Impairment

     

    VR 

     

    Vocational Rehabilitation