March+15,+2013


 * Agenda**


 * District:**
 * Para Meeting, March 20, 2:00 - agenda: hours/schedules, refreshments**
 * **Agenda:**
 * Why we are meeting today
 * Obama Care
 * Everyone will be working 28 (or less) hours next year
 * We will have to stagger times if we need to get kids on/off buses
 * Open it up for questions (what do you think will work best?) - Make them feel like they are a part of the discussion
 * ESY/Compensatory Education - memo, how to estimate time/services**
 * Paula and Megan created a draft of ESY/Compensatory
 * Kevin will email IS staff and ask for names of students to be sent to coordinators - coordinators will then send information regarding ESY/Compensatory based upon the specific situation
 * This documentation is not to be sent to or shared publicly to parents
 * How are we estimating time of compensatory time? Shawn talked about using the home instruction model in order to gauge time. (Kevin suggests starting low to see if everyone will agree. If not, you can increase time.)
 * Transition to middle schools - Hastings - home school verses programs - autistic student from Greensview**
 * Parents can't be forced to attend a building based on programs (special education is not a place, it's a service)
 * On the prior written notice (PR-01), you can say that this (something other than what the parents want) is what the school team is recommending (per Julie Martin) - if the kid is unsuccessful down the road, at least we have covered our bases
 * Exit IEPs**
 * Graduating Senior - Summary of performance and meeting with the parent
 * PR-01 always goes out
 * Annual review vs. graduation
 * If IEP annual review falls within last 4 weeks of school, hold the meeting, change the dates, use a NEW IEP form (with a different duration), but the goals can remain the same, have everyone signs (summary of performance follows)
 * Change the dates and make it look like a new IEP so it doesn't look like an extension
 * Summary of performance - what they CAN do, not just what they can't do. List the areas of weaknesses, but be sure to focus on what they can do
 * We need to hold training in the fall for IS staff to understand what PR-01 is, why we send it out, and when we send it out (add to Fall 2013 wiki)**
 * Posting of Coordinators position**
 * Kevin has to contact Star Simpson Suzanne Kotch
 * We need to get this person in here ASAP so they can start training with Peggy and Shawn
 * Dates of future Office Team meetings**
 * April 30 at 8:30 until lunch will be our next office team meeting
 * Revise rubric? good tool; outdated now; update/toss?**
 * Last update to this rubric was 2008
 * We will work together to try to update this rubric, but don't want it to be sent to parents - just used internally
 * Paula will look through old notes to find what we were trying to call all of the unit classrooms last year - talked about calling them all Learning Centers so we can have consistency across the district - we don't want resource room or ED unit to have any type of negative connotation
 * Related Service staff: schedules: direct service/ Consult/ Support for school personnel; accuracy of time reported?**

K - 5 MD communication to IS/related service staff Bryant Tela - Barrington MD Max Wolf - part 2 IEP, Kevin? Federal Study on Grade 4 Reading - IES Study
 * Elementary:**

Secondary level: Cross Cat programs; time to examine/revise; have IS at the table
 * Middle Schools**


 * High School:**
 * Graduating Senior - Summary of performance and meeting with the parent
 * PR-01 always goes out (IS will be trained on how to complete these and start to send them rather than rely on the coordinators for this)
 * Annual review vs. graduation
 * If IEP annual review falls within last 4 weeks of school, hold the meeting, change the dates, use a NEW IEP form (with a different duration), but the goals can remain the same, have everyone signs (summary of performance follows)
 * Change the dates and make it look like a new IEP so it doesn't look like an extension
 * Summary of performance - what they CAN do, not just what they can't do. List the areas of weaknesses, but be sure to focus on what they can do