{"id":602,"date":"2020-11-09T23:00:09","date_gmt":"2020-11-09T23:00:09","guid":{"rendered":"http:\/\/blogs.bend.k12.or.us\/the-special-edge\/?p=602"},"modified":"2020-11-13T22:56:39","modified_gmt":"2020-11-13T22:56:39","slug":"special-edge-11-13-2020","status":"publish","type":"post","link":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/2020\/11\/09\/special-edge-11-13-2020\/","title":{"rendered":"Special Edge 11\/13\/2020"},"content":{"rendered":"<p><span style=\"color: #008000\"><strong><span style=\"color: #000000\">From Shannon Watters<\/span><\/strong><\/span><\/p>\n<p><span style=\"color: #008000\"><strong>What should I do if one of my SPED students is not participating in school?<\/strong><\/span><\/p>\n<p><span style=\"color: #008000\"><strong>Scenarios:<\/strong><\/span><\/p>\n<ul>\n<li><strong>Parents have told you they do not wish to access services:<\/strong>\n<ul>\n<li><strong>Respond to this email, making me aware of the family&#8217;s decision.&nbsp; Please do this before Thanksgiving Break.<\/strong><\/li>\n<li>List all contact with the family in the Student Contact Log.<\/li>\n<li>Reach out to General Education teachers letting them know that the student is not currently accessing Special Education Services.&nbsp;&nbsp;\u200bCheck with General Education teacher every 4 weeks on student progress.<\/li>\n<li>Complete a PWN of non-attendance in AdHoc (#21).<\/li>\n<li>Complete a FAPE letter, linked here.&nbsp; One is for students who only have an <a href=\"https:\/\/docs.google.com\/document\/d\/1EIjq6tYSMFyqP2Qw0xY4CiOTMnZz9E2otVMqdWjQSx4\/copy\">IEP due this school year<\/a>.&nbsp; The other is for students who have a 3-year <a href=\"https:\/\/docs.google.com\/document\/d\/1tvOKMVCIILHJ1luZSL2THhNB3Y-l-ftu7nFQ1RtwNMk\/copy\">Reevaluation due this school year<\/a>.\n<ul>\n<li>In the FAPE letter,&nbsp;<u>list times that the student could attend:<\/u>&nbsp; Either for group sessions that align with SDI\/goals\/grades or for office hours.&nbsp;&nbsp;<u>Also list the Webex link where these sessions are held.<\/u><\/li>\n<\/ul>\n<\/li>\n<li>Send FAPE letter to RCC.&nbsp; They will send the FAPE letter, PWN, and Procedural Safeguards home to parents.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Parents are not responding to repeated contact attempts:<\/strong>\n<ul>\n<li>Every school has a school and family engagement team. The purpose of this team is to problem solve student and family needs.&nbsp; I.e.: connectivity, troubleshooting tech issues, non-attendance, etc. The case manager should bring the student to this team and problem solve.\n<ul>\n<li>Questions to ask: Have you checked in with the general education teacher?&nbsp; Is the student attending their sessions, accessing any classes?&nbsp; If so, the SPED teacher will need to keep reaching out and documenting.<\/li>\n<\/ul>\n<\/li>\n<li>If after problem solving the student with the school team and continued attempts to engage ie: case manager has&nbsp;texted, called multiple times, emailed and sent the schedule and links to student sped WebEx groups, as well as documented offers for services; &nbsp;and student is still non responsive:<\/li>\n<li><strong>Respond to this email, making me aware of the situation.&nbsp; Please do this before Thanksgiving Break.<\/strong><\/li>\n<li>Complete a PWN of Non-attendance in AdHoc (#21)<\/li>\n<li>Complete a FAPE letter, linked here. One is for students who only have an <a href=\"https:\/\/docs.google.com\/document\/d\/1EIjq6tYSMFyqP2Qw0xY4CiOTMnZz9E2otVMqdWjQSx4\/copy\">IEP due this school year<\/a>.&nbsp; The other is for students who have a 3-year <a href=\"https:\/\/docs.google.com\/document\/d\/1tvOKMVCIILHJ1luZSL2THhNB3Y-l-ftu7nFQ1RtwNMk\/copy\">Reevaluation due this school year<\/a>.\n<ul>\n<li>in the FAPE letter,&nbsp;<u>list times that the student could attend<\/u>.&nbsp; Either for group sessions that align with goals\/grades or for office hours.&nbsp;&nbsp;<u>Also list the Webex link where these sessions are held.<\/u><\/li>\n<\/ul>\n<\/li>\n<li>Send FAPE letter back to RCC.&nbsp; They will send the FAPE letter, PWN, and Procedural Safeguards home to parents.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Things to Know:<\/strong><\/p>\n<ul>\n<li>Students will remain on your portfolio.&nbsp;These students&nbsp;<em><u>will not<\/u><\/em>&nbsp;have a dropped enrollment per Ready Schools, Safe Learner guidance.&nbsp; Therefore, the student will still show in your portfolio as actively enrolled.<\/li>\n<\/ul>\n<ul>\n<li><strong>We&nbsp;<\/strong><strong>continue to be responsible&nbsp;<\/strong><strong>for completing the IEP by the due date as well as the Re-evaluation.&nbsp;&nbsp;<\/strong>\n<ul>\n<li><strong>Things to include:&nbsp;<\/strong>\n<ul>\n<li><strong>in the PLAAFP and PWNI, clearly outline what efforts you have made to contact parent or if parent has requested no services currently.&nbsp;<\/strong><\/li>\n<li><strong>You may not have current information for goals: you may need to carry goals forward with the last information on progress you do have.&nbsp;<\/strong><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n<hr class=\"wp-block-separator\" \/>\n\n\n<p><strong>From Behavior Coaches<br><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-609 aligncenter\" src=\"http:\/\/blogs.bend.k12.or.us\/the-special-edge\/files\/2020\/11\/Screen-Shot-2020-11-13-at-8.02.27-AM-300x228.png\" alt=\"\" width=\"486\" height=\"369\" srcset=\"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/files\/2020\/11\/Screen-Shot-2020-11-13-at-8.02.27-AM-300x228.png 300w, https:\/\/blogs.bend.k12.or.us\/the-special-edge\/files\/2020\/11\/Screen-Shot-2020-11-13-at-8.02.27-AM.png 607w\" sizes=\"auto, (max-width: 486px) 100vw, 486px\" \/><\/strong><\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1Zp8Pu06LODW-d1lWwddrX13TTMB5YCNFbLglkkqSWaU\/edit\"><b><span style=\"color: #0000ff\">Bend &#8211; La Pine Virtual Break Space!!!<\/span><\/b><\/a><br><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-584\" src=\"http:\/\/blogs.bend.k12.or.us\/the-special-edge\/files\/2020\/10\/Screen-Shot-2020-10-29-at-2.34.41-PM-300x156.png\" alt=\"\" width=\"394\" height=\"205\" srcset=\"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/files\/2020\/10\/Screen-Shot-2020-10-29-at-2.34.41-PM-300x156.png 300w, https:\/\/blogs.bend.k12.or.us\/the-special-edge\/files\/2020\/10\/Screen-Shot-2020-10-29-at-2.34.41-PM.png 596w\" sizes=\"auto, (max-width: 394px) 100vw, 394px\" \/><\/p>\n<p>Trying to find ways to integrate regulation tools and a calming space into your classroom?&nbsp; Follow these simple steps to launch a Virtual Break Space designed for your K-5 classroom.&nbsp;&nbsp;<\/p>\n<p><b>WHY DOES PREDICTABILITY IN A CLASSROOM MATTER?&nbsp;&nbsp;<br><\/b>Consistency and predictability are imperative to students experiencing a safe learning environment. The importance of using consistent routines and expectations with students impacted by trauma cannot be overstated, as they need a school environment which counters the lack of predictability and safety in their lives outside of school.&nbsp;<\/p>\n<p>Investing in consistent and predictable rituals, routines, and procedures will substantially reduce the likelihood that students will become dysregulated because they are anxious or uncertain about what comes next.&nbsp;<\/p>\n<p>Each week in the Special Edge we will be highlighting one of our <a href=\"https:\/\/docs.google.com\/document\/d\/1f7OSdJDCm6cmCg-RfuCrKJw4NwL2u_kVsupacf88kpk\/edit?usp=sharing\"><b>Top 10 Behavior Coaching Tools<\/b><\/a> for reducing challenging behavior. Because of its importance, we will be starting with <b>PREDICTABILITY <\/b>(something all of us could use more of right now!)&nbsp;<\/p>\n<p><b>Tool #1: Predictable Visual Schedule (along with Predictable Expectations and Routines)<\/b><\/p>\n<p><i>How does the student know what is going to happen next?&nbsp;<\/i><\/p>\n<ul>\n<li>A classroom or student\u2019s visual schedule could include: Times, Activities, Break Plans (Words or Pictures), Easy\/Medium\/Hard Ratings, Goals, Incentive Plans, etc. Consider creating visual supports and plans for non-typical events as well.<\/li>\n<li><i>Tools<\/i>: Google Docs or Google Draw, Boardmaker; <a href=\"https:\/\/docs.google.com\/document\/d\/17suocJCQYMx1r0YdZxOjTbNTXpbVvY9uqVyAZskYaZw\/copy\">Visual Schedule with Pictures<\/a>; <a href=\"https:\/\/docs.google.com\/document\/d\/1f0jPUoazR35bd5rpoNnBanTTQYkJIiC-WVXZBEK_ZQg\/copy\">Visual Schedule with Technology Expectations<\/a>; <a href=\"https:\/\/drive.google.com\/file\/d\/1qPD8G4zXExLOp8c01tCkQ02hqoGgnf18\/view?usp=sharing\">Blank Visual Schedule<\/a>; <a href=\"https:\/\/docs.google.com\/document\/d\/1Xmw8YQsEoQCgaI7iOs6q6pMYY8xw0zpjeXiope1_Ey0\/copy\">Visual Schedule in Spanish<\/a><\/li>\n<li><b><i>Virtual Tools for Predictability<\/i><\/b>: <a href=\"https:\/\/drive.google.com\/file\/d\/1g7FnouzhOAeMqHEWYLYuvW90qldm4B32\/view?usp=sharing\">WebEx Classroom Management<\/a>; <a href=\"https:\/\/docs.google.com\/document\/d\/19yO2_OggMom9qU1tcThVX-9tKq3fAGHwAgpkQTMeU1E\/edit?usp=sharing\">WebEx Etiquette Visual<\/a>, <a href=\"https:\/\/drive.google.com\/file\/d\/1Ka6GXJ6nPPIL1dEqr2oJrfiCAQ7O0vPm\/view?usp=sharing\">Visual Routines for WebEx Groups<\/a>, <a href=\"https:\/\/drive.google.com\/drive\/folders\/1N2E8_i7ovm0qEOXREvxJmwFkayI5ynAS?usp=sharing\">COVID Visuals<\/a>,<a href=\"https:\/\/docs.google.com\/presentation\/d\/1mm-AKFIZso11f6nPEBXewnLS-Vdr4mdTZ_9YE5nuA6A\/copy\"> Daily Schedule Google Slides<\/a>, <a href=\"https:\/\/docs.google.com\/presentation\/d\/150ZEKSaOPcwmTbVrMohmzAydKpoIt8E9zURxRQxOhKM\/copy\">Weekly Planner Google Slides<\/a>&nbsp;<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=_3is_3XHKKs\"><b>Stress, Trauma, and the Brain:&nbsp; Insights for Educators &#8211; The Neurosequential Model&nbsp; By Dr. Bruce Perry<\/b><\/a><b> &nbsp; <br><\/b>Over the next several weeks, we will be highlighting Dr. Bruce Perry\u2019s work, The Neurosequential Model in Education.&nbsp; Dr. Perry\u2019s work is based on&nbsp; an understanding of the structure and sequential nature of the brain,&nbsp; which can help educators increase their students\u2019 engagement in learning and mitigate behavioral problems.&nbsp; Listen as Dr. Perry describes the model and its significant impact on how we interact with our students, our own children, and each other.&nbsp; <b>The video is 7-minutes long and will change how you think about your students.&nbsp;<\/b><\/p>\n<p><a href=\"https:\/\/blogs.bend.k12.or.us\/tier1andmore\/\"><b>\u201dTier 1 and More\u201d Blog<\/b><\/a><br>The Behavior Coaches blog is full of resources for PBIS, Social-Emotional Learning, Trauma-Informed Practices and more.&nbsp;&nbsp;<\/p>\n<p>&nbsp;<a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/13YTTHkpurE-fpsZjV-GbXwzl9G2gnzKw3kYg7QoONKg\/edit?usp=sharing\"><b>Who is Where Quick Guide<\/b><\/a>&nbsp; <br>Have you ever wished that you had a comprehensive list of all support staff organized by school location?&nbsp; The answer is just a click away.&nbsp; Save and\/or print for future reference.&nbsp;<\/p>","protected":false},"excerpt":{"rendered":"<p>From Shannon Watters What should I do if one of my SPED students is not participating in school? Scenarios: Parents have told you they do not wish to access services: Respond to this email, making me aware of the family&#8217;s &hellip; <a href=\"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/2020\/11\/09\/special-edge-11-13-2020\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":330,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_stc_notifier_status":"","_stc_notifier_sent_time":"","_stc_notifier_request":false,"_stc_notifier_prevent":false,"_stc_subscriber_keywords":"","_stc_subscriber_search_areas":"","footnotes":""},"categories":[60073],"tags":[],"class_list":["post-602","post","type-post","status-publish","format-standard","hentry","category-attachments"],"_links":{"self":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts\/602","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/users\/330"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/comments?post=602"}],"version-history":[{"count":6,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts\/602\/revisions"}],"predecessor-version":[{"id":611,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts\/602\/revisions\/611"}],"wp:attachment":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/media?parent=602"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/categories?post=602"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/tags?post=602"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}