Issue 2 – April 2009
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Providing parents of children with disabilities with information, training, assistance, and support
1021 Delaware Avenue
Palm Harbor, FL 34683
The American Recovery and Reinvestment Act of 2009 (Recovery Act) was signed into law by President Obama on February 17th, 2009. It is an unprecedented effort to jumpstart our economy, create or save millions of jobs, and put a down payment on addressing long-neglected challenges so our country can thrive in the 21st century. The Act is an extraordinary response to a crisis unlike any since the Great Depression, and includes measures to modernize our nation's infrastructure, enhance energy independence, expand educational opportunities, preserve and improve affordable health care, provide tax relief, and protect those in greatest need.
To read more, click here.
In This Issue
Recovery and Reinvestment Act
Features of Early Steps
Alternate Assessment Checklist
Positive Behavior Support Survey
Path to Future Employment
New Presentations Available
Agency for Persons with Disabilities - Update
Florida’s Implementation of RTI
Calendar of Events
Features of Early Steps
· Brings services into the child’s life rather than fitting the child into services.
· Maximizes each child’s everyday natural learning opportunities.
· Enhances each child’s development and participation in community life.
· Provides each child with a consistent team for evaluation and services.
· Gives families options in service decisions and encourages active partnerships.
· Provides a primary service provider to work with your family and the team.
Florida's Central Directory provides information and referral services to families of children with disabilities and special health care needs. Resource specialists provide answers and/or possible choices of services within the family’s community, education on disability related services and provides an advocacy role for families.
For more on Early Steps click here.
Everything You Wanted To Know About FCAT Accommodations
The Florida Department of Education describes accommodations that may be used for the FCAT. These are accommodations that may be used when presenting the FCAT, responding to the FCAT, or in special settings. Guidelines for assistive technology accommodations are also provided. These accommodations are provided as examples. Other accommodations may be provided so long as they do not alter the content or supply cues and information not available to all students. Accommodations used during the testing should be those used in the classroom for daily academic achievement.
To view the 12 page booklet, click here.
FLORIDA ALTERNATE ASSESSMENT PARTICIPATION CHECKLIST
Individual educational plan (IEP) teams are responsible for determining whether students with disabilities will be assessed with the Florida Comprehensive Assessment Test (FCAT) or with the Florida Alternate Assessment based on criteria outlined in Rule 6A-1.0943(1)(a)1-2, Florida Administrative Code. The IEP team should consider the student’s present level of educational performance in reference to the Florida State Sunshine Standards. The IEP team should also be knowledgeable of (FCAT) guidelines and the use of appropriate testing accommodations.
In order to facilitate informed and equitable decision-making, IEP teams should answer questions on the assessment checklist when determining the appropriate assessment. Click here to view the checklist.
The link below will take you to a presentation produced by Blueberry Shoes for the ARC of Virginia and Northern Virginia.
This short video about the "R" word will warm your heart.
To view the presentation
The family committee of the Association for Positive Behavior Support would like to invite parents who have sons or daughters who have challenging behavior to participate in an online survey. IF you are not a family who has a family member with challenging behavior, please do not take this survey.
We want to include information of interest to families who have sons or daughters with challenging behavior on our web site and provide conferences or trainings that will offer information of interest on behavior support to families.
The survey should take only 5 minutes to complete. We will not be able to identify you by your answers; thus your answers are private. Thank you in advance.
To take the survey, click here.
Tips on How Parents Can Put Their Children with Disabilities on the Path to Future Employment
· Start early.
· Promote education.
· Encourage work-based learning experiences.
· Create leadership opportunities.
· Set goals.
· Develop social skills.
· Be open to new ideas.
For a description of each bullet, click here.
New Presentations Available!
CFPC is proud to announce the addition of two new workshops!
Getting Over the Wall
Communication in the IEP
Both parents and educators report that IEP meetings are some of the most stressful events of each school year. Why? Why would a meeting which generally only takes place once each year cause such anxiety? This fun and interactive workshop examines the IEP experience from both sides of the table and explores proactive solutions for positive communication and collaborative results.
Preparing for Takeoff
Transition from High School
Why do we educate our children? To prepare them for employment and independent living. In short, Transition planning is making sure that the young adult student gets the education he/she needs to be successful after high school. Join us in this relaxed, fun, and informative workshop!
If you would like to host a workshop in your community, click here.
Looking to have some family fun?
Why not try creating some springtime crafts?
Flower baskets, or Earth Day creatures – it’s all here.
Click here, and have a good time!
Agency for Persons with Disabilities – Update
“Effective January 1, 2009, and except as otherwise provided in this section, an individual served by the home and community-based services waiver or the family and supported living waiver funded through the Agency for Persons with Disabilities shall have his or her cost plan adjusted to reflect the amount of expenditures for the previous state fiscal year plus 5 percent if such amount is less than the individual's existing cost plan….
For the entire article, click here.
Amendments to the Family Educational Rights and Privacy Act (FERPA)
The Secretary amends our regulations implementing the Family Educational Rights and Privacy Act (FERPA), which is section 444 of the General Education Provisions Act. These amendments are needed to implement a provision of the USA Patriot Act and the Campus Sex Crimes Prevention Act, which added new exceptions permitting the disclosure of personally identifiable information from education records without consent. The amendments also implement two U.S. Supreme Court decisions interpreting FERPA, and make necessary changes identified as a result of the Department's experience administering FERPA and the current regulations.
These changes clarify
permissible disclosures to parents of eligible students and
conditions that apply to disclosures in health and safety
emergencies; clarify permissible disclosures of student identifiers
as directory information; allow disclosures to contractors and other
outside parties in connection with the outsourcing of institutional
services and functions; revise the definitions of attendance,
disclosure, education records, personally identifiable information,
and other key terms; clarify permissible re-disclosures by State and
Federal officials; and update investigation and enforcement
For further information, please visit:
Florida’s Implementation of Response to Intervention (RtI)
From the Editor: Response to Intervention continues to be a topic that provokes many questions from parents. It is because RtI is a relatively new activity (introduced by IDEA 2004) that this e-newsletter will continue to provide up to date information on the subject. Below is an excerpt from FLDOE’s Statewide Response to Instruction / Intervention Implementation Plan. It is taken from page 9 – RtI Implementation Description. To view the Plan in its entirety, please click here.
RtI Implementation Description
Within an RtI framework, resources are allocated in direct proportion to student needs. This framework is depicted as a three-tier model that uses increasingly more intense instruction and interventions. Data collected at each tier are used to measure the efficacy of the interventions so that meaningful decisions can be made about which instruction and interventions should be maintained and layered.
Tier 1 is the foundation and consists of scientific, research-based core instructional and behavioral methodologies, practices, and supports designed for all students in the general curriculum.
Tier 2 consists of supplemental instruction and interventions that are provided in addition to and in alignment with effective core instruction and behavioral supports to groups of targeted students who need additional instructional and/or behavioral support.
Tier 3 consists of intensive instructional or behavioral interventions provided in addition to and in alignment with effective core instruction with the goal of increasing an individual student’s rate of progress. Tier 3 interventions are developed for individual students using a problem-solving process. Students receiving Tier 3 level supports may or may not be eligible for specially designed instruction and related services in accordance with the IDEA.
Special education is not a tier, nor is RtI a series of events conducted for the purpose of identifying a disability. RtI is, conversely, a process used for the purpose of revealing what works best for groups of students and individual students, regardless of placement.
For more information, click here.
Would you like to share information about an event in your community?
Would you like to take a look at what is happening in your community?
Click here to visit our Calendar of Events.