Maine Department of Education WRITTEN NOTICE Maine Unified Special Education Regulations (MUSER) Appendix 1, 34 CFR 300.503 Date sent to parents: SAU ‘AOS 82 - Winslow School: - Wa Grade 08 Date of birth 1/20/2003 Chile's name: a a Parenvquardian name: Rater: 27d aaeny ea | Parentguardian ERR Winslow Parent/quardian telephone: nema address: ME 04901 Parent/guardian name: Parent/guardian Parent/quardian telephone: address: Date of Team meeting: 03/19/2015 Date of agreement for Date amended IEP/IFSP amendment without Team sent, if parent requested a meeting: copy: \Wiitlen Notice must be given in accordance with MSER Appendix |, 34 CFR 300.503 for: Initial Referral MUSER IV.2.D ‘Annual Review and other IEP Program/Placement Changes including Graduation (MUSER XV.) and Revocation of ‘Consent for continued placement (300.300(b)(4)) IFSP Annual or 6 month Review - MUSER V1. Evaluation/reevaluation MUSER V.1.A.(4)(a)(i) & V.3.0. Post-secondary goals and transition services (MUSER IX.3.4(1)(h)) Transfer student (MUSER IX.3.8(5)(a)i)and (i)) CDSipublic schoo! transition (MUSER VI.2.C(2)) ‘Transition from Part C to Part B - MUSER V1.2. Consent for intial Placement MUSER V.1.A.(4)(ay(i) ‘Amendments after the Annual IEP Meeting MUSER IX.3.0.(4) Other (e.g., MUSER IX.1.B, or MUSER IX.3.D.(1)(a)) [Reminder: Per LD 489, the Individualized Educational Program (IEP) Team for children identified under 619 must make a determination about extended school year (ESY) services at evory IEP Team mooting; tho IEP Team may make a determination about ESY sorvices based on available data, including information about a child's disabiily, even if an interruption in service has ‘not occurred: and, in accordance with the federal Individuals with Disabilities Education Improvement Act of 2004, 20 United States Code, Sections 1400 to 1485 (2008), a regional site may not unilaterally limit the duration of ESY services.) OOOOO00OR BO Dear Darlene and Anthony Wands ‘At least 7 days prior to the date upon which the school unit proposes of refuses to initiate or change the identification, evaluation or educational placement or the provision of early intervention services for your child age birth to 2 years, or a free appropriate public education (FAPE) to your child age 3 through 20 years you must be provided the following notice. (MUSER Appendix 1, 34 CFR 300.503) 4, Describe the action(s) regarding the referral, evaluation, identification, programming or placement Proposed or refused by the SAU.——— . ‘vena vi contin in special education, identified as student with mutiple disables (Autism, ADHD, PTSD) foxes vil rocoive sorvices inthe learning support center - 80 minutes each day, amounting to 400 minutes each week Goals and objectives will remain in place for on time work completion and following directions, temamnie accommodations will include utilizing the learning center to complete work andi or take test and ‘assessments. The team decided to remove graphic organizer, visual prompts or outlines, visual schedule, home ‘school journal, noon call to grandmother form the IEP. The team also decided to add access to the learning center when frustrated or for task avoidance. For testing the team suggested scaffolding test. (eeew wil not have accommodations for smarter balance testing, \emaanie triennial evaluation was discussed by the team and suggested for March 16, 2016 Consent for evaluation was filed out by parent. aaa will have accommodations for smarter balance testing 2. Explain why the SAU is proposing or refusing to take the above action(s). BEEN Will continue in special education, identified as a student with multiple disabilities, because of (Autism, ADHD, PTSD) {wes will receive services in the leaming support center - 80 minutes each day, amounting to 400 minutes each week, because fammup continues to need support in organizing his work, completing assignments, and processing ‘emotional needs. Goals and objectives will remain in place for on time work completion and follow directions, mam fails to work at home and avoids work during learning center time so he can look up web sites that are not relevant to school. He will forget assignments andi or avoids work. He completes more work when he is in the structured learning center. fmmms needs support organizing materials and assignments or he loses the latter. laame is still not complying with directions on a regular basis and needs support in this area. We will assist him with being more respectful to peers and staff 95% of the time. We will assist him with completing his work 95% of the time. We will assist him with following directions 95% of the time. (Mgmme accommodations will include utilizing the learning center to complete work and/ or take test and assessments. The team decided to remove graphic organizer, visual prompts or outlines, visual schedule, home ‘school journal, noon call to grandmother form the IEP. The team also dacided to add access to the learning center when frustrated or for task avoidance. ‘Team decided tama will not have accommodations for smarter balance testing. {Bama triennial evaluation was discussed by the team and determined it will be held by March 16, 2016. Consent for evaluation was filed out by parent. Describe each evaluation procedure, assessment, record, or report the SAU used as a basis for the proposed or refused action(s). ‘According to the evaluation report dated 3/18/13;3/18/2013, imams scored on the Wechsler Inteligence Scale for Chiléren-Fourth Edition (WWISC-1V): Verbal Comprehension 96 (average), Porceptual Reasoning 100 (average), Working Memory 77 (borderline), Processing Speed 75 (borderline), Full Scale 1Q 86 (ow average), General Ability 98 (average). ‘TEACHER: Marcia Jones Classwork: Teacher Mrs. Jones, Science:tmasmiris a kindhearted boy with a wonderful sense of humor and | enjoy him greatly. Since the beginning of February | have begun to see a change in tm” attitude and desires. He seems agitated and has even shown a short temper with his peers and myself. He no longer gets excited with the lab(hands on) activities and will grumble about any grouping work. In addition, his effort towards his work has greally” Jecreased..He is consistent passing work in late and often is incomplete. Teacher: Ms. Dineen, Math: More often than not, lags must be cued that it is time to ready himself for class by losing his laptop (tammgs is a member of the 6th grade chess club and spends his Orange Day lunch break in my room), retrieving any homework that may have been assigned, and waiting for further direction. He does so without Complaint, however, and thereafter is attentive to instruction, providing thoughtful responses to prompts and quickly intuiting when he has made an algorithmic or calculation error. tags has mastered math facts through 12 and is working to increase his fluency. He is able to solve multi-step problems by choosing appropriate operations at each step of the problem-solving process. There are some notable gaps in his math knowiedge, however, particularly in operations with different types of numbers (negative integers, fractions, decimals), measurement, especially the metric system, and geometry. Teacher: Mrs. Michaud,Social Studies: tam a good social studies student. He likes social studies! He earned a B+ first trimester and a B- forthe second trimester. He does participate in class. Sometimes his responses are not related to the topic at hand but he is easily redirected. Sometimes he can be off task. For example, when we were typing last week getting labels for the Egypt project, he had several documentsiweb sites open and one was con tanks. He was hoping | wouldn't notice. He clearly knew he was not supposed to be doing i. Teacher: Mrs. Tompkins, Englishireading - mem is a great kid! He often comes up to my desk with a smile and a story. He struggles to begin in class tasks at times and it can be hard to tell i it's because he truly doesn't understand the expectation or because he doesn't want to do the work and is staling. | have encouraged him to let ‘me know when a writing prompt is not working for him so that he can have an alternative. Homework:Science: At this time tammmgs has an F in Science... He is missing two homework assignments and received a 87 on another assignment, which he can redo for @ better grade.. Occasionally, ‘gama submits homework assignments one class after their due date, but usually he completes and submits his homework in goad time. Social Studies: Homework is usually in on time and done well. His homework grades are solid. He has had one homework assignment this trimester, however, and it was not done well. It was 65. Eng/Reading - bags usually has his homework complete. He is good about using his learning center time to ‘complete out of class tasks, ‘ TestiQuiz: Science: Last Trimester he earned a 97 and 71 on tests.. We have a test scheduled for 3/18 this trimester ‘Math: We usually test and re-test to mastery. By scoring 85% or better, Slim has not yet needed to re-test over any topic covered thus far this year. Social Studies: tmmamm has a good command of knowledge in Social Studies. However, he has some kind of test anxiety. When he reaches a question that he doesn't know or if he hasn't studied and he knows he won't do well or know the answers, he shuts down, stops right there at that question, and won't do any more - rather than try and do his best fo do what he can. I'm not sure that letting him to do it over is the right way to go as it might be sending the wrong message regarding taking responsibilty to study. However, refusing to take the test does not give us an assessment of his achievement. ‘Strengths: (sam has a kind heart and is a likeable boy.His creativity is unique and can add to daily discussions. Math: lomag is curious and enjoys the challenge of difficult math problems. He works carefully, does his work thoroughly, and is a popular partner in group challenges ‘SS. Ml has good ability! He makes valuable contributions to class discussions! He is a pleasure to have in class. Eng/reading - IRs interesting to talk to! He has a unique perspective on the world and enjoys sharing what he's noticed. ‘Areas of Difficulty/Need:Scionce: MBM needs to work on organization and taking responsibilty for his materials as well as getting work done on time. fammi.began the year with a fairly significant achievement delay in mathematics. Although he is closing that achievement gap, he continues to achieve below grade level.Lucas can shut down completely when faced with some challenges. Engireading - tasugg needs to advocate more for himself, ask questions when confused, and develop independence in task completion Describe any other options that the team, which includes the parent, considered and the reasons why those options were rejected. ‘The team discussed having mom called when he is frustrated, as grandmother suggested that she could be used to help re-direct him to get back on task. The team decided that this should only be done in emergency situations when the team is unable fo get him back on task or he is unwilling to use proper coping skills to adjust his behavior. ‘The team discussed ways to helpé_amas in the classroom setting when he becomes frustrated and suggested offering he finish his school work in the learning center. ‘The team also discussed how they should begin to help tS become comfortable with using the restroom in the school and suggested offering that he begin to use the nurses office restroom to get him accustomed to washing his hands because of his refusal to use the public restrooms in the school due to germ related issues. The team also suggested that he complete work in the learning center for Mrs. Tompkins class when he does not complete the assignment in the allotted time period. 5. Describe any other factors that are relevant to the SAU's proposed or refused action(s) described above. NA 6. Description of the points made by the parent including the parent's description of their child's progress. (GEREN - Grandmother/Mom adopted 4M a year ago, but he has been living with Gram for over two years. Grandmother asked to be called when he is frustrated and she suggested that she could re-direct him to get back on task. Grandmother also discussed how she is willing to adjust her work schedule to come into school and view any presentations he has to pul on as a way to support him and the staff. ‘fama grandmother also informed the staff that when IMs ill he has trouble coping, with stress,is Uncomfortable, and she felt this was because of his personality stil being developed. (gma grandmother told Mrs. Thompkins that she send Ml to the learning center anytime he is off task and not complying with her directions. fl grandmother praised the staffs work with tammy and mentioned how happy she is with the school district, WJH, and every team member who assist him daily, (mat grandmothor accepted the Procedural Safeguards, and the receipt was completed, SE grandmother signed the Maine Care form, Wa grandmother accepted the IEP being sent with the written notice changes. {As parents of a child with a disabiliy or (suspected aisabilty) you have protections under the procedural safeguards of the Maine Special Education Regulations. For initial referrals, a copy of those safeguards is enclosed. For reasons other than initial referrals 34 CFR 300.504 describes circumstances when you are required to be given a copy. ‘Sources for parents to contact to obtain assistance in understanding the provisions described in the procedural safeguards ‘or haw to obtain a description of the procedural safeguards are AOS 92 - Winslow, the Due Process Ofice of the Maine Department of Education (207-624-6650), htip/www.maine.gov/education/specedispecserv.him, Maine Parent Federation (1-800-870-7746), the Disability Rights Center (1-800-452-1948) and Southem Maine Parent Awareness (1-800-564-9696) or KIDSLEGAL at 806-624-7787.‘Team Members attending Team meoting or informed of the changes to the plan as defined in MUSER IX.3.C. (4) & (6) &MUSER IX3.C.(4) Name: Position: Ss Parents) Susan walters Director of Special Education - Winslow Heather Tompkins Regular Education Teacher Maryann Nyman Certified Special Education Teacher Only needed for initial Provision of Services Parental signature for consent for initial provision of special education and when appropriate, related services as stated above, (This signature is needed for initial provision of special education and related services only.) Parental Signature and Date Signature: Date: Enclosures may be included within this document and recorded below: NA Effective 8/1/2014