SERC Scoop Newsletters

SERC Scoop Newsletters

SERC Scoop

August 2019 

  • What is SERC?
  • Upcoming CADRE Webinar
  • The Difference Between IEPs and 504 Plans
  • School Suspensions are an Adult Behavior - Dr. Rose Marie Allen
  • IEP CHALLENGE: Is this team properly gauging student's progress in communication?
  • Upcoming Events

What is SERC? 

The Special Education Resolution Center of OSU (SERC) has been collaborating with the Oklahoma State Department of Education for over 10 years to help families and school district resolve conflicts at the earliest stage possible. SERC provides services for children from birth to 3 in SoonerStart and for students 3 through 21 in public schools.

What does SERC provide to schools, SoonerStart, and families at no cost?


Upcoming CADRE Webinar

Managing Truth Decay in the Intersection of Logic and Emotion

Clients and parties spin when the law and their emotions collide. The ability of a participant to make good decisions declines and they often blame others for the situation. During this webinar, you'll learn practical tips, techniques, and tools for counseling folks through the uncertainty, fear, and frustration they experience when they believe the likely outcome is unfair or the process is too long and expensive.

August 27, 2019
9:30 am to 10:45 am Central Time

Learn More or Register Now! 


The Difference Between IEPs and 504 Plans

Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K-12 students who are struggling in school. They're similar in some ways but very different in others. This chart compares them side-by-side to help you understand the differences.


School Suspensions are Adult Behavior
- Dr. Rose Marie Allen

There is an epidemic of school suspensions in the U.S. and the downstream consequences are severe. Adults suspend students, and while that may sound obvious, Rose Marie Allen realized that the problem might be the solution. When dealing with the difficult behaviors of children, what if we turned our focus inward?

Dr. Rose Marie Allen works passionately to ensure that children have access to high-quality early childhood programs that are developmentally and culturally appropriate. She teaches classes at Metro State University focused on raising teachers’ awareness of the impact equity, privilege, and power can have in the classroom. Dr. Allen served as an intern on the Early Childhood Task Force with President Obama’s “My Brother’s Keeper” initiative and is a respected keynote speaker on culturally responsive practices and cultural competence.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community.


IEP CHALLENGE: Is this team properly gauging student's progress in communication?

Bradley is a bright 4-year-old boy with a speech-language impairment who loves talking about his favorite TV shows.

Bradley can speak in four-word sentences and is mostly intelligible. But he sometimes mixes up pronouns, ascribing "he" to "she" and "him" to "her." He also sometimes says "me" when he means to say "I." He can usually clarify what he means when asked but doesn't always independently correct himself after an erroneous utterance.

The team discusses Bradley's present levels of academic achievement and functional performance and devises measurable goals, including this one related to promoting his communication skills: By the end of the year, when describing something he has watched or experienced, Bradley will correctly use pronouns, including "he," "she," "him," "her," "me," and "I," with 80 percent accuracy 3 out of 5 times.

The team agrees to use this method to monitor Bradley's progress:

PLAN: Bradley's teacher and speech-language pathologist will track Bradley's progress as measured by observation and recorded on charts.

Is this plan for progress monitoring sufficient?

IEPs should detail when periodic reports on the progress the child is making toward meeting his annual goals will be offered. 34 CFR 300.320 (a)(3).

The hypothetical plan mentioned above for Bradley lacks information about how often the child's teacher and speech-language pathologist will share Bradley's progress in communication with his parents.

A more appropriate description might be:

Bradley's teacher and speech-language pathologist will track Bradley's progress as measured by observation and recorded on charts, sharing his progress with his parents quarterly.

This plan is better suited to keep Bradley's parents up to date on their child's growth.

"IEP Challenge" is a Special Ed Connection® feature that details a hypothetical scenario involving a student with a disability. With each installment, you'll get to decide the adequacy of either an IEP goal, present level statement, or a method of progress monitoring given the fictional student's strengths and weaknesses. Then use these scenarios to kickstart your next staff training session.

September 13, 2018
Copyright 2018© LRP Publications


Upcoming Events

1.  IDEA Updates and Federal Regulations - Wednesday, October 23, 2019. Art Cernosia, renowned expert in the IDEA will be presenting legal updates on changes in the Individuals with Disabilities Education Act (IDEA). He presents his material in an entertaining format by telling the story of each case and the outcome. The presentation will be held at the Renaissance Convention Center Hotel located at 10 N. Broadway, Oklahoma City, OK. There is no registration cost to attend. Registration is limited to 150 people and registration forms are available on the SERC Facebook page

2.  SERC will host its first Dispute Resolution Conference on Monday, Nov. 18, 2019. Mark your calendar and save the date! Further information on location and registration will be available on the SERC website by October.


 

Jo Anne Pool Blades, Program Manager
Special Education Resolution Center (SERC)
Oklahoma State University Sponsored Program
9726 E. 42nd Street, Suite 203 | Tulsa, OK  74146
Phone:
918.270.1849

Email: jo.blades@okstate.edu