The IEP is often referred to as the heart of the special education process. A few years ago, I was asked if the IEP process is really something that matters, that can move the dial for students. My response was, “Wouldn’t it be amazing if we could carve out the time and intention, to help a student really know them self as a learner and create goals for their learning, to bring people with great expertise together to collaborate on supporting that learning, to partner effectively with parents, and to come back and look closely at that process every year?” Well, that is our IEP process!

Some factors that help you leverage the most bang for your buck in terms of the time and effort process of the IEP are these:

• Have the student lead, participate, or be as involved as possible (after all, it is THEIR plan!)
• Make the atmosphere warm and conversational (serve tea? Have work samples handy?)
• Emphasize that the paper you present at the IEP meeting is DRAFT, and at the meeting the team will develop it fully. Projecting the IEP and making changes in real time is a great idea.
• Make sure every team member has a role and a part of the conversation
• Send home a draft of the IEP for parents to review, preferably 1 week ahead of the meeting.

On parent from our district recently wrote "I have NEVER received an IEP prior to our meeting (before coming to this school) When I was actually emailed a copy of my son's IEP the week before our meeting so I could review and bring thoughts / concerns to the meeting - I literally cried. To be able to review, reflect, process and then have a constructive meeting was a whole new experience."

So approach that next IEP meeting with great expectations—it’s a great process!

We work hard to keep our focus on things that have a significant impact on student learning: Improving Instructional Practices, Creating Inclusive Cultures, Increasing Student Voice.

And, in special education, there are many processes and procedures required that help ensure the rights of children and families. Finding the time to deepen our learning around this part of the work has been challenging in the last few years, so we have invested in things like our on-line special education handbook https://www.wlwv.k12.or.us/Page/179

But we wanted to do more to support folks new to our district or just wanting a refresher. Big thanks to Lori Prater and Staci Ball for stepping up to create a new professional learning opportunity, affectionately known as the PGA or the Procedural Guidance Academy!

The first session was last week and folks spent time thinking about organizational structures and the process for move-ins, both in-state and out of state. We had great feedback around the practical practice and opportunity to have many questions answered. Future dates for the PGA will be Oct. 18, Nov. 15, Jan. 31, starting at 4:00 at the DO.

Feel free to contact Lori or Staci for more information.

As inclusive schools, we have students will learning differences in all of our classrooms. Sometimes these differences may be easily seen, sometimes these differences are more hidden. As part of creating inclusive cultures, we are all familiar with using phrases like, “We all have some ways that we are alike in the ways we learn, and some ways that we learn or interact may be different, and that’s okay, that’s natural.” If a student wonders why a peer next to them is being given access to text in an auditory format, you might also say something like, “We all learn in different ways, and Joe really learns best when the information is presented in this format.”

At the same time, we are still responsible to maintain confidentiality around student's educational records, health information, etc. This would include NOT sharing a student's area of disability or diagnosis without explicit permission. For example, it would be okay to share with other students that visual pictures help a student learn, but it would NOT be okay to say that student has autism, unless the parent or adult student has expressly given permission to share this. It would be okay to talk about the importance of goal setting and self-advocacy, but it would NOT be okay to identify students as having IEPs or particular accommodations on their IEP in front of other students. Maintaining confidentiality is part of our obligation as ethical educators.

Of course, with other school staff, you can share information about a student's IEP, disability status, or health needs if there is legitimate educational need to know that information. If there is not a need to know, then don't share that information. We encourage you to take some time at an upcoming building team meeting to discuss this further and reach out to us if you would like more help working through examples. Here is link with more

Did you know that we have a strong partnership with the folks at Columbia Regional Programs CRP? They provide staff who give direct support to students in some less common areas of disability, such as vision and hearing services. They also provide a wide range of professional learning opportunities for teachers, specialists, and instructional assistants/paraeducators. All CRP workshops are free to employees of WLWV.

Here is a list of some great learning opportunities available this fall:

Picture Exchange Communication System (PECS): Refresher Training and Ensuring Fidelity

September 20, 2018

12:30-3:30pm

Video Modeling for Students with ASD: A Hands On Workshop (Elementary Ages)

September 27, 2018

8:30am-3:30pm

Two-Day Paraeducator Autism Training

October 3 & October 24, 2018

8:30am-3:00pm

Traumatic Brain Injury 101 for Educators

October 4, 2018

9:00am-Noon

Location: Columbia Regional Program at Wilcox, 833 NE 74th Ave, Portland, OR 97213

To register, click links above or visit: crporegon.org

Wilsonville High School juniors, Jose Chavez Flores and Kendall Taylor were honored at tonight’s WLWV School Board meeting for their participation in Unified Sports. This was only one of many opportunities these 2 athletes have had to share their story. This summer, Jose and Kendall traveled to Atlanta, Georgia to represent the state of Oregon at the MLS All-Star Game. There they met professional soccer players, played soccer with other high school students from around the country, and had an amazing time. We could not imagine better representatives than Jose and Kendall!

The Wildcats were the first school in WLWV to field a Unified team. Dennis Burke, the WHS Assistant Principal and Athletic Director, has been a champion of this inclusive opportunity for teamwork, competition, physical activity, and community building. Assistant Director Josh Flosi supports Unified sports at the district and state level, coordinating between our schools and advocating for more schools to become part of the Unified movement. Both Dennis and Josh and were also recognized for their hard work at the Board Meeting.

Finally, Unified Teams require enthusiastic and inspiring coaches, and Wilsonville has had many folks share this leadership role. Bryn Card, Liz Kinder, Christian Canales, and Amy Rehwaldt are some of the best, creating community, building skills, recruiting players, and finding ways for every student to be successful. These Wildcat Coaches were also recognized by our School Board, and we are so incredibly grateful for the work of these outstanding educators!

• Speech Path Team, Sept. 14, 7:30-9:30 District Office
• Inclusive School Leadership, Sept. 14, 12:30-3:15 District Office
• Motor Team, Sept. 18, 7:30-9:00 District Office
• All School Counselors, Sept 19, 7:30-9:30 District Office
• Nursing Team, Sept. 19, 2:45-4:00 District Office
• New School Counselors, Sept. 26, 3:00-4:30 District office
• Fall Cycles of Inquiry Session #1, Sept. 28, 7:30-9:00 District office