The Mountain Brook school system ensures that the educational records of all children referred for evaluation and/ or identified as disabled will be stored, retrieved, and utilized in a manner that will ensure confidentiality and privacy rights.

1. Education agencies must appoint one person to assume the overall responsibility for ensuring that personally identifiable information will be safeguarded and confidential.
2. The educational records of all children referred for evaluation and/ or identified as disabled will be maintained in a limited access location that will ensure confidentiality.
3. Parents may inspect and review all educational records relating to identification, evaluation, and educational placement of their child.
4. Parents must be given the opportunity to review their child’s records without unnecessary delay (within forty-five days) and before any meeting regarding an IEP or before a due process hearing is conducted.
5. Parents must be provided copies of their child’s records, when failure to do so would effectively prevent the parents from exercising their right to access.
6. Parents must be given explanations and interpretations regarding their child’s records.
7. Parents may have a representative review their child’s records under the same access rights afforded to them.
8. The educational agency may presume that the parents have the authority to review the records unless the agency has been advised that authority has been removed under laws governing guardianship, separation, and divorce.
9. When a record contains information on more that one child, the parents may review only the data regarding their child.
10. The parents must be provided with a list of the types and locations of educational records collected, maintained, or used by the agency pertaining to their child.
11. The educational agency may charge the parents a reasonable fee for copies of the educational records, but not in an amount that would prevent them from exercising their right to access the record.
12. The educational agency must maintain for public inspection a current listing of the names and positions of those employees within the agency who have access to personally identifiable information.
13. Parental consent must be obtained before personally identifiable information is disclosed to anyone other than officials of federal, state, or local educational agencies collecting or using information in conjunction with the child’s special education program.
14. Parental consent is not required as a condition of disclosure of records to:
    1. Educational employees who have a legitimate interest. 
    2. Educational employees of other schools, school systems, or other state agencies to which the child has enrolled.
    3. Authorized state or federal officials in conjunction with monitoring.
    4. Authorities in response to a judicial order or pursuant to a legal subpoena.
    5. Appropriate parties in connection with an emergency.
    6. Law enforcement and judicial authorities when the child has committed a crime. 
15. Upon request from the parent, an educational agency must transfer a copy of all special education records no later than thirty calendar days from receipt of request. 
16. Parental consent is not required as a condition for a transfer of special education records from one educational agency to another, however, the parents must be given prior notice of the transfer, receive a copy of the records (if requested), and have an opportunity for a hearing to challenge the content of the records.
17. Except when the transfer of records has been initiated by the parents, the educational agency must make a reasonable attempt to notify the parents prior to transfer, i.e. written notice to the last known address or by other notice procedures normally utilized by the education agency.
18. A parent who believes that the special education records are inaccurate or misleading or violate the privacy or other rights of the child may request that the educational agency amend the records. (Within 15 days of receipt of request)
19. If the education agency decides to amend the records in accordance with the request, the parent must be notified in writing of the decision.
20. If the education agency decides not to amend the records, written notice must be provided to the parent. The notice must advise the parent of their right to a local hearing before the educational agency within fifteen calendar days from receipt of request.
21. If as a result of the hearing, the educational agency decides that the information is inaccurate, misleading, or otherwise in violation of the privacy or other rights of the child, it must amend the information accordingly and inform the parent in writing.
22. If, as a result of the hearing, the education agency decides that the information should not be amended, the education agency must inform the parent of the right to place in the records a statement commenting on the information or setting forth reasons for disagreeing with the decision.
23. If the records on the contested portion are disclosed by the education agency to any party, then the explanation must also be disclosed.
24. The hearing must be conducted according to the procedures in the Family Educational Rights Privacy Act. (34 CFR 99.22)
25. The education agency must retain a copy of the education records containing personally identifiable information for a period of 5 years after the termination of the special education program for which they were used.
26. A permanent education record that contains the child’s name, address, telephone number, his/her grades, record of attendance, for special education services, classes attended, grade level completed, and year completed may be maintained without a time limitation. At the end of the five-year retention period, the education agency must provide written notice to parents that informs them that the special education records are no longer needed. The educational agency is not prohibited from retaining special education records indefinitely as long as confidentiality is ensured. Confidentiality of the information to be destroyed must be maintained. 

Behavior Management Strategies at Home

Behavior Management Strategies at Home 

The following strategies can assist in preventing challenging behavior at home during academic work, transitions, chores or other tasks at home.

• Behavior Specific Praise
  • This strategy involves telling your child what you are verbally praising him/her for. What did they do that was a good job? This allows the child to pair the appropriate behavior with positive reinforcement. Phrases such as, “Great job cleaning up your room when I asked you to!”.
• Providing Choices
  • Provide your child with choices of appropriate responses or activities. For example, your child has a designated time to practice writing. You may provide the choice to handwrite or type the assignment. Another choice may be to choose between a certain writing utensil or to choose the font he/she wants to type in.
• Schedules/Routines
  • To provide consistency at home, create an easy daily schedule for your child. The schedule can include activities such as learning time, movement, free play, arts & crafts, snack/lunch, chores, outdoor activities, task boxes, etc. Incorporate preferred and enjoyable activities throughout the child’s day. When possible, prior to ending a preferred activity, give your child a reminder that it will be ending soon. For example, “You have 4 minutes left of outdoor time, and then it is time…..”.
• Premack Principle
  • This is commonly known as First/Then language. It can be given verbally or paired with a visual depending on the child’s needs. This strategy involves letting your child know what the expected behavior or activity is and what reinforcing activity/item will follow after. Allow preferred items or activities to follow less preferred. For example, First-finish putting away your dishes, Then- we can watch a movie.
• Positive Reinforcement
  • Positive reinforcement increases the likelihood that your child will perform a desired behavior. This is when you provide a reward after a certain period of time, after a non-preferred task, after completing an activity, etc. As the parent, you would provide your child with a preferred item such as a break, toy, activity, compliment, etc. It is to be given immediately following the desired behavior or completion of specific chosen task. This allows your child to pair something that is highly rewarding with the less preferred task, increasing the likelihood that it will happen again. For example, a parent may offer their child a screen time break as soon as he/she finishes their math worksheet. Tools such as token economies, and First/Then visuals are used to help teach positive reinforcement.

Behavior Strategies – Video Examples

• Giving Instructions for Successful Outcomes
• Token Economies
• Using Visual Schedules
• Providing Structured Choices
• Behavior Specific Praise

Printable Materials

• Doing School at Home Visual Schedule
• 33 Visual/Picture Schedules
• Schedules & Token Boards

 Daily Home Schedule and Activity Ideas

 Time Chart

 First, Then, Next

 12 Ways to Avoid Power Struggle 

 Positive Reinforcement

Complete the Peer Model Application and send to Cory Morris, at morriss@mtnbrook.k12.al.us or 32 Vine Street, 35213. Once we receive this completed application, your child’s application will be placed on a waiting list. If your child’s application is moved from the waiting list to the applicant list, you will be contacted by the preschool teacher. (Applicants are typically selected in January for the next school year, but openings may occur at any point throughout the year.) There is a $150.00 registration fee to process your application, and it will be necessary to meet Mountain Brook Schools’ enrollment policy. 

Open spots for 2023-2024 are still available at Mountain Brook Elementary School, however all families zoned Mountain Brook can apply!

Mountain Brook Schools offers an inclusive preschool program for 3, 4 and 5 year old preschoolers in all four elementary schools. We strive to provide a safe and nurturing environment that promotes the physical, social, emotional, and cognitive development of both typically developing young children and those with special needs. The program was developed to provide opportunities for children with disabilities to receive instruction and services in a typical preschool classroom that includes peers. Each preschool classroom has openings for families to apply their children to be considered for the peer spots. Peer children should demonstrate appropriate social, behavioral, and communication skills.

2023-2024 Preschool Manual

When students in the Mountain Brook school system are referred for special education services due to a visual impairment, their needs are assessed by a Certified Teacher for Students with Visual Impairments (TVI). The assessments may include a Functional Vision Assessment, a Learning Media Assessment and an Orientation and Mobility Assessment. The outcome of the assessments determines the level of services that the student receives. These range from consult to direct instruction when specialized instruction is needed.

Sometimes accommodations of materials is all that is needed in order for students with low vision to access the school curriculum like their peers who do not have a vision loss. Consultation for the teachers regarding the educational implications of the vision loss is another service area that is provided by the TVI? This promotes a better understanding of the nature of the vision loss and consistency in the delivery of materials in the format that is best for the student. The TVI follows the low vision student from one grade to the next. This provides some consistency between grade levels and schools as the student advances academically.