1. 1 Special Education Pre-service 2013-2014

2. 2 Timelines  10 day Timeline for Invitation to Parents of IEP meeting  45 day Timelines for Parent/Infant (CCR 52086)  15 day Timeline for Assessment Plans(EC 56043 (a))  60 day Timeline for Assessments(EC 56043 (c))  30 day Interim (EC 56043 (m))  IEPs before the 3 rd Birthday(EC 56426.9)  Annual Reviews-on or before 365 days (EC 56043 (j))  Triennial Assessments-on or before every 3 years (EC 56043 (k))  5 day Timeline for Copies of Student Records (EC 56504)  30 day Timeline--Receipt of written request from parent for IEP team meeting. (If parent makes oral request, school district must notify parent of the need for a written request and the procedures for filing written request and/or assist parent in making that request.) (EC 56043 (l))  IEP before the student’s 16 th birthday and thereafter a transition plan will be developed. (EC 56345 (a)(8)

3. 3 Invitation  Only Invite Required Team Members  Administrator or Admin Designee  Special Education Teacher and/or Service Providers  General Education Teacher  Nurse (Initial &Triennial or All IEP meetings for Other Health Impaired/Home & Hospital Students)  Parent  Regional Center for Eligible Students  Department of Rehabilitation for Graduating Seniors

4. 4 Invitation  Make sure to include all meeting reasons so that they are appropriately denoted and transferred into the IEP.  Transition  Annual Review  Triennial  Interim 4

5. 5 Purpose of the Meeting  All reasons for the meeting need to be noted.

6. 6 English Learners (EL)  Before you lock the IEP, double check that the EL Status is correct for the student.

7. 7 Disability Impact  Based on the Initial or Latest Triennial how does the disability affect the student’s progress.

8. 8 Disability Impact….Examples  For a student with a Specific Learning Disability…….Saul has a Specific Learning Disability and his auditory processing deficits affect his ability to process information that is presented verbally. He requires visual cueing of material along with the auditory information in his learning.

9. 9 Present Levels of Academic Achievement and Functional Performance  Must be current and state what the student can do  Must include data  Information should be consistent with any current assessment results  Basis for Goals  Restatement of Eligibility Criteria is not appropriate.

10. 10 Concerns of parent relevant to educational progress  Must be current to the IEP meeting  Needs to be addressed in the goals and objectives as appropriate  Respond in the notes what the concerns of the parent and the response of the District (IEP Team)

11. 11 Assessment Results  State Level Testing  Must be for two most recent assessments Should be a range which includes the last two years

12. 12 Present Levels Subcategories  Current Data—ONLY  Dates with multiple years of present levels of performance was noted to be confusing by reviewers. Use current year information only.  Use of Standardized Assessment (Woodcock Johnson, Brigance), District Benchmarks, Curriculum Assessments, Teacher Made Tests, Basics Benchmarks  Informal Data Collection/Notes

13. 13 Medical Information

14. 14 Medical Information  Nurse should be in attendance at Initial Evaluations and Triennial Reviews.  Nurse should be in attendance if the student’s primary disability is Other Health Impaired at Annual Reviews.  Vision and Hearing Screens are required to be included on Assessment Plan for Initials and Triennials. (Assessment should be in the Assessment Plan window)  For Annual Reviews, the date and outcomes for vision and hearing screens from the Initial or last Triennial are to be noted.  Medication should always be updated through parent report at each IEP.

15. 15 Areas of Need  There should be a link between the Any Current Assessment informationPresent Levels of Performance and the Goals written for the student.  All sources of information for this IEP need to be marked.

16. 16 Areas of Need Current Present Goals and Assessment Levels Objectives N E D

17. 17 Assistive Technology  All Assistive Technology needs to be denoted in this section

18. 18 Low Level Assistive Tech.  Examples: pencil grips, picture schedules, graphic organizers, calculators  Example Statements: Access to instructional technology that are available in the classroom that include classroom computers, books on tape, classroom Ipads 18

19. 19 High Level Assistive Tech.  High Level Assistive Technology should be the results of an Assistive Technology Assessment and results addressed in Special Factors  Designed for the sole use of an individual student 19

20. 20 English Learners  Should be completed if it is indicated in the EL section on Page 1.  Current CELDT Scores in all areas are to be noted  A summary statement would be written that includes performance in the 4 areas (Listening, Speaking, Reading and Writing)  For Examples: The student is performing at Intermediate Level in Listening and Speaking. Reading and Writing are at a Beginning Level. Student needs visual presentation of material, print rich environment with visual aides and SDAIE Strategies

21. 21 Behavior  Statements should be written for students whose behavior impacts themselves or others  Out of seat behavior  On task behaviors  Work completion  Attention seeking behaviors  Disruptive behaviors

22. 22 Behavior  Positive behavior interventions would include classroom behavior systems such as Boys Town Curriculum or a Token Economy System and specifics about the strategies that work  Behavior Goals that are specific to the student behavior and are based on baseline data collected on the student and included in Present Levels of Performance.

23. 23 Behavior  Behavior Support Plans should be developed when Behavior Goals have not been sufficient to meet success.  They MUST be complete after a student has compiled 10 days of Suspension and a Manifestation Determination has been conducted.

24. 24 Behavior  If the IEP team determines that the Behavior Support Plan is not effective the team would recommend a Functional Behavior Assessment.  An Assessment Plan would be completed and a report of that assessment is completed.  Behavior Intervention Plan is completed after the Functional Behavior Assessment.  Special Education students MAY NOT be suspended for more than 20 days for the entire school year.  Special Education students MUST have a Manifestation Determination after Day 10 and before Day 11 of Suspension

25. 25 Behavior  The IEP team including the Psychologist develop the Behavior Support Plan after observation and data collection  BSP should reviewed at least annually and the team should write in the notes section if the BSP was successful or not.  The team should denote if the BSP needs to be revised or discontinued  The team will need to write and implement a BSP for 4-6 weeks before a change of placement can be considered. (Immediate Safety Concerns need to be discussed directly with the SELPA Director)  Goals need to be written in the BSP or the IEP document that state the required outcome and measurement of that progress. 25

26. 26 Statewide Assessment

27. 27 Statewide Assessment Is the student participating in a diploma bound program? (Is the student participating in the Core Curriculum?) Is the student participating in Alternative Curriculum “BASICS”? CAPACSTCMA The student shall have taken the California Standards Test (CST) in a previous year and scored Below Basic or Far Below Basic in the subject area being assessed by the CMA and may have taken the CST with modifications. The student shall have taken the CAPA Level 2–5 in two previous years and received a performance level of either Proficient or Advanced. The Team must consider CMA. A combination of CST and CMA in the subject areas being assessed based on student’s skills.

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30. 30 Statewide Assessment  STAR Testing should match the curriculum provided each student.  An explanation in the notes section of the IEP must include a rationale as to why a student is taking the CMA  The CAPA explanation is already in the document  Statement should address  Disability  Curriculum

31. 31 Statewide Assessment  Before the student is in 9 th Grade  the team must determine if the student is going to work towards a diploma or not  Inform the parent of the current California High School Exit Exam statues leading to a diploma.  When they have passed the CAHSEE the dates need to be indicated in this section.

32. 32 Statewide Assessment  If the student is denoted on Page 1 as being EL then this section must be completed and goals must be Linguistically Appropriate

33. 33 Goals and Benchmarks  At Annuals and Triennial IEP meetings the teacher or service provider must discuss progress and note progress on previous goals.

34. 34 Goals and Benchmarks  At the end of Present Levels of Performance there is a blank to identify the student’s area of need  Those areas of need drive the Goals and Objectives written. New EVERY Year!!!!!

35. 35 Services  Supports for School Personnel  The supports that are required by the regular education or the special education staff that are necessary to implement the IEP.  These are services that most likely already being provided but have not been captured in the IEP. Such as:  Social Stories Training  Visual Schedules Training  Token Economies Training  Accommodations and Modifications Training  Social Skills Training  These should be written in the notes section of the IEP

36. 36 IEP Team Comments  Include the explanation of why the CMA was chosen for the students  Address Parent Concerns and the District’s (IEP Team’s) response  Include the explanation of Supports for School Personnel  Written summary of the conversation of the age of Majority  Written summary of other pertinent information

37. 37 Notes Sections  Prior Written Notice for ANY change in level of service in the notes section  Becoming eligible for services  Adding or Reducing sessions  Dismissing from a service  Adding a service  Changing Placement  Changing School Level and or Graduation  Prior Written Notices should go to the District Level for the following:  Independent Educational Evaluations (IEE)  Intensive Individual Services (1 on 1) New

38. 38 Education Code Citation for Prior Written Notice (PWN)  56500.4. (a) Pursuant to Section 1415(b)(3) and (4) and (c)(1) of Title 20 of the United States Code, and in accordance with Section 300.503 of Title 34 of the Code of Federal Regulations, prior written notice shall be given by the public agency to the parents or guardians of an individual with exceptional needs, or to the parents or guardians of a child upon initial referral for assessment, and a reasonable time before the public agency proposes to initiate or change, or refuses to initiate or change, the identification, assessment, or educational placement of the child, or the provision of a free appropriate public education to the child. In accordance with Sections 300.304 and 300.503 of Title 34 of the Code of Federal Regulations, the public agency shall provide a description of any assessment procedures the agency proposes to conduct.

39. 39 Education Code Citation for Prior Written Notice (PWN)  (b) The notice required under subdivision (a) shall, in accordance with Section 300.503(b) of Title 34 of the Code of Federal Regulations, include all of the following:  (1) A description of the action proposed or refused by the public agency.  (2) An explanation of why the public agency proposes or refuses to take the action.  (3) A description of each assessment procedure, assessment, record, or report the public agency used as a basis for the proposed or refused action.  (4) A statement that the parents of an individual with exceptional needs have protection under the procedural safeguards of this part and, if this notice is not an initial referral for assessment, the means by which a copy of a description of the procedural safeguards can be obtained.  (5) Sources for parents to contact to obtain assistance in understanding the provisions of this part.  (6) A description of other options that the individualized education program team considered and the reasons why those options were rejected.  (7) A description of other factors that are relevant to the proposal or refusal of the agency.

40. 40 Prior Written Notice Response in Notes Section  Teams will write the following in the Notes Section of the IEP  Must be written in a Narrative form  All 7 Elements must be addressed  A template will be sent to you so you can copy the 7 Areas into the notes section

41. 41 Prior Written Notice Response in Notes Section  (1) A description of the action proposed or refused by the public agency.  The IEP team including the parent agrees to change the number of sessions for speech therapy services from 25 times per year at 30 minutes a session to 30 times per year at 30 minutes.  (2) An explanation of why the public agency proposes or refuses to take the action.  The IEP team agrees that the student requires more frequency in service to meet his goals  (3) A description of each assessment procedure, assessment, record, or report the public agency used as a basis for the proposed or refused action.  Data collection by the speech pathologist suggests that more sessions are required in order for educational benefit to be achieved.

42. 42 Prior Written Notice Response in Notes Section  (4) A description of other options that the individualized education program team considered and the reasons why those options were rejected  The IEP considered leaving the level of service the same but rejected it because the team felt that the student would not achieve goals.  (5) A description of other factors that are relevant to the proposal or refusal of the agency  None at this time.

43. 43 Prior Written Notice Response in Notes Section  (6) A statement that parents of an individual with exceptional needs have protection under the procedural safeguards of this part and, if this notice is not an initial referral for assessment, the means by which a description of the procedural safeguards can be obtained.  Procedural safeguards are included with a copy of the IEP for the parent.  (7) Sources for parents to contact to obtain assistance in understanding the provisions of this part.  The parent may contact the SELPA office at 880-6863 for further information this Prior Written Notice.

44. 44 Transition  Transition needs to be included as a reason for the meeting on the invitation  Students are considered mandatory participants in Transition IEP meetings  The Invitation Letter generates the meeting reasons on the IEP. You may also include this if it does not populate or for some reason you neglected to put it in  Students must have a Transition Plan in place by the time the student turns 16 years of age.

45. 45 Transition  Fill out the Anticipated Graduation Date and the Number of Credits Earned

46. 46 Transition  The IEP Team has to decide if the student will be working on a High School Diploma or a Certificate of Completion. 46

47. 47 Transition  Present Levels of Performance have been completed based on Assessment and Observational Data.  The IEP Team must look at how Present Levels translates into work  Examples of Statement of Current Need in Instruction:  Academics in Reading, Writing, and Math, Social Behaviors, Study Skills Behaviors, Attendance 47

48. 48  Fill in the Responsibilities based on the area of need for instruction 48

49. 49 Post School Living  Present Levels of Performance have been completed based on Assessment and Observational Data.  The IEP Team must look at how Present Levels translates into community and post school opportunities  There should be an interview with the student and parent in regard to their post-school living goals. Based on that Interview you develop a need statement 49

50. 50  Fill in the Responsibilities based on the area of need for instruction 50

51. 51 Post School Employment  Present Levels of Performance have been completed based on Assessment and Observational Data  The IEP Team must look at how Present Levels translates into community and post school opportunities  There should be an interview with the student and parent in regard to their Post School Employment. Additional Assessments based on that Interview could be included in the need statement.  Based on that Interview and additional assessments you develop a need statement 51

52. 52  Fill in the Responsibilities based on the area of need for instruction 52

53. 53 Age of Majority  California Education Code Section 56041.5---When an individual with exceptional needs reaches the age of 18, with the exception of an individual who has been determined to be incompetent under state law, the local educational agency shall provide any notice of procedural safeguards required by this part to both the individual and the parents of the individual. All other rights accorded to a parent under this part shall transfer to the individual with exceptional needs. The local educational agency shall notify the individual and the parent of the transfer of rights.  One Year Prior to the student reaching his or her 18 Birthday the IEP will inform the parent of the transfer of rights. This should be written in the notes section of the IEP.

54. 54 Signature Page  Signatures are required for all people listed (Remember that this is generated through the Invitation Letter)  Excusal Process is Required for a General Education Teacher or DIS Service Provider who is not there for part or all of the meeting. New

55. 55 Signature Pages  Signature Pages with the IEP cover sheet MUST BE sent to the District Office within two days of the IEP meeting  The Invitation Letter and IEP document should be FINALIZED at this time

56. 56 Excusals----California Education Code Section 56341  (f) A member of the individualized education program team described in paragraphs (2) to (5), inclusive, of subdivision (b) shall not be required to attend an individualized education program meeting, in whole or in part, if the parent of the individual with exceptional needs and the local educational agency agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.  (g) A member of the individualized education program team described in subdivision (f) may be excused from attending an individualized education program meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if both of the following occur:  (1) The parent, in writing, and the local educational agency consent to the excusal after conferring with the member.  (2) The member submits, in writing, to the parent and the individualized education program team input into the development of the individualized education program prior to the meeting.  (h) A parent's agreement under subdivision  (f) and consent under subdivision (g) shall be in writing.

57. 57 Excusals  I.D.E.A. 2004 provides for members of the IEP team to be excused from attending a scheduled IEP meeting providing such member(s) closely adhere to the following procedures.  This process is never to be used for initial IEPs, triennials, or change of placements.  Excusals are only for the general education teacher and a related services (DIS) provider. It is not intended for the special education teacher, or administrator.

58. 58 Excusals  When a case carrier is considering asking that a member of the IEP Team be excused from attending an IEP meeting, the following applies:  Fifteen (15) days prior to the scheduled IEP meeting, the case carrier will discuss the possibility of excusal of the team member with a Program Specialist.  At least ten (10) days prior to the scheduled IEP meeting the case carrier will call the parents to discuss the possibility of excusal of a team member.  The case carrier will explain the reason for the request and obtain the parents verbal permission to proceed with the excusal process.  If the parent does not agree to excuse the member of the IEP team then the member MUST attend.   The case carrier will notify the team member of the parents’ preliminary approval.

59. 59 Excusals  When the case carrier has been notified of parents’ preliminary approval to be excused from attending an IEP meeting, the following applies:  For general education teacher to be excused the following applies:  The case carrier will provide the general education teacher the form GENERAL EDUCATION TEACHER IEP INPUT FORM. The general education teacher completes the form and returns it to the case carrier at least eight (8) days prior to the scheduled IEP meeting.  The case carrier will have the GENERAL EDUCATION TEACHER IEP INPUT FORM signed by the site administrator.  The case carrier reviews, signs and dates.  The case carrier makes a copy for file records.  The case carrier mails or hand delivers to parent/guardian.  If mailing the form, call parent/guardian to ensure it has been received.   The parent needs to receive this information a minimum of five (5) days prior to the IEP meeting.

60. 60 Excusals

61. 61 Excusals  For a designated or related service provider to be excused from attending an IEP meeting in which they have been invited, the following applies:  The DIS provider will call parent/guardian and discuss the services and the child’s progress.   Complete a written report using form: SERVICE PROVIDERS IEP INPUT FORM.  Have the SERVICE PROVIDERS IEP INPUT FORM signed by the site administrator.  The case carrier reviews the completed form, signs and dates.  The case carrier makes a copy for file records   The case carrier mails or hand delivers to parent / guardian.  If mailing the form, call parent/guardian to ensure it has been received.  The parent needs to receive this information a minimum of five (5) days prior to the IEP meeting.

62. 62 SERVICE PROVIDER’S IEP INPUT FORM

63. 63 Excusals  At the IEP team meeting when a member is being excused for non-attendance:  Ensure that the proper procedure was followed  Administrator/designee completes IEP TEAM MEMBER EXCUSAL FORM at the beginning of the IEP meeting.  Have parent sign and date.  This form along with a copy of GENERAL EDUCATION TEACHER IEP INPUT FORM and/or SERVICE PROVIDERS IEP INPUT FORM are to be sent with your signature page to the district office so that it can be scanned and attached to the IEP.

64. 64 IEP TEAM MEMBER EXCUSAL FORM

65. 65 Team Attendance---Other  Team members could teleconference for the entire meeting instead of completing the Excusal Process  If the Team member is absence from work on the day of the meeting then another staff member must replace them if it is a required team member or the meeting must be rescheduled. 65

66. 66 Specific Learning Disability— SLD Form  During Initial IEP Meetings and Triennial Reviews the SLD Determination form MUST be completed for students with a Primary or Secondary Handicapping Condition of Specific Learning Disability (ONLY). 

67. 67 Specific Learning Disability— SLD Form  Forms will be completed in IEPplus

68. 68 Specific Learning Disability— SLD Form  Psychologist and IEP team will complete and Finalize Form based on the Initial or triennial assessment being considered.

69. 69 Specific Learning Disability— SLD Form  SLD Forms with the teams signature of agreement with the conclusions should be sent in with the Signature Page to the District Office.

70. 70 Service Logs  Service Logs must be completed for every service on the IEP except for Specialized Academic Instruction that is provided through a Special Day Class  Service Logs for Speech will be completed through the CAMRA system and are to be completed on the First Friday of the Month for the Month Prior.

71. 71 Service Logs  Service Logs for all other service providers are due the Department on the First Friday of the Month for the Month Prior.  Elementary Programs—Cynthia Rodriguez  Middle School Programs—Bev Robinson  High School Programs—Christina Court  DIS Services—Tammy Willis

72. 72 Questions??????  Please email any questions to specialeducationsbcusd@gmail.com by August 9, 2013. specialeducationsbcusd@gmail.com  All Questions and Answers will be emailed to staff by August 16, 2013.

73. 73 Webcast Attendance  Attached to the email for this Webcast Link was an affidavit that confirms that you have watched this presentation in its entirety.  Please complete and return the Affidavit to your department by August 9, 2013.