Compliance Training Overview Principal’s Meeting February 2012

February 10, 2012 Arlington High School 1:00-3:30 pm We will NOT be pulling paraprofessionals. SPED Teachers PreSchool AFS/Functional Skills STEP Resource/CoTeachers APEX Homebound Hearing & Vision Related Services OT/PT/Speech School Psychologists

District Corrective Action Summary IEP Process IEP Revised Annually  Parent Received Copy of Written Report Used in This Eligibility Invitation to Meeting  Parental Concerns Present Levels of Performance Annual Goal & Short Term Objectives: Address all on Present Levels Annual Goals & Objectives: Measurable Program Participation  IEP Composition- Interpreter of Results  Informed Parental Consent- Proposed Program in IEP  Parent Notification: Transfer of Student Rights  Student Notification: Transfer of Rights  Date IEP Provided to Parent  LEA Person Responsible for Providing IEP, if Parent did not attend  IEP Review by Teachers Not in Attendance

IEP Process 1a: IEP Revised Annually Accepted 1/27/12 Signatures of IEP Team Required “DRAFT” must be crossed through on the 1 st page and ALL following pages once the IEP team has accepted the document. The team must DATE and SIGN the first page. The remaining pages should be DATED and INITIALED with “DRAFT” crossed out.

IEP Process 23: Parental Concerns During the IEP meeting, ask the parent or student (if age 18) what their main concerns are relating to his/her education. Document their concerns on the IEP. If the parent and/or student does not attend the meeting, gather this information prior to the meeting by phone, conference, or notes from home. Do NOT leave this section incomplete, blank, or use NA.

IEP Process 60: IEP Review by Teachers Not in Attendance When the review is completed each of the student’s teachers not in attendance at the meeting MUST sign and date the last page of the IEP. If all teachers responsible for implementing the IEP are present at the meeting, indicate “all teachers were present.”

District Corrective Action Summary CM Initial Prior Written Notice for Initial Evaluation Prior Written Notice for Initial Placement

Prior Written Notice

Please do not leave anything blank. -There are ALWAYS options to consider prior to proposal. -An explanation must be given for any action rejected. -Be very detailed with listing sources of information used in making proposal. -If parental concerns are rejected, the IEP team must use the prior written notice + minutes to document response.

District Corrective Action Summary CM ReEvaluation ReEvaluation Review Process Parent Input for ReEvaluation Procedural Safeguard for Triennial ReEvaluation Parental Consent for Comprehensive Evaluation Prior Written Notice for ReEvaluation

District Corrective Action Summary TCAP-Alt PA: Participation Requirements The student’s TCAP-Alt Participation Requirements are completed and documented in the IEP. The Principal’s signature is required and agreement MUST be indicated by a “yes” check mark.

District Corrective Action Summary Secondary Transition Transition: Student Invitation to Meeting

Summary of the Summary Many citations were a result of empty blanks on the IEP Citations suggest that IEP’s and ReEvaluation packets are done at the last minute

Required Action: Online Testing Training Plan Clericals: January 30 th All SPED Personnel: February 10 th and 20 th Assistant Principals: February 14 th and 16th Additional Technical Support Summer HELP Sessions: Voluntary Option for Site-Based Support Who Must Test: Principal, Assistant Principal (SPED), and all SPED Teachers When Will Testing Occur: Module will be open starting in April All must be completed by July 1, 2012

February 20th Southwind HS Morning Session

Training Topics State Mandated Testing & Accommodations Manifestation Determinations IEP Placements to Alternative Settings Criteria for Extended School Year Continuum of SPED Services Standards-Based IEPs Present Levels of Performance: Informal Assessments Subject to revision based on feedback from teachers on 2/10

Specialized Training According to Assignment Preschool FS/AFS OT/PT/Speech Resource/CoTeachers SPED Homebound STEP APEX

State Mandated Assessment & Accommodations TCAP MAAS TCAP-Alt Accommodations Must be consistently used for all testing to justify need on state mandated assessment. Prompting Upon Request and Read Aloud cannot both be selected for a student. Communicated to Building Testing Coordinator.

Manifestation Determinations Attendance & Long-Term Suspension Roles of ALL Participants: – To determine if conduct in question has a substantial relationship to conduct in question – To establish whether or not the district failed to implement the student’s IEP SPED Teacher – Will have the SPED file and “Adverse Effects” from the last psychoeducational report to read to the team to assist in determination Administrator – States the conduct in question and disciplinary action taken –or- Provides a summary of attendance history in question – Brings to the meeting paperwork for alternative school unless obtained from parent at the time of the suspension

IEP Placements to Alternative Settings RAL/RAN – Alternative Learning Specialist must be invited – DEC Specialist for school must be invited STEP/EIP – DEC Specialist for STEP must be invited – Transportation Specialist invited IEP Placements require the agreement of the IEP team members Require evidence of interventions attempted, implementation/revision s to the behavior plan, extensive efforts with progressive discipline and Least Restrictive Environments

Criteria for Extended School Year Student clearly needs services IEP team decision Teachers will be provided detailed criteria for use as a guide to recommendations. ESY meetings held after 2/20 and prior to March 30 th in order to ensure teacher training in process. ESY Projections due 3/5/12 ESY Paperwork due 4/2/12

Continuum of SPED Services Elementary Schools – Preschool – CoTeaching (4 th -5 th ) Language Arts Math – Resource (Tier III) – FS/AFS Middle School – CoTeaching Language Arts Math – Functional Skills – Resource Learning Lab (Tier III) “Academic Exploration” used as Direct SPED Service on IEP Taught by SPED teacher

Continuum of SPED Services High School – CoTeaching English I, II, III, IV Algebra I, Geometry, Algebra II, Bridge Math – Resource Learning Lab Algebra IA/IB Geometry A/B Biology A/B – FS/AFS

IEP Development Standards-Based IEPs Present Levels of Performance Emphasis Preschool-12 th Grade: Graduation with a REGULAR HIGH SCHOOL DIPLOMA Programming MUST provide student instruction in the content CoTeaching is ESSENTIAL Resource should be considered very carefully after 3 rd grade as the RTI Tier III Intervention.

SI-Teams Should be fully functioning