monterey county selpa · the selpa is finalizing development of form guides that include...

MONTEREY COUNTY SELPA JANUARY 2016

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Percent of time out of general education environment: To find the percent of time out of the general education environment, determine all of the minutes of the school day from start bell to end bell for an entire week. Then determine the minutes that a student is removed from the general education environment for “pull-out” services for the entire week. To calculate the percentage, take the amount of minutes that the student receives “pull-out” services for an entire week and divide that number by the total number of school minutes for an entire week (from start bell to end bell). Then multiply that quotient by 100 to find the percentage.

Percent of time out of general education environment only includes minutes when the student is physically removed from the general education environment. The percentages of time in and out of general education

must total 100%.

When identifying total minutes of the school day include all instructional minutes including recess, lunch, passing periods, etc.

NEWSLETTER MONTEREY COUNTY SELPA

SIRAS© UPDATES FOR MONTEREY 2015!

The web-based IEP program SIRAS© is revitalized with new updates for use in the Monterey County SELPA

during the 2015-16 school year

The new forms for the Behavior Intervention Plan and SLD eligibility have been completed and are now active in SIRAS. Special features of these new forms are indicated on pages 4 and 5.

The SELPA is finalizing development of form guides that include step-by-step directions for completing all of the Monterey County SELPA forms. The form guides are similar in design to the Report of Assessment for Special Education: Training and Technical Assistance Guide to indicate a detailed explanation of each section within every form. Each guide will be available as a support document download in SIRAS focused on the group of forms it belongs to in SIRAS (for example Basic Forms, Pre-IEP forms, Added Forms, etc.). The detailed directions for each individual form will also be available within the “Form Instructions” pop-up window accessible in all forms within the SIRAS IEP Manager (see page 4 for more information). The complete guides and the SIRAS accessible form directions will be released during the next few weeks.

IEP Basic Forms

Training and Technical Assistance Guide

CAASPP Training and Resources Page 7


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A. Print a copy of the Consent Page.

B. Complete consent page and have all participants at the meeting sign and date.

C. Scan the completed consent page, name the document, and save somewhere on your computer where you will be able to locate it.

D. To attach and view the actual signed consent page in your printed version of the IEP, please follow the steps below:

1. Go to Uploaded Documents in IEP Manager.

2. Choose Upload File.

3. Choose the type of document you are uploading.

4. Give the file a description. 5. Choose Add. 6. Locate file that you want to upload and choose it.

7. When the file is finished uploading into the Uploaded Documents, attach to the Basic Forms.

8. When you print a copy of your IEP, the actual signature page will appear.

Reminder: Be sure to go back into the Basic Forms and complete the electronic version of the consent page.

New Feature Available in SIRAS: Uploading the Signed Consent Page to your IEP


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IEP 14: Special Education Services and Supports at a Glance is an IEP Summary form on the “Other Forms” tab in SIRAS. Several districts require the completion of this form. The IEP form may be completed by the Case Manager or other IEP team member. This form provides teachers of students who are receiving special education and related services a general overview of the student’s needs as well as the services and supports included in the student’s IEP. Use of this form should not replace regular communication between the special education providers and general education teachers. General education teachers are required to be aware of the contents of the IEP and should be provided with the opportunity to view it.

IEP 14: Special Education Services and Supports at a Glance

Automatically populates

demographic information

Automatically populates from

IEP 8


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Behavior Intervention Plan (IEP 6G)

The IEP 6G form has been developed to be aligned to the PENT Behavior Intervention Plan (BIP) form. The desk reference for completing the BIP is available by selecting the blue help icon on the form screen in SIRAS. The desk reference and additional information for completing a BIP are also available on the PENT website at: http://www.pent.ca.gov/dsk/BIPdeskreference2013.pdf

Both BIP forms (IEP 6G & IEP 6G-1) may be accessed within student IEPs. Only one BIP form will be available after one of the BIP forms is selected. For example, when the new IEP 6G is being utilized, the IEP 6G-1 will be hidden from use within the IEP manager “Basic Forms" tab. To change from a selected BIP form, the completed form must be deleted for both BIP forms to become available. To delete the form, select the red “x” icon next to the form.*


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SLD Eligibility Forms Updates

Form completion directions are accessible by selecting the blue help icon on each SLD form screen in SIRAS (refer to page 4 for further instruction).

SLD ELIGIBILITY FORMS (RPT 1 SLD-SD, RPT 1 SLD-RTI, & RPT 1 SLD-PSW) There are now three forms available to indicate eligibility for Specific Learning Disability (SLD). Eligibility areas indicated on the IEP 2 become required for the assessment report. Therefore, SIRAS may indicate all three SLD forms as required. Only one of the SLD forms must be completed. Once one SLD form is selected, the other two forms will be hidden. For example, if the team is utilizing the severe discrepancy model, RPT1 SLD-SD will be utilized and the other two forms (RPT1 SLD-RTI and RPT1 SLD-PSW) will be hidden. If the eligibility method is changed after a form is selected, the completed form must be deleted for all SLD forms to become available. To delete the form, select the red “x” icon next to the form.


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Question:

I have an upcoming annual IEP and we are having an assessment done in only one area for additional information (OT, SLP, Behavior, etc.). The Annual Meeting type “Secondary Purpose” dropdown does not indicate additional assessment and the “Other Review” meeting type does. Which meeting type should I use; Annual IEP or Other Review? Answer: In order for your meeting to be recognized by SIRAS as an annual IEP, you must use the “Annual” Meeting type. “Other review” will not update your annual meeting date. To indicate that an additional assessment was completed within your annual IEP, on the IEP 1 demographics page, check the “Other” box for “Meeting Type” located at the bottom of the page and type in “Additional assessment”.

Question:

I have several students transitioning from middle school to high school next year. I am meeting with the high school teacher and parents to make plans for next year. How should we document changes in the student’s IEP services for next school year? Answer: Within the meeting you are holding (Amendment, Annual, Triennial, etc.) complete the IEP 7 to indicate services through the end of the current school year. Complete the IEP 13 to indicate services to be provided during the next school year. It is critical that, when there are changes that will become effective in the next school year, the entire section related to that area of the IEP be completed. If, for example, only the service that will change is listed, SIRAS and CASEMIS will interpret that to mean that only that single service will be provided to the student.

SIRAS Frequently Asked Questions


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Resources:

• CAASPP Instructions and Manuals http://www.caaspp.org/administration/instructions/

• California Alternate Assessment (CAA) Resources: http://www.caaspp.org/about/caa/

• Test Operations Management System (TOMS) Resources: http://www.caaspp.org/administration/toms/index.html

• Security and Test Administration Incident Reporting System (STAIRS): http://www.caaspp.org

• Individual Student Assessment Accessibility Profile (ISAAP) Tool: http://www.caaspp.org

Attendees will learn about a number of critical topics at the workshop, including the following: Part I:

• Become familiar with Summative Assessments, Interim Assessments, and Digital Library resources Part II:

• Explore the usability, accessibility and accommodations guidelines • Learn how to use the Individual Student Assessment Accountability Profile (ISAAP) process and tool

Upcoming CAASPP Trainings

Wednesday, January 27, 2016 This professional development opportunity will disseminate information to further support implementation of the CAASPP System. The targeted audience includes district administrators and testing coordinators who are unfamiliar with CAASPP and were unable to attend the CDE CAASPP Institute training during the Fall of 2015. The workshop consists of two parts:

• Part I: Overview of CAASPP / Smart Balanced Assessments, 8:30 – 11:30 a.m.

• Part II: Accessibility Resources, 1:00 – 4:00 p.m.

You may register to attend one or both parts of the workshop. • The online registration for Part I is at the

following URL: http://monterey.k12oms.org/1519-108116

• The online registration for Part II is at the following URL: http://monterey.k12oms.org/1519-108117

CAASPP Trainings and Resources


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January 28, 2016 Common Core State Standards and English Language Learners: The Role of the SLP This training will help speech-language pathologists understand the basics of the Common Core State Standards (CCSS). An overview of second-language acquisition, CCSS English Language Development Standards, and Evidenced Based Strategies that are aligned with CCSS will be provided.

February 9, 2016 Evidence-Based Practice and Practical Applications for Students with Autism Spectrum Disorder Participants will learn about practical EBP interventions including visual supports, task analysis, video modeling, peer mediated interventions, social narratives, and the steps for implementation of each of these practices This training will include instruction on the use of iPads or iPhones to make videos and social narratives. If you own an iPad or an iPhone, please bring it to the workshop.

February 17, 2016 Behavior Series Part 2 & 3 Developing Effective Behavior Intervention Plans This workshop will provide knowledge of MC SELPA’s behavior forms, policies and procedures, state-mandated requirements, and related federal requirements (i.e., FBAs and Manifestation Determinations).

February 18, 2016 Assistive Technology and Universal Design for Learning: Practical Strategies for Classroom Teachers Participants will become familiar with the UDL principles and implications for accessing the CCSS, distinguish between accommodations and modifications, learn how to determine appropriate AT solutions for students with special needs, and use a Feature Match Matrix to develop an AT “tool kit”.

March 3, 2016 Goal Setting for Internalizing Behaviors: The Progression of Student Competencies This training provides best practice guidelines to professionals serving students with mental health needs in determining the need for IEP goals for students exhibiting internalizing behaviors for anxiety and depression, establishing accurate baseline data, writing “SMART” IEP goals that are observable and measurable for students they currently serve, utilizing practical data collection strategies across educational settings, and evaluating progress towards mastery. Participants should bring a copy of an IEP for one of their students with mental health goals.

March 15, 2016 Special Education Considerations for Students with TBI Participants will be provided information regarding best practices for integrating students with brain injury (BI) back to school, etiology of BI, types of BI, informal and formal assessment of students with BI, and strategies on how to serve students after BI will be presented. This year’s presentation has been expanded to provide for a more in depth look at TBI.

March 16, 2016 Alternative Assessment for Students with Complex Communication Needs (Morning Session) This presentation will provide participants with a variety of alternative assessment tools and strategies for evaluating the abilities of students with CCN. This workshop is most beneficial when all members of the multidisciplinary school assessment team attend together.

Upcoming SELPA Trainings