Special Education Compliance Manual

Alliance College Ready Public Schools

Table of Contents

IEP-Creating a New IEP-Create a Notice to Participate IEP-Create an assessment plan-Schedule an IEP meeting-Write in document section of IEP-Locking an IEP-ITP-BSP-PLOPS-ELL Master Plan Goals

Service Records-Create a service record-Change the provider on a service record-Deactivate a service records

Transferring Students to Welligent

TES-Request for Services

-Assessment Plan-Speech, OT, Counseling etc

State Testing-Accommodations-CMA

Exiting Students

Specialized Academic InstructionAreas of Specialization

IEP Meeting Expectations-Translation

RSP Teacher Calendar

Graduation Requirements-A-G requirements-CA Graduation Requirements-Certificate of Completion

NPS Placement

Compliance-LAUSD Oversite Reviews-DVR

Initial Referral Process

Senior IEPs

If Parent Wants to Revoke Services

504 Plans

IEP:

Create a new IEP:

Login to your Welligent account. At the top of the screen there are tabs that have numbers 1,2 and 3 that say student search. Click on “student search”. A search screen will appear and enter the first and last name of your student and hit search. To Open the students records click on the group of little heads on the left of the student name. On the left hand side of the screen you will see a list under “record navigator”. Click on the “IEP Event Listings”. A new screen comes up and at the top a button that says “new”. Click “New”. A screen with all the student information comes up, then click “next”. On the next screen fill in the “type of action”, make sure administrator is correct, chose yourself as the “manager”. Click Save when you finish entering all the information. A box will say that it is saved and that the student is already in view 1, do you want to go to it. Click yes.

Create a notice to participate in IEP (English or Spanish)

Once you are in the students records and current IEP, on the left click on “management”. A screen will pop up and on the right hand side there is a drop down menu called “IEP Navigator”. Click on IEP Management. On the new screen underneath where it says “Notifications, Messages and Attachments” there are a list of options. On the line that says Forms/Referrals scroll to the right where there is a big green [+] underneath the column “new”. Click on the [+]. A screen opens. The pull down menu is e-form and chose “Notification to participate in IEP meeting English/Spanish”. The form will show up. The form context is “iep notification”. Click save. On the form, enter the date of the meetings, time and your school as the location. Chose the type of meeting and the purpose, individuals to participate (at least the entire first column). Under the place for parent signature it says, “Direct your question to:” add your name and contact info. At the bottom of the page “For School use only” fill in school, local district, click all 3 boxes. Under Notifications: Fill in the 1st line with how you sent this information home. For parent response chose “Will attend but reschedule if I do not” This must be completed or the IEP will not close.

Create an Assessment Plan:

Create a new IEP and make sure the type is “initial”. On the left side click on management. The on the right side under IEP Navigator chose IEP management. Underneath the “Notifications, messages and attachments” scroll over to the right. On the first row, Forms/referrals on the right there is a green [+], click on it. On the E-form drop down chose assessment plan in English or Spanish. The form context is Referral for Special Education Eligibility. Fill out the form. For who referred the child put in the parent name. You are the contact person and put in the school information. Generally check off the following for the areas of assessment: 1. Health 2. General Ability 3. Academic performance 6. Social emotional status and 8. Career and vocational. Depending on the student you can also do 4 Language Function for speech. Save and print.

Schedule the IEP meeting:

When you are already viewing a student, click on “IEP meeting” under “record navigator which is on the left side of the screen. Enter the date and time scheduled, rescheduled if necessary and parent notification date (the date you sent home the notice). Click save and close.

To write in IEP documents on any section of IEP:

On the left hand side chose any section, management, assessment, evaluation PLP, Eligibility etc. Then on the right hand side under IEP navigator click on IEP documents. The pages will show below under form name and you can click directly on the name of the document to open it. Fill in the page and always save at the end.

Locking an IEP:

Once all sections of the IEP are completed and the meeting has been held, you must check for errors. On the top of any document page in any section there is a bright yellow triangle with an exclamation point. Click on it and it will tell you errors. If it is not there, that means there are no errors. To Lock an IEP you must be logged in as an administrator. Follow steps to select your student and IEP youre working on. On the left side of the screen click on “management”. On the right side under IEP navigation click on IEP meeting. At the top on the drop down menu change the status to completed. Then enter the date of the IEP and time started and ended. If parent signed, enter the parent signature date. Parent signature date must be entered for IEP to be active and to create a service record.

Writing an ITP:

On Page 1 of the ITP, Section One: Education/Training, the assessment should be either Disrict/state assessments or periodic assessments. Then enter the date of either the CST or benchmark and the score, this can be found on power school. In section, 2: Employment chose transition interest inventory and put in the date. This is either the Janus or CopsII. Section 3: Independent Living you can chose other or transition services, etc. fill in the date of interview or transition services and results.

BSP:

For a student who exhibits behavior problems in the classroom you should complete a behavior support plan and give counseling if the IEP teams decide to. For Section 1 of the BSP be sure to address the most obvious and distracting behavior. There may be multiple behaviors but address the most significant one. For section 3, The need for the behavior support plan is “early stage intervention”. Fill in the rest of the page appropriately. On page 2 of the BSP, for section 8, chose 2 functions of behavior. They can be both “to get”, both “to

avoid” or one of each, it doesn’t matter. MAKE SURE TO FILL OUT SECTION 9. Once you choose the boxes it will populate in section 9 but you must complete the sentence with what you want the student to do instead. For Section 12, in narrative format be specific about how you want teachers and staff to address the child, what are the options for behavior, how do they present the positive consequences as well as the negative consequences. Fill in the rest of pages 2 and 3 appropriately.

PLOPS:

Present Levels of Performance should be written in a format with 3 sections: Strengths, Needs and Impact of disability. In the sections of strengths and needs, be specific about what the student can and cannot do. Address ONLY THE SPECIFIC ACADEMIC AREA, do not include note taking, organization or likes and dislikes in these sections. “Susie does not like math” does not belong in needs section of PLOPS. It may be appropriate in social emotional or vocational education if it impacts her in the classroom. For the “Impact of disability”, you should look up the specific disability if possible. Look at the students last 3 year or initial and it will be on the Disability Certification page which follows the Eligibility page 4. The statement should read similar to “______________ auditory processing/visual processing/Attention etc deficit impacts her/his ability to do __________________________ in the classroom. This impacts __________work and progress in the general education curriculum.

Examples:READINGStrengths: ******* can decode all her basic sight words correctly and consistently. She is able to use basic decoding skills to attempt unfamiliar multi syllabic grade level words that she encounters in her classes. When listening to a passage and following along she is able to identify main point, and main idea and other comprehension questions.

Needs: **********continues to struggle with unfamiliar multisyllabic words. Mostly these words she struggles with are in her content classes such as chemistry and History. This affects her comprehension in these classes when she cannot understand the questions or the readings.

Impact of disability: ******* auditory processing deficit impacts her ability to read and decode on grade level. This affects her ability to comprehend in her grade level classes. This impacts her work and progress in the general education curriculum.

MATHStrengths: ****** can add, subtract, multiply and divide to a certain extent. She understands the concepts of all and uses a calculator correctly to solve problems. She can set up and solve one step and two step equations. She can use a formula to solve problems consistently and correctly. She knows and uses the Pythagorean, distance and quadratic formula correctly.

Needs: ********struggles to completely memorize all her multiplication and division facts. She also struggles to memorize formulas. In geometry she had difficulty understanding postulates and theorems and applying them to problems, setting up and solving correctly without teacher support and guidance.

Impact of disability: ******** processing deficits impact her ability to memorize various math facts such as her times tables, formulas, postulates and theorems. This makes it difficult for her to consistently solve grade level problems independently. This impacts her work and progress in the general education curriculum.

WRITINGStrengths: ******* can write her basic sight words consistently and correctly. She uses phonemic awareness to attempt all the unfamiliar words to spell them. She is able to write in complete sentences and understands that sentences begin with capitals and end with punctuation. She is able to write multi paragraph essays with teacher guidance. She uses a hook and thesis statement and information support her ideas.

Needs: ********continues to spell grade level words incorrectly. This can make it difficult to understand her writing at times. She also often needs help brainstorming her ideas and creating an outline. Finally, she has trouble finding and using factual information or quotes to support and point she has made in one of her body paragraphs.

impact of disability: ******** processing deficits impact her ability to spell grade level words consistently and correctly. This impacts her ability to write grade level essays. This impacts her work and progress in the general education curriculum.

English Language Learners Master Plan Goals:

1. ******* will proofread a paragraph she wrote for grammar, punctuation and spelling with 80% accuracy in 4 of 5 trials as measured by teacher observation.

2. *******will revise a piece of grade level writing for grammar and punctuation with 80% accuracy in 3 of 4 trials as measured by student work samples.

3. ********will write a paragraph with intro sentence, supporting details and conclusion or transition sentence with 80% accuracy in 3 of 4 trials as measured by student work samples.

4. ********will read a passage at their independent reading level and create a plot diagram with proper sequence of events with 80% accuracy in 3 of 4 trails as measured by teacher observation.

5. ********will read a passage at their independent reading level and describe the main characters orally with 80% accuracy in 3 of 4 teacher trials.

Service Record:

create a service record:

*****Attention: you can only create a new service record that will be linked to a current IEP once you have entered the parent signature date on the meeting page of the management part of the IEP.

First you search the student and click on the little heads next to their name.  Then on the left hand side of the screen under  record navigator there is a last, the last option is services.  Click on it. Select new. Chose the service RSP. A Screen will come up, the only areas you fill in are: individual direct service, minutes, service delivery model, setting and performance area.Starting at the top left chose frequency (ex 2 X week) and the minutes (according to the IEP 120 minutes per week, month etc). Then below chose service delivery model “co-teaching RSP only”. Finally chose performance area: math or English language arts depending. Save!

*When filling out the tracker, be sure that the minutes entered match what you put into the service record. Even if you go over the minutes, only enter according to the service record you created. *Make sure to note school holidays and student absences on the tracker.

change a service record to your name:

First you search the student and click on the little heads next to their name.  Then on the left hand side of the screen under  record navigator there is a last, the last option is services.  Click on it.  The list of services will appear.  Chose the first service record by clicking on the litle heads.  Once you have opened the record, scroll down to the bottom where it says service assignment information.  It will have primary provider, a name and then three dots [...] and an x [X].  Click on the [...] the window will open.  Chose your name and press select.  Close it and save the service record.  It will now be in your name and show up on your case load. 

Deactivate a service record:

When you write a new IEP you must create a new service record and deactivate the old ones. First you search the student and click on the little heads next to their name.  Then on the left hand side of the screen under  record navigator there is a list, the last option is services.  Click on it.  The list of services will appear.  Chose the first service record by clicking on the little heads. Under “service status” select “inactive” and save. Then just create the new service record for the new iep.

Transferring new students to welligent caseload:

When a student is new to your school, you need to add them to your caseload. In order to do this, you need to know if the student was previously in a LAUSD school or is transferring from another district. If the student was at a LAUSD school, have parent sign the “release of student information form” from the flashdrive. Then you complete the “Transfer to Welligent” form also found on the flashdrive. Fill in student name, birthdate, grade and parent name. ID number is not required. Your principal signs it and you can fax it into welligent. Within 2 or 3 days, the student should be added to your caseload. If the student was not LASUD, you have the parent fill out the “release of student information form” and then fill out the “Add to Welligent” form exactly like the transfer form. Fax it in and the students should be added to your caseload.

TES

Assessment Plans:

For initial IEPs TES will complete the psychological assessment and report. You must create an assessment plan in Welligent (see above). Along with the parent has signing and returning the report, you need to have the parent complete the “LAUSD parent request for Special Education Assessment” form. Finally, you complete the request for service form from TES (see flashdrive) All must be faxed into TES (323) 622 0750. Once these have been faxed in, a school Psych will contact you to schedule a meeting. If they do not call Morgan and follow up (323) 404- 1026.

Services:

If your student needs services like speech, counseling or OT, TES will provide them. Once the IEP is closed and parent signature page is received, Fax a “Request for Service” form, the parent signature page and the sign in page from the IEP. See above for fax and phone numbers. Morgan will then coordinate the provider. Follow up with her to ensure services start in a timely manner.

State Testing

Accommodations: This is Section K on the IEP. Chose accommodations that are appropriate for the student. If the student needs the test read aloud, you will read the entire test aloud as there are no CDs anymore. For the English tests, reading out loud is a Modification so do not chose it. Standard testing variations or accommodations are extra time, testing in small group, rephrased directions, supervised breaks, test broken up within a testing day.

Test read to students

Please read email below the CDE - Alliance Schools are unable to pre-record the test and have students with special needs listen to the recordings on the computer.  The state did not make the audio version of the CSTs this year due to budget cuts. Those students that require the test to be read to them, a proctor will have to read the test to them as indicated on their IEPs.  Test that are read to the students is considered an accommodation in all subjects except for ELA which is a modifications.  The Resource Teacher at your site will have the information regarding testing accommodations.   Small group settingAlso want to clarify small group setting for CSTs and CAHSEEOptimal is 5-7 but no more than 10 with a proctor. For proctors, they need to be “employees of the district.”  It does not need to be a teacher but as long as proctor works for the school, that is acceptable. Perceived that each school will follow these guidelines and implement procedures for students with special needs for standardized testing.    

CMA 

There is a 2% cap of students whose scores may be counted as proficient or above on the CMA (basically a district is only allowed a 2% benefit). If you have more than 2% of the students taking the CMA, only those who score proficient or above  within the 2% will have their scores counted. The others will not be counted.  There is a combined percentage (1% CAPA and 2% CMA respectively) of 3% total per district of those students who can be counted using alternative assessments. Again, by counted I mean scoring proficient or above on their respective assessment.  You are not penalized for those students who are not counted.  It is illegal NOT  to give a student an alternate assessment (CMA / CAPA) if they are so eligible as determined by the IEP team.

The above information can be broken down as follows, the CMA can be given to 2% percent of total enrollment of your school - not of the total enrollment of the special education students.   So if you have an enrollment of 500 - 10 special education student can take the CMA and will not negatively affect your API or AYP.  I do not recommend more that the 2% taking the CMA.  The IEP team makes the determination if the CMA is needed - not if the student is in an SDC program.  The CMA is standards based - just less  answers to choose from and the reading passages are shorter.

Exit students

We can exit some student without formal assessments.  Steps:1) ensure that the students have passed both parts of CAHSEE and are passing classes2)Have a conversation with parents to ensure that they agree with exiting the their child

3)hold an IEP meeting4) place in additional comments section: student has meet his IEP goals , passed the CAHSEE, and working at the level of his peers.  Therefore will be excited from special education services.

Specialized Academic Instruction (SAI) is the primary service provided to students who qualify for special education and is available at all San Bernardino City Unified School District school sites. Depending on the particular needs of the student, SAI may include one or more of the following:

• Consultation between a special education teacher and general education teacher(s) to assist in providing instructional and assessment adaptations and behavioral interventions, which allow students with special needs to benefit from their general education classes.

• Monitoring of students by a special education teacher through appointments, weekly progress reports, and/or school-home communication.

• Instructional support provided by a special education teacher or instructional aide to help students with special needs progress in their classes by assisting with the understanding of assignments and information being presented, and modifying work to accommodate students’ special needs. Instructional support may be provided in a general education class or separate classroom.

• Collaborative/Team teaching in which a special education teacher and a general education instructor teach a class together that includes both general and special education students.

 

Areas of Specialization

Mild/Moderate Disabilities (M/M) Includes specific learning disabilities; mild to moderate mental retardation; attention deficit and attention deficit hyperactivity disorders; serious emotional disturbance; and authorizes service in grades K–12 and in classes organized primarily for adults through age 22.

Moderate/Severe Disabilities (M/S) Includes autism; deaf-blindness; moderate to severe mental retardation; multiple disabilities; serious emotional disturbance; and authorizes service in grades K–12 and in classes organized primarily for adults through age 22.

Deaf and Hard of Hearing (DHH) Includes deafness; hearing impairment; deaf-blindness; and authorizes service to individuals ages birth through 22.

Visual Impairments (VI) Includes blindness; visual impairment; deaf-blindness; and authorizes service to individuals ages birth through 22.

Physical and Health Impairments (PHI) Includes orthopedic impairment; other health impairment; multiple disabilities; traumatic brain injury; and authorizes service to individuals ages birth through 22.

Early Childhood Special Education (ECSE) Includes the mild/moderate and moderate/severe disabilities listed above, and authorizes service to children ages birth to pre-kindergarten only*.

IEP Meeting Expectations:

1. Parents should be notified of the IEP at least 10 days in advance2. There should be an agenda presented to all members of the team3. There should be a printed IEP document for members of the team to reference4. If the parent speaks Spanish, there should be a translated copy of the IEP provided

for the parent to follow along with.5. Each member of the team should sign the attendance page before the meeting begins6. General Education teachers who give a report should be prepped before hand on

how to speak with the parent. They should be reminded not to speak in a negative manner with the parent. Remind them to phrase everything in a positive way and to remind the parents of how they are working with the student on any issues. They should also be aware of all accommodations the student has and how they as the teacher are facilitating them in class.

Translation:LAUSD has contacted many of your sites regarding that written translation of IEPs is no longer available.  In addition, El Dorado does not have translation services.  Please remember that parents have to request the written translation of the IEP.  Below are some guidelines to assist with the translation.  Please check with your administrator on how your school site will address IEP translations. If a parent requests a written translation: There are a few steps that can be taken to minimize the amount that needs to be translated within the IEP. 

When the IEPs forms are changed to Spanish, the system will translate Section K (statewide accommodations).

The IEP goals are translated in Spanish in the Welligent goal bank (I can walk you through the process).

Attached is a translated list of common classroom accommodations (Thanks to Hannah Kazim for providing the translation and Javier Fuentes for reviewing the list)

Sections that will need to be translated:PLPs and the additional comments section in FAPE Translation guidelines:

School site personnel (office manager, instructional aides, gen. and special education teachers) can provide written translation. The translated section can be provided to parents in a word document attached to the appropriate section of the IEP Consultant   Fee for Service   Translator information is below : (need approval from your administrator)I have requested the price list  Gloria LeonardSpanish Translator / Interpreter323.665.6486323.243.8609wordaddictx@aol.com

RSP Teacher Calendar:

Schedule:

Auguest/September-First Week:-arrange a meeting with all the students to introduce yourself as the new RSP teacher- Send home a letter with each student with your contact info in English and Spanish for the parents (a Spanish teacher, Spanish speaker, or sometimes the front office staff can help translate)- Print a copy of each students class schedule and note all students math and English classes, cross reference with excel sheet for students services (not all students receive math and English services)-Work with Admin to cluster students together in certain classes. They will help you speak to teachers and arrange your students to be most beneficial. Use student info to decide who works well in classes together. This MUST be done within the first week of school to avoid students falling behind. -Get all new students entered into SEIS. For any continuing students: Update the students’ current grade level. Also make sure to update IEP dates and services each time you hold an IEP

After the first week:

-Arrange a schedule for yourself based on the students math/English class. Be sure to give a conference period (mine rotated) because you are responsible for all IEPs, notices, updates, progress reports and paper work for all your case load.- Get a list of incoming 9th graders with IEPs. You need to hold these 30 day IEPS. -As you write any new IEPs make sure you add the information to the excel spreadsheet.-Check with the office staff for students who were accepted late. Ask them to double check for IEPs within their file -Check on the any assessment that might have been completed over the summer.-TES is the provider for all our services: Speech, counseling, OT etc. The contact person is Morgan Behny. Her email is mbehny@tesidea.org . Speak with her to arrange when your services will start. You are the contact person for TES. When each provider starts coming, be sure to introduce them all to the office staff and admin. You must be persistent with TES or they will not get done what you need.-Make time to observe your students in their classrooms. Even if you are writing an IEP in the back, you can see how they interact and see who needs the most help to adjust your schedule.

October/November-Update tracker on a weekly basis ( I did mine on Fridays)-Be sure to meet your minutes with the students either in the classroom or testing-Students should test in their classrooms whenever possible. I had testing periods when I didn’t have to be in other classes (5th and 6th was my conference) when students could come and retake tests or take tests for their classes.-When grades are due, create a spreadsheet for all student grades for all classes so you are aware of where to focus your time.-Check IEP caseload to see when student IEPs are due-Work with counselors to help 12th graders apply for colleges. Have them all apply to the EOP program for all of their Cal State choices. This is a very good opportunity for students to get in with lower GPAs. Also, that program is excellent support for them. There are a lot of 12th grade students and they will come to you for help. -after the report card for November, update the goals pages on the IEPS for status of goal mastery.-Continue to update SEIS. Check your caseload and make sure you have no reds. Also make sure all the services are updated. Make sure you have no pending IEPS or IEPs that still need to be affirmed/attested.

December-Continue as usual (tracker, schedule, IEP)-Before Christmas break do a grade check. Work with the teachers to send home packets for students who have NPs in any classes. This will help bring up their grades-CAHSEE for 11th/12th graders who didn’t pass yet. All students with an IEP will test with you. Admin may have all students who didn’t pass yet test with you. Make sure you give all day for the test and encourage students to take their time. You can read the test aloud to IEP students.-for finals and benchmarks, IEP students should test with you in the resource room.-This is the last chance for students to pass the class, make sure final projects are turned in and insist that students take the Finals with you.

-Update goal pages when report cards are issued-Continue to update SEIS. Check your caseload and make sure you have no reds. Also make sure all the services are updated. Make sure you have no pending IEPS or IEPs that still need to be affirmed/attested.

January-continue with grade checks, work with students and teachers to focus on bringing up NPs-Continue to update SEIS. Check your caseload and make sure you have no reds. Also make sure all the services are updated. Make sure you have no pending IEPS or IEPs that still need to be affirmed/attested.

February/March-Get ready for the CAHSEE-All IEP 10th graders will test with you on these days.-Seniors will need to have filled out the FAFSA-Continue to update SEIS. Check your caseload and make sure you have no reds. Also make sure all the services are updated. Make sure you have no pending IEPS or IEPs that still need to be affirmed/attested.-By the end of March you should start to hold all Senior exit IEPs.

April/May-CSTs and benchmarks, IEP students will test with you for extra time and other accommodations-In may, hold all senior IEPs. You must have them fill out forms (see Jovan) and hold brief meetings with the parents.-after the report card for April, update the goals pages on the IEPS for status of goal mastery.- Continue to update SEIS. Check your caseload and make sure you have no reds. Also make sure all the services are updated. Make sure you have no pending IEPS or IEPs that still need to be affirmed/attested.-Hold Senior IEPs.

JuneGraduation! -You will probably need to do IEPs for the students who had 30 day IEPs back in September other wise September 2011 will be very very hectic.-be sure tracker is updated-confirm which students need to make up classes in summer school and enroll them-FINALS: have rsp students begin taking finals early! They take a long time to finish so it will be a challenge if they take it at the same time as the other kids. Start pulling them 3 weeks before the end of school for these tests.-after the Final report card for June, update the goals pages on the IEPS for status of goal mastery.

• Diploma with A-G requirements

– (majority of students)

• CA graduation requirements – but still need 230 Credits

• Certification of Completion + GED

CA graduation Requirements– Three courses in English.

– Two courses in mathematics, including one year of Algebra I beginning in 2003-04 (California Education Code Section 51224.5).

– Two courses in science, including biological and physical sciences.

– Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics.

– One course in visual or performing arts or foreign language. For the purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in foreign language.

– Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of Education Code Section 51241.

Certificate of completion• Option for students who are significantly behind in credits and will not graduate on

time.

– 1-2% of your special education population.

– Student should take GED upon leaving the high school.

– A student with a disability who has satisfied any of the following three requirements may be awarded a special education certificate of completion:

1. Satisfactory completion of 230 credits of a prescribed alternative course of study as identified on the student’s IEP; OR

2. Satisfactory achievement of the student’s IEP goals and objectives during high school as determined by the IEP team; OR

3. Satisfactory high school attendance, participation in the instruction prescribed in the student’s IEP, and achievement of the objectives of the statement of transition services.

• Grades for IEP students can include a D for any of the programs previously mentioned.

NPS Placement

Please look files before enrolling a SPED student.  The only time that Alliance cannot accept a student is when their placement is a non-public school.  Tell the parent to call LAUSD

NPS number 213 241-3373Compliance/Reviews

There are two types of reviews that LAUSD performs to ensure Special Education Compliance:

1) LAUSD Oversight Reviews:Frequency: One visit every year per schoolPurpose: These visits are a yearly check by LAUSD to make sure that schools are incompliance in all areas of operation. This review is not Special Education specific, but they will look at Special Education Compliance during their visit.Your Role: You will be responsible for presenting the DVR Binder and making sure that all material (brochures, posters, parent calendars etc.) You are also responsible for making sure that your files are in order, making sure you have no reds on Welligent, and making sure that your tracker is up to date.

2) District Validation Review (DVR):Frequency: Once ever four years per school Purpose: This review is specifically set up to make sure that the Special Education program at your school site is in compliance. Your Role: You will have a lot of responsibility during this process. The steps will be detailed later. But in general, you will need update your DVR binder, make sure all materials are displayed, find clean IEPs to present, and invite parents to a parent’s meeting. Again, this will all be laid out for you later. Jovan will facilitate the process the whole way. You will not handle this alone!

DVR Binder:You will be responsible for your school site’s DVR Binder. Depending on the school site, most of the DVR Binders are housed in the Principal’s Office.

The Binder can be broken up into tabs for easy reference.

1. Classroom, Room Numbers, Instructors, School Map & Bell Schedule

a. Copy of a School Bell Scheduleb. Copy of a School Map with Room Numbers and Intructors

2. Current Transportation Routing List for Special Education Studentsa. NA (We don’t do this, nothing needs to go here)

3. Complete Parent Surveysa. Copies of Parent Surveys (these need to be done before the DVR date)

4. Complete Staff Surveysa. Copies of Staff Surveys (these need to be done before DVR date)

5. Parent Meeting Flyers (First Distribution)b. Copies in English and Spanish with the DVR date and time

6. Parent Meeting Flyers (Second Distribution-Only if Necessary)7. Completed “School Support Staff” Form

a. This form states the # of School Nurses, Psychologists etc at your school site8. Completed Functional Analysis Form

a. This is only needed if a student has actually had a FAA done, for most schools you will just check “No FAA done”

9. Completed “Collaborative Practices” Forma. This form just asks how many RSP teachers there are at your school.

It also asks what classes are co-taught with a gen ed teacher and and RSP.10. School Self Review Checklist

a. These are filled out every year by Jovan. She gives them to your Principal to sign. They must be updated every year. If yours is old, you need to contact us to get the most recent form.

11. “Most recent Services by Services” and/or “Most Recent Services by Student Reports

a. This is just a print out of your latest tracker for the month of the review12. 2 Completed “Request for Reasonable Accommodations” Form

a. These must be done every year. They are for parents to request accommodations for themselves during the IEP meeting (i.e. translation, mobility assistance, need for audiotapes, request for Braille copies.) Most of the time the parents will just check “No, I am not requesting accommodations”. They also need to sign the form. Again, they are for the parents to receive accommodations, it has nothing to do with them requesting accommodations for their student.

13. Professional Development Agendas, Sign-Ins, and Evaluation Formsa. It is required that 3 different Special Education PDs be done at your school a year. You must have a copy of the agenda from the PD, with the presenter (RSP teacher, Jovan etc) listed on the agenda. You are also required to have sign in sheets and evaluation sheets for each one as well.

14. Record of Special Education Expenditures: Program 2817 Formsa. Your principal will supply this

15. “Parent-Student Handbook” for the current school yeara. If your school does not have one, Jovan can develop one for you

16. Complaint Response Unit/Parent Resource Network Notification Letter

a. This form must be signed by your principal17. Compliant Response Unit/Parent Resource Network Brochure

a. This brochure must for the current school year, they changeevery year

18. “Informal Dispute Resolution for IEP Disagreements” Brochure19. “Are you Puzzled by Your Student’s Special Needs? “ Brochure20. “A Parent’s Guide to Special Education” Brochure21. “The IEP and You” Guide, Revised July 200822. “The ITP and You Guide” Revised July 200823. Behavior Emergency Report for Individuals with Disabilities

17-22 must also be visible in your front office. This means you might have to go place them there the day before the DVR to be sure they are available.

Also you must post on a bulletin board in the front office visible to all:A. The monthly Special Education Parent Training Calendar

(http:/sped.lausd.net/ click Parent Training Calendar)B. Complaint Response Unit/Parent Resource Network

(contact Jovan if you don’t have one)C. Discipline Foundation Policy: School-wide Positive Behavior Support

(on wordpress site)

Wordpress:

Most of the brochures are available on our Alliance Education Specialist Wordpress site

1. Go to http://allianceeducationspecialists.wordpress.com/2. Click on Compliance3. Click Brochures4. The first link is a check list of all the brochures5. Each brochure is listed in Span/Eng for you to print

*Special Note for LAUSD Oversight Review:For District Oversight visits you must also have all the brochures available. During the Oversight visit you only need to have Items 10-23 available in your DVR Binder.

IEP Compliance Checklist:

All IEPs are in a locked cabinet All IEPs are in green folders All IEPs have access logs attached (see Wordpress). These logs must be filled out by

anyone other than yourself that wants to look at the IEP. Make sure everything is signed:

-The attendance page is signed by every attendee (parent, admin, gen ed teacher, special ed teacher, student, additional support providers)-The signature page from the IEP must be signed-Include copies of the signed invitation notices-If there has been a recent initial done at your site, make sure that the assessment plan is included with a signature.

For Initials:o Again, make sure you have the signed Assessment plano Make sure that you have the request for services form signed by the parent. o Make sure your timelines are accurate according to the Assessment plano Make sure to include reports (psychologist report, health report, etc)

Make sure that you have no reds on your Welligent screen Make sure that your tracker is updated and students have received all services.

Initial Referral Process:

Step 1: Referral For Assessment

Step 2: Assessment

Step 3: Development and Implementation of an Individualized Education Program (IEP)

Step 4: IEP Review

1) Referral for Assessment:A parent, guardian, teacher, or other school personal who believe that a child needs services can request a special education assessment of the child. Two items are needed to make a request: A Request for Special Education Assessment Form, and a written letter from the parent requesting assessment.

* During this time you should submit a REQUEST TO ADD A NON-LAUSD STUDENT RECORD TO WELLIGENT form to Welligent. You will need the student added into Welligent so that you can draft an assessment plan.

2) Assessment:Once you receive the Request for Assessment form and a written letter requesting assessment, you have 15 DAYS to respond to the parent with an ASSESSMENT PLAN.

The

parent MUST sign the Assessment Plan before any testing can begin. Once you receive a signed assessment plan back, you have 60 Days, not counting school holidays greater than

How to Create an Assessment Plan:

Create a new IEP and make sure the type is “initial”. On the left side click on management. The on the right side under IEP Navigator chose IEP management. Underneath the “Notifications, messages and attachments” scroll over to the right. On the first row, Forms/referrals on the right there is a green [+], click on it. On the E-form drop down chose assessment plan in English or Spanish. The form context is Referral for Special Education Eligibility. Fill out the form. For who referred the child put in the parent name. You are the contact person and put in the school information. Generally check off the following for the areas of assessment: 1. Health 2. General Ability 3. Academic performance 6. Social emotional status and 8. Career and vocational. Depending on the student you can also do 4 Language Function for speech. Save and print.

five days (i.e. Christmas Break and Summer Break) to 1. Do all assessments 2. Hold the IEP meeting.

* It is your responsibility to check and make sure that assessments are are going to be completed within the timeline above. Keep in contact with Morgan Behny at TES in regards to who the assessments were assigned to. Keep in contact with Morgan and the assessor to ensure timely completion.

For school with School Psychologists:Health: Done through a TES providerGeneral Ability: School PsychAcademic Performance: School Psych or RSP teacher (site-based decision)Social Emotional: School PsychCognitive: School PsychCareer and Vocational: RSP teacher (this just means you will administer the COPS II)*LAS, OT, APE ect (if needed): TES provider

For school without School Psychologists:Health: Done through a TES providerGeneral Ability: TES providerAcademic Performance: TES Provider or RSP teacher (site-based decision)Social Emotional: TES ProviderCognitive: TES ProviderCareer and Vocational: RSP teacher (this just means you will administer the COPS II)*LAS, OT, APE ect (if needed): TES provider

Once the assessments are completed the providers will either a) send you the report b) upload the report in Welligent. They are also responsible for writing the PLPs for those areas. Again, it is your responsibility to check them on this.

3) Development and Implementation of an Individualized Education Program (IEP)

You MUST hold the IEP BEFORE THE 60 DAY TIMELINE EXPIRES.

Whoever did the assessments needs to be present at the meeting in order to give their report. They can also be present via phone conference if the parent is okay with this. This includes, the a) nurse who did the help assessment b)the psych who did their testing, c) speech and language, OT, APE if applicable. You are not qualified to give the report yourself.

The IEP team will discuss eligibility and placement. One of four things will happen:

1) The child is found eligible and parent agrees: If this is the case, the team will discuss placement and services. If the parent is satisfied he/she will sign the IEP and services begin.

2) The child is found eligible, but parent disagrees:The parent does not sign the IEP, and no services begin

3) The child is found ineligible, the parent agrees:The IEP will state in the Eligibility page that the student is ineligible. The parent signs IEP

4) The child is found ineligible, the parent disagrees:

4) IEP Review

When a student is found eligible for Special Education Services:a) The student will have an annual review IEP every year. It is not illegal to hold the

IEP before the year date is up, but it is illegal to hold it after the year date is up. b) Additional, every three years a student must have a triennial review. Case

Managers can look at previous IEP (FAPE 1) to see if formal re-evaluation for the triennial review.

Senior IEPs:

You will need to start doing Senior IEPs by the end of March. They will need to be completed for each senior prior to graduation. Here are the steps to do the final Senior IEP.

Protocol for (Graduation) IEP:

1. Create new IEP

2. "Amendment" to last IEP date

3. Under "IEP Management"

-IEP status reason: "Final IEP"

-Final IEP reason: "Final IEP: Graduate with Diploma"

4. Need to do Forms:

-Management (Pages 1 & 11)

Eligibility (Page 4)

See following page for step-by-step instructions.

*You will also need to fill out a Summary of Performance at the final IEP. Copies of these are available on the Wordpress.

If a Parent Wants to Revoke Services

PROCEDURES:1.The parent’s request to revoke consent must be in writing. The written document should specify the request for revocation of all special education and related services, and should be dated and signed by the parent.Parent requests for revocation must be documented in Welligent. Do not convene a new IEP meeting. Rather, on the Welligent Management screen there is now a section for “Parent Revocation” with three new fields. You must: (a) Enter the date of the parent’s written request for revocation of service in the “Parent Revocation Request Date” field; then (b) Scan and upload the written request into Welligent using the “Attached Documents” feature on the IEP Management Screen; and (c) Place the original written request in the student’s special education green folder.2. Within five (5) business days from receipt of a parent’s written request to revoke consent, the District must provide prior written notice informing the parent about the impact of the request on the child’s educational program and the timeline for the cessation of services. All special education and related services will cease fifteen (15) calendar days from the date documented on the completed prior written notice form.A two page form, Prior Written Notice Regarding Parent Request to Revoke Consent for the Continued Provision of Special Education and Related Services (Attachment A), has been developed and serves as the District’s prior written notice. The actual form is located on the Welligent home page, “Documents” section, labeled “Prior Written Notice Regarding Parent Revocation.” The form is available in the following seven languages: English, Spanish, Armenian, Chinese, Korean, Russian, and Vietnamese. This form must be downloaded from Welligent and used as the District’s prior written notice. You can also get it on the Wordpress site.

Schools must copy the prior written notice form onto their school letterhead. The following information must be provided on page one of the form in the appropriate blank spaces: the parent’s name and address, the date the form is completed (which begins the fifteen [15] day timeline), the student’s name and identification number, the date of the parent’s written request to revoke consent for services, the date the services will cease (fifteen [15] calendar days from the date indicated on the completed form), and the specific services documented in the student’s current IEP.

504 Plans

Background: Section 405 of the Rehabilitation Act of 1973 is a civil right statue that prohibits discrimination/harassment on the basis of a disability in any program or activity receiving federal financial assistance.

Who can have a 504 Plan?A) A student at a public school (preschool, elementary, secondary, or adult school)

who is between 3-22 years old)B) A student that has a physical or mental impairment which limits one or more life

activitiesC) A student that has record of the impairment

What is a physical or Mental Impairment? Any physiological disorder or condition Cosmetic Disfigurement Anatomical Loss affecting a system (neurological, musculoskeletal, special

sense organs, respiratory, including speech organs, cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin or endocrine)

Any mental or psychological disordero Mental Retardationo Organic Brain Syndrome o Emotional or Mental Illness

What is a major life activity? Caring for oneself Performing manual tasks Walking Seeing Hearing Speaking Learning Working

When is a 504 referral appropriate? If a disability is suspected and the student needs constantly implemented

accommodations to have his/her needs met as adequately as his/her nondisabled peers.

A student has a disability that is substantially limiting A student exhibits a severe medical condition A disability is suspected but the student does not qualify for Special Education

services A disability is suspected and the student demonstrates a pattern of no

benefitting from instruction

A disability is suspected and the student is considered at rick of school failure A disability is suspected and a pattern of suspensions exists or a consideration

to recommend expulsion occurs.

Timelines: -There are no specific timelines for completing the evaluation process, but it should be done as soon as possible. It should not exceed 50 days.-504 plans should be updated every 3 years or less

The Actual 504 Document:

You do not have to fill out every form, The Forms that are needed to be complete are:Form A- parent completes (a request for 504)Form B - your response (only if the student doesn’t qualify)Form C- parent rightsForm F- documentationForm G - accommodation pageForm H- the Team’s decision

Form A:This is the request that a 504 be completed. Anyone can submit, but the parent must signForm B: This is the school’s response to the request. (Only if the team finds that the 504 referral is not appropriateForm C:Parent Rights. You don’t have to fill anything out on this, just give it to the parents at the meeting.Section F:This is the documentation. It includes current grades, health, attendance etc. *Under the Section 504 Criteria, every box must be checked “yes” for the student to qualify. *If the student has a medical issue, the parents need to bring a doctor’s note detailing the condition and the treatment.

Form G:This is the accommodation form. You have to state the area of education impact, the accommodation, the persons responsible, and the frequency. Form G- Page 2This does not have to be filled out, unless the student has a disability that will impact behavior (i.e. ADD/ADHD)Form H: This form states the team’s decision if the student qualifies or not