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Getting Started Binder Special Education

Boise State University * Center of School Improvement & Policy Studies * Idaho State Department of Education

Introduction

The Special Education Division of the Idaho State Department of Education (ISDE) provides general supervision and support to schools and districts to ensure a free appropriate public education (FAPE) for students with disabilities, ages 3-21, resulting in improved post-school outcomes.

The Special Education Statewide Technical Assistance (SESTA) Project provides statewide coordinated assistance and high quality professional development opportunities to Idaho special education personnel and other education professionals.

The New Teacher (NT) Orientation and Training Project provides ongoing training, support and resources to new special education teachers through a variety of induction, mentoring and professional growth opportunities.

The Getting Started Special Education Binder is intended to:

□ Provide critical information and tools new teachers will need to get started in the first two weeks of school and throughout the school year

□ Assist new teachers in developing organizational tools for managing information, responsibilities and procedures

□ Help teachers have systems and resources in place to be prepared for students when they start school

The forms provided in this binder are optional resources that can be adapted and used to meet the specific needs of your job assignment. Please be aware that these resources are not intended to replace any required school and/or district procedures and forms.

A Getting Started Checklist has been provided to help monitor your attention to the areas covered in this binder.

1. Getting to know my school and district

Resource contact list Teaching Environment Profile‐School &

District

Before School Checklist School and District Procedures Available Curriculum Resources

Confidentiality Tips to Share with paraprofessionals Teacher work style & preference Responsibility Matrix

Teacher’s Self Evaluation Checklist

2. Getting to know my students

Individual student summary form

Student and classroom profile

Snapshot of your caseload Special education group lesson plan

3. Time Management

Yearly IEPs Timeline

Yearly reevaluation timeline

IEP meeting checklist

IEP meeting notes

Special Education Case Management (with

Special Education codes)

Meetings/Important dates to consider &

remember

4. Special Education Process

Initial Referral Initial Eligibility Reevaluation Initial IEP Annual Review IEP Amendment

New Student (in state transfer) New Student (out of state transfer) Discontinuation of services Behavior and discipline Extended school year

5. Classroom Climate

Classroom management inventory

Guide to developing classroom expectations

Classroom expectations matrix

Classroom organizational checklist

Classroom organization expectations

6. Communicating with Parents

Communicating with parents

Suggestions for parents Student profile

7. Comprehensive evaluations

Initial evaluation planning worksheet Reevaluation planning worksheet Available assessment tools in my

school/district

Student observation form

Student observation with peer comparison

Teacher interview questions Assessment tools for a comprehensive

assessment

Getting Started Checklist

Table of Contents

INTRODUCTION ............................................................................................................................ INTRO

IDAHO STATE DEPARTMENT OF EDUCATION ................................................................................................ INTRO.A

GETTING STARTED CHECKLIST ................................................................................................................... INTRO.B

GETTING TO KNOW MY SCHOOL/DISTRICT ............................................................................................ 1

RESOURCE CONTACT LIST .............................................................................................................................. 1.1

TEACHING ENVIRONMENT ............................................................................................................................. 1.2

SCHOOL AND DISTRICT PROCEDURES ............................................................................................................... 1.3

BEFORE SCHOOL CHECKLIST ........................................................................................................................... 1.4

AVAILABLE CURRICULUM RESOURCES .............................................................................................................. 1.5

CONFIDENTIALITY PRACTICES ......................................................................................................................... 1.6

TEACHER WORK STYLES AND PREFERENCES ....................................................................................................... 1.7

PARAPROFESSIONAL WORK STYLE AND PREFERENCES ......................................................................................... 1.8

WORK STYLE SCORE COMPARISON SHEET ......................................................................................................... 1.9

TIPS TO SHARE WITH PARAPROFESSIONAL ...................................................................................................... 1.10

RESPONSIBILITY MATRIX FOR PARAEDUCATORS AND TEACHERS ......................................................................... 1.11

TEACHER’S SELF‐EVALUATION CHECKLIST ....................................................................................................... 1.12

GETTING TO KNOW MY STUDENTS ........................................................................................................ 2

INDIVIDUAL STUDENT SUMMARY FORM ........................................................................................................... 2.1

STUDENT AND CLASSROOM PROFILE ................................................................................................................ 2.2

SNAPSHOT OF YOUR CASELOAD ...................................................................................................................... 2.3

SPECIAL EDUCATION GROUP LESSON PLAN SAMPLE ............................................................................................ 2.4

TIME MANAGEMENT ............................................................................................................................ 3

YEARLY INDIVIDUAL EDUCATION PROGRAM TIMELINE ......................................................................................... 3.1

YEARLY REEVALUATION TIMELINE.................................................................................................................... 3.2

YEARLY INDIVIDUAL EDUCATION PROGRAM AND REEVALUATION TIMELINE ............................................................. 3.3

INDIVIDUAL EDUCATION PROGRAM MEETING CHECKLIST ..................................................................................... 3.4

INDIVIDUAL EDUCATION PROGRAM MEETING NOTES .......................................................................................... 3.5

SPECIAL EDUCATION CASE MANAGEMENT (WITH CODES) .................................................................................... 3.6

MEETINGS AND IMPORTANT DATES ................................................................................................................. 3.7

SPECIAL EDUCATION PROCESS .............................................................................................................. 4

INITIAL REFERRAL ........................................................................................................................................ 4.1

INITIAL REFERRAL CHECKLIST .......................................................................................................................... 4.2

INITIAL ELIGIBILITY ....................................................................................................................................... 4.3

INITIAL ELIGIBILITY CHECKLIST ......................................................................................................................... 4.4

REEVALUATIONS ......................................................................................................................................... 4.5

REEVALUATION CHECKLIST ............................................................................................................................. 4.6

INITIAL INDIVIDUAL EDUCATION PLAN (IEP) ...................................................................................................... 4.7

INDIVIDUAL EDUCATION PLAN (IEP) AMENDMENT ............................................................................................. 4.8

INDIVIDUAL EDUCATION PLAN (IEP) ANNUAL REVIEW ........................................................................................ 4.9

NEW STUDENT TRANSFER (IN‐STATE) ............................................................................................................ 4.10

NEW STUDENT TRANSFER (OUT‐OF‐STATE) ..................................................................................................... 4.11

DISCONTINUATION OF SERVICES ................................................................................................................... 4.12

BEHAVIOR AND DISCIPLINE .......................................................................................................................... 4.13

EXTENDED SCHOOL YEAR (ESY) ..................................................................................................................... 4.14

CLASSROOM CLIMATE .......................................................................................................................... 5

CLASSROOM MANAGEMENT INVENTORY .......................................................................................................... 5.1

CLASSROOM ORGANIZATION CONSIDERATIONS ................................................................................................. 5.2

GUIDE TO DEVELOPING CLASSROOM EXPECTATIONS ........................................................................................... 5.3

CLASSROOM EXPECTATIONS MATRIX ............................................................................................................... 5.4

COMMUNICATING WITH PARENTS ........................................................................................................ 6

COMMUNICATING WITH PARENTS .................................................................................................................. 6.1

SUGGESTIONS FOR PARENTS .......................................................................................................................... 6.2

STUDENT PROFILE ....................................................................................................................................... 6.3

COMPREHENSIVE EVALUATIONS ........................................................................................................... 7

ELIGIBILITY REQUIREMENTS CHECKLIST ............................................................................................................. 7.1

INITIAL EVALUATION PLANNING WORKSHEET .................................................................................................... 7.2

REEVALUATION PLANNING WORKSHEET ........................................................................................................... 7.3

AVAILABLE ASSESSMENT TOOLS IN MY SCHOOL/DISTRICT .................................................................................... 7.4

STUDENT OBSERVATION FORM ....................................................................................................................... 7.5

STUDENT OBSERVATION WITH PEER COMPARISON FORM .................................................................................... 7.6

TEACHER INTERVIEW QUESTIONS .................................................................................................................... 7.7

ASSESSMENT TOOLS FOR A COMPREHENSIVE EVALUATION .................................................................................. 7.8

Getting Started Binder Scavenger Hunt

1. "I have many students with IEP annual reviews and 3 year reevaluations. How do I make sure I do not miss a date and plan ahead to be prepared?"

2. “I have a student that needs specially designed instruction in phonological awareness and I don’t know what curricular resources are available in my school.”

3. “A new student has transferred into my class from out of state, what paperwork do I need to do?”

4. “I am really nervous about parent teacher conferences. I want to provide

useful information to the parents and establish a good relationship. What are some tips?”

5. “I have been told it is so important for eligibility determination to get

information on how the disability impacts performance in the general education classroom. How do I collect that information?”

6. “I know there will be students who will not follow the rules and I will need to repeat them over and over. What else can I do?”

7. “I have a wide range of abilities represented within my caseload. How do I

plan a group lesson?”

Section 1: Getting to Know My School/District

Getting Started Binder 2011

Adapted from: Copyright @ 2005 by Corwin Press. Reprinted from Mentoring New Special Education Teachers, by Mary Lou Duffy and James Forgan. Getting to Know My School/District 1.1

Resource Contact List

Position Name Phone Email

Principal

Assist.Principal

SpEd Director

Consulting Tcher

SpEd Coordinator

SpEd Coordinator

School Psych

Social Worker

Teacher/LD

Teacher/MR

Teacher/ED

Teacher/HI

Teacher/VI

Trans. Specialist

EC Specialist

Behav. Specialist

SLP

SLP

OT

PT

Gen Ed Teacher

Gen Ed Teacher

Gen Ed Teacher

Gen Ed Teacher

Gen Ed Teacher

Gen Ed Teacher

SpEd Secretary

School Nurse

Counselor

Tech Specialist

Head Custodian

504 Coordinator

Title 1 Teacher

other:

other:

Getting to Know My School/District 1.2

Teaching Environment Profile Looking at your teaching area, school and district will help you get an overview of your environment. Complete this information with help from your mentor, if you have one. Please consult with administrators and colleagues to answer questions.

School Information

Y N Title I school-wide program ⁄ ⁄ When do report cards go out?

Y N Title I targeted assistance ⁄ ⁄ When are Parent Teacher Conferences?

Y N District reading program

What are my school’s Adequate Yearly Progress results? http://apps.sde.idaho.gov/AYP/Home/SelectPublic Y N Multi-age/multi-grade classes

Y N Teaching teams Is your caseload typical or atypical of the overall school population? In what ways? Are there schools within your district that transition children into your school?

Y N Department groupings

Y N Houses/teams

— Number of students who attend your school

— Percentage of the students in your school(s) from the local neighborhood

— If students come from elsewhere, what brings them to this school? School Name Grade Phone Number

% Percentage of students in your school(s) that are identified in special education?

— Number of teachers/specialists within the Special Education Department

Support Staff Counselor(s)

School psychologist

School nurse(s)

Paraprofessional(s)

RTI coach(s)/staff

District and Community Enrollment Information

K 1 2 3 4 5 6 7 8 9 10 11 12 12+ Other

Are there schools within your district into which your students will transition?

List district or community information that may support you in your role as a special educator: (e.g. School-business partnerships? City or Parks & Recreation partnerships? Before/after school programs? Poverty rates? Drop-out rates?)

School Name Grade Phone Number


School and District Procedures Checklist

I know where and how to find information about the procedures in my district regarding:

— Confidentiality Procedures

— Playground duty

— Ordering supplies

— Students transferring into my services

— From in state

— From out of state

— Students transferring out of my services

— Making a referral to special education

— Making a referral to Response to Intervention (RTI)

— Making a referral for a 504 plan

— Making a referral for English Learners (EL)/Culture and

Linguistically Diverse (CLD) services

— Making a referral for Title 1 services

— Making a discipline referral

— Teacher evaluations

— Working with paraprofessionals

— Coordinating with related service personnel

— Other:

— Other:

— Other:


Before School Checklist

Prepare your room/teaching area

Arrange room in a manner that supports effective classroom management

— All students can be seen and see presentations

— Students can be easily divided into small groups

— Frequently used materials are easily accessible

Set up special writing areas, learning centers, etc.

Put up bulletin boards

Order teacher supplies, classroom materials (keep a copy of materials ordered)

Post expectations and consequences

Make sure textbooks, workbooks are available for all students

Check all electronics and computers

Get organized

Review your students’ IEPs and eligibility reports

Become familiar with contents and organization of cumulative file and special education file

Create your caseload/student list with parent/guardian information

Send a welcome letter or postcard to students

Create student folders

Prepare day of the week folders

Set up data collection systems for each student

Organize filing cabinets (lock cabinets with special education records)

Develop a class schedule

Organize a teacher binder

Share required schedules and preparations with principal

Review school policies and procedures


Develop Procedures and Routines

Lunch count and attendance

Beginning class

Getting students’ attention

Clean up

Small group work

Ending class

Dismissal

Grading

Hall behavior

Homework

Make‐up work

Fire drills and other safety precautions

Emergency kit


Available Curriculum Resources in My School

Use this worksheet to identify and locate available research-based instructional interventions/curriculum and progress monitoring tools in your school or district. It is important to identify the specific area(s) of academic or behavioral concern each resource addresses (i.e. reading fluency). Progress monitoring tools should be able to frequently assess gains in area of concerns in conjunction with the interventions used.

Tier 1 Core

Tier 2 Strategic

Tier 3 Intensive

READING

Curriculum/Interventions with area of focus and grade level

Progress monitoring

MATH


Progress monitoring

WRITING


Progress monitoring

BEHAVIOR

Curriculum/Interventions with area of focus

Progress monitoring

OTHER:


Confidentiality

The Family Educational Rights and Privacy Act, FERPA, is a federal law that protects

the privacy of students’ “education records.” The term “education records” is broadly defined to

mean those records that are: (1) directly related to a student, and (2) maintained by an

educational agency or institution. Confidential information refers to all information about a

student including personal and family information, social, behavioral, and psychological

information, academic performance and progress, and programs goals. Confidentiality regarding

any student is of utmost importance and is especially essential in the case of students who

receive special education. Through the process of determining eligibility and placement,

designing an individualized educational program (IEP) and providing that program, very

personal and sensitive information about students and families is created, collected, and shared.

This often includes information about the social, emotional, and educational status of the student.

All such information must be held confidential and must only be shared with individuals who

need the information to provide services to the student or who have a legitimate educational need

for the information.

The issue of confidentiality is an important ethical consideration for all district employees

who represent the district by performing duties with competence, presenting a positive image,

complying with legal requirements, and maintaining professional integrity as they interact with

members of the community, both in and outside of school. District employees should not discuss

staff members or school or administrative concerns with members of the community or in the

presence of students. They also should never discuss student concerns with anyone not

authorized to be a part of those discussions.

As a new teacher in the district, be sure to acquire and read the board policies regarding

confidentiality.


Paraprofessionals assisting in the provision of special education and related services are the backbone of our programs. Your working relationship with paraprofessionals can make the entire program run smoothly, and supervision of the paraprofessional is part of your job. In order to begin your professional collaboration with open communication, this activity can create the opportunity for contemplation, conversation, and collaboration. You and the paraprofessional individually fill out the appropriate Work Styles and Preferences worksheets. Then, you complete the Work Style Score Comparison Sheet together. This activity is intended to be a vehicle for communication about how the two of you (or your team) will work together. Comparing scores encourages teamwork. Items where the scores vary by only a point tend to be fairly easy to discuss. Items where the score differences are greater need to be discussed further.

Teacher Work Style and Preferences

Directions: Circle the box with the number that indicates your level of agreement/disagreement with each statement.

Disagree Agree

1 2 3 4 5

1. I supervise paraprofessional closely. 1 2 3 4 5

2. I like a flexible work schedule. 1 2 3 4 5

3. I let paraprofessional know exactly what is expected. 1 2 3 4 5

4. I provide (or at least determine) all the materials that will be used. 1 2 3 4 5

5. I provide a written work schedule. 1 2 3 4 5

6. I expect the paraprofessional to think ahead to the next task. 1 2 3 4 5

7. I determine the instructional methods that will be used. 1 2 3 4 5

8. I encourage the paraprofessional to try new activities independently. 1 2 3 4 5

9. I give explicit directions for each task. 1 2 3 4 5

10. I always do several things at one time. 1 2 3 4 5

11. I like working with paraprofessionals that willingly take on new challenges. 1 2 3 4 5

12. I like taking care of details. 1 2 3 4 5

13. I require the paraprofessional to be very punctual. 1 2 3 4 5

14. I like to get frequent feedback on how I can improve as a supervisor. 1 2 3 4 5

15. I like to bring problems out in the open. 1 2 3 4 5

16. I like to give frequent performance feedback to the paraprofessional. 1 2 3 4 5

17. I like to discuss activities that do not go well. 1 2 3 4 5

18. I like working with other adults. 1 2 3 4 5

19. I encourage paraprofessionals to think for themselves. 1 2 3 4 5

20. I am a morning person. 1 2 3 4 5

21. I speak slowly and softly. 1 2 3 4 5

22. I work best alone with little immediate interaction. 1 2 3 4 5

23. I need a quiet place to work without distractions. 1 2 3 4 5

24. I prefer that no one else touches my things. 1 2 3 4 5

25. I prefer to work from a written plan. 1 2 3 4 5


Paraprofessionals Work Style and Preferences Directions: Circle the box with the number that indicates your level of agreement/disagreement with each statement.

Disagree Agree 1 2 3 4 5

1. I like to be supervised closely 1 2 3 4 5

2. I like a flexible work schedule 1 2 3 4 5

3. I like to know exactly what is expected 1 2 3 4 5

4. I prefer to decide which materials to use 1 2 3 4 5

5. I like having a written work schedule. 1 2 3 4 5

6. I need time to think ahead on the next task 1 2 3 4 5

7. I like to determine the instructional methods I use 1 2 3 4 5

8. I like to try new activities independently 1 2 3 4 5

9. I like to be told how to do each task 1 2 3 4 5

10. I like to do several things at one time 1 2 3 4 5

11. I like to take on challenges and new situations 1 2 3 4 5

12. I like taking care of details 1 2 3 4 5

13. I like to be very punctual 1 2 3 4 5

14. I like to give frequent feedback on how I prefer to be supervised 1 2 3 4 5

15. I like to bring problems out in the open 1 2 3 4 5

16. I like to get frequent feedback on my performance 1 2 3 4 5

17. I like to discuss when activities do not go well 1 2 3 4 5

18. I like working with other adults 1 2 3 4 5

19. I like to think things through for myself 1 2 3 4 5

20. I am a morning person 1 2 3 4 5

21. I like to speak slowly and softly 1 2 3 4 5

22. I like to work alone with little immediate interaction 1 2 3 4 5

23. I need a quiet place to work without distractions 1 2 3 4 5

24. I prefer that no one else touches my things 1 2 3 4 5

25. I prefer to work from a written plan 1 2 3 4 5


Work Style Score Comparison Sheet

Directions: Now transfer your individual preferences to this comparison sheet. Your combined profile is unique; there are no "correct" scores. Decide whether your combinations are okay or need further discussion. Have a conversation in which you strive to determine how you will proceed to work together in light of your areas of agreement and disagreement. Write out your decisions for each item that pose an area of difficulty for you. Remember that scores are not absolutes. Everyone is capable of adapting their own preferences to those of their teammates. Openly discussing work style preferences and making decisions about how you will work together, will set a collaborative tone as you begin your working relationship.

Disagree Agree Item Content

Disagree Agree1 2 3 4 5 1 2 3 4 5

1 2 3 4 5

1. Closeness of supervision

1 2 3 4 5

1 2 3 4 5

2. Flexibility of work schedule

1 2 3 4 5

1 2 3 4 5

3. Preciseness of expectations

1 2 3 4 5

1 2 3 4 5

4. Decisions on which materials to use

1 2 3 4 5

1 2 3 4 5

5. Written work schedule

1 2 3 4 5

1 2 3 4 5

6. Time to think ahead on the next task

1 2 3 4 5

1 2 3 4 5

7. Decisions on instructional methods

1 2 3 4 5

1 2 3 4 5

8. Trying new activities independently

1 2 3 4 5

1 2 3 4 5

9. Specifying how to do each task

1 2 3 4 5

1 2 3 4 5

10. Doing several things at one time

1 2 3 4 5

1 2 3 4 5

11. Taking on challenges

1 2 3 4 5

1 2 3 4 5

12. Taking care of details

1 2 3 4 5

1 2 3 4 5

13. Punctuality

1 2 3 4 5

1 2 3 4 5

14. Giving /getting feedback on supervision

1 2 3 4 5

1 2 3 4 5

15. Dealing with problems out in the open

1 2 3 4 5

1 2 3 4 5

16. Giving / getting frequent feedback

1 2 3 4 5

1 2 3 4 5

17. Discussing activities that do not go well

1 2 3 4 5

1 2 3 4 5

18. Working with other adults

1 2 3 4 5

1 2 3 4 5

19. Thinking things through for myself

1 2 3 4 5

1 2 3 4 5

20. I am a morning person

1 2 3 4 5

1 2 3 4 5

21. Speak slowly and softly

1 2 3 4 5

1 2 3 4 5

22. Working alone - little interaction

1 2 3 4 5

1 2 3 4 5

23. Quiet place to work / no distractions

1 2 3 4 5

1 2 3 4 5

24. Touching others' things

1 2 3 4 5

1 2 3 4 5

25. Working from a written plan

1 2 3 4 5


Tips to Share with Paraprofessionals

The special educator is the primary decision‐maker in the room.

Helping students in the classroom is the first priority. The student you are assigned to is most important, but also help others as you see the need.

Use common sense—what students are not allowed to do, adults should not do either (ex. chewing gum or visiting.)

Please use a quiet voice. When working with individuals, use a low voice or whisper. (Set a good example of how students are to talk.)

Show respect to the students. Your tone of voice and body language communicates more than you realize to the students and adults around you.

Please ask questions when the teacher is not teaching, if possible. Interruptions can really throw off the momentum of the lesson and cause students and teachers to lose concentration.

Be flexible. Things do not always go according to plan and schedules may be off.

Offer to help with other jobs in the classroom if you have some time when your student is absent or doesn’t need assistance.

If the student you are paired with is disruptive, try early redirection to change behavior.

Please save social discussions with other adults for break and lunch times. Students pick up more than we realize from such conversations.

Listen to class instructions, so you can clearly pass them on to students.

Make students use their skills. Say, “What do you think it is?”, “How do you think it sounds?”, “What are you supposed to do?”, “Let’s read the directions again.” This gives students responsibility for their listening and learning.

A goal is for the student to no longer need special assistance in the classroom. Use good judgment to step back when the student is working well independently, but be available if he/she starts to struggle. If you circulate in the classroom, other students will ask for assistance and there will be fewer stigmas attached to your student.

We all like to hear positive comments about how we did. Find time to notice the good things the student does so they will accept correction more positively. “Let’s see you do the next one,” is more positive than, “You haven’t done any since I left, so get busy.”

Discussion topics for special educators and paraprofessionals:

Grading student work

Monitoring students during recess

Handling students who play you against each other

Monitoring student behavior and maintaining behavior records

Assisting students with school bus routines

Contacting parents

Providing individual and group assistance

Ensuring confidentiality

Using cell phones



Teacher's Self Evaluation Checklist

Adapted from Ashbaker & Morgan (2006)

Teacher: Ask yourself…

Rate yourself: List your ideas for improvement or note the things that you do especially well.

Needs work

Okay, but not great

Great

1 2 3

Do I have clearly defined roles for my paraprofessional(s)?

Have I checked to see that my paraprofessional(s) understands these roles?

Do I know the school, district, and state standards for paraprofessionals?

Does my paraprofessional(s) know the standards concerning paraprofessional roles?

Does my paraprofessional(s) know those roles that are strictly teacher roles (e.g., writing lesson plans, designing curriculum changes, etc.)?

Have I identified the responsibilities which I can appropriately delegate?

Have I clearly communicated my priorities for student learning to my paraprofessional(s)?

Do I communicate clearly and problem solve with my paraprofessional(s)?

Do I clearly share my vision and take steps to ensure effective teamwork?

Do I meet regularly with my paraprofessional(s) to plan and discuss student progress?

Do I monitor my paraprofessional(s) performance on a daily basis?

Do I provide ongoing constructive feedback through coaching and modeling?

Do we celebrate student learning and other accomplishments of our goals?

Section 2:Getting to Know My Students


Getting to Know My Students 2.1

Individual Student Summary Form

This form should provide you with details of a student’s level of instruction and other pertinent

information.

Name: Phone:

Address: Grade Level:

I. Reading level and text _________________________

Units to be covered:

Skills introduced:

Vocabulary words:

II. Math/Level _________________________ Chapter ______________________________

Skills introduced:

Review:

III. Spelling and /or writing:

IV. Behavior:

V. Available Eligibility scores:

Progress monitoring scores:

VI. Medical notes:

VII. Other contacts:


Student and Classroom Profile

This form will allow you an opportunity to look at your classroom/teaching area, students, and

school, and it will help you get an overview of your environment. Complete this information with

the help from your mentor. Please consult with administrators and colleagues to answer them.

A. Student and Classroom Information

1. Number of students on your case load: _____________

2. Ethnicities that are represented among your students (check all that apply);

_____ American Indian/Alaskan Native _____ White, not Hispanic

_____ Asian _____ Black, not Hispanic

_____ Pacific Islander _____ Hispanic

_____ Filipino _____ Multiracial

_____ Other

________________________________________________________________

3. Disabilities that are represented among your students (check all that apply):

_____ SLD Read. _____ Math ______ W. L. ______

_____ LD Read. _____ Math ______ W. L. ______

_____ Aut _____ CI _____ Deaf‐Blind ______Deaf

______DD _____ ED _____ Health _____ Hearing ______Multiple

______Ortho _____ Lang _____ Speech _____ TBI ______Vision

4. Number of students that are: English proficient ____ English Learners ____

Comments:

5. Resources that are available to assist you with your students who are English learners

(EL):


6. Research Based Curriculum available in your classroom:

Reading Math Written Language

Name Levels Name Levels Name Levels

7. Students receiving services outside of general education classroom:

Student Name Read. Level Math Level Lang. Arts Level

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.


19.

20.

8. Groups for instruction:

Teacher/Paraprofessional Level Curriculum Students

9. Students receiving services in general education classroom:

Student Name Read. Teacher Math Teacher Lang Arts Teacher

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


SNAPSHOT OF YOUR CASELOAD This form is provided to help you organize your caseload of student while including information that is

often needed to be retrieved at a moment’s notice.

Student Name

Parent Names DOB Bus

# Primary Lang. Homeroom Reading

Fluency Reading Comp.

Math Level

Writing Level MEDS Other

Comments


SPECIAL EDUCATION GROUP LESSON PLAN

This form is for the use of special education students that are working on similar/same goals. This form

could be shared with a paraprofessional that is teaching a group of students.

GENERAL EDUCATION

STANDARD

BEHAVIOR GOALS (IF NEEDED)

TIME ALLOTTED

GROUP GOAL

OBJECTIVES

MATERIALS

INTRODUCTION

DEVELOPMENT

PRACTICE

PROGRESS MONITORING

Other:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Section 3:Time Management


Time Management 3.1

Yearly IEPs Timeline August September October November December

Name Date Name Date Name Date Name Date Name Date 1. 1. 1. 1. 1.

2. 2. 2. 2. 2.

3. 3. 3. 3. 3.

4. 4. 4. 4. 4.

5. 5. 5. 5. 5.

6. 6. 6. 6. 6.

7. 7. 7. 7. 7.

8. 8. 8. 8. 8.

9. 9. 9. 9. 9.

10. 10. 10. 10. 10.

January February March April May Name Date Name Date Name Date Name Date Name Date1.

1. 1. 1. 1. 2.

2. 2. 2. 2. 3.

3. 3. 3. 3. 4.

4. 4. 4. 4. 5.

5. 5. 5. 5. 6.

6. 6. 6. 6. 7.

7. 7. 7. 7. 8.

8. 8. 8. 8. 9.

9. 9. 9. 9. 10.

10. 10. 10. 10.

Time Management 3.2

Yearly Reevaluation Timeline August September October November December

Name Date Name Date Name Date Name Date Name Date

January February March April May Name Date Name Date Name Date Name Date Name Date

Time Management 3.3

Yearly IEP and Reevaluation Timeline List the name of your students and the DUE DATE of their IEP and Reevaluation

August September Name IEP

Date

Reeval. Date Name IEP Date Reeval. Date

October November Name IEP

Date


December January Name IEP

Date


Time Management 3.3

February March Name IEP Date Reeval. Date Name IEP Date Reeval. Date

April May Name IEP Date Reeval. Date Name IEP Date Reeval. Date

Time Management 3.4

IEP Meeting Checklist District _______________

School _______________

1. Introductions: Case Manager

— Assign a note taker, and take meetings notes.

— State purpose of meeting, making sure that you have asked parents (and other members) if

they have concerns or items they wish to discuss.

— Review

— Procedural Safeguards

2. Review Past Progress

— Regular Education Teacher Report

— IEP Academic Goal Update; including progress monitoring data

— Review of Test Data – IRI, ISAT, other informal measures

— Outside Agency Update related to the IEP – only if needed

— Behavioral update or social skills update if needed

— Parent input or questions regarding IEP progress

3. Secondary considerations

— Review post‐secondary transition goals and transition services

— Review graduation plan

— Discuss transfer of rights at the age of 18

4. Present new IEP goals for the upcoming year.

— Academic

— Related services

— Behavioral skills

— Social skills

— Determine assessment for the next year including how IEP goals will be measured.

— Determine communication system between home and school for next year/parent agreement.

— Parent input; Is there anything else you would like to see in your child’s IEP?

— Parent Satisfaction: Are you satisfied?

5. Closing: Student Involvement/Brief review of meeting

6. Copies of new IEP, Behavior Plan, final progress report, parent rights/responsibilities statements

Time Management 3.5

IEP Meeting Notes District __________________________

School ___________________________

Student Name ______________________________

Date ______________________________________

Parent & Student Input __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher & School Personnel Input __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________ Note Taker Participants ___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Procedural Safeguards given

Time Management 3.6

SPECIAL EDUCATION CASE MANAGEMENT INCLUDING STUDENT CODES AND SERVICES

Student Name Grade DOB SS# Ethn. Code

Elig. Code

Service Code

OT/PT Read. WL Math SLP 3 yr.

Reeval. Annual Review

Time Management 3.7

MEETINGS/IMPORTANT DATES TO CONSIDER AND REMEMBER This form is provided to help you keep track of annual meetings, tests dates and other information to consider while scheduling.

Items to Consider

Meetings

Building Meetings

Test or Dates

IRI

Duties

o Bus Duty

Other

District Meetings ISAT o Recess

Duty

Parent Teacher Conferences

Grades Due

o Lunch Duty

o

OTHER (school and district holidays, activities, etc.):

____________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

August September

Week 1

M

Week 1

M

T T

W W

H H

F F

Week 2

M

Week 2

M

T T

W W

H H

F F

Week 3

M

Week 3

M

T T

W W

H H

F F

Week 4

M

Week 4

M

T T

W W

H H

F F

Time Management 3.7

October November

Week 1

M

Week 1

M

T T

W W

H H

F F

Week 2

M

Week 2

M

T T

W W

H H

F F

Week 3

M

Week 3

M

T T

W W

H H

F F

Week 4

M

Week 4

M

T T

W W

H H

F F

December January

Week 1

M

Week 1

M

T T

W W

H H

F F

Week 2

M

Week 2

M

T T

W W

H H

F F

Week 3

M

Week 3

M

T T

W W

H H

F F

Week 4

M

Week 4

M

T T

W W

H H

F F

Time Management 3.7

February March

Week 1

M

Week 1

M

T T

W W

H H

F F

Week 2

M

Week 2

M

T T

W W

H H

F F

Week 3

M

Week 3

M

T T

W W

H H

F F

Week 4

M

Week 4

M

T T

W W

H H

F F

April May

Week 1

M

Week 1

M

T T

W W

H H

F F

Week 2

M

Week 2

M

T T

W W

H H

F F

Week 3

M

Week 3

M

T T

W W

H H

F F

Week 4

M

Week 4

M

T T

W W

H H

F F

Section 4:Special Education Process


Special Education Process 4.1

Initial Referral

Steps

Parent or district personnel initiates referral to consider a SPED evaluation

Referral to Consider Special Education is completed

If referral is from someone other than parent, notify parent.

Provide parents Procedural Safeguards Notice, request for input, and opportunity to meet, if desired.

Evaluation team, including parents and a general education teacher, collects all available records and

previous evaluation data and determines need for additional assessment.

If an initial evaluation is warranted, parent is provided written notice and consent is obtained.

If evaluation is unwarranted, written notice of that decision is provided to the parent.

Documentation

Referral to Consider Special Education Evaluation

General Ed Intervention Documentation

Authorization for Exchange of Confidential Student Information (if needed)

Request for Input from Parents

Procedural Safeguards Notice

Consent/Notice for Assessment

Meeting Notes

Additional Information

Cumulative file

Begin a working file, that will possibly become a Special Education File

Document all correspondence with parents, service coordinators, etc.


Timeline

Once you have received Consent for Assessment signed by the parents, you have 60 calendar days,

excluding periods when regular school is not in session for five or more consecutive days, to

complete your assessments and determine eligibility and provide parent a copy of the Eligibility

Report.

Important Special Considerations

SLD If a referral is being made due to a possible specific learning disability, evidence of a lack of

response to general education intervention and instruction must be collected.

PRESCHOOL A Referral to Consider Special Education must be completed for all 3-5 year old

children, even if they have been in services with Part C Infant Toddler Program.

LEP If the student is linguistically or culturally diverse, appropriate data and assessment procedures

must be collected and documented.

Cheat Sheet

Referral to Consider Special Education

Request for Input

Procedural Safeguards

Parent Invitation

Consent for Assessment (if moving forward)

Written Notice (if parents made referral but team decided not to pursue special education evaluation)

Authorization for Exchange of Information (if needed)

Meeting Notes

Begin File


Initial Referral Checklist

Referral (Special Education Manual form #330 )

General Education Intervention Documentation

Authorization for exchange of confidential student information (if needed)

Request for input from parents (Special Education Manual form #340 )

Procedural Safeguards Notice (Documents section of manual)

Consent/Notice for Assessment (Document section of manual) (When signed consent is returned, the 60 day timeline begins. Eligibility must be determined within 60 days.)

Meeting notes


Initial Eligibility

Steps

Schedule and complete assessments.

Ensure that a comprehensive evaluation is conducted using a variety of sources that address the

student’s needs, and the proposed disability category.

Seek Parent Input.

Review evaluation information with parent and/or adult student. (Meeting with the entire team is

parent and/or adult student choice).

If eligibility will be determined as a part of an IEP team meeting, schedule Eligibility /IEP Meeting

and send parent invitation.

Evaluation team completes an Eligibility Report and provides a copy to parent.

Documentation

Parent and general education teacher input included on the Eligibility Report

Eligibility Report includes all required components completed with accurate, parent friendly and

useful information.

Separate Eligibility Report for Specific Learning Disability (SLD)

Classroom Observation (SLD students)

Additional Information Needed

Cumulative file



Timeline

After receiving Consent for Assessment, you have 60 calendar days, excluding periods when regular

school is not in session for five or more consecutive days, to complete your assessments, and

determine eligibility as documented on the Eligibility Report.

Preschool - If the child is transitioning from Part C Infant Toddler Program, the eligibility and IEP

must be completed by the time the child turns 3.

Important Considerations

Eligibility—3 Prong Test

o Meets all criteria for specific disability

o Disability has adverse impact on student’s education

o Student needs specially designed instruction to benefit from education.

LEP If the student’s native language is not English, the report must provide sufficient data to support that

the determinant factor is not limited English proficiency.

SLD eligibility determination requires the collection and analysis of a variety of specific data sources

through a comprehensive school-wide team process.

Written consent must be obtained for all initial evaluations to determine eligibility for Part B, even if

using existing assessment data, which includes preschool children transitioning from Part C programs.

Cheat Sheet

Comprehensive Evaluations

Evaluation teams include general education teachers and parents

Eligibility Report (SLD vs. All Categories)

Classroom Observation (SLD)

Intervention Graph (SLD, LEP)

Meeting Notes

Parent Input

Parent Invitation to Meeting, if appropriate


Initial Eligibility Checklist

Written consent must be obtained for all initial evaluations

Parent and general education input included on the Eligibility Report

Eligibility report includes all required components completed with accurate, parent friendly and useful information

Separate eligibility report for specific learning disabilities (SLD)

Classroom observation (SLD students)

Other considerations:

□ Eligibility three prong test;

1. Meets all criteria for specific disability,

2. Disability has adverse impact on student’s education, and

3. Students need specially designed instruction to benefit from education

□ SLD requires the collection and analysis of a variety of specific data sources through a

comprehensive school wide team process.

□ LEP the report must provide sufficient data to support that the determinant factor is not limited

English proficiency.


Reevaluation

Steps

At least one month before reevaluation is due, send out Request for Input form to parents and get

information from teachers about student progress and areas of concern.

Collect and review all existing data: observations, classroom - based or statewide assessments,

progress data for IEP goals, etc.

One to two weeks later either hold evaluation team meeting, review existing data and obtain consent

for assessment, if needed or

Send Consent for Assessment or Written Notice, if you marked that a meeting is not necessary in the

Request for Input

Complete Assessments and Eligibility Report

Send Parent Invitation, if meeting

Provide parents a copy of Eligibility Report

Documentation

Request for Input

Consent for Assessment or Written Notice that no further assessment is needed

Data documenting each criteria for the disability category, even if it is a review of previous records

Eligibility Report

Graph of Progress for SLD students

IEP annual goal progress data

Meeting Notes

Additional Documentation

Release of Information

Dr. Notes and Reports


Timelines

Reevaluations must be conducted within three years of previous eligibility.

The effective date of eligibility is the date of the last Eligibility Report.

Reevaluations may be completed sooner than required on request of parent or recommendation of

team.

Reevaluations must be completed and an eligibility meeting held BEFORE the anniversary date of

the prior eligibility.


Secondary Students

For students about to turn 16, a comprehensive evaluation should include age appropriate transition

assessments needed to develop secondary transition plans.

SLD Progress monitoring data collected during special education instruction and intervention will be

needed to support continued eligibility.

Reevaluations prior to discontinuation.

A student must be reevaluated before determining he or she is no longer eligible for special education.

Cheat Sheet

Request for Input

Consent for Assessment

Eligibility Report

Classroom Observation (SLD )

Intervention Graph (SLD)

Annual goal progress monitoring data

Secondary transition assessment data

Meeting Notes


Reevaluation Checklist

(Please refer to Special Education Manual)

The evaluation team includes the same membership as the individual education program (IEP) team.

Review existing evaluation data and determine what additional data will be needed (e.g. parent, general education teacher, progress monitoring, etc.)

Consent for assessment (Consent for Assessment; Special Education Manual Form 350)

or Written Notice that no further assessment is needed (Written Notice; Special Education Manual Form 320)

Data documenting each criteria for the disability category, even if it is a review of previous records

Eligibility Reports (Special Education Manual Form 380)

Graph of progress for SLD students

IEP annual goal progress data

Meeting notes

Important Considerations:

Secondary students should include age appropriate transition assessments needed for secondary transitions

Specific Learning Disability (SLD) progress monitoring data collecting during special education instruction and intervention will be needed to support continued eligibility

Reevaluations prior to discontinuation; a student must be reevaluated before determining he or she is no longer eligible for special education


Initial Individual Education Program (IEP)

Steps

Send parent and/or adult student invitation.

Notify required team members in advance to ensure participation.

Meeting to develop IEP may be held in conjunction with eligibility determination.

Actively solicit and incorporate input from parents and students.

Review IEP PLOPs, annual goals and objectives.

Determine special education services and related services needed to support goals.

Determine Placement in Least Restrictive Environment.

Address all other components of IEP.

Obtain Consent/Notice for Initial Placement

Provide Procedural Safeguards Notice and a copy of IEP to parents

Implement IEP

Documentation

Parent Invitation

Written Agreement (IEP team member excusal)

Final and complete IEP

Meeting Notes




Invitation of a Part C representative if requested by parent of a three year old child.


Timeline

The meeting to develop the IEP must be held within 30 days of determining eligibility.

The IEP shall be implemented as soon as possible following the meeting

Parents have 10 calendar days to respond in writing if they disagree with the IEP.


IEP teams should consider Strengths of student, concerns of parents, evaluation data, and academic

and nonacademic needs of student, and specially designed instruction needed for school achievement.

Required IEP team members - general education teacher, special education teacher, district

representative, individuals to interpret evaluation results.

Secondary Transition By age of 16, IEP must include specific transition assessment,

activities/services, and goals related to the student’s post school goals.

Cheat Sheet

Parent Invitation

Consent/Notice for Initial Placement

Secondary Transition Plan


Meeting Notes



Copies of IEP to parent and teachers


Individual Education Program (IEP) Amendment

Steps

District, student or parent believe progress is not satisfactory or there is a problem with IEP

Invite parents to meet or get written agreement with parent to write an amendment without a meeting

If Amendment is conducted without a meeting obtain parent consent by completing the Parent and

District Agreement form (IEP Revision w/o IEP Meeting)

Finalize IEP Amendment or full IEP, if needed

Provide parents a copy of revised IEP with amendments

Documentation

Parent Invitation

IEP Amendment Form

Written Agreement (IEP Amendment w/o IEP meeting or IEP team member excusal)

Meeting Notes (if meeting held) or Contact Log (if no meeting)


Timeline

An IEP Amendment can occur anytime within the timeline of an effective IEP.

The IEP Amendment must be in place before changes to the IEP can occur.

Parents have 10 calendar days to respond in writing, if they disagree with the changes.



Documentation

If you are making a simple change, you can use the IEP amendment form. The annual review date

remains the date one year from the original IEP.

If significant changes are needed, a full annual review may be appropriate, thus setting a new annual

review date.

If the parent requests a meeting and the district has determined a meeting is not necessary, district

may provide parent a written notice of that decision.

Cheat Sheet

Parent Invitation

Amendment Form

New IEP (if needed)

Written Agreement (IEP Amendment w/o IEP meeting or IEP team member excusal)

Contact log or meeting notes (meeting held)

Copy of revised EP with IEP Amendment to parent

Access to amended IEP for all persons responsible for implementation


Individual Education Program (IEP) Annual Review

Steps

Collect needed data on student’s present level of performance (PLOP).

Send parent and/or adult student invitation.

Notify IEP team members in advance to ensure participation.

Annual IEP review meeting may be held in conjunction with a 3-year Reevaluation determination.

Collect and review IEP goals progress data.

Obtain input from teachers, parent and student.

Review eligibility, develop all components of IEP, and determine services and placement annually.

Provide parents and adult student a copy of IEP with written notice.

Provide access to the IEP to all persons responsible for implementing IEP.

Procedural Safeguards

Districts are required to provide a Procedural Safeguards Notice to parents once a year. It is

recommended that you make available a copy and explanation at annual review meetings.

Documentation

Parent Invitation

Consent to Invite Transition Agency Personnel (Secondary)


Meeting notes





Timeline

Annual Reviews must be conducted BEFORE the date of the prior IEP. An IEP cannot be in effect for

more than one calendar year (365 days) from the effective date of the previous IEP, (usually the

meeting date of the previous IEP).

If a parent files a written objection within 10 calendar days of written of proposed IEP, changes

cannot be implemented.

If parent objects after 10 days, IEP is implemented as written until objections are resolved.


Purpose of Annual Reviews

Determine what annual goals have been achieved

Revise goals and services, if lack of progress

Address parent or student information

Address student’s anticipated needs

Monitor continued eligibility

Write a new IEP

Cheat Sheet

Parent Invitation

Consent to Invite Transitional Agency Personnel (Secondary)

Meeting Notes




Copy of IEP to parent and teachers


New Student Transfer (In State)

Steps

Obtain a current IEP and Eligibility from parents, if possible.

Send Request for Records to previous school/district.

Parent Invitation to Meeting (if needed).

Provide FAPE (comparably).

If initial evaluation is incomplete or a reevaluation is needed, district works with parent to establish

timeframe for completion.

IEP team reviews IEP and writes an amendment to make changes or accept IEP as written (with or

without a meeting), OR

IEP team develops a new IEP (meeting held).

Finalize and provide IEP .

Documentation

Parent Invitation (if needed)

Amendment or New IEP

Written Agreement (Amendment without IEP team meeting or IEP team member excusal)

Meeting Notes (meeting held)



Written agreement extending the 60-day timeline if in process of evaluation/reevaluation during

transition


Timeline

The receiving district must request records from the sending district within 2 days of the student

enrolling in the new school.

Previous district has 10 days after receiving the request to send IEP and eligibility report.

Assumption of Eligibility and Comparable Services

District must assume that transfer students are eligible to receive special education and must be

provided FAPE based on documentation from prior public agency or parent.

Providing the student with FAPE means providing services comparable to those described in the

current IEP received by the district when the student moves into the district and enrolls in school until

the district, in consultation with parents/adult student, develops, adopts, and implements a new IEP.

Cheat Sheet (if needed)

Parent Invitation


Written Agreement (Amendment without an IEP meeting or IEP team member excusal)

Meeting notes (meeting held)


New Student Transfer (OutofState)

Steps

Obtain a current IEP and Eligibility from parents, if possible.

Send Request for Records to previous school/district.

Invite Parents to Meeting (if needed).

Provide FAPE (comparably).

Conduct a sufficiency review to determine if student meets Idaho eligibility criteria.

If evaluation information is provided and no new assessments needed, IEP team reviews current IEP

and develops, amends, adopts and implements an Idaho IEP.

If more evaluation information is needed, within one year, seek consent for an initial evaluation.

Establish a timeline with parents to conduct evaluation and determine eligibility.

Documentation

Parent Invitation

Eligibility Report


Meeting Notes



Written Agreement extending 60-day timeline for evaluation during transition


Timeline

The receiving district must request records from the sending district within 2 days of the student

enrolling in the new school.

Previous district has 10 days after receiving request to send IEP and eligibility report

Assumption of Eligibility & Comparable Services

District must assume that transfer students are eligible to receive special education and must be

provided FAPE based on documentation from prior public agency or parent.

Providing the student with FAPE means providing services comparable to those described in the

current IEP received by the district when the student moves into the district and enrolls in school until

the district, in consultation with parents/adult student, develops, adopts, and implements a new IEP.

Cheat Sheet

Parent Invitation

Consent for Assessment

Eligibility Report


Meeting Notes

Finalize Documents


Discontinuation of Services

Steps

Student is determined no longer eligible for special education due to: no longer meets eligibility,

completes graduation requirements, or reaches maximum age of 21.

Send Request for Input

If determining no longer eligible:

Conduct a Reevaluation

Obtain Consent for Assessment (if needed)

Complete an Eligibility Report

If graduating or reaching maximum age, complete a Summary of Performance (SOP),

Written Notice with all components completed and the appropriate explanation checked.

Documentation

Request for Input

Consent for Assessment (if needed)

Parent Invitation

Written Notice with all components completed

Written revocation of consent for services from parent, if appropriate


Eligibility Report, if needed

Summary of Performance (SOP)


Timeline

Discontinuing a student of Special Education is considered a change of identification and/or

placement.

Send Written Notice to indicate a change if there is a determination that the student is no longer

eligible, is graduating, has reached maximum age, is being home schooled, has dropped out, or parent

revokes consent for services.

Changes in District obligation

If a student is moving to another district, the district will forward records within 10 days to the

new district and retain copies for five years.

If a parent voluntarily enrolls the student in a private school, individual determinations apply. If the

student is being home-schooled or if the student has dropped out, special education services will

cease and notice is provided. If the student reenrolls and is still eligible, previous IEP will be

implemented if appropriate.

If a parent revokes consent for special education services for an eligible student, this must be in

writing from the parent and the district provides written notice.

Cheat Sheet

Request for Input

Consent for Assessments (if needed)

Written Notice

Eligibility Report (if needed)


Summary of Performance (SOP)


Behavior and Discipline

Steps

If behavior impedes student learning, be proactive and incorporate positive behavior supports in the

accommodations, services and goals of IEP.

Schedule IEP team meeting.

Send Parent Invitation.

Complete or review FBA (Functional Behavior Assessment).

Collect baseline data on target behavior.

Develop, or review and revise BIP (Behavior Intervention Plan) and a data collection system

Ensure staff has a copy and is trained on implementation of BIP

Implement BIP and review data on target behavior and effectiveness of BIP

Documentation

FBA

BIP

Manifestation Determination (if removal constitutes a change of placement)

and Procedural Safeguards


Meeting Notes


Behavior data

Record of removals from current placement



Timeline

Behavior Intervention Plans should be implemented for an appropriate amount of time (2-6 week) and

reviewed on a regular basis to determine the effectiveness of the intervention.

Manifest Determination meetings must be held before an expulsion hearing and/or change of

placement.


Behavior Intervention Plans comprise specific evidence based strategies to increase or decrease target

behaviors using preventive techniques, teaching desired behaviors or specific skills and how to

respond to behavior.

Manifestation Determination when district is considering removal of a student for disciplinary

reasons for more than 10 cumulative days in a school year, a manifestation determination, which

constitutes a change of placement, is required.

Cheat Sheet (if needed)

Invitation to a Meeting

FBA, BIP


Manifestation Determination


Meeting Notes


Extended School Year (ESY)

Steps

IEP teams determine and document on the IEP whether ESY services are required for each student

based on ESY eligibility guidelines.

If it is TBD, a date is set for that determination.

Determine data collection system.

Collect and review data on critical skills before and after extended breaks.

Review data collected to determine the need to provide special education or related services over an

extended break in order to maintain critical skills.

Complete ESY eligibility section of IEP and clearly delineate ESY goals and services by amending

current IEP or developing an ESY IEP.

Documentation

ESY eligibility section of IEP (include time and service recommendations)

Highlight IEP Goals/Objectives to be worked on or develop IEP amendment

Any medical procedures or individual health plan

Behavior Plan


Meeting Notes

Timeline

Be sure to consider ESY by the date indicated on the IEP if you checked the box TBD (to be

determined). Notify the Director of Special Education of any students who will be eligible for ESY

as soon as possible to coordinate ESY services throughout the district.


Data Collection

It is very important to develop a simple and useful data collection system to measure student progress

on annual goals. This data is critical for reporting progress on goals to parents. Data also tells the

teacher how well the student is responding to instruction and whether goals or instruction need to be

changed in order to meet annual targets. In addition to providing data for ESY eligibility, it provides

present level of performance data needed for annual reviews and reevaluations.

Cheat Sheet

Progress Monitoring Data

ESY Eligibility (may be imbedded in IEP)

Highlighted Goals and Objectives

Any necessary medical information

Data collection system


Meeting Notes

Section 5:Classroom Climate


Classroom Climate 5.1

Classroom Management Inventory

I have established expectations for my classroom with clear and concise examples that are taught on the first day and reviewed regularly and as needed.

Students have input into classroom procedures.

Procedures are limited to no more than five.

Procedures prevent or encourage behavior by clearly stating expectations for my students.

Procedures are given to students, administrators, and parents, and are prominently displayed in the classroom.

Consequences are reasonable and logical. Rewards/reinforcers are posted with information regarding when they will be granted.

When procedures are not allowed; I give out the consequence immediately without topping instruction.

I create and maintain a climate of fairness and respect.

I seat students purposefully for accomplishing the tasks I assign.

I understand that many behavior problems are caused by the failure of students to follow procedures and routines, thus instruction, practice and feedback is needed.

I teach classroom procedures by explaining, rehearsing and reinforcing.

I have plans to explicitly teach and provide positive and constructive feedback until behaviors become an automatic part of the daily classroom routine.

Students observe that I mean what I say, and I consistently enforce and reinforce the procedures and expectations of my classroom and the school.

I have developed individualized behavior support plans for students who need more specialized support and instruction to meet behavioral expectations.

I document progress and behaviors as indicated in students’ behavior plans or district/building policy.

Adapted from North Dakota Components of Novice Teacher Training: Special Education Mentoring Toolkit: Chapter IV


Classroom Organization Considerations

The following sections will allow you to consider organizational and procedure issues to contemplate. Teachers Desk Completed Where is it? How are students allowed to use your desk? How do you monitor the entire class when you are at your desk? What is the procedure for items that need your attention immediately?

Can students come up to you when you are at your desk? If you have a phone at your desk, what are the Procedures regarding use?

Start of class procedures Completed What are students expected to do when they enter the room (e.g., warm‐up activity, go to the desk and read quietly, etc.)?

Are start‐up materials easily accessed? Are student’s supplies at areas that they can access without disruption?

Material Storage Completed Where are frequently used supplies stored? Where are textbooks stored? Are the ones you use easily accessed?

Do you experience problems with your students accessing classroom supplies?

Where will students that have been absent retrieve makeup work?

General classroom procedures Completed What can students do if they finish independent work early? When can students sharpen pencils? What do students do when their pencil breaks or another writing tool is needed?

What do students do when they need supplies while working on independent work?

What are bathroom procedures? Are there designated times? Can students obtain a pass?

What procedures need to be followed to go to the office, counselor, etc.?

Transition Completed How do students move from one activity to another? How do students move from one classroom to another?


Dismissal procedures Completed How are students dismissed to go to break, lunch, or other activities?

What procedures are in place for end of school dismissal? Does the bell dismiss students? Do you want to dismiss students?

Homework policy Completed Do you have a homework policy? Where do students write down the assignment? Do students have homework assignments envelopes, agenda planners, or notebook?

Where do students turn in completed homework assignments? What happens when students don’t turn in completed work? What is your reinforcement system for completed homework (e.g., points, grades, free homework pass)?

What are procedures for chronic homework problems? Common problem procedures Completed What happens when a student talks out in class? What happens when a student gets out of seat without permission?

Computer procedures Completed When and how long can students use the computer? What are your expectations about water, food, gum, etc.?

Quiet time areas Completed What is your procedure for a student who works better in a quiet, less distracting area? Is there a quiet reading corner (e.g., bean bag, rocking chair)?

What is your procedure for a student who has lost the privilege to be part of the class for a short period of time?

Can students go to another teacher’s classroom when they have lost the privilege to be in your room?

What is your procedure for students who have to be in in‐school suspension?

How and when will you teach your students about the quiet‐time procedures?

Parent contact policies Completed What is your plan for contacting parents? What are your procedures to let parents know when things are going well?

What do you do when things are not going well with a student?

Adapted from Best Behavior: Building Behavior Support in Schools, J. Sprague, A. Golly


Guide to Developing Your Classroom Expectations

Keep the expectations short and simple so students can remember them and verbalize them.

Take the time in the first few weeks of school to explicitly teach and review classroom procedures.

Know what your boundaries are for your classroom so you can consistently reinforce them.

Ensure that all adults in the classroom consistently enforce and reinforce expectations.

To define those expectations, ask yourself what you want to see and hear?

Describe and teach expectations the first few days of school.

Provide students rationale for each rule and discuss how it can help them be successful and create a positive climate where everyone can learn.

Provide specific feedback and acknowledge actual examples, so students learn what it means to be following the expectations.

Complete a classroom expectation matrix that shows students what expectations look like during different times of day.

Post expectations visually at eye level for students.

Continually throughout the year, remind students by reteaching and reposting the expectations, or by rewarding them for following the expectations. Do this especially during certain times (i.e. after school breaks).

Practice expectations that are frequently broken.

Encourage individual students with difficulty following expectations to keep trying and provide needed re‐teaching and encouragement.

For students having chronic problems, meet with student and make a positive plan to help the student be successful.

For a student with more intensive behavioral needs, work with colleagues to determine the student’s individual needs for support and teaching.

Develop efficient procedures and automatic classroom routines.

When an expectation or procedure is not working, change it! Periodically observe and review the classroom procedures and environment to see if any adjustments need to be made.

Be clear, consistent, predictable and positive!



Classroom Expectations Matrix

This matrix is intended to help you define your expectations for different situations and provide examples to students of what those expectations look, feel and/or sound like.

Expectations for: Be Safe Be Respectful Be Responsible

Teacher’s Desk

Materials

Enter and Exit

Instruction Time

Free Time

Asking for Help

Seat Work

Quiet Time

Group Work

Bathroom

Lining Up

Other:


Section 6:Communicating with Parents


Communicating with Parents 6.1

Communicating with Parents

Parents are equal team members in the special education process and can be some of your strongest supports.

General Communications

• Begin positive communication with each family as early as possible. If you can, personally call or e-mail each parent before school begins to introduce yourself and set a positive tone.

• During the first week of school, send home a letter explaining your goals for the school year.

• Keep a separate parent communication record or notebook for each student to document all parental contact.

• Start each communication with something positive about the student. • If English is not the parents’ first language, arrange for a translator to translate your

spoken and written communication. • Be sensitive to cultural differences, such as using formal titles rather than first names. • Keep professional jargon and use of acronyms to a minimum. • End on a positive note. • Follow district and IDEA policies and procedures regarding communicating with parents. • Check district policies/practices regarding sending confidential information through

e-mail or other modes of communication. • Contact parents with good news or a compliment about their child.

Parent/Teacher Conferences, IEP Meetings

• Select a mutually agreed time and place for the conference or meeting. • Have positive expectations for the conference. • Provide clear goals and objectives for the conference. • Provide parents with information before the meeting so they come prepared to participate

and offer their insights. • Explain to parents that they should come prepared to fully participate. The “Student

Profile” in Appendix 5 of the Idaho Special Education Manual (and included in the Getting Started Binder) is a good form to help parents plan for the IEP team meeting.

• Warmly greet the parents. Stand; shake hands. Seat them comfortably. • Introduce everyone in attendance. • Introduce yourself as the special education teacher, state your role and the purpose of

the meeting. • Express concern for the student.


• Begin by discussing the student’s strengths. • Ask parents for their expectations for the meeting, what they hope to accomplish. • Actively listen to their concerns, and validate their importance. • Gather information and insight on current social and academic issues affecting the

student’s performance and outlook. • Maintain a professional demeanor and adopt a team attitude. • Present information kindly, realizing that it can be difficult to hear about needs or deficits

of one’s child. • Listen actively, maintain eye contact, and demonstrate respectful etiquette in verbal and

nonverbal communication. • Avoid references to other students. • Discuss strategies for addressing the student’s situation. • If the conversation becomes heated, don’t take things personally. Focus on the problem. • Face conflicts directly and openly. Negotiate constructive solutions. • Do not place blame. • Offer practical solutions, and agree on a plan of corrective actions. • State what parents and the team can expect from you. • State your expectations for other team members. • Ask parents if they are willing to take action at home. • Maintain the focus of the meeting and follow designated time frame. • Plan for follow-up communication, and set a communication method. Set a schedule for

reporting on progress toward goals and any necessary follow up meetings. • End the conference or meeting on a positive note.


Suggestions for Parents Preparing for an IEP Team Meeting

“Come, let us put our minds together to see what kind of lives we can create for our children.” Chief Sitting Bull

• Read the invitation to see who will be attending. Inform the school that someone will come with you as a source of support or to take notes for you.

• Ask for copies of any new information the school has gathered about your child since

you last met.

• Depending on your child’s age, ask him or her about school and what s/he wants to learn.

• Visit your child’s classroom.

• Request a conference with your child’s teacher to prevent surprises during the meeting.

The IEP meeting should be a time to plan for the year ahead.

• Request to see a “draft IEP” in advance. This will help you to know what the school is thinking. Read it, write notes on it. Write your questions, make additions and corrections. This is just a draft; the final IEP needs to be a document you understand and support.

• Prepare notes about what you want to learn at the meeting.

• Prepare notes about what you want your child to learn in school.

• If you want to know more about special education and your role in working with the

team, ask for information about local or state parent groups.

• Remember that all the people at the meeting will focus on your child and determining the best ways to meet his or her needs.

• Be prepared to work with the team and make your points without anger or resistance.

• Look for opportunities to express gratitude to teachers and related staff.

Appendix 5A Idaho Special Education Manual


STUDENT PROFILE

Student's Name:________________________________ Birth date:_______________________ School:_______________________________________ Phone:__________________________ Teacher:______________________________________ Grade Level:_____________________ 1. My child's interests include: __________________________________________________ __________________________________________________________________________ 2. My child is ready to learn: ____________________________________________________ __________________________________________________________________________ 3. My child is best at: __________________________________________________________ __________________________________________________________________________ 4. My child needs the most help with: _____________________________________________ __________________________________________________________________________ 5. My child has received the following help in the past: _______________________________ __________________________________________________________________________ 6. Problems with my child's current program: _______________________________________ __________________________________________________________________________ 7. Possible alternative and/or additions to my child's current program: ___________________ __________________________________________________________________________ 8. Services that my child needs: __________________________________________________ __________________________________________________________________________ 9. Special concerns I have about my child: _________________________________________ __________________________________________________________________________ 10. Questions I want to ask about my child: _________________________________________ __________________________________________________________________________ 11. Suggestions I have about working with my child: __________________________________ __________________________________________________________________________ 12. Strengths my child has in the area of: Academics: _________________________________________________________________ ___________________________________________________________________________

Appendix 5A Idaho Special Education Manual


Speech; ____________________________________________________________________ ___________________________________________________________________________ Motor: ____________________________________________________________________ ___________________________________________________________________________ Social/Behavioral: ___________________________________________________________ ___________________________________________________________________________ Vocational/Prevocational: _____________________________________________________ ___________________________________________________________________________ Self-help: __________________________________________________________________ ___________________________________________________________________________ 13. Concerns I have for my child in the following areas: Academics: _________________________________________________________________ ___________________________________________________________________________ Speech: ____________________________________________________________________ ___________________________________________________________________________ Motor: ____________________________________________________________________ ___________________________________________________________________________ Social/Behavioral: ___________________________________________________________ ___________________________________________________________________________ Vocational/Prevocational: _____________________________________________________ ___________________________________________________________________________ Self-help: __________________________________________________________________ ___________________________________________________________________________

Section 7:Comprehensive Evaluations


Comprehensive Evaluations 7.1

Eligibility Requirements Checklist

(To be used as a guide for evaluation teams to assist in ensuring that evaluations are comprehensive and eligibility reports include the documentation needed for all the required criteria of a disability category.)

Autism

Evaluation meets requirements of Section 5 Chapter 4, of the Idaho Special Education Manual 2007.

Student has a developmental disability, generally evident before age 3, that significantly affects verbal and non-verbal communication and social interaction.

Student is diagnosed as having a disorder in the autism spectrum by a physician, psychiatrist, licensed psychologist, or jointly by a school psychologist and SLP

Condition adversely affects educational performance.

The student needs special education.

Cognitive Impairment

Evaluation meets requirements of Section 5 Chapter 4, of the Idaho Special Education Manual 2007.

The student has a full scale IQ at or below 70 ± SEM (at 95% confidence level) of the test being used as determined by psychologist using individually administered test.

Student exhibits significant concurrent deficits in adaptive functioning expected for age in at least two (2) of the following areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health or safety.



SAMPLE Summary of Eligibility documentation for Eligibility Report

Assessment Summary based on Idaho state criteria: On May 10, 2007, Dr. Z of the Child Heath

Center in Boise diagnosed Barry as having autism (See report in special education file). The report

indicates he has shown deficits in communication and social interaction since two years of age.

Current assessments by the district evaluation team indicate that Barry does not initiate or

respond to contact by adults or peers; only looks toward a speaker for two seconds; and engages in

self stimulating behaviors (hand flapping) continuously unless interrupted with a desired toy. He

does not respond to verbal directions and communicates his needs with one word utterances.

Although he is in the 1st grade, his academic skills are at a Pre‐K level in all subjects.

Adverse Affect: Barry’s lack of responsiveness to others, inattention, and self stimulating behaviors

interferes with his social, language and academic development.

Need for Specially Designed Instruction: Barry requires individual and small group instruction

using applied behavioral analysis in order to increase his responsiveness to adults and peers,

improve receptive and expressive language, and acquire functional academic skills.

Adapted from the Kuna School District, November 2010 Comprehensive Evaluations 7.1

Deaf-Blindness

Evaluation meets requirements of Section 5, Chapter 4, of the Idaho Special Education Manual 2007.

Student exhibits simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated with special education services designed solely for students with deafness or blindness.

Diagnosed by optometrist or ophthalmologist for vision loss, and by a physician, otologist or audiologist for a hearing loss which results in diagnosis of deaf-blindness.


The student needs special education. Deafness


Student exhibits a severe hearing impairment that hinders his/her ability to process linguistic information through hearing with or without amplification.

Diagnosed as deaf by otologist, audiologist or physician.


The student needs special education. Developmental Delay


Student is at least three but less than ten years of age

The student has developmental and/or learning problems that are not primarily the result of limited English proficiency, cultural difference, environmental or economic disadvantage.

Given the following developmental areas: physical (fine and gross motor); cognitive ; communication (expressive and receptive) social/emotional; or adaptive skills, the student functions:

a. at least two standard deviations below the mean in one (1) developmental area (30 percent delay in age equivalency, or functions at or below the 3rd %ile), OR

b. at least 1.5 standard deviations below the mean in two (2) or more broad areas (25 percent delay in age equivalency, or functions at or below the 7%ile).




Emotional Disturbance


Student has been documented as having an emotional condition by a school psychologist, physician, psychiatrist, licensed psychologist, or a certified social worker.

The student exhibits one or more of the following five (5) behavioral characteristics: 1) inability to learn can’t be explained by intellectual, sensory or health factors, 2) inability to build or maintain satisfactory interpersonal relationships with peers and teachers, 3) inappropriate behaviors or feelings under normal circumstances, 4) a general pervasive mood of unhappiness or depression, or 5) a tendency to develop physical symptoms or fears associated with personal or school problems

These characteristics have been observed: for a long period of time (at least six months); by more than one knowledgeable observer; in more than 1 setting and at a level of frequency, duration, and/or intensity that is significantly different from other students’ behavior in the same or similar circumstances.

Condition adversely affects educational performance in the area of academics, peer and teacher interaction, participation in class activities, and/or classroom conduct.


Health Impairment


Student exhibits limited strength, vitality or alertness, including heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment that is due to chronic or acute health problems.

The student has been diagnosed by a physician as having health impairment. In the case of ADD/ADHD, an educational determination may be provided by a school psychologist or licensed psychologist.




Hearing Impairment


The student does not qualify as deaf.

Diagnosed as having a hearing impairment by otologist, audiologist or physician.


The student needs special education. Specific Learning Disability


Lack of sufficient progress in response to effective, evidence based instruction and intervention for his/her age or has not met state-approved grade level standards in: oral expression; listening comprehension; written expression; basic reading skills; reading comprehension; reading fluency; mathematic calculation; or mathematic problem solving; and

Student demonstrates low achievement in the area(s) of suspected disability as evidenced by a norm-referenced, standardized achievement assessment. For culturally and linguistically diverse students, the preponderance of evidence must indicate low achievement; and

Student demonstrates a pattern of strengths and weaknesses in psychological processing skills that impact learning; and

The students lack of achievement is not primarily the result of a visual, hearing, or motor impairment; cognitive impairment; emotional disturbance; environmental, cultural or economic disadvantage; limited English proficiency; lack of appropriate instruction in reading, including the essential components of reading; or a lack of appropriate instructions in math.



Multiple Disabilities


Student exhibits 2 or more disabilities, the combination of which causes such severe educational problems that the student cannot be accommodated in special education services designed solely for one of the disabilities.

Student meets eligibility criteria outlined for each disability.




Orthopedic Impairment


Student exhibits a severe orthopedic impairment.

The student has documentation of the condition by a physician or other qualified professional.


The student needs special education. Language Impairment


At least two (2) procedures, at least one (1) of which yields a standard score, are used to assess receptive or expressive language.

The student has attained scores on a standardized measure that are 1.5 SD or more below the mean, or at or below the 7th %ile, in either receptive OR expressive language.


The student needs special education. Speech Impairment: Articulation/Phonology Disorder


At least two procedures, at least one of which yields a standard score.

Student has attained score that is at least 1.5 SD or more below the mean, at or below 7th %ile on a standardized articulation/phonological assessment, or the speech impairment is judged as moderate on the standardized measure for students 3-21.

Speech intelligibility is determined to be moderately or severely impaired.


The student needs special education. Speech Impairment: Fluency Disorder


Student has a fluency rating of moderate or severe on the Fluency Communication Rating Scale.




Speech Impairment: Voice Disorder


Student has voice production rating of moderate or severe on the Voice Rating Scale.

A physician’s statement that documents that voice therapy is not contraindicated.


The student needs special education. Traumatic Brain Injury


Student has an acquired injury to the brain caused by an external physical force resulting in a total or partial functional disability or psychosocial impairment or both.

Student has documentation of diagnosis by a licensed physician as having a traumatic brain injury.


The student needs special education. Visual Impairment/Blindness


Student has documentation of a visual impairment, not primarily perceptual in nature, resulting in measured acuity of 20/70 or poorer in the better eye with correction or a visual field restriction of 20 degrees as determined by an optometrist or ophthalmologist

Condition, even with correction, adversely affects educational performance.



Initial Evaluation Planning Worksheet

This worksheet is intended to help a case manager and evaluation team discuss and plan for an initial evaluation by reviewing existing data, areas of concerns, input from teachers and parents, and to develop a comprehensive evaluation plan that incorporates needed data to address all the criteria for the proposed disability category. Teams must consider how the following issues will be incorporated: Eligibility criteria for proposed disability category, adverse effects of proposed disability, need for specially designed instruction and related services, and present level of performance (PLOP) related to the student’s academic and nonacademic needs.

Student Name: ________________________DOB:__________ Grade/Teacher: _________________

Information To Do Date/Person

Responsible Student Background Information, History, and Strengths

Reason for Referral (areas of concern)

Proposed Disability and Criteria

Parent Input

General Education (observation, statewide assessment, teacher input on classroom behavior and academic performance, intervention and results)

Current/past Testing or Other Data


Reevaluation Planning Worksheet

Directions: This worksheet is intended to help case managers and evaluation teams discuss and plan for upcoming reevaluations by reviewing existing data and develop evaluation plan to get needed data to address all the criteria for the proposed disability category. Consideration must include: Eligibility criteria, PLOP of all needs, adverse effects, needs for sped/related service, additions to services needed to meet goals or access general education curriculum, areas of secondary transition (independent living, employment/career, community participation, postsecondary education/training, adult services)

Student Information Disability Criteria Due date

General Education (observation, statewide assessment, teacher input on classroom behavior and academic performance)

Progress Monitoring(progress on IEP goals)

Parent input

Strengths/Needs Current/Past Testing Results

Testing To DoDate and Person Responsible


Available Assessment Tools in My School/District

(The purpose of this table is to collect information about what assessment tools are available in the school or district in a variety of potential need areas.)

Area

Test Name Type (Screen, curriculum based, standardized, informal, diagnostic, progress monitoring)

Range Age

Grade

Focus What skills or behaviors does it test?

Location (Where in school or district is it stored?)

Adaptive

Behavior Social

Disability Specific

LEP

Language

Motor and/or Sensory

Math

Reading

Writing

Secondary Transition

Other


Student Observation Form

Student: ________________ Location: __________ Date Conducted: ___________

Observer Name/Role: ____________________ Time: ________Duration:_________

Student’s academic or behavioral area(s) of concern:

Summarize the activities during the observation (lecture, independent work, group work, etc.):

Based on the observation, summarize how the student’s area(s) of concern are impacting the student’s performance in the classroom, both academically and behaviorally. (List how the student participated with curriculum content/materials, group or individual instruction, teacher interaction/direction, interaction with peers, or independent work, etc.):

List any special occurrences (e.g. Fire drill, other student’s behavior, teacher behavior, substitute teacher, other adults in classroom, special events etc.):

Feedback, suggestions, or need for additional information:


Student Observation with Peer Comparison

Date: Time: Student: Teacher: Areas of Concern:

Activity/Task/Materials Teacher Target Student

Target Peer

Comments

Things to observe: Curriculum & Instruction: Level of difficulty, interest level, relevance, clear expectations, rate, directions, practice, feedback, correction procedures, independent work, cognitive demands, transition, rate Environment: Peer interactions, Behavior management, physical arrangement, positive climate Leaner: Match to skill level, motivation, interest, understanding, choice, success, self-regulation/monitoring, request assistance, engagement

Summary:


Teacher Interview Questions

(General education teachers are critical evaluation team members as their input provides valuable information to guide evaluations and document how a child’s disability adversely impacts performance in the general education curriculum.)

Student: Grade: Date: Teacher:

Course/Subject: How many years have you taught student?

What are several strengths, talents, interests for this student?

Describe all specific academic, functional or behavioral skill deficits that seem to impact this student’s progress in your class.

What specifically would you observe with this student to indicate there may be a problem? (How is this student’s disability impacting...?)

How does this student compare to other student’s in your class?

What strategies have worked or not worked in helping this student with these areas of concern?


ASSESSMENT TOOLS FOR A COMPREHENSIVE EVALUATION (April, 2011) (This list is not exhaustive and evaluation teams should routinely consult the literature for additional and updated assessment tools.)

INTELLIGENCE ACHIEVEMENT/DEVELOPMENTAL ADAPTIVE BEHAVIOR SOCIAL/EMOTIONAL Cognitive Assessment System (CAS) CTONI - Comprehensive Test of Nonverbal Intelligence KABC-II Kaufman Assessment Battery for Children – 2nd KAIT- Kaufman Adult and Adolescent Test of Intelligence Leiter International Performance Scale-2 (nonverbal intelligence) S-B5 - Stanford Binet –5th edition WISC - Wechsler Intelligence Scale for Children WPPSI Wechsler Preschool WAIS - Wechsler Adult Intelligence Scale Reynolds Intellectual Assessment Scale (RIAS) TONI-3 Test of Nonverbal Intelligence UNIT - Universal Nonverbal Intelligence Test COGNITIVE PROCESSING Behavior Rating Inventory of Executive Functioning (BRIEF) Children’s Memory Scale (CMS) Cognitive Processing Inventory (CPI) Cognitive Assessment System (CAS) Comprehensive Trail-Making Test (CTMT) Delis-Kaplan Executive Function System (D-KEFS) Learning Disability Diagnostic Inventory (LDDI) NEPSY-II Psychological Processing Checklist-Revised (PPC-R) Rey Auditory Verbal Learning Test Rey Complex Figure Test and Recognition Trial (RCFT) Stroop Test Test of Auditory Processing Skills (TAPS-II) Tests O f Memory and Learning (TOMAL-II) Test of Phonological Processing (TPA) Wechsler Memory Scales (WMS-3) Wide Range Assessment of Memory and Learning (WRAML) Wisconsin Card Sort

Assessment & Programming System (AEPS) Battelle Developmental Inventory (BDI) Bayley Scales of Infant and Toddler Development®, Third Edition (Bayley-III®) Birth to Three Assessment and Intervention

System - Second Edition (BTAIS-2)

Boehm Test of Basic Concepts-3: Brigance Inventories CTOPP-Comprehensive Test of Phonological Awareness IGDI-Individual growth & development GDRT-2 Gray Diagnostic Reading Test GORT- 4 Gray Oral Reading GSRT - Gray Silent Reading Test TOPEL – Test of Preschool Early Literacy TERA - 3 Test of Early Reading Ability TEMA - Test of Early Math Ability TEWL - Test of Early Written Language TOWRE – Test of Word Reading Efficiency: (SWE) sight Words, (PDE) Phonemic Decoding, TORC - Test of Reading Comprehension TLC - Test of Lang. Comprehension WIAT - Wechsler Individual Achievement WJ-R - Woodcock Johnson Psycho educational Battery-Revised WLOS – Written Language Observation Scale WRAT-3 - Wide Range Achiev. Test LANGUAGE AVLT Auditory Verbal Learning Test CAAP Clinical Assessment of Articulation and Phonology CASL- Comprehensive Assessment of Spoken Language CELF-3 –Clinical Evaluation of Language Fundamentals COWALT Controlled Oral Word Association OWLS Oral & Written Language Scales: (OES) Goldman Frisco Test of Articulation (GFTA-2) Language Use Inventory (LUI) Oral Expression Scale,(WES) Written expression Scale, (LC) Listening Comprehension Scale Photo Articulation TEST (PAT-3)) Peabody Picture Vocabulary Test-3 (PPVT) TACL-3 Test of Auditory Comprehension of Language TLC – Test of Language Competence TOWLS -3 Test of Written Language Test of Problem Solving (TOPS) -Elem, Second Test of Pragmatic Language Verbal Behavior Milestones Assessment & Placement Program (VB-MAPP) WORD Test -2 (expressive vocab/semantics)

Adaptive Behavior Scale –School 2nd Edition ABS-S:2) Adaptive Behavior System (ABAS) DAS - Differential Abilities Scale DECA - Devereux Early Childhood Assessment Scales Hawthorne ABE (Adaptive Behavior Evaluation) NEPSY – Developmental Neuropsychological Assessment Mullen SIB-R - Scales of Independent. Behavior Vineland Adaptive Behavior Scale (VABS) DISORDER SPECIFIC ADI-R Autism Diagnostic Interview – Revised ADOS Autism Diagnostic Observation Schedule Children's Autistic Rating Scale (CARS) Functional Skills Screening Inventory Gilliam Asperger Disorder Scale (GADS) Gilliams Autism Rating Scale – (GARS-2) SECONDARY TRANSITION Ansell-Casey Life Skills Assessment Ashland Assessment Inventory Assessment Performance Batteries Brigance Employability Skills Inventory Brigance Life Skills Inventory Comprehensive Adult Student Assessment System (CASAS) Career Assessment Inventory (CAI) Career Information System (CIS) Enderle-Sevenson Transition Rating Scales Life Centered Career Education Competency Assessment Batteries (LCCE) Responsibility and Independence Scale for Adolescents Self-Directed Search CE career exploration Transition Behavior Scale Transition Planning Inventory (TPI) Transition Skills Inventory Workplace Educational Skills Analysis (WESA)

SENSORY /MOTOR Adolescent and Sensory Profile Beery-Buktenica Developmental Test of Visual Motor Integration (Berry VMI-5) Bender Visual Motor Gestalt Test Bruininks-Osteretsky Test Motor Proficiency Developmental Test of Visual Perception (DTVP-2) Motor Free Visual Perception Test (MVPT-3) Peabody Developmental Motor Scales Sensory Profile Test of Visual Motor Perception Skills (TVPS-3) Visual Motor Integration (VMI)

Adolescent Psychopathology Scale (APS) or Short Form (APS-SF) BASC-2 Behavior Assessment System for Children, 2nd Beck Youth Inventories for Children &Adolescents Carey Temperament CAS - Childhood Anxiety Scale CAT - Children's Apperception Test Child Behavior Checklist (CBCL) - Achenbach Child Symptom Inventory Children’s Depression Inventory Children’s Personality Inventory Conner’s Rating Scale – Revised (CRS-R) Devereux Scales of Mental Disorders (DSMD) Devereux Behavior Rating Scale – School Form Differential Test of Conduct & Emotional Problems ERASOR - Est. of Risk of Adol. Sexual Sex'l Beh. Inventory Offense Recidivism Jesness Inventory -Revised MCMI - Millon Clinical Multiaxial Inventory Millon Adolescent Personality Inventory (MAPI) MMPI - Minnesota Multiphasic Personality Inventory.-Adolescent. MMSE - Mini-mental status exam Personality Inventory for Children (PIC-2) Personality Inventory for Youth (PIY)_ Piers-Harris Self-Concept Scale Preschool and Kindergarten Behavior Scale (PBKS-2) Resiliency Scales for Children & Adolescent Reynolds Bully-Victimization Scales for Schools Relationship Development Assessment Revised Children’s Manifest Anxiety Scale Reynolds Adolescent Adjustment Screening Inventory (RAASI) Reynolds Child Depression Scale Reynolds Adolescent Depression Scale Rorschach SSRS - Social Skills Rating System (SSRS) State-TRAIT Anxiety Inventory for Children STAXI-2 - State-Trait Anger Expression Inventory Student Behavior Survey (SBS) Screener for Temperament and Atypical Behavior Scale TAT - Thematic Apperception Test. TOVA - Test of Variable Attention

ELL Bilingual Verbal Ability Tests (BVAT) LAS, pre-LAS Woodcock- Munoz

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