Special Education 2010-2011 Mt. Diablo Unified. Special Education 2010-2011 Yesterday (The Old...

Special Education Special Education 2010-20112010-2011

Mt. Diablo UnifiedMt. Diablo Unified

Special Education 2010-2011Special Education 2010-2011

Yesterday (The Old days)Yesterday (The Old days) Yesterday (last year or so)Yesterday (last year or so) TodayToday 20112011

A short history lesson…..A short history lesson…..

Special Education Special Education Yesterday – The Old daysYesterday – The Old days

Pre-loaded forms from MISPre-loaded forms from MIS NCR forms with too many layersNCR forms with too many layers Word DocumentsWord Documents

And everyone’s favorite: And everyone’s favorite: OmnifillOmnifill

Special Special EducationEducation Yesterday (last year or so…)Yesterday (last year or so…)

Word Documents Word Documents OmnifillOmnifill

And And EncoreEncore – The pilot – The pilot

Special Education Special Education TodayToday

All New FormsAll New Forms– Legal and up-to-dateLegal and up-to-date– PDF FillablePDF Fillable– On the websiteOn the website– Spanish Versions in WordSpanish Versions in Word

Special Education Special Education 20112011

SEISSEIS– SSpecial pecial EEducation ducation IInformation nformation SSystemystem– Begins roll-out in January 2011Begins roll-out in January 2011– Web-basedWeb-based– Uses the same State SELPA forms we Uses the same State SELPA forms we

are launching todayare launching today


Let’s get started!!Let’s get started!! As of Monday, August 23, 2010 only As of Monday, August 23, 2010 only

the new State SELPA forms are to be the new State SELPA forms are to be used.used.

The old forms will no longer be The old forms will no longer be available on the website.available on the website.

Old forms may be individually Old forms may be individually requested from MIS if needed to requested from MIS if needed to complete old IEPs.complete old IEPs.


Some of you may be feeling Some of you may be feeling anxious about this…anxious about this…


We are all here to support each We are all here to support each other. Help is available!other. Help is available!

Let’s access a new form…Let’s access a new form…

Accessing and Completing a FormAccessing and Completing a Form

You will need up-to-date Adobe PDF You will need up-to-date Adobe PDF Software (Adobe 9) on your computer Software (Adobe 9) on your computer www.adobe.com/products/reader/www.adobe.com/products/reader/

Go to the district website: Go to the district website: www.mdusd.orgwww.mdusd.org

Select the form you need and click on it.Select the form you need and click on it.

It will open as a PDF Fillable formIt will open as a PDF Fillable form


Once you have completed your forms Once you have completed your forms (and your IEP), “save as” with (and your IEP), “save as” with student name and print them out for student name and print them out for signature.signature.

You You must must send a complete copy of send a complete copy of the IEP to MIS in a timely manner.the IEP to MIS in a timely manner.


We have more help: We have more help: An An IEP ManualIEP Manual designed to work with designed to work with the new forms.the new forms.

This will be available on the district This will be available on the district website (and you are getting a copy website (and you are getting a copy today)today)

Live people at the MIS Help Desk to Live people at the MIS Help Desk to answer your calls and questions! answer your calls and questions! X4053X4053


Let’s look at the IEP Manual….Let’s look at the IEP Manual….

Supplementary Aides and ServicesSupplementary Aides and Services

Sharon Krell and Melody RoyalSharon Krell and Melody Royal

Supplementary Aides and supportsSupplementary Aides and supports

Supplementary aids and services Supplementary aids and services means aids, services, and other means aids, services, and other supports that are provided in supports that are provided in regular education classes, other regular education classes, other education-related settings, and in education-related settings, and in extracurricular and nonacademic extracurricular and nonacademic settings, to enable children with settings, to enable children with disabilities to be educated with disabilities to be educated with nondisabled children to the nondisabled children to the maximum extent appropriate in maximum extent appropriate in accordance with Sec. Sec. 300.114 accordance with Sec. Sec. 300.114 through 300.116. through 300.116.


Speaking practically, Speaking practically, supplementary aids and supplementary aids and services can be services can be accommodations and accommodations and modifications to the modifications to the curriculum under study or the curriculum under study or the manner in which that content manner in which that content is presented or a child’s is presented or a child’s progress is measured. progress is measured.


But that’s not all they are or can be. But that’s not all they are or can be. Supplementary aid and services can Supplementary aid and services can also include direct services and also include direct services and supports to the child, as well as supports to the child, as well as support and training for staff who work support and training for staff who work with that child. That's why determining with that child. That's why determining what supplementary aids and services what supplementary aids and services are appropriate for a particular child are appropriate for a particular child must be done on an individual basis.must be done on an individual basis.

Supplementary Aides and ServicesSupplementary Aides and ServicesWhile determinations of what supplementary While determinations of what supplementary

aids and services are appropriate for a aids and services are appropriate for a particular student must be made on an particular student must be made on an individual basis, some supplementary aids individual basis, some supplementary aids and services that educators have used and services that educators have used successfully include: successfully include:

assistance of an itinerant teacher with special assistance of an itinerant teacher with special education training, education training,

special education training for the regular special education training for the regular teacher, teacher,

use of computer-assisted devices,use of computer-assisted devices, provision of note-takers, provision of note-takers, use of a resource room, to mention a few.use of a resource room, to mention a few.


Presentation of subject matter Presentation of subject matter needed needed (e.g., taped lectures, sign language, (e.g., taped lectures, sign language, primary language, paired reading and primary language, paired reading and writing); writing);

MaterialsMaterials needed (e.g., scanned tests and needed (e.g., scanned tests and notes into computer, shared note-taking, notes into computer, shared note-taking, large print or Braille, assistive technology); large print or Braille, assistive technology);

Assignment modification Assignment modification needed (e.g., needed (e.g., shorter assignments, taped lessons, shorter assignments, taped lessons, instructions broken down into steps, allow instructions broken down into steps, allow student to record or type assignment); student to record or type assignment);

Supplementary Aides and ServicesSupplementary Aides and Services Self-management and/or follow-through Self-management and/or follow-through

needed (e.g., calendars, teach study needed (e.g., calendars, teach study skills); skills);

Testing adaptations needed (e.g., read Testing adaptations needed (e.g., read test to child, modify format, extend time); test to child, modify format, extend time);

Social interaction support Social interaction support needed (e.g., needed (e.g., provide Circle of Friends, use cooperative provide Circle of Friends, use cooperative learning groups, teach social skills); learning groups, teach social skills);

TrainingTraining needed for personnel. needed for personnel.

Supplementary Aides and SupportsSupplementary Aides and Supports Supports to address environmental Supports to address environmental

needsneeds (e.g., preferential seating; (e.g., preferential seating; planned seating on the bus, in the planned seating on the bus, in the classroom, at lunch, in the classroom, at lunch, in the auditorium, and in other locations; auditorium, and in other locations; altered physical room altered physical room arrangement); arrangement);

Levels of staff support Levels of staff support needed needed (e.g., consultation, stop-in support, (e.g., consultation, stop-in support, classroom companion, one-on-one classroom companion, one-on-one assistance; type of personnel assistance; type of personnel support: behavior specialist, health support: behavior specialist, health care assistant, instructional care assistant, instructional support assistant); support assistant);

Supplementary Aides and SupportsSupplementary Aides and Supports

Planning time Planning time for collaboration for collaboration needed by staff; needed by staff;

Child’s specialized equipment Child’s specialized equipment needsneeds (e.g., wheelchair, (e.g., wheelchair, computer, software, voice computer, software, voice synthesizer, augmentative synthesizer, augmentative communication device, communication device, utensils/cups/plates, restroom utensils/cups/plates, restroom equipment); equipment);

Pacing of instruction Pacing of instruction needed needed (e.g., breaks, more time, home (e.g., breaks, more time, home set of materials); set of materials);


Form 5AForm 5A Supplementary aides and services Supplementary aides and services

are noted for the student or are noted for the student or personnelpersonnel

Aides services and other supports Aides services and other supports that are provided in regular that are provided in regular classes and other education classes and other education related setting and in extra related setting and in extra curricular and nonacademic curricular and nonacademic setting to enable individuals with setting to enable individuals with exceptional needs to be educated exceptional needs to be educated with nondisabled children to the with nondisabled children to the maximum extend appropriatemaximum extend appropriate

Supplementary Aides and ServicesSupplementary Aides and Services The last two elements—The last two elements—

extracurricular and extracurricular and nonacademic—nonacademic—are actually new are actually new to IDEA in 2004. Consistent with to IDEA in 2004. Consistent with the inclusive nature of the the inclusive nature of the legislation, the final Part B legislation, the final Part B regulations have added the regulations have added the phrase "in extracurricular and phrase "in extracurricular and nonacademic settings" to the nonacademic settings" to the definition of supplementary aids definition of supplementary aids and services and, thus, and services and, thus, enlarged the scope of where enlarged the scope of where supplementary aids and supplementary aids and services must be provided, as services must be provided, as appropriate to the child’s appropriate to the child’s needs. needs.


Supplementary Supplementary Services Services

(Form 5A, pg 16 IEP (Form 5A, pg 16 IEP handbook)handbook)

AccommodationsAccommodations (Form 26B)(Form 26B)

ModificationsModifications Assistive devices Assistive devices (form 3a)(form 3a)

AssessmentsAssessments

Connie CushingConnie Cushing

& Bryan Cassin& Bryan Cassin

Assessments: When to AssessAssessments: When to Assess

InitialsInitials Three-year re-evaluation or TriennialThree-year re-evaluation or Triennial Manifestation- review of the records or Manifestation- review of the records or

any new assessments neededany new assessments needed Whenever a new eligibility is suspected Whenever a new eligibility is suspected

or there is a new request for serviceor there is a new request for service Possibly at transitionsPossibly at transitions Special requestsSpecial requests

Assessments: Compliance Assessments: Compliance IssuesIssues

Timelines must be maintainedTimelines must be maintained– 15 day15 day– 60 day60 day– Three-year is to the day or earlierThree-year is to the day or earlier– No legal extensionsNo legal extensions

Use the 3-year worksheet from MDUSD 75 Use the 3-year worksheet from MDUSD 75 days prior to 3-year datedays prior to 3-year date

Always assess for 3-years with some Always assess for 3-years with some exceptions:exceptions:– Student was just assessed, student is in12th Student was just assessed, student is in12th

grade, the last 2 or 3 triennial assessments have grade, the last 2 or 3 triennial assessments have shown the same IQ and same progress. The shown the same IQ and same progress. The present levels of performance truly reflect the present levels of performance truly reflect the current functioning and no new info is needed.current functioning and no new info is needed.

AssessmentsAssessments The school must provide an assessment plan The school must provide an assessment plan

within 15 days of the referral for any proposed within 15 days of the referral for any proposed evaluation.evaluation.

The student should be entered in our Aeries The student should be entered in our Aeries system.system.

Assessment plan must be in the primary Assessment plan must be in the primary language of the parent or other mode of language of the parent or other mode of communication used by the parent. Written in communication used by the parent. Written in language easy for the public to understand. language easy for the public to understand.

The assessment plan must include statement of The assessment plan must include statement of the students’ primary language and language the students’ primary language and language proficiency status for ELLs.proficiency status for ELLs.

A multi-disciplinary team must conduct A multi-disciplinary team must conduct evaluations in all areas of suspected disability by evaluations in all areas of suspected disability by trained and knowledgeable personnel using trained and knowledgeable personnel using sound instruments.sound instruments.

AssessmentsAssessments

Include hearing and vision screenings Include hearing and vision screenings within one calendar year, within one calendar year,

Include vision status, hearing status, Include vision status, hearing status, Self-help as appropriate, Self-help as appropriate, Social emotional and behavioral status, Social emotional and behavioral status, Career and vocational abilities and Career and vocational abilities and

interests for students 15 and older, and interests for students 15 and older, and Evaluate related to the student’s Evaluate related to the student’s

involvement in and progress in the involvement in and progress in the general curriculum.general curriculum.

Transition PlansTransition PlansSamantha EspinosaSamantha Espinosa

& Hilary Shen& Hilary Shen

Transition PlansTransition Plans A A results-oriented processresults-oriented process that that

focuses on improving the academic focuses on improving the academic and functional achievement of the and functional achievement of the child with a disability to facilitate the child with a disability to facilitate the child’s child’s movement from school to movement from school to post-school activitiespost-school activities… based on … based on the individual child’s needs.the individual child’s needs.

PaperworkPaperwork

Three page “new” Individual Three page “new” Individual Transition Plan and Transition Transition Plan and Transition Services forms (p.1A* & B)Services forms (p.1A* & B)

Prior Written Notice of Graduation Prior Written Notice of Graduation (p.27)(p.27)

When exiting, “new” Summary of When exiting, “new” Summary of Student’s Academic Achievement Student’s Academic Achievement and Functional Performance forms and Functional Performance forms (p.26A & B)(p.26A & B)

Legal RequirementsLegal Requirements

Magic number is Magic number is 1616 years old. years old. Need Need 22 post secondary goals: post secondary goals:

education and employment. education and employment. (independent living skills, if (independent living skills, if appropriate)appropriate)

Need Need 11 transition service. (the 800s) transition service. (the 800s) Student & Parent must be informed Student & Parent must be informed 11

year prior to year prior to 1818thth birthday of transfer birthday of transfer of rights.of rights.

Who is involved?Who is involved?

Student must be invited to attend Student must be invited to attend IEP.IEP.

Representatives of involved agencies Representatives of involved agencies must be invited. Parent/Student must be invited. Parent/Student consent must be obtained prior to consent must be obtained prior to invitation.invitation.

Document on the Notice of Meeting Document on the Notice of Meeting (p.24)(p.24)

EvaluationEvaluation

Should consider:Should consider: strengths of student, strengths of student, concerns of parent, concerns of parent, results of recent evaluation, results of recent evaluation, the academic, developmental, functional the academic, developmental, functional

needs of studentneeds of student

Can use formal or informal evaluation Can use formal or informal evaluation toolstools

Each post Each post secondary goal secondary goal

must be must be supported by an supported by an

annual goal.annual goal.

Confused?Confused?The use of the term “goal” to describe both what The use of the term “goal” to describe both what students want to happen once they leave school students want to happen once they leave school and also to describe what schools must do to help and also to describe what schools must do to help students achieve their long term objectives can students achieve their long term objectives can be confusing. be confusing.

The IDEA ’04 requires transition services The IDEA ’04 requires transition services language in the IEP to include language in the IEP to include postsecondary postsecondary goalsgoals, or the student’s aspirations for his or her , or the student’s aspirations for his or her future.future.

The IDEA ’04 also requires The IDEA ’04 also requires annual goalsannual goals in the in the IEP to help students achieve their goals for the IEP to help students achieve their goals for the future. Annual, measurable goals in the IEP future. Annual, measurable goals in the IEP should be written each year to help the student should be written each year to help the student achieve his or herachieve his or herpost-school goals.post-school goals.

Transition to Adult Living, CDE 2007 p.6

The The postsecondary goalpostsecondary goal is what the student is what the student wants and hopes for his or her future in terms of wants and hopes for his or her future in terms of higher education, employment, and independent higher education, employment, and independent living.living.

The The annual, measurable goalsannual, measurable goals in the IEP are in the IEP are what schools will do to help the student in high what schools will do to help the student in high school, or earlier if appropriate, to achieve long-school, or earlier if appropriate, to achieve long-term goals.term goals.

The annual goals are still included under the The annual goals are still included under the headings described in the definition of transition headings described in the definition of transition services above, which include instruction, services above, which include instruction, employment, and, if appropriate, daily living skills.employment, and, if appropriate, daily living skills.

The annual goals must be based on age-The annual goals must be based on age-appropriate transition assessments.appropriate transition assessments.

They must also support the student’s They must also support the student’s postsecondary or long-term goals for the future. postsecondary or long-term goals for the future.

Transition to Adult Living, CDE 2007 p.7

Post Secondary GoalsPost Secondary Goals

EducationEducation EmploymentEmployment Independent Living SkillsIndependent Living Skills

Measurable postsecondary goal:Measurable postsecondary goal: After graduation from high school, After graduation from high school,

“student” will enroll in a four-year college “student” will enroll in a four-year college to obtain his/her undergraduate degree in to obtain his/her undergraduate degree in science to become a lab technician.science to become a lab technician.

Annual GoalAnnual Goal

Through participation in his/her English Through participation in his/her English class, “student” will write an essay about class, “student” will write an essay about his/her expectations for his/her future his/her expectations for his/her future career, including statements of a personal career, including statements of a personal goal, three or more positive aspects of the goal, three or more positive aspects of the career, and a summary statement of career, and a summary statement of experiences with job shadowing with 80% experiences with job shadowing with 80% accuracy in grammar and spelling by [date accuracy in grammar and spelling by [date of next annual IEP]of next annual IEP]

English Standard Writing Applications 12.2.1English Standard Writing Applications 12.2.1

Transition ServicesTransition Services 820 College awareness/preparation820 College awareness/preparation 830 Vocational assessment, counseling, 830 Vocational assessment, counseling,

guidance, and career awarenessguidance, and career awareness 840 Career awareness840 Career awareness 850 Work experience education850 Work experience education 855 Job coaching (includes job shadow and 855 Job coaching (includes job shadow and

service learning)service learning) 860 Mentoring860 Mentoring 865 Agency linkages (referral and placement)865 Agency linkages (referral and placement) 870 Travel training (includes mobility training)870 Travel training (includes mobility training) 890 Other transition service890 Other transition service

820 College awareness/preparation830 Vocational assessment, counseling, guidance, and career awareness840 Career awareness850 Work experience education855 Job coaching (includes job shadow and service learning)860 Mentoring865 Agency linkages (referral and placement)870 Travel training (includes mobility training)890 Other transition service

820 College awareness/preparation830 Vocational assessment, counseling, guidance, and career awareness840 Career awareness850 Work experience education855 Job coaching (includes job shadow and service learning)860 Mentoring865 Agency linkages (referral and placement)870 Travel training (includes mobility training)890 Other transition service

ResourcesResources

www.getinsights.comwww.getinsights.com www.sfbaycareermap.orgwww.sfbaycareermap.org Workability (603-1487)Workability (603-1487) Transition to Adult Living Transition to Adult Living

http://www.calstat.org/publications/pdfs/transition_guide_07.pdfhttp://www.calstat.org/publications/pdfs/transition_guide_07.pdf

Interim PlacementsInterim Placements

Interim Special Education ServicesInterim Special Education ServicesWhat are they?What are they?

Interim Placements are for students Interim Placements are for students coming into Mt. Diablo Unified School coming into Mt. Diablo Unified School District with an IEP from another District with an IEP from another district.district.

The Interim Placement allows the The Interim Placement allows the school 30 days to verify that previous school 30 days to verify that previous services are appropriate and whether services are appropriate and whether services are available. services are available.

Interim Special Education ServicesInterim Special Education Services

A new student with an IEP enrolls at A new student with an IEP enrolls at his or her school of residence. his or her school of residence.

Site designee (School Psychologist if Site designee (School Psychologist if possible) reviews the previous IEP possible) reviews the previous IEP and completes the Interim Special and completes the Interim Special Education Services worksheet.Education Services worksheet.

Interim Special Education ServicesInterim Special Education Services

All available reports from prior All available reports from prior district must be attached to the district must be attached to the Interim worksheet and sent into MIS.Interim worksheet and sent into MIS.

If previous placement involves a Non-If previous placement involves a Non-Public school, county services, or Public school, county services, or service specific placements, contact service specific placements, contact your Program Specialist and provide your Program Specialist and provide all appropriate documentation.all appropriate documentation.

Within 30 days...Within 30 days...

If there are no valid If there are no valid assessments/reports from the assessments/reports from the previous district, new assessments previous district, new assessments must be completed within 30 days.must be completed within 30 days.

Determine whether current services Determine whether current services are appropriate. are appropriate.

IEP MeetingIEP Meeting

If IEP team is confident that If IEP team is confident that placement is appropriate, then placement is appropriate, then information from the prior district information from the prior district must be transferred to MDUSD forms must be transferred to MDUSD forms for an IEP.for an IEP.

Within 30 days, an IEP meeting must Within 30 days, an IEP meeting must be held to discuss placement of the be held to discuss placement of the new student.new student.

What in the world is M.I.S.?What in the world is M.I.S.?

The purpose of M.I.S. is to compile and The purpose of M.I.S. is to compile and report data required by the CDE for report data required by the CDE for CASEMIS submissions.CASEMIS submissions.

CASEMIS stands for California Special CASEMIS stands for California Special Education Management Information Education Management Information SystemSystem..CASEMIS supplies us with the CASEMIS supplies us with the following reports…following reports…

Local Accountability ReportsLocal Accountability ReportsAPR IndicatorsAPR Indicators–Compliance DeterminationsCompliance Determinations–Noncompliance FindingsNoncompliance Findings–Significant DisproportionalitySignificant Disproportionality–Provides a five year historical look at the data Provides a five year historical look at the data submitted to CDEsubmitted to CDE–Provides a report which indicates year to year Provides a report which indicates year to year changes in disability, ethnicity and gradechanges in disability, ethnicity and grade–The Data Comparison Report identifies substantial The Data Comparison Report identifies substantial shifts in data from the immediate prior yearshifts in data from the immediate prior year

54

Federal LawFederal Law

Section 1418 of the Individuals with Section 1418 of the Individuals with Disabilities Education Improvement Act Disabilities Education Improvement Act (IDEA) 2004 of the federal statutes (Title (IDEA) 2004 of the federal statutes (Title 20 20 U.S.CU.S.C. Chapter 3. Chapter 333), requires that each ), requires that each state education agency (SEA) collect state education agency (SEA) collect statistical and programmatic information statistical and programmatic information on students enrolled in special education on students enrolled in special education in order to apply for federal funds. in order to apply for federal funds. Relevant sections of the Relevant sections of the U.S. CodeU.S. Code outlining these requirements are shown in outlining these requirements are shown in Appendix C.Appendix C.

And then there are “returns…”And then there are “returns…”

We really, really do need to have your IEP We really, really do need to have your IEP sent to us as soon as soon as it is complete! sent to us as soon as soon as it is complete! Please don’t hold on to them. Last year Please don’t hold on to them. Last year alone we processed over 5,700 servicesalone we processed over 5,700 services

We have created a checklist to assist you in We have created a checklist to assist you in checking your IEP prior to submission to checking your IEP prior to submission to M.I.S. for the CASEMIS required data M.I.S. for the CASEMIS required data necessary to process your IEP.necessary to process your IEP.

Please call us! x4053Please call us! x4053

Returned IEP’sReturned IEP’s

M.I.S. returns IEP’s if they are missing the M.I.S. returns IEP’s if they are missing the required CASEMIS data.required CASEMIS data.

When you receive a returned IEP, please When you receive a returned IEP, please make the changes indicated on the return make the changes indicated on the return slip to the IEP and resubmit the IEP (in its slip to the IEP and resubmit the IEP (in its entirety) along with the gold return slip to entirety) along with the gold return slip to M.I.S.M.I.S.

Our new forms have CASEMIS required data Our new forms have CASEMIS required data in in BOLDBOLD text. text.

Communication is the KeyCommunication is the Key Please let M.I.S know when a student has Please let M.I.S know when a student has

dropped, moved out of District or exited.dropped, moved out of District or exited.

When a student is exited in Aeries at the school When a student is exited in Aeries at the school site, Special Education and MIS does not get site, Special Education and MIS does not get notified. We rely on you to let us know.notified. We rely on you to let us know.

We need to know so that we can enter an exit We need to know so that we can enter an exit date & reason, stop Transportation services and date & reason, stop Transportation services and make room for another placement if needed.make room for another placement if needed.

Help Desk TechniciansHelp Desk Technicians

Dawn Winder x4053 Dawn Winder x4053 [email protected]@mdusd.k12.ca.us

Jackie Glass x4029Jackie Glass [email protected]@mdusd.k12.ca.us

Coordinated Early Intervening Coordinated Early Intervening Services (CEIS)Services (CEIS)

Coordinated Early Intervening Services (CEIS) are Coordinated Early Intervening Services (CEIS) are coordinated interventions for students not coordinated interventions for students not currently identified as requiring special education currently identified as requiring special education who need additional academic and behavior who need additional academic and behavior support to succeed in a general education support to succeed in a general education environment. environment.

NOTE: Do not confuse this with early NOTE: Do not confuse this with early interventionintervention..

Coordinated early intervening services are only Coordinated early intervening services are only required for districts who have been identified as required for districts who have been identified as significantly disproportionatesignificantly disproportionate. .

In MDUSD, The answer is NO.In MDUSD, The answer is NO.

Parent Signature or lack thereofParent Signature or lack thereof If a parent refuses to sign the IEP, send a If a parent refuses to sign the IEP, send a

copy of the unsigned IEP to MIS and copy of the unsigned IEP to MIS and continue to pursue the signature.continue to pursue the signature.

Please attach a note to the file so we are Please attach a note to the file so we are aware the signature is known to be aware the signature is known to be missing.missing.

Request assistance from your Program Request assistance from your Program Specialist if needed.Specialist if needed.

““Together We Can”Together We Can”

make a difference in the make a difference in the lives of our studentslives of our students

MDUSD 2010-2011MDUSD 2010-2011

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