Teacher Training SeriesSession Two – IEP /Home

Inventory/Triennial Review

Special Education Department

Agenda Session Two

• Compliance Concerns• IEP Reminders• Home Visits• Triennial Review Process

Systemic Non Compliance ItemsIMPERIAL COUNTY OFFICE OF EDUCATION

SPECIAL EDUCATION DEPARTMENTCOORDINATED COMPLIANCE REVIEWSYSTEMIC NON-COMPLIANCE ITEMS

POLICY AND PROCEDUDRES 

• GENERAL EDUCATION TEACHER AT IEP MEETING: A general education teacher must be present at IEP meeting for a student who is and/or may be mainstreamed into general education class for any percentage of their school day (excluding lunch, recess/passing periods, and assemblies). If a meeting is convened and a general education teacher is not present, the meeting will be reconvened at a time when the general education teacher can be present.

• ASSESSMENT PLAN PROVIDED IN PRIMARY LANGUAGE OF PARENT: The Assessment Plan is now available in Spanish in the computerized IEP program, which was not the case at the time of the Self-Review, so this item should not be a problem area. If in the monitoring process we find assessment plans not provided to the parent in their primary language, teachers will be expected to reissue the assessment plan in the primary language with a letter of explanation to the parent along with contact numbers in case the parent has any questions.

• SERVICE COORDINATOR DESIGNATED ON FAMILY DATA INTAKE SHEET: A service coordinator will be identified during the initial telephone intake, if the student has not been determined a Regional Center client at time of intake the referral agency will designate Early Start Lead teacher as the service coordinator.

• PROGRAM SUPPORT, SUPPORT AND SERVICE NEEDED ON BEHALF OF THE STUDENT AND SUPPORTS FOR SCHOOL PERSONNEL: These fields will be defined on the IEP with more clarity by indicating Who, What, When, Where, and Why for each item. Sample language is to be provided at the annual IEP training.

• TRIENNIAL TIMELINES: A master calendar for triennials is to be established. Clerical support will be utilized to ensure triennial timelines are maintained.

CCR Monitoring Plan 

1.    Develop policy and procedures for systemic non-compliant items: general education teacher at IEP meeting, assessment plan in primary language of parent, service coordinator identified on Family Data Sheet; support, services, program modification needed on behalf of the student, and supports for school personnel written with who, what, when, where and why clarification; and triennial timelines

2.    Provide annual IEP training with focus on compliance. 3.   During IEP meeting, all IEP team members will be responsible for review of IEP document for

compliance. 4.    Records clerk will review IEP documents; incomplete and/or non-compliant IEP’s will be

returned to the IEP team for correction. A list of non-compliant items will be maintained for review and discussion at Administrative meetings.

 5.    The Special Education Director will do periodically random monitoring of IEP meetings by

attending 2 IEP meetings monthly of each Administrative Designee. 6.   The Special Education Director will do quarterly compliance review of 12 randomly selected

student records to include: (3 – SH, 3 – D/HOH, 3 – Infant, 3- Preschool) representative of the districts we serve.

 7.    The SELPA Director will do annual compliance review of 12 randomly selected student records

to include: (3 – SH, 3 – D/HOH, 3 – Infant, 3- Preschool) representative of the districts we serve.

Notice of Requirements of 5 CCR § 3052(i)(7)

• (i) Emergency Interventions. Emergency interventions may only be used to control unpredictable, spontaneous behavior which poses clear and present danger of serious physical harm to the individual or others  and which cannot be immediately prevented by a response less restrictive than the temporary application of a technique used to contain the behavior.

– (7) Anytime a “Behavioral Emergency Report” is written regarding  an individual who does not have a behavioral intervention plan, the designated responsible administrator shall, within two days, schedule an IEP team meeting to review the emergency report, to determine the necessity for a functional analysis assessment, and to determine the necessity for  an interim behavioral intervention plan. The IEP team shall document the reasons for not conducting an assessment and/or not developing an interim plan.

Individualized Education Plan• What is an IEP?

– Summation of information from the parent and the school on how the student is presently functioning and the goals to be accomplished for the current school year and the services to assist in the achievement of those goals.

– The goals for the student are based on information gather by the teacher at the home visit. The IEP team agrees on goals and services covered by the IEP.

– This is Federally mandated to be preformed yearly for each special education student. We try to coincide this with the student birth month.

Purpose of IEP• To set goals/objectives that the student is to

accomplish during the year.• The goals should be mutually agreed upon by

IEP team members.• Goals should be established that all

participants feel are obtainable, not to high or too low. If it is evident the student is not going to achieve the goals within the school year we are required to modify them so that they will be attainable.

• This is an opportunity to work cooperatively with the parents.

Responsibilities of the teacher

• The teacher is the case manager of each student enrolled in their class.

• Set date/time for IEP meeting that is convenient for all parties, especially district of residence when you need them to be in attendance.

• Conference notice must be sent 14 days prior to meeting to give timely notification.

• Make sure all parties are invited: a) parents, b) all school personnel (district of residence, other teachers, speech/language specialist, occupational/physical therapists, vision specialist, etc.).

• Fill out all portions of the Draft IEP.• The teacher is responsible for ensuring all services and

goals agreed to in the IEP are carried out.

IEP Helpful Hints• Identify strengths first then address needs.• IEP goals/objectives should result from needs

addressed in the IEP or assessment. • If needs are identified in the IEP and goals are

not developed to address those needs justification of why not must be provided in IEP notes.

• Relate descriptions to other environments (e.g. not just school).

• Be brief. Don’t write everything from previous years. Build on what was written before.

IEP Helpful Hints continued

• If Student is taking medication and has medical issues (e.g. seizures, diapering, specialized feeding procedures) make sure to indicate under the health section on the present levels page.

• Don’t feel like you have to fill in every section on the draft IEP, some parts can be filled in at the meeting.

• Goals should build on each other from year to year. If students do not achieve a goal, it should not just be carried over to the next year – it should be modified so the student will be more successful with achievement of goal.

• Ask for more information from IEP team members to add to IEP.

IEP Helpful Hints continued

• If using specific behavior management plans – it needs to be indicated on the behavior section of the IEP with an accompanied goal and/or support with a behavior support plan.

• For students with pervasive and/or self-injurious behaviors a Functional Behavior Analysis needs to be conducted and a Behavior Intervention Plans need to be developed.

IEP Checklist

• Check calendars of administrative designee, district of residence, related services, and yourself for possible dates/times.

• Check with parents to see if selected date/time is convenient with them. Coordinate with triennial review if needed.

• Fill out conference notice. Invite district of residence, outside agencies, regular education teacher and appropriate related service staff – at least 14 days prior to meeting.

IEP Checklist continued• Copy conference notice or send electronically to all

invited IEP team members.• Send original and copy to parent for signature – need to

have original come back for inclusion with IEP.• Distribute copies of conference notice to appropriate

individuals – fax or email when possible.• Complete home visit.• Complete curriculum assessment.• Fill out draft IEP. At least two days prior to IEP meeting

send email message with student’s full name and date of IEP meeting, to IEP Administrative Designee with copy to Sylvia Ayala and Angela McNeece, informing them the IEP is ready to review.

• Day before meeting call parents to confirm meeting.

Home Inventory

Home Inventory

• What is a Home Inventory– An interview that the teacher

conducts in the student’s home with the parents, guardian and/or other significant others, prior to the IEP to gather information for instructional programming.

Purpose of Home Inventory

• Establish rapport.• Provides opportunity for parents to identify

needs, concerns, plans and aspirations for their child.

• Enhances opportunities to participate in least restrictive environment, because it is an effective means of prioritizing the skills, activities, and environments in which the student will receive instruction.

• Come to agreement on critical need for the development of IEP goals and objectives prior to the IEP meeting.

Requirements of Home Interview

• Set up convenient date and time for the home interview with the parents.

• Arrange for translator if necessary.• Review students information so that you are acquainted

with the student. Can look at goals from previous year and review progress.

• Copy parent/home inventory from teacher notebook disk, so that you have a copy to write on. Take this with you to the home visit. Fill it out during the interview.

• This is a required activity for each student in your class and should be conducted after school hours or shortened day unless other arrangements can’t be made.

• Students should participate whenever possible.

Teacher Notebook – Student Assessment Section

• Parent Contact Guidelines• Parent letter to send home regarding process• Parent Interview for Vocation Training• Current Performance Profile• Parent Home Inventory• Parent Home Inventory Update• Parent Home Inventory – Autism Preschool• Referral for Student Assessment• Primary Level Functional Skills Checklist • Secondary Functional Skills Checklist

Student Assessment

•Initial Assessment•Triennial Review

Initial Assessment• Purpose is to determine eligibility for special education

services.• It is a requirement to assess a child in all areas of

suspected disability.• Typically for student referred to our program which are

of school age the district of residence is responsible to conduct this assessment.

• For students enrolled in our Early Start or Preschool Program assessment responsibilities falls on the County Office of Education.

• For students newly enrolled if they have a language other than English identified on the Home Language Survey the Language Proficiency Testing must be completed within 30 days (CELDT/ALPI)

Triennial Review• What is a Triennial Review?

– The Triennial review is an assessment process for special education students to determine continued eligibility to receive services. It is conducted by individuals who work with the student – including the parents.

– It is a requirement to assess in all areas of suspected disability.

• How often does it need to occur?– At least every three years and/or at times of

transition from preschool to kindergarten or from high school to adult services.

– It can occur more frequently at request of any IEP team member including the parent.

Triennial Review Process• Check student triennial due dates to ensure compliance with

timelines.• Initiate triennial review process 2 months prior to triennial due

date. If Limited English Proficient and proficiency testing has not been completed within the past year redo language assessment to determine language assessment should be completed in

• Complete Assessment Plan in parent’s primary language with input from Psychologist, Speech/Language Specialist, Nurse, (OT & VI – if receiving these services)

• For students recommended for a modified assessment, on page 2 of the assessment plan under the third section - Alternative Assessment – place an X in the box marking this section and in the describe area write: “Student has been recommended for a modified assessment.”

• All assessments must have vision and hearing screening.• Make a copy of the Assessment Plan prior to sending it home

for parent signature.

Triennial Review Process continued

• Send assessment plan home for parent signature.

• Follow up with parent to make sure it is returned in a timely manner.

• Upon return of signed assessment plan, copy and send or fax it to all persons responsible for conducting assessment components along with Referral for Student Assessment Form.

Triennial Review Process continued

• Set up date/time for triennial IEP – needs to be at a convenient time for all.

• Triennial IEP must be set within 60 days upon return of signed assessment plan.

• Triennial needs to be held on or before 3 years of previous triennial date.

• Complete IEP/Triennial IEP conference notice form, COPY and send home to parent for signature. Make sure on purpose of meeting you identify it as a triennial IEP. Conference notice must be sent 14 days prior to meeting for timely notification of upcoming meeting.

• Send copy of triennial IEP notice to all parties invited to the triennial IEP.

Triennial Review Process continued

• Complete classroom assessment information for inclusion in assessment report (e.g. Brigance, Current Performance Profile, or Skills checklists)

• Complete SIB-R or other adaptive behavior scale and return to psychologist at least 2 weeks prior to triennial IEP date.

Imperial County Office of EducationSpecial Education Department

 Triennial Review Checklist

 Name of Student: ___________________________________ Language: ____________ Birthdate: ____________________________ Chronological Age: ________________ School: ___________________________ Grade: ___________ IEP Due: ___________

____ Complete Language Assessment if student is Limited English Proficient and language testing is more than one year old.

 ____ Completed Assessment Plan in parent’s primary language with date to send home for parent

signature.

____ Complete Referral for Student Assessment Form to send to psychologist along with signed assessment form.

 ____ Copy/fax/send signed assessment plan to all persons responsible for conducting assessment. ____ Completed classroom performance assessment (e.g Brigance, Current Performance Profile, or

Skills Checklist). ____ Completed Health Update. ____ Completed Speech/Language assessment report. ____ Completed any other appropriate Specialists DIS reports.