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IEP Administrative Designee Facilitated by
San Bernardino City Unified SELPA Staff
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Shelley Walsh
Assistant Director for Special Education
Taught at Cypress Elementary School
Mild/Moderate Teacher
17th Year in the District
+ Purpose
n Purpose of the Presentation:
n Special Education 101 (Reader’s Digest Version)
n Inform the participant of the highlights of the IEP
n Inform the participant of the role of the administrator/designee at the meeting
n Best Practices
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+ Agenda
IEP Administrative Designee January 8 & 9, 2014
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n Assessment
n Eligibility
n FAPE
n LRE
n Best Practices
n Guiding Principles of IDEA 2004
n Purpose of the Individualized Education Plan/Educational Benefit
n Role of the Administrator/Designee
n Role of the Parent(s)
n IEP team members
n Timelines
+ Guiding Principles of IDEA 2004
n Identification of core subjects
n Highly qualified teachers
n Scientifically based research
n Limited English Proficient
n Assessment and goals: focus on individual not H/C
n Early Intervening Services (RTI)
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Purpose of IEP and Educational Benefit
n development of a plan to address needs of student who meets eligibility as an Individual With Exceptional Needs
+ Based on assessment data
n Identify present levels of performance including the strengths
n Identify areas of need; parent concerns
n Determine how the disability affects involvement and progress
n Develop measureable goals/benchmarks that are related to the general education curriculum and attainable in one year
n Determine LRE (placement and level of service) with supplementary services, supports for school personnel with frequency and duration
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+ Annual /triennial reviews:
n Review progress on present levels as well as goals and benchmarks
n Rewrite the IEP updating the information and adding new goals
n Review both documents to determine if there is evidence of progress and receipt of educational benefit.
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+ Role of the Administrative Designee at IEP Meetings
n Function as the “Chair” at the IEP meeting
n Conduct the meeting based on the agenda agreed upon at the onset
n Maintain professionalism of participants with focused conversations and no side bars
n Review the document with the team after the writing has been concluded to ensure that the entire document has been filled out and the information is accurate.
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+ Role of the Administrative Designee at IEP Meetings cont’d
n Secure signatures of the participants and ensure that the document is completed, a copy is provided to the parent, and the document is locked in the web based program. Follow up on unresolved issues.
n Person is qualified to provide or supervise the provision of specially designed instruction to meet the needs of children with disability
n Knowledgeable about the general education curriculum
n Knowledgeable about the availability of resources of the LEA
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+ Role of the Administrative Designee at IEP Meetings cont’d
n Responsible for ensuring that a Prior Written Notice is completed in the note section of the IEP for the initiation and change of service levels for the student
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+ Role of the Parent(s)
n Procedural Safeguards are provided annual, with assessment plans, and when due process is initiated.
n Access IEE if they disagree with district’s assessments
n Access all their student’s records
n Provide written consent to assessment and provision of special education services
n Participate in meetings for the identification, evaluation, placement and determination of FAPE
n Included in eligibility and placement decisions.
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+ The IEP Team Members
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n Parents
n General Education Teacher(s)
n Provides information about the general education curriculum
n Identifies the need for supplemental aids and supports
n Requests support for school personnel
n Administrator or Designee
n Special Education Service Providers
+ The IEP Team Members cont’d
n Individuals who conducted assessment or who can interpret assessment
n Student, when appropriate, or at age 16
n Agency representative when appropriate
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+ Timelines
n 15 days to get assessment plan to parent from referral date from parent or SST
n 60 days from receipt of signed assessment plan to IEP meeting (45 days for Part C)
n 30 days interim IEP meeting from time the student transfers into the District
n 364 days to conduct an annual review
n 3 years to conduct a triennial assessment
n 30 days to hold an IEP review based on parent or teacher request
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+ Assessment
n Assess in all areas of suspected disability
n Determine whether the student has a disability
n Determine if there is a need for special education and related services
n A written report is completed and available to the parent(s) at the time of the meeting.
n Types of assessment: initial, triennial, manifestation determination, transfers into the district from out of state, no assessment is available from previous district inside California
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+ Eligibility
n Assessing and meeting one of thirteen disability categories and determined that the student requires special education and related services.
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• Specific learning disability • Speech or Language Impairment • Multiple Disability • Intellectual disability • Hard of Hearing • Traumatic Brain Injury
• Visual Impairment • Emotional Disturbance • Autism • Other Health Impairment • Deaf; • Deaf/Blindness • Orthopedic Impairment
+ Free Appropriate Public Education (FAPE)
n the IEP should be reasonably calculated to enable the child to achieve passing marks and advance from grade to grade.
n Services are provided at public expense, under public supervision and direction and without charge. Services are based on the unique needs rather than a standard or service offered to every student within a group
n Requires specially designed instruction
n Meets unique needs of the student with a disability
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+ Free Appropriate Public Education (FAPE)
n Provides related services when required
n Defines the relationship to the general education curriculum
n Alternative services continue to be made available to students suspended or expelled for more than 10 days
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+ Least Restrictive Environment (LRE) n Age appropriate environment
n With non-disabled peers
n In neighborhood schools or as close as possible
n Individually determined and based on student’s individual needs
n General Education class is always the first choice
n Consideration and use of supplementary aids and services to make the General Education class a first and viable choice
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+ Least Restrictive Environment (LRE) cont’d
n Documentation of time outside of general education (if services are provided in the regular class then it is zero time outside of general education)
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+ Best Practices
n Best Practices
n Ensure that the goals and objectives match the student’s skill level and abilities
n Ensure that the goals and objectives are not too general
n Describe skills to be achieved instead of levels of achievement
n Be mindful of the student’s privacy
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+ Best Practices
n Listen to the parents’ concerns and expectations. Document on the IEP, the team’s response to each of the concerns
n Ensure the service providers provide work samples and documentation regarding progress.
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+ Question and Answers
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