11-14-14 steering agenda · 2014. 11. 10. · november 14, 2014 8:30 a.m. – 10:30 a.m. scoe oak...
TRANSCRIPT
Catherine Conrado, Ed.D. 5340 Skylane Boulevard (707) 524-2750 Director Santa Rosa, CA 95403 Fax (707) 524-2754
In compliance with Government Code § 54954.2(a), the Sonoma County SELPA will, upon request, make this agenda available in appropriate alternative formats to persons with a disability, as required by Section 202 of the Americans with Disabilities Act of 1990 (42 U.S.C. § 12132) and the federal rules and regulations adopted in implementation thereof. Individuals who need this agenda in an alternative format or who need a disability-related modification or accommodation in order to participate in the meeting should contact Lynda Scigliano, Administrative Assistant to the SELPA Director, Sonoma County SELPA, 5340 Skylane Boulevard, Santa Rosa, CA 95403, phone (707) 524-2752. Agenda and content materials are available for inspection at the SELPA Office located at the above referenced address.
SONOMA COUNTY SELPA STEERING COMMITTEE
AGENDA November 14, 2014
8:30 a.m. – 10:30 a.m. SCOE Oak Room D
NOTE SCHEDULE CHANGE: 8:30 - 10:30 Steering Committee Meeting 10:30 - 11:45 Preschool Operators Subcommittee Meeting 11:45 - 1:30 Program Transfer Subcommittee Meeting (lunch provided) Steering Committee Meeting Norms We agree to: 1. Allow each other to talk without interruption. 2. Treat each other respectfully: - Address each other by name. - Speak using a ‘normal’ speaking level. - Be aware of your body language and keep it positive. - Limit side conversations. 3. Participate fully. Seek clarification when needed. 4. Start and end on time. Respect “time” in discussion comments. 5. Allow for disagreement: - Disagree with the idea, not the person. - Once stated and responded to, we will move on. 6. Refrain from commenting on issues that are personal and/or confidential in nature. Meeting Facilitator: John Laughlin
DISPOSITION PAGE I. PUBLIC INPUT - -
This is a time for members of the audience to address the committee regarding items that are not on the agenda. It is understood that the Steering Committee will not necessarily respond to presentations under the “Public Input” portion of the agenda. Presentations shall be limited to three minutes.
II. CELEBRATIONS/ANNOUNCEMENTS Discussion - - West County - Other
III. ADJUSTMENT OF AGENDA IV. CONSENT AGENDA
A. Approval of the Minutes of the September 19, 2014 Meeting Action 3 (Attachment) B. Consider Revisions to Policy 11: Independent Educational Action 9 Evaluations (IEE) (Attachment)
V. OPERATIONAL ITEMS A. CAC Update Information -
Kristie Anderson
B. Nonpublic School/Agency Items Action 18 Mandy Hoffman (Attachment)
C. Program Operators Updates Information -
Members
D. Consider Revisions to Policy 10: Inclusion Standards Action 20 Vanessa Riggs (Attachment)
E. ATC Operations/Scholarship Update Information 27
Suzanne Tribbey (Attachment)
F. Common Core/SBAC/Training Update Discussion - John Fischer
G. Projects: Discussion 28
- Selective Mutism - Autism Coaching Support (Attachment) Vanessa Riggs
H. Report on Alternate Assessment Development Information -
Sharen Bertrando
I. Facilitator for December 12, 2014 Steering Meeting Discussion - John Laughlin VI. ADJOURNMENT
-1- * Denotes Carryover and/or Follow-up
SONOMA COUNTY SELPA STEERING COMMITTEE
MINUTES September 19, 2014
ROLL CALL OF VOTING MEMBERS: Kristi Anderson (CAC) Diane Ashton (Cotati-Rohnert Park) Pamela Blatt (Windsor) MaryAnn Carpenter (Old Adobe) Diane Conger (Healdsburg) Kathryn Davy (West County Consortium)
John Laughlin (SCOE) Steve Mizera (Santa Rosa) Cathy Myhers (Rincon Valley) Tricia Rast (Petaluma) Nikarre Redcoff (Sonoma Valley) Elizabeth Sanchez (Pathways Charter)
OTHERS IN ATTENDANCE: Judy Adams (SELPA) Heidi Adler (Anova) Pia Banerjea (SCOE) Suzy Charles (Cloverdale) Jennifer Coker (TLC) Catherine Conrado (SELPA) Gilda DeNiro (Bellevue) Tyson Dickinson (SCOE) John Fischer (SELPA) Kelly Hernandez (North Valley) Mandy Hoffman (SCOE) Jennifer Ingels (Lattice) Deborah Malone-Larson (SELPA)
Kathie Merrill (Sierra) Maria Puluso (SEIU) Vanessa Riggs (SELPA) Lorna Rochman (Alexander Valley) Carlo Rossi (SAY) Lynda Scigliano (SELPA) Debra Sheldon (Kashia) Melinda Susan (SCOE) Mia Tamayo (CAC) Suzy Tribbey (SELPA) Becky Vichiquis (North Valley) Cathy Wisor (New Directions/CPI) Rachel Valenzuela (Mark West)
MEETING FACILITATOR: Kathryn Davy I. PUBLIC INPUT
There was no input from the public. II. CELEBRATIONS/ANNOUNCEMENTS
• All: Introductions were provided. • Diane Ashton: Shared appreciation for her “think tank” buddies as well as John Laughlin, Tyson
Dickson, Melinda Susan and other SCOE staff for their collaboration with district staff. Accolades were also provided for NPS staff at Lattice, New Directions and Sierra.
• Diane Conger: Thanked John Laughlin for his consult prior to seeking legal counsel regarding the mediation process.
• Nikarre Redcoff: As a first year director, recognized and appreciated the assistance provided by Mandy Hoffman, John Laughlin and other program directors.
• Carlo Rossi: Acknowledged the professionalism of Jennifer Coker and Santa Rosa City School staff while working on the resolution of a recent case.
• Kathie Merrill: Acknowledged Steve Mizera for his participation at a recent IEP. • MaryAnn Carpenter: Recognized the new SELPA Program Specialists for their efforts in facilitating
the recent Managing Student Behavior (MSB) training. • Mandy Hoffman: Recognized Gilda DeNiro for her assistance with a potentially difficult referral. • Jennifer Coker: Appreciated Kathryn Davy for volunteering to facilitate today‘s meeting. • Kathryn Davy: Working with brilliant people makes coming to work a pleasure. • Cathy Wisor: Announced that New Directions was building a new facility next to California
Parenting Institute (CPI), with plans to consolidate services at one site beginning next semester.
-2- * Denotes Carryover and/or Follow-up
• Catherine Conrado: Revenue from the Charter SELPA has enabled the SELPA to hire a fourth Program Specialist. Sharen Bertrando, a researcher from West Ed was hired and slated to begin working in the SELPA office the week of October 6, 2014.
III. ADJUSTMENT OF AGENDA
There were no adjustments to the agenda. IV. CONSENT AGENDA
A. Steering Minutes of the August 29, 2014 Meeting:
A motion was made by MaryAnn Carpenter and seconded by Diane Ashton to approve the minutes of August 29, 2014, as amended (Kathryn Davy volunteered to provide “Special Education Program Transfer Frequently Asked Questions,” and not “Program Transfer Guidelines”). The motion carried with all in favor.
V. OPERATIONAL ITEMS A. CAC Update: (Kristi Anderson)
• The CAC conducted its first meeting of the year on Tuesday, September 16, 2014. • New SELPA Program Specialists Vanessa Riggs and John Fischer were present along with
Director Catherine Conrado to talk about the role of the SELPA and services it provides. • In an effort to build capacity at the CAC, program operators were encouraged to recruit a
minimum of one parent representative from each region. Kristie offered to speak to parents and lend assistance, if desired.
• The SELPA’s donation of surplus books and tapes was well received by CAC parents. • Program Transfers for 2015-16 will be addressed at the November 18, 2014 CAC meeting
and provides program operators with an excellent opportunity to let CAC families know what is being considered.
• CAC parent suggestions and requests to program operators were shared as follows: Ø Conduct Back-to-School Night/Open House on the same campus and same time line as
regular education classes. Ø Inclusiveness in the community is paramount as parents and students want to be more
connected. Ø Communications and materials need to be disseminated by program operators and
teachers to parents in a timely manner. B. Nonpublic School/Agency Items: (Mandy Hoffman)
• NPS/A Announcements: Ø As a reminder, district personnel are responsible for affirming/attesting IEPs as NPS
personnel do not have authorization to do this task and are not able to prepare a future IEP if this task has not been completed.
Ø The SELPA NPS/A Program will enter appropriately credentialed/licensed and fingerprinted personnel into SEIS. Districts have to assign providers to individual student SEIS files.
• Reinstate NPS/A Subcommittee: Ø As a follow-up to discussions from the August 29, 2014 Steering Committee Retreat on the
reinstatement of an NPS/A Subcommittee, the following recommendation was presented for member consideration: o Subcommittee Composition:
§ 1 SELPA Representative: Mandy Hoffman § 1 West County Representative: Volunteer TBD § 1 South County Representative: Volunteer TBD § 1 North County Representative: Volunteer TBD § 1 Central County Representative: Volunteer TBD § 2 NPS Representatives: Volunteers TBD
-3- * Denotes Carryover and/or Follow-up
§ 2 NPA Representatives: Volunteers TBD o Meetings: 3 to be convened in November, January and March
§ November and March meetings to include 2 NPS representatives and 2 NPA representatives; January meeting to include district representatives only.
o NPS/A Subcommittee meetings are not open to the public. Ø Subcommittee Volunteers/Appointees were identified as follows:
§ 1 SELPA Representative: Mandy Hoffman § 1 West County Representative: Vince Hamilton § 1 South County Representative: Tricia Rast § 1 North County Representative: Diane Conger § 1 Central County Representative: Steve Mizera § 2 NPS Volunteers: Jennifer Coker and TBD § 2 NPA Volunteers: TBD
A motion was made by Tricia Rast and seconded by Diane Conger to recommend approval of reinstating the NPS/A Subcommittee as presented. The motion carried with 10 in favor, 2 opposed (Diane Ashton and Steve Mizera) and 1 recusal (Kathryn Davy).
C. Program Updates:
• Principals Melinda Susan and Tyson Dickinson were in attendance to report on SCOE’s new referral process for students referred to their ED program with the intent of streamlining and supporting districts. Effective immediately, SCOE will review referrals on a bi-monthly basis via the TREC Consultation Committee. The process and referral form is available on the SCOE website under Programs for Schools/Referrals.
• Assistant Superintendent John Laughlin reported that he and his staff are very supportive of the Program Transfer process and have a vested interest in collaborating with districts, teachers and students.
• Preschool Subcommittee Chair Kathryn Davy reported that the preschool team needed to convene a meeting as the Finance Committee had requested that it develop and provide recommendations for preschool funding as the current funding allocation procedure sunsets on June 30, 2015.
* D. Consider Revisions to “Policy 11: Independent Educational Evaluations:” (Catherine Conrado)
Proposed revisions to “Policy 11: Independent Education Evaluations” (IEEs) were again presented for member review (eliminating dollar amounts for specific assessments). Concerns surfaced regarding the section outlining Minimum Qualifications for Evaluators. A motion was made by Diane Ashton and seconded by Pamela Blatt to recommend approval of proposed revisions to “Policy 11: Independent Educational Evaluations.”
The motion was amended by Diane Ashton and seconded by Pamela Blatt to recommend approval of proposed revisions to “Policy 11: Independent Educational Evaluations,” as amended (eliminate Social Worker (LCSW), retain Licensed Psychiatrist, and add Clinical Psychologist as qualified evaluators for Social/Emotional/Behavioral Assessments). The motion carried with 8 in favor, 4 opposed (MaryAnn Carpenter, Diane Conger, Gilda DeNiro and Cathy Myers), and 1 recusal (Kathryn Davy).
* E. Revisions to “Policy 10: Inclusion Standards:” (Catherine Conrado) As a result of changes made to the Funding Model for Special Education and elimination of inclusion funding effective July 1, 2014, proposed revisions to “Policy 10: Inclusion Standards” were presented for member consideration.
-4- * Denotes Carryover and/or Follow-up
A motion was made by Diane Ashton and seconded by MaryAnn Carpenter recommend elimination of “Policy 10: Inclusions Standards,” with the document to be re-written and re-named “Guidelines for Students with Mild/Moderate Disabilities in the General Education Classroom.” The motion carried with all in favor.
This document will be added as a Discussion Item at the October 17, 2014 Special Education Directors meeting.
F. SEIS/Smarter Balance Assessment Consortium (SBAC) Updates: (John Fischer) • The SEIS Statewide Assessment form is not current and will be updated to include
clarification on testing options and posted in SEIS within the next three weeks. • Most students in grades 3-8 and 11 will take the SBAC in ELA and Math. SBAC has built-in
Designated Supports and Accommodations. • For Science only, students in grades 5, 8 and 10 will take the CST, CMA or CAPA, as
appropriate and on their IEP. • The CAPA will only be offered in Science for grades 5, 8 and 10. Students who would have
taken the CAPA will be taking an alternate assessment in ELA and Math (CDE has not yet determined what that alternate assessment will be, but it will be field-tested this year.)
• The SELPA has two related trainings: Ø September 30, 2014: Building a Better IEP Ø October 13, 2014: SBAC Supports and Accessibility Options for Special Education
• Member input on SEIS: Ø Teachers need a refresher on the SEIS training they received last spring (even trainer of
trainers), and consensus on the need for additional trainings. Ø SEIS webinars fill up quickly and teachers are not always able to sign up. Ø The Document Library is a great resource – can IEP forms be added? Ø The fact that the manual reads like a technical manual is frustrating. Ø Delays in SEIS are extremely frustrating and the SEIS Help Desk offers little
assistance - IEP meetings are difficult without current IEP docs. G. Summary of Past-Due Annual and Triennial Meetings: (Kathryn Davy)
CASEMIS Out-of-Compliance Comparisons were provided. Districts are to be congratulated on improvements. As a reminder, be sure to affirm and attest IEPs.
* H. ATC Operations/Scholarship Update: (Suzanne Tribbey)
• Last year, the Superintendents’ Council approved the hiring of a third AT Specialist. Simone Leary, a recent graduate was hired and will start work at the ATC on October 6, 2014.
• The “Assistive Technology Certificate Scholarship/Intent to Apply” deadline is September 30, 2014. Applications will be accepted from Speech/Language Pathologists, but RSPs are encouraged to apply. Many of the referrals are for students who need academic supports in classrooms. When the number of applicants is known, ATC staff will begin the training and mentoring process.
• Extension of the Scholarship deadline was requested. Catherine noted that the problem lies with cohorts at the university level, but agreed to check.
I. Private School Services 2014-15 Review Proportional for 2014-15: (Deborah Malone-Larson)
• The “Array of Services to Parentally-Placed Private School Students” approved by the Superintendents’ Council for 2014-15 includes up to 10 hours per year of consultation to teachers and/or parents for academic support. This document is posted on the SELPA website along with a document outlining the referral process. The teacher will be contacted and paid for by the SELPA office.
• The SELPA’s proportional share and obligation for 2014-15 is $44,000. Districts are to report service expenses to the SELPA Fiscal Analyst for tracking purposes. (VI and DHH
-5- * Denotes Carryover and/or Follow-up
services provided by SCOE counts towards this obligation.) When the proportional share is expended, the obligation to provide services ends. Deborah will notify districts if/when this occurs.
J. Common Core: (John Fischer)
• The Curriculum Council is wrestling with which math program to use at the high school level (the issue is what sequence of math to implement which will also impact the middle school).
• Integrated 1-2-3 is being implemented by some districts. They are looking at technology to implement math piece. Next step is common core next general science standards, so they are being entirely revamped.
• The SELPA’s goal is to ensure that special educators have access to universal design. • Additional information on Common Core is posted on the SELPA website.
K. Residential Treatment Center (RTC) Consulting with Dr. John Kolhoven: (Vanessa Riggs)
• As part of the CANS Grant, the SELPA will be able to provide districts with RTC consultation services at no charge (refer to flyer). Dr. John Kolhoven will be available between 1:00-3:00 pm. on the following dates: October 7th November 18th January 13th February 10th March 10th April 7th
• Remember to get a Parent Release of information from the student’s family prior to consult OR present generic case information.
• Remember to bring your student’s IEP, most recent treatment plans, recent evaluations and current CANS.
• Attendees should contact Vanessa to ensure there is available time to review their case.
* L. Services on IEPs for Students Moving/Matriculating within Sonoma County and Review of “Policy 24: Temporary Support Assistance Policy:” (Kathryn Davy) • Policy 24 was developed in early 2000s when temporary support assistants were referred to as to
1:1 assistants. The policy was completely re-written in 2010, and now contains outdated verbiage that requires updating.
• There was consensus on the part of the membership that the policy needs to be revised. M. Summary of Superintendents’ Council Activities from the September 8, 2014 Meeting: (Catherine Conrado)
• All time line waivers for Program Transfers were approved. [NOTE: Program descriptions must be received by the SELPA office by 5:00 p.m. on Friday, November 14, 2014.]
• The SCOE MOU for fees was approved for 2014-15, eliminating the need for contracts and ISAs.
• Steering Committee and Finance Committee members recommended by the Steering Committee were approved.
• Contract and rates for Inspire Behavioral Services was approved. • There was discussion on the location/re-location of the CCS MTU currently located at
Meadowview as Bellevue School District has notified SCOE of its interest in reclaiming this site.
• All time line waivers for Program Transfers were approved. (NOTE: Program descriptions must be received by the SELPA office by 5:00 p.m. on Friday, November 14, 2014.)
• The SCOE MOU for fees was approved for 2014-15, eliminating the need for contracts and ISAs.
-6- * Denotes Carryover and/or Follow-up
• Steering Committee and Finance Committee members recommended by the Steering Committee were approved.
• Contract and rates for Inspire Behavioral Services was approved. • Discussion on the location/re-location of the CCS MTU currently located at Meadowview as
Bellevue School District has notified SCOE of its interest in reclaiming this site.
N. Facilitator for October 17, 2014 Directors’ Meeting: Process (Kathryn Davy) Kathryn Davy accepted the nomination made by Diane Ashton to facilitate the October Special Education Directors meeting.
VI. ADJOURNMENT The meeting adjourned at 11:24 a.m.
POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted -
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SONOMA COUNTY SELPA
INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA
An Overview The Sonoma County Special Education Local Plan Area (“SELPA”) has developed this policy, corresponding procedures and criteria that govern independent educational evaluations. (20USC1415;EC56506[c] and 56329[b]; 34CFR300.502) For purposes of this policy, the term “SELPA” also includes the appropriate school district and/or administrative unit responsible for your child’s education. Parents should be sure to read the entire document carefully. The policy, procedures, and criteria are to be read in conjunction with one another as one comprehensive document. Parents who need additional information about independent educational evaluations should contact their district Superintendent, the Sonoma County SELPA or the California Department of Education as outlined in their Notice of Procedural Safeguards. Notice to Parents 1. Please read this document before obtaining or paying for an independent educational
assessment. This document may limit your right to reimbursement. 2. Before obtaining an independent educational assessment, please contact the special
education administrator to discuss your assessment questions and options. 3. The district will not automatically reimburse parents who unilaterally obtain independent
educational evaluations. Please review this document for further information about a parent’s right to obtain independent assessments at public expense.
Definitions “Independent educational evaluation” means an evaluation conducted by a qualified examiner who is not employed by the responsible local educational agency. “Public expense” means that the district either pays for the full cost of the evaluation or evaluation components, or ensures that the evaluation or evaluation components are otherwise provided at no cost to the parent. Parameters for Seeking Independent Educational Evaluation If a parent disagrees with an evaluation by the district and seeks an independent educational evaluation, the district will either initiate a due process hearing to show that its evaluation is appropriate or will provide the parent an opportunity to obtain an independent educational evaluation. The SELPA requires that the parent first inform the district in writing or communicate to the district at an IEP meeting that the parent: 1. Disagrees with district’s evaluation and 2. Is requesting an independent educational evaluation at public expense.
lscigliano� 8/15/2014 4:43 PMDeleted: Parents of a student with a disability have the right to obtain an independent educational evaluation subject to the provisions of this policy. Parents have the right to an independent educational evaluation at public expense if they disagree with an evaluation completed by the school district. Parents may request one independent educational evaluation in response to each evaluation completed by the district. If the request for an independent evaluation comes one year or more from the date of completion of the district’s evaluation, the district may ... [1]
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POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
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Explanation of Disagreement If parents request an independent educational evaluation at the expense of the district, the parents will be asked for a reason why they object to the district’s evaluation. The explanation by the parent is not required. In addition, the district may not unreasonably delay completion of a new assessment, completion of the independent educational evaluation at public expense, or the initiation of due process hearing to defend its evaluation. There is no requirement that the parents specify areas of disagreement with district’s evaluation as a prior condition to obtaining the independent educational evaluation. Sonoma County SELPA’s Response to a Request for an Independent Evaluation If parents request an independent educational evaluation at public expense, the district will, without unnecessary delay, offer the parent an alternative examiner (option 1 below) and also provide options for an independent educational evaluation at public expense (option 2, 3, or 4 below) as follows: 1. A staff member from another school; 2. A staff member from another LEA in the SELPA; 3. A staff member from another SELPA; 4. A private sector provider. Once the parent chooses an option, the district will arrange for the alternative evaluator, contract with an independent examiner, or otherwise ensure that an independent educational evaluation is provided at public expense. If the district initiates a hearing and the final decision is that the district’s evaluation is appropriate, the parent still has the right to an independent educational evaluation, but not at public expense. Time Line Regarding Independent Educational Evaluations It is the intent of the SELPA to implement independent educational evaluations without undue delay. The SELPA also recognizes that LEAs have limited control over the comportment and content of resulting assessments, given the assessments are not performed by district employees. After the parent of the student with a disability chooses an option for an additional evaluation and signs an assessment plan, the district will arrange for or initiate contract with the examiner within 15 days of the date that the parent’s written consent to the evaluation is received by the district. Information Provided to Parents Upon parent request for an independent educational evaluation, the SELPA will provide the parents with a copy of its policy, procedures, and criteria for independent educational evaluations. Consideration of the Independent Educational Evaluation Independent educational evaluations are designed to determine the educational needs of students with disabilities. The district is responsible for determining placement and services.
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POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
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Therefore, the district will consider recommendations obtained in independent educational evaluations completed in accordance with this policy and its implementing procedures and criteria. However, independent educational evaluations will not control the district’s determinations and may not be considered if not completed by a qualified professional, as determined by the district and administered in accordance with adopted standards, state, and federal law. Parent Initiated Evaluations If the parents obtain an independent educational evaluation at private expense, the results of the evaluation: 1. Must be considered in any decision made with respect to the provisions of FAPE to the
student; and 2. May be presented as evidence at a due process hearing regarding that student. Evaluations Ordered by Hearing Officers If a hearing officer requests an independent educational evaluation as part of a hearing, the cost of the evaluation must be at the district’s expense. Sonoma County SELPA’s Criteria 1. If an independent educational evaluation is at the district’s expense, the criteria under
which the evaluation is obtained, including the location limitations for the evaluation, the minimum qualifications of the examiner, cost limits, and use of approved instruments must be the same as the criteria that the district uses when it initiates an evaluation.
2. As part of an independent educational evaluation at district’s expense, the examiner shall follow guidelines for SELPA’s evaluations that include, but are not limited to, observing the student in an appropriate educational setting and interviewing staff and parents.
3. Except for the criteria described in the SELPA Policy and Procedures and Criteria, the SELPA imposes no other conditions related to obtaining an independent educational evaluation at the district’s expense.
Circumstances Resulting in Evaluations not Funded by the District Because the parent must first disagree with the district’s evaluation in writing, the district does not have an obligation to reimburse parents for privately obtained evaluations obtained prior to the date that the district’s evaluation is completed and discussed at an IEP team meeting. The district is not obligated to reimburse parents for privately obtained evaluations if the parent disagrees with the district’s evaluation and independently seeks a private evaluation without first notifying the district in writing of their disagreement with the district’s assessment and requesting an independent educational evaluation from the district except as provided below. Circumstances Resulting in a Privately Obtained Evaluation Reimbursed by the Sonoma County SELPA The district may reimburse parents for a privately obtained independent educational evaluation even though the policy above was not followed in any one of the following three circumstances: 1. All the following conditions have been met:
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POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
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a) The parent disagreed with the district’s evaluation; b) The parentally obtained evaluation meets the SELPA criteria; c) The parent upon request provides the district with timely, written consent to exchange
information with the examiner; d) The parent provides a copy of the written evaluation report and all other documents/tests
related to the report; e) The examiner attends the relevant IEP team meeting by phone or in person to discuss
his or her findings and provides protocols of all assessments to the district. 2. The district’s assessment has not been provided in compliance with the law. 3. The privately obtained evaluation assessed the student in an area of suspected disability that
was not previously assessed by the district. Reimbursement will be in accordance with the Sonoma County SELPA policy, procedures, and criteria and in an amount no greater than the actual cost to the parents. It is the policy of the SELPA that independent educational evaluations be focused on student need to avoid any possible conflict of interest. Therefore, any private practitioner who provides an independent educational evaluation shall not be used as a provider for any services required in the resultant IEP. It is further acknowledged that a student may have a need for which no other qualified provider may be available. Under this circumstance, the SELPA Director shall certify that no other qualified provider can be identified, and shall authorize any exception to this provision. In all cases, if the district initiates a due process hearing to show that the district’s evaluation is appropriate, no reimbursement shall be made unless ordered by a Hearing Officer. Legal Authority *20 U.S.C. 1414(a)(1)(A) - Evaluations and re-evaluations *20 U.S.C. 1415(b)(1) - Right to independent educational evaluations *34 CFR 300.321 - Re-evaluations *34 CFR 300.502 - Independent educational evaluations *Comments to 34 CFR 300.502 Independent educational evaluations *20 U.S.C. Section 1415(b)(1) *Education Code section 56327 *34 CFR 300.505 - Parent Consent - Evaluation *34 CFR 300.530-536 - Procedures for evaluation and determination of eligibility *34 CFR 300.537 - Re-evaluations *Education Code 56329 - Independent educational assessments *Education Code 56381 - Reassessments PROCEDURES The following procedures will apply to all requests for independent educational evaluations: 1. Request for an Evaluation
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POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
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Parents of students receiving special education services, or suspected of having a disability requiring special education services, may request that the District complete an evaluation or reevaluation of their child at any time. The District will respond to such requests by initiating the special education evaluation process or if an assessment evaluation is not needed, parents will receive written notice or refusal to evaluate and be informed of the procedural safeguards available to parents and students. All requests for an independent educational evaluation will be handled in accordance with the District/SELPA’s independent educational evaluation policy, procedures and criteria.
2. Parent Disagreement Parents may only seek an independent educational evaluation at public expense after
they state their disagreement with an evaluation completed by the District in accordance with District/SELPA’s Independent Educational Evaluation Policy. Parents may only request one publicly funded independent educational evaluation for each evaluation completed by the district.
3. Three-Year Reevaluations
A. The district will decide whether or not to complete a three-year reevaluation based on, but not limited to: a) Assessments and information provided by the parents of a child; Current classroom-
based assessments and observations; and b) Observations by teachers and related service providers.
B. District may conclude that no additional testing is required in order to determine,
among other things: a) Whether the child has a particular category of disability or whether the child
continues to have such a disability; b) The present levels of performance and educational needs of the child; c) Whether the child needs special education and related services, or in case of
reevaluation of a child, whether the child continues to need special education and related services; and/or
d) Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general curriculum.
C. Parents may request that the District complete an assessment to determine whether the
student continues to be a child with a disability. The District is not required to conduct the assessment unless requested to do so by the child’s parents. If the parents request additional assessments, the District will complete either the requested assessment or initiate due process to demonstrate why additional assessment is not required.
D. If parents do not request additional assessment, they may not seek an independent
educational evaluation until the District has an opportunity to complete an assessment requested by the parents.
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POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
PAGE 6 OF 9
4. Parent Notification of Intent Parents are requested but are not required to notify the special education department prior to
obtaining a parent initiated independent educational evaluation. However, if parents obtain an independent educational evaluation and the District demonstrates through a due process hearing that the evaluation completed by the District was appropriate or that the parents’ evaluation did not meet District/SELPA criteria, the parents will not be reimbursed the cost of the evaluation. If the independent evaluation obtained by the parent’s meet the District/SELPA criteria, it will be considered in making educational decisions about the child. However, independent educational assessments will not control the District’s decisions and may not even be considered if not completed pursuant to District/SELPA criteria.
5. Parent Request for Payment of Completed Independent Educational Evaluation When parents are requesting payment for an independent educational evaluation that has
already been completed, the district Special Education Administrator must be notified. Parents will be provided a copy of the District/SELPA policy, procedures, including criteria for independent educational evaluations. A determination will be made as to whether the District will initiate due process to establish the appropriateness of its evaluation or proceed with consideration of the District’s obligation for payment of the independent evaluation. The District’s evaluation and independent educational evaluation will be reviewed with the parents to identify those areas of disagreement.
6. District/SELPA Criteria Obligation If the District proceeds with consideration of the independent educational evaluation for
payment, the District/SELPA criteria for the locations of the evaluator(s), and use of approved assessment instruments must be met.
7. Notification to the Appropriate Special Education Director and SELPA Administrator If parents request an independent educational evaluation at public expense, the appropriate
District Special Education Administrator must be notified. The District’s evaluation will be reviewed with the parents to identify any areas of disagreement. Parents will be provided a copy of the policy, and procedures and including criteria for independent educational evaluations. Following discussion with the parents, the District may elect to complete an additional or supplemental evaluation.
8. Necessary Documentation The District will provide a notice of intent to evaluate and will arrange for the completion
of the independent educational evaluation. Parents will be required to sign an appropriate release to exchange information between the independent educational evaluator(s) and the District as a condition of the District’s agreement to pay the provider for an independent evaluation.
9. Release of Assessment Information and Results As part of the contracted evaluation, independent evaluators must agree to release their
assessment information and results directly to the District prior to the receipt of payment for services. The results of the independent evaluations will be considered in making
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POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
PAGE 7 OF 9
educational decisions as required by the Individual with Disabilities Education Act and/or Section 504 of the Rehabilitation Act of 1973.
CRITERIA Location Limitations for Evaluators Evaluators must be located within the Humboldt, Marin, S o l a n o , San Francisco, Alameda, Napa, or Sonoma Counties. Evaluators outside of this area will be approved only on an exceptional basis if the parents can demonstrate the necessity of using personnel outside the specified area. This location limitation is consistent with the requirement that assessments be educationally relevant, and for the purpose of assessing the need for special education and related services for the student to benefit from his/her education. Minimum Qualifications for Evaluators All assessments must be conducted by persons competent to perform the assessment as determined by the District/SELPA (E.C. 56322; 5 CCR 3051 et seq.). All assessments must be conducted in accordance with all requirements of Federal and State law including, but not limited to, observing the student in the appropriate educational setting (Education Code 56327) and conducting evaluations in accordance with Education Code section 56320. Evaluators with credentials other than those listed below will not be approved unless the parent can demonstrate the appropriateness of using an evaluator meeting other qualifications. Type of Assessment Qualifications Academic Achievement Credentialed Special Education Teacher (Master’s Degree) Licensed Educational Psychologist School Psychologist (Credentialed) Licensed Clinical Psychologist Adaptive Behavior Licensed Educational Psychologist Credentialed Special Education Teacher (Master’s Degree) School Psychologist (Credentialed) Licensed Clinical Psychologist Assistive Technology Credentialed or Licensed Speech/Language Pathologist 5 CCR 3051.19 Credentialed Special Education Teacher (Master’s Degree) License in Physical Therapy License in Occupational Therapy
Certification from the Rehabilitation Engineering and Assistive Technology Society of North America and Assistive Technology Provider (RESNA/ATP)
Certificate in Assistive Technology Applications issued by a regionally accredited post-secondary institution
Credential that authorizes special education of Orthopedically Impaired
Auditory Acuity Licensed or Credentialed Audiologist 5 CCR 3051.2
POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
PAGE 8 OF 9
Cognitive Licensed Educational Psychologist School Psychologist (Credentialed) Licensed Clinical Psychologist Motor Licensed Physical Therapist Licensed Occupational Therapist Adaptive Physical Education Specialist (Master’s Degree) Speech and Language Credentialed or Licensed Speech/Language Pathologist 5 CCR 3051.1 Social/Emotional/Behavioral School Psychologist (Credentialed) Licensed Educational Psychologist Licensed Clinical Psychologist Visual Acuity Credentialed Teacher of the Visually Impaired (Master’s
Degree) 5 CCR 3051.7 Licensed Optometrist, Ophthalmologist, Physician Visual Processing/ School Psychologist (Credentialed) Motor Integration Licensed Educational Psychologist Licensed Clinical Psychologist Independent evaluators must agree to release their assessment information and results to the district prior to receipt of payment for services. The result of the independent evaluation will be considered in the diagnoses, program decisions, and placement of the student with disabilities as required by the Individuals with Disabilities Education Act and/or Section 504 of the Rehabilitation Act of 1973. Sources of Independent Evaluation by Area of Assessment District/SELPA will provide a nonexclusive list of public agencies and private individuals who the District/SELPA has determined are qualified in their respective areas of assessment. The District/SELPA does not specifically endorse any listed agencies or individuals. Other agencies and individuals will be considered if they meet District/SELPA criteria. The District may use these or other providers to obtain an independent educational evaluation at public expense. Cost Containment The cost of an independent educational evaluation shall be comparable to those costs that the District incurs when it uses its own employees or contractors to perform a similar assessment. Costs include: observations, administration and scoring of tests, report writing, and attendance in person or by phone at the IEP team meeting where the independent educational evaluation is presented. Reimbursement will be in an amount no greater than the actual cost to the parent and will be subject to proof of payment.
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POLICY 11
SONOMA COUNTY SELPA INDEPENDENT EDUCATIONAL EVALUATIONS (IEE) CRITERIA Adopted
PAGE 9 OF 9
Guidelines for all independent educational evaluation costs are calculated by considering time required for the assessment and the appropriate District employee hourly rate. Costs above these amounts will not be approved unless the parent can demonstrate that such costs reflect unique circumstances justifying the selection of an evaluator whose fees fall outside these criteria. When insurance will cover all or partial costs of the independent educational evaluation, the school district will request that the parent voluntarily have their insurance pay the independent educational evaluation costs covered by their insurance. However, parents will not be asked to have insurance cover independent evaluation costs if such action would result in a financial cost to the parents including, but not limited to the following: A. A decrease in available lifetime coverage or any other benefit under an insurance policy; B. An increase in premiums or the discontinuance of the policy; or C. An out-of-pocket expense such as payment of a deductible amount incurred in filing a
claim unless the parent is willing to have the District reimburse them for the amount of the deductible.
As part of the contracted evaluation, independent evaluators must: A. Provide original protocols of all the assessments, and B. Provide a written report prior to the IEP team meeting. Independent evaluators must agree to release their assessment information and results to the school district prior to receipt of payment for services. The results of the independent educational evaluation will be considered in the determination of eligibility, program decisions, and placement of the student with disabilities as required by the Individuals with Disabilities Education Act. EDUCATION CODE 56329 Notice to parents or guardians; independent educational assessments; hearings; proposals for publicly financed nonpublic placements 56506(c) Due process rights of pupil and parent CALIFORNIA CODE OF REGULATIONS, TITLE 5 3022 Assessment Plan UNITED STATES CODE, TITLE 201415(b)(I) CODE OF FEDERAL REGULATIONS, TITLE 34 300.502 Independent Educational Evaluation Fingerprinting and TB Clearance All Independent Educational Evaluators shall be fingerprinted and have a current TB clearance, consistent with all requirements for public school assessors, on file prior to the administration of any assessment. EDUCATION CODE 44332.6, 44830.1, 44836, 45125, 45125.1, 44830.2, 45125.01
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SONOMA COUNTY
LOCAL PLAN AREA
Catherine Conrado, Ed.D. 5340 Skylane Boulevard Director Santa Rosa, CA 95403
(707) 524-2750 Fax (707) 524-2754
NPS/NPA Announcements:
1) Reminder that districts are responsible to send the Parent Annual Notification to students placed at NPSs.
2) The first meeting of the NPS/A subcommittee meeting will be in December. 3) TLC intends to request a contract as an NPA in Sonoma County to further serve
districts in the area of ERMHS. They are working on their proposal and this will be an action item later in the school year.
NPS/NPA Discussion:
NPS/NPA Items for Action:
1) Greenacres Parent Counseling Service/Rate
Greenacre Homes, Inc. 438 Eddie Lane • Sebastopol, California 95472
Memo
To: SELPA Steering Committee
From: Benjie Swenson-Aguine, Principal Greenacre Homes & School (707) 953-0906
Date: October 5, 2014
Phone: 707 823-8722 Fax Line: 707 823-3730
Email: [email protected]
Re: Request for Parent Counseling Rate@ $72.38 per hour
The purpose of Parent Counseling is to assist parents in acquiring skills to support the implementation of their child's Individualized Education Program (IEP). In some cases this may involve helping the parent to gain skills needed to support IEP goals and objectives at home. This purpose can be accomplished by:
• Assisting parents in understanding the educational needs of their child,
• Providing parents with information about child development,
• Providing support and basic information about a child's initial placement in special
education, and
• Providing parents with contact information about parent support groups, financial assistance resources, and other potential sources of information or support outside the school system.
Parent Counseling is intended to benefit the child by helping them to make greater gains toward meeting their IEP goals and objectives because important learning supports will be provided both at school and at home.
Currently, Greenacre Homes & School employs 6 licensed therapists (2 interns), and contracts with 1 licensed therapist providing Individual and Family Counseling and Guidance to our students and their families at the rate of $72.38 per hour. In the past 2 months we had 3 new students with Parent Counseling on their IEPs. Our clinical team confirms the need of parents receiving the necessary counseling to support in their child's IEP. The California Department of Education recently added Parent Counseling to our NPS Certification.
Therefore, I'm requesting the rate of$72.38 per hour for Parent Counseling.
POLICY 10
SONOMA COUNTY SELPA PAGE 1 OF 12 INCLUSION STANDARDS FOR STUDENTS WITH SEVERE DISABILITIES Adopted 4/96 Revised 6/7/99, 2/5/01, 5/14
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SONOMA COUNTY SELPA
PROGRAM SUGGESTIONS FOR STUDENTS WITH SEVERE DISABILITIES
IN GENERAL EDUCATION CLASSROOMS.
INTRODUCTION
The Individuals with Disabilities Education Act (IDEA) requires local education agencies to ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are non-disabled and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. This document gives suggestions how a team may support students with severe disabilities in their neighborhood schools or district of residence, who require supplemental aids and services to be successful in the regular classroom. Such supplemental aids and services may include, but are not limited to, a collaborative team process, structured peer support programs, specialized equipment and technology, and curriculum adaptations. The determination of the supplemental aids and services needed to support students with disabilities, both severe and non-severe, is made by the IEP team based upon appropriate assessment information. The focus of the IEP team is to provide eligible students a free and appropriate public education in the least restrictive environment. The IEP team may address the following as part of the IEP process: 1. Academics/Cognitive Development 2. Socialization / Behavioral 3. Communication 4. Independence (self-help, survival, and community skills) 5. Pre-vocational skills 6. Recreation and leisure activities 7. Classes, resources, and personnel available at the school to meet the student’s
needs.
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POLICY 10
SONOMA COUNTY SELPA PAGE 2 OF 12 INCLUSION STANDARDS FOR STUDENTS WITH SEVERE DISABILITIES Adopted 4/96 Revised 6/7/99, 2/5/01, 5/14
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*
PROGRAM OPERATOR RESPONSIBILITIES General education and special education staff must work together closely to successfully include students with severe disabilities to ensure the students are receiving educational benefit and are not isolated in their classroom and school settings for instruction or for social activities. The following activities are intended to support school staff for the benefit of the student These may be shared responsibilities between the Case manager and other site or district personnel. Behavioral Supports Training/Consultation IEP monitoring / Case Management Assistant Training-refer to Assistant section Related Services liaison Curriculum Modifications
Facilities use Staff development: program overview/student planning
Scheduling Ability Awareness activities Coordinating Collaborative team Peer Support Programs On-going communication Team Teaching support Technology/Specialized Equipment
SELPA RESPONSIBILITIES 1.. Develop ongoing training opportunities 2. Technical assistance 3. Consideration of adaptive technology COLLABORATIVE TEAM MEMBERSHIP AND RESPONSIBILITIES
Parent: 1. IEP participation and collaboration 2. Communication with case managers 3. Participation in trainings provided by program operators, e.g.., Technology,
Ability Awareness, Adaptive Living Skills
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POLICY 10
SONOMA COUNTY SELPA PAGE 3 OF 12 INCLUSION STANDARDS FOR STUDENTS WITH SEVERE DISABILITIES Adopted 4/96 Revised 6/7/99, 2/5/01, 5/14
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General Education Classroom Teacher: 1. IEP participation and implementation 2. Collaborative team participation and follow-through 3. Regular communication with designated case manager or 4. Participation in trainings: e.g.., Technology, Ability Awareness, Adaptive Living
Skills 5. Assist with curriculum modification 6. Direction and support for the Independence Facilitator 7. Parent communication IEP Case Manager: 1. Provide modification recommendations with regard to materials and equipment, and individualized curricula 2. Provide modification recommendations for lessons, assignments, tests, grading, etc. 3. Recommend instructional and behavioral strategies 4. Coordinate IEPs, evaluations, team meetings 5. Collaborate with school and IEP teams as appropriate Independence Facilitators: Independence Facilitators are team members, who support the students with
disabilities during those times when the student needs assistance. The needs of individuals will vary and the amount of assistance will be determined by the IEP team.
1. IEP participation and implementation when appropriate 2. Collaborative team participation 3. Regular communication with designated site liaison when appropriate
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POLICY 10
SONOMA COUNTY SELPA PAGE 4 OF 12 INCLUSION STANDARDS FOR STUDENTS WITH SEVERE DISABILITIES Adopted 4/96 Revised 6/7/99, 2/5/01, 5/14
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4. Participation in trainings, e.g.., Technology, Ability Awareness, Adaptive Living Skills
5. Implement curriculum modifications 6. Under the direction of the collaborative team may facilitate: • Peer support • Support of other students in the classroom
Site/District Administration Role:
1. IEP process participation and implementation
2. Collaborative team participation
3. Incorporate inclusion of all students in the school’s vision
4. Arrange teacher’s schedules to allow collaboration and planning time
5. Coordinate classroom placement of incoming/continuing students
6. Develop and maintain a process of communication for all parties
7. Monitoring of staff, including communication with a non-public agency (NPA) if
needed
8. Facilitate training, support and information to staff regarding disability awareness, Inclusion student disability, and Inclusion in general
9. Ensure the provision of curriculum accommodations and modifications
INDEPENDENCE FACILITATION Students who are included may need adult assistance for part of each school day in the general education classroom and on campus. Independence Facilitators take direction from the classroom teacher. The classroom teacher is supported in the development of the student’s program by the services of the case manager. 1. District-hired staff should receive orientation and student specific information
prior to serving the student(s).
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POLICY 10
SONOMA COUNTY SELPA PAGE 5 OF 12 INCLUSION STANDARDS FOR STUDENTS WITH SEVERE DISABILITIES Adopted 4/96 Revised 6/7/99, 2/5/01, 5/14
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2. All non-public agency (NPA) service providers must have CDE certification. NPA staff should receive orientation and student specific information prior to serving student
3.. Orientation to the program and student includes:
• Disability overview • Academic and curriculum • Behavioral • Communication • Health/medical needs • Technology
SITE AND PROGRAM PREPARATION CHECKLIST (not exhaustive) (Used at the student/site planning meeting prior to the student’s attendance.)
1. Site modifications issues 2. Busing needs 3. Health needs 4. Independence Facilitation needs and staff absence planning 5. Non-Public Services (NPA) support
How to obtain/modify Contacts for staff and related services
6. Positive behavioral strategies 7. Site back-up plans 8. Members of the instructional team 9. Additional staff that will support student 10. Meeting frequency and time 11. Peer preparation
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Deleted: MIDDLE/SECONDARY SCHOOL INCLUSION PROGRAM FEATURES ... [33]
cconrado� 4/9/2014 4:17 PMDeleted: Evaluation of assistant services done annually by April 30 in conjunction with program operators. Topic areas and information to be gathered/processed to be determined by each agency or district.
Vanessa� 9/30/2014 9:39 AMDeleted: MIDDLE/SECONDARY SCHOOL INCLUSION PROGRAM FEATURES ... [34]
Vanessa� 10/8/2014 4:11 PMFormatted ... [35]
Vanessa� 9/30/2014 9:40 AMDeleted: Assistant
Vanessa� 9/30/2014 9:41 AMDeleted: assistants
POLICY 10
SONOMA COUNTY SELPA PAGE 6 OF 12 INCLUSION STANDARDS FOR STUDENTS WITH SEVERE DISABILITIES Adopted 4/96 Revised 6/7/99, 2/5/01, 5/14
cconrado� 4/9/2014 4:49 PMDeleted: PROGRAM
cconrado� 4/9/2014 4:49 PMDeleted: SEVERELY HANDICAPPED
12. Schoolwide ability awareness 13. Parent preparation (information about school, calendar, etc.) 14. Staff preparation 15. Site staff needs: (Teacher should receive referral packet).
District resources - Nurse, APE, Education Specialist, counselor, etc. 16. Connecting to school staff:
Meetings/presentations - When? Lunch supervision/playground staff - Who will connect with them?
17. CCS services, if the student is eligible 18. Specialized equipment storage plan. (e.g., wheelchair, walkers, computers, and
communication devices) SUPPORTED EDUCATION PROGRAM QUALITY INDICATORS The following statements are indicators of the inclusive education program for students with severe cognitive disabilities.. 1. Students are members of same chronologically aged general education classrooms
and attend their neighborhood or community schools. 2. Students move with same age peers to subsequent grades in school. 3. Students will have class choices as all other students, according to their individual
needs. No class will be chosen as a way to exclude students. 4. The special education and general education teachers collaborate to ensure:
A. The student’s natural participation as an active, regular member of the class
B. The systematic instruction of the student’s IEP objectives C. The adaptation of core curriculum and/or materials to facilitate student
participation and learning D. The student’s participation in all class activities, including field trips
5. Effective instructional strategies are supported and encouraged in the general
education classroom.
cconrado� 4/10/2014 12:36 PMDeleted: goals
Vanessa� 10/9/2014 8:28 AMDeleted:
Vanessa� 10/9/2014 8:28 AMDeleted:
Vanessa� 10/9/2014 8:28 AMFormatted: Indent: Left: 0", First line: 0"cconrado� 4/10/2014 12:37 PM
Deleted: RSP
Vanessa� 10/9/2014 8:28 AMDeleted:
cconrado� 4/10/2014 12:37 PMDeleted: after school day care
cconrado� 4/9/2014 4:43 PMDeleted: -
cconrado� 4/9/2014 4:43 PMDeleted: How to get CCS support (explain process, show forms)
Vanessa� 10/13/2014 1:51 PMDeleted: P
Vanessa� 10/13/2014 1:52 PMDeleted: 21. Other issues
cconrado� 4/9/2014 4:44 PMDeleted: 21. Other issues
Vanessa� 9/30/2014 9:41 AMDeleted: INCLUSION EDUCATION/
Vanessa� 10/9/2014 8:29 AMDeleted: They have been developed as a means for maintaining the integrity of district programs within Sonoma County
Vanessa� 10/9/2014 8:29 AMDeleted: -appropriate
POLICY 10
SONOMA COUNTY SELPA PAGE 7 OF 12 INCLUSION STANDARDS FOR STUDENTS WITH SEVERE DISABILITIES Adopted 4/96 Revised 6/7/99, 2/5/01, 5/14
cconrado� 4/9/2014 4:49 PMDeleted: PROGRAM
cconrado� 4/9/2014 4:49 PMDeleted: SEVERELY HANDICAPPED
6. The special education staff to student ratio is determined by the program operator.
A variety of effective case management/inclusion teaching models have been established throughout Sonoma County. These models may include case management by special education teachers/specialists, resource specialists, speech and language specialists, or other appropriately credentialed staff. Inclusion case manager caseloads shall be maintained at a level to ensure appropriate services to all assigned students.
7. Supplemental instructional services (e.g. communication, mobility, adapted P.E.)
are provided to students in classrooms through a transdisciplinary team approach. 8. Students are supported by regularly scheduled collaborative planning meetings
held with the classroom teacher, inclusion case manager, assistant, parent(s), and related services staff and principal (as determined by team) in order to support initial and ongoing program development and monitoring.
9. There is always a certificated employee (special education teacher, Inclusion case
manager, resource specialist) assigned to supervise and assist any classified staff (e.g. paraprofessional or assistant) working with specific students in general education classrooms. The classroom teacher directs the classified staff on a daily basis.
10. The classroom teacher receives inclusion orientation and student specific
information prior to the student starting school. 11. Special education students who are fully included are considered a part of the
total class count for class size purposes 12. Plans exist for transition of students to next classes and schools of attendance in
inclusive situations. District administration will support new staff by arranging for in-servicing of staff regarding the general education classroom placement and the new staff may participate in developing an action plan for the student prior to the start of the new school year.
All students are members of the general education classroom, with some students requiring varying levels of support from special education resources. The term “Supported Education”, though synonymous with “Inclusion”, is explicit in acknowledging the importance of providing support services within the regular classroom to ensure a quality educational program.
cconrado� 4/9/2014 4:46 PMDeleted: consistent with the current range of SELPA-wide caseload averages for the program.
Vanessa� 10/9/2014 8:30 AMDeleted: and community settings
Vanessa� 10/9/2014 8:31 AMDeleted: I
cconrado� 4/9/2014 4:47 PMDeleted: . In other words, even when a student is not counted for general education ADA, that student is not an “extra” student above the contractual class size.
Vanessa� 10/9/2014 8:31 AMDeleted: 12.
Vanessa� 10/9/2014 8:31 AMFormatted: Indent: Left: 0", First line: 0"cconrado� 4/9/2014 4:47 PMDeleted: General ability awareness is provided to staff, students and parents at the school site through formal or informal means, on an individualized basis. This is most effective when ability awareness is incorporated within general education curriculum.
Vanessa� 10/9/2014 8:31 AMDeleted: 3
Vanessa� 10/9/2014 8:32 AMDeleted: Inclusion
cconrado� 4/9/2014 4:47 PMDeleted: Program,
Vanessa� 10/9/2014 8:32 AMDeleted: will
Vanessa� 10/9/2014 8:31 AMDeleted: ... [36]
cconrado� 4/9/2014 4:48 PMDeleted: Supported education efforts are coordinated with school restructuring at the district and site level.
cconrado� 4/9/2014 4:48 PMDeleted: In summary, a
cconrado� 4/9/2014 4:48 PMDeleted: (PEERS 1992 with additions from Sonoma County Office of Education Inclusion Program, 2000.)
AT APPLICANTS/SCHOLARSHIPS – 2014-‐15
Nam
e Title
District
Status
1.
Mariko Wesley-‐Fagundes Special Education Teacher
(Moderate/Severe)
West County
Consortium
Approved and email sent
2.
Julie Litchfield
Speech Therapist
Old Adobe
Approved and email sent
3.
Jonathan Kendall
RSP, SDC Teacher, SPED Dept.
Chairperson, Ed. Specialist (mild/m
od)
SRCS
Approved and email sent
4.
Kimberly Starke
Speech Language Pathologist
Two Rock
Approved and email sent
5.
Sharon Whisman
RSP
Petaluma
Approved and email sent
6.
Catherine Hes
Resource Specialist, Ed. Specialist
(mild/m
od), Physical Therapist
Windsor
Approved and email sent
7.
Jessica Ross
Speech-‐Language Pathologist
Sonoma Valley
Approved and email sent
8.
Rachel Gritsch
Education Specialist (mild/m
od)
Cotati Rohnert-‐Park Approved and email sent
9.
Rudy Marticorena
Occupational Therapist
Windsor Unified
Approved and email sent
SELPA Responsibility
• Teach about 2 Evidence Based Practices (EBPs) -‐ teacher selected • Provide 3 trainings / meetings on EBPs and working with children on
the Autism Spectrum • Meet with each teacher, once a month, to discuss how these are being
implemented and to problem solve about classroom challenges Teacher Responsibility
• Attend 3 meetings / trainings at SCOE • Watch AIMS web videos on selected Evidence Based Practices (EBPs) • Follow fidelity checklists when carrying out EBPs • Meeting with SELPA staff monthly to receive coaching on implementing
EBPs District Responsibility:
• Release teacher to attended 3 meetings / trainings at SCOE • Purchase basic materials needs to implement selected EBPs (e.g. velcro,
books, laminating film)
Accepting up to five teachers – we are hoping to get participants from pre-‐k through high school/transition programs . Email: [email protected] or call (707) 524-‐2764 for more information. The program will be starting in January 2015.
Over
view
of N
atio
nal P
rofe
ssio
nal D
evel
opm
enta
l Cen
ter A
SD 2
014
Repo
rt o
n Ev
iden
ce B
ased
Pra
ctic
es (T
able
s 7-8
)*
Full
Repo
rt a
vaila
ble
at h
ttp:
//au
tism
pdc.f
pg.u
nc.e
du/s
ites/
autis
mpd
c.fpg
.unc
.edu
/file
s/20
14-E
BP-R
epor
t.pdf
*
Adap
ted
from
: W
ong,
C., O
dom
, S. L
., Hum
e, K
. Cox
, A. W
., Fet
tig, A
., Kuc
harc
zyk,
S., …
Sch
ultz
, T. R
. (20
13).
Evid
ence
-bas
ed p
ract
ices
for c
hild
ren,
you
th, a
nd y
oung
ad
ults
with
Aut
ism S
pect
rum
Diso
rder
. Cha
pel H
ill: T
he U
nive
rsity
of N
orth
Car
olin
a, F
rank
Por
ter G
raha
m C
hild
Dev
elop
men
t Ins
titut
e, A
utis
m E
vide
nce-
Base
d Pr
actic
e Re
view
Gro
up.
Pa
ge 1
of 2
Evid
ence
Bas
ed P
ract
ice
and
Abbr
evia
ted
Def
init
ion
Evid
ence
by
Dev
elop
men
tal D
omai
n an
d Ag
e (y
ears
) So
cial
Co
mm
. Be
h.
Join
t At
tn.
Play
Co
g.
Scho
ol
Read
y Ac
ad.
Mot
or
Adap
t. Vo
c.
Men
tal
Hea
lth
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
Ante
cede
nt B
ased
Inte
rven
tion
(ABI
): A
rran
gem
ent o
f ev
ents
pre
cedi
ng a
n in
terf
erin
g be
havi
or to
pre
vent
or
redu
ce o
ccur
renc
e
Cogn
itiv
e Be
havi
oral
Inte
rven
tion
(CBI
): I
nstr
uctio
n on
cogn
itive
pro
cess
es le
adin
g to
chan
ges i
n be
havi
or
Diff
eren
tial
Rei
nfor
cem
ent o
f Alte
rnat
ive,
In
com
pati
ble,
or
Oth
er B
ehav
ior
(DRA
/I/O
):
Cons
eque
nces
pro
vide
d fo
r des
ired
beh
avio
rs th
at re
duce
th
e oc
curr
ence
of i
nter
ferin
g be
havi
ors
Dis
cret
e Tr
ial T
each
ing
(DTT
): I
nstr
uctio
nal p
roce
ss o
f re
peat
ed tr
ials,
cons
istin
g of
inst
ruct
ion,
resp
onse
, and
co
nseq
uenc
e
Exer
cise
(ECE
): A
ntec
eden
t bas
ed p
hysic
al e
xert
ion
to
redu
ce in
terf
erin
g be
havi
ors o
r inc
reas
e ap
prop
riat
e be
havi
ors
Exti
ncti
on (E
XT):
Rem
oval
of e
xist
ing
rein
forc
emen
t in
orde
r to
redu
ce a
n in
terf
erin
g be
havi
or
Func
tion
al B
ehav
ior
Asse
ssm
ent (
FBA)
: Sy
stem
atic
pr
otoc
ol d
esig
ned
to id
entif
y co
ntin
genc
ies t
hat m
aint
ain
an in
terf
erin
g be
havi
or
Func
tion
al C
omm
unic
atio
n Tr
aini
ng (F
CT):
Re
plac
emen
t of a
n in
terf
erin
g be
havi
or w
ith
com
mun
icat
ion
that
acc
ompl
ishes
the
sam
e fu
nctio
n
Mod
elin
g (M
D):
Dem
onst
ratio
n of
a d
esire
d be
havi
or
that
resu
lts in
skill
acq
uisit
ion
thro
ugh
lear
ner i
mita
tion
Nat
ural
isti
c In
terv
enti
on (N
I):
Inte
rven
tion
stra
tegi
es
that
occ
ur w
ith th
e le
arne
r’s ty
pica
l set
tings
and
rout
ines
Pare
nt-I
mpl
emen
ted
Inte
rven
tion
(PII
): P
aren
t de
liver
ed in
terv
entio
n le
arne
d th
roug
h a
stru
ctur
ed p
aren
t tr
aini
ng p
rogr
am
Peer
-Med
iate
d In
stru
ctio
n an
d In
terv
enti
on (P
MII
):
Typi
cally
dev
elop
ing
peer
s are
taug
ht st
rate
gies
that
in
crea
se so
cial
lear
ning
opp
ortu
nitie
s in
natu
ral
envi
ronm
ents
Pict
ure
Exch
ange
Com
mun
icat
ion
Syst
em (P
ECS)
: Sy
stem
atic
6 p
hase
pro
toco
l tea
chin
g th
e ex
chan
ge o
f pi
ctur
es b
etw
een
com
mun
icat
ive
part
ners
Over
view
of N
atio
nal P
rofe
ssio
nal D
evel
opm
enta
l Cen
ter A
SD 2
014
Repo
rt o
n Ev
iden
ce B
ased
Pra
ctic
es (T
able
s 7-8
)*
Full
Repo
rt a
vaila
ble
at h
ttp:
//au
tism
pdc.f
pg.u
nc.e
du/s
ites/
autis
mpd
c.fpg
.unc
.edu
/file
s/20
14-E
BP-R
epor
t.pdf
*
Adap
ted
from
: W
ong,
C., O
dom
, S. L
., Hum
e, K
. Cox
, A. W
., Fet
tig, A
., Kuc
harc
zyk,
S., …
Sch
ultz
, T. R
. (20
13).
Evid
ence
-bas
ed p
ract
ices
for c
hild
ren,
you
th, a
nd y
oung
ad
ults
with
Aut
ism S
pect
rum
Diso
rder
. Cha
pel H
ill: T
he U
nive
rsity
of N
orth
Car
olin
a, F
rank
Por
ter G
raha
m C
hild
Dev
elop
men
t Ins
titut
e, A
utis
m E
vide
nce-
Base
d Pr
actic
e Re
view
Gro
up.
Pa
ge 2
of 2
Evid
ence
Bas
ed P
ract
ice
and
Abbr
evia
ted
Def
init
ion
Evid
ence
by
Dev
elop
men
tal D
omai
n an
d Ag
e (y
ears
) So
cial
Co
mm
. Be
h.
Join
t At
tn.
Play
Co
g.
Scho
ol
Read
y Ac
ad.
Mot
or
Adap
t. Vo
c.
Men
tal
Hea
lth
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
0-5
6-14
15-22
Pivo
tal R
espo
nse
Trai
ning
(PRT
): P
ivot
al le
arni
ng
vari
able
s gui
de in
terv
entio
n im
plem
ente
d in
sett
ings
that
bu
ild o
n le
arne
r int
eres
ts a
nd in
itiat
ive
Prom
ptin
g (P
P):
Verb
al, g
estu
ral,
or p
hysic
al a
ssist
ance
th
at su
ppor
ts sk
ill a
cqui
sitio
n
Rein
forc
emen
t (R+
): A
resp
onse
occ
urri
ng a
fter a
be
havi
or re
sulti
ng in
an
incr
ease
d lik
elih
ood
of fu
ture
re
occu
rren
ce o
f the
beh
avio
r
Resp
onse
Inte
rrup
tion
/Red
irec
tion
(RIR
): U
se o
f pr
ompt
s or d
istra
cter
s dur
ing
an in
terf
erin
g be
havi
or th
at
dive
rts a
tten
tion
and
redu
ces t
he b
ehav
ior
Scri
ptin
g (S
C):
A ve
rbal
or w
ritt
en m
odel
of a
skill
or
situa
tion
that
is p
ract
iced
bef
ore
use
in co
ntex
t
Self
Man
agem
ent (
SM):
Ins
truc
tion
on d
iscrim
inat
ion
betw
een
appr
opri
ate
and
inap
prop
riat
e be
havi
ors a
nd
accu
rate
self-
mon
itori
ng a
nd re
war
ding
of
beha
vior
s
Soci
al N
arra
tive
s (S
N):
Des
crip
tions
of s
ocia
l situ
atio
ns
with
exa
mpl
es o
f app
ropr
iate
resp
ondi
ng
Soci
al S
kills
Tra
inin
g (S
ST):
Dire
ct in
stru
ctio
n on
soci
al
skill
s with
rehe
arsa
l and
feed
back
to in
crea
se p
ositi
ve p
eer
inte
ract
ion.
Stru
ctur
ed P
lay
Grou
p (S
PG):
Adu
lt le
ad sm
all g
roup
ac
tiviti
es th
at in
clud
e ty
pica
lly d
evel
opin
g pe
ers a
nd u
se
prom
ptin
g to
supp
ort p
erfo
rman
ce
Task
Ana
lysi
s (T
A):
The
proc
ess o
f bre
akin
g a
skill
into
sm
all s
teps
that
are
syst
emat
ical
ly ch
aine
d to
geth
er
Tech
nolo
gy-A
ided
Inst
ruct
ion
and
Inte
rven
tion
(T
AII)
: In
terv
entio
n us
ing
tech
nolo
gy a
s a cr
itica
l fea
ture
Tim
e D
elay
(TD
): D
elay
ing
a pr
ompt
dur
ing
a pr
actic
e op
port
unity
in o
rder
to fa
de th
e us
e of p
rom
pts
Vide
o M
odel
ing
(VM
): A
vid
eo re
cord
ing
of a
targ
eted
sk
ill th
at is
vie
wed
to a
ssist
in le
arni
ng
Visu
al S
uppo
rt (V
S):
Visu
al d
ispla
y th
at su
ppor
ts
inde
pend
ent s
kill
use.