Compliance TrainingOverview

Principal’s MeetingFebruary 2012

February 10, 2012

• Arlington High School

• 1:00-3:30 pm

• We will NOT be pulling paraprofessionals.

• SPED Teachers• PreSchool• AFS/Functional Skills• STEP• Resource/

CoTeachers• APEX• Homebound• Hearing & Vision

• Related Services• OT/PT/Speech

• School Psychologists

District Corrective Action Summary

IEP Process• IEP Revised Annually Parent Received Copy of

Written Report Used in This Eligibility

• Invitation to Meeting Parental Concerns• Present Levels of

Performance• Annual Goal & Short

Term Objectives: Address all on Present Levels

• Annual Goals & Objectives: Measurable

• Program Participation

IEP Composition- Interpreter of Results

Informed Parental Consent- Proposed Program in IEP

Parent Notification: Transfer of Student Rights

Student Notification: Transfer of Rights

Date IEP Provided to Parent

LEA Person Responsible for Providing IEP, if Parent did not attend

IEP Review by Teachers Not in Attendance

IEP Process 1a: IEP Revised Annually

Accepted

1/27/12

Signatures

of IEP Team

Required

“DRAFT” must be crossed through on the 1st page and ALL following pages once the IEP team has accepted the document. The team must DATE and SIGN the first page. The remaining pages should be DATED and INITIALED with “DRAFT” crossed out.

IEP Process 23: Parental Concerns

• During the IEP meeting, ask the parent or student (if age 18) what their main concerns are relating to his/her education. Document their concerns on the IEP. If the parent and/or student does not attend the meeting, gather this information prior to the meeting by phone, conference, or notes from home. Do NOT leave this section incomplete, blank, or use NA.

IEP Process 60: IEP Review by Teachers Not in Attendance

• When the review is completed each of the student’s teachers not in attendance at the meeting MUST sign and date the last page of the IEP.

• If all teachers responsible for implementing the IEP are present at the meeting, indicate “all teachers were present.”

District Corrective Action SummaryCM Initial

• Prior Written Notice for Initial Evaluation

• Prior Written Notice for Initial Placement

Prior Written Notice

Please do not leave anything blank. -There are ALWAYS options to consider prior to proposal.-An explanation must be given for any action rejected.-Be very detailed with listing sources of information used in making proposal.-If parental concerns are rejected, the IEP team must use the prior written notice + minutes to document response.

District Corrective Action Summary

CM ReEvaluation• ReEvaluation Review Process• Parent Input for ReEvaluation• Procedural Safeguard for Triennial

ReEvaluation• Parental Consent for Comprehensive

Evaluation• Prior Written Notice for ReEvaluation

District Corrective Action Summary

TCAP-Alt PA: Participation Requirements

• The student’s TCAP-Alt Participation Requirements are completed and documented in the IEP. The Principal’s signature is required and agreement MUST be indicated by a “yes” check mark.

District Corrective Action Summary

Secondary Transition• Transition: Student Invitation to

Meeting

Summary of the Summary

• Many citations were a result of empty blanks on the IEP

• Citations suggest that IEP’s and ReEvaluation packets are done at the last minute

Required Action:Online Testing

Training Plan• Clericals: January 30th

• All SPED Personnel: February 10th and 20th

• Assistant Principals: February 14th and 16th

Additional Technical Support

• Summer HELP Sessions: Voluntary

• Option for Site-Based Support

Who Must Test: •Principal, Assistant Principal (SPED), and all SPED Teachers

When Will Testing Occur:•Module will be open starting in April

•All must be completed by July 1, 2012

February 20thSouthwind HS

Morning Session

Training Topics

• State Mandated Testing & Accommodations

• Manifestation Determinations

• IEP Placements to Alternative Settings

• Criteria for Extended School Year

• Continuum of SPED Services

• Standards-Based IEPs• Present Levels of

Performance: Informal Assessments

• Subject to revision based on feedback from teachers on 2/10

Specialized Training According to Assignment

• Preschool• FS/AFS• OT/PT/Speech• Resource/CoTeachers• SPED Homebound• STEP • APEX

State Mandated Assessment & Accommodations

• TCAP MAAS• TCAP-Alt• Accommodations

• Must be consistently used for all testing to justify need on state mandated assessment.

• Prompting Upon Request and Read Aloud cannot both be selected for a student.

• Communicated to Building Testing Coordinator.

Manifestation Determinations

• Attendance & Long-Term Suspension• Roles of ALL Participants:

– To determine if conduct in question has a substantial relationship to conduct in question

– To establish whether or not the district failed to implement the student’s IEP

• SPED Teacher– Will have the SPED file and “Adverse Effects” from the last

psychoeducational report to read to the team to assist in determination

• Administrator– States the conduct in question and disciplinary action

taken –or- Provides a summary of attendance history in question

– Brings to the meeting paperwork for alternative school unless obtained from parent at the time of the suspension

IEP Placements to Alternative Settings

• RAL/RAN– Alternative Learning

Specialist must be invited

– DEC Specialist for school must be invited

• STEP/EIP– DEC Specialist for

STEP must be invited– Transportation

Specialist invited

• IEP Placements require the agreement of the IEP team members

• Require evidence of interventions attempted, implementation/revisions to the behavior plan, extensive efforts with progressive discipline and Least Restrictive Environments

Criteria for Extended School Year

• Student clearly needs services

• IEP team decision• Teachers will be

provided detailed criteria for use as a guide to recommendations.

• ESY meetings held after 2/20 and prior to March 30th in order to ensure teacher training in process.

• ESY Projections due 3/5/12

• ESY Paperwork due 4/2/12

Continuum of SPED Services

• Elementary Schools– Preschool– CoTeaching (4th-5th)

• Language Arts• Math

– Resource (Tier III)– FS/AFS

• Middle School– CoTeaching

• Language Arts • Math

– Functional Skills– Resource Learning

Lab (Tier III)• “Academic

Exploration” used as Direct SPED Service on IEP

• Taught by SPED teacher

Continuum of SPED Services

• High School– CoTeaching

• English I, II, III, IV• Algebra I, Geometry, Algebra II, Bridge Math

– Resource• Learning Lab• Algebra IA/IB• Geometry A/B• Biology A/B

– FS/AFS

IEP Development

• Standards-Based IEPs

• Present Levels of Performance

Emphasis Preschool-12th Grade:•Graduation with a REGULAR HIGH

SCHOOL DIPLOMA•Programming MUST provide student

instruction in the content•CoTeaching is ESSENTIAL

•Resource should be considered very carefully after 3rd grade as the RTI Tier III

Intervention.

SI-Teams

• Should be fully functioning