IEP Administrative Designee. Facilitated by San Bernardino City Unified SELPA Staff

Transcription

1 + IEP Administrative Designee Facilitated by San Bernardino City Unified SELPA Staff

2 + Assistant Director for Special Education Taught at Cypress Elementary School Mild/ Moderate Teacher 17 th Year in the District Shelley Walsh

3 + Purpose 3 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

4 + Agenda 4 n Guiding Principles of IDEA 2004 n Purpose of the Individualized Education Plan/Educational Benefit n Role of the Administrator/ Designee n Assessment n Eligibility n FAPE n LRE n Best Practices n Role of the Parent(s) n IEP team members n Timelines IEP Administrative Designee January 8 & 9, 2014

5 + Guiding Principles of IDEA 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)

6 + Purpose of IEP and Educational Benefit 6 n development of a plan to address needs of student who meets eligibility as an Individual With Exceptional Needs

7 + Based on assessment data 7 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

8 + Annual /triennial reviews: 8 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.

9 + Role of the Administrative 9 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.

10 + Role of the Administrative 10 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

11 + Role of the Administrative 11 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

12 + Role of the Parent(s) 12 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.

13 + The IEP Team Members 13 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

14 + The IEP Team Members cont d 14 n Individuals who conducted assessment or who can interpret assessment n Student, when appropriate, or at age 16 n Agency representative when appropriate

15 + Timelines 15 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

16 + Assessment 16 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

17 + Eligibility 17 n Assessing and meeting one of thirteen disability categories and determined that the student requires special education and related services. Specific learning disability Visual Impairment Speech or Language Impairment Emotional Disturbance Multiple Disability Autism Intellectual disability Other Health Impairment Hard of Hearing Deaf; Traumatic Brain Injury Deaf/Blindness Orthopedic Impairment

18 + Free Appropriate Public 18 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

19 + Free Appropriate Public 19 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

20 + Least Restrictive Environment 20 (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

21 + Least Restrictive Environment 21 (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)

22 + Best Practices 22 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

23 + Best Practices 23 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.

24 + 24 Question and Answers