Green Dot SPED Binder

Special Education

Handbook

Green Dot Public Schools

Special Education Introduction

The mission of Green Dot Public Schools' Special Education programs is to support all

students with special needs with accessing the general education curriculum. Special

Education Programs at Green Dot foster an inclusive approach with specialized instruction to

maximize students' exposure to high-quality, rigorous, standards-based education.

Green Dot's special education models are developed to promote a high-quality program for

students with special education needs. Additionally, our special education programs cultivate

collaboration between general and special education teachers to ensure that students with

disabilities are integrated into the school to the maximum extent possible to allow them full

access to all programs.

Green Dot is dedicated to providing the services and support our students need in order to be

prepared for college, leadership, and life. We strive to provide a continuum of services in

order to meet the unique individual needs of our students. We use data to inform decisions

when designing programs and support systems for students. All our schools are committed to

developing systems for making several levels of support available based on analysis of data

and student need. To support this effort, we have created this Green Dot Special Education

Handbook with a special education framework as a guide for the special education programs

at our schools.

Acknowledgements

The Green Dot Special Education Handbook was a collaborative effort of the Initiative 3

Special Education team lead by Susana Campo-Contreras and Phil Wolfson.

Table of Contents

Section -1 Program Development Planning Tools

Green Dot Special Education Program Framework: Essential Practices……………..... 3

Green Dot Special Education Program Framework: Essential Practices Detail Guide… 5

Academic Success Description: A Learning Center Model Approach…………..……… 15

Special Education Recommended RSP and SDP Schedules…………………………….. 18

Section-2 Special Education Technical Procedures

Special Education Standard Opening Procedures……………………………………..… 24

Monthly To Do List……………………………………………………………………… 27

Weekly To Do List………………………………………………………………………. 28

Obtaining A Welligent Account/Single Sing-On ……………………………………… 29

Enrolling in LAUSD Trainings………………………………………………………….. 30

Transferring Welligent Records…………………………………………………………. 31

Special Education Evaluation Practices Involving a School Psychologist ……………. 32

Psychoeducational Triennial Practices for Special Education Students ………………. 33

DIS Counseling Criteria …………………………………………………………………. 34

Considerations for Moving a Student to a More Restrictive Environment ……………. 36

Responding to a Parent Assessment Request……………………………………………. 37

Requesting Services from Outside Providers……………………………………………. 38

Exiting Students from Special Education ……………………………………………….. 40

Service Logs Compliance…………………………………………………………………. 41

Powerschool Special Ed. Screen…………………………………………………………. 42

Exiting Special Education Students from Powerschool…………………………………. 47

Running Caseload Reports in Powerschool …………………………………………….. 49

Data Director Reports …………………………………………………………………… 51

Documenting Accommodations and BSP Implementation in Power School…………. 65

Section 3- Professional Development and Training

Special Education Training Resources for Administrator/Designee

The Administrator’s role in monitoring and supporting Special Ed. Programs ……………… 74

Special education Framework Essential Practice: Implementation Rubric ………….. 80

Part 1- Program Reflection ……………………………………………………………. 82

Part 2- Program Development…………………………………………………………. 87

Part 3-Beginning of the Year Procedures……………………………………………… 93

Part 4-Roles & Responsibilities: Administrators and Case Carriers…………………... 96

Part 5- Service Models…………………………………………………………………. 101

Part 6- Behavior Support ……………………………………………………………… 108

Understanding and Monitoring Modified Consent Decree (MCD) reports…………. 114

Special Education Training Resources For All Teachers

Special Referral Process – Flow-Chart………………………………………………… 120

Special Education Essential Practices for General Education Teachers …………….. 121

Supporting Students with Disabilities – Accommodation & Modifications………… 126

Understanding Learning Disabilities ………………………………………………… 131

Special Education Training Resources For Special Education Teachers

Special Education Essential Practices for Special Education Teachers ……………… 138

Things to Remember when Managing a Caseload……………………………………. 147

Working with Paraprofessionals………………………………………………………. 150

Transition Planning …………………………………………………………………… 153

Individual Education Program Development

o Developing an Initial IEP ……………………………………………………… 160

o Developing a 30-day IEP………………………………………………………. 171

o Developing an Annual Review ……………………………………………….. 178

o Developing a 3-Year Non-Formal Review …………………………………… 186

o Developing a 3-Year Formal Review………………………………………….. 194

o Developing a Post-Suspension IEP …………………………………………….. 204

o Developing an Amendment …………………………………………………… 212

o Developing a Final IEPs- Graduating Seniors …………………………………. 215

o Developing a Pre-Expulsion IEP ………………………………………………. 224

Section 4- Resources

Behavior Support Resources

Suspension/Expulsion Flowchart: For Students Protected Under IDEIA ……………. 235

Steps for Supporting Student with Behavioral Challenges……………………………. 236

3-Tiers of Behavior Support for Students with Disabilities ………………. 237

Student Behavior Support Flow-Chart …………………………………….. 239

IEP Meeting Resources

Important Points to Remember: IEP Meetings…………………………………………. 243

Preparing for IEP Meetings……………………………………………………………… 245

IEP Content Checklist …………………………………………………………………… 247

Accommodations Made Simple for General Ed. Teachers ……………………………… 248

Suggestions for Supporting RSP Students ……………………………………………….. 249

Learning Disabilities Interventions………………………………………………………. 252

Sample IEP Meeting Agenda……………………………………………………………… 259

Requesting IEP Translation ……………………………………………………………… 260

Oral Interpretation of IEP Meetings Guidelines ………………………………………… 261

Individualized Education Program Presented for Parent Signature……………………. 264

Locking IEP- Two Stages…………………………………………………………………. 265

Recessing and IEP Meeting ………………………………………………………………. 266

Appendix

Sample Certificate Track Rubric………………………………………………………… 269

Progress Monitoring Teacher Feedback Form…………………………………………. 270

School Accommodations and Modifications…………………………………………… 271

Student Profile- Sample………………………………………………………………… 279

Student Profile –Template……………………………………………………………… 280

Student Passport- Template……………………………………………………………. 281

Summary of Performance -Template …………………………………………………. 283

Summary of Performance- Sample …………………………………………………… 287

Resource Program Report Sample…………………………………………………….. 292

Reference Page ………………………………………………………………………… 293

Forms

30 Day placement Form ……………………………………………………………….. 296

Consent to Release Confidential Student Information ……………………………… 302

Fee-For Service Form ………………………………………………………………… 303

IEP Team Member Written Excusal Form…………………………………………… 304

IEP Meeting Parent Survey-Spanish…………………………………………………. 306

Request for Special Education Assessment Form …………………………………… 308

Request to add a non-LAUSD Student Record To Welligent ……………………… 310

Single Sign-On Application For Non-District Personnel…………………………… 311

Translation Form ……………………………………………………………………. 312

Welligent ID Form-Charter ………………………………………………………… 316

Welligent Record Transfer From …………………………………………………… 317

Contact Information

Green Dot Special Education Support Department Contact Information………… 321

LAUSD Contact Information………………………………………………………… 323

Section # 1

Program Development Planning Tools

1 Green Dot Public Schools

Green Dot Special Education Program Framework: Essential Practices

All Resource Specialist Programs (RSP) must provide a combination of consultative support, co-teaching in

the general education classroom, and direct instruction outside the general education classroom. All three

levels of RSP support must be available at the school site in order to meet all students’ needs.

RSP: Level 1 – Consultative Special Education Support with general education teachers (Special

Education teacher frequently and systematically consults with general education teachers)

Special education teacher implements a system and time to provide consultation to general

education teachers and students (with administrative facilitation if needed)

Special education teacher observes classroom instruction, student response to instruction, and

provides feedback to general education teacher

Special education teacher shares recommendations with general education teachers for adapted

materials, instructional strategies, grading protocols and accommodations

Special education teacher implements a system of student progress monitoring and

communicates with general education teacher to adjust instruction and supports

RSP: Level 2 – Special Education Support for students within general education classroom (Special

education teacher and general education teachers collaborate and jointly deliver instruction)

Special education teacher co-plans lessons with general education teachers

Special education teacher and general education teacher jointly deliver instruction through a

variety co-teaching models, as appropriate

Special education teacher and general education teacher jointly develop and implement clear

teaching roles and responsibilities for each co-teaching model

Special education teacher and general education teacher reflect on effectiveness of co-teaching

practices and plan adjustments

RSP: Level 3 – Special Education Support for students outside the general education classroom (Special

education teacher provides instruction in a learning center or Academic Success classroom.)

Academic Success (or equivalent intervention class) has a structure with clear expectations,

routines, grading policy, syllabus, course outline, and unit plans which are clearly communicated

to students

Academic Success (or equivalent intervention class) teacher creates lesson plans which include

intervention on reading, writing, and math; instruction on organization skills, study skills, self

advocacy, and transition

Academic Success (or equivalent intervention class) includes time allotted to systematically

provide support with work from other classes

Schools with flexible use learning center: Special education and general education teachers

establish a system for students to utilize the learning center on a flexible basis for pull out

support, and clearly communicate system to general education teachers and students


Green Dot Special Education Program Framework: Essential Practices

Special Day Programs, mild to moderate, provide students with intensive intervention in the core areas of

literacy and math, while also providing support in subjects such as history, science, and electives.

Special Day Programs, moderate to severe, provide students with instruction on the Alternate Curriculum

focusing on functional skills.

Level 4 – Special Day Program, mild to moderate (students with disabilities receive direct instruction in

specialized core classes and consultative support for accessing the general education curriculum)

Courses have syllabus, course outline and unit plans, clear structures and expectations, routines

and grading policies which are clearly communicated to students

Lesson plans and instructional strategies reflect accommodations for students to access

instruction

Lesson plans created reflect rigor, student engagement, and high expectations

Special Education teacher establishes regular system/time to provide consultation to general

education teachers and monitor progress

Special Education teacher has system for utilizing paraprofessional to support instruction in the

classroom and for supporting students in the general education setting

Transition services provided by special education teacher during advisory, curriculum skills,

academic success or other special education class

Level 5 – Special Day Program, moderate to severe (students with disabilities receive direct instruction

in specialized self-contained classes focusing on functional skills and consultative support for elective

classes in general education)

Courses have syllabus, course outline and unit plans, clear structures and expectations, routines

and grading policies which are clearly communicated to students

Lesson plans reflect modified instructional strategies to support students with learning functional

skills and applying the skills in real life contexts

Special Education teacher establishes regular system/time to provide consultation to general

education teachers and monitor progress

Special Education teacher has system for utilizing paraprofessional to support instruction in the

classroom, in the general education setting, and on instructional trips

Transition services provided by special education teacher and integrated into all periods of

instruction by focusing on functional skills instruction, transition planning and building on

student interests and skills


Green Dot Special Education Program:

Essential Practices Detailed Guide

Green Dot schools will provide a full continuum of services and supports to meet the unique needs of

our students. All Resource Specialist Programs (RSP) will provide a combination of consultative

support, co-teaching in the general education classroom, and direct instruction outside the general

education classroom, so all three levels of RSP support must be available at the school site. Students

will receive the appropriate level of support designed around their assessed needs.

RSP: Level 1 – Consultative Special Education support with general education teachers (Special

Education teacher frequently and systematically consults with general education teachers)

Special education teacher establishes a system and time to provide consultation to general

education teachers and students

Every general education teacher who is responsible for providing instruction to students with

disabilities needs support in doing so. Consultative support should take many forms and should be

provided on an on-going basis. The special education teacher is a resource for general education

teachers. How that resource is shared is detailed below:

First, the special education teacher or teachers at a school should deliver professional development

to the staff throughout the school year. At or before the beginning of the school year a PD needs to

cover special education law, accommodations (during instruction, grading and testing), behavior

support, and roles and responsibilities. Then, throughout the year, the special education teacher can

play a role in administrator led PD by adding the special education perspective on whatever topic is

being presented. Additionally, follow-up PDs can elaborate on topics that the staff or the special

education teacher feel they need more time on. For example, if the RSP teacher is observing classes

and he/she notices that many students with IEPs are struggling with test taking, a mini-PD can be

developed to discuss alternative assessment options. At a different school the RSP teacher may be

reviewing discipline data for his/her caseload and notices a high number of students being sent out of

class for disruption. In this case, a mini-PD may be needed on positive behavior support strategies and

engagement. Overall, professional development is a key vehicle for special education consultation

which needs to be on-going and flexible, constantly adapting to the evolving needs of the students

and staff.

Second, individual consultation at the beginning of the school year is necessary so each teacher

understands how to meet the needs of students with IEPs. This process begins at the beginning of the

school year when the special education teacher informs general education teachers about specific

student accommodations and other information from student IEPs. An IEP overview for each

student’s IEP can be created and reviewed with each teacher. The accommodations, goals, behavioral

supports, and other pertinent information needs to be shared in person so the general education

teacher can ask questions and confirm that he/she understands what is necessary in order to

implement the IEP. It is recommended that the special education teacher collects some


documentation that this meeting occurred as evidence of support provided and validation that the

general education teacher is prepared to implement the IEP. A recommended structure for this

collaborative consultation is grade level meetings. Once a quarter the special education teacher can

meet with each grade level and review the accommodations and BSP information for the students on

his/her caseload. The special education teacher would then log in Power School documentation of

this meeting.

Third, a regular time is established for the teachers to review progress, make adjustments, discuss

recommendations for altering service, brainstorm strategies, and ask questions. The frequency of

these regular consultations can be flexible according to the needs of the teachers, however it is

recommended that it is done either twice a month, or monthly. It is recommended that more

frequent consultation occurs with core teachers (weekly or bi-monthly), while elective teachers could

have less frequent consultation meetings (monthly). The special education teacher should keep a

schedule of agreed upon meeting times and dates and keep notes reflecting the results of each

consultation. The schedule and notes should be available for administrator review. Additional

consultation meetings can occur more informally as needed, however a regular time should be

established to ensure that consistent support is provided and documented in Power School.

Special education teacher observes classroom instruction, student response to instruction, and

provides feedback

Observing students in the general education setting is essential to planning appropriate supports,

monitoring progress, and for making adjustments. When observing, student response to instruction

and the instructional strategies should be noted in order to plan recommendations. For example, if

the student seems to be not engaged during whole group lecture the special education teacher can

suggest note taking scaffolds and increased checking for understanding. Expectations need to be

established so that general education teachers are prepared to receive feedback and recommendations

to adjust instruction and are open and receptive to this type of instructional coaching.

Observation should occur on a regular basis and as needed. The priority should be to observe core

classes where the student’s disability and difficulty with reading, writing, math and study skills (note

taking, homework completion, and organization) would be likely to interfere with the student

accessing instruction in the general education setting. These observations should occur weekly or bi-

monthly. Extra observations would be planned when progress monitoring indicates the student is

struggling or when the general education teacher expresses concerns that need observation to

determine appropriate adjustments and recommendations.

Parameters for instructional and behavioral coaching should be established as each school site.

Administrators should make it clear that the observation and feedback provided by special education

teachers is non-evaluative and will not be shared with administrators. From the beginning of the year

a tone of collaboration needs to be established so general education teachers are open and receptive to

implementing special education teachers’ recommendations. Special education teachers and general


education teachers need to continually monitor student response to instruction and make adjustments

after further observations.

Special education teacher shares recommendations for adapted materials, instructional

strategies and accommodations

One of the key roles of the special education teacher is to be a resource for general education

teachers so all students benefit from adapted materials, assignments, and other recommendations for

making the instruction more accessible. The special education teacher should support general

education teachers with adapting lesson plans in order to include strategies which support students

with disabilities and other students who may struggle with traditional lesson plans. As a staff member

who will be observing many general education classes, the special education teacher should support

general education teachers with reflecting on their lessons and make recommendations for

accommodations for not only students with disabilities, but also for other students who may be

struggling. This type of support should be as needed and on-going throughout the school year. In this

capacity, the special education teacher can play a role on the Student Success Team (SST) by being a

consultant who recommends interventions and helps to track the effectiveness of the interventions.

Special education teacher establishes a system of student progress monitoring and

communicates with general education teacher and the student as needed

Progress monitoring is one of the most important functions of the special education case carrier. In

order to appropriately provide supports and services the special education case carrier needs to have a

clear picture of how the current supports are working to meet the student’s needs. By regularly

reviewing student performance the special education case carrier can plan needed adjustments so the

student can experience more success.

It is recommended that grade checks are conducted weekly for all students on the case carrier’s

caseload. In conjunction with downloading grade and attendance data, conferences should be held

with all students on the caseload. For students receiving a grade below a C in any class, discussions

should be held with the student and the teacher to determine why the student is receiving the grade

and what can be done to improve the student’s progress. The case carrier should also check that the

teacher is aware of and is implementing the current accommodations on the IEP. If the IEP is being

implemented, the case carrier should brainstorm if accommodations need to be adjusted to support

the student with accessing the curriculum. If the teacher is not implementing the accommodations,

the case carrier should work with the teacher to ensure the IEP is being implemented. If there are

issues with collaboration around implementing the IEP, the case carrier should consult with the

administrator and plan how the issue will be addressed. Overall, the case carrier needs to advocate for

the student to have his/her IEP implemented and for the student to get the necessary supports for the

student to access the curriculum.

The case carrier should also regularly consult with the counselor, other school personnel, and DIS

personnel to ensure the student is receiving DIS services and other needed supports. Issues that may

need to be discussed include attendance, behavior, student motivation, and graduation progress.


RSP: Level 2 – Special Education Support for students within general education Classroom (Special

education teacher and general education teachers collaborate and jointly deliver instruction)

The special education teacher needs to collaborate with general education teachers to provide

support for the student to be successful in the general education setting. Collaboration can come in

many forms including co-teaching, small group station teaching, parallel instruction, one teacher/ one

support, and observation with consultative feedback. Depending on the needs of the student and the

structure of the general education class, the collaborative model utilized will vary class by class.

Teachers need to arrange individualized collaborative relationships uniquely designed to meet the

demands of each situation.

Special education teacher co-plans lessons with general education teachers

To some degree, the special education teacher needs to be involved with the general education

teacher during the lesson planning process. On the most basic level, lesson plans need to be shared so

the special education teacher is aware of what is being taught in the general education classroom.

Based on the lesson plan the special education teacher can then decide if there is a certain part of the

lesson that will require more direct or indirect support for students to be successful. The special

education teacher can also review the lesson plan to determine if accommodations on student’s IEPs

are being taken into account by the general education teacher. If they are not, then the special

education teacher would provide feedback to the general education teacher so that future lesson plans

can be created which do take into account the needs of students with IEPs.

The next level of collaboration in the area of lesson planning would involve both teachers

collaboratively creating the lesson plans. This process could take place initially as the general

education teacher is learning how to incorporate IEP considerations into the lesson planning process.

Once the general education teacher is able to plan independently, the special education teacher can

provide periodic feedback to the lesson planning process as needed and based on special education

teacher observation of student response to instruction. Depending on student progress and grade

checks, more feedback and collaborative input into lesson plans may be needed.

Lesson plan collaboration may also be linked to the specific demands of the class at various times

throughout the semester. For example, if the student appears to be accessing and responding to daily

instruction well, but when tests are given he/she struggles, the lesson plan for tests taking days may

need more special education teacher involvement. Thus the two teachers are continuously involved

with planning, implementing, monitoring, and making adjustments based on the needs of the student.

Special education teacher along with general education teacher utilizes a variety collaborative

models to jointly deliver instruction

The mode of instructional delivery should be a joint decision involving many factors. The special

education and general education teacher should be aware of the various collaborative teaching models

and discuss ways to collaborate that will best meet the needs of the students. Considerations such as

time (special education teacher’s availability), space, teachers’ styles, subject matter and content, and


student need will all play a role in determining which collaborative model to use and when. Teachers

should not be limited to using one model at all times since flexibility is essential to meeting students’

needs. There are a spectrum of collaborative models which all have their benefits and their

limitations depending on the situation.

One teach/ one supports is a model which requires the least amounts of co-planning and is the

least time intensive. In this model, the special education teacher has the flexibility to support several

classes in one period if he/she is spending 20 to 30 minutes per room. The special education teacher

must also provide support to general education students while in the room to prevent students with

special needs from being stigmatized and singled out. In this model it is important to plan the time

that the special education teacher spends in the general education room so he/she is in the room

during the part of the lesson when the support is useful. For example, if the special education teacher

comes into the general education room while the general education teacher is lecturing, he/she may

just be sitting in the room listening to the lecture. However, if the special education teacher is present

during independent work time then he/she is able to be actively engaged in supporting the class by

circulating and providing support to many students. In this model it is also important for the teachers

to debrief about the lesson and the support provided. The insights that the special education teacher

based on his/her observations of the student response to instruction provides lifts his/her role beyond

that of an aide. The special education teacher should be an equal in the room and thus his/her input

should be valued and utilized by the general education teacher.

If the general and special education teachers have more time to plan a co-teaching system

together, there are other models of co-teaching possible: station teaching, parallel teaching, and

simultaneous joint delivery of instruction. In station teaching the class is divided into small groups

with each teacher leading a group (with an independent group) and the students rotate. With Parallel

teaching designated students receive their instruction from one or the other teachers for the purpose

of differentiating how the instruction is delivered and how the students respond. The students would

not rotate in this system and the groupings would not need to be equal. With simultaneous delivery

of instruction both teachers are actively engaged in presenting the content. The co-teachers can

either divide up what each will present or take turns with the other teacher adding clarifying

comments as needed. Each co-teaching pair needs to decide which, when and why they will use the

various co-teaching models and agree on how they will collaboratively co-plan in order to implement

the co-teaching system.

Special education teacher and general education teacher collaboratively establish grading

protocols, class norms, and other shared expectations

The RSP teacher should collaborate with teachers in core subject areas to make key decisions

regarding grading, and other classroom expectations. Since IEP accommodations such as students

having extra time for assignments or students are allowed to make up missed assignments need to be

communicated to the general education teacher as the class is being planned in order for the teacher

to build these accommodations into his/her class plan. Another common accommodation, students

having reduced assignment length or fewer problems, would also require the classroom teacher to

alter how he/she grades students with this accommodation. A math teacher would need to know how

to interpret this accommodation in a different way than an English teacher. For example, in math it


could mean doing 10 instead of 20 problems, whereas in English it could mean writing 3 paragraphs

instead of 5 paragraphs. In each case the RSP teacher and the general education teachers need to

discuss individual students and clarify how the accommodations will influence the teacher’s

expectations.

The RSP teacher and general education teachers should also discuss behavior support and Behavior

Support Plans (BSPs). It is important that all teachers know their role in implanting behavior plans

and how the BSP will influence the teacher’s classroom management plans. For example, some

students will need individual daily behavior report cards that require the teacher to monitor certain

behaviors and sign off on the student meeting the goals for the target behaviors. The RSP teacher will

need to review these contracts with each teacher to ensure they know how to monitor the student’s

behavior and document it appropriately. Another example of a topic for consultative discussion is

reactive strategies. The RSP teacher should review BSPs with general education teachers so all

teachers are aware how to react if the student displays the target behavior instead of the replacement

behavior.

Special education teacher and general education teacher reflects on effectiveness of co-teaching

practices and plans adjustments

We recommend that the RSP teacher meets with general education teachers on a regular basis

(monthly) to review how the co-teaching is working to meet student needs and to discuss possible

adjustment to the co-teaching model. The teachers should look at student data such as grades and

benchmark scores and work samples. After reviewing student progress the teachers could plan

changes in the make up of small groups, arrangements for pull-out instruction, plans for re-teaching

or planned pre-teaching, and how to utilize one teach/one observe in a more focused way. By

reflecting on student outcomes after implementing co-teaching the teachers can plan adjustments

that are data-based on not just based on teacher preferences. For example, often teachers will adopt

the one teach/one observe or support model since it requires little planning and allows the general

education teacher to continue to lead instruction. After reviewing student data the teacher may

identify the need for one of the teachers to work with a small group of students in a more intensive

manner to pre-teach or re-teach.

Adjusting co-teaching practices based on student data also allows for an objective way to

determine support systems. For example, the two teachers may decide to initially have one teacher

deliver instruction while the other supports or observes as a way to monitor student response to

instruction and then determine which co-teaching model is needed based on the results of the second

teacher’s observations and the student data. After two weeks or one month of instruction, the

teachers would reflect on how students are doing and then form small groups to better meet student

need.


RSP: Level 3 – Special Education Support for students outside the general education classroom

(Special education teacher provides instruction in a learning center or Academic Success classroom.)

Academic Success class has a structure with clear expectations, routines, grading policy,

syllabus, course outline, and unit plans which are clearly communicated to students

The Academic Success course needs to be organized with the same elements of other courses

offered at our schools. It is important that the teacher plans a course outline (plan for the year),

thematic units, and individual lessons which provide a structure for the course. While the course

should provide time to support students with work from other classes, the course should include

other instructional objectives which will frame the class. For example, there can be 10 minute

writing warm up, followed by a 20 minute lesson on a transition skill, then 45 minutes for

individual student conferences to support students with work from other classes, progress

monitoring, and IEP goals, and then a 15 minute lesson at the end of class on academic vocabulary.

Establishing and following a structure like this also gives students a clear understanding of the

goals of the class and the expectations for how grading will be conducted. By having a clear course

outline with expectations for how students will be graded gives students the structure which can

be reinforced through frequent progress checks. Classroom expectations for behavior also should

be taught and reinforced.

Academic Success teacher creates lesson plans which include remediation/intervention on

reading, writing, and math; instruction on organization skills, study skills, self advocacy, test

taking, and transition

The Academic Success course can be used to teach many skills students need to be successful in

during their high school career and beyond. Mini lessons on organization systems, study skills, self

advocacy, test taking skills, and transition skills should be taught on a consistent basis. For

example, the teacher could focus on a different area each week and rotate between the five

learning skills areas.

Another area of focus for the Academic Success class is remediation/intervention for literacy

and math. After assessing each student’s skills the teacher can focus on target skills that groups of

students need additional instruction for. Teachers should also analyze benchmark data and

conduct re-teaching lessons around skills that students’ demonstrated weakness on after each

benchmark assessment period. This intervention can also be linked to student’s IEP goals and will

assist the special education teacher with measuring student progress toward those goals. The

teacher can also choose certain instructional areas at the beginning of the year based on the

previous year’s data to make a focus for the year. For example, recognizing that most of the

students in the Academic Success class scored very low on the vocabulary strand, the teacher can

plan a lesson on one key vocabulary term each class session.

Academic Success class includes time allotted to systematically provide support with work

from other classes


Providing support with work from other classes is an important way that special education

teachers can assist students with accessing the core curriculum. However, this support needs to be

provided in a systematic manner in order for it to be efficient and effective. One starting point for

organizing this support is to consult with the general education teachers on a regular basis and

have them provides updates on assignments in progress or due. Then when the special education

teacher talks to students about assignments that he/she can provide assistance with, the teacher

can reference specific assignments and not rely solely on the student to ask for help. Another way

to plan the support is to review student grades on Power School and look for assignments missed in

order to provide time and support with making up the assignment.

Support with assignments from other classes can also be linked to lessons on organization. For

example, the teacher can teach students how to organize their class folders, notebooks, or binders

in order to track upcoming projects, develop a work plan and timeline for finishing major tasks, to

keep track of general work completion. Organizing and keeping this system can be an element of

the class that is graded in order to further emphasize the need for students to approach their

classes in a systematic way.

Another element of the support provided in Academic Success class is teaching students to

become self-advocates and take greater responsibility for their educational success. This will

require students monitoring their progress, learning how to ask for support and asking for

clarification or re-teaching, and talking to the general education teachers about accommodations

needed.

Schools with flexible use learning center: Special education and general education teachers

establish a system for students to utilize the learning center on a flexible basis and clearly

communicate system to general education teachers and students

Another useful way to support students with accessing the general education curriculum is

through systematic pull-out support. After consulting with general education teachers about

student progress and class expectations, the teachers may agree that for certain activities or

assessments the best venue for support might be pulling the student out to the learning center or

special education teacher’s room in order to provide one-on-one or small group assistance in quiet

setting. These sessions need to be organized and utilized only when it is decided that providing the

support in the general education classroom is not the most effective method. When working out

these arrangements, special education teachers also need to take into account and balance the

needs of other students on his/her caseload. For example, if one general education algebra teacher

is having students pulled out of his/her class for direct instruction in the learning center often; the

special education teacher may not have adequate time to support other students in the geometry

class. By collaborating with all the general education teachers who work with students on his/her

caseload the special education teacher can plan an efficient and effective support system.


Level 4

The Green Dot Mild/Moderate Special Day Program:

An Early Intervention and Collaboration Model

Considering that the distinguishing characteristic of Special Day Program (SDP) students is the

level of skill deficits in reading, writing, and math, the Locke Cluster will immerse our students in

intensive interventions to aggressively address these needs. By scheduling our SDP students in early

literacy and math interventions, we will provide a high level of support and remediation early in the

students’ high school career, thus preparing them for the core grade level content in subsequent

years. After successfully completing these early interventions, our students will be better prepared to

meet the academic demands of their core classes and ultimately pass the California High School Exit

Exam. We feel strongly that unless we address directly the considerable achievement gaps with

intensive interventions, we will not be able to say that we adequately prepared our students for

college, leadership, and life.

Since students with this level of learning disability have profound needs in reading, writing,

and math, direct support by their special education teacher will be focused in these areas. The special

education classes will be intensive interventions designed to produce rapid growth through the use of

diagnostic assessments, small group instruction, lessons focused on individualized needs, frequent

progress monitoring, and a high level of support and training for the teachers. The teachers will be a

part of a cohort of special education teachers, all of whom teach interventions with the same basic

structure, but each making subtle adjustments in the planning, content, and delivery of instruction

based on the individual needs of their students.

Another unique direction our Special Day Program will take is in the area of support for

students in history and science courses. Students with learning disabilities have, by definition,

disabilities in the area of reading, writing, and/or math; there is no such thing as a history or science

disability. Therefore, what our students need to succeed in these courses are accommodations and

collaboration between the general education and special education teachers. We will have students

with IEPs in general education classes for history and science, while receiving indirect collaborative

support from special education teachers and direct support from special education aides. This strategy

will also enable the special education teachers to focus on literacy or math interventions they will be

teaching directly, while moving to a support role when the students are in general education history

and science courses.

Overall, we feel that providing the intensive interventions in literacy and math while

mainstreaming with collaboration for history and science will offer the appropriate combination of

supports to address student needs and have students access the general education curriculum in the

least restrictive environment. In some cases, our SDP teachers will teach Academic Success classes in

order to provide our students with additional direct support for accessing the general education

curriculum. In addition to this academic support, our case carriers will provide transition planning

and skills instruction in order to guide our students as they prepare each year for their life after high


school. This design, with its high level of support for the Special Day Program students will best

fulfill the Green Dot mission of preparing our students for college, leadership, and life.

Level 5

The Green Dot Moderate/Severe Special Day Program: Preparing to transition students to adulthood

through the functional alternate curriculum

Students with moderate to severe disabilities are served on their instructional level through

the alternate curriculum with an emphasis on functional skills. These students will be working

toward a Certificate of Completion upon graduation. We have three programs that students

experience as they progress through high school: the MR class for 9th and 10th graders, the CBI class

for 11th and 12th graders, and the Adult Transition class for 18-22 year olds. As students progress

throughout these classes, our teachers will increasingly work on building students’ independence and

ability to thrive in their life after high school. After working on academic skills with a functional

emphasis, students will increasingly focus on employment and independent living readiness skills.

These students will be integrated with their general education peers as appropriate by exposing them

to electives in the general education setting.

Special education teachers will work with the students and their families to monitor skill

achievement and plan how to address areas of need. Each student should have a portfolio which is

utilized to document progress with attaining the skills of the alternate curriculum. The portfolio can

also be used to track progress toward becoming prepared to meet post secondary goals. Since students

with moderate to severe disabilities possess a range of skill levels, instruction should be differentiated

using small group instruction.


ACADEMIC SUCCESS: A Learning Center Approach

Purpose

Academic Success is an intervention class intended to provide support for students in

their learning through academic coaching by a teacher in the areas of: Organization,

Reading, Writing, Math, and Transition. The class intends to provide students with

supports to meet grade level standards thought the use of strategic and targeted

interventions so the student can develop skills and progress in the general education

curriculum and meet Individual Education Program goals. The class will also support

students with meeting the requirements of other courses they are enrolled in by

providing time and individual and small group re-teaching.

Assessment Recommendations

It is recommended that all students in the class are informally assessed in the first

three weeks of the school year to determine grade level performance and establish a

baseline. These assessments will help the students set individual goals for areas they

want to focus on improving. On-going assessment will help students self-monitor

their progress and build motivation as they see their growth. Recommended Informal

Assessments include:

Scholastic reading Inventory (SRI) Sand Diego Quick

Oral Fry Reading Math Diagnostic

Organizational Skills Inventory Time Management

Inventory

Career Interest Inventory

Supplemental Curriculum Recommendations

It is crucial to utilize alternative/supplemental curriculum so that teachers can plan

instruction according to individual student needs. Below are some suggested resources

and programs:

Read 180 L Book Making-Sense-Strategies

REWARDS ALGEBRA READY

Step-Up-To-Writing Longman Dictionaries

MCI Curriculum Achieve 3000

Grade Level Curriculum Resources Books: Biology, History, Math, and English

Audio Library for Grade Level Books


Purpose % of time Evidence-Based Tools for Instruction

Recommendations

Access-Learning Strategies Strategies for teaching students how to learn by teaching task specific strategies. Provide students with support to meet the demands of General Education curriculum.

70 % of instructional time

Standard Base Curriculum Use in General Education Classrooms: Read 180 L Book Make Sense Strategies Software designed to provide instruction in strategies for organizing information into patterns, teaching how ideas are related, and scaffolding for learning. For teachers, the software provides methods for planning and collaborating, and for organizing for instruction. Skills for School Success Teacher directed program designed to teach critical organization skills and study skills required for success in the classroom. School behaviors, organization skills, specific learning strategies, graphics skills, and use of classroom reference materials are also included.

Access-Extension of Instruction Extension of the instruction provided within the general education classroom

Algebra Ready Readiness program designed to support prealgebra and geometry instruction. It focuses on math knowledge and mastery of basic math. Step Up to Writing Collection of classroom-proven, multisensory strategies. Provides methods for information/expository writing. Teaches writing of topic sentences, establishes a sense of order in writing, and connects ideas together.

Purpose % of time Evidence-Based Tools for Instruction

Intervention/Remediation 20 % of instructional time

REWARDS A specialized reading program designed to teach a strategy for decoding multi-syllabic words. Provides practice in fluency and vocabulary development. From Clunk to Click: Collaborative Strategic Reading Intervention program designed to teach a strategy for reading comprehension. It combines the essential reading comprehension strategies that are effective in improving students’ understanding of text. Basic Skill Builders—Math, reading, written language Collection of over 1,500 basic skill sheets that focus on building fluency in basic skills in math, reading, grammar, and handwriting. Six Minute Solution Fluency development program designed for students in grades 3-8 or in remedial instruction. It builds fluency in six minutes. Used daily.

Monitoring of Progress

15 % of instructional time Exceptions Suggestions and strategies for organizing students, providing adaptations, and teaching compensation strategies.


Special Education Recommended RSP and SDP Teacher Schedules

2

RSP model 2 Teachers 1 Aide: Academic Success/ Collaboration/ Consultation (Grade Level Specific)

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Advisory

RST 1 AlgebraCollaboration

Academic 9 Success

Academic 10Success

Prep-Period GeometryCollaboration

English 9Collaboration

Pull/Out for Student consultation/ IEP meetings

RST 2 Algebra 2Collaboration


English 11 Collaboration

Academic 11 Success

Academic 12Success

Prep-Period Pull-out for student consultation/ IEP meetings

Special Ed. Assistant

GeometryCollaboration





Algebra 2Collaboration

Pull-out for student consultation/ IEP meetings


3

RSP model 2 Teachers and 1 Aide: Academic Success/ Collaboration/ Consultation (Subject Specific)

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Advisory

RST 1 Algebra 1Collaboration

GeometryCollaboration


Prep-Period Academic Success

Academic Success

Pull/Out for Student consultation/ IEP meetings

RST 2 English 9Collaboration




Intensive Pull-Out

Prep-Period Pull-out for student consultation/ IEP meetings


ReadingInterventionCollaboration






Pull-out for student consultation/ IEP meetings

4

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Advisory/ Guidance

RST 1 Academic Success 9-10

Academic Success 11-12

EnglishCollaboration

Prep- Period Math Collaboration


Pull-out for student in consultation/IEP Meetings


Math Collaboration


MathCollaboration


HistoryCollaboration

Science Collaboration

Pull-out for student in consultation/IEP Meetings

RSP model 1 RSP teacher: Academic Success/ Collaboration/ Consultation


5

Teacher 1 Teacher 2 Teacher 3

Period 1 Business Math English 9 Gen. Ed. Collaboration

aide with teacher aide with teacher aide - gen. ed. support (science)

Period 2 Algebra Lit. Intervention (double block) Academic Success

aide with teacher aide with teacher aide - gen. ed. support (history)

Period 3 Gen. Ed. Collaboration Academic Success English 11

aide - gen ed. support (history) aide - gen. ed. support (history) aide with teacher

Period 4 Math support Conference Gen. Ed. Collaboration

aide with teacher aide - gen. ed. support (history) aide - gen. ed. support (science)

Period 5 Academic Success Lit. Intervention (double block) Conference

aide - gen ed. support (history) aide with teacher aide - gen. ed. support (science)

Period 6 Conference Gen. Ed. Collaboration English 10

aide - gen. ed. support (science) aide - gen. ed. support (history) aide with teacher

For schools with SDP: Sample schedule for SDP teachers which includes direct instruction in math and English and collaborative support for other core subjects

6

Year 1 Year 2 Year 3 Year 4

period 1 Lit. Int. 1 Literacy Intervention Literacy Intervention Literacy Intervention

(taught by SDP) (taught by SDP)

period 2 double block English 9 English10 English 11

(taught by SDP) (taught by SDP) (taught by SDP) (w/ sped support)

period 3 Math Support Alg. 1 Business Math Gov / Econ.

(taught by SDP) (taught by SDP) (taught by SDP)

period 4 Academic Success World Hist. U.S. History Elective

(taught by SDP) (w/ sped support) (w/ sped support)

period 5 Biology Chemistry Academic Success Elective

(w/ sped support) (w/ sped support) (taught by SDP)

period 6 Elective Academic Success Elective

(taught by SDP)

Advisory Study Skills CAHSEE prep CAHSEE prep College Prep

For schools with SDP: 4 year plan for student entering school with significant skill deficits working toward minimum graduation requirements


7

For schools with SDP: 4 year plan for student entering school with significant skill deficits working toward Green Dot graduation requirements

Year 1 Year 2 Year 3 Year 4

period 1 Lit. Int. 1 Literacy Intervention Literacy Intervention English 11

(taught by SDP) (taught by SDP)

period 2 double block English 9 English10 English 12

(taught by SDP) (taught by SDP) (taught by SDP) (w/ sped support)

period 3 Math Support Alg. 1 Geometry Algebra 2

(taught by SDP) (taught by SDP) (w/ RSP support) (w/ RSP support)

period 4 Academic Success World Hist. U.S. History Gov / Econ.

(taught by SDP) (w/ sped support) (w/ sped support) (w/ RSP support)

period 5 Biology Chemistry Academic Success Elective

(w/ sped support) (w/ sped support) (taught by SDP)

period 6 Elective Academic Success Spanish Spanish

(taught by SDP)

Advisory Study Skills CAHSEE prep CAHSEE prep College Prep

8

Time Format Who teaches Resources

20 to 30 min.

Whole group lesson: Organization skills, study skills, test taking skills, transition, building academic vocabulary…

Teacher • Transition curriculum• Kate Kinsella• Skills for School Success

50 to 70 min

Individual: Progress Monitoring/ Gen. Ed. Support with assignments from other classes

Teacher/aide/independent

• Materials from gen. ed. Classes• Computers• Grade checks on Power School

5 to 10 min

Whole group: wrap up, check class work tracker

Teacher • Class work tracker

Sample 90-100 Minute Schedule

For “Academic Success” Class


Section # 2

Special Education Technical Procedures


Special Education Standard Opening Procedures

At the beginning of each academic year we must ensure that our special education

program meets the needs of our students with disabilities. Additionally, we must

obtain all student records and follow specific protocols to be compliant with IDEA

regulations. Below are specific guidelines that schools must follow to begin the

school year:

1. Make a list of all the students who are identified in the application process or

that have been identified by a parent as a child receiving special education

services.

2. Request all IEP documents to be transferred to your school by:

Completing the Welligent Record Transfer Request Form

Faxing the official school calendar with the form to the charter division at

(213) 241-8455.

3. If the student is coming from an outside district, office manager must fax a

request of records to the last school of attendance. Also, ask the parent if they

have the last IEP or contact your program administrator for guidance on who

to contact to obtain records.

4. Request all DIS services (See page FAPE Part 2) that you can identify from the

IEP’s that you have from last year, and the ones that have been identified for

the incoming students.

5. Provide general education teachers with Student Profile (See Appendix for

Sample IEP Student Profile.)

6. Set individual times with general education teachers to go over the

accommodations and modifications listed in the IEP. Provide the General

Education Teacher with the copy of the IEP or an “IEP Student Profile.”

7. Revise students’ schedules:

Check the number of students in each class; you need to split the number

of students per grade into English and Math classes.

Double-check the schedules and look for specific programming needs per

IEP’s recommendation. Collaborate with school counselor if necessary to

make changes.


http://www.animopd.org/specialed


Maintain a balance in the number of students who are clustered per class;

it is recommended that there are 3-5 students per class when there is

another adult in the classroom.

8. Identify Students in PowerSchool. Complete Special Education Screen. If there

are multiple special education teachers at your school site you must assign a

case manager to the student. See PowerSchool Special Education Screen

Training Module.

By the Second Week:

1. Schedule 30-day IEP’s for all students coming from a different district (LAUSD

is a different district). All incoming 9th graders should have a 30-day IEP

except those who are enrolling from another Green Dot School.

Since Locke is Home School for many students you might not need to

conduct 30-day IEP’s if the school is name as the offer of FAPE in the

last IEP.

2. Contact Special Education Administrator to discuss placement of students

whose IEP prescribes a different setting than the one offered at the Ánimo

School of attendance. You may not make a recommendation to change SDP

placement to RSP placement without consulting with an administrator prior to

developing the plan.

3. Contact your cluster’s Special Education Program Administrator to discuss

placement options when your school is not the appropriate placement for the

students and the team will be recommending placement back to an LAUSD

school.

4. Follow-up on the DIS services (i.e. Speech and Language) status. If LAUSD is

not able to provide the services, consult with your program administrator for

next steps.

5. Schedule a meeting with the psychologist assigned to the school and look over

the school wide schedule to set a time and place for counseling in a

confidential and quiet space free from interruptions. If a space is not available,

consult with your Program Administrator.

6. Complete the School Self Review Checklist ( As a school team)

2010-2011 Self Review Checklist

Revise previous year’s checklist and look for evidence and progress.

Revise MCD Progress Report from previous year.



Schedule a meeting with Principal/AP to review checklists.

Have principal/AP approve checklist and mail or fax it to the Division

of Special Education by the due date specified on the memorandum.

7. Develop a schedule for yourself and paraprofessional.

Provide main office, administrators, and staff with a copy of the schedule.

RST must remain flexible during the first 30 days of school to complete as

many IEP’s and meetings as reasonably possible for incoming 9th graders or

any annual/triennials due. If an extension beyond the 30 day timeline is

required for a student with a Special Day Program consult with Special

Education Program Administrator.

8. Enroll in necessary trainings (see LAUSD calendar in www.lausd.net/sped) or

any trainings required by Green Dot Public Schools. You may also contact

LAUSD Support Unit for local trainings.

All new RSP teachers must schedule RSP Tracker Training by the first week of the

beginning of the school year.


http://www.lausd.net/sped


Special Education Department

Monthly to-do List

The following are mandated compliance items that every school within the LAUSD

SELPA must complete each month. The items are part of the Modified Consent

Decree (MCD) and the School Self-Review Special Education Checklist.

Update and Mail SESAC:

Every month, your school will receive a hard copy of your SESAC which is the roster

of students receiving special education services. The RST teacher is responsible for

creating a SESAC for the DIS service providers who provide services to the students

on their caseload. Please update and return using one of the following methods:

U.S Mail: Los Angeles Unified School District

Planning, Assessment and Research Division

Special Education Support Section

333 South Beaudry Avenue, Floor 21

Los Angeles, CA 90017

Fax: (213) 241-8472

Planning, Assessment and Research Division

Special Education Support Section

For any questions regarding SESAC, call (213) 241-6729 or contact your Green Dot

Special Education Program Administrator.

DIS Logs

All service providers ( i.e. Resource Specialist, Counselors, School Psychologist,

Language and Speech Pathologist, Visually Impaired Iterant, Deaf of Hard of Hearing.

etc) must complete, print and file service logs at the end of each month.


Recommended Protocol:

Special Education Department

Weekly to-do List As a special education teacher, your assignment has an array of duties. It is important

that you organize and develop systems that ensure consistency of service delivery to

special education students in your school. Below are some recommended weekly

practices:

Collect lesson plans from teachers or principal to prepare accommodations and

modifications for the week.

Review collaborative schedule for the week.

Check dates of exams to ensure that all accommodations are provided to the

student as prescribed in their IEP. Make sure that during testing week (CST,

CAHSEE) you communicate with the general Ed. teachers about what your

schedule will be.

If your school implements Bi-Weekly Updates which is a method in which the

general education teacher informs the special educator of student progress and

behavior, make sure to review them and collaborate with the teacher to

support students who are having difficulty in the general education classroom.

Print out attendance report to review your students’ attendance. Contact

parent for chronic absences since this significantly impacts IEP goal progress

and overall academic achievement. Also, for students with legitimate absences,

make sure to collaborate with general education teachers so that the student

receives support in making up assignments and tests.

Complete RSP logs to maintain accurate records of service hours and service

delivery.

When IEPs are scheduled, call parent to confirm IEP meeting time, date and

attendance. Please log all parent contacts or attempts in Welligent.

Request attendance by administrator, general education teacher, translator,

psychologist, DIS service providers and other participants as needed at least 10

days prior to the IEP meeting.

Meet with paraprofessional to discuss schedule and weekly duties.


Obtaining a Welligent ID

All administrators, special education teachers, and service providers must obtain a

Welligent username and password. In order to obtain an account, please follow the

steps listed below:

Complete “Single Sing-On Application for Non-District Personnel” and Fax to

213-241-2074-Information Technology Division ITD-Service Desk

Complete Welligent User ID form for Charter Schools

Welligent-User-Form-Charter and Fax to (213) 241-8455

For questions call the IEP Support Section at (213) 241-4174

All service providers and administrators must complete the form for access. Do not

forget to update “Charter Staff Listing” every time a provider is added or deleted. It is

crucial to delete individuals from having access when they are no longer working

with the student to maintain confidentiality. Complete the Welligent Staff Listing

Form and fax it to (213) 241-7550.





Enrolling in LAUSD Training

In order to access LAUSD training Special Education teachers, administrators and

service providers must have a Sign-On Account from LAUSD.

To enroll in LAUSD Training go to LAUSD Learning Zone and sign-up for the

classes.

o lz.lausd.net/lz

o Username= Welligent User Name

o Password = Welligent Password

Also, all Designated Instructional Services (DIS) such as resource specialist, speech

pathologist, counselor and school psychologist must complete service-tracker

training.

Support Units have trainings that will be available to charter schools. Each training

has its own specific enrollment process.


https://lz.lausd.net/lz/ldapLogin.jsp

Transferring Welligent Records

It is crucial to obtain “student with disabilities” records immediately upon enrollment

or first day of school to assure that special education services are provided to the

student as prescribed in their Individual Education Program (IEP).

To obtain Write and Read Welligent Access:

Complete FormWelligent Record Transfer Request Form and fax to IEP

Support Section (213) 241-8455 on the first day of school along with your school calendar.

If the student comes from another district fax the

Form-Request_Non_LAUSD_Student to LAUSD so a record can be created.

Once you have faxed the above, you will have access to your students’ Welligent

records and can begin creating new IEP documents for the 30-day meeting and set-up

your service tracker.

To Obtain Read only Access- Before School Starts:

You have to fax “Confidential Release of Records Form” to IEP Support Unit

which requires a parent signature and the Welligent Record Transfer Request

Form after August 1st.

This will give you access to students’ IEP documents and you will be able to print the

document. This access will NOT allow you to open a new document and create a new

IEP. Having access to IEP records prior to the first day of school provides you with

the opportunity to look at the services needed to comply with the IEP.


http://intranet.greendot.org/web/guest/curriculum/sped






Special Educational Evaluation Practices

Involving School Psychologist

There are many types of assessments completed to determine placement and services

for students in special education.

Comprehensive Pyschoeducational Re-Evaluations:

are completed to determine appropriate placement or eligibility

must include assessment in all areas of disability

placement may not be discussed in an amendment IEP

remember to include a nurse’s assessment for a re-evaluation IEP

Other types of assessments include:

Functional Behavior Assessments (FBA)

o To determine if a Behavior Support Plan (BSP) is necessary.

o Sometimes used to revise BSP

o Can be completed in an amendment, an annual, triennial or in a re-

evaluation

Social-Emotional Assessment

o To establish if counseling services or other supports are required

o Can be completed in an amendment, an annual, a triennial, or in a re-

evaluation

Manifestation Determination

o Must include an analysis of the behavior supports implemented

o Must include an analysis of the implementation of the IEP

o Required for a Pre-Expulsion IEP

Steps for requesting additional assessments:

Teacher brings concerns (from parents or teachers) to IEP providers including

the school psychologist.

Team may collaborate to decide if assessment is necessary.

Teacher will create either the Amendment or Re-Evaluation IEP in Welligent.

School Psychologist will create the Assessment Plan in Welligent.

Teacher will send home the AP and let school psychologist know as soon as it

is received signed. Teacher dates the assessment plan according to date

received

Please note that the 60-day timeline is based on the date the AP is signed.


PsychoEducational Triennial Practices

For Special Education Students

In an effort to provide all of the schools with psychoeducational services and

maintain compliance within IDEIA please follow the guidelines below when

requesting services.

Triennial Assessment

By the second week of school, submit the list of students on your caseload to

school psychologist assigned to your site.

If any assessments are due within the first two months of school, notify school

psychologist immediately.

For all Triennial IEP’s with formal assessments, the teacher must create the IEP in

Welligent before the School Psychologist can create an Assessment Plan.

School psychologist will create ALL Assessment Plans requiring

psychoeducational assessment.

The school psychologist will notify you once the assessment plan has been

created.

Print the assessment plan and present it to the parent for signature.

Once the assessment plan is signed:

When the assessment plan is returned with the parent signature please indicate

the date of signature immediately on the form and indicate that the document was

“received” in Welligent.

For Triennial IEP’s that require formal assessment, the AP must also be faxed to

the nurse. The nurse must be added as a participant to gain access to the IEP in

Welligent.

Please note that the 60-calendar-day timeline is based on the date the AP is

signed. Therefore, it is crucial that you update Welligent records and notify the

school psychologist immediately upon receipt.


DIS Counseling Criteria

The focus of school-based designated instruction service (DIS) counseling is to assist students with disabilities to access the core educational curriculum and to make progress towards his/her goals and objectives. DIS counseling services are intended to be provided on a short-term basis by school

counselors, school psychologists, and interns. Students are determined eligible with

an evaluation that indicates they need the services to benefit from their educational

program.

The following are criteria that must be considered to be appropriate for students to

receive DIS Counseling:

- Student has an educational need for support to access the curriculum

- Student’s goals are focused on learning and behavior exhibited at school (not

only present at home) and involves increasing skills and independence and use

of new skills at school

- Annual goal is achievable and measurable, and the objective is to exit student

after meeting goal

- Student has need for academic/behavioral skills and strategies in the

educational environment. For example: recognizing and learning appropriate

responses to feeling frustrated, anxious, bored, angry, learning to talk with

staff about these feelings, learning who to seek out when they encounter

difficult situations, learning social skills strategies

The following are criteria that indicate that DIS Counseling may be inappropriate for

a student.

DIS Counseling may NOT be appropriate:

- to maintain success or progress towards an educational program (ie: grades,

skills, behavior, etc)

- for students who need long-term psychotherapy or clinical treatment

- for students receiving outside mental health services

- if the student requires more than academic/behavioral counseling (see

examples above)

- if the student has a clinical diagnosis (Depression, ODD, PTSD, Conduct

Disorder, Borderline Personality Disorder, Bipolar Disorder, etc)


DIS Models of Service Delivery

(from Least Restrictive to Most Restrictive) - Indirect, Group: DIS provider collaborates and consults with teachers and staff

to support groups of students in classes and educational environments

- Indirect, Individual: DIS provider collaborates and consults with teachers and

staff to support one student in classes and educational environment

- Direct, Group: students are pulled from class for group counseling

- Direct, Individual: student is pulled from class for one-to-one counseling

Other Available School-based Mental Health Services

Other mental health services (not mandated by an IEP) are available to students

provided by school counselors, school psychologists, school social workers,

community mental health agencies and interns.

These include:

referrals to the Clinical Services Mental Health program, in which MSW and

MFT Interns may work with the referred student throughout the year,

individually or in groups (as often as bi-weekly)

referrals to outside mental health agencies which may see students on campus or

in the home

referral to see the School Psychologist for up to 8 weeks for short-term, solution-

focused brief counseling


Considerations for Moving a Student to a More Restrictive Environment

□ Student demonstrates significant skill deficits. Data must include formal and non-

formal student work analysis.

□ Student gets failing grades. A thorough review of grades must be conducted starting

from Middle School when files are available.

□ Student is supported by special education teacher in classes that he/she is struggling.

The current percent of support should be above 25% of the time and it must be

prescribed in the IEP as directed/collaboration services or pulled-out. For example, a

student should be provided a continuum of services including a combination of

Academic Success and selected pull out in areas of need.

□ Accommodations have been implemented in classes. All general education teachers

have been provided with specific accommodations that pertain to their subject area.

□ IEP team revises accommodations and other supports on the IEP. It is highly

recommended that RSP and general education teachers develop a form of tracking the

type of accommodations that are working and those that are not.

o Revised accommodations have been implemented and student still gets failing

grades.

□ Behavioral supports are documented and are being implemented through a behavior

support plan.

o If issue is behavior, IEP team conducts FBA and revises behavioral supports

o Revised BSP based on the results of the FBA is implemented and data is

collected


Responding to a Parent Assessment Request

In an effort to support all Ánimo Schools and to help us maintain compliance with

IDEIA and our SELPA requirements, we are asking that you follow these guidelines

when responding to parent requests for Special Education assessment of their child.

Please remember that according to Special Education law we must respond within 15

calendar days. Therefore, it is imperative to give the request to the school

psychologist/administrator within 24 hours.

Parents make requests for Special Education assessment of their child either

verbally or in writing.

o Written requests may take various forms:

Handwritten notes

Form letter

Doctor’s prescription

In response to the Request, follow these steps:

o Thank the parent for their concern about their child.

o Tell the parent you are going to refer their request to the School

Psychologist, but would like to clarify their concern:

Ask the parent to explain their specific concern.

Ask if the parent has spoken with teachers about the academic

concerns, or counselor/administrators regarding behavioral

concerns. Who did they speak with? When did they speak with the

person?

If they have not, suggest that they speak with teachers, counselor,

or administrator in addition to the formal request for assessment.

If they have, ask the outcome of the conversation.

Please contact the school psychologist assigned to your school with any questions

regarding initial requests for special education assessment.

Complete the “Request For Assessment” LAUSD form and file in the students file.


Requesting Services from Outside Providers

To provide students with disabilities the services necessary to receive educational benefits in

our schools, Green Dot sometimes contracts out for services from outside providers. Some

typical services that an Ánimo school will need to obtain from an outside provider

are: Nursing, Adaptive PE, Speech and Language, Deaf and Hard of Hearing, etc. We

must try to obtain services from LAUSD since they are our SELPA; however, if the

services are not available, you are responsible for obtaining services from another

provider. The process to obtain these services is as follows:

Requesting services from LAUSD

Complete LAUSD Fee for Service Form and fax it along with the

Assessment Plan to LAUSD (213) 241-2665.

A confirmation e-mail will be sent to the school’s administrator upon

receipt.

A second e-mail will then be sent to accept the request and directions on

who to contact for the specific services or a “declining of service”

If the services are declined, please forward the e-mail to

[email protected] or [email protected]

Requesting Nursing Services from LAUSD when you have Prepaid Services

Have the Assessment Plan (AP) signed by the parent.

Fax the signed Assessment Plan to 818-831-1939

o Attention: Debbie Grimes

You may also scan and e-mail the AP to [email protected]

For any questions regarding nurse services please contact Debbie at 818-621-

3016.

Other Prepaid Services

If you have pre-paid service for other DIS (DHH, VI) contact your program

administrator to provide you with the information of the itinerant assigned to your

school.



mailto:[email protected]



Additional Approved Green Dot Outside Providers

Total Education Solutions (TES)- Language and Speech Services

Send an E-mail to Chris at [email protected] with list of students who need

LAS services and copy your program administrator. An e-mail confirming

services will be sent to you.

When requesting an initial assessment, e-mail the Speech Therapist assigned to

your school and provide a copy of the assessment plan as soon as possible.

Contact Chris Coyle at 323-204-1697 or [email protected] if you have any

questions. TES also provides other DIS services (i.e. OT, PT); please contact your school Special

Ed. Program Administrator for details on how to request additional services.

Believe Ability

Believe Ability provides assistive technology assessments and services. To

request services from Believe Ability please contact your Special Education

Program Administrator for details.




Exiting Students from Special Education

There are four reasons that a final IEP is held:

1. Student graduates with a Diploma.

2. Student obtains a Certificate of Completion and student participates in

culmination exercises and voluntarily elects to exit from school prior to age 22.

3. Student reaches age 22.

4. Student is no longer eligible for Special Education Services.

A final IEP may NOT be done using the amendment process. The condition under

which a final IEP would be held is considered a change of placement for the student

and requires the completion of a Review IEP.

For those students who will be exiting because they are graduating or receiving a

certificate of completion, the Exit IEP must be convene no more than 150 days prior

to the student’s expected last day of school; including ESY if the student is eligible for

ESY.

Please download the “Welligent Connection Volume 4, Issue 3” dated April 27, 2010

for specific guidelines on how and what to check in the Final IEP document.



Service Logs Compliance

One of the provisions under the Modified Consent Decree mandates that all

schools under LAUSD SELPA maintain records of service delivery for students

with disabilities.

It is important that all your service providers create, maintain, print, and file

records of delivery of service in a monthly basis. Services that need to be logged

using Welligent include RSP, Counseling, Speech and Language, and all other

DIS services.

o Every service provider must print and provide administrators with a

printed copy of logs for signature and approval.

o Logs must be filed in a confidential place every month.

o All attempts to provide service must be logged even if the student is

absent or refuses service.

o Services logged should match the time and frequency as documented on

the IEP.

o In order for the school to be compliant with Outcome 13 of the Modified

Consent Decree all service providers must regularly utilize the Welligent

Service Tracking System and document service provision on a regular

basis.


Online Tutorial: Filling out Special Ed Information

Step 1: Search or browse students to find the student you’d like to identify.

Step 3: In the left navigation bar, click on “Custom Screens” under the “Information” heading.

1

Step 4: In the left navigation bar, click on “07 Special Education.”

Step 5: Scroll down, fill out the “Program” field (RSP or SDP), and enter any DIS info known (speech, counseling, etc.).

Online Tutorial: Filling out Special Ed Information

Search or browse students to find the

Step 2: Select the student by clicking his/her name.

In the left navigation bar, click on “Custom Screens” under

1

In the left navigation bar, click on “07 Special

Scroll down, fill out the “Program” field (RSP or SDP), and enter any DIS


You can find this information in Welligent, as seen below:

Note: Example of a SDP student

2

You can find this information in Welligent, as seen below:

Note: Example of a RSP student in general ed

2


Step 6: Click the “Submit” button to record your changes.

Step 7: Click the “Back” button to return to the previous screen.

Step 8: If necessary, fill out the “Case Carrier” field. This is assigned by your school administrator.

Step 9: For the “Does Student have a Behavior Support Plan” field, choose

3

Step 9: For the “Does Student have a Behavior Support Plan” field, choose “Yes” or No”.

Step 11: In the middle of the screen, click the “New” button.

Note: If the student already has a primary disability code in the system and you’d like

to change it, click the program code number in blue, as noted below. Then, continue

with Step 10.

Step 10: In the top left corner, click the “Click here to enter Primary Disability code” prompt.

Click the “Submit” button to record your changes.

Click the “Back” button to return to the

If necessary, fill out the “Case Carrier” field. This is assigned by your

For the “Does Student have a Behavior Support Plan” field, choose

3

For the “Does Student have a Behavior Support Plan” field, choose

In the middle of the screen, click the “New” button.

Note: If the student already has a primary disability code in the system and you’d like

to change it, click the program code number in blue, as noted below. Then, continue

In the top left corner, click the “Click here to enter Primary Disability code”


Step 12: In the drop-down menu next to “Education Program Code,” select “(144) Special Education.”

Step 13: In the drop-down menu next to “Primary Disability Code,” select the appropriate disability code.

4

You can find this information in Section F of the LAUSD IEP.

down menu next to “Education Program Code,” select

down menu next to “Primary Disability Code,” select the

4

Note: This is just an example.

Not all students should have a code of SLD.

You can find this information in Section F of the LAUSD IEP.


Step 14: In the drop-down menu next to “Education Program Membership Code,” select the appropriate status: “participating” or “eligible.”

Step 15: Enter date the student started his/her special education program into the box next to “Education Membership Program Start Date.”

Note: You MUST enter a specific date here in order for the CALPADS enrollment to be

complete. DO NOT skip this step!

5

Step 16: Click the “Submit” button.

Step 17: To verify that your students have been flagged properly, run a search for special education students in PowerSchool.

You can do this by program with this code: iep_program#

down menu next to “Education Program Membership Code,” select the appropriate status: “participating” or “eligible.”

Enter date the student started his/her special education program into the box next to “Education Membership Program Start Date.”

enter a specific date here in order for the CALPADS enrollment to be

5

To verify that your students have been flagged properly, run a search for

with this code: iep_program#


Online Tutorial: Exiting a Student out of Special Ed

Step 1: From the start page, search for the student or browse students to find him/her.

Step 2: In the left navigation bar, click on “State/Province –

Step 3: In the middle of the screen, click on

1

Step 3: In the middle of the screen, click on “Program Eligibility.”

Step 4: Sticking to the middle of the screen, you should see that the student has a membership code of 144. Click on the “144” in blue.

Step 5: In the “Education Program Membership End Date,” enter the date the student exited.

Note: DO NOT enter a date in the future, as this will limit SPED reports from running

successfully

Exiting a Student out of Special Ed

From the start page, search for the student or browse students to find him/her.

In the left navigation bar, click on CA.”

In the middle of the screen, click on

1

In the middle of the screen, click on

Sticking to the middle of the screen, you should see that the student has a membership code of 144. Click on the “144” in blue.

Note: DO NOT enter a date in the future, as this will limit SPED reports from running


Step 6: Next to “Special Education Exit Code,” select option 70: Returned to regular education…

Step 7: Click the submit button, and the student has been exited!

2

Next to “Special Education Exit Code,” select option 70: Returned to

Click the submit button, and the student has been exited!

2


Online Tutorial: Exporting Special Education Students

Follow these steps to select all Special Education students as the

PowerSchool.

Step 1: In PowerSchool, select Reports from the left

navigation bar under the Functions header.

Step 2: Select the

1

Step 3: Under the Utilities and Search Functions

the State tab, select CALPADS Student Program

Enrollments. (Towards the bottom of the page)

Step 4: In the next page, click on the

next to Special Education

Step 5: At the bottom of the next page, select

Make these students the current selection.

Exporting Special Education Students

Follow these steps to select all Special Education students as the Current Selection in

from the left

header.

Select the State tab in the Reports screen.

1

Utilities and Search Functions header in

CALPADS Student Program

. (Towards the bottom of the page)

In the next page, click on the Display link

Special Education.

At the bottom of the next page, select


Step 7: On the following page, from the drop

down under Select a function for this group of

students, choose Quick Export.

2

Step 6: Go Back to PowerSchool

homepage (click on the PowerSchool logo

in the top left corner) and select Current

Selection (##) under the Browse Students

header.

On the following page, from the drop-

Select a function for this group of

2

Step 8: In the Quick Export

page, enter the fields you

want the report to populate

(i.e. Student_Number, DOB,

Grade_Level, etc..) Choose

the Fields link to see more

options.

Step 9: Click submit to start

the export.


DataDirector Quick-Start Guide for Special Education Teachers


Table of Contents

Logging In 1

Searching for Students 2

Breaking Down Benchmarks 4

Custom Reports 7

Contact Information 13


Logging In

To access DataDirector, open your web browser (Firefox, Safari, Internet Explorer), and type http://www.achievedata.com/greendot into your address bar.

DO NOT go to datadirector.com, as you cannot log in from there.

DataDirector-QSG

Once you’re there, enter your username and password into the appropriate boxes, as noted above. If you have yet to receive a username or password, try the following combination:

username: firstname.lastname (ex: george.washington)

password: greendot

If you still can’t log in, please contact the knowledge management department via the contact information listed on page 13.

1


Searching for Students

Step 1: Begin your search by clicking on the “Students” tab at the top of your screen.

Step 2: Scroll down and enter the student’s first and/or last name into the appropriate boxes.

Step 3: Click any of the “GO” buttons on the screen to submit your query.

DataDirector-QSG

2

to submit your query.

Step 4: After the query has been completed, select the appropriate student by clicking on his/her name.

After doing so, a new window will open up with the student’s information.


Step 5: In the new window, you’ll see a snapshot of student results, including CST overview, CST by cluster, CAHSEE, student schedule, and demographics.

If you’d like to include additional years or results, check the appropriate boxes and click the “Submit” button.

A time-saving tip: check every box you’d like to include throughout the document,

then click submit. You don’t need to click submit after every section – just at the end!

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3


After searching for a student and seeing his/her results, you may be interested in a deeper breakdown of his/her results. You can do this with benchmark results, which are listed under the “Assessments” portion in your new window.

Step 1: Identify the assessment you’d like to break down by name. You can find the name in the heading for the assessment.

Breaking Down Benchmarks

Step 2: Going back to DataDirector (and away from your new window), click on the “Exams” tab at the top of your page.

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4

Step 3: In the middle of your screen, check each box next to an academic year. This will ensure benchmarks from each year are available in your search.

Step 4: Click the “Submit” button.

Step 5: In the box next to “Quick Search” enter the name of the benchmark exam you’re looking for. Notice that as you enter the name, the results below will change.

You do not need to hit “Submit.”


Step 6: Click the appropriate benchmark exam in the results below.

Step 7: From the homepage for that benchmark exam, scroll down and click “Student Exam Report (Complete).”

Step 8: In the drop-down menu under the “Available Students” heading, select the student whose results you’d like to view.

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5

Once you’ve selected the student, you’ll be able to view a performance summary, the student’s performance by standard, and a record of the student’s responses for each question.


Student exam report for all students (PDF)

Student exam report for individual student (PDF)

Student exam report for individual student (Excel)

Step 9: To download data and graphics as a PDF or Excel document, click the appropriate graphic, as noted below:

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6


Custom Reports

If you’d like to compare data for multiple students, create a custom report. Custom reports are a bit more difficult, so make sure to follow the instructions closely.

Step 1: Begin constructing your custom report by clicking on the “Students” tab at the top of your screen.

Step 2: Next, you’ll be prompted to choose the group of students who will populate your custom report. Begin by choosing the academic year(s) you’d like by checking the appropriate box(es).

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7

by checking the appropriate box(es).


Step 3: If you’d like to further refine your search, enter a student’s name, ID, or a range of names by entering information in the appropriate boxes.

Step 4: Next, if applicable, click the checkboxes for “Grade” and “Period.”

Step 5: Finally, if applicable, choose the student demographics for your custom reports. These demographics include: language fluency, ethnicity, socioeconomic status, and special education status.

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8

Step 6: When you’ve finished selecting your search criteria, press the “GO” button (as seen above).


Step 7: On the next screen, wait while your custom report is being created. This may take 10-15 seconds depending on the number of students in your search.

Step 8: Once the search is complete, your students will show up on the screen, complete with the search terms that you’ve chosen.

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9

At times, this may be everything you need. If so, click the “XLS,” “PDF,” or “TAB” icons to output the data in the format you’d like.


Step 9: If you’d like to add additional fields – and we hope you do! – click “Make This a Report” in the left navigation bar under the “Search General” heading.

Step 10: Next, click “Modify Columns” in the left navigation bar under the “Report Edit Options” heading. This will allow you to add or remove search terms and to further refine your results.

Step 11: To remove a single search term, click the miniature trash can next to the term. To remove multiple search terms, click the appropriate check boxes, and select “delete” in the drop-down menu.

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10

Step 12: To add a search term, click the “Click Here” button.


Step 13: Next, you’ll need to choose the appropriate filter and data set.

In the left-hand column, choose the type of filter you’d like (demographics, assessments, Power Data Sets (e.g., grades), etc.), the academic year, and (if applicable), the subject. You can leave the last two filters as “Show All.”

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11

Step 14: Once you’ve chosen the filter, choose your data set. In this case, I am going to choose ELA Benchmark #2 for 2008-2009.

Step 15: After doing so, you may be asked to specify your report columns.

Click the appropriate checkboxes, then press “Next Step” to add your new column(s) to your custom report.


Step 16: Repeat steps 10-15 for as many columns as you’d like to add.

Step 17: When you’re finished, click the “XLS,” “PDF,” or “TAB” icons to output the data in the format you’d like.

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12

XLS = Excel spreadsheet

PDF = Adobe Reader or any other PDF reader

TAB = Text file (if you’re a PC user, will open in Notepad)


Contact Information

If you have questions about DataDirector, please contact Kevin Keelen at [email protected] or 213-393-5897.

DataDirector-QSG

13


Documenting Accommodations and BSP Implementation in

Power School

The Importance of Documentation

• Power School now makes it possible for us to document the collaborative communication between special and general education teachers and verification that the IEP is being implemented

• This documentation is an essential way to provide evidence of the school’s compliance and as a way to track steps the school has taken to support students


Begin Documentation at Log Entries Page

Choose Accommodation or

BSP Implementation

Document Initial Communication

Document discussion of

accommodations


Document Observations of Accommodations

Document observation of

accommodation being implemented

Document Follow-up Discussions

Document follow up discussions about accommodations


Document Progress Monitoring Discussion

Document follow-up discussions after

progress monitoring

Document Initial BSP Implementation Discussion

At the beginning of the year, document that BSP has been

introduced to teachers


Document BSP Discussion After a Behavior Issue

After a behavior incident, document

that BSP was discussed and next

steps

Summary• Utilize Power School regularly to document

efforts to communicate about and support the implementation of accommodations and BSP

• Log entries quantity and detail will vary according to student needs– A student doing well would have minimal entries

documenting basic discussions– A student with academic and/or behavioral issues

will have more extensive logs documenting efforts and school response to issues


Section # 3

Professional Development and Training


Special Education Training

Resources for Administrators/Designee


1

Animo B

The Administrator’s role in monitoring and supporting special education programs

Special Education Essential Practices

2

Principles of Collaboration

1. The goal of collaboration is to create a climate of heightened professionalism between professionals…so that the students who are served by the professionals can achieve their highest potential.

2. Collaboration should provide a vehicle to facilitate independentproblem solving on the part of the participants.

3. Collaboration is an interactive process that enables teams of people with diverse expertise to generate creative solutions to problems.

4. In the collaboration effort vested interests are sublimated to the broader purposes of the strategic agenda.

-The Special Educator’s Guide to Collaboration


3

What are Special Education Service Models?

We serve students with IEPs in our Special Education Programs in a variety of ways depending on individual needs.

Service models include:Level 1: Consultative support

Level 2: Co-teaching in the general education classroom

Level 3: Direct instruction outside the general education classroom

Most students will require a combination of the three types of support so schools’ programs should be organized to provide time for each

4

What should the administrator know about service models?

It is important that the administrators know how and when collaboration is occurring

Administrators and special education teachers should collaboratively arrange a schedule and description of the agreed upon collaboration models at the beginning of the year

Service models should be used flexibly and adjusted depending on how students are responding to the support; as adjustment are made, revised schedules should be given to the administrator

The following slides describe each service model


5

What is Collaborative Consultation?

Consultation is indirect service where the special education and general education teachers discuss a variety of topics related to support students with IEPs

Consultation topics include: Student progress

Behavior supports

Instructional accommodations

Testing accommodations

Adjusting service models

Consultation should be planned on a regular basis, but can occur more frequently as needed

Consultation about accommodations and Behavior Support Plans should be logged in Power School

6

Why is consultation important?

Consultation is essential for:General education teachers to be aware of student

accommodations and behavioral plans

General and special education teachers to reflect on student progress and student response to instruction

General and special education teachers to brainstorm more effective ways to meet student needs

General and special education teachers to communicate about student issues (including behavior)


7

What is the first step toward co-teaching?

Co-teaching begins with co-planning

Levels of Co-planning:

Create lessons together

Review lessons and provide input regarding needed accommodations

Observe student response to instruction and provide feedback to inform future lesson planning

8

What is Collaborative Co-Teaching?

Co-Teaching is two teachers jointly providing direct instruction and support

Co-Teaching can include a variety of models:

Joint delivery of instruction

Small group station teaching

Parallel teaching

One teach/one support


9

Direct instruction outside general education classroom: Academic Success class

Academic Success class is a structured class designed to provide direct instruction on needed learning skills, math and literacy intervention, and support with work from general education classes

Learning Skills instruction includes: transition skills, organization skills, study skills, and test taking skills

Intervention lessons should be based on assessed needs in math and literacy

General Education support provided through:

Progress monitoring

Consultation with general education teachers

Direct support with assignments

10

Direct instruction outside general education classroom: Flexible use learning center

Periodic pull out to the learning center for:

Pre-teaching and re-teaching

Small group or individual proctoring of exams

Extra time to work on assignments

Extra support with major projects or activities

Alternative approach to presenting the material

Considerations for organizing use of learning center:

Establish guidelines for use: why, how often, when, how long

Pull-out should be used sparingly to not detract from instruction in the general education classroom

Balancing time of students in the learning center with the need to support students in other classes


11

How should the administrator monitor the special education program?

Utilize the Special Education monitoring form (see example on next slide) to observe and reflect on program implementation

Some items can be observed directly, while others will need interviews to determine implementation

Quarterly discuss with special and general education teachers:Student progress and grade and benchmark data as it relates to

implementation of service models

Reflections on how service models are working to support students and what adjustments may need to be made

Feedback on collaboration and implementing accommodations

Debrief with Special Education Program Administrators about program implementation, the need for professional development, and the sharing of coaching efforts

12


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sped guide part 1 program reflection

Special Education Guide for Administrators

Part 1 – Program Review and Staff Reflection


Note for Administrators

• The purpose of this powerpoint is to lead your staff through a reflection regarding your special education program

• It is intended as a tool to question current practices, beliefs, and systems



Reflection: What does the Reflection: What does the equation below mean to your equation below mean to your special education team?special education team?

High expectationsHigh expectations+ +

High level of support High level of support = =

High achievementHigh achievement


High Level of Support• Students with disabilities need various levels

and types of support to meet their needs

• The forms of support will vary according to the student’s unique needs such as:– Organization– Self advocacy– Academic accommodations– Pre-teaching/re-teaching– Remediation



Meeting Student Needs• Consider the following with your special education team:

– How are we preparing our students with disabilities for college,leadership, and, life?

– Does the way we support our students with disabilities fit with the mission to transform public education in Los Angeles?

– How do we know if we provide sufficient support to meet our students’ needs and how can we use data to support our impressions?


Core Values and Special Education

• Examine the core values and determine how they apply to how we implement special education

– Unwavering believe in all student’s potential– Passion for excellence– Personal responsibility– Respect for others and the community– All stakeholders are critical in the education process

• Consider which core values present a challenge and ways to address concerns



Special Education Identity/school culture

• How are students with disabilities viewed on your campus by:– Other students– General education teachers– Other staff– Themselves

• Is the environment inclusive, accepting, non-stigmatizing, supportive?

• What (if anything) might need to be changed to ensure a positive environment for all students?


Special Education Goals• What does your special education team hope to

accomplish this year?

• What resources, support, training, and collaboration is needed to get there?

• What are your special education program’s areas of strength and areas in need of improvement?



Teamwork• What structures do you need in place so your special

education team functions well to accomplish your goals?

• What data do you need to plan around in order to make informed decisions?

• What supports need to be in place to ensure your team stays on track and moves forward?

• What follow-up support do you need from your Program Administrator?


sped admin guide part 2 program development


Part 2 – Program Development


Analysis of Student Needs

• Review mandated services and supports from current IEPs (for incoming and current students)– Program (RSP or SDP)– Description of program (amount of time in general

education and level of collaboration needed)– Designated Instructional Services (Language and

Speech, counseling, other therapies)– Accommodations and modifications– Behavior support– Other unique needs



Analysis of Student Need (continued)

• Review student data to determine what possible changes are needed– Grades

• Recent and historical• Progress toward graduation

– Test scores• CAHSEE• CST• Benchmarks

– Attendance– Behavior– Skill levels


Program Planning• Determine patterns of needs and prioritize areas

of focus for each program

• Allocate resources toward addressing needs

• Consider basic service for compliance and to provide educational benefit

• Consider what is needed to prepare students for college, leadership, and life



Analysis of School Site Resources

• Develop and post schedules of key personnel– Special Education Teachers– Special Education Aides– Psychologists– Counselors– Other staff


Sample RST Matrix• The sample RST matrices are tools for you to be able to

develop your own.

• Please keep in mind the prescription of minutes committed at the IEP meeting.

• Sample matrices are a general guide and need to be implemented flexibly based on student need– For example during testing times the schedule would change to

implement testing accommodations



Services and collaboration Matrix: Pull-Out Model (RSP sample 4 year school)

Per 1 Per 2 Per 3 Per 4 Per 5 Per 6

RSP teacher

Academic success 9th

grade

Gen. Ed. English Collaboration


Conf. Academic success 10th

grade


RSP teacher 2

Gen. Ed. Math collaboration


grade

Gen. Ed. Math Collaboration


grade

Conf. Gen. Ed. Math Collaboration

RSP aide




Hist. and/or science Collaboration


Hist. and/or science Collaboration


Services and collaboration Matrix: Co-Teaching/Collaboration Model

(RSP sample 4 year school)Per 1 Per 2 Per 3 Per 4 Per 5 Per 6

RSP teacher Co-Teaching 9th gradeEnglish

Co-Teaching10th Grade English

Gen. Ed. English collaboration

Conf. Gen Ed. English collaboration


RSP teacher 2

Co-Teaching Algebra 1

Co-Teaching Geometry

General Ed. Math collaboration

General Ed. Math collaboration

Conf. Gen. Ed. Math collaboration

RSP aide Gen. Ed. English collaboration



Hist. and/or science collaboration





Services and collaboration Matrix: Pull-Out Model(RSP sample 3 year school)


RSP teacher Academic success 9th

grade




grade


RSP teacher 2


Academic success 11


General Ed. Intervention Class

Conf. General Ed. Intervention Class








Services and collaboration Matrix:Co-Teaching/Collaboration Model

(RSP sample 3 year school)Per 1 Per 2 Per 3 Per 4 Per 5 Per 6

RSP teacher Co-Teaching9th Grade English

Co-Teaching10th Grade English

English 11collaboration

Conf. English 12collaboration


RSP teacher 2

Co-TeachingAlgebra

Co-TeachingGeometry


Gen Ed. Math collaboration

Conf. Gen. Ed. Math collaboration









Services and collaboration Matrix: Pull-Out Model

(RSP sample 2 year school)



grade




grade


RSP aide Math collaboration

Math collaboration

English collaboration


Math collaboration



Services and collaboration Matrix: Pull-Out Model

(RSP sample 2 year school)



grade




grade


RSP aide Math collaboration

Math collaboration

English collaboration


Math collaboration



sped admin guide part 3 beginning of year


Part 3 - Beginning of the Year Procedures


Caseload Distribution

– Check IEPs and distribute students to appropriate service providers

– Check for DIS services to establish DIS caseloads (LAS, counseling…)

– Look for students on Welligent and fill out forms to have students transferred for school access

– Highlight 3 year reviews and coordinate with psychologist



Scheduling Students

• Review IEPs to determine program and required service time

• Cluster students into classes where supports will be allocated (6 students per class maximum)

• Plan direct service classes (academic success, interventions, SDP math and English)


Establishing DIS services

• Review IEPs to determine needed DIS services

• Contract with TES for needed services

• Assemble DIS counseling roster and share with psychologist

• Assemble LAS roster to share with TES service provider

• Establish service days and times and check in routine with DIS service providers



Ordering and Distributing Required Documents

• Order required brochures from LAUSD stores catalog

• Display CRU/PRN poster

• To all parents:– Include non-discrimination and sexual harassment policy statement in

parent-student handbook– Uniform Complaint Procedures brochure– Section 504 brochure– “Are You Puzzled” brochure

• To parents of students with disabilities:– CRU/PRN Notification letter and brochure– Special Education Parent Training Calendar


Plan IEP Calendar for Year• Review caseloads and IEP due dates

• Plan IEPs so they don’t conflict with other school events

• Plan IEPs earlier than due dates and spread out to avoid heavy months

• Schools with multiple special education teachers, plan IEPs together to avoid overlap

• Coordinate IEP calendar with administrators and clarify system for ensuring required personnel are at the IEP meeting


sped admin guide part 4 roles and responsibilities


Part 4 – Roles and Responsibilities: the school site administrator, the case

carrier, the program administrator


Case Management• The case carrier has the following

responsibilities:

– Ensuring IEP timeline compliance

– Ensuring IEP implementation

– Monitoring student progress/collecting data



Ensuring IEP Timeline Compliance• Collaborate with school special education team

to plan system for

– Scheduling annual and 3 year IEP reviews

– 30 day IEPs and initials

– ensuring required personnel are at IEP meetings

– follow up procedures • Getting parent signatures• Copies of IEP to services providers• Translation


Ensuring IEP Implementation• Review the current IEP’s offer of FAPE to

determine needs for service and support

• Inform and collaborate with general education teachers to implement accommodations and other supports (document in Power School)

• Establish and Monitor DIS service

• Provide services described in the IEP

• Log service time (RSP and DIS)



Service Delivery

Service delivery can be provided in different ways

– Direct instruction• Academic success or other self contained class• Co-teaching with general education

– Indirect instruction (collaboration)• Co-planning• Consultation


Progress Monitoring• Monitor student progress

– Check grades on Power School

– Consult regularly with other teachers servicing the student about progress

– Collaborate with other staff to make adjustments as needed depending on student progress



The School Site Administrator

• School site administrator observes, monitors, and evaluates the special education teacher on:

– IEP timeline compliance– Delivery of services (Welligent service logs)– Effectiveness of collaboration through observations of

co-teaching, co-planning, and consultation– Effectiveness of direct instruction in academic success

or other self-contained class– Student progress monitoring and reflection on

adjustments led by special education teacher


Program Administrator Support for Case Carriers/SPED Teachers

• Monitors IEP timelines and shares information with teachers

• Collaborates with school to develop systems for IEP compliance

• Meets regularly with case managers, reviews IEP compliance, and provides training as needed

• Observes collaboration and direct instruction and through coaching makes recommendations



Program Administrator Support for School Site Administrators

• Monitors IEP timelines and shares school site information with administrators

• Collaborates with school to develop systems for IEP compliance

• Collaborates with school to review program and make recommendations for program improvement

• Meets regularly with school site administrators and provides feedback and recommendations


sped admin guide part 5 service models

Special Education Administrator Guide

Part 5: Service Models


Planning and Scheduling to Meet Student Needs

• The special education program should be driven by the students’ needs

• Supports and services should be planned and allocated as needed according to the IEPs of the students

• Special Education Law requires us to attempt the least restrictive environment as appropriate



Special Education Programs

• The school should attempt to creatively design a program to meet each student’s needs

• Resources can be utilized flexibly and fluidly to best meet the needs of students

• It is important to identify what level of support is needed for each student in order to plan an appropriate program


What does Special Education Support mean?

• SDP students need support for over 50% of the school day; while RSP students need support for under 50% of the school day

• Support does not mean a separate class outside of general education; support includes consultation, co-teaching, use of the learning center, and behavioral interventions



Analysis of Student Need• Review student data to determine what level of

support is needed: – Grades

• Recent and historical• Progress toward graduation

– Test scores• CAHSEE• CST• Benchmarks

– Attendance– Behavior– Skill levels


Service Models Overview *

• Tiers of support for students with IEPs– Layer 1: Consultation (RSP and SDP)– Layer 2: Co-teaching (RSP)– Layer 3: Direct services, non-intensive (RSP)– Layer 4: Direct services, intensive (RSP or

SDP)

* schools should have a blend each layer to meet all students’ needs



Layer 1: Consultation

• General Education and Special Education Teachers collaboratively:– plan, analyze, modify and evaluate instruction and

outcomes for students– review students progress, accommodations and

modifications, and instructional practices– communicate effectively to plan a time, place, and

format to co-plan


Layer 2: Co-teaching• General and Special Education Teachers

collaboratively deliver instruction to students with and without disabilities in the general education classroom

• Teachers need to plan formats that work best to meet student needs– Cooperative teaching– Station teaching– Parallel teaching– Alternative teaching– Team teaching



Layer 3: Direct Services, Non-intensive

• Teacher utilizes a learning center with flexible use based on identified needs

• Students can be pulled out of general education class into learning center for small group or individual instruction, assessment, pre or re-teaching, interventions

• Should be utilized on an as needed basis


Layer 4: Direct Services, Intensive

• Explicit, intensive service delivered outside the general education classroom on a regular basis

• Students would be enrolled in a class such as Academic Success, Literacy Intervention, SDP Algebra for instruction delivered by a special education teacher

• The need for this level of service should be determined by the skill level of the student and other factors described in the IEP



Direct instruction – Academic Success

• Academic Success supports the student with accessing the general education curriculum by working on:– Organizational skills– Study Skills– Self Advocacy– Behavior support– Re-teaching of instruction from other classes– Assignments from other classes that require

accommodations best applied in this setting


Intervention Classes• Intervention classes are needed when a

student’s skills are significantly below expected level and intensive intervention is needed to: – Target Literacy skills– Target Math skills

• Intervention classes need to be sufficiently rigorous to bring the student up to the level that they can access the general education curriculum



Progress Monitoring

• Case Carriers need to regularly monitor the following:– Progress on IEP goals– Progress in general education classes– Testing data (benchmark, CST, CELT, CAHSEE)

• Case Carriers need to work with other staff to make adjustments in students’ program based on the results of the progress monitoring

• Adjustments can include: altering the student schedule (mid year or mid semester), layer of support, behavior support, in class accommodations, and parent involvement


sped admin guide part 6 behavior support

Special Education Administrator Guide

Part 6: Behavior Support


Behavior Support Plan (BSP)

• A BSP is required when a student’s behavior impedes learning of the student or others

• The BSP looks at the function or communicative intent of the behavior (attention, escape, sensory…)

• The BSP defines alternative ways the student can achieve the same function (replacement behavior)



Behavior Support Plans

• Data collection is essential– How often (frequency) does the behavior

occur (establishes baseline)?– When (time of day, subject, people present)

does the behavior occur?– Environmental factors (was the room

crowded, noisy, directions unclear, hot/cold, other influences?)


Positive Behavior Support• Students should be expected to follow school-wide and

classroom behavior expectations

• If student is experiencing behavioral challenges the school or parent may request assessment called a Functional Behavior Assessment (FBA)

• This assessment involves observation and data collection to determine the function of the student’s behavior and appropriate strategies to teach and support replacement behavior

• The FBA is the foundation for a well developed Behavior Support Plan (BSP) in the IEP.



Modified Consent Decree: Outcome 5

• Reduction of Suspensions: Schools need to reduce the overall number of suspensions of students with disabilities to a rate lower than 8.6% (i.e. no more than 8.6% of students with disabilities can be suspended for 1 day or more; so a school of 40 students with IEPs cannot suspend more than 3 students with IEPs in the school year)


Alternatives to Suspension

• We should be proactive and implement interventions at the earliest sign behavior is impeding learning.

• Out of school suspension has little relationship to the misconduct and does not support (teach) behavioral change

• Alternatives to suspension should emphasize what the student needs to learn in order to avoid future misconduct




• Some examples include:– Community service– Mini-courses on conflict resolution or anger

management– In school suspension (with instructional

support)– Other consequences linked to the

misbehavior which emphasize teaching rather than punishment



Examples:• Destruction of property - Pay for or fix the

property• Smoking in restroom – No restroom privileges

unless escorted to the bathroom by an adult who waits outside

• Inappropriate language – Write letter of apology and brainstorm ways to express frustration appropriately

• Sexual harassment – Watch video on sexual harassment and write letter of apology



Suspension steps

• 1st suspension: Convene a Disciplinary Review Team meeting upon student’s return to review interventions, Behavior Support Plan

• 2nd suspension: Schedule IEP meeting upon student’s return to review IEP and discuss if any additional assessments are needed


Suspension Steps

• 8 cumulative days: discuss the relationship between disability and conduct; review behavioral assessments, review IEP and BSP

• 10 days of suspension or Pre-expulsion review: conduct a Manifestation Determination



Emergency Behavior Interventions

• A behavioral emergency is the demonstration of a serious unpredictable, spontaneous behavior problem which poses a clear and present danger of physical harm to the student, others, or considerable property damage

• Emergency behavior interventions (physical restraint) can only be used by trained personnel when absolutely necessary, and as a last resort

• Must be followed up with an Emergency Behavior Report for Students with Disabilities, parent notification, and an IEP meeting within 48 hours


Understanding and Monitoring MCD (Modified Consent Decree)

Reports

What is the MCD

• LAUSD has been under federal court oversight since 1996 for systemic non-compliance of special education law.

• The Modified Consent Decree (a modified version of the original Chanda Smith Consent Decree) has 18 outcomes which all schools in the LAUSD SELPA must work towards


18 Outcomes• Outcome #1 Participation in the Statewide Assessment Program• Outcome #2 Performance in the Statewide Assessment Program• Outcome #3 Graduation Rate• Outcome #4 Completion Rate• Outcome #5 Reduction of Suspensions• Outcome #6 Placement of Students with Disabilities with SLD and SLI• Outcome #7 Placement of Students with Disabilities with All Other Disabilities• Outcome #8 Home School• Outcome #9 Individual Transition Plan• Outcome #10 Timely Completion of Evaluations• Outcome #11 Complaint Response Time• Outcome #12 Informal Dispute Resolution• Outcome #13 Delivery of Services• Outcome #14 Increased Parent Participation• Outcome # 15 Timely Completion of Future Translations• Outcome #16 Increase in Qualified Providers• Outcome #17 Team Consideration of Special Factors - Behavioral Interventions• Outcome #18 African-American Students Identified as Emotionally Disturbed

Which Are the Outcome of Concern?

• Outcome 2: Raising the CST scores (percent of students scoring basic and above)

• Outcome 3: Raising the graduation rate• Outcome 5: Reducing suspensions• Outcome 10: Timely completion of

evaluations• Outcome 13: Service delivery (documenting

RSP and DIS service using Welligent)


MCD Reports

• Each school should have a MCD team that reviews their MCD report monthly

• The report indicates which outcomes the school is meeting and not meeting

• The MCD team should plan how to improve the school’s progress toward meeting the MCD Outcomes

Sample MCD Report

School is not meeting

Outcome 2School is meeting

Outcome 5


MCD Report Analysis

• This example shows one area of strength and one area that needs improvement:– Outcome 5: the school has currently suspended

fewer than 8.6% of students with IEPs, therefore they are on track to meet the outcome

– Outcome 2: the school has fewer than 27.5% (ELA) and 30.2% (Math) of its students with IEPs scoring basic and above on the CST, therefore they need to plan how they will improve student performance on next year’s tests

Next Steps

• If you have questions about your MCD reports or are not receiving it from LAUSD, contact your Special Education Program Administrator


Special Education Training Resources

For

All Teachers


Special Education

Identification and Assessment Procedures

Special Education

Referral Parent Referral SST Refferral

Agency Referral

Assessment Plan to Parent or Response

Letter Denying Assessment

Notification of Referral

Parent Rights

Assessment Plan

Rejected or Not

Returned

Process Stops Signed Assessment Plan Returned

Assessment Conducted

IEP Schedule

IEP Invite Sent 10 Days Prior to

Meeting

IEP Meeting Held

Assessment or IEP

Rejected by Parent

Independent

Assessment

Mediation

Due Process

Assessment Results and IEP

Recommendations are

accepted

Implementation

Parent Consent

Annual Review

Assessment Results Indicate

Student is Ineligible for

Special Education Program

Student is referred back to the

Student Success Team for

Accommodations in General

Education Three Year

Re-evaluation


1

Animo B

Special Education Essential Practices

For General Education Teachers

2


Special Education teachers serve students with IEPs in a variety of ways depending on individual needs.

Service models include:Level 1: Consultative supportLevel 2: Co-teaching in the general education classroomLevel 3: Direct instruction outside the general education classroom

Most students will require a combination of the three types of services in addition to implementation of the accommodations on their IEPs


3

Accommodate, Modify, and Support

I.D.E.A. 1997 Reauthorization [300.342(b)(3)]: Specifies that the public agency shall ensure....each teacher and provider is informed of his/her specific responsibilities related to the implementing the child’s IEP and the specific accommodations, modifications and supports that must beprovided for the child in accordance with the IEP.

Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable instructional and assessment access for students with disabilities.

• Accommodations do not alter the content of assignments, give students an unfair advantage, or change what a test measures

• Accommodations Do make it possible for students with learning disabilities to access the general education curriculum and show what they know without being impeded by their disability.

4

Accommodation Categories

• Presentationaudio tape, large print, reduce # of items per page....

• Responseverbal responses, answers dictated to a scribe, tape recorder tocapture responses....

• Timingfrequent breaks, extended time....

• Settingpreferential seating, special lighting/acoustics, space with minimal distractions....

• Test Schedulingseveral timed sessions/over several days, subtests taken in a different order, administered at a specific time of day....

• Otherspecial test prep, on task/focusing prompts....


5

Collaboration Step 1: Gather information and plan

• Learn about the students with IEPs in your class -Know who has IEPs-Know what the accommodations are in the IEP-Know what the students goals are-Know if there are any unique conditions-Know if there is a behavior support plan

• Take IEP considerations into account when planning your course syllabus, outline, unit plans, lesson plans, exams and projects.

6

Collaboration Step 2: Plan with SPED teacher

• Collaboratively plan with the special education teacher:-Discuss the class structure, routines, expectations, and grading policy-Discuss what accommodations will need to be made for students with IEPs to be successful in your class

-Discuss specific accommodations on student’s IEPs and how they will apply to participating in the class and accessing the curriculum

• Collaboratively plan with the special education teacher models of service and support:

-Discuss how you will regularly communicate about student progress, behavior issues, reflection on lessons and assessment results

-Discuss how students with IEPs will receive support: co-teaching, direct instruction outside the general education classroom on a pull-out basis, and consultation

-Discuss which co-teaching models will work best for your students


7

Collaboration Step 2: Plan with SPED teacher co-teaching

• Plan the co-teaching models you will utilize in your classroom-Joint delivery of instruction-Parallel teaching-Small group station teaching-One teach/one support or observe

• Considerations for choosing co-teaching models:- What works best for the students should be the primary consideration -Different models can be utilized as they fit into lessons and subject matter-Use of collaborative models should be flexible and adjustments should be made as teachers reflect on what students need

-Take subject matter and levels of expertise into account -Decisions should be made collaboratively and both teachers need to be open to trying ideas from the other

8

Collaboration Step 3: Monitor and Adjust

• Regularly review student progress with special education teacher

• Regularly review student accommodations and discuss with specialeducation teacher ideas for adjusting accommodations as needed

• Monitor student behavior, implementation of Behavior Support Plan (BSP), gather data, and plan BSP adjustments with special education teacher

• Regularly review service models and discuss possible adjustments

• Before grading periods, review with students their progress on the class assignments, how the IEP accommodations and the special education support are working for them, and student ideas for making adjustments

• Gather information on student performance and other data to share with special education teacher to prepare for the student’s annual review IEP


9

Collaboration to provide Behavior Support

• If the student has a Behavior Support Plan (BSP) in his/her IEP,the special education teacher will review the plan with general education teachers and monitor implementation

• If the student does not have a BSP, but is having behavior issues, collaborate with the special education teacher to brainstorm needed interventions

• If the student is having significant behavior issues that impedehis/her learning and/or the learning of others, a BSP is needed

• Discuss your role in implementing the BSP with the special education teacher and how to document BSP effectiveness


Understanding Learning Disabilities

What is a Processing Disorder?

• A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations.


Psychological Processes

• Association• Attention• Auditory Processing • Expression• Sensori-motor• Visual Processing

Association

• The ability to see similarities • The ability to memorize• The ability to learn by rote Example:

– In math the student with association deficits will not be able to understand abstract concepts, and apply previous learned formulas if a problem is presented in a different form than the one he/she has been practicing.


Attention

• The ability to attend and maintain focus• The ability to discriminate among

responses Example:

– Unable to follow in a non –structured environment without specific and individual directions.

Auditory Processing

• The ability to recognize and interpret auditory stimuli.

Example: – A student with APD will have difficulty

following multiple directions. – Many children with APD may also have

speech and language delays since they are unable to model language.


Expression

• The ability to effectively communicate ideas through language, either oral or written.

Example: – A student with deficits in this area will struggle

with writing complex compound sentences that express his/her understanding of what was read or heard.

Sensori-motor

• The ability to combine input of sensori-motor information with output or motor activity.

Example: • Inability to write legibly


Visual Processing

• The ability to recognize and interpret visual stimuli.

Example:– The student will have difficulty interpreting

and gaining meaning from a visual display, such as a model, graph, map, diagram, or chart.

“All students can learn and succeed, but not on the same

day in the same way”

William G. Spady


Supporting Students With Disabilities

Accommodations &

Modifications

Accommodate, Modify, and Support

• I.D.E.A. 1997 Reauthorization [300.342(b)(3)]

Specifies that the public agency shall ensure....each teacher and provider is informed of his/her specific responsibilities related to the implementing the child’s IEP and the specific accommodations, modifications and supports that must be provided for the child in accordance with the IEP.


Teacher collaboration• It is essential for special education teachers to

collaborate with general education teachers on creating, implementing, and adjusting accommodations

• The key to students with disabilities succeeding in accessing the general education curriculum is the application of appropriate accommodations

• When developing and implementing accommodations, strategies, and modifications, what works for one student may not work for another. Keep it individualized for optimum success!

Defining Accommodations

• Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable instructional and assessment access for students with disabilities.

• Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations.


What are accommodations?

• Alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students

• Do not alter the content of assignments • Do not give students an unfair advantage• Do not change what a test measures• Accommodations make it possible for

students with learning disabilities to show what they know without being impeded by their disability.

Accommodation Categories• Presentation

audio tape, large print, reduce # of items per page....• Response

verbal responses, answers dictated to a scribe, tape recorder tocapture responses....

• Timingfrequent breaks, extended time....

• Settingpreferential seating, special lighting/acoustics, space with minimal distractions....

• Test Schedulingseveral timed sessions/over several days, subtests taken in a different order, administered at a specific time of day....

• Otherspecial test prep, on task/focusing prompts....


Accommodations & Grading

• Should be graded the same way as those completed without accommodations.

Meant to “level the playing field”.Provide equal and ready access to the task at hand.Not meant to provide an undue advantage to the user.

Implementing Accommodations

• Provide pertinent pages of the IEP:– Present Level of Performance– Accommodation Page(FAPE1)

• Communicate & Collaborate• Observe, Monitor & Adjust


What if accommodations don’t seem to be helping?

• Selection and monitoring is an on-going process

• Changes should be made as often as needed

• KEY – choose accommodations that address students’ specific areas of need and facilitate the demonstration of skill and knowledge.

• Keep working collaboratively with special education teacher to adjust

State & District Assessments

• Required to participate• May participate with accommodations and modifications

Accommodation: a change in how the test is presented, administered, or how a test taker responds – does not fundamentally alter what the test measures or affect the comparability of scores.Modification: a change in how the test is presented, administered, or how a test taker responds that alterswhat the test measures or affects the comparability of scores.


Special Education Training Resources

For

Special Education Teachers


1

Animo B

Special Education

Essential Practices:

Special Educators

2


We serve students with IEPs in our Special Education Program in a variety of ways depending on individual needs.

Service models include:Level 1: Consultative support

Level 2: Co-teaching in the general education classroom

Level 3: Direct instruction outside the general education classroom

Most students will require a combination of the three types of support


3

Principles of Collaboration

1. The goal of collaboration is to create a climate of heightened professionalism between professionals…so that the students who are served by the professionals can achieve their highest potential.

2. Collaboration should provide a vehicle to facilitate independentproblem solving on the part of the participants.

3. Collaboration is an interactive process that enables teams of people with diverse expertise to generate creative solutions to problems.

4. In the collaboration effort vested interests are sublimated to the broader purposes of the strategic agenda.

-The Special Educator’s Guide to Collaboration

4

RSP Service Models

Level 1: Collaborative Consultation


5

What is Collaborative Consultation?

Consultation is indirect service where the special education and general education teachers discuss a variety of topics related to support students with IEPs

Consultation topics include: Student progress

Behavior supports,

Instructional accommodations and modifications,

Testing accommodations,

Adjusting service models

Consultation should be planned on a regular basis, but can occur more frequently as needed

6

When Should Consultation Occur?

Consultation needs to occur at several key points:

Before class begins as teachers are planning their course in order for teachers to take individual student needs and IEP mandates into account

Monthly or bi-monthly to reflect on student progress and adjustments needed

Quarterly to catch failing students and plan adjustments

Before important assessments to plan testing accommodations

At the end of the course to review grading plans and reflect on the semester


7

How is Consultation Kept Student Centered?

Consultation should be based on objective student data

grades,

Grade book assignment analysis

benchmark scores,

other assessment data,

IEP information (accommodations and behavior supports

By keeping the consultation centered on student data the collaboration between the special and general education teachers will remain professional

Consult with administrator if teachers are having communication issues or differences of opinion

8

RSP Service Models

Level 2: Collaborative Co-Teaching


9

What Is The First Step Toward Co-teaching?

Co-teaching begins with co-planning

Levels of Co-planning:

Create lessons together

Review lessons and provide input regarding needed accommodations

Observe student response to instruction and provide feedback to inform future lesson planning

10

What is Collaborative Co-Teaching?

Co-Teaching is two teachers jointly providing direct instruction and support

Co-Teaching can include a variety of models:

Joint simultaneous delivery of instruction

Small group station teaching

Parallel teaching

One teach/one support


11

What is Joint Delivery of Instruction?

Joint delivery of instruction involves both teachers actively engaged in direct presentation of material and/or monitoring of student work

Co-Teachers divide up the lesson into parts and take turns leading the instruction

The other teacher can insert clarifying comments or restate the information in a different way or provide extra alternative examples

Considerations:

Planning time

Developing common understandings of roles

Keeping instruction flowing

Teacher expertise

12

What is Small Group Station Teaching?

Small group station teaching is both teachers leading small group instruction and having students rotate between groups

Students can be divided in a variety of ways

According to skill level to present differentiated lessons

Mixed abilities to present different parts of the lesson with more individual attention

Flexible grouping depending on the lesson and the objectives

Considerations:

Planning time

Common objectives and agreements

Organizing groups and managing rotations


13

What is Parallel Teaching?

In parallel teaching both teachers present content to groups of students simultaneously

Students are divided in groups according to needs and the presentation by each teacher will vary to best meet the needs of the group

The teachers can plan differentiated lessons for each group including activities uniquely designed around the skills and/or interests of the group

Considerations:

Planning time

Noise created by concurrent presentations

Management logistics

14

What is One Teach/one Support?

One teach/one support involves one teacher presenting the lesson and the other teacher circulating to provide individual assistance, prompting, and re-direction

The second teacher observes at times in order to see how students are responding to the instruction and plan ways to address students who are not responding

Teachers switch roles in order to maintain equality, provide students with alternative sources of input, and to give each teacher the chance to observe

Considerations:

Maintaining equality

Reflecting on adjustments needed

Maximizing teacher time


15

How Do You Choose a Model?

What works best for the students should be the primary consideration

Different models can be utilized as needed and as they fit into lessons and subject matter with varying applicability

Use of collaborative models should be flexible and adjustments should be made as teachers reflect on what students need

Teachers need to take subject matter and levels of expertise into account when planning support models

Decisions should be made collaboratively and both teachers need to be open to trying ideas from the other

16

RSP Service Models

Level 3: Direct Instruction outside the general education classroom


17

Direct Instruction Outside General Education Classroom: Academic Success Class

Academic Success class is a structured class designed to provide direct instruction on needed learning skills, math and literacy intervention, and support with work from general education classes

Learning Skills instruction includes: transition skills, organization skills, study skills, and test taking skills

Intervention lessons based on assessed needs in math and literacy

General Education support through:

Progress monitoring

Consultation with general education teachers

Direct support with assignments

18

Direct Instruction Outside General Education Classroom: Flexible Use Learning Center

Periodic pull out to the learning center for:

Pre-teaching and re-teaching

Small group or individual proctoring of exams

Extra time to work on assignments

Extra support with major projects or activities

Alternative approach to presenting the material

Considerations for organizing use of learning center:

Establish guidelines for use: why, how often, when, how long

Setting should be used sparingly to not detract from instruction in the general education classroom

Balancing time with students in the learning center with the need to support students in other classes


Things to Remember when Managing a Caseload

Things to Remember whenManaging a Caseload


Maintain accurate student data

• Make sure all students are accounted for • Review your “Active” Caseload on Welligent• Review your SESAC and correct all errors • Update Power School • Complete RSP logs monthly • Coordinate DIS services with service providers


Review Previous IEPs

• Review the last 3-previous IEPs when available before writing the IEP .

• Review IEPs at least 30-days before due date to determine participants and who is required to assess and report at the meeting.



Develop Service Delivery/Student Schedules

• Develop schedules for yourself and other service providers ( i.e. paraprofessional).

• Review student’s schedule to ensure it reflects services prescribed on IEP.

• Talk to administrator who supports special education when student’s schedule needs to be arranged to meet compliance.


Scheduling Meetings • Review all IEP due dates and plan calendar of IEP

meetings for the year. • Provide advance notification to all participants. A parent

must receive notice 10 days prior to the meeting. • Develop a procedure with your school administrator/s on

how to notify participants that they are required/invited to the meeting.

• Call the parent/guardian the day before the meeting to verify attendance.

• If parent is not responding to notices, make 3 attempts to notify before holding meeting.


Before an IEP

• At least three days before the IEP meeting, check to see that all participants have been added to Welligent and have worked on their assigned part.

• Collect all work samples and complete assessments.

• Send a friendly reminder to all participants of upcoming meeting.



During an IEP • Have an Agenda for the meeting • Provide all participants with copies of a draft IEP. • Provide parent with safeguards and procedures. • Introduce the meeting and purpose • Ask for parent input/concerns • Discuss PLPs, Goals, Services, Offer of FAPE • Provide the parent with the right to translation when applicable. • Ask for parent input and ask for permission to finalize the IEP.• Present the IEP for parent signature• Provide copy of completed IEP. • Constantly ask the team for agreement and consensus through the

different parts of the IEP.


After the Meeting

• File original IEP into Student’s Green Folder (Attach Copy of Notification)

• Provide all service providers with a copy/summary of the IEP and recommendations.

• Set-up RSP logs to reflect last agreed-upon services.

• Send “Goal Progress Reports” home when general education reports are mailed home.


Remember…

• Always make your decisions in the best interest of the student

• Always communicate and make the parent/guardian an active participant of the IEP process


Working with Special Education Assistants

Essential Elements of Utilizing Assistants

• SPED Assistants should be recognized as being important to the success of our students

• They are to be respected and valued as members of the educational team

• They should play an active role by providing student encouragement, support, and advocacy

• Communication should be carefully planned, clear, and on-going

• They should understand the needs of students with disabilities

• They should receive support and feedback from their lead teacherand administrator

Confidentiality

• Confidentiality should be maintained with written records, observed behavior, and personal communication

• The SPED aide should refer questions about student progress to the teacher

• If the teacher is unavailable, the SPED aide should refer inquires to the administrator

• The SPED aide should only discuss information with the teacher and determine with the teacher which other staff members need information


Training Required

• SPED aides should have an initial training including the following:– Overview of school policies and procedures– Discipline procedures– Disability awareness– Safety and emergency procedures– IEP and SPED law overview– Roles and responsibilities– School curriculum– Individual student support plans including academic and

behavioral support plans

Suggested Responsibilities

• Assist students in performing activities planned by the teacher

• Reinforce learning activities in small group instruction

• Assist in preparing instructional materials

• Assist with collecting student data and other assessment information

• Follow and maintain teacher established classroom management strategies

• Assist in setting up and monitoring learning centers

• Copying, filing, and maintaining room environment

Best Practices for Working with Students

• Build positive relationships with students

• Provide students with positive feedback

• Help students succeed in order to build motivation (success breeds success)

• When talking to students: be confident, firm, fair, and communicate high expectations for learning and behavior


Suggestions for Teachers Working with SPED Aides

• View the aide as part of the team• Share your classroom expectations • Share your expectations for the aide• Define roles and responsibilities• Be direct and provide supervision• Provide feedback and exchange ideas• Debrief activities and involve the aide in planning

Progress Monitoring and making adjustments

• The SPED aide can assist with collecting data on student performance and progress

• The SPED aide can share with the teacher observations of the student response to instruction in the general education classroom

• The teacher and the aide should reflect on the observations and plan needed changes to the accommodations

• The SPED aide’s feedback can be used to plan re-teaching in the special education setting


Transition PlanningTransition Planning

A Resource Guide For Case ManagersA Resource Guide For Case Managers

The RequirementThe Requirement

• All students prior to their 14th birthday (according to the Modified Consent Decree) must have a Transition Plan as part of their IEP

• Must be based on age appropriate transition assessments.

The Assessment ProcessThe Assessment Process

• Prior to drafting a student’s Individual Transition Plan, a case manager must complete at least 2 assessments that identify a student’s preferences, strengths, and areas of challenge.


The Assessment ProcessThe Assessment Process

• A case manager may use a variety of different measures to assess a student’s interests and skill levels.

• Informal• Interviews• Questionnaires• IE. Learn to Earn, Ca Career Zone Interest Profiler, SRI

scores, San Diego Quick etc. • Formal

• Commercially made product• IE. Woodcock Johnson, Brigance, LCCE etc

The PostThe Post--Secondary GoalSecondary Goal

• Each student must have a minimum of two post-secondary goals listed in their IEP: • One in education/training• One in employment• Independent living is required if identified as

an area of need

What are PostWhat are Post--Secondary Goals?Secondary Goals?

• These are specific goals that address what the student hopes to achieve after leaving the public school system. (We are still obligated to provide services until a student either earns a diploma or ages out at 22)

• The goals should directly relate to the student’s interests, preferences, and desires.

• The goals should be measurable AND realistic.• Measurable, in this case, means traceable to whether or

not the student achieved his/her goal


Transition Services to Support Transition Services to Support Post Secondary GoalsPost Secondary Goals

• This section identifies the coordinated set of activities a student participates in that leads to his/her transition to post school life.

• This can include guest speakers, field trips, workshops, classes at the occupational center, meetings with counselors, participating on sports teams, balancing check books, participating in vocational activities, participating in CBI

Who Can Provide Services?Who Can Provide Services?

• A Teacher• A Counselor• Community Based Instruction• A Vocational Class• Regional Center• Parents should NOT be made fully

responsible for service provision.

Course of StudyCourse of Study

• Each student should have a course of study for high school that is developed based on their interests, preferences, and post-secondary education/training and/or employment goals.– IE. Student would like to attend a vocational

program to earn a certificate in Music Production. Course of study should include a music course on or off site in addition to graduation requirements.


ITP Reminders

• Every year the IEP team must review the ITP and modify as necessary depending on students interests, skills, and strengths.

Compliance

• 150 days prior to culmination (high school diploma, certificate of completion, or aging out) every student with an IEP must have an Final IEP.

• Every student prior to the last day of school must be provided with a summary of performance (SOP)

• Every student must complete the Senior Inventory Survey

Prior to the IEP/ITP MeetingPrior to the IEP/ITP Meeting

• Make sure you have completed the assessments.

• Invite both the student and parent (unless the student is over the age of 18)

• Invite or solicit any input from outside agencies (depending on the student’s desires and preferences)


Summary of Performance

Summary of Performance (SOP)Summary of Performance (SOP)

• Purpose of the document is to assist students in receiving needed support in post-secondary settings.

• Due to the fact that students who leave the public school system are no longer protected under IDEIA, the SOP becomes one of the most important documents that other agencies utilize to provide services under ADA.

How do PLOPs link to SOPs?

• The more objective information that is provided in a student’s PLOP the easier it is to measure progress each year thereafter – 9th Grade = Base Line Data collection year due to

the fact that there may be inadequate information in the students IEPs.

– We do not want post secondary educational settings to feel the same way we do when students enroll into their program.


Present Level of Performance • Strengths

– Student is able to ….• Challenges/Needs

– Student has difficulty with…– In order to access general education curriculum,

student requires…• Impact of Disability

– IE. Due to students Specific Learning Disability in the area of auditory processing, student’s reading ability is impacted which hinders access to general education curriculum.

Data Collection• Informal Assessments:

– SRI – San Diego Quick – Math Diagnostics

• CST • Benchmarks • Curriculum Based Assessment-Work Samples • Teacher Work Sample • Teacher Reports• Transition Assessments • Portfolio

Remember…

• The goal for students with special needs, should always be to prepare them for post secondary life.

• The IEP/ITP should be tailored to assist them in meeting their post secondary goals in the areas of education/training and employment as well as independent living.


Transition Reminders and SequenceTransition Reminders and Sequence

Age AppropriateTransition

Assessment(At least 2

instruments)

Measurable and Realistic

Postsecondary Goal

(At least 2-Education/Training and Employment)

Transition Services to

Support Post Secondary

Goals

Transition Services

including HS

Course of Study

Age of Majority

Notification

(Age 17)

Summary of Performance

Exit IEP

Copy of Current Evaluation


Initial

Individual Education Program (IEP) Development

Initial Evaluation

Initial

What is the Initial IEPConducting a complete initial special education assessment of a student,

consistent with their assessment plan, is an essential part of the special education process. The assessment should be directed to the following purpose:

– To provide the IEP team with the information it will need to determine whether the child has a disability and requires special education and related services.

– To provide the IEP team with information regarding the child’s present levels of educational performance.

– To provide the IEP team with information that will inform its decisions regarding the instructional and other needs of the child and the accommodations, modifications, and services that may be required.

Initial

Create Initial IEP Document • The first step after making the decision to initially assess

a student for special education services student is to create a Initial IEP document in Welligent.

• The Resource Specialist assigned to the case will need to create the Welligent document and add the school psychologist as a participant and notify him/her that the document has been created.

• The school psychologist will then create an assessment plan to present it to parent for signature.


Initial

What is an Assessment Plan • The Assessment Plan will indicate who will be assessing

and what type of assessments will be conducted to determine if the student is eligible to receive special education services: For example: – School Psychologist uses standardize measures to determine

if a student meets eligibility criteria.– The Nurse also conducts a Health Assessment– Other Related Service providers will also need to conduct

formal assessments in order to establish eligibility.

Initial

Compliance-Note • If the parent requested Initial Special Education

assessment and the school response is that they will grant the request; we must provide the parent with a an assessment plan within 15 days of the request.

• The school psychologist will be in contact with the parent and collaborate with RST to meet the timeline.

Initial

Who coordinates the assessment?

The Resource Specialist Assigned to the case:

• After the School Psychologist creates the Assessment Plan; the case carrier will be responsible to print the AP and send it home to the parent.

• The AP will be return to the Case Carrier and she/he is responsible to provide copies to all assessors within two days after receive. The must common assessors are – School psychologist and Nurse

• The 60 day timeline starts the day the assessment plan is received. It is really important that all dates are documented in Welligent in order to make sure compliance is met.


Initial

Add Participants on Welligent

• All Require Participants should be added as soon as the IEP is created.

• Welligent will send notification to Service Providers but you should also send an e-mail notifying them of upcoming IEP.

Management

Participants

Initial l

Document Assessment Timelines

• Once you get the assessment plan you must complete the assessment screen with dates and assigned all the assessors for each area.

Assessment, Evaluation &

PLOPS Assessment

Initial

Assessment Screen

Request Assessment Area

Parent Consent

Timelines


Initial

Completing The “Request” Screen

• Request:– For a three-year

evaluation with formal assessment you will pick the third one of the options.

– Remember that a request can be made by the school or parent.

To determine if a change in the Student’s


and/or related services are

needed

Initial

Completing the Assessment Area Screen

• You must complete the new assessment screen so that the assessors can be documented in Welligent.

• Look over the assessment plan so that you can create the appropriate assessment and assigned it to the assessor.

• You will not be able to add assessors if you have not include them as a participant.

New Assessments

Initial 3-YearReview-Formal

Creating the Assessment Type

1. Choose Single Assessment with Multiple Areas

2. Complete Assessment Category

3. Complete Assessment Areas

1)Single Assessment with Multiple Areas

2)Assessment Category

3) Assessment Areas



VERY IMPORTANT

• Please remember to check the AP to make sure you are assigning the correct type of assessment to the appropriate assessor, for example: – School Psychologist: Academic Performance,

General Ability, Social Emotional – Nurse: Health and Development including

Vision and Hearing


Required Elements

Initial

Report – Compliance The following reports must be developed and presented to the parent

for every initial IEP evaluation: – School Psychologist Report – Resource Specialist Report

Additional Reports might be presented depending on the areas of assessment. Remember that every assessor ( i.e. LAS, OT, PT) if indicated in the assessment plan will need to have a report to determine eligibility for those specific servies.



Present Level of Performance • Every initial must include Present Level of Performance in the following areas:

– Reading– Writing– Math– Health ( OHI, TBI, or MD Eligibility only) – Social Emotional– Cognitive– General Ability

• The following areas are as needed: – Speech and Language – DHH – Visually Impaired– Orthopedic Impairment – Physical Therapy

• The easiest way to remember is that every service provider that assessed the child must have a present level of performance in order to make recommendation if the student will benefit for services in the area or meet eligibility under that eligibility criteria.


Do I still have to write a PLOP if the school psychologist did the academic testing?

• Yes, as a case carrier it is your responsibility to write or add to the present level of performance that are reflective of what the student can do in the classroom

• The standardized scores from the assessment (i.e. Woodcock Johnson) should not be the only data use in the PLOPs.

Initial

Important Note

• It is extremely important to collaborate with school psychologist and any other service providers prior to the IEP meeting.

• If the student meets eligibility the RSP teacher must be ready with a draft of recommendations such as goals, accommodations, transition goals, and master plan goals.


Initial

Student Is Eligible


Prescribed Goals

• A goal must be written for every PLOP in which challenges/needs are identified:– Reading PLOP Reading Goal – Writing PLOP Writing Goal – Behavior PLOP Behavior Support Plan– Social Emotional Counseling Goal

– Language & Speech PLOP LAS GOAL


Develop a Master Plan • All students identify as English Language Learners (ELL) and have not

meet proficiency levels must have a Master Plan included in their IEP. – You must review CELDT Data in order to determine their level and what

areas the student needs support in the area of English Language Development.

– The plan must include a goal related to Language Development.


Initial

Develop an Individual Transition Plan

• Every student must have a ITP in their IEP by the time they reach 14 years of age.

• You must conduct at least two assessment types to identify areas of interest and establish transition goals.

• Interview alone is not enough as an assessment tool for transition. • Post-secondary goals in the areas of: education/training,

employment and independent living must be identified. • The ITP must describe the type of support the student will need to

achieve their post-secondary goal.


Prescribed Testing Accommodations/ Modifications• Section K of the IEP must be completed in order to prescribed

specific accommodations in the Standardized Exams. • Please consult with teachers to see what type of accommodations

the student requires to be successful in the subject matter.• Testing accommodations/modification sometimes can invalidate the

scores; therefore, be sure to consult with the program administrator when prescribing modifications to students who are on track to graduate with a diploma.


Accommodations/Modifications • The accommodations/modifications should be review

every year. • You must determine if the accommodations are working:

obtain feedback from teachers to make sure that they are appropriate for the student.

• Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement of what the additional steps (waiver processes) or track the student is being recommended for.


Initial

FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN RSP

Curriculum General Education

Placement Type of School: Independent Charter

School: Animo

Instructional Setting Setting: General Education

Program: GESpecial Day Minutes/WK: Leave Blank

Addresses Goals: Reading, Writing, Vocational…

Additional FactorAnswer all Questions according to recommendations if the

student doesn’t receive any select NO/NONE

Accommodations/Modifications must be documented in this part of FAPE and should be determine by needs

on PLOPs

You only answer yes in transportation if the student receives

home to school specialized

transportation. If the student takes the

regular school bus click NO

Extended School Year

(ESY) not the same as

SUMMER SCHOOL

Initial

FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN SPD



School: Animo

Instructional Setting Setting: Special Education

Program: SLD Special Day Minutes/WK: Enter Appropriate Min. (890)

Addresses Goals: Reading, Writing, Vocational




on PLOPs





Extended School Year

(ESY) not the same as

SUMMER SCHOOL

Initial AnnualReviews

FAPE 1 SAMPLE Continued…

This Section is extremely important during the 2nd annual; consult with

School Psychologist if Formal Testing will be required to establish

eligibility in the 3-year review. (This replace the Box in Section H of the

old IEP Document)

Low Incidence Equipment refers to SPECIALIZED equipment that is use by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI

student uses magnifier) Assistive Technology refers to

SPECIALIZED equipment use by student to access curriculum and is not use by any other student who doesn’t have a disability ( i.e. Communicative

Devices)



FAPE 1 SAMPLE Continue…


School Psychologist if Formal Testing will be require to establish eligibility in the 3-year review. (This replace the Box in Section H of the old IEP

Document)




Devices)

If the answer is Yes please

be sure to indicate the

areas in which re-

evaluation is needed.

i.e. Academic Achievement


Mandatory IEP Attendance of Service Providers:

• It is require by law that the service provider is in attendance to the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a “Team Member Written Excusal Form” signed by the parent.

• If a parent doesn’t give you permission; you cannot proceed with the meeting until all team members able to attend the meeting.

Downloads!

Team Member Written Excusal

Form

Initial

Student is NOT Eligible


Initial

Required Pages If The IEP team decides that the student doesn’t meet

special education eligibility • You will only need to complete:

– PLOPs– Eligibility- Page 4 – Section A, B – Signature- Pages 10 & 11– Safeguards- Section N

• The system will automatically recognize that the student did not meet eligibility and will not make you complete the additional pages.

• Do not prescribed any services for students that do not meet eligibility.

Initial

Collaborate!

• It is recommended that you collaborate with all assessor prior to the meeting so that you can draft the appropriate sections of the IEP document.

• Always contact your special education program administrator prior to an initial IEP meeting to clarify or ask any questions/concerns.



30-Day IEPs

What is the a 30-Day IEP

• A 30-day IEP is done when a student comes from an outside district.

• LAUSD is consider an outside district for independent charter schools; therefore, we must have 30-Day IEPs for every student who enrolls with an IEP.– Locke is a transformation project, therefore, they are

considered a school of residence; no 30-day IEP is necessary for students at Locke except for those coming from an outside district ( i.e. Compton, Inglewood).

What is the purpose of the 30-Day

• The purpose of the 30-Day IEP is to provide the student coming from an outside district with a current IEP that prescribes the way the school will be able to provide Special Education Services at your school.

• Additionally, the IEP in the 30-Day meeting will be able to make recommendations based on the student performance and assessments; sometimes the school might need to determine if the program offered at the site will be able to meet the student’s needs and considered the least restrictive environment.


What do I need to include?

• You will need to complete all sections as if you were conducting an annual review.

• You may use information from the current out of district IEP as review of records if they appropriately address the student needs.

AnnualReviews

Present Level of Performance • Every 30-day Review must include Present Level of Performance in all the

areas the student receives services. This areas include but not limited to: – Reading– Writing– Math– Behavior – Counseling – Speech and Language – DHH – Visually Impaired– Health ( OHI, TBI, or MD Eligibility only)

• The easiest way to remember is that every service provider that the student sees must have a present level of performance included in the annual review in order to make recommendation if the student will continue receiving services in the area.

Notification of 30-Day All Service Providers:

• Please make sure to provide notice of the 30-day IEP meeting to all service providers (i.e. Language and Speech Pathologist, DHH) atleast 10-days prior to meeting so that the provider can: – Informally assess if the student continues to benefit from the

services and write their PLOP– Measure IEP goal progress – Establish eligibility to continue services – Prescribe a goal if services will continue

• Only the expert in the area is legally able to determine progress.

• It is the IEP team that makes final recommendations of services and establishes them as part of the offer of FAPE.



• All Required Participants should be added as soon as the IEP is created.


Management

Participants


• It is required by law that the service provider is in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a “Team Member Written Excusal Form” signed by the parent.

• If a parent doesn’t give you permission; you cannot proceed with the meeting until all team members are able to attend the meeting.

Downloads!


Form

Goals :

• A goal must be written for every PLOP in which challenges/needs are identified:– Reading PLOP Reading Goal – Writing PLOP Writing Goal – Behavior PLOP Behavior Support Plan



Master Plan • All students identified as English Language Learners (ELL) and have not

met proficiency levels must have a Master Plan included in their IEP.

– You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development. All students who are not currently enrolled in ESLclasses, should be PRP in the IEP.


Individual Transition Plan • Every student must have an ITP in their IEP by the time they reach

14 years of age. • You must conduct at least two assessment types to identify areas of

interest and establish transition goals. • Interview alone is not enough as an assessment tool for transition. • Post-secondary goals in the areas of: education/training,



Testing Accommodations/ Modifications

• Section K of the IEP must be completed in order to prescribe specific accommodations on Standardized Exams.

• Please consult with teachers to see what type of accommodations

the student requires to be successful in their subject matter.

• Testing accommodations/modification sometimes can invalidate thescores; therefore, be sure to consult with the program administrator when prescribing modifications to students who are on track to graduate with a diploma.


NEVER SAY….• It is our school policy that student have this

accommodation….

• It is our school policy that all students can only have Extended Time during the first CAHSEE administration….

The reason why we have an IEP is because we must have individualized ways to provide access to students in the general education setting

Accommodations/Modifications • The accommodations/modifications should be reviewed

every year.

• You must determine if the accommodations are working: obtain feedback from teachers to make sure that they are appropriate for the student.

• Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement.




School: Animo




Additional FactorsAnswer all Questions according to recommendations if the



on PLOPs





Extended School Year (ESY) is not the same as SUMMER SCHOOL


FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN SDP



School: Animo






Accommodations/Modifications must be documented in this part of FAPE and should be determined by needs

on PLOPs

You only answer yes in

transportation if the student receives home to school

specialized transportation. If the student takes the regular school

bus click NO




School Psychologist if Formal Testing will be require to establish eligibility in the 3-year review. (This replaced the Box in Section H of the old IEP

Document)

Low Incidence Equipment refers to SPECIALIZED equipment that is used by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI


SPECIALIZED equipment used by student to access curriculum and is not used by any other student who doesn’t have a disability ( i.e. Communicative

Devices)

If the answer is Yes please be

sure to indicate the areas in which re-



Do we always have to complete FAPE 2?

• Yes, but the service section is only completed when the student receives DIS Services and RSP.


What is DIS services? • Designated Instructional Services

• Examples of DIS services Include: – Resource Specialist Program – Counseling and Guidance– Deaf/Hard of Hearing Itinerant – Language and Speech – Adapted PE– Audiology– Blind/Partially Sighted

FAPE 2 – Things to Consider when completing Service Section:

• Only students with DIS services should have this page completed.

• Minutes should be in accordance to what the IEP team discusses: It is illegal to change minutes after the meeting has been held.

• Pull-Out minutes are those that are provided outside the general education class.

• Academic Success Class minutes should be documented in this section.


AnnualReviews


Annual IEPs

AnnualReviews

What is the IEP The IEP is a written document that is the district’s offer of a Free Appropriate

Public Education ( FAPE) and is developed and agreed on by a TEAM, at a meeting, that documents:

– Eligibility – Present Level Of Performance and Education Needs – Goals and Objectives the student is to achieve– Related Services, Accommodations, Modifications, the student needs and will

receive – Appropriate Placement for the student – How will the student’s progress will be assessed and reported

AnnualReviews

The IEP is continued….• An agreement that the student will receive what is specified in

the IEP.

• A communication vehicle enabling the PARENT, professionals and student to make joint informed decisions.

• A compliance tool enabling schools and state/federal agencies to determine whether a student is receiving FAPE by assessing whether the IEP meets legal requirements and whether the student is receiving what is documented on the IEP.

• A commitment of resources necessary to enable the student to receive needed special education and related services.


Annual Reviews • Every student must have at least one IEP conducted every year. • The Annual IEP is held to review:

– The student’s progress, goals, accommodations and services within the year.

– Make necessary revisions such as DIS service provision, type of accommodations, and document progress or lack of progress.

AnnualReviews

Assessment – Annual Reviews• Assessment MUST always be included in any type of

IEP Review.

• Special Education Teachers, Resource Teachers and General Education teachers must find tools that identify the student’s progress towards IEP goals and identify present level of performance.

• It is recommended that there is a consistency in the tools one uses to assess so that the progress is measurable.

AnnualReviews

Assessing for Annual Reviews • It is ideal to use curriculum based measures to assess a student

progress

• Also, it is important to also use assessments that are relevant to what the students are capable of doing in the setting they are receiving their education.

– Work samples, benchmark scores, observation, teacher reports, informal reading inventories, Curriculum Based Assessment ( i.e.Algebra Test, History Exams) and inventories are always adequate tools to assess student’s progress.


AnnualReviews

During Assessment AVOID: • Using only one single assessment tool ( i.e. CST

Scores, SRI)

• Reports based ONLY on Teacher Reports or observation

• You want to be able to defend the PLPs in front of a court hearing official with documentation on how you got to the conclusions ifyou ever have to go to Due Process.

AnnualReviews

Present Level of Performance • Every Annual Review must include Present Level of Performance in all the

areas the student receives services. This areas include but not limited to: – Reading– Writing– Math– Behavior – Counseling – Speech and Language – DHH – Visually Impaired– Health ( OHI, TBI, or MD Eligibility only)

• The easiest way to remember is that every service provider that the student sees must have a present level of performance included in the annual review in order to make recommendation if the student will continue receiving services in the area.

AnnualReviews

Notification of IEP Annual Review to All Service Providers:

• Please make sure to provide notice of the IEP Annual meeting to all service providers (i.e. Language and Speech Pathologist, DHH) atleast 30-days prior to meeting so that the provider can: – Informally assess if the student continues to benefit from the








Management

Participants

AnnualReviews




Downloads!


Form

AnnualReviews

Goals :




AnnualReviews

Master Plan • All students identified as English Language Learners (ELL) and have not


– You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development. All students who are not currently enrolled in ESLclasses, should be PRP in the IEP.







AnnualReviews







AnnualReviews

NEVER SAY….• It is our school policy that student have this

accommodation….



AnnualReviews


every year.






School: Animo







on PLOPs










School: Animo







on PLOPs

You only answer yes in

transportation if the student receives home to school

specialized transportation. If the student takes the regular school

bus click NO





Document)




Devices)





AnnualReviews




AnnualReviews



AnnualReviews




• Pull-Out minutes are those that are provided outside the general education class.



3-YearReviewNon-Formal


3-year Review No Formal Assessment


What is the IEP-Review The IEP is a written document that is the district’s offer of a Free Appropriate


– Eligibility – Present Level Of Performance and Education Needs – Goals and Objectives the student is to achieve– Related Services, Accommodations, Modifications, the student needs and will

receive – Appropriate Placement for the student – How the student’s progress be assessed and reported


3-Year Reviews ( IEPs) • Every three years, the IEP team must assess thoroughly

to determine if the student continues to be eligible to receive special education services.

• Some three years review require a Formal-Evaluation and others only require a review of records and the use of non-formal assessment tools.



3-Year Review

Non-Formal Assessment


Assessing for 3-Year Reviews: Using Non-Formal Measures

• During a Non-Formal 3-Year evaluation a teacher may use the following to establish Present Levels of Performance: – Curriculum based measures – CST reports– Benchmark scores– Observation– Teacher reports– Informal Reading Inventories

• During a 3-year review, avoid using only one single measure. It is also best practice to review the last three IEPs to look at the student progress and determine if the recommendations have provided educational benefit for the student.


Assessment continued….• School Psychologist will review records and complete an

informal report (letter) on student progress in the last three years.

• Other service providers ( i.e. DHH, LAS, VI) will need to report on progress and establish eligibility.



Do I need an Assessment Plan signed?

• No! When there is no formal testing being administered, there is no need for an assessment plan.


Required Elements


Present Level of Performance • Every 3-YearReview must include Present Level of Performance in all the

areas the student receives services. These areas include but are not limited to:

– Reading– Writing– Math– Behavior – Counseling – Speech and Language – DHH – Visually Impaired– Health ( OHI, TBI, or MD Eligibility only)

• The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the review in order to make recommendations on whether or not the student will continue receiving services or not.



Notification of IEP 3- Review to All Service Providers:

• Please make sure to provide notice of the 3-year review to all service providers ( i.e. Language and Speech Pathologist, DHH) at least 60-days prior to meeting so that the provider can: – Informally assess if the student continues to benefit from the







Management

Participants



• It is required by law that the service providers are in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a “Team Member Written Excusal Form” signed by the parent.


Downloads!


Form



Goals :




Master Plan • All students identified as English Language Learners (ELL) who have not

met proficiency levels must have a Master Plan included in their IEP. – You must review CELDT Data in order to determine their level and what



Individual Transition Plan • Every student must have a ITP in their IEP by the time they reach 14

years of age. • You must conduct at least two assessment types to identify areas of






Testing Accommodations and Modifications

• Section K of the IEP must be completed in order to prescribe specific accommodations on the Standardized Exams.








• Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement of what the additional steps (waiver processes) and which track is recommended for the student.




School: Animo







on PLOPs










School: Animo




Additional FactorsAnswer all Questions according to recommendations, if the



on PLOPs









eligibility in the 3-year review. (This replace the Box in Section H of the

old IEP Document)



SPECIALIZED equipment use by student to access curriculum and is not used by any other student who doesn’t have a disability ( i.e. Communicative

Devices)

3-YearReview-Formal




Document)



SPECIALIZED equipment used by student to access curriculum and is not use by any other student who doesn’t have a disability ( i.e. Communicative

Devices)












• Minutes should be in accordance with what the IEP team discusses: It is illegal to change minutes after the meeting has been held.

• Pull-Out minutes are those that are provided outside of the general ed. class.



3-YearReview-Formal


3-year Review withFormal Assessment

3-YearReview-Formal

What is the IEP-Review? The IEP is a written document that is the district’s offer of a Free Appropriate


– Eligibility– Present Level Of Performance and Education Needs – Goals and Objectives the student is to achieve– Related Services, Accommodations, Modifications that the student needs and

will receive – Appropriate Placement for the student – How will the student’s progress be assessed and reported

3-YearReview-Formal

3-Year Reviews ( IEPs) • Every three years the IEP team must assess thoroughly

to determine if the student continues to be eligible to receive special education services.

• Some three year reviews require a Formal Evaluation.


How can I know that the 3-year is formal vs. informal?

• You can find the answer to this question in FAPE 1 of the last active IEP.

• If you are looking at an old Welligent format IEP this would be in section H (page 6)

Is formal assessment needed to re-establish

eligibility?

3-YearReview-Formal

Formal 3-Year Reviews

• An Assessment Plan must be signed by the parent for 3-year reviews requiring formal assessment

• During a formal assessment – School Psychologist uses standardized measures to determine

if a student continues to meet eligibility.– The Nurse also conducts a Health Assessment– Other Related Service providers will also need to conduct

formal assessments in order to reestablish eligibility.

3-YearReview-Formal

Who completes the Assessment Plan (AP)?

• The completion of the AP has to be a collaboration between the school psychologist and other service providers: – The school psychologist assigned to your school will be the

person responsible for creating the AP.– The case carrier will be responsible to print the AP and send it

home to the parent. – The AP will be returned to the Case Carrier and she/he is

responsible for providing copies to all assessors within two days after being received.

– The 60 day timeline starts the day the assessment plan is received. It is really important that all dates are documented in Welligent in order to make sure that compliance is met.


3-YearReview-Formal

Notification of IEP 3-Year Review to All Service Providers: • Please make sure to provide notice of the 3-year

review to the school psychologist at least 90-days prior to meeting so that the assessment plan can be generated in Welligent.

• You will also need to coordinate with any other service provider (i.e. DHH, LAS) to make sure they also complete the appropriate parts of the assessment plan.




Management

Participants

3-YearReview-Formal

Documenting Assessment Timelines

• Once you get the assessment plan you must complete the assessment screen with dates and assign all the assessors for each area.

Assessment, Evaluation &

PLOPS Assessment


3-YearReview-Formal

Assessment Screen

Request Assessment Area

Parent Consent

Timelines

3-YearReview-Formal

Completing The “Request” Screen

• Request:– For a three-year

evaluation with formal assessment you will pick the third one of the options.

– Remember that a request can be made by the school or parent.

To determine if a change in the Student’s


and/or related services are

needed

3-YearReview-Formal

Completing the Assessment Area Screen

• Double Click on: “New

Assessment (s)”New Assessments


3-YearReview-Formal

1. Choose Single Assessment with Multiple Areas

2. Complete Assessment Category

3. Complete Assessment Areas

1)Single Assessment with Multiple Areas

2)Assessment Category

3) Assessment Areas

3-YearReview-Formal

VERY IMPORTANT

• Please remember to check the AP to make sure you are assigning the correct type of assessment to the appropriate assessor, for example: – School Psychologist: Academic Performance,

General Ability, Social Emotional – Nurse: Health and Development including

Vision and Hearing

3-YearReview-Formal

If a formal assessment is required, do I still need to conduct informal assessments?

• Yes, all the different tools utilized when conducting a non-formal assessment 3-year IEP review should also be included in this type of review to make sure the Present Levels of Performance are relevant to what the student is able to do in the classroom. – Curriculum based measures – CST reports– Benchmark scores– Observation– Teacher reports– Informal Reading Inventories


3-YearReview-Formal

Required Elements

3-YearReview-Formal

Present Level of Performance • Every 3-YearReview must include Present Level of Performance in all the areas the

student receives services and report from the school psychologist findings. These areas include but are not limited to:

– Reading– Writing– Math– Behavior – Counseling – Speech and Language – DHH – Visually Impaired– Health ( OHI, TBI, or MD Eligibility only) – Social Emotional– Cognitive– General Ability

• The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the annual review in order to make recommendation if the student will continue receiving services in the area.

3-YearReview-Formal

Do I still have to write a PLOP if the school psychologist did the academic testing?

• Yes, as a case carrier it is your responsibility to write or add to the present level of performance so that it reflects what the student can do in the classroom

• The standardized scores from the assessment (i.e. Woodcock Johnson) should not be the only data used in the PLOPs.


3-YearReview-Formal

Goals :

• A goal must be written for every PLOP in which challenges/needs are identified:– Reading PLOP Reading Goal – Writing PLOP Writing Goal – Behavior PLOP Behavior Support Plan– Social Emotional Counseling Goal


3-YearReview-Formal


met proficiency levels must have a Master Plan included in their IEP. – You must review CELDT Data in order to determine their level and what









3-YearReview-Formal


• Section K of the IEP must be completed in order to prescribe specific accommodations in the Standardized Exams.




3-YearReview-Formal




• Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement of what the additional steps (waiver processes) and which track is recommended for the student.




School: Animo







on PLOPs







FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN SPD



School: Animo







on PLOPs






3-YearReview-Formal




Document)



SPECIALIZED equipment used by student to access curriculum and is not use by any other student who doesn’t have a disability ( i.e. Communicative

Devices)

If the answer is Yes, please


areas in which re-



3-YearReview-Formal




Downloads!


Form


3-YearReview-Formal

Remember • Every IEP type is review of progress. Therefore,

it is really important to obtain data/information and determine the what type of progress the student has made in the past year/3-years.

• Also, it is important to always review accommodations/modifications and services so that the team can determine if the program prescribed is appropriate for the student.



Post-Suspension

Purpose of a post-suspension IEP

• Review the student’s instructional program and determine if additional supports are needed.

• Review to identify other interventions as appropriate to prevent a recurrence of the misconduct.

• Considering any assessment that must be done to identify the function of the student’s behavior or modify the Behavior Support Plan.

• A post-suspension IEP must include all the sections of an annual review IEP.

Remember

• The maximum number of days a student with disabilities can be suspended shall not exceed 10 cumulative days in a school year.

• On day 11, if not before, the student must return to the school site, and IEP meeting is held to determine appropriate services.– The IEP must include a manifestation determination

conducted by the school psychologist.


Review Must Include….

• Special Education Teachers, Resource Teachers and General Education teachers reports and informal assessments.

• Tools that identify the student’s progress towards IEP goals and identify present level of performance.

• State and District Assessments Reports ( i.e. CST, CAHSEE, etc)

Present Level of Performance

• Every post-suspension review must include Present Level of Performance in all the areas the student receives services. These areas include but are not limited to:

– Reading– Writing– Math– Behavior – Counseling – Speech and Language – DHH – Visually Impaired– Health ( OHI, TBI, or MD Eligibility only)

• The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the annual review in order to make recommendation whether or not the student will continue receiving services in the area.

Notification of Post-Suspension IEPAll Service Providers

• Please make sure to notify all service providers immediately – Informally assess if the student continues to benefit from the

services and write their PLOP– Measure IEP goal progress – Establish eligibility to continue services – Prescribe a goal if services will continue or make a

recommendation for goal to be re-establish.


• It is the IEP team that makes final recommendations of services and establish them as part of the offer of FAPE.





Management

Participants

Mandatory IEP Attendance Service Providers



Downloads!


Form

Goals :




Post Suspension

Master Plan

• All students identified as English Language Learners (ELL) who have not met proficiency levels must have a Master Plan included in their IEP.

– You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development.


Individual Transition Plan

• Every student must have an ITP in their IEP by the time they reach 14 years of age.

• You must conduct at least two assessment types to identify areas of interest and establish transition goals.

• Interview alone is not enough as an assessment tool for transition. • Post-secondary goals in the areas of: education/training,









NEVER SAY….

• It is our school policy that students have this accommodation….



Accommodations/Modifications

• The accommodations/modifications should be reviewed every year.






School: Animo







on PLOPs










eligibility at the 3-year review. (This replaced the Box in Section H of the

old IEP Document)

Low Incidence Equipment refers to SPECIALIZED equipment that is used

by the student to access curriculum (i.e. DHH Student uses FM amplifier,

VI student uses magnifier) Assistive Technology refers to


Devices)




School: Animo







on PLOPs








School Psychologist if Formal Testing will be require to establish eligibility in the 3-year review. (This replace the Box in Section H of the old IEP

Document)




Devices)

If the answer is Yes please


areas in which re-






What are DIS services?

• Designated Instructional Services





• Pull-Out minutes are those that are provided outside the general ed. class.



Notes-Part 4 •Notes can be written in Section 4 of the IEP.

•Keep notes factual and specific.

Reference

• You may find additional information on policy and procedures on Disciplinary Procedures for Students with Disabilities in the LAUSD Policies and Procedures Manual, page 247-254.



Amendment

What is the an Amendment? – An IEP amendment is to revise/adjust one part of the

current IEP.

– The IEP team cannot discuss placement during an amendment IEP.

– The amendment must be filed as part of the current IEP since this is considered part of the program prescribed in the last agreed upon IEP.

When do I typically have to hold an amendment?

– Add a Behavioral Support Plan

– Review Accommodation List

– Review DIS Service Minutes. • Remember you cannot decrease minutes without

changing it in the IEP.

– Report on result of an assessment that was conducted ( i.e. FBA, Social Emotional Assessment, AT assessment, etc).


Creating an Amendment

• Welligent now has a feature that as soon as you select Amendment as type of IEP it will automatically allow you to upload the documents from the previous IEP.

Welligent ScreenSelect New in the IEP Event

Listing Screen

Select Amendment

Select the Date of the Las IEP

What sections do I need to complete?

• You will need to complete the section you are amending and: – Section A – Meeting Information – Section B – Student Information – Section N – Procedural Safeguards– Section 0 – Consent for Special ed. – Section R- Names and Signatures


Note

• Welligent will print the whole IEP and the pages that were amended will have a watermark that says “Documented Added”or “Documented Deleted.”

• Also, remember that an amendment doesn’t take the place of a review.


Final IEPs-NewWelligent

Final IEPs: New Welligent System


Open a New IEP

Open a new IEP and mark

as Annual-Review


What type of IEP should I open?

Annual Review

Save



Step 1: Completing the Management Screen

Double ClickOn the Management

Icon


Step 1….

Double Click onIEP Management

xxxxxxxxx


1) Mark IEP Status as Final

2) Complete Final IEP Reason

4) SAVE

3) Enter Effective Date

5) Close Screen



STEP 2: Section F-Eligibility Page

• Please follow the steps in order, if not, you may have difficulty creating the document


Step 2

1) Double Click on ELIGIBILITY

2) Double Click on IEP Documents


Step 2…..

Open Section F Eligibility-Page 4



SAVE THE PAGE

SAVE THE PAGE!!!

You MUST Save so that the

document can be uploaded: please follow the steps

in the exact order

XXXXXXXXXXXXX


Step 2…..

Complete Final IEP Reason


Step 2…..

Complete Final IEP Effective

Date



Step 2….

Check the box next to This is final IEP……….

Click OK in when this message

appears…..LOAD ACTIVE

IEP DOCUMENTS

FOR FINAL IEP


Step 2….

Click OK


Step 3: Check to see if document is uploaded

Go to IEP Event Listing



Step 3….

Double Click on the + Sign next to the In Progress Review

and make sure that all the documents have uploaded.

when you see all of

these documents, it

means the document is

uploaded


Step 4:Complete Following Sections

Double Click on Management

Double Click on IEP Documents


Section A & B

Complete Section A & B ….It will prompt you to add the next annual Date but once the IEP is locked it

will automatically delete.



Complete Section R

Complete Section R as usual


Completing Safeguard and Follow-Ups

Double ClickSafeguards,

Follow-Up, and Signature


Section N & Q

Create and Complete Section N an Q



Compliance Message:

• Since LAUSD has not given specific guidelines and there is no “page 12” to document the final message; please follow the next step..


Open the FAPE 2: Part 4

Double Click on Services

Double Click on IEP Documents


FAPE 2: Notes

Open FAPE 2



Final IEP Statement:

The IEP Team met on mm/dd/yy for a Final IEP for Student A. She/he is

scheduled to meet graduation requirements and will receive a high

school diploma. The IEP team agrees that the

student is no longer eligible for Special Education

Services once the student obtains her/his high school

diploma.


Lock and Obtain Signature

• Please be sure to lock the IEP and obtain signatures.

• You also will need to provide a Complete Summary of Performance and complete the Senior Transition Inventory.



Pre-Expulsion

Overview of the Expulsion Analysis

• The principal designates a case carrier for the pre-expulsion review and IEP process to ensure all required activities are conducted properly.

• The IEP meeting should be scheduled within 5-days suspension period, but in any case no later than 10 days from the decision to recommend expulsion.

• Prior to the pre-expulsion IEP meeting, a call to your special education Program Administrator should be made so that she/he can contact LAUSD.

Manifestation Determination

• A student with disability who receives special Education services and is being considered for expulsion is required to have a manifestation determination (pre-expulsion) IEP, and can only be expelled if the alleged misconduct of the student meets the District’s criteria for expulsion.

• The school psychologist is the only person who can conduct a manifestation determination. Therefore, it is crucial to contact them immediately.


Notification Guidelines

• The parent must be notified at least 48 hours in advance. If the parent does not respond to the notification document all efforts to notify the parent.

• The parent may request a postponement for up to 72 hours.

Pre-Expulsion IEP Document

• Must include all parts of any other full review ( i.e. annual).

• Must be identified in Welligent as a pre-expulsion IEP.

• Include a Manifestation Determination Report completed by the school psychologist.

Present Level of Performance • Every pre-expulsion review must include Present Level of Performance in all the

areas the student receives services. These areas include but are not limited to: – Reading– Writing– Math– Behavior – Counseling – Speech and Language – DHH – Visually Impaired– Health ( OHI, TBI, or MD Eligibility only)

• The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the annual review in order to make recommendation whether or not the student will continue receiving services in the area.

• A REVIEW OF RECORDS is appropriate when completing a pre-expulsion IEP.


Notification of IEP Post-Suspension to All Service Providers:

• Please make sure to notify all service providers immediately – Informally assess if the student continues to benefit from the



• It is the IEP team that makes final recommendations of services and establish them as part of the offer of FAPE.

What if the Service Provider is not able to attend?

• Have the DIS provider write a PLOP base on review of record and reestablish services.

• Complete a “participant excusal form” on the day of the meeting.




Management

Participants





Downloads!


Form

Goals :



• You may reestablish the goal from previous IEP if appropriate or more time is needed to identify growth.

Post Suspension



– You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development.


– You may reestablish the goal from previous IEP if appropriate or more time is needed to identify growth.






achieve their post-secondary goal. • You may reestablish the goal from previous IEP if appropriate or more time

is needed to identify growth.







every year.




FAPE 1

Placement Contact your Special Ed. Program Administrator

Instructional Setting Setting: Contact your program administrator to determine

what will be the offer of FAPE




on PLOPs








What are DIS services? • Designated Instructional Services






• Pull-Out minutes are those that are provided outside the general ed. class.


Notes-Part 4 •Notes can be written in Section 4 of the IEP.

•Keep notes factual and specific.


Section # 4

Resources


Behavior Support Resources


Suspension/Expulsion Flowchart

For Students Protected Under IDEIA

First Suspension

Second Suspension

Or

More than 5 cumulative

days of suspension

Student with an IEP is

recommended for

Expulsion

Conference is held as a

Discipline Review Team

to determine if current

IEP support is adequate

to prevent the behavior

from re -occurring. If not,

hold an IEP meeting to

change or add supports

(including BSP)

A Post-Suspension IEP

must be held.

Review BSP, goals and supports

Consider the need of a n FBA

More than 10 cumulative days require a manifestation determination

A Pre-expulsion IEP

must be held and it

must include a

Manifestation

Determination

conducted by the

school psychologist

IEP Team Upholds

Expulsion

Recommendation

Student’s conduct is not a

manifestation of his/her

disability and the school

implemented the IEP.

IEP Team Rejects

Expulsion

Recommendation

Student conduct is a

manifestation of his/her

disability or the school

failed to implement the

IEP. Team adds

necessary supports.

Implement Last Agreed

Upon IEP. Student

Continues Enrolment at

the school

DRB Hearing

All DRB Docs are sent to

the SELPA Expulsion Office

*If a student with an IEP has 10 or more cumulative days of suspension within an academic year a post-suspension IEP meeting must be held and it must include a MANIFESTATION DETERMIATION. * If an expulsion is

recommended Special Ed.

program administrator must

be consulted prior to IEP

meeting

* The School Psychologist

should always be

involve/consulted in any post-

suspension IEP meeting.


Steps For Supporting Students With Behavioral Challenges

Check if current IEP has a Behavior Support Plan (BSP), if yes:

1. Review IEP and BSP with student’s special education case carrier

2. Interview personnel and observe environments where student is having issues to determine if current IEP

and BSP are being implemented

3. Determine if additional training is needed for appropriate personnel on how to implement BSP and how

to collect data or if BSP needs to be modified

If BSP needs to be modified or the student doesn’t have one:

4. Review data, track referrals and other school responses

5. Observe Tier 1 universal behavioral supports (see attachment, CHAMPs, ratio of interactions…)

6. Discuss behavior interventions already attempted and brainstorm new strategies (see attachment)

7. Collect and document results of behavior interventions

8. Look for possible links with academic issues and needed accommodations

9. Conduct an IEP meeting (i.e. Amendment) to add or modify BSP

10. Review new BSP with student, parent, and all personnel responsible for implementing plan and establish

system for monitoring implementation and collecting data

If problem behavior continues after BSP implementation:

11. Contact your program administrator and discuss if more in-depth behavioral assessment is needed (FBA)

12. Observe/interview all personnel responsible for implementation of BSP regarding fidelity of

implementation

13. Conduct an FBA (in collaboration with psychologist) and revise BSP based on results of the FBA

14. Monitor implementation of new BSP and collect data

If Problem behavior continues after modified BSP (based on the results of the FBA) has been

implemented:

15. Observe/interview all personnel responsible for implementation of BSP regarding fidelity of

implementation

16. Conduct an FAA if revised BSP is unsuccessful

17. Contact Program Administrator to discuss further supports and options


3 Tiers of Behavior Support For Students with Disabilities

Tier 1 – Universal Instruction and Interventions for All Students (Adapted from: Why Johnny Doesn’t behave: 20 tips and measurable BIPs)

1. Establish and directly teach clear expectations (re-teach if needed)

2. Pay attention to the behavior you want and minimize attention for minor inappropriate behavior

3. Inappropriate behavior is an effective and efficient way to get attention when student is not getting attention for appropriate behavior

4. Give short and clear directions

5. Teach and use an attention signal

6. Define, teach, and utilize clear consequences for unacceptable behavior

7. If unacceptable behavior does not change, the teacher’s behavior must change

8. Avoid power struggles

9. Predictability is the key, be structured and consistent

10. Collaborate with colleagues and parents/guardians

Tier 2- Selected Instruction and Intervention for some students

1. Social Skills instruction (problem solving, conflict resolution, anger management…)

2. Self management system taught and supported (check in/check out system, preemptive review of rules and expectations at transitions, debrief about daily behavior report cards

3. School based mentor program (adult mentor or peer buddy)

4. Increase home to school communication with collaborative reinforcement systems

5. Use of accommodations to address connections between academic issues and behavior

6. Analysis of antecedents and consequences to understand the function of the behavior and to plan for teaching a replacement behavior and changes to antecedents and consequences which may be contributing to the student using the inappropriate behavior

7. Use of alternatives to suspension and in-school suspension to minimize seat time missed


Tier 3: Targeted/Intensive Instruction and Intervention*

Tier III is the most intensive level of intervention and instruction and is based on assessed need(s). Students requiring Tier III supports must continue to receive support and instruction provided at the Tier I and Tier II levels.

□ Functional Behavior Assessment (FBA) or Functional Analysis Assessment (FAA) include a

description of the behavior, frequency, intensity and duration of the behavior, hypothesized

function of the behavior as well as data collection and analysis.

□ Behavior Support Plan or Behavior Intervention Plan (may include the following)

Intensive social skills teaching

Increase level of reinforcement

Description of strategies to prevent the behavior

Description of strategies to respond to the behavior

Functionally equivalent replacement behavior

Data collection

Progress monitoring

Continuous monitoring for decision-making

In this tier, collaboration is essential

Intensive academic support

Parent training and staff training may be necessary

Alternatives to suspension are utilized

Multi-agency collaboration (wrap-around services/supports)


Student Behavior Support Flow Chart

Student in

General

Education

Student with an IEP

Behavior that Impedes Learning

Behavior that Impedes Learning

Behavioral

Emergency CA Ed.

Code Serious

Behavior

Parent Request

Review and

modify Classroom

Supports

Review and

modify Classroom

Supports

Student Behavior

Plan IEP Meeting

Behavior Support Plan (BSP)

Functional

Behavioral

Assessment (FBA)

or Functional

Analysis Assessment (FAA)

Develop Behavior

Support Plan (BSP)

Develop Behavior

Intervention Plan (BIP)

Review & Revise

Current Behavior

Support Plan

(BSP) or Behavior

Intervention Plan (BIP)

IEP Meeting

Student Success

Team

Revised Student

Behavior Plan


IEP Meeting Resources


Important Points to Remember

1. It is permissible to bring a draft of the IEP to the meeting, but final decisions must

be made with parental input.

2. Remember the order of events: a) assessment results/ present levels of

performance, b) goals and objectives, c) discussion of instructional support d)

placement, e) DIS services.

3. No student should be placed in Special Education without a full comprehensive

evaluation.

4. Districts are mandated to consider outside evaluations when appropriate. Private

evaluations are the responsibility of the parents. Districts are not financially

responsible (unless the evaluation is used for determining disability).

5. Do not make decisions about placement without having explained options to the

parent.

6. Thou shall not say: “We do not have those services.” There is no waiting list

under IDEA. Districts are not allowed to consider only cost as the reason for

recommending a particular placement.

7. Districts can choose the site and the teacher for the student. DO NOT WRITE IN

THE IEP METHODOLOGY, only services. DO NOT LIST EXTRA-

CURRICULAR ACTIVITIES.

8. Parents have the right to bring to the meeting anyone they want.

9. If the parent announces that he/she is bringing legal counsel to the meeting, the

district has the right to also be represented.

10. If the parents wish to tape the meeting, they must advise the district. It is strongly

recommended that the district come to the meeting prepared to tape also.

11. Make sure that all needed staff is present at the IEP meeting, including outside

agencies, when appropriate.

12. All referrals, assessment reports and other pertinent information must be in the

student’s file. Remember that parents have access to the student files. Be

professional when writing observations and comments about the student.

(Psychological file holds reports and original IEP documents for initial IEP.)


13. Confidentiality must be maintained at all times. Do not share information about

the student without parental consent. The LEA and the school must post a notice

who has access to the records without parent written consent.

14. Transition plans must be addressed by the time the student reaches 14. At age 16,

transition services must be stated in the areas mandated by law.

15. Remember to advise students and their parents, no later than at age 17 that on

reaching age 18 the educational rights will be transferred to him/her.

16. The LEA should consider mediation if the parents refuse services or assessment

that the IEP team consider necessary for the student’s progress.


Preparing for IEP Meeting

Participants Notification

All service providers must be notified at least 30 days prior to the Annual IEP

Meeting. If the review is a triennial IEP you must notify all service providers

at least 60 days prior to the due date.

Sent electronic notification to all IEP participants including: Administrator,

General Ed. Teacher/s, Counselor and any other DIS provider (i.e. DHH, VI,

LAS).

You must request oral translation in advance. Discuss with your school site

administrator the procedures to follow.

Before the IEP

Make sure you have access to the system

Prepare a “DRAFT” of the IEP documents:

o Teacher: Post goals/objectives; accommodations plan; behavior support plan,

Master Plan, current levels of performance; all other teacher blank on form.

o Psychologist: Post eligibility statement, behavior support plan, Learning

Disability Certification Page for triennial; and all other information.

o DIS Provider: Speech, APE, Counseling, OT and nonpublic agencies

o Administrator; Check address, grade level, credits, results of CAHSEE, CAPA,

CELDT, and all other information.

Print a Draft of the IEP with as much known information as possible.

At the IEP

Hold the meeting in a location with Internet connection and printer.

Use the LCD projector if available and project the document on the wall.

a. Use hard copy printed form with as much information included as possible

(however, make it clear to participants that prepared information is a draft).

Complete the IEP:

a. Make necessary changes and print the IEP form at the end of the meeting

to obtain signatures.

The IEP is printed, with fresh-ink signatures. A copy is given to the parent at

the meeting and the original is placed in the student file as a “legal” copy.

Original copies of the initial IEP are placed in the students psychological file.

After the IEP:

It is the administrator’s responsibility to make sure that a signature date is on

Welligent and that the IEP is active and been completed.


Case Manager ( RSP or SDP Teacher) must provide the updated IEP document to

all teacher or update “IEP Student Profile.”

Schedule a meeting with General Ed. Teachers to make sure they understand the

updated recommendations/accommodations/modifications.

Be sure that IEP goal progress reports are sent as often as general education report

cards are sent home.


IEP Content Checklist

A curriculum-based IEP Present Level of Performance (including strengths, needs/ challenges,

and impact of disability) created by use of multiple measures reflects the use of the following:

____ Analysis of Benchmarks (Science, Math, English, History)

____ Analysis of CAHSEE and CST Results (Math, English, Science, History)

____ Curriculum-Based Measures (AIMSWeb)

____ School-wide Diagnostic tests (Scholastic Reading Inventory)

____ Work Samples (Related to IEP goal Attainment)

____ Teacher Reports (Multiple Subjects)

____ Parent input/comments

____ Informal Assessment (i.e. San Diego Quick)

____Career Inventory/Transition Portfolio (Transition)

____ Historical Grade Analysis (Transition)

____ Formal Assessment (Woodcock Johnson III/KTEA II)

____ Other_______________________________

Goals reflect the following:

____ Grade Level Standards

____ Clear link to challenges/needs on PLP

Accommodation/modification recommendation reflects:

____ Clear link to challenges/needs of PLP and goals

Feedback

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


Before accommodation Accommodated

Extended timeEntire class is given one due date for a TIEA

paragraph

Can be submitted next day, after guidance, in parts

as completed

Shortened assignmentStudents receive a worksheet with 20 metric

conversion problems for HW

Students can do the first ten problems for

equivalent credit.

Shortened multiple

choiceStudents choose from A,B, C or D. Students choose from A, B, C

Clarification of taskDirections are on a Power Point slide and read to

class by teacher

(A) Teacher points to the place student is to write

answers, gives sentence starters, shows an example

of what completed task should look like. (B) An

open ended question can be broken down into

several more guided questions.

Repeated/simplified

directions

Directions are on a Power Point slide and read to

class by teacher--"Summarize Newton's second

law."

Give directions to each student independently/in a

small group using familiar vocabulary---"Tell me

what the law is. Point to it in your notes. Ok, now

tell it to me in your own words. Write your

definition here in this box."

Preferential seating Students seated randomly, alphabetically, etc

Seats chosen deliberately. Not necessarily in the

front of the room. Seat is based on disability, low

incidence support, academics, etc.

Note taking assistanceTeacher has students copy from

presentation/board.

Students get a printed copy of the Power Point, a

photocopy/carbon copy of a classmate's notes,

help organizing binder sections

Modeling of task Teacher demonstrates a content related process

to the whole class. Teacher uses backwards chaining with a student.

Comprehension checkTeacher gives an assignment and allows students

to work independently while grading/taking

attendance.

Teacher asks student if they understand the task, if

they can repeat/rephrase the task, indicate

where/how they are to complete the task at

various stages of the assignment.

Highlighting key termsTeacher has students create vocabulary index

cards.

Teacher highlights/circles/underlines the most

important part of the definition so students know

which key words to look for in the question stem.

Preteaching/reteaching Teacher presents the lesson to the whole class

Teacher gives a preview of the next days activities.

Teacher emails lessons to RST's so student can refer

to the lesson as necessary. RST's reinforce lesson

content.

Small group testing Students test in a larger group

Students are separated to test in a smaller group.

Note: on days where multiple classes are

assessing/giving projects, the crowd in rm 30 is

often not a 'small group' setting. Can include

guidance period, guided study, the next day, etc.

Retake exams Student takes exam, grades entered

Student takes exam, receives an F. Student retakes

exam, using old exam as a reference for a new

grade. The new grade replaces the old grade.

Non ELA read aloud Teacher hands out the assessment and allows

student to work.

Teacher reads each non-ELA assessment question

to the student. Prompting is often paired with this

accommodation.

Prompting Teacher says, "Solve this equation: x^2+4x+7=0"

Ask: Which formula do we use? Where/what do we

substitute into the formula? What comes first in

the order of operations? Do we need check the

positives and negatives?

Accommodations Made Simple For General Education Teachers


Suggestions for supporting RSP students

It is important to check the progress of students and the factors which may be leading

to a lack of progress. If a student is not getting a desired grade, please make sure it is

not because the IEP is not being implemented or that the student was not getting the

appropriate supports.

RSP teachers are available assist with adapting assignments or assessments; however

they need an appropriate amount of time to do so. Talk to the RSP teacher who

supports your student to make arrangements.

Recommendations for accommodations include:

require fewer problems to complete

provide a partial assignment

allow freedom to write or work on other topics

modify grading scale (please see a RSP teacher to do this)

eliminate an answer choice for multiple choice (i.e. ―A – C‖ instead of ―A – D‖)

allow extensions on assignments and tests

provide a peer to assist with written or reading assignments (have student

seated next to a peer model)

offer tutoring

provide note taking frames or graphic organizers

check for understanding by clarifying assignment and expectations

conference with students and allow missed assignments to be made up

provide alternative methods for students to demonstrate mastery of content

Simplify Questions (less words and more direct language)

Allow students to access notes or step-cards on tests/quizzes

Highlight important parts of a text

Provide a larger space for student response

Chunked assignments

Sentence starters (―As you can see….‖) and answer prompting

Some of these accommodations may seem ―unfair‖ but it’s important to remember

that students with disabilities are not aiming to obtain an advantage—they are

receiving accommodations so that they are able to meet the same requirements as

other students. Please review the IEPs that your RSP teachers provided you. Every

effort should be made to provide the accommodations written on the IEP. If you have

ideas for other accommodations, do not feel limited by what was on the IEP, but

inform the RSP teacher of strategies that are working so they can be added to the next

IEP. If the student needs more support than is currently being provided, discuss this

with the RSP teacher so you can plan collaboratively how to meet the student’s needs.


*Remember an IEP is not just for students with behavioral challenges—its main purpose is to support a student’s academic success.

Examples of how to accommodate questions:

Original Question Adaptation New Question

One main characteristic from the literature of the Harlem Renaissance was…

Simplifying

a question

What is a characteristic of the Harlem

Renaissance?

Realism is seen as a response to the Romantic literary period. Explain why this is true.

Simplifying

a question

How was Realism a response to

Romanticism?

1) x + 3 = 7

2) x + 8 = 12

3) 2x + 4 = 10

4) 3x + 6 = 12

5) 2(x + 3) = 18

6) 3(x + 1) = 12

Shortening

an

assignment

1) x + 3 = 7 2) x + 8 = 12 2) x + 8 = 12

3) 2x + 4 = 10 4) 3x + 6 = 12 4) 3x + 6 = 12

5) 2(x + 3) = 18 6) 3(x + 1) = 12 6) 3(x + 1) = 12

Create a graph that includes both X and

Y axes labeled. Then, plot the data set

and create a line of trend. What is the

relationship between X and Y? How

would you explain the trend?

Chunking/

Answer

prompting

(# 4)

Divide the task up into manageable parts.

1) create a graph (5 min)

2) plot the data (2 min)

3) create a trend line (2 min)

4) find the relationship between X

and Y (2 min)

[As X ____________, Y

___________]

5) Explain the trend (5 min)


Create a Thesis statement for the essay

above:

Providing

more space

to respond

Create a Thesis statement for the essay

above:

Dear RSP teachers,

I need help with:

You can best reach me by (Circle your preference):

I’ve attached (circle one):

Phone E-mail Drop-in

Before school

After school

An assignment to adapt A test to adapt A student’s work sample

for you to look over to

help find strategies that

will work


Green Dot Public Schools Barnish

LEARNING DISABILITIES INTERVENTIONS

This information is not intended to be exhaustive or clinical. The purpose is to provide teachers and staff with

more information about observable indicators of processing difficulties and the role they play in students’ learning

disabilities in reading, writing, math, listening and oral expression.

Observable indicators are excellent measures of assessing how a student learns, and therefore, a student’s

strengths and weaknesses regarding how he or she process information. There are very few standardized tests

published to measure processing. Further, the reliability and validity of such processing measures are

controversial and limited. However, these indicators will be frequently observed by teachers and will inform the

best strategies for supporting the student.

Attention

Students with a deficit in attention area are likely to have difficulties with:

What does it look like? What are some classroom interventions?

Child is extremely disorganized

Child has difficulty following

instructions/directions both in class and for

assignments

Has difficulty managing materials

Has difficulty managing space (desk in school,

desk at home)

Has difficulty managing time (procrastinates

with deadlines)

Child requires more cues and reminders,

particularly cognitive cues that are sequential

Child has difficulty controlling impulses and

stopping own behavior at an appropriate time

Child cannot solve problems flexibly

Child has difficulty transitioning easily from

one task to the next

Emotional responses are not modulated

appropriately

Child has difficulty beginning a task in a timely

fashion

Child has difficulty sticking with a task for a

period of time

Child has difficulty communicating main ideas

Child has difficulty anticipating future events

and setting goals

Has difficulty checking own work and assessing

own performance

Assignment notebook

Provide back-up copies of books at home

Provide advanced organizers

Use of mnemonic devices when learning new

information (names of the planets or the Great

Lakes)

Provide visual cues or editing strips that can be

taped to a student’s desk to remind them to

check for punctuation, spelling, grammar,

capitalization

Teach time management techniques (checklists,

prioritized “To do lists” and prioritizing

assignments

Establish intermediate deadlines for big projects

Praise progress rather than reprimand

disorganization

Encourage or ask the parents to help the child

set up an organized study center at home

Schedule a weekly time to clean out desks,

lockers or school bags

Color code materials ( All math items are coded

blue, all reading are red)

Establish a daily routine and stick to it

(checking home folder and assignment log)

Set aside extra time at the end of the day or

period for the student to pack books and papers

Use a daily goal report to provide feedback to

parents and to provide rewards at home

Use a homework buddy system in the classroom

so that every student has a buddy and they



check each other’s recording of assignments

Provide many cues and reminders to students

(state “This is particularly important….)

Encourage the use of manipulatives to develop

concepts.

Attempt to teach concepts in a concrete

manner. Use concrete cues, tellstudent exactly

what to do at each step.

Limit the amount of material presented at one

time.

Select structured materials that are carefully

sequenced.

Engage the student in demonstrations of the

concept.

Have the student verbalize what he or she has

learned.

Have the student teacher a concept to younger

students.

Provide ample opportunities for repetition and

review.

Requires a considerable amount of over

learning.

Teach the student strategies that may increase

understanding and retention of a concept, such

as verbalizing the steps of a task while it is

being performed. Teach the student when and

how to apply the strategy.

Provide the student with a list of procedures to

follow when working with tasks that involve

problem solving.

Limit the emphasis or demands for high levels

of abstract reasoning



Auditory Processing Deficit

More specifically, auditory processing appears to negatively influence the following:

Identification of sounds (phonemic segmentation)

Discrimination between sounds

Sound blending

Pattern recognition

Direction following

Language/reading comprehension

Story retelling

Spelling


Child says “Huh” or “What” often

Gives inconsistent responses to directions or

questions

Often misunderstands what is said

Is easily distracted

Has reading, spelling or other academic

problems

Has poor attention

Has difficulty following oral instructions

Has difficulty listening when there is

background noise

Has poor receptive and expressive language

Gives slow or delayed responses to verbal

instructions

Exhibits behavior problems

Needs multiple explanations of directions

Needs instructions presented many ways

(auditory, tactile, visual)

Confused by verbal directions

One or two steps behind other children when

doing things sequentially

Difficulty self-starting without further prompts

Problems with phonics

Separate instruction on phonemic awareness (how

to hear sounds in letters and words)

Use of games that manipulate phonological

structure of words, such as rhyming games and

nursery rhymes

Develop skills in phonological awareness through

counting activities that progress from counting the

number of words in a simple sentence, to the

number of syllables in a word, to the number of

sounds within a word.

If the auditory processing deficits are not

remediable, try whole-word reading technique or a

nonphonic reading approach

May need to be waived from foreign language study

Visual outlines, graphic organizers for tasks that

involve listening

Give clear, multimodal instructions for all tasks,

limited in length and complexity

Do not penalize student for difficulties in reading

decoding and spelling

o Allow extra time for reading and

writing activities



Visual Processing Deficit

Visual processing is implicated in the following:

Visual closure (the ability to recognize a complete figure form fragmented stimuli, puzzles, part-to-whole)

Visual-spatial relationships (the ability to perceive the position of objects in space)

Visual discrimination (ability to perceive dominant features in different stimuli, selecting important parts)

Visual-motor integration (the ability to integrate vision with body movements)

Visual association (the ability to relate visually-presented stimuli conceptually

Visual-auditory integration (the ability to integrate information when presented visually and auditory)

Letter/word formation and spacing on paper

Tracking (read with child note fluency and tracking)

Visual sequencing

Gross and fine motor skills (observations in testing of pencil-paper tasks etc)


Difficulty tracking words on page

Frequently losing place when reading

Difficulty knowing their body in space

(tripping, clumsy, running into things

frequently)

Difficulty selecting important parts out in class

and homework

Manual dexterity difficulties

Hand-eye coordination concerns

Trouble sequencing visual tasks

Difficulty following a visual example from

paper and then replicating and knowing what

to do

Does not appear to have a “photographic

memory”

Difficulty perceiving words and numbers as

separate units

Directionality problems in reading or math

Confusion of similarly shaped letters

In writing, spacing and letter formation is

inconsistent or not age-appropriate

Trouble reading and understanding charts

Concerns with distinguishing shapes, letters,

colors

Missing pieces to drawing to make the object

complete (example is a face missing a nose or

eye)

Inconsistency in letter/number recognition

(one day he knows them another he does not)

Provide activities: puzzles, painting, drawing,

bead stringing, pegs and pegboards, and

building with blocks

Provide activities with manipulative toys

Have students arrange blocks or shapes on top

of patterns

Have children trace geometric shapes and other

forms with their fingers or use plastic overlays

with crayons

Have students identify separate objects in

pictures

Have student’s sort shapes into categories

Have students bend pipe cleaners to replicate

designs and figures

Plan activities that require spatial organizing

and planning: paper folding, models and three-

dimensional puzzles

Enlarged print for books, worksheets

Provide a “window” with visual worksheets and

tasks (index card with hole or “window” helps

with tracking to reduce peripheral visual

stimuli)

Give a bookmark or index card and encourage

use when reading (for help with tracking)

Have child point to each word when reading

Provide skeletal notes or story graphs for

organization

Lines on paper spaced out more and darker

Dictation to teacher or recorder of written

expression



Association/Conceptualization


Inconsistent knowledge/abilities from one

day/week to the next

Not remembering “common” (developmentally

appropriate) knowledge

Inappropriate or lack of study skills

Studies for test but fails or does below expected

ability

Difficulty taking information taught and

applying it to home/classwork

Forgetting common classroom routines

Student needs directions repeated multiple

times for understanding

When given simple or multiple step directions,

student has trouble restating

Appears to forget what was instructed

Unable to recognize letters/numbers/words

even though they were gone over moments ago

Word and/or letter identification

Spelling skill deficits

Give directions/instruction in a variety (verbal,

visual) of ways and/or multiple ways

Teach elaborative rehearsal

Sequence materials form simple to more

complex

Provide an intensive review, repetition, and

overlearning at each step

Introduce only as many facts, words, etc. as the

student is able to learn in a session

Provide systematic review within a few hours

of learning and review previous information in

each lesson

Integrate acquired knowledge with new

knowledge when possible

Utilize examples for learning new material

Use short, simple sentences when speaking to

the student.

Present one instruction at a time

Teach ACTIVE listening skills

Have student repeat directions

Stand near and look directly at the student

when giving directions

Repeat directions

Teach student how to utilize elaborative

rehearsal

Write specific directions and assignments on

the board for the student to copy

Have an “assignment or homework” buddy to

help with reminders or assistance

Teach the student how to rehearse information

for retrieval (for example: verbal rehearsal,

grouping or chunking, making visual images,

and mnemonics)

Check with the student for understanding

Allow student to tape record class lectures

Teach specific learning and/or study strategies

for each area of difficulty

Ensure that the student continually reviews

vocabulary words, math facts, or any

information that requires extended practice for

retention.



Expression

More specifically, expression deficits appear to impact the following:

Performing on both cognitive and achievement tests

Following directions

Understanding compound and complex sentences

Communicating thoughts and ideas in a verbal as well as a written format


Requests frequent repetition of auditory input

May use vague pronoun referents

May use immature or nonspecific vocabulary

May respond with poorly formed sentences

Problems with reasoning and memory

Responses may be short and simple, or may be

limited in content

May contribute infrequently to classroom

discussions

Relating of stories or reporting of events may be

disorganized or out of sequence

When asked a question, may demonstrate some

knowledge of the topic but not be referentially

specific enough to communicate an appropriate

response

May not be able to determine when enough has

been said to fully answer or respond to a question

or comment

May have difficulty with word retrieval

Demonstrate or model what you want the

student to do, talking through the task while

performing it

Have the student talk through the task while

doing it

Encourage the student to use gestures or

descriptors if he/she can’t think of the necessary

words for expression

Provide plenty of opportunities for verbal

responses

Increase oral fluency by having the student say

as many words in a category as he/she can think

of within a minute time period

Provide as much time as necessary for a student

to respond to questions

Have the student orally describe visual

materials (i.e., pictures)

Read aloud to students and encourage parents

to do so as well

Incorporate activities that will stimulate

language development and encourage listening

and speaking

Explain important vocabulary words prior to

assigning a reading activity to ensure new

words are both pronounced and used correctly

Avoid fill-in-the-blank tests for students with

word retrieval problems

Pair student with peers who will encourage and

facilitate verbal communication

Use topics of interests and experiences to

facilitate conversation

Provide visual cues and reinforcement for all

listening activities (i.e., outlines, study guides,

pictures, movies, and graphs)

Have the student sit close to the teacher or in

the front of the classroom



Sensory-Motor Processing

What is it?

One of the least common processing difficulties in students

Mostly occurs in severely developmentally delayed children (usually those with Autism Spectrum Disorder

and Mental Retardation).

Usually requires Occupational Therapy if severe enough to impact educational performance


Difficulty learning to walk, jump, skip

Easily irritated by touch (clothing on skin,

hairbrushing, tags in clothing, specific surfaces

such as paper, wax, tree bark, grass, etc.)

Trouble with activities that require fine-motor

skills (holding a pencil, cutting, buttons, hooks,

zippers)

Trouble learning to tie shoes

Poor coordination and trouble with sports

activities

Speech difficulties that can cause social

awkwardness and unwillingness to attempt

social interactions due to speech difficulties

Extreme sensitivity to light, touch, smells

Difficulty with personal grooming due to poor

fine motor skills

Dropping, spilling, knocking things over,

bumping into things

Difficulty using small objects requiring

precision

Provide pencil grippers and allow the student to

use a fist grip on a pencil rather than holding

with a tripod grip

Provide copies of class and lecture notes so the

student does not have to write notes

Allow the student to type assignments rather

than write assignments

Allow student to tape record class lectures

Provide activities: puzzles, painting, drawing,

bead stringing, pegs and pegboards, and

building with blocks to increase motor skills

Provide activities with manipulative toys and

encourage appropriate motor functioning

Have students arrange blocks or shapes on top

of patterns

Have children trace geometric shapes and other

forms with their fingers or use plastic overlays

with crayons

Offer choices of activities and materials

Use systematic teaching and chunking of

multiple step tasks


Sample IEP Meeting Agenda

Student Name

Time/Date

1) Start up – Administrator/Designee

Introductions by participants (and each explain role for the meeting)

Purpose of the meeting

Review of proposed agenda/Adopt proposed agenda

Parent Rights

Decision Making Process ( and when consensus cannot be reached)

Ground rules

2) Present Level of Performance- All Service Providers: Teachers, RSP, Counselor, Psychologist… What do the student KNOWS, UNDERSTANDS & IS ABLE TO DO NOW?

Review remaining assessments information

Review progress on current goals and objectives

Student weakness (needs)

3) Determine Goals from the established weakness- Case Manager in Collaboration of IEP Team

What is it we want the student to KNOW, UNDESTAND and BE BLE TO DO one year

from today?

Recommend and explain goals/objectives

4) Determine Appropriate Placement – Case Manager in Collaboration of IEP Team

What is the least restrictive environment (LRE) in which these goals and objectives are

likely to be achieved?

Modifications, accommodations and supports needed in the LRE

Amount of time student will NOT be in a general education setting.

5) Determine related services – Each Service Provider or Case Manager

Services can include RST minutes, Counseling, Speech and Language, Adaptive PE, DHH,

Auditory Training, etc.

6) Ending – Administrator Confirm agreements, including signatures

Determine schedule for next IEP review

Action plan for follow-up


Requesting Written Translation

&

Providing Parent with Translated IEP

Under federal law and district policy, we must provide the parent with the option to have

the IEP document translated into their primary language. Please follow the steps below to

request IEP translation from LAUSD:

Step 1

1. Check in section N of the IEP the parent request for translation.

2. Check the box Translation on Section 0: Actions Required Following the IEP.

3. The IEP must be locked but no parent signature is necessary to send the

translation request form to LAUSD translation unit.

4. Complete “IEP Translation Request Form” and fax the form to 213-241-6701

attention Yolanda Garcia-Carrillo, Coordinator, Division of Special Education.

Please be advised that the translation unit will not complete the request if the

appropriate boxes are not marked in the Welligent document or if is not received

within a day of the day the IEP is locked.

Step 2

1. The designated school staff (requestor), as indicated on the “IEP Translation

Request Form” will receive an electronic message in Welligent when the

translation is completed. The requestor will need to print the IEP and the cover

page and provide the translated document to the parent.

If the school fails to meet LAUSD Translation timelines/guidelines, the site is

responsible to complete the translation by hiring a private contractor. The cost of a

full IEP translation is approximately 200 dollars per document. Please contact your

Program Administrator for guidance on how to contract a translator.

Also, please remember to ask the parent if they need the entire document translated. It is

appropriate to only translate sections of the IEP.



Oral Interpretation of IEP Meetings Guidelines

School Site Administrators are responsible for:

1. Utilizing eligible bilingual on-site staff to provide oral interpretation at IEP

team meetings when requested by parents(s)/guardian(s).

2. Maintaining a list (see Attachment A: “School Roster of Staff Eligible to

Interpret at IEP Team Meetings”) of District-trained oral interpreters and

certificated staff otherwise eligible to interpret at IEP team meetings at the

school site.

3. Sending Attachment A, “School Roster of Staff Eligible to Interpret at IEP

Team Meetings,” annually to the Division of Special Education, no later than

October 15 of each school year.

4. Accessing the Division of Special Education website for current information

on training dates and sites for oral interpretation at IEP team meetings.

a. The Division of Special Education provides schools, through the

Division’s website, with a schedule of this training, locations and

registration information no later than September 10 of each school

year.

5. Ensuring that appropriate classified bilingual (qualified by District standard)

site personnel who will be used by administrators to interpret at IEP team

meetings are registered and sent to the District’s currently available oral

interpretation training.

6. For assistance or further information about the training schedule, please

contact:

Yolanda Garcia-Carrillo, Coordinator

Division of Special Education

(213) 241-3335

Email: [email protected]

7. When oral interpretation from an outside vendor is needed, contact your

Program Administrator at least 15 days before the IEP.



Summary of REF-4133.0

Individualized Education Program

Presented for Parent Signature

Parents/Guardians are to be provided with a copy of the completed IEP at the

conclusion of the IEP meeting.

Presenting the IEP to Parents/Guardians for Signature

At the end of the meeting, while parents/guardians are present, IEP must be locked

with the IEP status of “PENDING.”

Even if an IEP is held when the parent/guardian are not able to attend (for

example, after several attempts to schedule the meeting were made, or a

teleconference or other means of parent participation has taken place), the

IEP must still be locked as “PENDING” at the END OF THE MEETING.

It is not permissible to add or change anything on an IEP after the meeting is over.

When the document is locked as “PENDING” in the Welligent System,

parent signature and parent comment sections remain open.

At the conclusion of the IEP meeting, parents/guardians are to be provided

a copy of the completed IEP for their signature and consent on page 10.

Parent may decide to take the IEP home for review and consideration

before completing page 10. In either case, once the IEP is completed

parents/guardians must never be told they will be sent a copy of the child’s

IEP at a later time.

Even in the event that the parent/guardian indicates that they are in disagreement

with the IEP, the IEP must still be locked as “Pending” at the conclusion of the

meeting in the same manners as an IEP that is not in dispute. The specific

disagreement can be noted on page 10 after the IEP is locked with the status of

“PENDING”


Locking the IEP: Two Stages

o Enter the “date completed” on the “IEP meeting” screen:

This will lock your documents form being modified with the exception

of the goals (page 5), the consent form (page 10), and the Management

Screens.

This will automatically lock the IEP and put it in “Pending” state,

allowing you to print the IEP for the parent/guardian to sign without

the “worksheet.”

o Enter the “parent signature date” on the IEP meeting screen for the IEP to

become Active

This will lock page 10 and management screens. Any necessary

meeting notes should be entered on the IEP meeting screen before

entering the parent signature.

Parent signature will also automatically make the IEP “ACTIVE.”


Recessing an IEP Meeting

In situations when an IEP team meeting is not concluded in one day and will be

reconvened on another day when the District will make its offer of FAPE, parents

have a right to have a printed copy of the IEP document.

In this case, parents may request and be given a copy of a “Worksheet, not an

official document” IEP until the meeting is continued and completed.

The following steps are to be completed when recessing an IEP meeting (to be

reconvened at a later date).

1. Indicate on page 12 the reason(s) the IEP meeting is being recessed.

2. Indicate on page 12 the date the IEP meeting will be reconvened (if

known)

3. Indicate on page 12 that what is written in the IEP up to that point has

not been reviewed in whole by the team and is only a draft until the

entire contents of the IEP have been reviewed with the team, and the

District has made an offer of FAPE.

4. Offer parents a copy of the document as-is, which will be the

“Worksheets, not an official document.”

5. On the “IEP meeting” screen, change the “meeting status” to

“RECESSED.” Indicate on the “meeting notes” all pertinent information

with regard to recessing the meeting. Click “SAVE” and then “CLOSE.”

Do NOT enter a date into the “date completed” field as this will lock the

document pages.

6. After the IEP team has reconvened and concluded the meeting, go back

to the “IEP Meeting” screen, and set the “Meeting Status” to

“Completed.” In the “Date Completed” field enter the date/time of the

FIRST MEETING, not the reconvened date, to lock the documents page.

(The date and time of the reconvened meeting can be documented in the

“meeting notes”).


Appendix


Cer

tifi

cate

Tra

ck R

ub

ric

Sco

re

Eff

ort

O

rgan

izati

on

F

oll

ow

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4

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ectu

re a

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clas

s ac

tivit

ies,

att

em

pts

ass

ign

ment,

par

tici

pat

es i

n a

ssig

nm

ent/

acti

vit

y

wit

h m

inim

al p

rom

pti

ng

Has

the

mat

eria

ls r

equir

ed

by t

he

clas

s (b

ind

er,

pap

er, p

en,

pen

cil,

etc

.)

Fac

es t

each

er w

hen

tea

cher

giv

es

one

step

dir

ecti

ons

in

pre

par

atio

n f

or

a ta

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take

out

pap

er/w

arm

up

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req

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eacher

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elevant.

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no

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rele

van

t


Animo Charter High School

Progress Monitoring Teacher Feedback Form

The following student has an Individual Education Program. Please answer the following

questions regarding the student’s strengths, challenges and needs.

_______________________________ ___________________

Teacher Name Student Name

_____________________ ____________ ________________________

Subject Period Current Academic Grade

What are the student’s strengths?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

What are the student’s challenges?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

What are the student’s needs?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Do you have any additional suggestions on how the student be best supported?

_______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Please write at least one goal pertaining to your subject area:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Thank you for your collaboration and support.


SCHOOL ACCOMMODATIONS AND MODIFICATIONS

An accommodation allows a student to complete the same assignment or test as other

students, but with a variation in time, format, setting, and/or presentation. This

adjustment to an assignment or a test-taking situation does not change the meaning

of the student’s score.

A modification is an adjustment to an assignment or a testing situation that changes

the standard for a particular student. Examples of possible modifications include a

student completing work on part of a standard or a student completing an alternate

assignment that is more easily achievable than the standard assignment.

Here are some ideas for changes in textbooks and curriculum, the classroom

environment, instruction and assignments, and behavior expectations. When

reviewing these suggestions, keep in mind that any accommodations or modifications

you choose must be based on the individual student’s needs. Also, keep in mind what

is the student’s goal?

GETTING STARTED OR INTERESTED

o Tell stories that relate the lesson to real life


o Use an attention getter

o Relate the lesson to previous learning experiences

o Seat the student near the teacher

o Use non verbal cues to get started

o Give work in small amounts and reinforce as each part is complete

o Sequence work with easy parts first

o Make sure student has all needed materials

o Give clear instructions

o Make sure student understands the directions: written, oral, mapped out

o Provide checklist of steps

o Use partners

o Cooperative learning groups

o Ask student to help someone else

o Provide encouragement

TEXTBOOKS AND CURRICULUM

Books

o Provide alternative books with similar concepts, but at an easier reading level.

o Provide audiotapes of textbooks and have the student follow the text while

listening.

o Provide summaries of chapters.

o Provide interesting reading material at or slightly above the student’s

comfortable reading level.

o Use peer readers.

o Use marker to highlight important textbook sections.

o Use word-for-word sentence fill-ins.

o Provide two sets of textbooks, one for home and one for school.

o Use index cards to record major themes.

o Provide the student with a list of discussion questions before reading the

material.

o Give page numbers to help the student find answers.

Curriculum

o Shorten assignments to focus on mastery of key concepts.

o Shorten spelling tests to focus on mastering the most functional words.

o Substitute alternatives for written assignments (clay models, posters,

panoramas, collections, etc)

o Change the percentage required for a passing grade on a test or assignment.

o Specify and list exactly what the student will need to learn to pass. Review

this frequently.


o Modify expectations based on student needs (e.g., “When you have read this

chapter, you should be able to list three reasons for the Civil War”).

o Give alternatives to long written reports (e.g., write several short reports,

preview new audiovisual materials and write a short review, give an oral

report on an assigned topic).

Classroom Environment

o Develop individualized rules for the student

o Evaluate the classroom structure against the student’s needs.

o Keep workspaces clear of unrelated materials.

o Keep the classroom quiet during intense learning times.

o Reduce visual distractions in the classroom.

o Provide a computer for written work.

o Seat the student close to the teacher or a positive role model.

o Use a study carrel. (Provide extras so that the student is not singled out).

o Seat the student away from windows or doorways.

o Provide an unobstructed view of the chalkboard, teacher, movie screen, etc.

o Keep extra supplies of classroom materials (pencils, books) on hand.

o Use alternatives to crossword puzzles or word finds.

o Maintain adequate space between desks.

INSTRUCTIONS AND ASSIGNMENTS

Taking Notes

o Give students a copy of notes to highlight

o Give a partial outline

o Have another student use NCR paper

o Use a tape recorder

o Teaching mental mapping techniques

o Allow students to listen without note taking and have them develop a

summary of main points

o Hand out complete notes to be attached to student’s best attempts

o Key class notes to pages in text

Completing Study Guides, Skeletal Outlines, or Worksheets

o Give page numbers for location of answers

o Make sure questions are in the same order as the reading material

o Reduce the number of items to be answered depending on student

o Highlight or underline answers for texts or notes

o Have students complete in study groups or with partners

o Be concise with only important facts

o Use simple language


o Use major and minor text headings

o Use word for word sentence fill-ins

o Incorporate thinking about and not just recall

Directions

o Use both oral and printed directions.

o Give directions in small steps and in as few words as possible.

o Number and sequence the steps in a task.

o Have student repeat directions for a task.

o Provide visual aids.

o Show a model of the end product of directions (e.g., a completed math

problem or finished quiz).

o Stand near the student when giving directions or presenting a lesson.

Time/Transitions

o Alert student several minutes before a transition from one activity to another

is planned, give several reminders.

o Provide additional time to complete a task.

o Allow extra time to turn in homework without penalty.

o Provide assistance when moving about the building.

Handwriting

o Use worksheets that require minimal writing.

o Do not return handwritten work to be recopied by the student. Do not grade

handwriting on written work.

o Use fill-in questions with space for a brief response rather than a short essay.

o Provide a “designated note taker” or photocopy of other student or teacher

notes. (Do not assign a poor note taker or a student with no friends to arrange

with another student for notes.)

o Provide a print outline with videotapes and filmstrips.

o Provide a print copy of any assignments or directions written on the

blackboard.

o Omit assignments that require copying, or let the student use a tape recorder

to dictate answers.

Grading / Authentic Assessment

o Provide a partial grade based on individual progress or effort.

o Use daily or frequent grading averaged into a grade for the quarter.

o Weight daily work higher than tests for a student who performs poorly on

tests.

o Mark the correct answers rather than the incorrect ones.


o Permit a student to rework wrong answers for a better grade.

o Average grades out when assignments are reworked, or grade on corrected

work.

o Use a pass-fail or an alternative grading system when the student is assessed on

his or her own growth.

o Permit the student to retake a test until it is passed.

o If a portion of the grade is based on class participation, modify participation

expectations.

o Performance based within the context of real life (e.g., develop a travel

brochure, produce a public service video commercial, outline possible

solutions to the community’s homeless challenge, make an oral presentation

stating your point of view).

o Requires students to generate a response and demonstrate skills rather than

choose a response or give back information that was given.

o Involves active learning rather than passive memorized responses.

Tests

o Go over directions orally.

o Teach the student how to take tests (e.g., how to review, to plan time for each

section).

o Provide a vocabulary list with definitions.

o Permit as much time as needed to finish tests.

o Allow tests to be taken in a room with few distractions (e.g., the library).

o Have test materials read to the student, and allow oral responses.

o Divide tests into small sections of similar questions or problems.

o Use recognition tests (true-false, multiple choice, or matching) instead of

essays.

o Allow the student to complete an independent project as an alternative to a

test.

o Give progress reports instead of grades.

o Grade spelling separately from content.

o Provide typed test materials, not tests written in cursive.

o Allow take-home or open-book tests.

o Provide possible answers for fill-in-the blank sections.

o Provide the first letter of the missing word.

Math

o Allow the student to use a calculator without penalty.

o Group similar problems together (e.g., all addition in one section).

o Provide fewer problems on a worksheet (e.g., 4 to 6 problems on a page, rather

than 20 or 30).


o Require fewer problems to attain passing grades.

o Use enlarged graph paper to write problems to help the student keep numbers

in columns.

o Provide a table of math facts for reference.

o Tape a number line to the student’s desk.

o Read and explain story problems, or break problems into smaller steps.

o Use pictures or graphics.

Other

o Use Post-it notes to mark assignments in textbooks.

o Check progress and provide feedback often in the first few minutes of each

assignment.

o Place a ruler under sentences being read for better tracking.

o Introduce an overview of long-term assignments so the student knows what is

expected and when it is due.

o Break long-term assignments into small, sequential steps, with daily

monitoring and frequent grading.

o Have the student practice presenting in a small group before presenting to the

class.

o Hand out worksheets one at a time.

o Sequence work, with the easiest part first.

o Use blackline copies, not dittos.

o Provide study guides and study questions that directly relate to tests.

o Reinforce student for recording assignments and due dates in a notebook.

o Draw arrows on worksheets, chalkboard, or overheads to show how ideas are

related, or use other graphic organizers such as flowcharts.

Behavior

o Arrange a “check-in” time to organize the day.

o Pair the student with a student who is a good behavior model for class

projects.

o Modify school rules that may discriminate against the student.

o Use nonverbal cues to remind the student of rule violations.

o Amend consequences for rule violations (e.g., reward a forgetful student for

remembering to bring pencils to class, rather than punishing the failure to

remember).

o Minimize the use of punishment; provide positive as well as negative

consequences.

o Develop an individualized behavior intervention plan that is positive and

consistent with the student’s ability and skills.

o Increase the frequency and immediacy of reinforcement.


o Arrange for the student to leave the classroom voluntarily and to go to a

designated “safe place” when under high stress.

o Develop a system or a code word to let the student know when behavior is not

appropriate.

o Ignore behaviors that are not seriously disruptive.

o Develop interventions for behaviors that are annoying but not deliberate (e.g.,

provide a small piece of foam rubber for the desk of a student who continually

taps a pencil on the desktop).

o Be aware of behavior changes that relate to medication or the length of the

school day; modify expectations.


RE

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Student Profile

Student Name: Jane Doe Grade: 10 Student DOB: 07-25-90 Student ID: 072590F030 Special Education Teacher: John Luis Sanchez Counselor: William Espinoza Next IEP Review Date: 3-4-10

P r e s e n t L e v e l o f P e r f o r m a n c e a n d G o a l s

Areas of Need Areas of Strength Goals

Math

Solving Multi-step problems

Determining the sequence of

operations

Basic computation skills Solve algebraic equations using

knowledge of sequence of operations

Reading

Fluency

Decoding multi-syllabic words

Making inferences in stories

With the support of cooperative

groups, can understand story

elements

Answer questions that require

inferences

Writing

Essay composition organization

Needs to develop ideas to increase

length of composition

sharing ideas with peers

with assistance in pre-writing

can write a paragraph

Write 3 paragraph essay

Other

Behavior: Disrupts class to get

attention

Behavior: gets along with peers Seek attention in appropriate ways

such as asking for help

Classroom Academic Supports Assessment Participation Attached Paperwork

Graphic Organizers Manipulat ives Shortened Assignments Extended Time Smal l Group Instruct ion Peer and Cooperat ive Group Support Preferent ial Seat ing Tasks broken in chunks Text read aloud Instruct ions repeated or restated Other:

Calculator Extended Time Read Aloud Small Group CAPA Level: Other:

IEP Goals and Objectives

Behavior Support Plan Other:

Related Services: LAS OT APE PT Counseling Other:

Other information (What works well? What doesn't work?): Cooperative groups, reminders about next

step in tasks, task analysis checklists to remember steps; Does not respond to pressure and will often quit on

task when not supported.


Student Profile

Student Name: Grade: Student DOB: Student ID: Special Education Teacher: Counselor: Next IEP Review Date:

P r e s e n t L e v e l o f P e r f o r m a n c e a n d G o a l s

Areas of Need Areas of Strength Goals

Math

Reading

Writing

Other

Classroom Academic Supports Assessment Participation Attached Paperwork

Graphic Organizers Manipulat ives Shortened Assignments Extended Time Smal l Group Instruct ion Peer and Cooperat ive Group Support Preferent ial Seat ing Tasks broken in chunks Text read aloud Instruct ions repeated or restated Other:

Calculator Extended Time Read Aloud Small Group CAPA Level: Other:

IEP Goals and Objectives

Behavior Support Plan Other:

Related Services: LAS OT APE PT Counseling Other:

Other information (What works well? What doesn't work?):

___________________________________________________________________________________


Animo Locke Student Profile

Case Manager:

Student Name: Grade Level:

IEP Identification: IEP Date:

Current Levels of Performance:

Reading Level:

Math Grade Level:

Writing Grade Level:

Notes:

Goals:

Writing:

Reading: Math:

Behavior Plan? Yes No

Behavior:

Strategies: Goal:

Extra Notes:


ACCOMMODATIONS/MODIFICATIONS: Modifications/accommodations to materials/assignments: Shortened assignments Extra time to complete assignments Opportunity to respond orally Alter format of materials on page (type size, highlighting, spacing) Reduced language and/or reading level Allow student the option of rewrites on essays Grade content separately from spelling Modifications/accommodations to instruction: Shortened instructions Repeated instructions Individualized and/or small group instruction Opportunity to repeat and explain instructions orally Written instructions Assignment notebook Visual aids (pictures, flashcards, graphic organizer) Peer tutor/work buddy/note taker Break tasks and procedures into sequential steps Use manipulatives/ hands-on activities Extra time for oral response Extra time for written response Separate space for independent work Frequent and/or immediate feedback Minimal auditory distractions (study carrel, quiet space, headphones) Encouragement for classroom participation Peer tutoring/paired working arrangement Modifications/accommodations to test/assessment situations: Small group testing Extra time for written response Exams of reduced length Allow breaks Read aloud Oral exams Open book exams Dictionary Calculator Allow student to make up failed quizzes/tests up to one week after receiving the failed test. Modifications/accommodations for behavior concerns: Assure curriculum is appropriate and necessary modifications are in place Direct instruction in social skills and/or appropriate behavior Reinforce/encourage appropriate behavior Establish procedures and routines to assist student in completing activities Systematic program to increase self-esteem Student-teacher conferences Modify student’s agenda/schedule Allow breaks Structure an individualized behavior management plan Other _____________________


REF-4132.0 Los Angeles Unified School District Attachment

February 25, 2008 Division of Special Education

High School Contacts

Current School: Primary Language

School Contact ( Last School of Attendance): Telephone Number:

Post School contact: Division of Special Education website: http/sped.lausd.net

District office of Transition Telephone Number: 213-241-8050

Adult/Community Contacts

Agency Linkage:

Address:

Phone Number:

Agency Linkage:

Address:

Phone Number:

Agency Linkage:

Address:

Phone Number:

Section 2 My Postsecondary Goals and After High School

Education: My Goal:

School’s Recommendation to Achieve Goal:

Employment: My Goal:


Independent

Living (if

needed):

My Goal:


Name: DOB:

Section 1: Background Information Date:

Student Name: DOB

Address: City

State: Zip:

Telephone: Additional Phone:

Disability:




Section 3: Student’s Perspective

A. My strengths: I know I am competent on tasks involving

B. My disability affects my (describe)

Schoolwork:

Communication:

Mobility:

Employment:

Relationships:

Leisure activity:

C. These supports have helped me to be successful:

D. These are additional accommodations that may work for me:




Name: DOB:

SECTION 4: School’s Perspective on Impact of Disability

Areas of Functioning Performance Level

Reading

(basic reading/decoding,

reading comprehension, reading

speed)

Math

(Calculation skills, algebraic

problem, solving, quantitative

reasoning)

Language

(written expression , speaking,

spelling)

Cognitive Areas

General Ability and Problem

Solving

(reasoning/processing)

Communication

(speech/language, assisted

communication)

Functional areas

Social Skills and Behavior

(interactions with

teachers/peers, levels of

initiation in asking for

assistance, degree of

involvement in extracurricular

activities, confidence, and

persistence as a leader)

Independent Living Skills

(Self-care, leisure skills,

personal safety, transportation,

banking, budgeting)

Career-Vocational/Transition

Employment

(career interest, career

exploration, job training,

employment experiences and

supports)




Name: DOB:

Section:5: Recommendations to Assist the Student in Meeting Postsecondary Goals

Related to Support: Response to Materials and Instruction:

Check for understanding

Repeat or rephrase

instructions/directions

Present one task at a time

Use of assignment notebook

Provide with progress reports

Supervision during unstructured

time

Provide cues/prompt reminders for

rules/procedures

Offer choices

Provide note-taking assistance

Use of computer on campus

Use of scribe/word processor

Use of peer tutor/staff assistance

in

use of communication system

Other

Reduce/shorten test/assignment/task

Extended time on in-class assignment/task

Use of notes for test/assignment

Provide open book for test/assignment

Differentiate projects or alternate assignments

Presentation of Materials and Instruction:

Use of books on tape and or CD

Modify assignments/tests to address identified

needs of learning styles

Enlarge Print

Provide closed caption

Use English Language Development

Materials

Use manipulative/study aides

Give test questions orally

Preview of test/assignments

Use of visual aids: flash cards, maps, posters,

clues

Related to Health Care: Settings:

Use a cue to be reminded to take

medications

Take medication (s) under

supervision

Other

Access a study carrel for task/assignment

Sit free from visual distractions

Use a quiet environment-free from excessive

noise

other:

Assistive Tools

Adaptive Devices

Assistive Services:




High School Contacts

Current School: Animo Charter Primary Language Eng

School Contact ( Last School of Attendance): Telephone Number:

Counselor

Post School contact: Division of Special Education website: http/sped.lausd.net

District office of Transition Telephone Number: 213-241-8050

Adult/Community Contacts

Agency Linkage: Department of Rehabilitation

Address:

Phone Number:

Agency Linkage: West Side Independent living Center

Address:

Phone Number:

Agency Linkage: Wors Source Center

Address:

Phone Number:

Section 2 My Postsecondary Goals and After High School

Education: My Goal: My goal is to attend community college to study business.

School’s Recommendation to Achieve Goal: Enroll at LA Tech College

and take a class in retail occupations.

Employment: My Goal: My goal is to get pursue a carer in a retail business.

School’s Recommendation to Achieve Goal: Visit WorkSource Center

and attend a career fair.

Independent

Living (if

needed):

My Goal: I plan to live with my parents.

School’s Recommendation to Achieve Goal: Meet with parents to

determine rent and items that student will be responsible for paying.

Section 1: Background Information Date: 3-3-09

Student Name: Maria DOB5/4/89

Address:123 West Aven City: Los Angeles

State: CA Zip:90023

Telephone:213-233-9090 Additional Phone: 231-987-0987

Disability: Specific Learning Disability




Name:Maria DOB: 5/4/89

Section 3: Student’s Perspective

A. My strengths: I know I am competent on tasks involving

One of my strengths is reading directions very carefully. I am good at reading and am

able answer questions using complete sentences. I also like to talk to people and help

them when they need to find something. What I enjoy the most at school is my math

class. I am good at adding, subtracting, and solving simple problems. I am very organized

and responsible. I completed my high school course work with a 2.5 GPA. I am good at

multitasking and I am able to handle multiple responsibilities at one time. My junior and

senior year I took a class at the occupational center in Fashion Design, had a part-time

job at Macy's, took care of my ill mother and also was in a steady relationship. I am able

to build strong relationships with peers and teachers. I am also good at knowing how to

act in different environments such as at work, school, home and with my friends.

B. My disability affects my (describe)

Schoolwork:I need extra time to finish projects and long essays. Sometimes, I need an

outline or chart to help me organize my thoughts before writing an essay. I also need step

by step directions and example problems when completing higher math concepts.

Communication: I need to have my written work revised before turning it in. Also, I have

difficulty speaking in public to a group of people.

Mobility:N/A

Employment:N/A

Relationships:N/A

Leisure activity:N/A

C. These supports have helped me to be successful:

What has helped me be successful is for people to provide me with extra time when they

give me a long assignment. Also, I understand directions better when theya re given to

me in written form. I like to have notes structured and step by step so that I can see how

things are completed.

D. These are additional accommodations that may work for me:

Simple directions when they are given to me orally. Outlines/charts for writing. A sample

copy of notes to look at to make sure that my notes are accurate. I also need to use a

calculator when completing higher order math concepts.




Name:Maria DOB:5/4/89

SECTION 4: School’s Perspective on Impact of Disability

Areas of Functioning Performance Level

Reading

(basic reading/decoding,

reading comprehension, reading

speed)

KTEA: 1/2007

Letter and Word Recognition-SS 84 GE 6.8

Reading Comprehension- SS 49 GE 1.4

Maria's relative strength is letter/word

recognition. She has developed the ability to break

words apart and decode phonemes in words with

which she is unfamiliar. She is able to recognize

common prefixes/suffixes as well as vowel digraphs

(ou, ie) and consonant clusters (st, th).

Challenge/Needs: Maria has difficulty decoding

words that contain irregular patterns (alibi) as well

as the vowel digraph (aeo, and ua). She has

difficulty identifying the various steps needed when

given a complex assignment. Maria needs to work

on big picture ideas when working on reading

comprehension. She is able to identify specific

details and answer questions, however, she has

difficulty identifying the main idea, purpose and

theme of given passages.

Math

(Calculation skills, algebraic

problem, solving, quantitative

reasoning)

Math Computation- SS 79 GE 5.2

In regards to math, she is able to add multi digit

numbers with regrouping and subtract multi digit

numbers without regrouping. She is able to

multiply single and multi digit numbers with 85%

accuracy. She is able to solve long division

problems and add and subtract fractions that

involve common denominators. She is able to read

simple graphs/charts, tell time, manage money and

solve word problems that involve

addition/subtraction and 1 step. She is able to solve

simple algebraic equations and is able to follow the

order of operations as well as work with fractions.

She is able to decode various charts in math and is

able to formulate a mathematical expression when

given a verbal expression.

Language

(written expression , speaking,

spelling)

Spelling- SS 85 GE 6.2

In writing, she is able to express her ideas in

writing. When given graphic organizers and

guidance and prompting, she is able to develop an

essay that involves an intro, thesis, body




paragraphs and conclusion. She is able to follow

written directions and is also able to support her

statements with quotes when writing essays. In

spelling, she is able to phonetically spell and has

memorized frequently used prefixes and suffixes as

well as initial consonant clusters (sch,ph,kn. Due to

the fact that she has a strong sight word

vocabulary, she is able to spell simple sight words

and high frequency words.

Cognitive Areas

General Ability and Problem

Solving

(reasoning/processing)

Low average overall ability with relative

strengths involving short term visual, complex

sequential and memory for meaningful material

and short term visual memory for abstract

material. Her relative weaknesses are in spatial

reasoning and synthesis of part-whole

relationships.

Communication

(speech/language, assisted

communication)

Functional areas

Social Skills and Behavior

(interactions with

teachers/peers, levels of

initiation in asking for

assistance, degree of

involvement in extracurricular

activities, confidence, and

persistence as a leader)

Maria demonstrates age-appropriate social-

emotional development. She is friendly and

confident, yet may be immature at times. She

prefers working alone, however, is social in other

environments.

Maria is friendly and organized. She enjoys

socializing and participating in extracurricular

activities. She likes to learn about fashion and has

specific goals for her future. She is respectful and

puts forth effort to establish a positive rapport with

teachers.She is focused and has greatly improved in

her advocacy skills as well as her ability to manage

her time.

Independent Living Skills

(Self-care, leisure skills,

personal safety, transportation,

banking, budgeting)

Career-Vocational/Transition

Employment

(career interest, career

exploration, job training,

employment experiences and

supports)

Maria would like to obtain her bachelor’s degree

after completing 2 years at a community college.

Maria would like to become a fashion designer or a

business owner in the future.




Name: Maria DOB:5/4/89

Section:5: Recommendations to Assist the Student in Meeting Postsecondary Goals

Related to Support: Response to Materials and Instruction:

Check for understanding

Repeat or rephrase

instructions/directions

Present one task at a time

Use of assignment notebook

Provide with progress reports

Supervision during unstructured

time

Provide cues/prompt reminders for

rules/procedures

Offer choices

Provide note-taking assistance

Use of computer on campus

Use of scribe/word processor

Use of peer tutor/staff assistance

in

use of communication system

Other

Reduce/shorten test/assignment/task

Extended time on in-class assignment/task

Use of notes for test/assignment

Provide open book for test/assignment

Differentiate projects or alternate assignments

Presentation of Materials and Instruction:

Use of books on tape and or CD

Modify assignments/tests to address identified

needs of learning styles

Enlarge Print

Provide closed caption

Use English Language Development

Materials

Use manipulative/study aides

Give test questions orally

Preview of test/assignments

Use of visual aids: flash cards, maps, posters,

clues

Related to Health Care: Settings:

Use a cue to be reminded to take

medications

Take medication (s) under

supervision

Other

Access a study carrel for task/assignment

Sit free from visual distractions

Use a quiet environment-free from excessive

noise

other:

Assistive Tools

Adaptive Devices

Assistive Services:


Green Dot Public Schools RESOURCE SPECIALIST ASSESSMENT REPORT

NAME OF STUDENT: DATE OF BIRTH:

SCHOOL: Animo _____Charter High School GRADE:

NAME OF ASSESSOR: Testing Date(s): Signature: ______________________________________

Background

Include age, language, race/ethnicity, gender

Include previous assessment results

Health (describe relevant health, developmental, and medical findings)

Test Administered

Cite that the assessment instruments selected and administered were not racially, sexually, or culturally

discriminatory, and were considered valid and reliable for the evaluation. Indicate dates given and who

administered them and whether or not an interpreter was used.

Indicate whether the assessments were a valid indicator of the student’s skills and aptitudes.

Observations:

Indicate relevant behavior noted, observed in the appropriate setting, and the relationship of that

behavior to the student’s academic and social functioning.

Academic Strengths and Abilities

Indicate teacher input of student performance in the general education setting.

Include student performance on State and District assessments

Academic Challenges, Needs and Deficits

Indicate teacher input of student performance in the general education setting.

Include student performance on State and District assessments

Summary:

State the determination concerning the effects of environmental, cultural, or economic disadvantage.

For a student suspected of having a learning disability, provide evidence whether there is a significant

discrepancy between achievement and ability that cannot be corrected without special education services

and supports.

Provide evidence of whether the student has a disability and may require special education and related

services


References

Green Dot PD Portal: http://www.animopd.org/

LAUSD Special Education Website: http://sped.lausd.net/

LAUSD Office of Transition: http://www.lausd.net/lausd/offices/spec_ed/_dots/

LAUSD School-Wide Behavior Support: http://tinyurl.com/Behavior-Support

LAUSD Alternatives to Suspension resources: http://tinyurl.com/LAUSD-Suspension-Alter

LAUSD Learning Zone: https://lz.lausd.net/lz/index.jsp

Welligent Publications: http://tinyurl.com/WelligentPublications

PENT BSP Desk Reference and behavior support resources:

http://www.pent.ca.gov/dsk/bspmanual.html

LD On-line: http://www.ldonline.org/

California Department of Education Testing information: http://www.cde.ca.gov/ta/tg/sr/

California Department of Education Special Education: http://www.cde.ca.gov/sp/se/


http://www.animopd.org/

http://sped.lausd.net/

http://www.lausd.net/lausd/offices/spec_ed/_dots/

http://tinyurl.com/Behavior-Support

http://tinyurl.com/LAUSD-Suspension-Alter

https://lz.lausd.net/lz/index.jsp

http://tinyurl.com/WelligentPublications

http://www.pent.ca.gov/dsk/bspmanual.html

http://www.ldonline.org/

http://www.cde.ca.gov/ta/tg/sr/

http://www.cde.ca.gov/sp/se/

Forms


GREEN DOT PUBLIC SCHOOLS SPECIAL EDUCATION STUDENT INTAKE MEETING FORM

Student’s Name: Today’s Date:

Name of Parent/Guardian:

Phone Number: DOB: Gender:

Address:

Current District of Residence:

Current School of Residence:

IEP Dates: Initial Date: Last Triennial: Last IEP:

Current School of Attendance: Choose a School

Primary Disability Category

Choose One

Second Disability Category

Choose One

Placement Prescription per Last Agreed Upon IEP

Setting: Choose One

Amount of time student is outside regular classroom for special education: %

Special Education Transportation: yes No

Services: Choose One Choose One Choose One Other:

Interim Placement Offer

Setting: Choose One

Amount of time student is outside regular classroom for special education: %

Special Education Transportation: yes No



DESIGNATED INSTRUCTION AND SERVICES PRESCRIPTION

SERVICE: Choose One

START DATE:

DURATION/FREQUENCY: Min Choose One Time/s Per Choose One

Total Min Per Month:

COMMENTS:

SERVICE: Choose One

START DATE:



COMMENTS:

SERVICE: Choose One

START DATE:



COMMENTS:



HEALTH

Significant health/medical problems (Including medications if any):

Parent Concerns/Comments:

Parental Consent (Please initial areas that are acceptable)

_____ I received a NOTICE OF PROCEDURAL SAFEGUARDS and understand them.

_____ I agree with the interim placement and service recommendations.

________________________ __________________________ ____

Signature of Parent/Guardian Print Name Date

In addition to the parents, the following were participant in the interim placement

decision:

School Administrator/District Representative Date

Additional Participant/Title Date

Additional Participant/Title Date



Nombre Del Estudiante: Fecha:

Nombre del padre/guardián:

Numero de Teléfono: Fecha de Nacimiento: Genero:

Dirección:

Distrito de Residencia Actual:

Escuela de Residencia Actual:

Fechas de IEP: IEP Inicial: Ultima Evaluación: Ultimo IEP:

Escuela de Asistencia Actual: Choose a School

Categoría Principal de Discapacidad

Choose One

Categoría Segunda de Discapacidad

Choose One

Asignación por el ultimo convenido IEP

Lugar/Setting: Choose One

Porcentaje e de tiempo que el estudiante esta fuera de educación general para

recibir educación especial: %

Transportación Especial: Si No

Servicios: Choose One Choose One Choose One Otro:

Oferta de Asignación Temporal

Lugar/Setting: Choose One

Porcentaje e de tiempo que el estudiante esta fuera de educación general para

recibir educación especial: %

Transportación Especial: Si No



INSTRUCCIÓN Y SERVICIOS DESIGNADOS

SERVICIOS: Choose One

FECHA de INICIO:

DURACION/FREQUENCIA: Min Choose One Time/s Per Choose One

Min. Total Por Mes:

COMMENTS:


FECHA de INICIO:


Min. Total Por Mes:

COMMENTS:


FECHA de INICIO:


Min. Total Por Mes:

COMMENTS:



SALUD

Significantes Problemas de Salud/Médicos (Incluyendo medicaciones):

Preocupaciones/Comentarios del Padre/Guardián:

Consentimiento del Padre (Por favor Iniciar las áreas que apliquen)

_____ Yo recibí la NOTICE OF PROCEDURAL SAFEGUARDS y las entiendo.

_____ Yo consiento a al asignación temporal y servicios recomendados.

________________________ __________________________ ____

Firma del Padre/Guardián Nombre Fecha

Participantes adicionales:

Administrador /Asignación Fecha

Participante Adicional/Asignación Fecha

Participante Adicional/Asignación Fecha


CONSENT TO RELEASE

CONFIDENTIAL STUDENT INFORMATION

STUDENT’S NAME:

STUDENT’S DATE OF BIRTH: NAME OF SCHOOL:

CHECK ONE:

[ ] I am the of the above named student, a non-emancipated

(Parent or Legal Guardian)

student under the age of 18. I hereby consent to the release of confidential student information relating to

this student.

[ ] I am an emancipated student or student over 18 years of age. I hereby consent to the release of

my confidential student information.

CHECK ONLY IF APPLICABLE:

[ ] Purpose of Release – If consent is being given to release this information for a particular purpose,

please describe this purpose:

[ ] Time Limit – If consent is being given to release this information during a particular period of

time, please write the beginning date and ending date of consent:

Beginning Date Ending Date

[ ] I do NOT want my student’s Directory Information (Name, Address, or Telephone Number)

released to anyone, including the U.S. Military, other than as required by law.

SIGNED: DATE:


Los Angeles Unified School DistrictCharter Schools Division

FEE FOR SERVICE REQUEST

Date:

Fax:

Local District:

Signature

Proposed Dates of Services:

Number of Days Per Week: Total Number of Days: Number of Hours Per Day:

2. Fee for Service Analysis: (To be completed by the appropriate District or Local District Office.)

Date:

Is the service/material/project available on a fee for service basis? (Yes or No)

Telephone Number

Charter School Signature and Title

Revised July 2008

Los Angeles, CA 90017FAX ( 2 1 3) 2 4 1 - 6 8 6 2

If you have any questions please call: (213) 241-2665.

4. Upon completion of service and/or delivery of materials, the appropriate District Office will send the completed

"Confirmation of Services Provided to Charter School" form to the Charter Schools Division.

Please forward the FEE FOR SERVICE REQUEST to:LAUSD Charter Schools Division333 South Beaudry Ave. 20th Floor

Print name and title

E-mail address

If Services are requested complete below: (ex: nursing, testing, psychological, etc.)

Start Date:

Number of Students:

End Date:

Charter School:

Telephone:

Address:

1. Describe Services, Materials, Low Incidence Equipment, and/or Project Requested: Provide the student's name and

student ID # for each request. (For Special Education requests only) (Complete one form for each request. Use additional pages if necessary.)

Request Completed by:

Frequency:

Please attach documentation for cost estimate.

Office or Division:

The estimated cost of the service/materials/project is:

Print Name/Title Date

3. Proceed with the above project/services at the estimated cost.

Signature

Estimate completed by:


LOS ANGELES UNIFIED SCHOOL DISTRICT IEP Team Member Written Excusal Form

Student’s Name: ________________________________________________

Date of IEP Team Meeting: _____/_____/_____

Individuals with Disabilities Education Act (IDEA), 2004, provides that a member of the Individualized Education Program (IEP) team may be excused from attending an IEP team meeting, in whole or in part, in two situations.

1) If the IEP Team member’s area of the curriculum or related service is not being modified or discussed at the IEP team meeting and the parent (or student who is at least 18 years old) and the designated LAUSD IEP team representative mutually agree in writing to excuse the team member’s attendance; or,

2) If the IEP team meeting does involve a modification to or discussion of the team member’s

area of the curriculum or related service, and the parent (or the student who is at least 18 years old) and the designated LAUSD IEP team representative mutually agree in writing to excuse the IEP team member’s attendance, and the member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting.

Check the appropriate column below (please choose only one):

Individualized Education Program Team Members

Area of Curriculum or Related Services

Area of Curriculum or Related Services is Not Being Discussed or Modified

Area of Curriculum or Related Services is being discussed or modified AND the IEP team member has provided written input to the parent and the IEP team prior to the IEP meeting

By mutual agreement, the IEP team members identified above is/are excused from being present and participating in the IEP meeting referenced above. Signature of District Representative: __________________________ Date: _____/_____/_____

Signature of Parent*: _______________________________________ Date: _____/_____/_____

Signature of Parent*: _______________________________________ Date: _____/_____/_____

Signature of Adult Student**: ________________________________ Date: _____/_____/_____ *Parent as used above means parent, guardian, or appointed surrogate parent. **Adult student as used above means the student is at least 18 years old and has not had a conservatorship established.


DISTRITO ESCOLAR UNIFICADO DE LOS ÁNGELES Formulario de exención para uno de los miembros del Comité de Educación Individualizada

(IEP, por sus siglas en inglés)

Nombre y apellido del estudiante: ________________________________________________

Fecha de la reunión del Comité IEP: _____/_____/_____

La Ley para las Personas Discapacitadas (IDEA, por sus siglas en inglés), 2004, dispone que cualquiera de los miembros del Comité del Programa de Educación Individualizado (IEP) podrán ser eximidos de asistir a una reunión del comité IEP, en su totalidad o en parte, en dos situaciones.

1) Si la parte del programa de estudios o el servicio relacionado que proporciona el miembro del comité IEP no será modificada o tratada en la reunión del comité IEP y los padres (o el estudiante que por lo menos tenga 18 años de edad) y el representante designado del LAUSD para el comité IEP acuerden mutuamente por escrito eximir al miembro de asistir a la reunión; o,

2) Si la reunión del comité IEP se trate sobre la modificación o una discusión sobre parte del

programa de estudios o el servicio relacionado que proporciona el miembro del comité y si los padres (o el estudiante que por lo menos tenga 18 años de edad) y el representante designado del LAUSD para el comité IEP acuerden mutuamente por escrito eximir al miembro de asistir a la reunión, y que el miembro del comité presente por escrito a los padres y al comité del IEP, la información sobre el desarrollo del IEP con anterioridad a la reunión.

Marcar la columna correspondiente (por favor solo escoja una):

Miembros del Comité del Programa de Educación Individualizada

Parte del programa de estudios o Servicios relacionados

Parte del programa de estudios o Servicios Relacionados que no se tratarán o modificarán

Parte del programa de estudios o Servicios Relacionados que se tratarán o modificarán Y si el miembro del Comité IEP ha proporcionado información por escrito a los padres y el Comité IEP con anterioridad a la reunión del IEP

Por mutuo acuerdo, los miembros del comité IEP identificados a continuación serán eximidos de estar presentes y participar en la reunión del comité IEP a la que se hace referencia más arriba. Firma del representante del Distrito: __________________________ Fecha: _____/_____/_____

Firma del padre de familia*: _________________________________ Fecha: _____/_____/_____

Firma del padre de familia*: _________________________________ Fecha: _____/_____/_____

Firma del alumno adulto**: _________________________________ Fecha: _____/_____/_____ *Padre de familia en este caso significa el padre, la madre, el tutor, o padre sustituto asignado. **Estudiante adulto en este caso significa que el estudiante tiene por lo menos 18 años de edad y que no está bajo curatela.

9764/gd0607/Translated by the LAUSD Translations Unit 305 Green Dot Public Schools

/9009940937/

Sírvase doblar el documento por la línea de puntos de tal forma que se pueda ver el domicilioy envíelo por correo. El franqueo está pagado. Gracias nuevamente.

FC FB BC BBFORM NUMBER VERSION MULTI-PART

NUMBERSIGCOLOR NUMBER INITIALS / DATE

¿Hay algo más que le gustaría decirnos o preguntarnos? Si es así, por favor utilice el espacio proporcionado a continuación o sírvasellamar al número de la Red de Recursos para Padres de Familia: 1-800-933-8133.

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NO POSTAGE NECESSARY

IF MAILED IN THE

UNITED STATES

BUSINESS REPLY MAILFIRST-CLASS MAIL PERMIT NO. 33798 LOS ANGELES CA 90051

POSTAGE WILL BE PAID BY ADDRESSEE

ATTN PARENT RESOURCE NETWORKLOS ANGELES UNIFIED SCHOOL DISTRICTPO BOX 513307LOS ANGELES CA 90099-4093

PA

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English 308 Green Dot Public Schools

Spanish


11/23/09 V3

Los Angeles Unified School District Planning Assessment and Research Division

WELLIGENT SUPPORT SECTION (213)241-4174

REQUEST TO ADD A NON-LAUSD STUDENT RECORD TO WELLIGENT Fax to: IEP Support Section (213) 241-8455 * = REQUIRED TO PROCESS

* From: * Title: *Emp #:

*School/Office: * Phone #: * Fax #:

Comments/Reason for request:

STUDENT INFORMATION

SCHOOL ASSIGNMENT

FIRST NAME (Verify Birth Cert.)

MIDDLE INITIAL

LAST NAME

(Verify Birth Cert.)

DATE OF BIRTH STUDENT ID

(LAUSD SIS#)

ADDRESS APT # CITY ZIP HOME PHONE

GENDER M F ETHNICITY PRIMARTY LANGUAGE

GRADE TRACK

(A if Learn Calendar)

PARENT /CONTACT INFORMATION

Parent/Guardian’s First Name Last Name Relationship to student Address same as Student? Yes No

Address (If not same as student) Apt #

City Zip

Home Phone Cell Phone Work Phone

Parent/Guardian’s First Name Last Name

Relationship to student Address same as Student? Yes No

Address (If not same as student) Apt #

City Zip

Home Phone Cell Phone Work Phone

COMPLETE THIS SECTION IF STUDENTA HAS A SPECIAL ED HISTORY

Initial IEP date (best guess of when it occurred) Current IEP Meeting Date Type of IEP Last 3yr/Re-evaluation IEP Meeting Date

Primary Disability

NOTES:


LLooss AAnnggeelleess UUnniiffiieedd SScchhooooll DDiissttrriicctt IInnffoorrmmaattiioonn TTeecchhnnoollooggyy DDiivviissiioonn

SSiinnggllee SSiiggnn--OOnn AApppplliiccaattiioonn ffoorr NNoonn--DDiissttrriicctt PPeerrssoonnnneell

Please return this form to via School Mail (Preferred) OR Fax the completed form to: Information Technology Division Information Technology Division ITD Service Desk ITD Service Desk Beaudry 9th floor 213-241-2074

V 2.02 06/04/2009

This application is used to provide access to the District’s Single Sign-On System for the purpose of accessing one or more District applications. This form provides only an SSO account; access for individual applications must be completed separately as required. SSO accounts will not be mail-enabled.

Please Check the Type of Request: New Single Sign-On Account Update existing Single Sign-On Account

Current/Existing District Single Sign-On Account

Purpose of Request for SSO Account: _______________________________________________________________________________________________ _______________________________________________________________________________________________________________________ Non-District Single Sign-On Accounts expire automatically one year after date issued and must be renewed by filling out a new application. NAME: (Print) First ______________________________ Middle Initial _______________ Last ____________________________ School/Organization Domain Email Address _________________________________________________________ Organization Represented: Office Phone Number _________________________________________________________________ _________________ LOCATION: Please accurately complete this information for the School/Organization you are doing business with. School/Organization Location _____________________________________________________________________ Work Phone # _____________________________ Location Code__________

Please read carefully before signing I understand that by accepting this District Single Sign-On Account, I agree to completely follow the LAUSDnet Acceptable Use Policy and that violation of the AUP will result in the termination of this account or other disciplinary actions by the District. The District’s AUP may be found by clicking the appropriate link on the home page found at http://www.lausd.net Signature of Applicant_________________________________________ Date _________________

School/Organization Administrator’s signature is REQUIRED _______________________________________________ ____________________________ (Print) Administrator’s Name Phone _______________________________________________ ____________________________ Administrator’s signature Date ________________________________________________ __________________________________________ Department/Office Name Email AFTER SENDING IN THE FORM, PLEASE WAIT FIVE BUSINESS DAYS FOR PROCESSING. YOU MAY THEN ACTIVATE YOUR EMAIL ACCOUNT BY CALLING THE ITD HELP DESK AT (213) 241-5200, AND SELECTING THE OPTION FOR PASSWORDS. RENEWALS/EXTENSIONS SHOULD BE SENT AT LEAST 2 WEEKS BEFORE THE CONTRACT EXPIRATION DATE LISTED ON THIS FORM.


IEP Translations – New Request Form and New IEP Translation Printing Directions Accessing New IEP Translation Request Form

The IEP Translation Request Form has been modified and is now accessed in Welligent. To print, click Downloads at the Communication Center and enter the keyword Translation. Select the icon next to IEP Translation Request Form, click Open, File, and then click Print.

New IEP Translation Request Form Directions

The IEP Translation Request Form is now submitted by fax. Submit only the IEP Translation Request Form. Do not send a copy of the IEP.

Reminder: If during the IEP meeting the parent requests a translation of the IEP, indicate that request in Section N of the IEP. This constitutes the parent’s written request for translation. The parent does not need to sign the IEP before the IEP Translation Request Form is submitted.

Prior to submitting the IEP Translation Request Form, the following has to be done: o The parent’s request for translation must be indicated in Section N of the IEP. o The IEP meeting has to be completed and the IEP has to be locked. o A school administrator must now sign the completed IEP Translation Request form to

verify its accuracy. Reminder: The only time a parent must sign and date the IEP Translation Request Form is if the

parent’s request for translation is made after the IEP meeting and therefore the parent’s request is not documented on Section N of the IEP.

Reminder: IEP translations must be completed within 30 days of a parent’s written request for translation. Within one day of the parent’s request fax the request IEP Translation Request Form to:

Division of Special Education IEP Translation Unit Fax: 213-241-2417

Attention: Yolanda Garcia Carrillo, Coordinator Instructions for Printing Requested Translated IEPs in Welligent

Schools will now print translated IEPs. The IEP Translation Unit will no longer mail hard copies of IEPs.

Designated school staff (Requestor), as indicated on the IEP Translation Request Form, will receive an electronic message in Welligent when the translation is completed.

Click Mailbox at the Communications Center (envelope icon at the top right corner of Welligent). Double-click the envelope icon next to the message with the subject Completed IEP Translation.

Click on the link at Reports. If the IEP was translated to a language other than Spanish, click the View Translated

Document link at the bottom right corner. Click Open, File, and then click Print. Enter Date Received at the bottom left corner to close the translation request. If the IEP was translated to Spanish, click Print IEP (Spanish) at IEP Documents.

NEW Directions: Accessing IEP Spanish Translation Cover Page in Welligent 1. Click Downloads at the Communication Center and enter the keyword Translation. 2. Select the icon next to IEP Translation Cover Page, click Open, File, and then click Print. 3. Attach the IEP Translation Cover Page to the Spanish translated document and distribute to parents. Attachments: IEP Translation Request Form and IEP Spanish Translation Cover Page


Los Angeles Unified School District Division of Special Education

IEP Translation Unit

IEP Translation Request Form phone (213) 241-6701

Instructions: 1. The IEP Translation Request Form is now submitted by fax. Do not mail the request. Fax only

the IEP Translation Request Form. Do not send a copy of the IEP. 2. Prior to submitting the IEP Translation Request Form, the following has to be done:

The parent’s request for translation must be indicated in Section N of the IEP. The IEP meeting must be completed and the IEP must be locked. The parent does not need to sign the IEP before the translation request form is submitted. A school administrator must sign the completed translation request form to verify its accuracy.

3. The only time a parent must sign and date the IEP Translation Request Form is if the parent’s request for translation is made after the IEP is locked and therefore the parent’s request is not documented on Section N of the IEP.

4. IEP translations must be completed within 30 days of a parent’s written request for translation. Within one day of the parent’s request fax the IEP Translation Request Form to:

IEP Translation Unit - fax number (213) 241-2417 Attention: Yolanda Garcia Carrillo, Coordinator, Division of Special Education

Date of IEP Meeting: ______/______/______ Date IEP Translation Request Form Was Faxed to the IEP Translation Unit: ______/______/_____ Student’s Name: Last Name: _________________________First Name: _____________________ Student ID# ________________ Local District _________ School/Office: _____________________ REQUESTOR ________________________________________________________________________________ (This person will receive email notification in Welligent when the translation is completed, informing them to print the translated copy of the IEP.) Contact: ____________________________ Phone: (____) ________-_______Ext# ___________ (This person is available to answer questions regarding the request and may or may not be the same person listed as requestor.)

Language Armenian Chinese Farsi Korean Russian Spanish Thai Vietnamese Other _____________________

IEP Document Indicate the specific pages to be translated ___________________________________________ Indicate the NUMBER of pages to be translated ______________ (Do not write all.)

Parent’s Signature: ______________________________________ Date: ______/______/______ (ONLY if request was not checked in Section N of the IEP at the IEP team meeting.) Administrator’s Signature verifying accuracy of above data __________________________________ (REQUIRED) Name Date

The Requestor is responsible for providing a copy and documenting delivery/receipt of the IEP to parent/guardian. See page 2 for instructions on printing and distributing translated IEPs. 1


SCHOOLS WILL NOW PRINT TRANSLATED IEPS INSTRUCTIONS FOR PRINTING REQUESTED TRANSLATED IEPS IN WELLIGENT

1. Designated school staff (Requestor), as indicated on the IEP Translation Request Form, will

receive an electronic message in Welligent when the translation is completed. 2. Click Mailbox at the Communications Center (envelope icon at the top right corner of Welligent).

Double-click the envelope icon next to the message with the subject Completed IEP Translation. 3. Click on the link at Reports (Completed IEP Translation for Student). 4. Note: If the IEP was translated in a language other than Spanish, click the View Translated

Document link at the bottom right corner. Click Open, File, and then click Print. 5. Enter Date Received at the bottom left corner to close the translation request. 6. If the IEP was translated to Spanish, click Print IEP (Spanish) at IEP Documents. INSTRUCTIONS: ACCESSING IEP SPANISH TRANSLATION COVER PAGE IN WELLIGENT 1. Click Downloads at the Communication Center and enter the keyword Translation. 2. Select the icon next to IEP Translation Cover Page, click Open, File, and then click Print. 3. Attach the IEP Translation Cover Page to the Spanish translated document and distribute to

parents. May 12, 2010 ygc

2


Los Angeles Unified School District

IEP Translation Unit 333 South Beaudry Avenue 17th Floor, Cubicle 151-10 Los Angeles, CA 90017

(213) 241-5426 or (213) 241-5429 Fax (213) 241-2417

Aviso a los padres sobre la traducción del IEP

Hemos preparado una traducción professional al español del Programa de Educación Individualizado “IEP”, que se redactó en inglés. Se ha hecho todo esfuerzo por garantizar la precisión de la traducción. Si usted tiene alguna inquietud o queja sobre la exactitud de la traducción del IEP, por favor llame a la Unidad de Traducción del IEP, al (213) 241-5426 o (213) 241-5429. Si tiene alguna inquietud en torno al contendido del IEP, comuníquese con el personal de la escuela a la que el alumno asiste. Favor de tener presente que el Distrito utilizará la versión orginial de inglés preparada por el comité del IEP, con el fin de implementer el IEP y como el documento oficial.

IEP Translation Cover Page Parent Notice: We have prepared a professional translation in Spanish of the original Individualized Education Program (“IEP”),which was written in English. Every effort has been made to ensure the accuracy of the translation. If you have a concern or a complaint about the accuracy of the IEP translation, please contact the IEP Translation Unit at (213) 241-5426 or (213) 241-5429. If you have a concern about the content of the IEP, please contact the student’s school of attendance. Please note that the District will use the original English version prepared by the IEP team for implementation purposes and as the official IEP document. School Site Notice: This notice must accompany the IEP Spanish translation provided to the student’s parent(s) or legal guardian.

06/27/070 – LAUSD IEP Spanish translation cover page, Rev. 4 1/21/10 315 Green Dot Public Schools

OFFICE USE ONLY 11/24/09 V9

User ID

Pa Password Contractor No

eissr Issued by Date

Name (Last): (First): Middle Initial):

Date of Birth: Last 4 of SS or Contractor #: E-mail :

Position: Phone: ( ) ext: Fax:( )

Charter School Name: Location Code:

I UNDERSTAND THAT I HAVE ACCESS TO CONFIDENTIAL STUDENT RECORDS AND I CANNOT DISCUSS OR SHARE THESE RECORDS WITH UNAUTHORIZED PERSONNEL. (ALL FIELDS AND SIGNATURES LISTED BELOW MUST BE COMPLETED)

I understand that by accepting this District Welligent/Email Account, I agree to completely follow the LAUSDnet Acceptable Use Policy (AUP) and that violation of the AUP will result in the termination of this account or other disciplinary actions by the District.

Agreed:

(Print) User’s Name Signature Title Date

Approved: (Print) Charter School Administrator’s Name Signature Title Date

Complete this section to CHANGE/ DELETE the user listed above

Remove location(s): Previous Sp Ed Admin:

Add to location(s):

Change Title/Access from: to

No longer an Employee (Inactivate User)

Approved (Print ) Charter School Administrator Name Signature Title Date

Training & Support

For Charter School Welligent Training or if you have questions, call Welligent Support at (213) 241-4174.

FAX TO (213) 241-8455

Complete this section for type of access (Check One) AND provide License / Credential / Degree information, as appropriate. * Include an updated Charter School Staff Listing / Wellegent Access Form.

Charter Special Ed Administrator Director, Principal, Assistant Principal, etc.

Charter Administrative Designee Dean, Counselor, etc.

Charter Caseload Manager

Caseload Manager to assign cases to other Providers that are supervised by the Caseload Manager

Related Service:

Credential / License Type & No.: Expiration Date:

Charter Other IEP Access Welligent IEP access to schedule, set-up, send notifications, etc.

Charter Special EdTeacher Special Education Teacher to access Welligent IEP and Classroom Management

Credential Type & No: Expiration Date:

Charter Psychologist School Psychologist to access Welligent IEP


Charter RST Special Education Teacher to access Welligent IEPand Classroom Management


Charter DIS/Related Service Provider (Including Nurse, Counselor,LAS, OT, BII, BID etc)

Related Service:

Credential / License Type & No.: Expiration Date:

* Name of Immediate Supervisor Required for Welligent Hierarchy: (Print) Immediate Supervisor’s Name Title


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Contact Information


Green Dot Contact Information

Special Education Support

Funding Five & Jefferson Clusters

Susana Campo-Contreras


Administrator

213-500-5370

[email protected]

Russell Martin

Lead School Psychologist

213-505-8477

[email protected]

Cora Palma

School Psychologist

213-507-1186

[email protected]

Christine Suh

Transition Resource Teacher

213-392-5819

[email protected]

Alana Smith

Part-Time School Psychologist

[email protected]

Locke Cluster

Phil Wolfson


Administrator

213-500-8757

[email protected]

Judith Peinado

School Psychologist

213-507-4184

[email protected]

Libby Barnish

School Psychologist

213-215-2380

[email protected]

Min Ho

Transition Resource Teacher

213-248-2907

[email protected]











LAUSD Contact Information

In 1974, the California State Board of Education adopted the California Master Plan

for Special Education. The plan required that all school districts and county offices of

education join together in regions to implement the master plan in an effort to

develop quality educational programs for disabled students. This is known as the

Special Education Local Plan Area (SELPA). It is the responsibility of the SELPA to

provide support for all schools within their region.

17 Green Dot Schools are part of the LAUSD SELPA. Below you will find important

contact information for LAUSD’s Special Education Division.

LAUSD Charter School Division

(213) 241-4625 Office

(213) 241-6862 Fax

IEP Support Unit

(213) 241-4174

[email protected]

Support Unit Central-West Support Unit East

Bette Medina, Administrator Janet Montoya, Administrator

3741 South La Brea Avenue 4201 Wilshire Boulevard

Los Angeles, CA 90016 Los Angeles, CA 90010

(323) 421-2950 (323) 932-2155

Ánimo Venice Ánimo Oscar De La Hoya

Animo Locke Tech Ánimo Jackie Robinson

Ánimo Pat Brown Animo Ralph Bunche

Animo Watts 2 Animo Jefferson Middle School

LLCA 1 & 2

Ánimo Locke 1

Ánimo Locke 2 Support Unit South

Ánimo Locke 3 Don Macintosh, Administrator

Ánimo Locke 4 310-354-3431

Animo South Los Angeles



Green Dot SPED Binder

Documents

Transcript of Green Dot SPED Binder