sonoma selpa sesr 2012-13 training for corrective actions slides developed by sonoma county selpa...

Sonoma SELPA SESR 2012-13

Training for Corrective Actions

Slides developed by Sonoma County SELPA Program Specialists: Judy Adams, Kelly Brooks, Nikarre Redcoff

Sonoma SELPA SESR: 12-13 Training

TOPIC: Assessment

Area: Assessment Plan (AP)

Item: 2-1-1

Slide 1 of 2

The district must provide the Assessment Plan: within 15 days of the date of

referral. Do not count school vacations longer than 5 days in the timeline (15 day timeline recommences when school reconvenes)

REFERENCESProcedural Handbook p.18-19 34 CFR 300.503 (a) &(c), 34 CFR 300.304 (c), (l) (iv)& (v), 30 EC 56321 (a) & (b)

We will address our barriers to compliance by: _____________________________


TOPIC: Assessment


Item: 2-1-1

Slide 2 of 2

Provide the Assessment Plan (continued): within 10 days of next school

year if the pupil was referred 10 days or less prior to the end of the school year

in the primary language or mode of communication used by the parent, unless it is not feasible to do so

REFERENCESProcedural Handbook p.18-19 34 CFR 300.503 (a) &(c), 34 CFR 300.304 (c), (l) (iv)& (v), 30 EC 56321 (a) & (b)



TOPIC: Assessment


Item: 2-1-1.7

The AP must contain documentation of parent consent and the date the consent was obtained Keep the signed and dated

AP in the student’s file

REFERENCESProcedural Handbook, p.1920 USC 1414(a)(1)(c)(I), 34 CFR 300.000(c) 30 EC 56321



TOPIC: Assessment

Area: Assessment Process

Item: 2-1-1.8Slide 1 of 2

The assessment process must contain a description of any recent assessments, including any available independent assessments and any information the parent requested to be considered

REFERENCESProcedural Handbook, p.1934 CFR 300.305 (a) (l)30 EC 56321 (e)30 EC 56381 (a) (l)5 CCR 3022



TOPIC: Assessment


Item: 2-1-1.8

Slide 2 of 2

Data to develop the AP may be obtained from pre-referral activities such as the SST process, and review of the following SELPA IEP forms: Referral form Request for Parent Information

for IEP Meeting (#45) General Education Teacher

Input for the IEP (#46 )

REFERENCESProcedural Handbook, p.1934 CFR 300.305 (a) (l)30 EC 56321 (e)30 EC 56381 (a) (l)5 CCR 3022



TOPIC: Assessment


Item: 2-1-1.9

Slide 1 of 2

Based on a review of existing evaluation info & input from the parents, the assessment process must identify whether additional data are needed to determine: eligibility present levels of performance the child’s need for special

education services any modifications needed to enable

the child to meet the goals and to participate in the general curriculum

REFERENCESProcedural Handbook, p.1834 CFR 300.305 (a) (2)30 EC 56381 (b) (2)



TOPIC: Assessment


Item: 2-1-1.9

Slide 2 of 2

This data may be obtained from pre-referral activities such as the SST process, and review of the following SELPA forms: Referral for Special

Education and Related Services (#21A)

Request for Parent Information for IEP Meeting (#45)

General Education Teacher Input for the IEP (#46 )

REFERENCESProcedural Handbook, p.1834 CFR 300.305 (a) (2)30 EC 56381 (b) (2)



TOPIC: Assessment

Area: IEEs

Item: 2-1-2.2

Slide 1 of 2

The District must provide evidence that the LEA informs parents of their right to obtain, at public expense, an Independent Educational Evaluation (IEE) if the parent disagrees with the assessment conducted by the LEA

REFERENCESProcedural Handbook, p.23-2534 CFR 300.50430 EC 56506 (c)



TOPIC: Assessment

Area: IEEs

Item: 2-1-2.2

Slide 2 of 2

Documentation is recorded on: SELPA form 6a, Signature

and Parent Consent Direct the parent to initial

the box next to the statement “Parent has received a copy of the Procedural Safeguards”

REFERENCESProcedural Handbook, p.23-2534 CFR 300.50430 EC 56506 (c)



TOPIC: Assessment

Area: Assessment Report

Item: 2-3-1.4

Slide 1 of 3

The Assessment Report must include information related to enabling the student to be involved in and progress in the general education curriculum or, for preschool students, to participate in appropriate activities This statement may be the

same or similar to the statement required on SELPA IEP form #1, Eligibility

REFERENCES



TOPIC: Assessment


Item: 2-3-1.4

Slide 2 of 3

Write a statement which describes the disability and its impact such as: “Auditory processing deficits

adversely impact the student’s ability to complete activities within the general education setting”

“Significant speech and language deficits interfere with the student’s ability to interact with other students in the preschool setting”

REFERENCES



TOPIC: Assessment


Item: 2-3-1.4

Slide 3 of 3

Document this information on the appropriate SELPA form: Psycho-Educational

Assessment Report, SELPA form #43a R

Assessment Report, SELPA form #43b RREFERENCES



TOPIC: IEP

Area: IEP Timeline

Item: 3-1-1

An IEP must be developed and implemented for each student at least once each year, in accordance with federal and state statutes

The IEP team shall review the pupil’s IEP periodically, but not less frequently than annually

The current IEP must be contained in the student’s record

REFERENCESProcedural Handbook, p. 29EC 56043(d)



TOPIC: IEP

Area: IEP Contents

Item: 3-2-3

The IEP shall show a direct relationship between the present levels of performance, the goals and objectives, and the specific educational services to be provided

There must be a logical consistency between the Assessment Report, the student’s present levels of performance, the goals and objectives, and the specific educational services to be provided

Note: Consider using Ed. Benefit worksheets from SESR process as a training tool

REFERENCESProcedural Handbook, p. 28CCR, Title 5; 3040SESR Worksheets: Ed Benefit Protocol & Ed BenefitReview Process



TOPIC: IEP

Area: IEP Contents

Item: 3-2-5

The IEP should include a description of the program modifications and supports for school personnel that will be provided to enable the child to advance toward annual goals; to be involved in and progress in the general curriculum.

REFERENCESProcedural Handbook, p. 26CCR, 20 USC 1414(d)(1)(A)(i)(IV)(aa), (bb), and (cc), 34 CFR 300.320(a)(4), 30 EC 56345(a)(4)(A)(B)(C).



TOPIC: IEP

Area: Progress Reporting

Item: 3-2-7

The IEP includes: a) a description of how the student's progress toward meeting the annual goals described will be measured,b) a description of when periodic reports on the progress will be provided

c) a statement of how the student's parents will be regularly informed by such means as periodic report cards at least as often as are parents of nondisabled students regarding progress toward annual goals

REFERENCESProcedural Manual, p.2620 USC 1414(d)(1)(A)(i)(III), 34 CFR 300.320 (3) (ii), 30 EC 56345(a)(3).



TOPIC: IEP

Area: IEP Notification

Item: 3-3-5, 3-3-5.1, 3-3-5.2

The district notification to parents must indicate the purpose, time, and location of the meeting and who will be in attendance.

It must also indicate that the parent has the right to invite other individuals who have knowledge or special expertise regarding the child including related services personnel as appropriate. The determination of the knowledge or special expertise of any individual described shall be made by the parent who invited the individual to be a member of the IEP.

REFERENCESCCR, Title 5; 3040SESR Worksheets: Ed Benefit Protocol & Ed BenefitReview Process



TOPIC: IEP

Area: IEP Team- Parent Participation

Slide 1 of 3

Item: 3-4-1.1

The IEP team shall include one or both of the pupil’s parents, a representative selected by a parent, or both

Each LEA shall take steps to ensure that the parents or guardians are present at each IEP meeting, or are afforded the opportunity to participate

REFERENCESProcedural Handbook, p. 31EC 56341; EC 56341.5



TOPIC: IEP


Slide 2 of 3

Item: 3-4-1.1

Documentation: Mail SELPA IEP form # 24, Notice of

Meeting; Individualized Education Plan, at least 2 weeks, if not more, prior to the meeting Document in writing all attempts made

to ensure that the parent will attend e.g.: Meeting Notice, phone calls, letters. Keep a copy of such documentation in the pupil’s file.

On SELPA IEP form #6, Signature and Parent Consent, direct the parent to initial the box to the right of the statement “As a means of improving services and results for your child, did the school facilitate parent involvement?“. To facilitate this, ask “Do you have any additional input to add?” frequently throughout the IEP meeting




TOPIC: IEP


Slide 2 of 3

Item: 3-4-1.1

Documentation (Con’t): If parent can not attend the meeting

and efforts have been made to schedule the meeting at a mutually convenient time, offer alternative means for parent participation, such as Participate by phone ‘Skype’ IEP meeting Other?Remember to document!

On SELPA IEP form #6, Signature and Parent Consent, direct the parent to initial the box to the right of the statement “As a means of improving services and results for your child, did the school facilitate parent involvement?“. To facilitate this, ask “Do you have any additional input to add?” frequently throughout the IEP meeting




TOPIC: IEPArea:Required members of

the IEP Team: Gen Ed Teacher requirements

Item: 3-4-1.2

Not less than one gen ed teacher, if the pupil is, or may be, participating in the gen ed environment

The gen ed teacher shall, to the extent appropriate, – participate in the development, review,

and revision of the IEP assist in the determination of

appropriate positive behavioral interventions and supports as appropriate, and

help determine strategies, supplementary aids and services, modifications, and supports for school personnel for the pupil

REFERENCESProcedural Handbook, p. 31EC 56341(2)



TOPIC: IEP

Area: IEP Team

Item: 3-4-4

Slide 1 of 3

An IEP team member shall not be required to attend an IEP meeting, in whole or in part, if the parent and the LEA agree that the member’s attendance is not necessary, as the member’s area is not being discussed

OR…REFERENCESProcedural Handbook, p. 32-33EC 56341(f); (g)



TOPIC: IEP

Area: IEP Team

Item: 3-4-4

Slide 2 of 3

When the meeting involves a discussion of the member’s area, the member may be excused if -

1) The parent and the LEA consent to the excusal after conferring with the member, and

2) The member submits in writing to parent and IEP team, input into the development of the IEP prior to the meeting

3) The parent’s consent shall be in writing

REFERENCESProcedural Handbook, p. 32-33EC 56341(f); (g)



TOPIC: IEP

Area: IEP Team

Item: 3-4-4

Slide 3 of 3

NOTE:

The best practice is for the team members to participate in the entire IEP. A general education teacher who just comes in and reports on how the student is doing in class is not really participating in the development of the IEP by listening to the student’s skills and needs, and contributing ideas as to how and if skills can be addressed in the general education setting.

And if the teacher does come in and leave before the end of the meeting, again, you must get a signed excusal form

REFERENCESProcedural Handbook, p. 32-33EC 56341(f); (g)



TOPIC: TransitionsArea: ITPs: Courses of

Study

Item: 3-6-1

Slide 1 of 2

From the time the student is 16, or younger as appropriate, each annual IEP must include courses of study focusing on improving the academic and functional achievement to facilitate the student’s movement from school to post school

REFERENCES



TOPIC: TransitionsArea: ITPs: Courses of

Study

Item: 3-6-1

Slide 2 of 2

A course of study must be included to help the student meet transition goals

Course of study includes those classes that support students in completing their Transition goals. For example, Sam wants to be an auto mechanic. Course of study-ROP auto shop

For students who will be obtaining their diploma, course of study includes high school credits earned, and courses pending

REFERENCES



TOPIC: TransitionsArea: Transition Services

Item: 3-6-2

Slide 1 of 2

Transition Services must be indicated focusing on academic and functional achievement.

Check the appropriate box on the ITP form for the Transition Services(s) that support the post secondary goals and describe the activities that fall under that Transition Service

REFERENCES




Item: 3-6-2

Slide 2 of 2

Examples of Transition Services and activities:

REFERENCES



TOPIC: TransitionsArea: ITP goals

Item 3-6-2.1.2

Slide 1 of 7

Measurable Post-secondary Goals (MPSG), based on age appropriate transition assessments, must be developed for:

1. Education 2. Employment 3. If appropriate, Independent

Living Skills – traditionally for students with mod to severe disabilities, but consider them for all (e.g., budgeting for SLD student)

REFERENCES




Item: 3-6-2.1.2

Slide 2 of 7

Examples of MPSGs: Education/Training (required):

“Billy will enroll at Santa Rosa Junior College and complete requirements to receive his AA degree.”

“Within 1 year of completing high school, Susan will complete a program to receive a beautician’s license.”

REFERENCES




Item: 3-6-2.1.2

Slide 3 of 7

Examples of MPSG cont… Employment (required):

“Upon completion of high school, Susan will work part-time in her aunt’s shop as a receptionist to gain experience in the beauty salon industry.”

REFERENCES



TOPIC: TransitionsArea: ITPs goals

Item: 3-6-2.1.2

Slide 4 of 7

Examples of MPSG cont… Independent Living (if

appropriate):

“Upon completion of high school, Martin will live semi-independently with a roommate in an assisted living apartment with supports through Disability Services.”REFERENCES



TOPIC: TransitionsArea: ITPs goals

Item: 3-6-2.1.2

Slide 4 of 7

Examples of MPSG cont… Independent Living for

higher skilled student:

“Upon completion of high school, Mary will manage her finances, paying all bills on time”

REFERENCES




Item: 3-6-2.1.2

Slide 5 of 7

Note: Avoid terms like “explore”, “try”, or “enroll” (without the student completing a program). There must be a measurable outcome; the goal should not just reflect a process

REFERENCES




Items: 3-6-2.1.2

Slide 6 of 7

MPSGs must be based on: age appropriate transition

assessment information from one or more sources

the student’s needs, and the student’s strengths,

preferences or interests regarding the postsecondary goals

REFERENCES




Items: 3-6-2.1.2

Slide 7 of 7

Examples of Assessments:

Informal:

*Interviews and questionnaires

*Curriculum-based assessments

*Transition planning inventories

Formal:

*Achievement or aptitude tests

*Interest inventories

*Intelligence tests

*Career development measuresREFERENCES



TOPIC: TransitionsArea:Transition Services

documentation

Items: 3-6-2.4, 3-6-2.5

• ITPs must include transition services based on the student’s needs, preferences and interests

• Transition Service Codes are listed on the On-line SELPA IEP form 1a (800 numbers. See next slide for Transition Code #s.)

At least one service must be selected for:

• Education/Training and Employment

• And if appropriate, Independent Living

REFERENCES:




Codes

Items: 3-6-2.4, 3-6-2.5

Transition Service Codes:820- College awareness860- Mentoring830- Vocational Assessment,

counseling & guidance840- Career awareness850- Work experience ed855- Job coaching865- agency linkages890- Other transition service

REFERENCES: CASEMIS Technical Assistance Guide



TOPIC: TransitionsArea:Transition Services

Documentation

Items: 3-6-2.4, 3-6-2.5

Transition Service Codes

must also be entered on the Services page of the IEP

REFERENCES


Sonoma SELPA SESR: 12-13 Training All children transitioning

from Part C to Part B:

MUST have an IEP developed and implemented no later than their third birthday

NOTE: School breaks are not an acceptable reason to delay implementation

TOPIC:

Preschool

Area: IEP Part C to B Transitions

Item: 7-4-1

REFERENCE

ECSE Series HandbooksCDE website:http://www.cde.ca.gov/sp/se/fp/ecseries.asp



TOPIC: Preschool Special Education

Area: IEP Team Members

Item: 7-4-3

Document that at least one gen ed teacher attends each IEP when a student is or may be participating in a gen ed environment If the child attends a preschool

speech program (not an SDC), a gen ed teacher need not attend

If the child attends a SDC, then a gen ed teacher must attend. The gen ed teacher must be a

preschool teacher unless the student is transitioning into Kindergarten

REFERENCEECSE Series HandbooksCDE website:http://www.cde.ca.gov/sp/se/fp/ecseries.asp



TOPIC: ELL

Area: CELDT (Testing)

Item: 10-2-3

The IEP team must consider results of the child’s performance on statewide assessments and consider the language needs of English Learners as those needs relate to the IEP

Document on SELPA forms: Psycho-Educational Assessment, #43a Assessment Report, #43b Present Levels of Academic Achievement

and Functional Performance, #2 Special Factors, #3a Statewide Assessment, #3b IEP Notes, #7

REFERENCES34 CFR 300.324 (a)



TOPIC: ELL

Area: CELDT (Testing)

Item: 10-2-4

The IEP must include a determination of whether the CELDT is administered with or without modifications, accommodations, or through an alternate means

Write the documentation on the following SELPA forms:

Statewide Assessments, form 3b, page 2

Notes, form #7 (if further explanation is needed)

REFERENCES34 CFR 300.3205 CCR 11516



TOPIC: ELLArea: CELDT (Testing), :

Linguistically Appropriate Goals

Item: 10-2-5

Slide 1 of 19

The IEP must include linguistically appropriate goals, objectives, programs, and services including English language development activities which lead to English proficiency

The IEP team must include staff members who have expertise in English language development and can interpret the results of the CELDT testing and primary language testing, when applicable

REFERENCES34 CFR 300.3205 CCR 3001EC 56345(b)



TOPIC: ELLArea: Development of the IEP

: Linguistically Appropriate Goals

Item: 10-2-5

Slide 2 of 19

Linguistically Appropriate Goals and Objectives (LAGOS) shall:

Be appropriate for the cognitive level of the student

Be appropriate for the linguistic level of the student

Match the developmental level of the student’s primary (L1) or secondary (L2) language

Match the student’s general education transition criteria and reclassification policy (I.e., from EL to FEP)

Access the student’s prior knowledge and experiences

Affirm the student’s cultural heritage




TOPIC: ELLArea: Development of the

IEP : Linguistically Appropriate Goals

Item: 10-2-5

Slide 3 of 19

LAGOS should be aligned to the California English Language Standards Available for download at

www.cde.ca.gov/be/st/ss/index.asp






Item: 10-2-5

Slide 4 of 19

“Students who enter CA schools in grades K-12 not literate in their primary language need to be taught the ELD literacy standards for earlier grade levels, including those standards related to phonemic awareness, concepts of print, and decoding skills” (CDE ELD Standards document)






Item: 10-2-5

Slide 5 of 19

If the EL student is taught using alternative-curriculum that focuses on ‘life skills’, a minimum of two (2) benchmarks or objectives must be developed






Item: 10-2-5

Slide 6 of 19

Structure of a linguistically appropriate goal (Domain, Strand, Sub-strand, Level, Grade):

Sample 1 of Goal Structure: Domain: Listening & Speaking Strand: Strategies and Applications Sub-strand: Comprehension Level: Beginning Grade: K-2






Item: 10-2-5

Slide 7 of 19

Linguistically Appropriate Goal Sample:

Goal 1: By (date), (student) will respond to simple directions and questions in English by using physical actions and other means of non-verbal communication (e.g., matching objects, pointing to an answer, drawing pictures) with 80% accuracy on 3 consecutive trials as demonstrated by classroom data






Item: 10-2-5

Slide 8 of 19

Goal Explanation:

Goal 1 is written at the ‘beginning’ level of EL development and is appropriate for a student whose CELDT score is at the beginning level in listening

(Goal adapted from the CA ELD Standards, 1999)REFERENCES

34 CFR 300.3205 CCR 3001EC 56345(b)



TOPIC: ELLArea: Development of the IEP:


Item: 10-2-5

Slide 9 of 19

Structure of a linguistically appropriate goal:

Sample 2 of Goal Structure: Domain: Reading Strand: Word Analysis Sub-strand: Concepts About Print,

Phonemic Awareness, and Vocabulary and Concept Development

Level: Early Intermediate Grade: 3-5





IEP: Linguistically Appropriate Goals Item: 10-2-5

Slide 10 of 19


Goal 2:By (date), (student) while reading

aloud a short passage of 8-10 lines at grade level, will recognize and produce English phonemes that do not correspond to phonemes s/he already hears and produces with 80% accuracy on 2 consecutive trials as demonstrated by data tracking records





IEP: Linguistically Appropriate Goals

Item: 10-2-5

Slide 11 of 19

Goal Explanation:

Goal 2 is written at the ‘early intermediate’ level of EL development and would be appropriate for a student whose CELDT score is at the beginning to early intermediate level in reading word analysis

(Goal adapted from the CA ELD Standards, 1999)






Item: 10-2-5

Slide 12 of 19

Structure of Linguistically Appropriate Goal:

Sample 3 of Goal Structure: Domain: Writing Strand: Fluency & Systemic Vocabulary

Development Sub-strand: Vocabulary & Concept

Development Level: Intermediate Grade: 6-8






Item: 10-2-5

Slide 13 of 19


Goal 3:By (date), (student) will develop a clear

purpose in a short essay (two to three paragraphs) by appropriately using the rhetorical devices of quotations and facts with 80% accuracy on 3 consecutive trials as demonstrated by a written response to a prompt






Item: 10-2-5

Slide 14 of 19

Explanation of Goal:

Goal 3 is written at the ‘intermediate’ level of English language development and would be appropriate for a student whose CELDT score is at the early intermediate level in writing(Goal adapted from the CA ELD Standards, 1999)






Item: 10-2-5

Slide 15 of 19

Structure of a Linguistically Appropriate Goal:

Sample 4 of Goal Structure: Domain: Reading Strand: Fluency & Systemic

Vocabulary Development Sub-strand: Vocabulary &

Concept Development Level: Early Advanced Grade: 9-12






Item: 10-2-5

Slide 16 of 19

Linguistically Appropriate Goal

Sample:

Goal 4:By (date), (student) will use a standard

dictionary to determine the meaning of a list of 20 unknown words (e.g., idioms and words with multiple meanings) with 80% accuracy on 3 consecutive trials as demonstrated by classroom written recordsREFERENCES

34 CFR 300.3205 CCR 3001EC 56345(b)





Item: 10-2-5

Slide 17 of 19

Goal Explanation:

Goal 4 is written at the ‘early advanced’ level of EL development and would be appropriate for a student whose CELDT score is at the intermediate level in reading vocabulary

(Goal adapted from the CA ELD Standards, 1999)





IEP:Accommodations

Item: 10-2-5

Slide 18 of 19

Sample accommodations that may support EL students: Primary language support to

assist with academics Translation devices Extra time on tests and

assignments Use of reference materials

with visuals to aide comprehension

Bilingual dictionary if applicable to second language





IEP: Modifications

Item: 10-2-5

Slide 19 of 19

Sample modifications that may support EL students: Tests provided or adapted to

be more “comprehensible” Tests and assignments

modified in length and content Alternative testing formats

such as use of visuals, drawings, etc.REFERENCES

34 CFR 300.3205 CCR 3001EC 56345(b)



TOPIC: Completion of Training

Area: The End!

Item: 0

REFERENCES: Your smiling face as you walk out of the room


sonoma selpa sesr 2012-13 training for corrective actions slides developed by sonoma county selpa...

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