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IEP Administrative Designee Facilitated by

San Bernardino City Unified SELPA Staff

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Shelley Walsh

Assistant Director for Special Education

Taught at Cypress Elementary School

Mild/Moderate Teacher

17th Year in the District

+ Purpose

n  Purpose of the Presentation:

n  Special Education 101 (Reader’s Digest Version)

n  Inform the participant of the highlights of the IEP

n  Inform the participant of the role of the administrator/designee at the meeting

n  Best Practices

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+ Agenda

IEP Administrative Designee January 8 & 9, 2014

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n  Assessment

n  Eligibility

n  FAPE

n  LRE

n  Best Practices

n  Guiding Principles of IDEA 2004

n  Purpose of the Individualized Education Plan/Educational Benefit

n  Role of the Administrator/Designee

n  Role of the Parent(s)

n  IEP team members

n  Timelines

+ Guiding Principles of IDEA 2004

n  Identification of core subjects

n  Highly qualified teachers

n  Scientifically based research

n  Limited English Proficient

n  Assessment and goals: focus on individual not H/C

n  Early Intervening Services (RTI)

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+ 6

Purpose of IEP and Educational Benefit

n development of a plan to address needs of student who meets eligibility as an Individual With Exceptional Needs

+ Based on assessment data

n  Identify present levels of performance including the strengths

n  Identify areas of need; parent concerns

n  Determine how the disability affects involvement and progress

n  Develop measureable goals/benchmarks that are related to the general education curriculum and attainable in one year

n  Determine LRE (placement and level of service) with supplementary services, supports for school personnel with frequency and duration

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+ Annual /triennial reviews:

n Review progress on present levels as well as goals and benchmarks

n Rewrite the IEP updating the information and adding new goals

n Review both documents to determine if there is evidence of progress and receipt of educational benefit.

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+ Role of the Administrative Designee at IEP Meetings

n  Function as the “Chair” at the IEP meeting

n  Conduct the meeting based on the agenda agreed upon at the onset

n  Maintain professionalism of participants with focused conversations and no side bars

n  Review the document with the team after the writing has been concluded to ensure that the entire document has been filled out and the information is accurate.

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+ Role of the Administrative Designee at IEP Meetings cont’d

n  Secure signatures of the participants and ensure that the document is completed, a copy is provided to the parent, and the document is locked in the web based program. Follow up on unresolved issues.

n  Person is qualified to provide or supervise the provision of specially designed instruction to meet the needs of children with disability

n  Knowledgeable about the general education curriculum

n  Knowledgeable about the availability of resources of the LEA

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+ Role of the Administrative Designee at IEP Meetings cont’d

n  Responsible for ensuring that a Prior Written Notice is completed in the note section of the IEP for the initiation and change of service levels for the student

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+ Role of the Parent(s)

n  Procedural Safeguards are provided annual, with assessment plans, and when due process is initiated.

n  Access IEE if they disagree with district’s assessments

n  Access all their student’s records

n  Provide written consent to assessment and provision of special education services

n  Participate in meetings for the identification, evaluation, placement and determination of FAPE

n  Included in eligibility and placement decisions.

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+ The IEP Team Members

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n  Parents

n  General Education Teacher(s)

n  Provides information about the general education curriculum

n  Identifies the need for supplemental aids and supports

n  Requests support for school personnel

n  Administrator or Designee

n  Special Education Service Providers

+ The IEP Team Members cont’d

n  Individuals who conducted assessment or who can interpret assessment

n  Student, when appropriate, or at age 16

n  Agency representative when appropriate

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+ Timelines

n  15 days to get assessment plan to parent from referral date from parent or SST

n  60 days from receipt of signed assessment plan to IEP meeting (45 days for Part C)

n  30 days interim IEP meeting from time the student transfers into the District

n  364 days to conduct an annual review

n  3 years to conduct a triennial assessment

n  30 days to hold an IEP review based on parent or teacher request

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+ Assessment

n  Assess in all areas of suspected disability

n  Determine whether the student has a disability

n  Determine if there is a need for special education and related services

n  A written report is completed and available to the parent(s) at the time of the meeting.

n  Types of assessment: initial, triennial, manifestation determination, transfers into the district from out of state, no assessment is available from previous district inside California

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+ Eligibility

n  Assessing and meeting one of thirteen disability categories and determined that the student requires special education and related services.

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•  Specific learning disability •  Speech or Language Impairment •  Multiple Disability •  Intellectual disability •  Hard of Hearing •  Traumatic Brain Injury

•  Visual Impairment •  Emotional Disturbance •  Autism •  Other Health Impairment •  Deaf; •  Deaf/Blindness •  Orthopedic Impairment

+ Free Appropriate Public Education (FAPE)

n  the IEP should be reasonably calculated to enable the child to achieve passing marks and advance from grade to grade.

n  Services are provided at public expense, under public supervision and direction and without charge. Services are based on the unique needs rather than a standard or service offered to every student within a group

n  Requires specially designed instruction

n  Meets unique needs of the student with a disability

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+ Free Appropriate Public Education (FAPE)

n  Provides related services when required

n  Defines the relationship to the general education curriculum

n  Alternative services continue to be made available to students suspended or expelled for more than 10 days

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+ Least Restrictive Environment (LRE) n  Age appropriate environment

n  With non-disabled peers

n  In neighborhood schools or as close as possible

n  Individually determined and based on student’s individual needs

n  General Education class is always the first choice

n  Consideration and use of supplementary aids and services to make the General Education class a first and viable choice

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+ Least Restrictive Environment (LRE) cont’d

n  Documentation of time outside of general education (if services are provided in the regular class then it is zero time outside of general education)

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+ Best Practices

n  Best Practices

n  Ensure that the goals and objectives match the student’s skill level and abilities

n  Ensure that the goals and objectives are not too general

n  Describe skills to be achieved instead of levels of achievement

n  Be mindful of the student’s privacy

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+ Best Practices

n  Listen to the parents’ concerns and expectations. Document on the IEP, the team’s response to each of the concerns

n  Ensure the service providers provide work samples and documentation regarding progress.

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+ Question and Answers

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