Compliance Training
Overview
Principal’s Meeting
February 2012
February 10, 2012
• Arlington High School
• 1:00-3:30 pm
• SPED Teachers
• We will NOT be pulling
paraprofessionals.
• Related Services
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PreSchool
AFS/Functional Skills
STEP
Resource/CoTeachers
APEX
Homebound
Hearing & Vision
• OT/PT/Speech
• School Psychologists
District Corrective Action Summary
IEP Process
• IEP Revised Annually
 Parent Received Copy of
Written Report Used in This
Eligibility
• Invitation to Meeting
 Parental Concerns
• Present Levels of
Performance
• Annual Goal & Short Term
Objectives: Address all on
Present Levels
• Annual Goals & Objectives:
Measurable
• Program Participation
 IEP Composition- Interpreter
of Results
 Informed Parental ConsentProposed Program in IEP
 Parent Notification: Transfer
of Student Rights
 Student Notification:
Transfer of Rights
 Date IEP Provided to Parent
 LEA Person Responsible for
Providing IEP, if Parent did
not attend
 IEP Review by Teachers Not
in Attendance
IEP Process 1a: IEP Revised Annually
“DRAFT” must be crossed through on the 1st page and ALL following pages once
the IEP team has accepted the document. The team must DATE and SIGN the
first page. The remaining pages should be DATED and INITIALED with
“DRAFT” crossed out.
IEP Process 23: Parental Concerns
• During the IEP meeting, ask the parent or student (if age 18) what
their main concerns are relating to his/her education. Document
their concerns on the IEP. If the parent and/or student does not
attend the meeting, gather this information prior to the meeting by
phone, conference, or notes from home. Do NOT leave this section
incomplete, blank, or use NA.
IEP Process 60: IEP Review by Teachers Not in
Attendance
• When the review is completed each of the student’s
teachers not in attendance at the meeting MUST sign and
date the last page of the IEP.
• If all teachers responsible for implementing the IEP are
present at the meeting, indicate “all teachers were present.”
District Corrective Action Summary
CM Initial
• Prior Written Notice for Initial Evaluation
• Prior Written Notice for Initial Placement
Prior Written Notice
Please do not leave anything blank.
-There are ALWAYS options to consider prior to proposal.
-An explanation must be given for any action rejected.
-Be very detailed with listing sources of information used in making proposal.
-If parental concerns are rejected, the IEP team must use the prior written notice +
minutes to document response.
District Corrective Action Summary
CM ReEvaluation
• ReEvaluation Review Process
• Parent Input for ReEvaluation
• Procedural Safeguard for Triennial
ReEvaluation
• Parental Consent for Comprehensive
Evaluation
• Prior Written Notice for ReEvaluation
District Corrective Action Summary
TCAP-Alt PA: Participation Requirements
• The student’s TCAP-Alt Participation Requirements are
completed and documented in the IEP. The Principal’s
signature is required and agreement MUST be indicated by
a “yes” check mark.
District Corrective Action Summary
Secondary Transition
• Transition: Student Invitation to Meeting
Summary of the Summary
• Many citations were a result of empty
blanks on the IEP
• Citations suggest that IEP’s and
ReEvaluation packets are done at the last
minute
Required Action:
Online Testing
Training Plan
• Clericals: January 30th
• All SPED Personnel:
February 10th and 20th
• Assistant Principals:
February 14th and 16th
Additional Technical Support
• Summer HELP Sessions:
Voluntary
• Option for Site-Based
Support
Who Must Test:
•Principal, Assistant Principal (SPED), and all SPED Teachers
When Will Testing Occur:
•Module will be open starting in April
•All must be completed by July 1, 2012
February 20th
Southwind HS
Morning Session
Training Topics
• State Mandated
Testing &
Accommodations
• Manifestation
Determinations
• IEP Placements to
Alternative Settings
• Criteria for Extended
School Year
• Continuum of SPED
Services
• Standards-Based IEPs
• Present Levels of
Performance: Informal
Assessments
• Subject to revision based
on feedback from teachers
on 2/10
Specialized Training According to
Assignment
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Preschool
FS/AFS
OT/PT/Speech
Resource/CoTeachers
SPED Homebound
STEP
APEX
State Mandated Assessment &
Accommodations
• TCAP MAAS
• TCAP-Alt
• Accommodations
• Must be consistently used for all testing to justify
need on state mandated assessment.
• Prompting Upon Request and Read Aloud cannot
both be selected for a student.
• Communicated to Building Testing Coordinator.
Manifestation Determinations
• Attendance & Long-Term Suspension
• Roles of ALL Participants:
– To determine if conduct in question has a substantial relationship to
conduct in question
– To establish whether or not the district failed to implement the
student’s IEP
• SPED Teacher
– Will have the SPED file and “Adverse Effects” from the last
psychoeducational report to read to the team to assist in
determination
• Administrator
– States the conduct in question and disciplinary action taken –orProvides a summary of attendance history in question
– Brings to the meeting paperwork for alternative school unless
obtained from parent at the time of the suspension
IEP Placements to Alternative
Settings
• RAL/RAN
– Alternative Learning
Specialist must be invited
– DEC Specialist for school
must be invited
• STEP/EIP
– DEC Specialist for STEP
must be invited
– Transportation Specialist
invited
• IEP Placements require
the agreement of the
IEP team members
• Require evidence of
interventions attempted,
implementation/revision
s to the behavior plan,
extensive efforts with
progressive discipline
and Least Restrictive
Environments
Criteria for Extended School Year
• Student clearly needs
services
• IEP team decision
• Teachers will be
provided detailed
criteria for use as a
guide to
recommendations.
• ESY meetings held
after 2/20 and prior to
March 30th in order to
ensure teacher training
in process.
• ESY Projections due
3/5/12
• ESY Paperwork due
4/2/12
Continuum of SPED Services
• Elementary Schools
– Preschool
– CoTeaching (4th-5th)
• Language Arts
• Math
– Resource (Tier III)
– FS/AFS
• Middle School
– CoTeaching
• Language Arts
• Math
– Functional Skills
– Resource Learning Lab
(Tier III)
• “Academic Exploration”
used as Direct SPED
Service on IEP
• Taught by SPED teacher
Continuum of SPED Services
• High School
– CoTeaching
• English I, II, III, IV
• Algebra I, Geometry, Algebra II, Bridge Math
– Resource
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Learning Lab
Algebra IA/IB
Geometry A/B
Biology A/B
– FS/AFS
IEP Development
• Standards-Based IEPs
• Present Levels of
Performance
Emphasis Preschool-12th Grade:
•Graduation with a REGULAR HIGH SCHOOL
DIPLOMA
•Programming MUST provide student instruction
in the content
•CoTeaching is ESSENTIAL
•Resource should be considered very carefully after
3rd grade as the RTI Tier III Intervention.
SI-Teams
• Should be fully functioning