Special Education
2010-2011
Mt. Diablo Unified
Special Education 2010-2011
 Yesterday
(The Old days)
 Yesterday (last year or so)
 Today
 2011
A short history lesson…..
Special Education
Yesterday – The Old days
 Pre-loaded
forms from MIS
 NCR forms with too many layers
 Word Documents
 And
everyone’s favorite:
Omnifill
Special Education
Yesterday (last year or so…)
 Word
Documents
 Omnifill
 And
Encore – The pilot
Special Education
Today
 All
New Forms
– Legal and up-to-date
– PDF Fillable
– On the website
– Spanish Versions in Word
Special Education
2011
 SEIS
– Special Education Information System
– Begins roll-out in January 2011
– Web-based
– Uses the same State SELPA forms we
are launching today
Special Education
Today
 Let’s
get started!!
 As of Monday, August 23, 2010 only
the new State SELPA forms are to be
used.
 The old forms will no longer be
available on the website.
 Old forms may be individually
requested from MIS if needed to
complete old IEPs.
Special Education
Today
Some of you may be feeling
anxious about this…
Special Education
Today
 We
are all here to support each
other. Help is available!
 Let’s
access a new form…
Accessing and Completing a Form


You will need up-to-date Adobe PDF
Software (Adobe 9) on your computer
www.adobe.com/products/reader/
Go to the district website:
www.mdusd.org

Select the form you need and click on it.

It will open as a PDF Fillable form
Accessing and Completing a Form
 Once
you have completed your forms
(and your IEP), “save as” with
student name and print them out for
signature.
 You must send a complete copy of
the IEP to MIS in a timely manner.
Accessing and Completing a Form
 We
have more help:
An IEP Manual designed to work with
the new forms.
 This will be available on the district
website (and you are getting a copy
today)
 Live people at the MIS Help Desk to
answer your calls and questions!
X4053
Accessing and Completing a Form
 Let’s
look at the IEP Manual….
Supplementary Aides and Services

Sharon Krell and Melody Royal
Supplementary Aides and supports

Supplementary aids and services
means aids, services, and other
supports that are provided in
regular education classes, other
education-related settings, and in
extracurricular and nonacademic
settings, to enable children with
disabilities to be educated with
nondisabled children to the
maximum extent appropriate in
accordance with Sec. Sec. 300.114
through 300.116.
Supplementary Aides and Services
Speaking practically,
supplementary aids and
services can be
accommodations and
modifications to the
curriculum under study or the
manner in which that content
is presented or a child’s
progress is measured.
Supplementary Aides and Services
 But
that’s not all they are or can be.
Supplementary aid and services can
also include direct services and
supports to the child, as well as
support and training for staff who
work with that child. That's
why determining what
supplementary aids and services are
appropriate for a particular child
must be done on an individual basis.
Supplementary Aides and Services
While determinations of what supplementary
aids and services are appropriate for a
particular student must be made on an
individual basis, some supplementary aids
and services that educators have used
successfully include:
 assistance of an itinerant teacher with special
education training,
 special education training for the regular
teacher,
 use of computer-assisted devices,
 provision of note-takers,
 use of a resource room, to mention a few.
Supplementary Aides and Services
Presentation of subject matter needed
(e.g., taped lectures, sign language,
primary language, paired reading and
writing);
 Materials needed (e.g., scanned tests and
notes into computer, shared note-taking,
large print or Braille, assistive technology);
 Assignment modification needed (e.g.,
shorter assignments, taped lessons,
instructions broken down into steps, allow
student to record or type assignment);

Supplementary Aides and Services
 Self-management
and/or followthrough needed (e.g., calendars,
teach study skills);
 Testing adaptations needed (e.g.,
read test to child, modify format,
extend time);
 Social interaction support needed
(e.g., provide Circle of Friends, use
cooperative learning groups, teach
social skills);
 Training needed for personnel.
Supplementary Aides and Supports


Supports to address environmental
needs (e.g., preferential seating;
planned seating on the bus, in the
classroom, at lunch, in the
auditorium, and in other locations;
altered physical room
arrangement);
Levels of staff support needed
(e.g., consultation, stop-in
support, classroom companion,
one-on-one assistance; type of
personnel support: behavior
specialist, health care assistant,
instructional support assistant);
Supplementary Aides and Supports



Planning time for collaboration
needed by staff;
Child’s specialized equipment
needs (e.g., wheelchair,
computer, software, voice
synthesizer, augmentative
communication device,
utensils/cups/plates, restroom
equipment);
Pacing of instruction needed
(e.g., breaks, more time, home
set of materials);
Supplementary Aides and Services



Form 5A
Supplementary aides and services
are noted for the student or
personnel
Aides services and other supports
that are provided in regular
classes and other education
related setting and in extra
curricular and nonacademic setting
to enable individuals with
exceptional needs to be educated
with nondisabled children to the
maximum extend appropriate
Supplementary Aides and Services

The last two elements—
extracurricular and
nonacademic—are actually new
to IDEA in 2004. Consistent
with the inclusive nature of the
legislation, the final Part B
regulations have added the
phrase "in extracurricular and
nonacademic settings" to the
definition of supplementary aids
and services and, thus,
enlarged the scope of where
supplementary aids and
services must be provided, as
appropriate to the child’s
needs.
Supplementary Aides and Services


Supplementary
Services
(Form 5A, pg 16 IEP
handbook)

Accommodations

(Form 26B)
Modifications
 Assistive devices


(form 3a)
Assessments
Connie Cushing
& Bryan Cassin
Assessments: When to Assess
 Initials
 Three-year
re-evaluation or Triennial
 Manifestation- review of the records
or any new assessments needed
 Whenever a new eligibility is
suspected or there is a new request
for service
 Possibly at transitions
 Special requests
Assessments: Compliance
Issues

Timelines must be maintained
–
–
–
–


15 day
60 day
Three-year is to the day or earlier
No legal extensions
Use the 3-year worksheet from MDUSD 75
days prior to 3-year date
Always assess for 3-years with some
exceptions:
– Student was just assessed, student is in12th
grade, the last 2 or 3 triennial assessments
have shown the same IQ and same progress.
The present levels of performance truly reflect
the current functioning and no new info is
needed.
Assessments





The school must provide an assessment plan
within 15 days of the referral for any proposed
evaluation.
The student should be entered in our Aeries
system.
Assessment plan must be in the primary
language of the parent or other mode of
communication used by the parent. Written in
language easy for the public to understand.
The assessment plan must include statement of
the students’ primary language and language
proficiency status for ELLs.
A multi-disciplinary team must conduct
evaluations in all areas of suspected disability by
trained and knowledgeable personnel using sound
instruments.
Assessments
 Include
hearing and vision screenings
within one calendar year,
 Include vision status, hearing status,
 Self-help as appropriate,
 Social emotional and behavioral status,
 Career and vocational abilities and
interests for students 15 and older, and
 Evaluate related to the student’s
involvement in and progress in the
general curriculum.
Transition Plans
Samantha Espinosa
& Hilary Shen
Transition Plans
A
results-oriented process that
focuses on improving the academic and
functional achievement of the child with
a disability to facilitate the child’s
movement from school to post-school
activities… based on the individual
child’s needs.
Paperwork
 Three
page “new” Individual Transition
Plan and Transition Services forms
(p.1A* & B)
 Prior Written Notice of Graduation
(p.27)
 When exiting, “new” Summary of
Student’s Academic Achievement and
Functional Performance forms (p.26A &
B)
Legal Requirements
 Magic
number is 16 years old.
 Need 2 post secondary goals: education
and employment. (independent living
skills, if appropriate)
 Need 1 transition service. (the 800s)
 Student & Parent must be informed 1
year prior to 18th birthday of transfer
of rights.
Who is involved?
 Student
must be invited to attend IEP.
 Representatives of involved agencies
must be invited. Parent/Student
consent must be obtained prior to
invitation.
 Document on the Notice of Meeting
(p.24)
Evaluation
Should consider:
 strengths of student,
 concerns of parent,
 results of recent evaluation,
 the academic, developmental, functional needs
of student

Can use formal or informal evaluation tools
Each post
secondary goal
must be supported
by an annual goal.
Confused?
The use of the term “goal” to describe both what
students want to happen once they leave school and
also to describe what schools must do to help
students achieve their long term objectives can be
confusing.
The IDEA ’04 requires transition services language in
the IEP to include postsecondary goals, or the
student’s aspirations for his or her future.
The IDEA ’04 also requires annual goals in the IEP to
help students achieve their goals for the future.
Annual, measurable goals in the IEP should be written
each year to help the student achieve his or her
post-school goals.
Transition to Adult Living, CDE 2007 p.6
The postsecondary goal is what the student wants
and hopes for his or her future in terms of higher
education, employment, and independent living.
The annual, measurable goals in the IEP are what
schools will do to help the student in high school, or
earlier if appropriate, to achieve long-term goals.



The annual goals are still included under the
headings described in the definition of transition
services above, which include instruction, employment,
and, if appropriate, daily living skills.
The annual goals must be based on ageappropriate transition assessments.
They must also support the student’s
postsecondary or long-term goals for the future.
Transition to Adult Living, CDE 2007 p.7
Post Secondary Goals
Education
 Employment
 Independent Living Skills

Measurable postsecondary goal:
 After graduation from high school, “student”
will enroll in a four-year college to obtain
his/her undergraduate degree in science to
become a lab technician.
Annual Goal
Through participation in his/her English class,
“student” will write an essay about his/her
expectations for his/her future career,
including statements of a personal goal, three
or more positive aspects of the career, and a
summary statement of experiences with job
shadowing with 80% accuracy in grammar and
spelling by [date of next annual IEP]
 English Standard Writing Applications 12.2.1

Transition Services









820 College awareness/preparation
830 Vocational assessment, counseling, guidance, and
career awareness
840 Career awareness
850 Work experience education
855 Job coaching (includes job shadow and service
learning)
860 Mentoring
865 Agency linkages (referral and placement)
870 Travel training (includes mobility training)
890 Other transition service
820 College awareness/preparation
830 Vocational assessment, counseling, guidance, and career awareness
840 Career awareness
850 Work experience education
855 Job coaching (includes job shadow and service learning)
860 Mentoring
865 Agency linkages (referral and placement)
870 Travel training (includes mobility training)
890 Other transition service
820 College awareness/preparation
830 Vocational assessment, counseling, guidance, and career awareness
840 Career awareness
850 Work experience education
855 Job coaching (includes job shadow and service learning)
860 Mentoring
865 Agency linkages (referral and placement)
870 Travel training (includes mobility training)
890 Other transition service
Resources
 www.getinsights.com
 www.sfbaycareermap.org
 Workability
(603-1487)
 Transition to Adult Living
http://www.calstat.org/publications/pdfs/transition_guide_07.pdf
Interim Placements
Interim Special Education Services
What are they?
 Interim
Placements are for students
coming into Mt. Diablo Unified School
District with an IEP from another
district.
 The Interim Placement allows the
school 30 days to verify that
previous services are appropriate
and whether services are available.
Interim Special Education Services
A
new student with an IEP enrolls at
his or her school of residence.
 Site
designee (School Psychologist if
possible) reviews the previous IEP
and completes the Interim Special
Education Services worksheet.
Interim Special Education Services
 All
available reports from prior
district must be attached to the
Interim worksheet and sent into MIS.
 If
previous placement involves a
Non-Public school, county services,
or service specific placements,
contact your Program Specialist and
provide all appropriate
documentation.
Within 30 days...
 If
there are no valid
assessments/reports from the
previous district, new assessments
must be completed within 30 days.
 Determine
whether current services
are appropriate.
IEP Meeting
 If
IEP team is confident that
placement is appropriate, then
information from the prior district
must be transferred to MDUSD forms
for an IEP.
 Within
30 days, an IEP meeting must
be held to discuss placement of the
new student.
What in the world is M.I.S.?
The purpose of M.I.S. is to compile and
report data required by the CDE for
CASEMIS submissions.
CASEMIS
stands for California Special
Education Management Information
System.
CASEMIS supplies us with the following
reports…
Local Accountability Reports
APR Indicators
–Compliance Determinations
–Noncompliance Findings
–Significant Disproportionality
–Provides a five year historical look at the data
submitted to CDE
–Provides a report which indicates year to year
changes in disability, ethnicity and grade
–The Data Comparison Report identifies substantial
shifts in data from the immediate prior year
54
Federal Law
 Section
1418 of the Individuals with
Disabilities Education Improvement Act
(IDEA) 2004 of the federal statutes (Title
20 U.S.C. Chapter 33), requires that each
state education agency (SEA) collect
statistical and programmatic information
on students enrolled in special education
in order to apply for federal funds.
Relevant sections of the U.S. Code
outlining these requirements are shown in
Appendix C.
 We
really, really do need to have your IEP sent
to us as soon as soon as it is complete! Please
don’t hold on to them. Last year alone we
processed over 5,700 services
 We
have created a checklist to assist you in
checking your IEP prior to submission to M.I.S.
for the CASEMIS required data necessary to
process your IEP.
And then there are “returns…”
 Please
call us! x4053
Returned IEP’s
M.I.S. returns IEP’s if they are missing the
required CASEMIS data.
 When you receive a returned IEP, please
make the changes indicated on the return
slip to the IEP and resubmit the IEP (in its
entirety) along with the gold return slip to
M.I.S.
Our new forms have CASEMIS required data
in BOLD text.

Communication is the Key
 Please
let M.I.S know when a student has
dropped, moved out of District or exited.
 When
a student is exited in Aeries at the school
site, Special Education and MIS does not get
notified. We rely on you to let us know.
 We
need to know so that we can enter an exit
date & reason, stop Transportation services and
make room for another placement if needed.
Help Desk Technicians
Dawn
Winder x4053
winderd@mdusd.k12.ca.us
Jackie
Glass x4029
glassj@mdusd.k12.ca.us
Coordinated Early Intervening
Services (CEIS)



Coordinated Early Intervening Services (CEIS)
are coordinated interventions for students not
currently identified as requiring special education
who need additional academic and behavior
support to succeed in a general education
environment.
NOTE: Do not confuse this with early
intervention.
Coordinated early intervening services are only
required for districts who have been identified as
significantly disproportionate.
In MDUSD, The answer is NO.
Parent Signature or lack thereof



If a parent refuses to sign the IEP, send a
copy of the unsigned IEP to MIS and
continue to pursue the signature.
Please attach a note to the file so we are
aware the signature is known to be
missing.
Request assistance from your Program
Specialist if needed.
“Together We Can”
make a difference in the
lives of our students
MDUSD 2010-2011