Referral to Review_SST_504_SPED

Special Education Orientation -7- Revised September 2006

II. How do Students Get Into Special Education Programs?

The Referral to Review Process

Student Study Team Referral for Assessment Parent & Child Rights

Assessment Individualized Education Plan (IEP)

IEP Reviews Students Transferring

This section has been adapted from the MPUSD Special Education Procedures Handbook

Revised August 2004 -8- Special Education Orientation


Referral to Review Process

The student is experiencing difficulty in the general education

classroom. The teacher(s) request an SST meeting to discuss

interventions and modifications to assist the student.

See Section I: Pre-Referral Student Support Team Procedures.

The student's placement is reviewed at least annually. Every three

years, the assessment team conducts a triennial

re-evaluation of the student.

See Section V: Reviews.

The IEP Team convenes to discuss the results of the assessment and

determine whether the student is eligible for special education services.

If the student is not eligible, further interventions are discussed and the

student may be referred back to the SST. If the student is eligible, the IEP

is written and the student is placed in the appropriate program(s).

See Section IV: Individualized Education Plans and IEP Meetings.

Assessment Plan is developed. Parent permission is obtained.

Assessment is conducted and reports written.

See Section III: Assessment.

Interventions are not successful.

SST meets again to develop further

interventions, to determine whether

the student may require a 504

Modification Plan, or to recommend

student to assessment team.

See Section II: Initial Referral.

Interventions are

successful.

15 days from date of referral to presentation of Assessment Plan to parents

60 days from date Assessment Plan is returned by parent to IEP team meeting

At least annually


Referral to Review Process Timelines

STUDENT STUDY TEAM:

Current law requires that all options in the regular program be tried before referral to special education. These options may include, but are not limited to: modifications in the classroom program or school program, parent contact, and referral to alternative programs in the school (e.g., intervention programs or Title I programs).

REFERRAL: A referral for an assessment to determine eligibility for special education services may be initiated by the SST, a parent, the student, a teacher or other person in writing. Parents shall be notified of the referral and must receive a copy of Parent and Child Rights and Procedural Safeguards (SELPA 6) with the notification.

ASSESSMENT PLAN: Within 15 days of the written referral, an Assessment Plan (SELPA 8) is to be developed and presented to the parents. A copy of the parents' rights shall be included with the assessment plan.

PARENT CONSENT: Parent permission must be obtained prior to conducting the assessment described in the assessment plan. Parents have at least 15 days to arrive at a decision regarding consent.

IEP TEAM: Within 60 days of the receipt of the signed assessment plan, an IEP team meeting is held to discuss the results of the assessment and to determine whether the student is eligible. If the student is eligible, an individual education program is developed. Parents are to be invited to any meeting regarding eligibility or individual education program planning for their child.

PARENT CONSENT: Parent permission must be obtained prior to special education placement and implementation of the IEP.

PLACEMENT: The pupil must begin receiving the special education program and services described in the IEP immediately, following the date of parent consent.

ANNUAL REVIEW: Each special education student's IEP must be reviewed at least annually. Any team member, including the parent, may request a review sooner than the annual review.

RE-EVALUATION: At least every three years that a student is in a special education program, a complete re-evaluation must be completed.


Student Support Team

Johnny is having trouble learning to read. What do we do now?



Teacher (or another adult or the student him/herself) identifies a student needing assistance.

Teacher attempts initial interventions (i.e., modifications and accommodations) and keeps an

anecdotal record or a record of attempted interventions. Teacher contacts parents.

Interventions are

successful.

Interventions are not successful. Teacher confers with

principal or counselor. At secondary schools, counselor may

collect data from student's other teachers. If referral to SST is

appropriate, teacher or counselor completes SST information

sheet, including CUM information. Teacher or counselor

contacts SST chairperson to place student on SST calendar.

Teacher collects data for SST meeting and presents material to SST chairperson.

SST Chairperson invites parent(s) to meeting and duplicates materials for SST

SST meets: information summarized, problem described, Action Plan

developed. Follow-up meeting scheduled. Action Plan is implemented.

Follow-up meeting: interventions have

not been successful.

Follow-up meeting: interventions have

been successful. File Action Plan with

follow-up information in CUM.

Teacher notifies SST

Chairperson. Chairperson

invites parent to attend follow-

up. Psychologist and/or other

specialists are invited to attend

follow-up meeting.

SST brainstorms new interventions and revises

Action Plan. Further interventions implemented.

Interventions appear

to be unsuccessful.

Interventions are

successful. File

Action Plans in

CUM file.

Follow-up meeting is held: SST may:

1) generate new interventions and set follow-up meeting date,

2) determine the student may be eligible for a 504 Plan, or should

be referred for assessment for a 504 Plan (see pages I-25-42), or

3) decide the student should be referred for assessment to

determine special education eligibility

(see Section II: Initial Referral).

Pre-Referral Student Support Team Procedures Flowchart


Current law requires that all options in the regular program be tried before referral to special education. These options may include, but are not limited to:

modifications and accommodations in the classroom

program: altered curriculum, preferential seating, etc.

modifications and accommodations in the school program: shortened day, change of schools, etc.

parent contact: parents should be contacted whenever there

is concern about a student's performance or behavior.

referrral to alternative programs in the school: peer tutoring, Title I, intervention classes, etc.

These options are to be explored by the regular education staff prior to referring the student for an assessment to determine the student's eligibility for special education services. The Student Support Team (or Student Study Team) is a process for brainstorming a variety of options to support the student in the general education program and documenting the success of those efforts. When modifications and accommodations have been attempted but have not been successful in supporting the student, the student may be referred for assessment for special education eligibility.


Pre-Referral Student Support Teams

DEFINITION

The Student Support Team (or Student Study Team) is a general education team designed to support students prior to a referral for special education assessment. The team reviews information about individuals who are experiencing difficulties and plans modifications and accommodations that will be implemented in the regular classroom to support the student's success.

If appropriate modifications and accommodations have been tried over a period of time and the student has not made adequate progress, a referral for assessment for special education eligibility may be appropriate. As a regular education function, the Student Support Team may also help plan modifications and accommodations for those students who are already in special education.

Although specialists such as psychologists and speech/language specialists may be involved in the team, the Student Support Team is generally comprised of general education staff. Because it is not a special education function the team is not subject to the associated restrictions and timelines. Each school administrator is responsible for implementing an effective Student Support Team at the school site.

STUDENTS WHO MAY BE REFERRED

Students in general education programs (or students mainstreamed in general education programs) may be referred if they are experiencing:

academic problems attendance problems behavioral problems problems with peers

language or communication problems English language acquisition problems (ELL students)

students being considered for GATE programs work habits or study skills problems

and students who are being considered for promotion or retention


RATIONALE "A pupil shall be referred for special education instruction and services only after the resources of the regular education program have been considered and, where appropriate, utilized." (Ca. Ed. Code 56303)

PURPOSE

1. To develop team effort in schools to facilitate increased mutual support and problem solving among teachers, special education staff and parents.

2. To plan and generate alternative instructional and behavior management strategies that will address the identified student problems.

3. To provide assistance and consultation for the classroom teacher.

4. To utilize all available resources in a school for planning and implementing modifications and accommodations.

5. To provide an opportunity for teachers to consider the student's entire educational day.

6. To ensure that the student receives a maximum of instruction in the regular education program.

7. To consider the appropriate grade placement for a student.

8. To consider whether the student might be eligible for a 504 Plan.


Student Support Team Membership: Elementary Schools

Student Support Teams generally consist of five to seven members. Core membership includes the principal and one or more regular education teachers who participate on a consistent basis. The referring teacher also attends. The parent is encouraged to attend. These members assume a variety of roles during the meeting: facilitator, recorder, participant. See page I-15 for a description of these roles.

PRINCIPAL Chairperson of the team meetings and of school resources. Provides energy, support and direction to team members.

CLASSROOM TEACHERS

Provide support for the referring teacher; often have a history with the student (especially if student's teacher in previous year is invited); provide another teaching perspective from a peer.

REFERRING TEACHER

Initiates identification of areas of concern; gathers complete information/data regarding the student and problem; instructs student based on the strategies jointly developed on the SST Action Plan.

PARENT(S) of the STUDENT

Provide additional information; share family concerns; contribute problem related information from home environment; share effective and ineffective home interventions; clarify questions of staff; participate in implementation of strategies jointly developed on the SST Action Plan.

RESOURCE PERSON(S)*

Provides information and another point of view in the problem solving process; knows the school population well; knows local problems and resources.

STUDENT (4th grade & older, although younger student may be included if appropriate)

Shares progress, feelings, problems; participates in the decision making; receives support and assistance from adults in taking some responsibility for change.

* Resource persons could include Outreach consultant, Reading Specialist, Bilingual Specialist, Counselor, Psychologist, Speech/Language Specialist, Resource Specialist, APE teacher, Nurse, career/vocational education specialist, community service provider, etc. Inclusion on the team is dependent on: relevance of the problem to their area of expertise; structure and policies of the school site; and availability to the school team.


Student Support Team Membership: Secondary Schools

Student Support Teams generally consist of five to seven members. Core membership includes the administrator/designee, the student's counselor and one or more regular education teachers who participate on a consistent basis. The referring teacher also attends. The student and the parent are encouraged to attend. These members assume a variety of roles during the meeting: facilitator, recorder, participant. See page I-15 for a description of these roles.

ADMINISTRATOR/ DESIGNEE

Chairperson of the team meetings and of school resources. Provides energy, support and direction to team members.

CLASSROOM TEACHERS

Provide support for the referring teacher; often have a history with the student (especially if student's previous teachers are invited); provide another teaching perspective from a peer.

REFERRING TEACHER **

Initiates identification of areas of concern; gathers complete information/data regarding the student and problem; instructs student based on the strategies jointly developed on the SST Action Plan.

COUNSELOR ASSIGNED to the STUDENT

Gathers complete information/data regarding the student and problem; coordinates/provides longitudinal and comprehensive information regarding student progress in all classes; collects data on home and outside agency contacts, cooperation, collaboration and resources.

PARENT(S) of the STUDENT

Provide additional information; share family concerns; contribute problem related information from home environment; share effective and ineffective home interventions; clarify questions of staff; participate in implementation of strategies jointly developed on the SST Action Plan.

RESOURCE PERSON(S)*

Provides information and another point of view in the problem solving process; knows the school population well; knows local problems and resources.

STUDENT Shares progress, feelings, goals and ambitions; participates in the decision making; is responsible for working on strategies developed on the Action Plan.

* Resource persons could include Outreach consultant, Reading Specialist, Bilingual Specialist,

Counselor, Psychologist, Speech/Language Specialist, Resource Specialist, Adaptive PE teacher, Nurse, career/vocational education specialist, community service provider, etc. Inclusion on the team is dependent on: relevance of the problem to their area of expertise; structure and policies of the school site; and availability to the school team.

** At the SST meeting, the referring teacher is required to participate. The student's other teachers are also invited to participate.




Student name: _______________________________________ Birthdate:_____________

Teacher: ___________________________________________ Date: _____________

Please date all modifications that have been attempted. (Example: Feb.3-20 Repeating directions)

Modifying the teaching mode: ________ Repeating directions.

________ Teaching study skills.

________ Increasing active participation.

________ Teacher circulates around room.

________ Providing visual prompts (board/desk).

________ Provide immediate feedback

(students correct own work).

________ Frequent review of key concepts.

________ Teach student to attend to advance

organizers at beginning of lesson

(set, objective, purpose).

________ Speaking more slowly or loudly.

________ Using classroom contracts.

________ Using cross-age or peer tutoring.

________ Reteaching.

________ Using Peer-partners (Buddy system).

________ Small group instruction.

________ Individualized instruction.

________ Instructional Assistants (if available).

________ Other: _______________________

Modifying the teaching setting: ________ Preferential seating.

________ Changing class or school.

________ Changing schedule.

________ Modify length of school day.

________ Other: _______________________

Modifying instructional materials: ________ Reducing amount of work.

________ Using easier materials.

________ Using more varied materials.

________ Using aids (calculator,word processor).

________ Changing skill/task.

________ Using manipulative materials.

________ Using color-coded text.

________ Using books-on-tape.

________ Using graphic organizers

(visual/spatial displays).

________ Modifying testing mode/setting.

________ Other: _______________________

Modifying home/school relations: ________ Parent conference/contacts (please use Contact

Log or describe contacts on another sheet.) ________ Daily/weekly reports home.

________ Parent contracts.

________ Home visit.

________ Community/Migrant liaison contact.

________ Other: _______________________

Modifying student's behavior: ________ Reteach expected behavior.

________ Examine student success rate

(95% during independent practice).

________ Reinforcing positive behavior (4:1).

________ Using mild, consistent consequences.

________ Goal setting with student.

________ Using individual contract.

________ Using school-wide reinforcement

with target student.

________ Group or individual counseling.

________ STP: "soft talk with the principal".

________ Other: _______________________

Requesting consultation: ________ Other (including past) teacher.

________ Resource teachers.

________ Resource Specialist.

________ Speech and Language Specialist.

________ School psychologist.

________ Student Study Team.

________ Principal/Assistant Principal.

________ Adaptive PE teacher

________ Others: _______________________

Referral to district services: ________ GATE.

________ SIP.

________ ESL.

________ Bilingual classroom.

________ Migrant services.

________ Opportunity program.

________ Attendance.

________ Other: ________________________

Referral to community services:

________ Volunteer services.

________ Youth services.

________ Family services, Mental Health.

________ Counseling services.

________ Big Brother, Scouts, etc.

________ Other: ________________________

________ Other: ________________________

Please keep a record of all modifications that have been

attempted. Documentation of which modifications were

attempted, their duration, and their degree of success will be

valuable if the student is referred for special education

assessment. Revised 9/01

ELEMENTARY CLASSROOM MODIFICATIONS


Student name: ____________________________________ Birthdate:______________

Teacher: ____________________________________________ Date: _____________

Please date all modifications that have been attempted. (Example: Feb.3-20 Repeating directions)

Modifying the teaching mode: ________ Repeating directions.

________ Teaching study skills.

________ Using class assignment calendars & class notebook.

________ Increasing active participation.

________ Teacher circulates around room.

________ Providing visual prompts (board/desk).

________ Provide immediate feedback

(students correct own work).

________ Frequent review of key concepts.

________ Teach student to attend to advance organizers at

beginning of lesson (set, objective, purpose).

________ Speaking more slowly or loudly.

________ Using classroom contracts.

________ Using cross-age or peer tutoring.

________ Reteaching.

________ Using Peer-partners.

________ Small group instruction.

________ Individualized instruction.

________ Instructional Assistants (if available).

________ Other: _______________________

Modifying the teaching setting: ________ Preferential seating.

________ Changing class or school.

________ Changing schedule.

________ Modify length of school day.

________ Other: _______________________

Modifying instructional materials: ________ Reducing amount of work.

________ Using easier materials.

________ Using more varied materials.

________ Using aids (calculator, word processor).

________ Changing skill/task.

________ Using manipulative materials.

________ Using color-coded text.

________ Using books-on-tape.

________ Using graphic organizers (visual/spatial display)

________ Modifying testing mode/setting.

________ Other: _______________________

Modifying home/school relations: ________ Parent conference/contacts (please use Contact

Log or describe contacts on another sheet.)

________ Daily/weekly reports home.

________ Parent contracts.

________ Home visit.

________ Community/Migrant liaison contact.

________ Other: _______________________

Modifying student's behavior: ________ Reteach expected behavior.

________ Examine student success rate

(95% during independent practice).

________ Reinforcing positive behavior (4:1).

________ Using mild, consistent consequences.

________ Goal setting with student.

________ Using individual contract.

________ Group or individual counseling.

________ Developing objective grading system with daily

participation a %age of weekly & final grade.

________ Teach students the grading system

(students keep weekly records of grade).

________ Other: _______________________

Requesting consultation: ________ Other (including past) teachers.

________ Resource teachers.

________ Counselor.

________ Resource Specialist.

________ Speech and Language Specialist.

________ School psychologist.

________ Student Study Team.

________ Principal/Assistant Principal.

________ Adaptive PE teacher

________ Others: _______________________

Referral to district services: ________ GATE.

________ Remedial courses or labs.

________ ESL.

________ Bilingual classroom.

________ Migrant services.

________ Opportunity program.

________ Attendance.

________ Other: _______________________

Referral to community services:

________ Volunteer services.

________ Youth services.

________ Family services, Mental Health.

________ Counseling services.

________ Big Brother, Scouts, etc.

________ Other: _______________________

Please keep a record of all modifications that have been

attempted. Documentation of which modifications were

attempted, their duration, and their degree of success will be

valuable if the student is referred for special education

assessment. Revised 9/01

SECONDARY CLASSROOM MODIFICATIONS




Referral & Assessment

We know Johnny is having trouble learning to read. Why do we have to give him more tests?



Initial Referral Flowchart Interventions on previous SST Action Plan(s) have been implemented, but student

has not made adequate progress. SST Chairperson invites parent to attend follow-up

meeting. Psychologist and/or other specialists may also be invited to attend.

Follow-up meeting is held: SST may:

1) generate new interventions and set follow-up meeting date,

2) determine the student may be eligible for a 504 Plan, or

3) decide the student should be referred for assessment to determine whether the

student is eligible for special education services

2) If student is eligible for 504

assessment and planning, plan is

developed. (Refer to 504

procedures in Section I, pages

42-xx). SST Action Plan is

completed and filed in CUM.

3) If student will be referred for assessment to determine whether he/she is

eligible for special education services, the team completes Referral for Special

Education Assessment (SELPA 4) which summarizes the Action Plan(s) and

follow-up information.

The Date of Referral noted on this form begins the 15-day timeline in which

the Assessment Plan (SELPA 8) must be developed and presented to the

parents for their consent.

On the date of the referral:

1) SST Chair notifies case carrier of referral;

2) Case carrier notifies parents of referral, sending Parent Notice of Referral for

Assessment (SELPA 5) and Parent and Child Rights and Procedural Safeguards

(SELPA 6). If the parent(s) attended, they may receive these forms at the meeting.

3) Case carrier notifies assessment team of referral. Procedural Checklist (SELPA 1)

and Contact Log (SELPA 2) are started. If needed, a Request for

Interpreter/Translator (SELPA 12) is completed. If assessment team members are

present, they may develop the Assessment Plan at the meeting.

The assessment team develops Assessment Plan (SELPA 8) and presents

the plan to the parents for their consent. Parents must receive the plan

within 15 days from the Date of Referral. (See Section III: Assessment.)

1) SST generates new interventions. Action Plan is written. (Refer to SST procedures in Section I,

pages 1-40.)

15 calendar days



Assessment Flowchart Assessment Plan (SELPA 8) is developed. Case carrier or assessment team member

meets with parents or calls them to explain the parent and child rights and to request

their consent to the proposed Assessment Plan. Parents may also be interviewed

regarding a health and developmental history. They may also be asked to complete the

Parent Permission to Exchange Information (SELPA 9) and the

Parent Assessment of Child (SELPA 10).

Assessment team members begin student file. Files include copies of the following:

Contact Log (SELPA 2), Request for Special Education Assessment (SELPA 4),

Parent Notice of Referral for Assessment (SELPA 5), Assessment Plan (SELPA 8), and,

if appropriate, Parent Permission to Exchange Information (SELPA 9), and

Request for Interpreter/Translator (SELPA 12).

Files should also have copies of CST/SST Action Plans. Case carrier, or designated

assessment team member, maintains Procedural Checklist (SELPA 1).

15 calendar days

Assessment may begin as soon as signed Assessment Plan is returned. Multi-

disciplinary team should include a teacher and a psychologist. The team may also

include a speech and language specialist, itinerant teachers, or other specialists.

Assessments of Black/Afro-American students are conducted according to

recommended guidelines.

Nurse conducts vision and hearing screening.

Classroom observation is completed by staff other than the classroom teacher.

If student is being considered for an SDC, the assessment must be conducted in

accordance with the SDC Referral Checklist (SELPA 33).

Optional information to be collected:

Classroom Information (SELPA 11) from regular class teacher(s), and

Health and Development and Parent Assessment of Child from parent.

Each assessment team member writes an assessment report. See sample Academic

Assessment Report, and Speech and Language Report (SELPA 14).

Individual assessment reports may be given to psychologist or case carrier to compile

into a comprehensive psycho-educational report.

IEP Team meeting is convened to discuss results of assessment. See

Section IV: Individualized Education Planning Meeting.

Parents sign and return Assessment Plan and

Parent Permission to Exchange Information.

60 calendar days





Individualized Education Plan

Now that we understand why Johnny is having trouble learning to read, what are we going to do to help him learn?



Once the Assessment Plan (SELPA 8) is signed by the parent and returned to the case carrier, the

multi-disciplinary assessment team has 60 days to conduct the assessments, write the assessment

report(s), and convene the IEP meeting. For students being considered for SDC placements,

assessment is conducted according to the SDC Referral Checklist (SELPA 33).

IEP Team meeting is convened. IEP Teams include the parents, general education teacher(s),

special education provider(s), administrator(s), assessors, others with special knowledge or

expertise, the student, representatives of agencies implementing transition services.

(See page IV-__ for required team membership.)

The team reviews the assessment reports summarized on IEP: Present Levels of Performance

(SELPA 15), and determines whether the student is eligible for special education services.

The Eligibility section of

IEP: Eligibility/Progress Review/

Special Factors (SELPA 18) is

completed. Interventions for the

general classroom may be

recommended by the team and noted

on that form or on IEP:Additional

Information (SELPA 16), and/or the

student is referred back to the SST.

IEP: Program/Consent (SELPA 20)

is signed by the team members. File

copies of SELPA 15, 16, 18 & 20

with assessment reports according to

color codes.

IEP is written and placement is determined: IEP will include:

- IEP: Present Levels of Performance (SELPA 15)

- IEP: Annual Goals & Short-term Objectives (SELPA 17)

IEP: Eligibility/Progress Review/Special Factors (SELPA 18)

- IEP: Accommodations/Proficiencies/Transition (SELPA 19)

- IEP Program/Consent (SELPA 20)

The IEP may also include:

- IEP: Additional Information (SELPA 16), if needed.

- IEP: Individual Transition Plan (SELPA 32) for students 16

years or older, and younger, if appropriate.

- IEP: Behavioral Intervention Plan (SELPA 30),

- IEP Interim Behavioral Intervention Plan (SELPA 29)

- IEP: Determination of Need for a Functional Analysis

Assessment (SELPA 28)

- IEP: Escalation Cycle Management Plan (SELPA 26)

If the parent agrees to the IEP, it is signed.

IEP: Data: Ages 3-22 (SELPA 21-A) is

completed. Forms and assessment reports are

distributed to parent, teacher, CUM and Special

Services file. Transportation, scheduling and

registration are arranged.

If parent does not agree to the IEP, write "deferred

for a new date," and reschedule another meeting.

Implement those components of the IEP that the

parent has agreed to. During interim, staff may

counsel with parents and/or ask parents to visit

placement options being considered.

Placement is reviewed at least annually. Reviews may take place earlier at request of

any team member. See Section V: IEP Reviews.

Individualized Education Planning Meeting

Parents are notified in writing in advance of the IEP meeting.

Chairperson sends Notice of IEP Meeting (SELPA 13) to parents and to team

60

calendar

days

Student is not eligible for

special education services

Student is eligible for

special education services


Required IEP Team Members include: 1) the parents;

2) the general education teacher if the K-12 pupil or preschooler is or will be in general education program;

3) the special education provider(s);

4) a local education agency representative who can provide or supervise special education services who is knowledgeable about district resources and the general education curriculum;

5) individuals who performed the assessments or who can interpret the educational implications of the assessment results;

6) individual(s) who at the discretion of the parents or agency may have special knowledge or expertise regarding the child;

7) when appropriate, the child (the student at age sixteen must be invited to the IEP meeting to develop transition services plans as must any agencies responsible for implementing transition services).


When is an IEP Team Meeting Required? An IEP required as the result of an assessment (initial

assessment or additional assessment): within 60 days from the receipt of the parents' signed consent for assessment is received by the district (not counting days between the pupil's regular school sessions, terms, or days of school vacation in excess of 5 schooldays).

For a pupil for whom a referral has been made 20 days or less prior

to the end of the regular school year, the IEP meeting shall be held within 30 days of the commencement of the subsequent regular school year.

Review IEP (Parent Request): within 30 days after the district

receives the parents written request to review the IEP Review IEP (General and/or Special Education Teacher

Request): to propose changes in the existing IEP (no timeline specified by state law).

Review IEP (Annual): within 1 year from the date of the current

IEP. Review IEP (Triennial): within 3 years from the date of the initial

IEP, or the date of the IEP incorporating the most recent triennial reevaluation.

Review IEP (Student Progress): The pupil demonstrates a lack of

anticipated progress (no timeline specified by state law). An IEP for a student receiving special education services

who transfers into a school district from a school district not in the same local plan. An interim placement that conforms to the IEP written in the previous district may be provided for no more than 30 days. Before the expiration of the 30 days, the IEP team must review the IEP.



IEP Meeting Agenda 1. Welcome parents and team members and state the purpose of the meeting. 2. Introduce all team members present and distribute and review agenda. State

the anticipated duration of the meeting. 3. Summarize Parent and Child Rights and Procedural Safeguards (SELPA 6).

• Parent consent for assessment & placement • Parent right to confidentiality • Annual review and triennial review • Right to a due process hearing • Legal document; can continue even if there is a change of residence

4. Briefly review the history of the case. 5. Review individual assessment reports. Describe student's present levels of

performance 6. Elicit and address parent concerns. 7. Determine whether the student is eligible for special education services. 8. If the student is eligible, develop an Individualized Education Plan (IEP).

A. Identify strengths and needs, including: specific information on present levels of performance, assessment information,

parent concerns, progress on previous goals and objectives (if applicable) how the student’s disability affects his/her involvement in the general education

program B. Establish goals and short-term benchmark objectives:

goals and objectives the student needs to achieve for the duration of the IEP career/vocational needs of the student (if appropriate) how the parent will be regularly informed of the child’s progress.

C. Recommend services needed, including: modifications needed in the regular program; supports for school personnel communication needs of the student, especially if the student is hearing impaired

or has limited English proficiency method of reading instruction if student is visually impaired

transition goals for the student, if student is 14 years old or older how the student will participate in district and statewide testing, or alternative

methods of assessing progress if the student is not participating in statewide testing. D. Consider placement alternatives:

describe special education programs and services (beginning dates, and anticipated frequency, location and duration)

E. Other options: graduation requirements for high school students if the student is 17, the rights they will acquire when reaching majority age. district attendance or discipline policies, if appropriate

If the student is not eligible, the appropriate sections of the IEP are completed. The team may suggest interventions to assist the student in the general education classroom.

9. Discuss recommendations and respond to team members' questions. Once an agreement is reached, restate the agreement by reviewing and explaining all portions of the IEP.

10. Obtain signatures on the IEP forms and distribute copies. See code on bottom of forms for distribution.

11. Thank the participants and adjourn the meeting.


Required IEP Forms SELPA 15: IEP: Present Levels of Performance

Only one SELPA 15 is completed for each IEP. If additional space is needed to describe the present levels of performance, the team uses SELPA 16(s). If the student is receiving more than one service, the case carrier usually drafts SELPA 15; other service providers write present levels of performance on SELPA 16(s).

SELPA 16(s): IEP: Additional Information One or more SELPA 16s may be completed for each IEP. Each assessor/provider writes a summary of present level of performance (PLOP), including student needs and baseline data related to goals. These PLOPs may be combined on a single SELPA 16, or each service provider may submit a separate form.

SELPA 17(s): IEP: Annual Goal and Short-Term Objectives (Benchmarks)

One or more SELPA 17s are completed for each IEP. Each assessor/provider writes goal(s) and objectives(s) to address needs specified in the present levels of performance. Reporting periods for all providers' goals should coincide with the general education reporting periods.

SELPA 18: IEP: Eligibility/Progress Review/Special Factors One SELPA 18 is completed for each IEP. Each IEP team member contributes to the discussion related to eligibility, progress review and special factors (including suggestions for modifications and supports for school staff).

SELPA 19: IEP: Statewide Assessment/Graduation/Transition One SELPA 19 is completed for each IEP. IEP team members discuss options related to assessment, graduation and transition options.

SELPA 20: IEP: Program/Consent One SELPA 20 is completed for each IEP. IEP team members discuss options and reach consensus regarding the education program.

SELPA 21-A: IEP: Data (Ages 3-22) One SELPA 21-A is completed for each IEP. The case carrier completes this data page based on decisions made during the IEP team meeting.

SELPA 32: IEP: Individual Transition Plan One SELPA 32 is completed for an IEP for a student age 16 and older (and younger, if appropriate).

In addition, if the student's behavior warrants behavioral interventions, the IEP may also include, when appropriate:

SELPA 26: IEP: Escalation Cycle Management Plan SELPA 28: IEP: Determination of Need for a Functional Assessment SELPA 29: IEP: Interim Behavior Intervention Plan SELPA 30: IEP: Behavioral Intervention Plan


Sample Summary of Parent and Child Rights and Procedural

Safeguards

At each IEP meeting, the administrator should give a brief summary of the Parent and Child Rights and Procedural Safeguards. For example:

As parents, you are a very important and valued member of the IEP team. No decisions regarding your child's educational program will be implemented without your signed consent. You have the right to review your child's educational records and those records will remain confidential unless you give written permission to release them.

Your child's IEP will be reviewed at lease once a year but you have the right to request that an IEP meeting be convened at any time you think it is necessary.

Since the IEP is a legal document, your child remains eligible for special education services if you move. You should present your child's IEP immediately upon enrollment in a new school.

If you have concerns or issues that cannot be resolved within the IEP process at the local level, there is a formal complaint procedure available and it is described in your copy of the Parent and Child Rights and Procedural Safeguards.


Muestra de un Resumen de Los Derechos y Garantías Procesales de

Padres y Niños

En cada reunión PEI, el administrador debe darle un resumen de Los Derechos y Garantías Procesales de Padres y Niños. Por ejemplo:

Como padres, ustedes son miembros muy importantes y valiosos del equipo PEI. No se implemetará ninguna decisión en relación al programa educacional de su hijo/a sin su consentimiento firmado. Ustedes tienen el derecho de revisar los expedientes de su hijo/a y éstos van a permanecer confidenciales a menos de que nos den permiso por escrito para divulgarlos.

El PEI de su hijo/a va a ser revisado por lo menos una vez al año pero ustedes tienen el derecho de solicitar que se haga una reunión PEI cuando lo estimen necesario.

Ya que el PEI es un documento legal, su hijo/a pemanece elegible para recibir servicios de educación especial si ustedes se movieran a otro lugar. Si así fuera deben presentar los documentos del PEI inmediatamente al inscribirlo/a en la nueva escuela.

Si tienen alguna preocupación o problemas que no pudieran ser resueltos dentro del proceso PEI a nivel local, existe un procedimiento formal de quejas disponible y está descrito en su copia de Los Derechos y Garantías Procesales de Padres y Niños.


IEP Reviews

Has Johnny made progress in reading? What does he need to learn next? Does he need the same services next year?



Conducting IEP Reviews Flowchart

Review date was determined during previous IEP meeting, or review is requested by IEP

team member (including parent). If parent requests a review of the IEP, the meeting must

occur within 30 days of receipt of the written request (except days in July and August).

IEP Chairperson/Specialist determines type of review and follows appropriate procedures:

Annual review or review at request of team member (V-5)

Matriculation review for preschool student (V-7); or for 5th or 8th grade student (V-9)

Review for student who may require a positive behavioral intervention plan.

Three-year reevaluation and review (V-11)

Review for graduating 12th grade student (V-13)

Data are collected regarding student progress on goals/objectives for review,

including test information, reports from other teachers, work samples, etc.

IEP is completed (SELPA 15, 17, 18, 19, 20 and

21-A are required, as are copies of previous

years' goals and objectives). In some cases, an

IEP: Individual Transition Plan (SELPA 32),

and/or documentation related to behavioral

planning (SELPA 26, 28, 29, and/or 30), and/or

IEP: Data: Alternate Assessment (SELPA 21-B)

may also be required. Parent consent is obtained

for placement. IEP: Data (SELPA 21-A) is

completed. Arrangements for school enrollment

and transportation are made.

Several days prior to the meeting date, IEP Chairperson/Specialist/Case carrier

sends Notice of IEP Meeting (SELPA 13) to parents and other IEP team members.

Prior to the meeting date, Chairperson/Specialist/Case carrier calls parents to

confirm meeting attendance. Forms to be used during meeting are prepared.

Review IEP meeting is held.

IEP: Present Levels of Performance

(SELPA 15), IEP: Program/Consent

(SELPA 20), and IEP: Data

(SELPA 21-A ) are completed with

recommendations for successful

integration into the regular education

program. Student may be referred to

the SST, or a 504 Plan may be

developed.

Placement is reviewed annually. Every third year, a triennial reevaluation is

conducted. A Triennial Assessment Plan (SELPA 31) is developed by the

assessment team (including the parents) and parent consent is obtained

whether formal or informal assessments will be conducted.

Student remains in special education. Student returns to general education



Students Transferring into the SELPA with Active IEPs

What happens when a student moves to Monterey with an IEP from another County or another state?



Student has an active

IEP from district within

Monterey SELPA.

Case carrier contacts

previous placement to

verify program and student

needs and completes first

section of the IEP: Interim

Placement (SELPA 24).

Case carrier meets with parents and potential

teacher(s). Parent consent is obtained for placement in

a program comparable to the previous placement.

Parents are given Parent and Child Rights and

Procedural Safeguards (SELPA 6). Forms completed:

IEP: Interim Placement (SELPA 24), IEP: Data

(SELPA 21-A) Parent Permission to Exchange

Information (SELPA 9), Assessment Plan (SELPA 8)

for academic assessment. Interim placement is

initiated and IEP meeting is scheduled within 30 days.

Case carrier sends Parent Permission to Exchange Information (SELPA 9) to

request records from previous school district. If records are not received within 10

days, a second request is sent. Data are collected in the interim placement setting

on academic and classroom functioning.

Student was previously

enrolled in special

education, but has no

active IEP.

Student has

active IEP from

another SELPA.

Student is enrolled

in regular

education

program. He/She

may be referred to

the school Student

Support Team.

Case carrier obtains

information from

the parent about the

previous placement,

and contacts the

previous school to

obtain the student's

records. The IEP is

implemented by

providing the same

The annual review

occurs on the date

specified in the IEP.

However, an IEP

review meeting may

be held at any time

prior to the annual

review date.

Student transfers into the district. Registrar determines whether student has been

previously enrolled in special education. Registrar contacts the principal, school

psychologist, RSP and/or S/L specialist to become case carrier and meet with

parents. Registrar also contacts the department head at secondary schools. Case

carrier meets with parents to obtain information about the previous placement.

If records are received, case carrier copies records for staff and school files, and the

IEP meeting is held within 30 days of consent to the interim placement. (Follow

parent notification and IEP meeting procedures outlined in previous sections.) If

records are not received within 21 days, meet with the parents to request an

extension of the interim placement and to obtain permission for full assessment.

Complete a Timeline Extension Request (SELPA 7) and an Assessment Plan (SELPA

8) (Follow assessment and notification procedures outlined in previous sections )

Transfer Procedures Flowchart



Documents

Referral to Review_SST_504_SPED