Week 4 September 26th

1. Week 4 September 26th IEP Amendments, Exit, Written Notice, meeting notes Determining ESY, Special transportation, Alt-Assess, our paperwork, Cum files,

2. Clarification from Last Week Idaho Core Standards Use this link for Health, PE, Science and Social Studies. http://www.sde.idaho.gov/site/content_standards/ The state has not updated this site for English/Language Arts/Reading or Math. DO NOT use this link for Reading and Math standards. Use this link for Math standards http://www.sde.idaho.gov/site/common/mathCore/ and click on the arrow next to “Common Core State Standards Mathematics” near the bottom of the page to access Math standards. Use this link for Reading (English/Language Arts) Standards http://www.sde.idaho.gov/site/common/ELAcore/ccss.htm

3. IEP Amendments When do we amend an IEP? • When data indicates goal/s have been met • When data indicates not making adequate progress toward a goal • To add services, goals, assistive technology, etc. • When a student moves in from another district

4. You may… • Hold a meeting to amend an IEP • Amend an IEP without a meeting – parents must agree by signing form 630 (Form 630 must be dated prior to or same as date of amendment)

5. To Amend an IEP • Describe Changes • Complete a written notice (built into the amendment form) • Ask Darlene to make a copy of the current IEP so that you can make necessary changes (amendments)

6. Example Amendment Form

7. Exiting a student from Special Education When do we exit a student? • When the student moves out of the district • When the parents request in writing • When a student no longer qualifies/no longer meets eligibility criteria

8. To Exit a Student You Must… • Complete a comprehensive evaluation (Eligibility Document) – if determining the student no longer qualifies for special education • Complete a written notice • Be careful not to state the student is dropping out (unless it is absolutely true)

9. Prior Written Notice

10. High Quality Prior Written Notice • Prior Written Notice is a written statement provided by the district to a parent or adult student. • Lack of legal prior written notice - a major procedural error – often found in State Department Complaints.

11. Purpose • Prior WRITTEN NOTICE:A written statement provided by the district to a parent/adult student within a reasonable amount of time proposing or refusing change Applies to any decisions/changes made by the team Parents have 10 days from receiving Written Notice (prior to implementation of changes)

12. Written Notice Provides • A vital component of procedural safeguards • A record of decisions that have been made • A record of actions that will or will not be taken

13. Prior Written Notice • Provide parents with written notice of the school’s proposal or refusal to carry out an action that affects their child. • This is a decision that has been reached but NOT YET ACTED UPON. • This allows parents time to seek resolution if they disagree with the school’s decision.

14. In addition to Referral, Evaluation, Eligibility and IEP, PWN is given when… • There is a Change in LRE placement including exiting special education • Disciplinary removals of a student from his/her regular classroom activities

15. PWN Must • Provide the parent with enough information so that he or she is able to fully understand the district’s proposed action or refused action • Provide enough information to allow the parent to make informed decisions if necessary

16. PWN Must • Must be in words understandable to the general public. • Provided in the native language or other mode of communication used by the parent. (Send all Written Notice Documents to District Office for Translation – if needed)

17. Not placing John in the resource room for extra support was rejected as not in John’s best interest. The team considered continued placement in a self contained classroom with resource support services and sign language instruction from the teacher of the Deaf/Hard of Hearing but rejected that placement based on Joe’s need for more exposure to sign language, growing need to learn more signs and his parents’ desire for him to socialize within a ‘deaf’ culture. You be the JudgeThe following options were considered but rejected because:

18. Classroom performance, behavior, tests and daily work. Classroom performance – Joe does well in the resource room with small group instruction. He is supported with sign language in the resource room but not all instruction is provided in sign language. Teacher observation – Joe is not socializing with other children on the playground without adult assistance. Joe does socialize with other students within the resource room. You Be the JudgeThe following evaluation procedures, tests, records, or reports were used as a basis for the IEP:

19. Parent and teacher input. Joe’s mother expressed her concerns regarding Joe’s social opportunities in his current placement and feels that he would be much more successful in a setting where he can communicate through sign language. You Be the JudgeThe following information and other factors from parents and other sources were used to develop this IEP:

20. Meeting Notes • Not too Little, Not too Much • Should be read at the end of the meeting to assure accuracy • Should be signed by the team

21. Determining Special Transportation • Not all special education students require special transportation • Becomes an LRE decision • Siblings, etc. cannot ride the special bus with the student

22. Determining Alternate Assessment • Students taking the alternate assessment must also have objective/benchmarks for each goal • The team determines the need for Alternate Assessment each year at annual review

23. Example Alternate Assessment Document

24. Assembling a Cum File Newest documents always on top Medicaid documents belong in Miscellaneous http://orientationtospecialeducation.weebly.com/documents.html

25. Sending Paperwork to the District Office http://orientationtospecialeducation.weebly.com/documents.html