Teacher Training Series Session Two

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Teacher Training SeriesSession Two IEP /Home
Inventory/Triennial Review

• Special Education Department

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Agenda Session Two

• Compliance Concerns
• IEP Reminders
• Home Visits
• Triennial Review Process

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Systemic Non Compliance Items

• IMPERIAL COUNTY OFFICE OF EDUCATION
• SPECIAL EDUCATION DEPARTMENT
• COORDINATED COMPLIANCE REVIEW
• SYSTEMIC NON-COMPLIANCE ITEMS
• POLICY AND PROCEDUDRES
•  
• GENERAL EDUCATION TEACHER AT IEP MEETING A
  general education teacher must be present at IEP
  meeting for a student who is and/or may be
  mainstreamed into general education class for any
  percentage of their school day (excluding lunch,
  recess/passing periods, and assemblies). If a
  meeting is convened and a general education
  teacher is not present, the meeting will be
  reconvened at a time when the general education
  teacher can be present.
• ASSESSMENT PLAN PROVIDED IN PRIMARY LANGUAGE OF
  PARENT The Assessment Plan is now available in
  Spanish in the computerized IEP program, which
  was not the case at the time of the Self-Review,
  so this item should not be a problem area. If in
  the monitoring process we find assessment plans
  not provided to the parent in their primary
  language, teachers will be expected to reissue
  the assessment plan in the primary language with
  a letter of explanation to the parent along with
  contact numbers in case the parent has any
  questions.
• SERVICE COORDINATOR DESIGNATED ON FAMILY DATA
  INTAKE SHEET A service coordinator will be
  identified during the initial telephone intake,
  if the student has not been determined a Regional
  Center client at time of intake the referral
  agency will designate Early Start Lead teacher as
  the service coordinator.
• PROGRAM SUPPORT, SUPPORT AND SERVICE NEEDED ON
  BEHALF OF THE STUDENT AND SUPPORTS FOR SCHOOL
  PERSONNEL These fields will be defined on the
  IEP with more clarity by indicating Who, What,
  When, Where, and Why for each item. Sample
  language is to be provided at the annual IEP
  training.
• TRIENNIAL TIMELINES A master calendar for
  triennials is to be established. Clerical
  support will be utilized to ensure triennial
  timelines are maintained.

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CCR Monitoring Plan

•  
• 1.    Develop policy and procedures for systemic
  non-compliant items general education teacher at
  IEP meeting, assessment plan in primary language
  of parent, service coordinator identified on
  Family Data Sheet support, services, program
  modification needed on behalf of the student, and
  supports for school personnel written with who,
  what, when, where and why clarification and
  triennial timelines
• 2.    Provide annual IEP training with focus on
  compliance.
•  
• 3.   During IEP meeting, all IEP team members
  will be responsible for review of IEP document
  for compliance.
•  
• 4.    Records clerk will review IEP documents
  incomplete and/or non-compliant IEPs will be
  returned to the IEP team for correction. A list
  of non-compliant items will be maintained for
  review and discussion at Administrative meetings.
•  
• 5.    The Special Education Director will do
  periodically random monitoring of IEP meetings by
  attending 2 IEP meetings monthly of each
  Administrative Designee.
•  
• 6.   The Special Education Director will do
  quarterly compliance review of 12 randomly
  selected student records to include (3 SH, 3
  D/HOH, 3 Infant, 3- Preschool) representative
  of the districts we serve.
•  
• 7.    The SELPA Director will do annual
  compliance review of 12 randomly selected student
  records to include (3 SH, 3 D/HOH, 3
  Infant, 3- Preschool) representative of the
  districts we serve.

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Notice of Requirements of 5 CCR 3052(i)(7)

• (i) Emergency Interventions. Emergency
  interventions may only be used to control
  unpredictable, spontaneous behavior which poses
  clear and present danger of serious physical harm
  to the individual or others  and which cannot be
  immediately prevented by a response less
  restrictive than the temporary application of a
  technique used to contain the behavior.
• (7) Anytime a Behavioral Emergency Report is
  written regarding  an individual who does not
  have a behavioral intervention plan, the
  designated responsible administrator shall,
  within two days, schedule an IEP team meeting to
  review the emergency report, to determine the
  necessity for a functional analysis assessment,
  and to determine the necessity for  an interim
  behavioral intervention plan. The IEP team shall
  document the reasons for not conducting an
  assessment and/or not developing an interim plan.

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Individualized Education Plan

• What is an IEP?
• Summation of information from the parent and the
  school on how the student is presently
  functioning and the goals to be accomplished for
  the current school year and the services to
  assist in the achievement of those goals.
• The goals for the student are based on
  information gather by the teacher at the home
  visit. The IEP team agrees on goals and services
  covered by the IEP.
• This is Federally mandated to be preformed yearly
  for each special education student. We try to
  coincide this with the student birth month.

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Purpose of IEP

• To set goals/objectives that the student is to
  accomplish during the year.
• The goals should be mutually agreed upon by IEP
  team members.
• Goals should be established that all participants
  feel are obtainable, not to high or too low. If
  it is evident the student is not going to achieve
  the goals within the school year we are required
  to modify them so that they will be attainable.
• This is an opportunity to work cooperatively with
  the parents.

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Responsibilities of the teacher

• The teacher is the case manager of each student
  enrolled in their class.
• Set date/time for IEP meeting that is convenient
  for all parties, especially district of residence
  when you need them to be in attendance.
• Conference notice must be sent 14 days prior to
  meeting to give timely notification.
• Make sure all parties are invited a) parents, b)
  all school personnel (district of residence,
  other teachers, speech/language specialist,
  occupational/physical therapists, vision
  specialist, etc.).
• Fill out all portions of the Draft IEP.
• The teacher is responsible for ensuring all
  services and goals agreed to in the IEP are
  carried out.

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IEP Helpful Hints

• Identify strengths first then address needs.
• IEP goals/objectives should result from needs
  addressed in the IEP or assessment.
• If needs are identified in the IEP and goals are
  not developed to address those needs
  justification of why not must be provided in IEP
  notes.
• Relate descriptions to other environments (e.g.
  not just school).
• Be brief. Dont write everything from previous
  years. Build on what was written before.

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IEP Helpful Hints continued

• If Student is taking medication and has medical
  issues (e.g. seizures, diapering, specialized
  feeding procedures) make sure to indicate under
  the health section on the present levels page.
• Dont feel like you have to fill in every section
  on the draft IEP, some parts can be filled in at
  the meeting.
• Goals should build on each other from year to
  year. If students do not achieve a goal, it
  should not just be carried over to the next year
  it should be modified so the student will be
  more successful with achievement of goal.
• Ask for more information from IEP team members to
  add to IEP.

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IEP Helpful Hints continued

• If using specific behavior management plans it
  needs to be indicated on the behavior section of
  the IEP with an accompanied goal and/or support
  with a behavior support plan.
• For students with pervasive and/or self-injurious
  behaviors a Functional Behavior Analysis needs to
  be conducted and a Behavior Intervention Plans
  need to be developed.

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IEP Checklist

• Check calendars of administrative designee,
  district of residence, related services, and
  yourself for possible dates/times.
• Check with parents to see if selected date/time
  is convenient with them. Coordinate with
  triennial review if needed.
• Fill out conference notice. Invite district of
  residence, outside agencies, regular education
  teacher and appropriate related service staff
  at least 14 days prior to meeting.

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IEP Checklist continued

• Copy conference notice or send electronically to
  all invited IEP team members.
• Send original and copy to parent for signature
  need to have original come back for inclusion
  with IEP.
• Distribute copies of conference notice to
  appropriate individuals fax or email when
  possible.
• Complete home visit.
• Complete curriculum assessment.
• Fill out draft IEP. At least two days prior to
  IEP meeting send email message with students
  full name and date of IEP meeting, to IEP
  Administrative Designee with copy to Sylvia Ayala
  and Angela McNeece, informing them the IEP is
  ready to review.
• Day before meeting call parents to confirm
  meeting.

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Home Inventory
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Home Inventory

• What is a Home Inventory
• An interview that the teacher conducts in the
  students home with the parents, guardian and/or
  other significant others, prior to the IEP to
  gather information for instructional programming.

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Purpose of Home Inventory

• Establish rapport.
• Provides opportunity for parents to identify
  needs, concerns, plans and aspirations for their
  child.
• Enhances opportunities to participate in least
  restrictive environment, because it is an
  effective means of prioritizing the skills,
  activities, and environments in which the student
  will receive instruction.
• Come to agreement on critical need for the
  development of IEP goals and objectives prior to
  the IEP meeting.

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Requirements of Home Interview

• Set up convenient date and time for the home
  interview with the parents.
• Arrange for translator if necessary.
• Review students information so that you are
  acquainted with the student. Can look at goals
  from previous year and review progress.
• Copy parent/home inventory from teacher notebook
  disk, so that you have a copy to write on. Take
  this with you to the home visit. Fill it out
  during the interview.
• This is a required activity for each student in
  your class and should be conducted after school
  hours or shortened day unless other arrangements
  cant be made.
• Students should participate whenever possible.

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Teacher Notebook Student Assessment Section

• Parent Contact Guidelines
• Parent letter to send home regarding process
• Parent Interview for Vocation Training
• Current Performance Profile
• Parent Home Inventory
• Parent Home Inventory Update
• Parent Home Inventory Autism Preschool
• Referral for Student Assessment
• Primary Level Functional Skills Checklist
• Secondary Functional Skills Checklist

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Student Assessment

• Initial Assessment
• Triennial Review

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Initial Assessment

• Purpose is to determine eligibility for special
  education services.
• It is a requirement to assess a child in all
  areas of suspected disability.
• Typically for student referred to our program
  which are of school age the district of residence
  is responsible to conduct this assessment.
• For students enrolled in our Early Start or
  Preschool Program assessment responsibilities
  falls on the County Office of Education.
• For students newly enrolled if they have a
  language other than English identified on the
  Home Language Survey the Language Proficiency
  Testing must be completed within 30 days
  (CELDT/ALPI)

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Triennial Review

• What is a Triennial Review?
• The Triennial review is an assessment process for
  special education students to determine continued
  eligibility to receive services. It is conducted
  by individuals who work with the student
  including the parents.
• It is a requirement to assess in all areas of
  suspected disability.
• How often does it need to occur?
• At least every three years and/or at times of
  transition from preschool to kindergarten or from
  high school to adult services.
• It can occur more frequently at request of any
  IEP team member including the parent.

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Triennial Review Process

• Check student triennial due dates to ensure
  compliance with timelines.
• Initiate triennial review process 2 months prior
  to triennial due date. If Limited English
  Proficient and proficiency testing has not been
  completed within the past year redo language
  assessment to determine language assessment
  should be completed in
• Complete Assessment Plan in parents primary
  language with input from Psychologist,
  Speech/Language Specialist, Nurse, (OT VI if
  receiving these services)
• For students recommended for a modified
  assessment, on page 2 of the assessment plan
  under the third section - Alternative Assessment
  place an X in the box marking this section and
  in the describe area write Student has been
  recommended for a modified assessment.
• All assessments must have vision and hearing
  screening.
• Make a copy of the Assessment Plan prior to
  sending it home for parent signature.

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Triennial Review Process continued

• Send assessment plan home for parent signature.
• Follow up with parent to make sure it is returned
  in a timely manner.
• Upon return of signed assessment plan, copy and
  send or fax it to all persons responsible for
  conducting assessment components along with
  Referral for Student Assessment Form.

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Triennial Review Process continued

• Set up date/time for triennial IEP needs to be
  at a convenient time for all.
• Triennial IEP must be set within 60 days upon
  return of signed assessment plan.
• Triennial needs to be held on or before 3 years
  of previous triennial date.
• Complete IEP/Triennial IEP conference notice
  form, COPY and send home to parent for signature.
  Make sure on purpose of meeting you identify it
  as a triennial IEP. Conference notice must be
  sent 14 days prior to meeting for timely
  notification of upcoming meeting.
• Send copy of triennial IEP notice to all parties
  invited to the triennial IEP.

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Triennial Review Process continued

• Complete classroom assessment information for
  inclusion in assessment report (e.g. Brigance,
  Current Performance Profile, or Skills
  checklists)
• Complete SIB-R or other adaptive behavior scale
  and return to psychologist at least 2 weeks prior
  to triennial IEP date.

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• Imperial County Office of Education
• Special Education Department
•  
• Triennial Review Checklist
•  
• Name of Student _________________________________
  __ Language ____________
•  
• Birthdate ____________________________
  Chronological Age ________________
•  
• School ___________________________ Grade
  ___________ IEP Due ___________
• ____ Complete Language Assessment if student is
  Limited English Proficient and language testing
  is more than one year old.
•  
• ____ Completed Assessment Plan in parents
  primary language with date to send home for
  parent signature.
• ____ Complete Referral for Student Assessment
  Form to send to psychologist along with signed
  assessment form.
•  
• ____ Copy/fax/send signed assessment plan to all
  persons responsible for conducting assessment.
•