Compliance TrainingCDE Comprehensive Review Findings 2017

Administrator Training Part 1Special Education Department

Sarah Dhah sarah-dhah@scusd.eduLisa Moore lisa-moore@scusd.edu

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Learning Outcomes1. Administrators will identify strengths and design solutions

to address district-wide CDE-identified compliance issues.2. Administrators will define Free and Appropriate Public

Education (FAPE).3. Administrators will define Least Restrictive Environment

(LRE) and explain implications for equity and access.4. Administrators will identify resources to support special

education compliance at their sites.

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Norms Treat one another

respectfully as both professionals and learners.

Listen and participate with the intention to understand

and to increase your professional expertise.

Think “beyond the box” about positive possibilities,

new insights, and connections.

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Parking LotQ & A

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Elevator speech...going up?1. Read the “6 Principles of IDEA”

overview: http://bit.ly/2uKHjXs

2. With your table partners, create a 30-second speech describing the 6 principles of IDEA.

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Notice of IEP: Critical Timelines

Initial IEP Within 60 Days of receipt of Assessment Plan (3-1-1.1)

Annual IEP 1 year minus 1 day from previous annual IEP

Triennial IEP 3 years from last Tri assessment or within 60 days of receipt of the Tri Assessment Plan from the parent, whichever comes first

Parent Requested IEP Within 30 calendar days from written request from parent

30-Day Interim Within 30 calendar days of student’s first day in the SELPA

Manifestation Determination

Within 10 school days upon the 11th day of suspension or prior to expulsion hearing

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SEIS snapshot:

What do you see?

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Notice of IEP: Critical Timelines● LEA notifies parents of an IEP early enough to ensure they have an

opportunity to attend (3-3-4.2)● The notice includes an indication of the purpose, time and location of the

meeting and the individuals who will be in attendance (3-3-5.1)● IEP meetings are scheduled at a mutually agreed upon time and place

(3-3-4.2)● IEP team periodically reviews, not less frequently than annually, the

student’s IEP as measured by specific dates (3-3-6)

Timelines Reference Chart: http://bit.ly/IEPTime

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3 Minute Table Talk

Discuss with your table partners what tools or methods your site uses to ensure IEP timelines are met.

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Present Levels● The IEP team considers parent concerns for enhancing the education of the

student (3-3-10.2)● The current IEP includes a statement of the student’s present levels of

performance, including how the disability affects the student’s involvement and progress in the general curriculum (3-2-1)

● The IEP includes a direct relationship and logical consistency between the assessment reports, present levels of performance, goals, and the services to be provided (3-2-3)

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Goals

● The IEP includes measurable annual goals, including academic and functional goals related to the student’s need (3-2-2)

● Goals will enable the student to be involved in and progress in the general education curriculum and meet each of the student’s other educational needs that result from the student’s disability (3-2-2)

By 2/13/2019, given 10 multi-digit addition problems with regrouping, Student will solve with 90% accuracy in 3 consecutive trials as measured by student work samples.

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Progress Reports● IEP must document how the student’s progress toward meeting the annual

goals will be measured, and include when periodic reports (such as quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided (3-2-7)

● IEP team periodically reviews, not less frequently than annually, the student’s IEP, including progress toward annual goals and progress in the general curriculum when developing new goals (3-3-6.1)

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Present Level: According to WJ4 administered on 1/20/2018, student has demonstrated an area of need in math calculation earning a SS79 on that subtest indicating low to low average performance. Teachers also reported this as an area of need, stating “student is unable to complete multi-digit addition tasks and requires additional support”. Parent has also expressed that the student “struggles on math homework, especially regrouping.”

Goal Assessment Baseline: According to a curriculum based assessment, when given 10 multi-digit addition problems with regrouping, Student can solve with 30% accuracy in 3 consecutive trials as measured by student work samples.

Annual Goal: By 2/13/2019, when given 10 multi-digit addition problems with regrouping, Student will solve with 90% accuracy in 3 consecutive trials as measured by student work samples.

Quarterly Progress Report: According to curriculum based assessment and review of work samples administered on 4/1/2018, when given 10 multi-digit addition problems with regrouping, student solved with 60% accuracy in 3 consecutive trials. Student is on track to meet annual goal. Please see attached student work samples.

The progress report mirrors the

goal language which mirrors the

assessment baseline which is

relevant to the present level.

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Parking LotQ & A

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Services● All placement decisions are made by a team that includes the parents, and not

less than 1 general education teacher, not less than 1 special educator, and an LEA representative (5-1-5; 3-4-1.2)

● All placements are determined at least annually, made as close as possible to the student’s home, and in the school that the student would attend if non-disabled unless the IEP team determines otherwise (5-1-5.1)

● Placement in special classes, separate schooling, or other removal of students with disabilities occurs only when the nature or severity of the student’s disability, even with the use of supplementary aids and services, cannot be achieved satisfactorily (5-1-2)

● The IEP must clearly state--for each service--the anticipated frequency, duration, and location and, if needed, modifications (3-2-10; 3-2-4)

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Services (continued)● The IEP must document the projected date

(month, day, year) for initiating services or modifications (3-2-9)

● District policies and procedures must include a provision for a full continuum of services and placements, including general education for each individual with disabilities (5-1-3.1)

● In selecting the LRE, consideration must be given to any potential harmful effect of the placement on the child or on the quality of services that the child needs (5-1-5.2)

Example of LRE Continuum of Services Considerations.

Additional Resource (CDE Guidance): http://bit.ly/2LQEFsO22

Services (continued)

● Placement decisions ensure that the student is not removed from general education classrooms solely because of needed modifications in the general curriculum (5-1-5.3)

● Program modifications must include a description of the following: (3-2-5)○ How modifications will advance student toward attaining annual goals.○ How the student will be involved in and make progress in general education.○ How student will participate in extracurricular activities with students with disabilities and

with non-disabled students.

● If the student will not participate with non-disabled children, the IEP must state the reason why (3-2-6)

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Modifications Accommodations

● Understood Resources:a. https://u.org/2veKYgv b. https://u.org/2vanB7v

● Iris Center Resources:a. http://bit.ly/2O2n2DS

Use these weblinks to compare and contrast accommodations v. modifications in the provided

diagram, then discuss with your table groups.

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Modifications Accommodations Scenario:

Colleague says “I still don’t understand the difference between accommodations and modifications…”

You say...

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Modifications Accommodations

A modification changes what a student is taught or expected to learn.

Accommodations change how a student learns the material.

Give students access to a free and appropriate public education in the

least restrictive environment.

Both

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Signature and Parent Consent● The IEP team includes the parents of the student (3-4-1.1)● The LEA ensures the parents understand the proceedings at the IEP meeting,

including but not limited to, arranging for an interpreter (deaf, native language other than English) (3-3-3)

● The LEA gives the parent a copy of the IEP at no cost (3-3-11)● Each teacher and service provider is informed of specific responsibility

related to implementing the student’s IEP: specific accommodations, program modifications, support for school personnel (3-2-5.4)

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IEP Team ExcusalIf a member of the IEP team is excused, in whole or in part, when the meeting involves a modification to or discussion of the member’s area of the curriculum or related services: (3-4-4)

1. Parent and LEA consent to the excusal after conferring with the member;2. Member submits in writing to the parent and the IEP team information for the

development of the IEP prior to the meeting; and3. The parent agrees to the excusal in writing

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LEA Representative Definition and Mandate

IEP teams must include “A representative of the local educational agency who is qualified to provide, or supervise the provision of, special education, is knowledgeable about the general education curriculum and is knowledgeable about and authorized by the local educational agency to commit the available resources of the local educational agency. 115.78(1m)(d)”

Levine, J. Z. (n.d.). IEP Team Participants. Retrieved from https://www.cesa7.org/sped/pl-07/pl07-ieppro/07-team1d.html30

LEA Responsibilities● LEA makes FAPE available to all eligible students between ages 3-22 (4-1-1)● LEA ensures the student participates with nondisabled students in services

and activities to the maximum extent appropriate (LRE) to meet the needs of the student (i.e., extracurricular, nonacademic activities, including meals, recess periods, and the service and other non academic activities specified in federal regulations ) 5-1-5.4

● LEA ensures that the information obtained from all of the sources is documented and considered during an IEP meeting (3-4-2.2)

● LEA provides special education and related services in accordance with the student’s IEP (4-1-3)

● LEA assists the student to achieve the goals listed in the IEP (4-1-5)- show ed-benefit!!! 31

LEA Best Practices Charting Activity What are the best practices for the LEA to support special education compliance at the school site? What are you already doing that works? What would you like to try?

Beginning of school year: Before IEP meetings: During IEP meetings: Post-IEP meetings:

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Form groups of 3-6 to share some of your ideas about how to

promote compliance at your sites.

https://padlet.com/sarah_dhah2/CDE

Bonus points for including inspirational images with your

responses! 33

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My biggest take-away from today’s training is…

My feedback for the presenters is…

One topic I would like to know more about is…

A challenge I may need more support with is...

Exit Ticket: Thank you for participating in today’s compliance training! Please help us improve by rating your post-understanding of today’s anticipated Learning Outcomes. Scale of 1-4, 1 = no understanding, 2 = some understanding, 3 = good understanding, 4 = strong understanding.

Learning Outcomes Post-training

LO1:Administrators will identify strengths and design solutions to address district-wide CDE-identified compliance issues. 1 2 3 4

LO2: Define essential elements of... 1 2 3 4

LO3: Administrators will define Least Restrictive Environment (LRE) and explain implications for equity and access. 1 2 3 4

LO4: Administrators will identify resources to support special education compliance at their sites. 1 2 3 4

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Parking LotQ & A

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More Resources: http://www.lozanosmith.com/publications.php 37