Special Education Procedures · 10/24/2011 This Procedures Manual is intended to be a resource for Muscatine special education teachers. It is not intended to be all encompassing

MUSCATINE COMMUNITY SCHOOL DISTRICT

Special Education Procedures

A Guide for MCSD Special Education Teachers

Office of Special Programs

10/24/2011

This Procedures Manual is intended to be a resource for Muscatine special education teachers. It is not intended to be all encompassing nor a final product. We encourage you to send your suggestions for improving this document to Jan Collinson, Director of Special Programs ([email protected]).

MCSD Special Education Procedures - Revised 10-24-2011 Page 2 of 39

Table of Contents Introduction ................................................................................................................................................................4

Questions and Concerns ............................................................................................................................................4

District Forms .............................................................................................................................................................5

Beginning / End of Year Checklists ..............................................................................................................................5

Beginning of the Year Checklist ..............................................................................................................................5

End of the Year Checklist .......................................................................................................................................5

Individual Student Caseload Report .............................................................................................................................6

Chapter 103 of Iowa Administrative Code - Corporal Punishment ...................................................................................6

Parent Contact Information Form ............................................................................................................................6

Seclusion Log .......................................................................................................................................................6

Administrative Designee .........................................................................................................................................6

Medicaid ...................................................................................................................................................................7

Records Access ........................................................................................................................................................7

Special Education Records Access List ...................................................................................................................7

Special Education Access Log ................................................................................................................................7

Translations ..............................................................................................................................................................7

Transportation Form ..................................................................................................................................................7

Procedures ..................................................................................................................................................................9

Additional Costs ........................................................................................................................................................9

Extended School Year Services ..................................................................................................................................9

Grants/Donations.......................................................................................................................................................9

Manifestation Determination .................................................................................................................................... 10

Para-educators ....................................................................................................................................................... 10

Report Cards.......................................................................................................................................................... 10

Progress Monitoring of IEP Goals ............................................................................................................................ 11

Requests From Outside Districts and/or Parents ........................................................................................................ 11

Student Attendance Center...................................................................................................................................... 11

Student Living Arrangements - Homeless, Foster, Move in or out of District ................................................................. 11

Files .......................................................................................................................................................................... 13

District Files ......................................................................................................................................................... 13


Storage of Current IEP's .......................................................................................................................................... 13

Files of Discontinued Students ................................................................................................................................. 13

Spring Transition Procedures .................................................................................................................................. 14

AEA Staff and Services ............................................................................................................................................. 16

Web IEP ............................................................................................................................................................ 16

Count Date for Weighted Enrollment .................................................................................................................... 16

Guidelines Related to Health Plans and IEPS .......................................................................................................... 17

Appendix .................................................................................................................................................................. 20

Beginning of the Year Checklist ............................................................................................................................... 21

End of Year Checklist ............................................................................................................................................... 22

Special Education Records Access List ..................................................................................................................... 23

Special Education Access Log .................................................................................................................................. 24

IEP Student Suspension Checklist ............................................................................................................................ 25

Projected Spring Transition Roster .......................................................................................................................... 26

Individual Student Caseload Report (ISCR).............................................................................................................. 27

IEP Folder Contents ................................................................................................................................................. 28

Notice of School District Special Education Records Destruction ........................................................................... 29

Administrative Designee - Chapter 103................................................................................................................... 30

Parent Contact Information - Chapter 103 .............................................................................................................. 31

Seclusion Log - Chapter 103 .................................................................................................................................... 32

Student Seclusion Documentation - Chapter 103 ................................................................................................... 34

2009-2010 IEP MCSD Checklist for Medicaid .......................................................................................................... 35

Spanish Translation - Special Education .................................................................................................................. 36

Reading ITBS / ITED Aloud ....................................................................................................................................... 38

Building Specific Information .................................................................................................................................. 39


Introduction

This Procedures Manual is intended to be a resource for Muscatine special education teachers. It is not intended to be all encompassing nor a final product. We encourage you to send your suggestions for improving this document to Jan Collinson, Director of Special Programs ([email protected]).

Questions and Concerns

If questions or concerns arise related to district procedures, they should be addressed initially at the building level. If questions cannot be answered at that level, please proceed through the levels, but always be focused on solving problems at the lowest level possible.

Mentor Teacher

Department Head (middle & high school)

AEA Staff (for IEP-related issues)

Building Administrator assigned to Special Education (middle & high school)

Building Administrator

Director of Special Programs

Superintendent

Members of Committee:

Bob Long Karin Ryan

Wendy Callery Monica Connor Jan Collinson


District Forms

The forms described below are included in the Appendix.

Beginning / End of Year Checklists

The activities are required. Use of the checklists, included in the Appendix, is optional.

Beginning of the Year Checklist

1. Post new SE Access List on filing cabinets 2. Update Special Education Access Log in individual IEP folders. 3. Do the services described in the IEP, especially the LRE, match class schedules? 4. List of students with Review Dates and Re-evaluation dates shared with building administrator and AEA

staff 5. IEP accommodations to all staff working with students. 6. IEP testing accommodations to test administrators (if different than general education teachers) 7. Contact AEA to have your roster updated 8. Chapter 103 Forms (varies by student)

a. Parent Contact Information Form for students who may be involved in timeout, seclusion or restraint

b. Seclusion Log c. Administrative Designee

End of the Year Checklist

1. Hand deliver IEP's to next year's teacher at least 5 school days before the last day of current school year. 2. Transportation forms completed for all students who will require transportation for the next school year

completed no later than two weeks before the last day of the current school year. 3. All IEP's are implemented. 4. Extended school year services finalized with parents no later than March 20th. District forms turned into

Office of Special Programs no later than March 20th unless other arrangements have been made.


Individual Student Caseload Report See District SE Plan for more detailed information

The IEP team is responsible for writing the IEP which determines the points assigned to a student. An ISCR will be completed and distributed for the following situations:

Initial IEP

IEP Review / Re-evaluation

Change of Responsibility Teacher

Student new to the district

Student moving from district

Student exiting special education services Amendment The teacher will complete an ISCR form within two weeks of IEP meeting, attach IMS Data Summary Sheet and distribute to:

Director of Special Programs

Building administrator or designee (If requested)

Chapter 103 of Iowa Administrative Code - Corporal Punishment • Regulates what school district employees may and may not do when restraining, confining, and detaining

students.

• Amended in 2008 to provide more detail regarding the allowable parameters when a student is physically restrained, confined, or detained.

• Corporal Punishment is defined as: “…the intentional physical punishment of a student.” This includes the use of unnecessary or unreasonable physical force, or Physical contact made with the intent to cause harm or pain. Corporal punishment by a district employee against a student is illegal.

• All SE teachers and paras receive training in the specifics of timeout. It is their responsibility to follow the laws, rules and regulations. Direct questions to Office of Special Programs or Director of Human Resources.

• The Iowa Department of Education is very clear in the documentation required for each occurrence of seclusion and/or physical restraint. In order to assure all steps are followed and documented, Muscatine School District has developed specific forms to be used by all employees.

Parent Contact Information Form

Complete only for students whose IEP includes use of OI, timeout, seclusion or restraint.

At initial IEP and, at a minimum, at annual reviews thereafter.

Seclusion Log

Kept on each student involved in OI, timeout, seclusion or restraint.

Completed at the time of the seclusion.

Administrative Designee


If a student is in seclusion for forty minutes (K-12) or thirty minutes (ECSE) designee is responsible for determining the next steps. This could include remaining in seclusion, calling a parent, or trying a different intervention. The Designee should be familiar with all options available.

Responsibility of building administrator to maintain current list of staff in the building who could serve as the Administrative Designee.

Responsibility of teacher to know location and use appropriately.

Medicaid

There are specific IEP requirements for those students eligible for Medicaid (Title 19) and receive Medicaid billable services at school. You will be contacted by Office of Special Programs when it is determined that tracking and billing will occur. Teachers and paras will receive training in the appropriate procedures. Medicaid requirements are set by the federal government and must be strictly adhered to.

Records Access

Special Education Records Access List

School districts and area education agencies must maintain, for public inspection, a listing of the names and positions of employees who have access to personally identifiable information of students receiving special education. This form must be completed yearly and posted in all areas where special education records are stored (file cabinet drawer is preferred).

Special Education Access Log

This log records the names of those who access a student's special education record. It is must be kept in each file containing special education records. This should be updated at the beginning of each year.

Translations

Use for translating IEP's and related paper work

Use for requesting interpreter for IEP conferences a. Must be completed and approved in advance.

Not to be used for general translations (newsletters, etc.) not related to the IEP.

Transportation Form

Only completed for students who qualify for transportation based on their disability and it is in the IEP.

If student qualifies but families chooses to provide transportation form does not need to be completed o However, do mark on IEP if student is entitled, even though they may not be utilizing at this time.

Complete at Initial IEP or students new to the district

Student moves to new building because of district decision (programming, etc.) and will require transportation based on the disability, the sending teacher is responsible for completing the form.

Complete no later than two weeks prior to the last day of current school year for current students who will require transportation in the fall.


The process:

Complete online form

Forward to building administrator

Building administrator will forward to Office of Special Programs

Office of Special Programs will forward to Supervisor of Transportation o Will only accept forms from Office of Special Programs o Will not accept incomplete forms

If you know a student will need transportation services prior to the IEP, it is advisable to contact Transportation to allow them time to look at possible routes. However, nothing will be finalized until Transportation receives the form.


Procedures Additional Costs

Involvement of Office of Special Programs is required whenever extra costs are being considered. Examples include, but not limited to:

Para - new or renewal

ESYS beyond typical district offerings

Student specific equipment

Extended School Year Services

Extended School Year Services (ESYS) are special education and related services that meet the standards of the state and are provided to a child with a disability. These services go beyond the normal school year in accordance with the IEP and at no cost to the parents of the child. Because efforts are made to meet each eligible individuals needs during the school year, ESYS are the exception, not the rule. Typically, most students will not be entitled to ESYS following IEP team consideration.

Parents have the right to appeal the ESYS decision and exercise due process procedures so MCSD requires all ESYS decisions to be made and paperwork turned no later than March 20th, which allows 60 days for appeals.

o March 20th o ALL IEP-related paperwork completed o MCSD in-district forms completed unless other arrangements have been made with the Office of

Special Programs

Students qualify for ESYS as determined by state guidelines which are based on IDEA. It is a data-based decision. They are summarize below, but please see the DE website and/or AEA IEP manual for specific details related to qualification, paperwork and services.

o Goal Areas of Concern - First and foremost, there must be a goal area where there are

significant concerns regarding skill acquisition or maintenance of skills during a break in

services. These goal areas should represent skills essential to the progress of the student.

o Regression-based Standard - Regression refers to the failure to maintain an acquired skill in an

identified goal area of concern as a result of an interruption of special education instruction or

support services in an IEP goal area, to the extent that an unreasonable period of re-teaching as

determined by the IEP team will be required to regain previous competence.

o Rare and Unusual Circumstances Standard - Refers to situations where failure to provide a

service will result in the permanent loss or severely limit the pupil’s capacity and potential to

acquire skills needed for the student to benefit from FAPE.

Grants/Donations


SE follows the same School Board policies and procedures as general education. In essence, all applications must have prior approval before being submitted. All donations become the property of MCSD.

Manifestation Determination

A manifestation determination is a procedure to determine if the behavior that precipitated removal that constitutes a change in placement is a manifestation of the student’s disabilities. A manifestation determination may be completed at any time, however it must be completed when a student with disabilities faces disciplinary actions that would result in removal of a student for:

More than ten consecutive days

Any removal for up to 45 school days because of a special circumstance

More than ten school days for separate incidents of behavior that constitute a pattern Please refer to IEP Manual for further details. The Office of Special Programs must be invited to the Manifestation Determination meeting. The Appendix includes the IEP Student Suspension Checklist, which is a suggested way for administrators and teachers to track suspensions for IEP students.

Para-educators

Para educators may be hired as a program para, student-specific para, or (rarely) building-wide SE para. They must meet district requirements as well as job-specific requirements.

Evaluation o Responsibility of a building administrator. Input may be sought from others, but the evaluation itself

cannot be delegated. o If a para is not performing the duties as expected or required, it is the responsibility of the teacher

to make that known to the building administrator.

Schedules o Responsibility of the building administrator, but may be delegated to others.

Please refer to Appendix 'Para-Educator Guidance' for further information.

Report Cards

IEP graphs are to be given to parents, at a minimum, when general education grade reports are given. This is recorded on Page G of the IEP. All schools in MCSD have 9 week grading periods.

If a student is enrolled in a self-contained class, the special education teacher is responsible for assigning grades. The curriculum is to be based on the student’s grade level, although modified as stated in the IEP. A minimum of one grade per week should be recorded in Power School in each subject area.

If a student is assessed using Iowa Alternate Assessment the IEP team may determine a separate report card is not appropriate. The IEP graphs will still be provided to the parents each quarter.


Teachers who are co-teaching or providing support to a student must work in collaboration with general education teachers to determine the appropriate grade.

o If the curriculum is modified for a student, it must be noted on the report card. The following requirements apply. This will depend on the capabilities of Power School. But the bullets below remain the same for a modified curriculum. The IEP must specifically address the modifications.

o Having an IEP or 504 does not automatically mean a modified grade should be used. If a student’s IEP addresses only math, than modifying language arts is not an IEP issue.

o GPA is not affected by a modified grade. If a student earns an A based on the IEP goals, that A is figured the same as an A earned by a non-IEP student.

Progress Monitoring of IEP Goals

All teachers are strongly urged to follow the guidance provided in the AEA Special Education Documentation Guide. AEA staff can also be a good resource. Beginning July 1, 2009, the use of a graph or other visual representation of student data and the targeted level of performance is required! (See IEP Manual)

MCSD requires that all goals be graphed no less than every two weeks.

Requests From Outside Districts and/or Parents

Meeting notices or verbal requests from other districts may come to individual buildings and/or teachers. Such notices are handled at the district level. The Office of Special Programs should be notified immediately.

All requests from outside districts must be handled through the district office.

If you, as a building administrator or teacher, are asked if a student could attend MCSD, you should not give a response, but rather direct them to the Office of Special Programs.

If you indicate to another district or parent that Muscatine can provide services, you could be encumbering funds which is a responsibility reserved to the Office of Special Programs.

Student Attendance Center

Students are assigned based on address and district boundaries.

Parent requests to attend a different building will follow district procedures. Do not ever indicate that a student may attend any school other than their home school until such approval has been gained from the district office.

A student may be assigned to a building other than their home school because of programming needs (BD, physical disabilities, hearing impaired, etc.). This is a decision made by the Office of Special Programs, with input from the IEP team.

Student Living Arrangements - Homeless, Foster, Move in or out of District

Teachers often know a student has changed living arrangements before anyone else. It is important to make both the building administrator and Office of Special Programs aware of changes as soon as you are aware of it. This could cause a change in IEP, the funding, transportation or other services. Changes in living arrangements include, but are not limited to:


Change of address (within Muscatine)

Moved out of town

Homeless (shelters or other arrangements defined by the McKinney Vento Act)

Foster care


Files District Files

There are three main files that a school district maintains. 1. The Cumulative file (Cum folder) which contains the same information for every student, including personal

information (date of birth, parents, etc.), grades, etc. 2. Teacher's 'working files' which contain information pertinent to the student's current functioning and

progress including work samples, testing protocols, progress monitoring data, 'unofficial' communication with parents, etc.

a. This information should be destroyed when no longer needed or after five years. On occasion, teachers may be asked to supply their personal working notes to agencies or individuals. In most cases they are not required to provide their working notes. If you have questions about what must and/or should be provided, contact the Office of Special Programs or Director of Human Resources.

b. These files may be kept in the classroom. c. Once a personal note has been shared orally or in written form it is no longer considered a

personal working note; it becomes an educational record, even if it is not placed in the student’s file. These notes are then accessible to the student’s parent(s) or guardian(s). Personal working notes are subject to subpoena in certain legal proceedings.

3. IEP Folders which contain information directly related to the student's IEP. Please refer to the AEA IEP Manual for detailed information of responsibilities and procedures related to IEP files. AEA staff will also help you maintain appropriate files. The IEP Folder Content Chart (see appendix) is from the AEA Procedures Manual. See the manual for further clarification and details.

Storage of Current IEP's

The current IEP and related special education records may be stored in a locked file cabinet in the student's classroom or in a separate area. The records will be:

Stored separate from the cum folders

Stored in locked or other secure location

Maintained in accordance with FERPA

Accessed only by authorized individuals

Files of Discontinued Students

MCSD must keep records for five years. They cannot be destroyed by a teacher. When a student is longer eligible for special education services (the student graduates, ages out at age 21 or is evaluated as no longer eligible):

ECSE - Grade 8 o Complete IEP file sent to Office of Special Programs no later than the end of that school year.

Grade 9- Transition o Complete IEP file sent to the Department Chair who will follow procedures outlined in the

statewide AEA Special Education Procedures Manual.


Spring Transition Procedures

The following MCSD procedures are intended to help students and teachers make a smooth transition from ECSE to Kindergarten, fifth to sixth grade, eighth to ninth grade and twelfth to the transition program.

IEPs

Written before December 1st must be re-written with receiving team input in the spring (no later than two weeks prior to the end of the current school year).

Written after December 1st will require an amendment to update LRE, pages F and G by the sending team with receiving team input. Note: this is a guideline. Some IEP ‘s may need to be re-written.

Transition Activities

All SE Students will participate in the general education transition activities. If a student needs additional activities: o Sending teacher will contact receiving teacher or Department Chair to make arrangements o If subs or transportation costs are involved, please contact Office of Special Programs.

MHS o Registration procedures require that all 9th graders be registered by the same deadlines set for general

education students. If the parents have not completed the paperwork, the middle school responsibility teacher will submit a temporary ‘ghost’ schedule so that a slot will be saved.

o Special visits arranged on individual basis as needed. Eighth grade teacher will contact Dept Chair to make arrangements. Purpose is to confirm course registration, resolve schedule conflicts, finalize amendments (goals, services, etc.) and address student/parent questions.

Rosters

Receiving school will request roster to be sent.

Sending school will coordinate w/ Office of Special Programs prior to sending. It is suggested all buildings use the 'Projected Spring Transition Roster' provided in the appendix.


Spring Transition Procedures

ECSE to K 5th to 6th 8th to 9th 12th to Transition

Sending Team

Contact principal prior to Spring Visit to discuss student and needs.

Contact school to set date/time for IEP

Send Meeting Notice

Bring updated IEP and draft of new (data, etc.)

Complete transportation form

Send roster to MS upon request. Coordinate w/ Office of Special Programs prior to sending. Note: o Entitlement areas o Students who may need

additional transition activities o Students who will need MS rep

at IEP

Contact school to set date/time for IEP

Send Meeting Notice



Send roster to MHS upon request. Coordinate w/ Office of Special Programs prior to sending. Note: o Entitlement areas o Students who may need additional

transition activities o 'High Profile' students who will need

MHS rep at IEP

Coordinates date and time of IEP meeting convenient for MHS Dept. Chair, parent and current school

Hosts IEP meeting unless MHS states otherwise.

Send Meeting Notice



Provide Office of Special Programs with list of students who are being considered for Transition by December 1st.

Preliminary Meeting (with parent input) no later than November 1

Receiving Team

Host meeting o Secure room, administrator,

general education teacher, AEA

Team writes / finalizes goals and services at meeting

Request rosters from sending schools

Host meeting o Secure room, administrator,

general education teacher, AEA

Team writes / finalizes goals and services at meeting

Request rosters from sending schools

Amendment meetings will be held at MHS.

Attendees: Student, Department Chair, Guidance Counselor, and 8th grade teacher.

March 1st - List of Transition Students to Office of Special Programs

Timeline / Deadlines

Two weeks prior to end of school year - all transition IEP's meetings held and IEP's completed.



Two weeks prior to end of school year - all transition IEP's meetings held and IEP's completed

Activities Student participate in general education activities (Spring Visit)

Special visits arranged on individual bases as needed.

Sending teacher contact receiving teacher

Student participate in general education activities


Sending teacher contact receiving teacher or dept head.

Student participate in general education activities


Sending teacher contact receiving teacher or dept head.

Arranged on individual basis

Other Sample IEP will be provided by middle school team

Sample IEP will be provided by high school.


AEA Staff and Services

Muscatine is a part of the Mississippi Bend Area Education Agency. The primary offices are located in Bettendorf, Iowa. Muscatine has a local office staffed with a Sector Coordinator and other support staff including but not limited to an Educational Consultant, Psychologist, OT/PT, Social Worker and Speech / Language. Each building has an AEA team assigned to them, based on the needs of special programs in the building. AEA staff are members of the IEP team. The Bettendorf office offers additional services such as Assistive Technology, Autism and Media support. All services are available to all students with IEP's and those teachers serving them regardless if the service is based in Bettendorf or Muscatine. Contact your building AEA personnel for specific information.

Web IEP

Deb Chamberlin assigns passwords and provides training and assistance for all special education teachers. As IEP's are completed, a hard copy of the IEP and the IMS Data Summary Sheet is to be sent to Deb.

Count Date for Weighted Enrollment

The Process

The last Friday in October (This is after the official count date for the school district)

The process begins several weeks before the cut-off date. Deb Chamberlin (Muscatine AEA) will send rosters and ask you to review them for accuracy.

o If correct, you initial and return. o If corrections are necessary you must return the roster along with appropriate paperwork

necessary to make the corrections.

All new (initial) students must have an IEP start date on or before the count deadline and the IEP must be on Deb's desk before the end of the day on cut off day. No exceptions.

The Importance of Count

Districts are paid state funding based on the information collected from special education count. The funding is determined by the Weighting Matrix which is based on the services the student receives. If services change significantly, the AEA should be contacted to review the situation and make adjustments if necessary.

It is extremely important that all students are counted and their weighting levels are correct. A 'level 1 student' generates 1.72 times the amount of the general education student. A level 2 student generates 2.21 and a level 3 student generates 3.74.

For example: $5,546 was paid to the school district for every general education student on the District Count (typically done in September). A student with a weighting of 1 would have generated $9,539, level 2 $12,256 and a level 3 would generate $20,742.

This funding pays for all special education costs, including salaries of teachers, paras, classroom materials, transportation, training, material for specific students, summer programming, etc.

To not count a student, or to count them at a lower weighting is not acceptable.

AEA staff assigned to your building are available to help gather information for count as needed. They can hand deliver IEPs the AEA if necessary, but it is far better to plan ahead.


Guidelines Related to Health Plans and IEPS

When does an Individual Health Plan (IHP) need to be a part of the IEP?

This document is intended to help IEP teams make that decision. It is not all-inclusive, but rather a guideline. According the AEA Special Education Procedures Manual (2010) the IEP team must decide if health needs are a concern for the student. This is accomplished by determining if the student has health needs that require intervention, procedures, or services in order to access education.

An IHP begins with a diagnosis related to the student’s physical and/or mental health issue.

There are numerous diagnoses given to students that may include but are not limited to, depression, ADHD, bi-polar, feeding concerns and seizure disorders. However, a diagnosis alone does not determine if a health plan is included as a part of the IEP or not. The team must determine if the impact of that diagnosis on the individual student affects their access to educational services. The severity of the disorder or if it co-exists with other diagnoses will affect the team’s decision. For example, a student may have a diagnosis of depression but it does not affect his/her education. However, a diagnosis of depression coupled with suicidal tendencies may require the student be constantly supervised throughout the school day, thus impacting their access to education and requiring an IHP. Example: 1. Services which may require IHP as part of IEP

a. Catheterization, skin integrity checks, blood pressure checks, insulin checks, etc. must be done at school in order to maintain student’s health.

b. Daily medication regimens performed at school (examples ADHD, Mental Health Diagnoses or other chronic illnesses) that are physician ordered and require ongoing observation, consultation and communication with staff and family.

c. Document in IEP i. Page B – check top two boxes (Health is concern AND will have health plan) ii. Page B - Note under ‘Other Info’ that a health plan exists for XXX condition iii. Page F – suggested wording from Documentation Manual Example: ‘A health plan will be

developed for Simone to address response to seizures and her feeding needs. The health plan will be developed by the school nurse, her classroom teacher, parents and the team representative. The plan may be found in the nurse’s office. The plan may be modified, as needed, without reconvening the IEP team.’

iv. Page F – if para or teacher will provide service, describe in separate box and code as PP. If nurse is required to provide service, describe in separate box and code as NR.

2. Services which may require IHP but NOT as part of IEP a. ADHD medication – No school personnel may require parents to obtain a prescription for medication

identified in the Controlled Substances Act as a condition of their child attending school or receiving an evaluation or services. Although the school can’t require a medication regimen, school staff is allowed to share with the parent observations and information about school performance and behavior. This


also includes reactions to medications and consequences of sporadic compliance with physician driven prescriptions. Therefore, having a nurse present at the IEP is beneficial for all.

b. Asthma inhaler c. Document in IEP

i. Page B – check top box (Health is Concern and addressed in IEP) ii. Page B – ‘Other Information’ – state that student is diagnosed with … (or parent states student

has diagnosis of…). Currently takes medication/uses inhaler/has epi-pen in nurse’s office. d. Short term medication (antibiotics, first aid)

i. These typically are not noted in the IEP e. Sensory assistive devices (glasses; hearing aids)

A diagnosis is related to the student’s physical and/or mental health issue. This diagnosis may overlap with educational and other related services. ‘Mental health’ is often considered ‘behavior’ by the teacher,

and treated as such in the IEP.

Example… Diagnosis: Autism 1. Issue/Concern: Flight Risk

a. Educational Services: Addressed in BIP as behavior of concern. b. Health Services: Addressed in IHP as risk for physical injury.

i. Interventions could be the same - Access to adult during transitions, awareness of areas at high risk for flight, making other adults in the building aware of the student, etc.

2. Issue/Concern: Communication a. Educational Services: Focus on strategies to improve ways to communicate – PODD, picture schedule,

etc. b. Health Services: Focus on the impact of poor communication on environment than teaching student

strategies. For example, train adults to recognize signs of illness. c. Related Services: SLP – Investigate options to increase skills

3. Issue/Concern: Limited Food Preferences a. Educational Services: – Goal to increase the number of food student will eat b. Health Services: Develop plan to monitor what student eats in order to maintain healthy nutritional

status 4. Issue/Concern: Limited Muscle Tone

a. Educational Services: Accommodations student may need in classroom b. Health Services: How to move safely in building c. Related Services: OT/PT – Focus on increasing muscle tone

5. Issue/Concern: Personal Care (i.e. toileting, grooming, eating) a. Educational Services: Goal to increase tasks student can complete independently; train staff to assist

with care b. Health Services: Develop health care plan that outlines the “who, what, where and when” of the care.

In addition, the plan will also cover safety considerations/concerns and staff training if needed. c. Related Services: OT: To increase skill and independence in this area.


When should the nurse be invited to the IEP?

Any time a formal medical diagnosis has been noted, regardless of severity, the teacher and nurse should discuss the need for a health plan prior to the meeting notice being sent. If a health plan will be a part of the IEP, the nurse is considered a member of the IEP team and must be on the meeting notice, in attendance at the IEP, and receive a copy of all communications. The student may have an IHP that is NOT a part of the IEP (for example: asthma, food allergies, cast care, mono diagnosis, etc). The nurse may choose to meet with the parent immediately before or after the IEP to avoid a second meeting date for the parent. In this case, the nurse is not considered a part of the IEP team.

When should the IHP be electronically attached to the IEP?

The special education nurses have the ability to electronically attach the IHP to the IEP when the IEP is being updated and before implementation. When the top two boxes are checked under “Health Needs” on page B and when health-related service box(es) are required on page F, the health plan should be electronically attached.


Appendix

We are in the process of making all special education forms available on the district’s web site.


Beginning of the Year Checklist

Item Notes

District

Post new SE Access List on filing cabinets

Update Special Education Access Log in individual IEP folders.

Do the services described in the IEP, especially the LRE, match class schedules? (Page F)

List of students with Review Dates and Re-evaluation dates submitted to Jan, building administrator, AEA staff

IEP accommodations to staff working with students.

IEP testing accommodations to test administrators (if different than general education teachers)

Check information with Power School: Legal name, DOB, Foster, Homeless

Chapter 103 Forms (varies by student)

Parent Contact Information Form for students who may be involved in timeout, seclusion or restraint

Seclusion Log

Administrative Designee

Submit new ISCR for any students new to your roster or who have dropped, moved out of district, etc.

Building

Personal Reminders


End of Year Checklist

Item Notes

District

Hand deliver IEP's to next year's teacher at least 5 school days before the last day of current school year.

Transportation forms completed for all students who will require transportation for the next school year completed no later than two weeks before the last day of the current school year.

All IEP's are implemented.

Extended school year services finalized with parents no later than March 20th. District forms turned into Office of Special Programs no later than March 20th unless other arrangements have been made.

Building Make sure building check lists are completed

Personal Reminders


Special Education Records Access List Post in all areas where Special Education Records are stored.

School districts and area education agencies must maintain, for public inspection, a listing of the names and positions of

employees who have access to personally identifiable information of students receiving special education.

Complete for staff who have a legitimate educational interest.

Position Names

Position Names

Building Administrators

Teachers

Counselors

Nurses

Secretaries / Clerical

District Administrators

AEA Consultant

AEA Psychologist

AEA Social Worker


Special Education Access Log

Student ____________________________________________________ DOB _________________________

School districts and area education agencies must maintain, for public inspection, a listing of the names and positions of employees who have access to personally identifiable information of students receiving special education. A record must also be kept of persons who access the special education record, the date, and the purpose for the access. This record does not need to show access by parents, the student, or by those employees who were named on the district’s list.

Printed Name of Person Access this record

Date Purpose Comment


IEP Student Suspension Checklist Student: _________________________ Grade: ______ Year: _____-_____

ACTION SUSPENSION DAYS

1 2 3 4 5 6 7 8 9 10 11 12

Record date of suspension.

Check IEP for behavior plan. Determine if plan is different from district discipline code, if so, follow IEP.

Hold meeting with student to provide due process rights. Give oral notice and opportunity for student to respond to charges.

Determine the type and length of suspension.

Provide oral notice to the parent of suspension.

Follow school or AEA board policy regarding written notice to parent of suspension.

Record suspension information in student record. (who, what, when, where and with whom)

Convene the IEP Team using proper notice procedures and conduct IEP review.

Notify district central office if applicable.

Contact AEA personnel as per district policy.

Meet with IEP Team to: plan and conduct assessment activities; develop behavior intervention plan; or review current behavior intervention plan. Provide parents with Parental Rights.

Important Dates to Record:

IEP Meeting Meeting Notice IEP Reviewed IEP Changed Reeval. Needed

__________ __________ __________ ___________ __________ __________ __________ __________ ___________ __________ __________ __________ __________ ___________ __________


Projected Spring Transition Roster School ______________________________________ Teacher __________________ Date ________________ 1. It is the responsibility of the Receiving School to request a roster of students who will be attending in the fall. 2. It is the responsibility of the Sending School to review this roster with the Office of Special Programs prior to

sending the list.

Student Address Areas of Entitlement

Weighting Para - Yes / No

1:1 or Additional Support

Concerns?

Need / Reason for additional transitional activities

1.

2.

3.

4.

5.

6.

7.

8.

9.


Individual Student Caseload Report (ISCR) Points are based on student need as documented in the IEP.

Student DOB Weight

Building Grade

Teacher Date

Mark ONE reason for ISCR Mark ALL that are

documented in the IEP.

Initial IEP FBA / BIP

IEP Review / Re-evaluation Health Plan

Change of Responsibility Teacher 1:1 Para

Student new to the district Alternate Assessment

Student moving from district

Student exiting special education services.

(Describe)

Other (Describe):

1. Teacher will complete within two weeks of IEP meeting

2. Attach IMS Data Summary Sheet

3. Distribute to:

_____ Director of Special Programs

_____ Building administrator (if requested)

Office Use Only:

Date Received

Additional Comments:

Medicaid

Eligible

Billing

Revised 3/18/10


IEP Folder Contents

Legally Required Inclusions Recommended for Inclusion

Documentation of parental consents for all evaluations and re-evaluations

Documentation of general education interventions

Evaluation reports

Documentation of access by qualified parents, students, or employees of the district who may access the records for legitimate educational reasons

Documentation of parental consent for initial placement in special education

Parental requests for evaluations, independent evaluations or program changes

Documentation of consent to receive or share information with other agencies

Minutes of meetings or memoranda prepared for dissemination to other persons (not sole possessions records) to discuss the child’s program or placement

Individualized education plans (IEPs) that may include individualized health plans and / or behavior intervention plans.

Documents related to legal proceedings, including:

Request for pre-appeal

Pre-appeal minutes and agreements

Requests for mediation

Mediation agreements

Requests for due process hearings

Settlement agreements

Administrative law judge rulings

Court ruling

Notices sent to parents notifying them of IEP meetings Daily or weekly (or other periodic) progress charting

Documentation of attempts to contact parents to invite them to meetings if they did not attend

Periodic home-school communications, such as notebooks that travel back and forth in the student’s backpack or email messages

Prior written notice of proposals or refusals relating to the identification, evaluation, placement, or the provision of a free appropriate education (FAPE) for the child

Videos of the student. If the videos cannot be viewed without showing other students, parents do not automatically have a right to access the videos.

Progress reports on IEP goals Audio or videos of IEP meetings

Documentation of compliance with special education disciplinary procedures, such as functional behavior assessments (FBAs) and documentation of meetings to conduct manifestation determinations

Behavior/Disciplinary Record Summaries

Records of persons who accessed the special education record, the dates and the purposes of access.

Documentation of general education interventions

Documentation of parental consents for all evaluations and re-evaluations

Documentation of access by qualified parents, students, or employees of the district who may access the records for legitimate educational reasons

Evaluation reports (AEA and outside agencies) Parental requests for evaluations, independent evaluations or program changes


Notice of School District Special Education Records Destruction

Date: __________ /___________ /__________

Re: _________________________________________________________________ (student name) Birthdate: __________ /___________ /__________ The Muscatine Community School District maintains a permanent record for all students which includes:

Basic demographics (name, date of birth, gender, race/ethnicity, disability status, last known telephone number and address)

Official transcript o Evidence of attendance o Grades/marks attained in all courses and all grade levels o Dates of enrollment o Grade level completed o Year completed

The Muscatine Community School District maintains a student’s special education records for at least five years after special education services end. After five years the special education records may be destroyed. We understand that parents/eligible students may request that records be destroyed prior to the date when the school may destroy records or may request that the file be released to them. We further understand that there may be reasons (e.g., social security documentation) that student records should be maintained by the school. I/ we understand that: ____________________________________________ (student name) Mark One:

was exited from special education services on __________ /___________ /__________;

will be exited from special education services no later than June of ________________________

Year Student Turns 21

Mark both before signing:

__________________________ ’s special education records will be destroyed no earlier than five years beyond the date listed above and

No further notice will be given.

Parent/Guardian/Eligible Student* Parent/Guardian/Eligible Student*

District Representative

* "Eligible student" means a student who has reached 18 years of age or is attending an institution of postsecondary education

Distribution: _____ Parent/Eligible Student _____ School IEP Folder _____ MCSD Director of Special Programs


Administrative Designee - Chapter 103

It is the responsibility of every administrator to maintain a list of staff in the building who could serve as the Administrative Designee. If a student is in seclusion for forty minutes, or thirty minutes for preschoolers, that designee is responsible for determining the next steps. This could include remaining in seclusion, calling a parent, or trying a different intervention. The Designee should be familiar with all options available. Administrative designees could include other administrators in the building, teachers, a counselor or the nurse. Designees will NOT include AEA staff, paraeducators, secretarial or clerical staff, substitute teachers or substitute paras, or volunteers, or anyone involved in the current episode. If a staff member has been involved in the seclusion or restraint, they cannot serve as the designee, even if they are on that designee list. Administrators are encouraged to keep the list in an easily accessible area.

Designee

1

2

3

4

5

6

7

8

9

10


Parent Contact Information - Chapter 103 Student ________________________________ Date ________________________________

School ______________________________________ Grade ___________________

Seclusion is a strategy that is used to decrease intense behaviors such as serious teacher defiance, tantrums,

property destruction, physical aggression toward others, or grossly inappropriate behaviors. The procedure is very much like

having your child sit in a chair or go to their room for a short period as a consequence for misbehavior.

The length of the seclusion varies with the student, the age and the behavior. The goal always is to return the student

to the instructional setting as soon as possible. However, if a student is still highly agitated and unable to return to the

classroom after 40 minutes (30 minutes for preschoolers), an administrator (or designee) will be contacted to help determine

what actions should be taken next. This could include extending the seclusion.

After the seclusion (or in extreme cases, a physical restraint) the staff will help the student to identify the problem

behavior and develop better alternatives to use in the future. Every effort will be made to teach your student the preferred

ways to behave and encourage those behaviors to avoid timeout. We are genuinely concerned and want to help your student

to be successful not only in school but also in life. We feel that seclusion will assist in achieving this goal.

Staff is required to attempt to notify you on the same day as the incident. We are also required to provide you with a

written copy of the documentation which shall be postmarked within three school days of the occurrence. You may elect, in

writing, to receive the communication via email or fax.

While seclusion has been used with good results for behavior much like your student’s, there are possible drawbacks:

Some students find isolation in a seclusion area reinforcing.

Some students require assistance from school staff when going to seclusion.

Sometimes the problem behavior initially gets worse before it gets better.

Your student may briefly miss some school activities while in seclusion. Please complete the contact information below. It is important that you keep the school informed of any changes.

Daytime contact information for same-day notification (please select one)

Daytime

Phone

Parent Name

Number ( )

FAX To the attention of:

Number ( )

Email

Contact information for written documentation (please select one)

US Mail

Name

Address

City, State, Zip

FAX To the attention of:

Number ( )

Email

Parent / Guardian Signature Date

Note: This form is available

on NCR from

Office of Special Programs.


Seclusion Log - Chapter 103 Student ____________________________________________________ Responsibility Teacher ______________________________________________

Date Time Supervising

Staff

Student

Behavior Leading

to Seclusion

Referring

Staff

Day of

Contact

3 Day

Contact

Administrative

Designee

In Out Total Phone / Email /

Fax Date Signature Time

Revised 02-2010


MCSD Written Language Rubric 5 - Experienced 4 - Capable 3 - Developing 2 - Emerging 1 - Beginning

IDEAS

Main Idea

Clearly stated

Focus of entire writing. Supporting Details

Elaborate; provide insight into topic

Move beyond the obvious

Fresh / original

Move from general observations to specifics

Demonstrate writer’s knowledge or experience

Main Idea

Easily identified

Focus of majority of writing Supporting Details

Descriptive; clarify the topic

Primarily restates obvious

Some originality evident

Primarily general statement, lacking specificity

Demonstrate writer’s knowledge or experience.

Main Idea

Present

Not always focus of writing Supporting Details

General; describes topic.

Primarily restates obvious

Lack of originality

Primarily general statement, lacking specificity

Minimal evidence of writer’s knowledge or experience.

Main Idea

Not clear or multiple ideas

Lack of focus on one idea Supporting Details

Minimal connection to topic

Restates obvious

Lack of originality

General statements

No evidence of writer’s knowledge or experience.

Main Idea

Not present or multiple ideas

No evidence of focus Supporting Details

No connection to topic

Restates obvious

Lack of originality

General statements

No evidence of writer’s knowledge or experience.

ORGANIZATION

Organization Structure

Enhances and showcases the central idea or theme.

Catchy introduction

Summarizing conclusion Sequencing is…

Logical

Effective

Used throughout entirety


Supports central idea or theme.

Clear introduction

Clear conclusion. Sequencing is…

Logical

Somewhat effective

Used in majority of writing


Is evident with little confusion.

Introduction OR conclusion present

Sequencing is…

Somewhat logical

Somewhat effective

Used minimally


Is somewhat developed.

Introduction OR conclusion weak or not present

Sequencing is…

Not logical

Detracting from content.

Inconsistent or minimal

Organizational Structure

Lacking / needs development

Introduction and conclusion are not included.

Sequencing is…

Not logical

Distracting from content

Not evident

LANGUAGE USE/FLUENCY - VOICE, EXPRESSION, SENTENCE LENGTH/STRUCTURE, TRANSITIONS, WORD CHOICE

Voice

Appropriate for audience

Enhances effect of writing Words**

Precise

Varied

Engaging Sentences**

Length & complexity varied

Well-structured; definite intent to enhance effectiveness

Transitions**

Varied

Effective

Enhances coherence of writing **Not assessed in 1st grade

Voice

Appropriate for audience

Effective Words

Clear

Varied

Appropriate Sentences

Length and complexity varied

Controlled definite intent Transitions

Varied

Logical

Voice

Generally appropriate for audience Words

Mostly clear, though meaning may be unclear at times.

Uses mostly specific and somewhat varied word choice.

Sentences

Length and complexity have some variety

Demonstrates adequate control of sentences

Transitions

Consistently uses simple and obvious transitions in response.

Voice

At times inappropriate for audience. Words

Reliance on generic words

Some unclear expression, making understanding difficult

Sentences

Repetitive sentence and/or long uncontrolled sentences.

Transitions

Little variety

May not support coherence of writing

Voice

Distracting or inappropriate for audience. Words

Vague, awkward which hinder understanding OR response too short to evaluate

Awkward, repetitive word choice. Sentences

Primarily simple and/or confusing sentence structure.

Transitions

Non-existent or poorly use

Detracts from writing.

CONVENTIONS & LEGIBILITY / PRESENTATION - AGE-APPROPRIATE SPELLING, CAPITALIZATION, PUNCTUATION, USAGE, LEGIBILITY

Above grade expectations of standard conventions of writing.

Above grade expectations of standard conventions with few and minor errors.

Meets grade expectations of most standard conventions with occasional errors that may interfere with understanding.

Below grade expectations of standard conventions with frequent errors that interfere with understanding.

Significantly below grade expectations of standard conventions with numerous errors that distract the reader and make text difficult to read.

Extremely Legible Legible Somewhat Legible Partially Legible Illegible


Student Seclusion Documentation - Chapter 103 S

tud

ent

and

Sta

ff In

volv

ed

Student Date of Incident

Start Time End Time Duration Name of Administrator / Designee (if seclusion exceeds 40 minutes)

Staff Names

Bef

ore

Sec

lusi

on

Student actions which led to seclusion

Staff actions-include alternatives attempted before seclusion

Act

ion

s D

uri

ng

Sec

lusi

on

Student Actions Complied within reasonable time frame

Ignored directives of staff Physically aggressive toward staff Cried /upset

Self-injurious behaviors Verbally threatening toward staff Screamed/yelled

Destroyed property Abusive or profane language Slept

Other:

Staff Actions

Aft

er S

eclu

sio

n Student

Actions

Calm Compliant Agitated, but controlled

Staff Actions

Stu

den

t

Deb

rief

ing

Written Verbal

Behavior that resulted in seclusion Function of behavior Alternatives to use in the future

Sta

ff

Deb

rief

ing

Written Verbal With Student With Adult

List future approaches / interventions which may effectively reduce or eliminate occurrence of this behavior.

Ad

dit

ion

al

Info

rmat

ion

List staff involved if physical restraint If injuries occurred, list below: If property was damaged, list below:

Par

ent

Co

nta

ct

Time Staff

Method: Email Fax #

Phone #

Answered by:

Comments

Copies: 1) Seclusion File 2) Parent 3) Administrator Revised 2-2010


2009-2010 IEP MCSD Checklist for Medicaid Student ________________________________________________________ Date _________________ Meeting Notice: Documents that appropriate personnel invited (nurse, psych, etc.)

Page A

If Health Services will be provided:

Nurse present or 'Agreement to Excuse' form and written input provided (attach to IEP)

If Behavioral Services will be provided:

AEA Psych or Soc. Worker present or 'Agreement to Excuse' form and written input provided (attach to IEP)

Page B

Behavior

Mark 'Yes, behavior is a concern and will be addressed in the attached Functional Behavioral Assessment and Behavior

Intervention Plan.'

Health Needs

Mark 'Yes, health is a concern and will be addressed in the health plan as a part of the student's health records located

in the nurse's office."

Other information essential for the development of this IEP: Note diagnosis if available. State how this (behavior or

health issues) will affect the school day and the services related to diagnosis that will be in IEP.

Describe the effect of this individual's disability on involvement and progress in the general education

curriculum and the functional implications of the student's skills: Note need for para professional.

Page F - Special Education Services: Mark all that apply to the services to be provided. Please refer to the Special Education Procedures Manual for specific

descriptions of services. (Elementary - 420 min) (Middle - 417 min) (MHS - 425 min)

Supplementary Aids and Services Must be marked if adult (para) services are required in BIP or Health Plan, whether

1:1 para or from any adults (ie: always have adult supervision in gen ed setting or escort throughout the day, seizure

monitoring, etc.)

TA Code (Academic Teacher Associate) - Mark for services educationally related such as extra time for class

assignments. These are not Medicaid billable services and must be listed in text box separate from PP services. Time is

academic only; exclude recess, lunch, etc.

PP Code (Para Professional) -Mark for services for health/behavior related services as documented in the BIP and/or

Health Plan. These are Medicaid billable services and must be listed in text box separate from TA services. Time could

include services provided before school day.

Services must be clearly described.

'Service - no LRE minutes' should be selected from the drop down box if services are provided in the general education setting. Used for most services such as seizure monitoring, safety monitoring on the playground, etc.

'Service - LRE minutes' should be selected for services provided in a pull-out setting where the student is removed from the general education setting. Example: Social skills, self-contained classroom.

Enter all possible staff positions that will be providing services. ie: "teacher &support staff" or 'nurse & trained staff.'

The Web IEP requires the name of the service provider. Name will not appear when the IEP is printed.

Time &frequency are required. Must reflect the maximum amount of time staff will provide services. Must be listed as specific number of minutes (a typical student day is 420 minutes). 'Daily as needed' is NOT acceptable.

Transportation Attendant: If attendant services are marked on 'G', have separate text box explaining the need for the

para (monitor for seizures, implement behavior plan, etc.). Maximum minutes are 120 per day and marked as 'Service -

no LRE minutes'. Use PP Code.

Support or Related Services: Must be marked if student receives special transportation (noted on G). Text box

explains if special route, if harness is necessary, etc.

Support or Related Services: Must be marked if professional services provided, as noted in BIP or Health Plan,

whether direct or consultative. Text box describes service. ie: nurse training staff on appropriate procedures or training

for staff on child-specific interventions listed in BIP.

Page G

Specialized Transportation: Check "yes" if Special Transportation is required. Mark if attendant services, specially

equipped vehicle or special routes needed.


Spanish Translation - Special Education

Teacher Date Building

Written Translation

IEP (attached) # Pages Student

Other documents # Pages (Describe and attach)

Oral Translation

Oral translations must be arranged in advance by calling the Director of Special Programs.

This form is used to confirm those dates and times.

IEP Conference Student Grade

Date Time Location

Other Please describe:

Date Time Location

Request for Specific Translator

Requests for a specific translator MUST have prior approval. Supplemental Pay Form

must be completed in advance. Rate of pay is the district standard.

Translator Requested

Reason for Request

For Office Use Only

Translation approved Translation denied

Translator assigned

Signature Date


Request for Transportation - To be used when IEP Requires Transportation Building principal will forward electronically to OSP to forward to Transportation

Student Information

Student School

Teacher Grad

e

Home Address

Today's Date Start Date (Allow a minimum of 5 days)

Check all that apply: Student can ride existing / regular route but driver should know student has

IEP.

Student requires SE route.

Student requires an attendant on

bus

Explain need for SE route and/or attendant:

Parent/Guardian Information (Required) Emergency Contact Information (Required)

Name

Name

Address

Address

Home Ph.

Phone

Alt. Ph.

Relationship to Student

Information for Driver - Please check all that apply & provide additional information Preschool: All preschoolers will have curb to curb

transportation Harness Speech issues Hearing Impaired Visually Impaired Seizures Wheelchair

Lift

Behavior Issues -Please be specific:

Additional Information -Please be specific:

Route Information - Route will be arranged within 5 school days.

Route #1 - To School: School:

Preferred Arrival Time: Morning Route Noon Route

Pick up Address if different than home:

Contact Name: Phone

Comment:

Route #2 - After School

School:

Dismissal Time:

Mark one: Noon Route After-School Route

Drop Off Address if different than home:

Contact Name Phone

Comment:

Mid-Day Routes: Some students may require daily transportation on a third route outside the before and after

school routes. These must be arranged on an individual basis with the Transportation Supervisor.


Reading ITBS / ITED Aloud Protocol for ITBS Reading Comprehension Test Proctors for Students Who Will Be

Reading the Test Out Loud

*Please Note: Having a student read the reading comprehension test out loud is a deviation from the standard test directions for administration, and thus it is an accommodation. Therefore, this

procedure should only be used for children with testing accommodations established in an IEP or 504.

Thank you for taking the time to read these important guidelines for appropriately listening to students who will read aloud to you the reading comprehension test.

1.) The purpose of having a student read the test out loud to you is to make sure that they are actually reading the passages carefully, rather than skimming over them.

2.) We are not allowed to provide any help whatsoever to the students in reading the passages, questions, or answer choices in any way, under any circumstances. Your job is simply to listen to the students read the passages, questions, and answer choices out loud.

3.) You may (and should) read the directions to students exactly as stated in your “Directions for Administration” book.

4.) Before you get started testing, tell the student that you are not allowed to help them read the test in any way, but that you are just a listener, and that they need to read the whole passage out loud to you. Tell the students that if they get stuck on a hard part, that they should simply use the strategies for figuring out hard words that they would use if they were reading all by themselves, or skip the word and move on if they are really stuck.

5.) Most students who will be reading the test out loud will have the IEP accommodation of extended time for testing, so, as long as this is in place, it is not necessary to be concerned about watching a clock.

6.) Remember, for the reading comprehension test, you are simply a good listener!


Building Specific Information

This section is intended for teachers to use for information specific to their building.