Steering Committee Meeting - SharpSchoolcahelp.ss8.sharpschool.com/UserFiles/Servers/Server...2006/10/16 · Steering Committee Meeting Agenda June 10, 2016 Page 2 of 2 7.5 Due Process

Desert Mountain Educational Service Center

Friday, June 10, 2016

Jenae Holtz, CEO Chair

Meeting

Jenae Holtz, CEO Chair Desert/Mountain SELPA 17800 Highway 18 Apple Valley, CA 92307 Phone: (760) 552-7700 Fax: (760) 242-5363 http://dmselpa.org

Steering Committee

CALIFORNIA ASSOCIATION OF HEALTH AND EDUCATION LINKED PROFESSIONS JOINT POWERS AUTHORITY

(CAHELP JPA) STEERING COMMITTEE MEETING

AGENDA June 10, 2016

Desert/Mountain Educational Service Center 17800 Highway 18 •Apple Valley, CA 92307

1.0 CALL TO ORDER

1.1 Adoption of Agenda – June 10, 2016

1.2 Adoption of Minutes – May 13, 2016

2.0 COMMITTEE MEMBERS' COMMENTS/REPORTS

This is the time during the meeting when the California Association of Health and Education Linked Professions Joint Powers Authority (CAHELP JPA), Desert/Mountain Special Education Local Plan Area (SELPA), Desert/Mountain Charter Special Education Local Plan Area (Charter SELPA), and Desert/Mountain Children’s Center (DMCC) staff is prepared to receive concerns/requests regarding items on this agenda or any school-related special education issues. Discussion will include special education policies and procedures as they relate to district coordination and implementation of the SELPA and Charter SELPA Local Plan.

3.0 DIRECTORS OF SPECIAL EDUCATION REPORTS

4.0 DESERT/MOUNTAIN OPERATIONS AREA DIRECTOR’S REPORTS 4.1 D/M Operations 2016-17 Program Changes

4.2 First Class Assessments

5.0 CHIEF EXECUTIVE OFFICER’S REPORTS

5.1 REVISED 2016-17 Steering Committee Meeting Schedule

6.0 DIRECTOR’S REPORTS

6.1 DMCC Client Services Reports

7.0 PROGRAM MANAGERS’ REPORTS

7.1 Professional Learning Summary

7.2 Professional Learning Guide 2016-17

7.3 Professional Learning Updates

7.4 Program Specialist Primary Contact Districts

Steering Committee Meeting Agenda June 10, 2016

Page 2 of 2

7.5 Due Process Activity Summary

7.6 ADR Dates

7.7 Updated Director’s Handbook

8.0 COORDINATORS’ REPORTS

8.1 Transition Services Reports

8.2 PBIS Updates

9.0 PROGRAM SPECIALISTS’ REPORTS

9.1 New Speech-Language Pathologist Cooperative

9.2 Preschool Professional Collaboration Group

10.0 INFORMATION ITEMS

10.1 June 2016 Pupil Count Memo

10.2 County and SELPA Regional Services Reports

10.3 Monthly Occupational and Physical Therapy Services Reports

10.4 Monthly Audiological Services Reports

10.5 Monthly Nonpublic School/Agency Expenditure Report

10.6 Monthly Nonpublic School/Agency Placement Report

10.7 Monthly Low Incidence Equipment Reimbursement Requests Report

11.0 OTHER

12.0 ADJOURNMENT

NEXT MEETING: Friday, August 26, 2016, in the Desert/Mountain Educational Service Center, Aster Room.

CALIFORNIA ASSOCIATION OF HEALTH AND EDUCATION LINKED PROFESSIONS JOINT POWERS AUTHORITY

(CAHELP JPA) STEERING COMMITTEE MEETING

MINUTES May 13, 2016

Desert/Mountain Educational Service Center 17800 Highway 18 •Apple Valley, CA 92307

D/M SELPA Members Present:

Jennifer Johnson Adelanto SD Dale Folkens Apple Valley USD Joni James Barstow USD Dottie Jaeger Bear Valley USD Richard (Rich) Frederick D/M Operations Marie Silva Excelsior Charter Matt Fedders Hesperia USD Emilio Torres High Tech High Jamie Wiesner Needles USD Nelda Colvin Oro Grande SD Cameron Smart Silver Valley USD Diane Hannett Snowline JUSD Alan Tsubota Trona JUSD Tanya Benitez Victor Elementary SD Margaret Akinnusi VVUHSD D/M Charter SELPA Members Present:

Maria Castaneda Aveson School of Leaders Suzie Murdock Aveson Global Phillip Wallace Encore Jr/Sr & Encore Riverside Sara Okun Odyssey Evelyn Clancy Taylion HD Academy Alternates & Others Present:

Amanda Gormley AAE David Wheeler AVUSD Karen Elgan Hesperia USD Brenda Congo Encore Jr. / Sr. High DeShawna Chacon Hemstead Oro Grande SD Francesca Copeland VVUHSD Sylvia Ellison Pathways to College

Steering Committee Meeting Minutes May 13, 2016

Page 2 of 8

Staff Present:

Danielle Cote D/M SELPA Janet Crabtree CAHELP Denise Edge D/M SELPA Rhonda Evans D/M SELPA Corinne Foley D/M SELPA Marina Gallegos DMCC Diane Garcia D/M SELPA Renee Garcia D/M SELPA Colette Garland D/M SELPA Cheryl Goldberg-Diaz DMCC Stephanie Hedberg D/M SELPA Jenae Holtz CAHELP Glenn Low D/M SELPA Maurica Manibusan D/M SELPA Kami Murphy D/M SELPA Stanisha Nash D/M SELPA Daria Raines D/M SELPA Jennifer Rountree D/M SELPA Natalie Sedano D/M SELPA Jennifer Sutton CAHELP

1.0 CALL TO ORDER

The regular meeting of the California Association of Health and Education Linked Professions Joint Powers Authority (CAHELP JPA) Steering Committee was called to order by Jenae Holtz, Chairperson at 9:00 a.m., in the Desert/Mountain Educational Service Center, Apple Valley. The meeting Minutes for April 15, 2016 and the meeting Agenda for May 13, 2016 were adopted as presented. Jenae welcomed Sylvia Ellison, Pathways to College Charter School to the meeting. Jenae stated Pathways to College’s application for membership in the Desert/Mountain Charter SELPA was approved by the CAHELP JPA Governance Council in April. Jenae also welcomed David Wheeler, Apple Valley USD (AVUSD) to the meeting.

2.0 COMMITTEE MEMBERS' COMMENTS/REPORTS

Recognitions Joni James, Barstow USD, thanked the Desert/Mountain Children’s Center (DMCC) for the support with recent crisis incidents.

Jenae reported the DMCC received an award from the State of California Exemplary Program Award at California Mental Health Advocates for Children and Youth


Page 3 of 8

(CMHACY). Jenae stated she and Linda Llamas presented on self-harming & suicide to an audience including youth that shared their experiences. Jenae concluded Linda is at the CMHACY conference today.

Corinne Foley reported Rhonda Evans received the California Speech-Language-Hearing Association (CASHA) Outstanding Associate Award.

Nelda Colvin, Oro Grande SD, thanked Denise Edge for providing the on-site Present Levels of Performance (PLOPs) and Goals training for Oro Grande SD staff.

3.0 DIRECTORS OF SPECIAL EDUCATION REPORTS None.

4.0 DESERT/MOUNTAIN OPERATIONS AREA DIRECTOR’S REPORTS

Rich Frederick encouraged directors to contact him any time they have questions or concerns about Desert/Mountain Operations (DMOPs) staff or services. Dottie Jaeger, Bear Valley USD, thanked Rich for his quick response to concerns and consistent support. Jenae commended Rich for his efforts to improve communication and collaboration between districts, SELPA, and DMOPs.

5.0 CHIEF EXECUTIVE OFFICER’S REPORTS

5.1 Immunizations & Special Education

Jenae Holtz reported the SELPA makes all efforts to provide answers, legal opinions and other guidance for participating local educational agencies (LEAs); however the SELPA is not able to provide a SELPA-wide opinion or take a position on how LEAs should respond to the concerns with requiring proof of vaccinations under Senate Bill 277 (SB 277). Jenae stated the Fagen Friedman & Fulfrost LLP (F-3) December 16, 2015 legal opinion presented today provides recommendations but notes their opinions are not legally binding. She then highlighted some of the points in the F-3 legal opinion and stated the law is clear that students eligible to receive special education services must have access to services as guided by their Individualized Education Program (IEP). Jenae stated LEAs must take a position and the position may be different from one LEA to another.

Discussion followed on health & safety issues and the potential for discrimination lawsuits.

Jenae concluded the bottom line is while SB 277 is not clear; the decision is on each LEA administration as to what stance the LEA will take for the requirement for proof of immunizations.


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5.2 ACSA 2017 Special Education Symposium

Jenae Holtz reported historically the Association of California School Administrators (ACSA) Student Services and Special Education Symposium Every Child Counts Symposium is held in the month of January. Jenae stated based on the consensus of the committee; the SELPA did not schedule a January Steering Committee Meeting for next year; however since the 2017 ACSA Every Child Counts Symposium will be held February 1-3, 2017, if a room in the DMESC is available the SELPA could add a January 2017. Jenae concluded based on the consensus of members present; the SELPA will attempt to schedule a meeting in January 2017.

6.0 DIRECTOR’S REPORTS

6.1 DMCC Client Services Reports

Jenae Holtz reported the DMCC Client Services Reports were distributed to directors by district. Jenae concluded directors may contact Linda Llamas should they have any questions about the reports.

6.2 Independent Educational Evaluation (IEE)

Jenae Holtz presented the Appendix F of D/M SELPA Policy Chapter 25: Guidelines for Independent Educational Evaluation (IEE). Jenae stated Appendix F is a new referral form created to use when requesting the DMCC to conduct an IEE. This form can be used to request an Occupational Therapy, Psycho-educational, or Speech and Language IEE.

Denise stated this form will also improve tracking the progress and billing for IEEs.

Marina Gallegos stated each district receives a $10,000 allocation to use towards the cost of IEEs.

Jenae concluded a contract is not necessary for DMCC to conduct an IEE and the rates are less than external vendors.

6.3 DMCC Programs and Services Chart

Jenae Holtz presented the DMCC Programs and Services Chart updated to include services in Bear Valley and Yucca Valley, Jenae briefly highlighted the various services and explained that districts can use the standard DMCC referral form for any level of service. She stated the DMCC triages the referrals to determine the appropriate category based on the information provided. Jenae noted this chart will be corrected to add Yucca Valley to the School Treatment Services (SATS) category of services. She further stated the Children’s Intensive Services (CIS) is for children at risk of losing school placement and/or residential facility placement.


Page 5 of 8

Cheryl Goldberg-Diaz stated there is a form for CIS however directors can submit the standard DMCC referral form and make the notation on the form.

Glenn Low reminded directors to include him and Cheryl Goldberg-Diaz when considering a residential facility placement.

Jenae Holtz stated the SELPA will follow-up to ensure all DMCC referral forms are available on the website.

7.0 PROGRAM MANAGERS’ REPORTS

7.1 Professional Learning Summary

Corinne Foley presented the Professional Learning Summary for the D/M Charter SELPA and the D/M SELPA. Corinne reported the Charter SELPA has 222 year-to-date participants and the SELPA had 5823 participants year-to-date.

7.2 Professional Learning Updates

Corinne Foley reported the SELPA is planning for new Professional Learning Pathways modules of professional learning for the upcoming year. Corinne explained the pathway module is a series of trainings. The first Pathway available is for new special education teachers. Stephanie Hedberg announced the Becoming an Exceptional Educator: What Every New Special Education Teacher Needs to Thrive. Stephanie stated registration online closes July 26, 2016 to allow enough time to order materials. Directors can register to hold spaces for their new teachers and then send the names to the SELPA once the decided. Stephanie concluded the cost is reduced to $100 (including a book and training materials).

Corinne stated the Professional Learning Pathways modules were designed to be flexible to meet individual needs. Pathways modules for paraprofessionals, as well as modules for behavior and IEP guidance will also be offered next year. All participants completing the pathway will receive a certificate of completion. Corinne stated the SELPA will offer iCoaching as a module. Online courses will also be available next year. Corinne concluded the first online course will be an Autism overview.

7.3 Directors’ Trainings 2016-17

Corinne Foley announced the 2016-17 Special Education Directors’ Training topics as follows: October 14, 2016 – Special Education Finance by CAHELP Program Manager Janet Crabtree, February 10, 201 – Your Voice: A Legal Q & A Opportunity by Attorney Vivian Billups, and April 14, 2017 – Legally Compliant IEP Meetings by SELPA Program Manager Denise Edge. Corinne also stated two Positive Behavioral Interventions and Supports (PBIS) Advisory Leadership meetings are scheduled on September 16, 2016 and May 12, 2017. She concluded all directors are invited to attend these trainings and meetings.


Page 6 of 8

7.4 CSUSB Fall 2016 Special Education Credential Program

Corinne Foley reported California State University San Bernardino (CSUSB) is offering a Special Education Credential Program next fall. The university applications are due July 16, 2016 and the program admission file is due August 15, 2016. Corinne concluded individuals can contact CSUSB Jim & Judy Watson Student Services for additional information on this program.

7.5 Due Process Activity Summary

Denise Edge presented the Due Process Activity Summary for the D/M Charter SELPA and D/M SELPA. Denise reported there are no new filings to report for the Charter SELPA since last month’s meeting. The Charter SELPA total filings year-to-date is two. She then reported the SELPA has had a total of 30 filings year-to-date with eight new filings since last month. Nine cases are currently open in the SELPA. Denise provided a brief update on the nine open cases. She encouraged directors to have all staff attend the Present Levels of Performance (PLOPs) training.

Joni James, Barstow USD, inquired about having progress towards goals for preschool children with speech only.

Denise stated every child with an IEP receiving special education services must have progress towards goals.

Dottie Jaeger stated there is a need for additional training for developing goals for preschoolers.

Denise stated the SELPA is considering designing a training specifically for psychologists working with preschool age children. She reminded directors of the importance of having a general education teacher present at IEP meetings and also if speech is the only service, the speech therapist is the case carrier and responsible for scheduling the IEP meeting to review evaluations.

7.6 NPS/NPA Master Contracts 2016-17

Denise Edge presented a sample of the 2016/2017 Nonpublic School/Nonpublic Agency (NPS/NPA) Master Contract with a summary of revisions. Denise stated Master Contracts are being finalized. The projected Cost of Living Adjustment (COLA) is zero so there is no COLA increase for 2016/17. The NPS/NPA Master Contracts are vetted through the State SELPA Administrators and slightly revised by SELPA based on the needs within the region. Denise noted the language revision in the master contract requiring the NPS to notify the district in writing of a student’s change of residence. She also stated the SELPA may revise the D/M 155 form to comport with this change. She then stated the revision to the Instructional Minutes was made based on the local control funding formula and includes guidance regarding the minimum instructional minutes required for specific grade levels. Denise concluded the SELPA is currently in the process of sending out Master Contracts for signature.


Page 7 of 8

7.7 2015-16 Low Incidence Equipment Outstanding Reimbursement Requests (Revised)

Janet Crabtree presented a revised 2015-16 Low Incidence Equipment (LIE) Reimbursement Requests Report as of April 12, 2016. Janet explained the columns were transposed in the report presented last month. She stated based on this report the D/M SELPA, the total reimbursements paid was $101,445 and the total outstanding was $226 727. The D/M Charter SELPA total paid was $3,055 and the outstanding total was $2,141.

7.8 Projected 2015-16 MOE

Janet Crabtree presented a 2015-16 Projected Maintenance of Effort (MOE) report. Janet stated a couple districts did not pass MOE at the state and local test. Janet then stated School Services released a report of a new process and form for MOE. The tests will be the same but the baseline and comparison will be on the last time a district passed at the various tests. She noted nothing can be done to correct a noncompliant issue in special education expenses if the district has already closed their books. Janet concluded it is important for directors to work with their business departments before the books are closed and contact her should they have any questions.

7.9 Federal Grant Expenditures

Janet Crabtree presented the 2015/2016 federal grants with expenditures reported through March 30, 2016. Janet stated there are some issues primarily with districts that have federal preschool dollars. Districts are not reporting the expenditure throughout the year and some are also carrying over federal grants for multiple fiscal years. Janet encouraged districts to expend all their federal dollars within the fiscal year the dollars are allocated.

8.0 COORDINATORS’ REPORTS

8.1 Transition Services Reports

Jenae Holtz presented the Transition Services Reports. She concluded directors may contact Adrienne Shepherd should they have any questions or concerns regarding the monthly reports.

9.0 PROGRAM SPECIALISTS’ REPORTS

9.1 BIP Level I & II

Danielle Cote reported the Behavior Intervention Plan (BIP) Level I and Level II SELPA forms are available on the website for use. Danielle reminded directors the BIP forms will not be added to the WebIEP until the SELPA has sufficient time to gather feedback from districts on how the forms are working. She noted the forms can be converted to a PDF and uploaded to an IEP in WebIEP files.


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Danielle concluded the SELPA will provide an online training on the BIP early next year.

10.0 INFORMATION ITEMS

10.1 County and SELPA Regional Services Reports

10.2 Monthly Occupational and Physical Therapy Services Reports

10.3 Monthly Audiological Services Reports

10.4 Monthly Nonpublic School/Agency Expenditure Report

10.5 Monthly Nonpublic School/Agency Placement Report

10.6 Monthly Low Incidence Equipment Reimbursement Requests Report

10.7 Professional Learning Opportunities

11.0 OTHER

Jenae reminded committee members the Web504 Program Presentation is scheduled on May 16, 2016 from 2:00 – 4:00 p.m. at the DMESC.

12.0 ADJOURNMENT

Having no further business to discuss, the meeting was adjourned at 10:20 a.m.

NEXT MEETING: Friday, June 10, 2016, in the Desert/Mountain Educational Service Center, Aster Room.

Daria.Raines

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4.1 D/M Operations 2016-17 Program Changes Discussion

Daria.Raines

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4.2 First Class Assessments Discussion

Steering Committee Meeting Dates

2016/2017

Changed!

August 19, 2016 August 26, 2016

September 16, 2016

October 14, 2016

November 4, 2016

December 9, 2016

Added!

No January Meeting January 13, 2017

February 10, 2017

March 10, 2017

April 14, 2017

May 12, 2017

June 9, 2017

(Revised 06-10-16)

Meeting will be held beginning at 8:30 a.m. at the Desert/Mountain Educational Service Center, 17800 Highway 18, Apple Valley

Revised

5

8

11

5

5

28

94

56

13

63

2

2

2

Workgroups/Committees

Speech/Language/Hearing

Postitive Behavioral Support

Leadership

Individual Protections

Family Engagement

Early Education

College and Career Readiness

CCSS and InstructionalStrategies

Behavioral Health

Autism

Assistive Technology

Assessment

D/M CHARTER SELPA PROFESSIONAL LEARNING PARTICIPATION SUMMARYMAY 2016 ‐ 34 PARTICIPANTS

260 YEAR TO DATE PARTICIPANTS

Total Participants by Content Area On-Site Trainings Regional Trainings

2

2

2

9

9

13




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

AVESON GLOBAL LEADERSHIP ACADEMYMAY 2016 ‐ 6 PARTICIPANTS



1

3 8

11




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

AVESON SCHOOL OF LEADERSMAY 2016 ‐ 4 PARTICIPANTS



1

1

34

22




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

DESERT TRAILS PREP ACADEMYMAY 2016 ‐ 1 PARTICIPANT



2

5

6

9

15

13

13

7

2

2

2




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

ENCORE JUNIOR/SENIOR HIGH SCHOOLMAY 2016 ‐ 13 PARTICIPANTS



2

2

25

21




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

LAVERNE ELEMENTARY PREP ACADEMYMAY 2016 ‐ 2 PARTICIPANTS



1

1 5

7

3

15

13




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

ODYSSEY CHARTER SCHOOLSMAY ‐ 7 PARTICIPANTS



14




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

TAYLION HIGH DESERT ACADEMYMAY 2016 ‐ 1 PARTICIPANT



33

29

58

91

23

23

10

94

259

302

2559

19

645

77

258

323

834

558

132

49

169




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

D/M SELPA PROFESSIONAL LEARNING PARTICIPATION SUMMARYMAY 2016 ‐ 361 PARTICIPANTS

6,184 YEAR TO DATE PARTICIPANTS


2

4

3

6

3

9

2

2

7

5




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

ACADEMY FOR ACADEMIC EXCELLENCEMAY 2016 ‐ 6 PARTICIPANTS



1

5

2

2

2

8

26

584

19

46

16

23

4

43

1

12

1

25




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

ADELANTO ELEMENTARY SCHOOL DISTRICTMAY 2016 ‐ 12 PARTICIPANTS



1

3

3

7

13

27

196

36

1

31

33

62

5

1

6

10




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

APPLE VALLEY UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 14 PARTICIPANTS



516

1

4

1




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

BAKER VALLEY UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 5 PARTICIPANTS



1

3

19

4

257

26

3

14

10

27

3

1

9




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

BARSTOW UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 4 PARTICIPANTS



1

1

3

1

85

8

3

147

15

4

8

143

2




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

BEAR VALLEY UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 91 PARTICIPANTS



2

1

2

20

3

9

5

5

5

3

19

67

1




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

DESERT/MOUNTAIN CHILDREN'S CENTERMAY 2016 ‐ 25 PARTICIPANTS



1

2

20

4

1

9

18

37

108

1

17

16

6

11

8




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

DESERT/MOUNTAIN OPERATIONSMAY 2016 ‐ 28 PARTICIPANTS



17

5

17

1

3

64

7

45

46

5

14

34

16

4

1




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

DESERT/MOUNTAIN SELPAMAY 2016 ‐ 43 PARTICIPANTS



4

1

5

9

11

8

1




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

EXCELSIOR CHARTER SCHOOLSMAY 2016 ‐ 4 PARTICIPANTS



1

2

1




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

HEALTH SCIENCES HIGH SCHOOL AND MIDDLE COLLEGEMAY 2016 ‐ 0 PARTICIPANTS



2

1

1

24

10

3

3

8




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

HELENDALE SCHOOL DISTRICTMAY 2016 ‐ 3 PARTICIPANTS



1

1

9

5

1

3

4

59

42

232

65

7

9

33

223

26

24

17

34




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

HESPERIA UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 24 PARTICIPANTS



1

2

63

16

2

4

35

5




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

HIGH TECH HIGHMAY 2016 ‐ 1 PARTICIPANT



3

1

3

33

9

1

2

5

10




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

LUCERNE VALLEY UNIFIED SCHOOL DISTRICTMAY 2016‐ 3 PARTICIPANTS



1

1

1

4

6

16

4

3

1

4

3

15




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

NEEDLES UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 3 PARTICIPANTS



122

2




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

NORTON SPACE & AERONAUTICS ACADEMYMAY 2016 ‐ 1 PARTICIPANT



1

1

3

12

4

6

22

7

12

107

100

5

356

30

33




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

ORGANIZATION/OTHERMAY 2016 ‐ 21 PARTICIPANTS



2

1

4

1

9

7

23

26

8

2

8




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

ORO GRANDE SCHOOL DISTRICTMAY 2016 ‐ 8 PARTICIPANTS



2

2

4

50

34

28

21

8

3

19

1

24




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

SAN BERNARDINO COUNTY SUPERINTENDENT OF SCHOOLSMAY 2016 ‐ 4 PARTICIPANTS



2

5

1

4

7

158

15

4

3

27

5

2




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

SILVER VALLEY UNIFIED SCHOOL DISTRICTMAY 2016‐ 8 PARTICIPANTS



1

6

2

6

7

30

243

60

8

10

90

23

1

13

5




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

SNOWLINE JOINT UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 15 PARTICIPANTS



1

1

1

3

3

3

1

2




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

TRONA JOINT UNIFIED SCHOOL DISTRICTMAY 2016 ‐ 3 PARTICIPANTS



5

4

6

4

14

43

162

36

7

21

49

9

7

2

5




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

VICTOR ELEMENTARY SCHOOL DISTRICT MAY 2016 ‐ 19 PARTICIPANTS



1

6

9

22

8

232

62

1

3

48

32

20

2

14




Leadership


Family Engagement

Early Education



Behavioral Health

Autism


Assessment

VICTOR VALLEY UNION HIGH SCHOOL DISTRICT MAY 2016 ‐ 16 PARTICIPANTS



2016-17

PROFESSIONAL LEARNINGAND

SERVICES GUIDE

CALIFORNIA ASSOCIATION OF HEALTH AND EDUCATION LINKED PROFESSIONSDESERT/MOUNTAIN SELPA DESERT/MOUNTAIN CHILDREN’S CENTER DESERT/MOUNTAIN CHARTER SELPA

Table of Contents

About Us .......................................................................................................... i

Participating Organizations ............................................................................ ii

Interconnected Multi-Tiered Systems of Support ......................................... iii

Local Control Accountability Plan .................................................................. iv

Legend ............................................................................................................. v

A New Look for Professional Learning Opportunities ................................... vi

Professional Learning Pathways ................................................................... 1

Academic Supports ........................................................................................ 33

Assessment ..................................................................................................... 38

Autism .............................................................................................................. 39

Behavioral Supports ........................................................................................ 46

College and Career Readiness ........................................................................ 62

Early Childhood Education .............................................................................. 64

Finance ............................................................................................................ 66

Individual Protections ..................................................................................... 67

Social/Emotional Supports ............................................................................. 72

Speech and Hearing ........................................................................................ 76

Committees ..................................................................................................... 78

Desert Mountain Children’s Center Services ................................................. 80

On-Site Request Form .................................................................................... 83

About Us

The Desert/Mountain SELPA, Desert/Mountain Children’s Center, and Desert/Mountain Charter SELPA are support service programs. Our goal is to facilitate growth and promote success for all learners by providing quality service and support in a timely manner. It is our belief that every child should live a life of significance. In support of our commitment, we provide well-trained staff dedicated to:

Working in partnership with schools, families, and the communityHelping students become successful members of societyEncouraging learning as an unlimited life-long process

i

Participating School Districts

ii

REGIONS WE SERVEDesert/Mountain SELPA Academy for Academic Excellence Adelanto School District Apple Valley Unified School District Baker Valley Unified School District Barstow Unified School District Bear Valley Unified School District Excelsior Education Center Explorer School Health Sciences High School Health Sciences Middle College Helendale School District Hesperia Unified School District High Tech High High Tech International High Tech High Media Arts High Tech Middle Media Arts High Tech Middle School High Tech High Benefit Charter Lucerne Valley Unified School District Needled Unified School District Norton Space & Aeronautics Academy Oro Grande School District Silver Valley Unified School District Snowline Joint Unified School District Trona Joint Unified School District Victor Elementary School District Victor Valley Union High School District

Desert/Mountain Charter SELPA Aveson Global Leadership Academy Aveson School of Leaders Academy Desert Trails Encore High School - Hesperia Encore High School - Riverside LaVerne Prep Odyssey Charter School Pathways to College Taylion

Interconnected Multi-TieredSystems of Support (IMTSS)

Our Interconnected Multi-Tiered System of Supports (IMTSS) framework will help ensure that all students have an evidence-based system of instruction, school climate, and comprehensive social/emotional supports that will assist them in achieving success. This unique combination:

Embraces and addresses the diverse needs of ALL studentsProvides high-quality curricula aligned with resources and supportsProvides additional supports and interventions for students when necessaryAligns the systems necessary for academic, behavioral and social/emotional success

iii

BehavioralContinuumBehavioralContinuum

The historic reform to education funding known as the Local Control Funding formula that includes the Local Control Accountability Plan (LCAP), establishes eight state board priorities that center around Conditions for Learning, Pupil Outcomes, and Engagement. To support districts in meeting these priorities, the Professional Learning Opportunities offered by the Desert/Mountain SELPA and Children’s Center list the specific LCAP priority(s) that are addressed as a part of that training.

Local Control andAccountability Plan (LCAP)

California State PrioritiesLocal Control and Accountability Plan (LCAP)

Conditionsfor Learning

PupilOutcomes Engagement

BasicServices

(1)

Implementationof State Standards

(2)

Pupil Achievement

(4)

Other PupilOutcomes

(8)

ParentInvolvement

(3)

PupilEngagement

(5)

SchoolClimate

(6)

CourseAccess

(7)

iv

Legend

This event can be scheduled to be hosted on-site. For more information, please see the On-Site Request Form found on the last page in this guide.

Social/Emotional Continuum

Academic Continuum

Behavioral Continuum

iCoaching -

This event is a regional event, hosted at the Desert Mountain EducationalService Center. 17800 Highway 18, Apple Valley, CA 92307

v

A minimum number of participants may be required for specific trainings due to the content and/or interactive nature of the training.

*

*

iCoaching provides special educators with the opportunity to have one-on-one classroom support by a SELPA program team member TWO times through-out the school year, either in person or through virtual coaching! Support could include observation and coaching, consultation on academics or behavior concerns, IEP guidance and/or support. Participating in iCoaching is considered as one additional module. Participants will be asked to register and schedule iCoaching at the first day of training.

i

Self-Harming Behaviors in Adolescents

prompting school personnel to refer a student for mental health counseling services. Discussion regarding what services the Desert/Mountain Children’s Center offers at this level of intervention and our collaboration with the schools will occur.

Participants will be able to identify three reasons adolescents engage in self-harming behaviors, identify three types of self-harming behaviors, learn three steps to take to optimize students’ safety, and learn one main difference between self-harm and suicidal ideation.

Mental Health

� School Climate

� Pupil Engagement

LCAP PrioritiesLinda [email protected]

IMTSS Area

A New Look for Professional Learning Opportunities

Here is a quick look at what you will see in the following guide. This year’s professional learning summaries are connected to the priorities of schools and districts in new ways.

vi

Names and contact information are provided

for presenters. Call or email for clarification and more information.

Professional learning opportunities are offered

regionally, on-site, or both. (See page v for more information.)

There are thirteen professional learning

strands. Each is indicated at the top of

the page.Each learning

opportunity is linked to the LCAP priority it

addresses. (See page iv for more information.)

The icon(s) in bold indicates the IMTSS

continuum of focus for this learning opportunity.

(See page v for more information.)

California Association of Health and Education Linked Professions

Becoming an Exceptional Educator: What Every New Special Education Teacher Needs to Thrive

Special Education teachers need to possess a number of skills in order to effectively meet the needs of the students they serve. This training is designed to provide teachers new to special education with the knowledge and skills they need to become powerful instructors. Days one, two and three are required days of learning that are the “core” of what every special educator needs to know to be able to get started and write legally defensible IEPs. Upon completion of the first three days, participants will be able to customize this learning pathway to best meet their individual needs by choosing courses that align with their unique teaching position.

Note: To receive the “Certificate of Completion”, participants must choose a minimum of four additional courses. Also, participation in this training requires district commitment to pair a new special education teacher with a district coach or mentor teacher.

Required Course(s)Course One - August 8, 2016Classroom BasicsParticipants will:

í Understand and define a personal vision for becoming a special educator í Understand the importance of ensuring a positive classroom environment from the first day of school í Develop basic classroom policies and procedures í Learn positive classroom management practices í Gain first day/first week lesson templates to use on day one í Develop a personal learning plan from the courses available to best meet the unique teaching situations of each participant

Course Two - August 24, 2016IEP Forms and Facts - see Individual Protections section for course description

Course Three - September 21, 2016PLOPs, Goals, and Educational Benefit - see Individual Protections section for course description

Ɔ Pupil Achievement Ɔ Pupil Engagement Ɔ Other Pupil Outcomes Ɔ School Climate

LCAP Priorities

Professional Learning Pathway

IMTSS Area

Elective Courses Course Specifics Course Date(s) Category

Autism Overview Online, half-day 9/6/16, 1/24/17 Online

Prompting Half day 10/4/16, 4/11/17 Autism

Reinforcement Half day 9/29/16, 3/28/17 Autism

Video Modeling Half day 11/29/16 Autism

Crisis Prevention and Intervention (CPI) Two full days of training 11/9/16, 11/10/16, 12/7/16 Behavioral Supports

WhyTry? Full day 10/28/16, 1/25/17 Behavioral Supports

Classroom Structure and Management Two half days 10/25/16, 11/1/16 Behavioral Supports

Prior Written Notice Full day 4/28/16 Individual Protections

Writing IEP Notes Full day 8/9/16, 3/17/17 Individual Protections

Least Restrictive Environment Full day 8/26/16

Web IEP Half day TBD Individual Protections

Transition Planning for Secondary Students Full day 11/17/16, 2/9/17 College/CareerReadiness

Instructional Strategies for Implementing CCSS Two full days of training 9/13/16, 10/19/16, 1/25/172/22/17 Academic Supports

Connecting the Dots with Math Full day, Choice of training level 9/9/16, 11/15/16, 1/5/17 Academic Supports

Literacy for Students with Special Needs Eight day series1/5/17, 1/12/17, 1/19/171/26/17, 2/2/17, 2/8/172/16/17, 2/23/17

REWARDS Full day 10/13/16, 2/8/17 Academic Supports

California Alternate Assessment (CAA) Half day 3/30/17 Assessment

How Does Your Engine Run? Alert for Self-Regulation Half day 11/16/16 Social/Emotional Supports

Social Narratives Half day 12/8/16 Autism

Supporting & Understanding Children from Adverse Backgrounds Half day 10/12/16, 11/8/16, 3/29/17 Behavioral Supports

Visual Supports Half day 10/18/16, 4/25/17 Autism

Social Skill Groups Half day TBD Social/Emotional Supports

Recommended for:Year 1, Year 2 Special Educators

pg. 1

The Relentless Pursuit of Whatever Works in the Life of a Child

Becoming an Exceptional Educator: What Every New Special Education Teacher Needs to Thrive


Elective Courses Course Specifics Course Date(s) Category

Autism Overview Online, half-day 9/6/16, 1/24/17 Online

Prompting Half day 10/4/16, 4/11/17 Autism

Reinforcement Half day 9/29/16, 3/28/17 Autism

Video Modeling Half day 11/29/16 Autism

Crisis Prevention and Intervention (CPI) Two full days of training 11/9/16, 11/10/16, 12/7/16 Behavioral Supports

WhyTry? Full day 10/28/16, 1/25/17 Behavioral Supports

Classroom Structure and Management Two half days 10/25/16, 11/1/16 Behavioral Supports

Prior Written Notice Full day 4/28/16 Individual Protections

Writing IEP Notes Full day 8/9/16, 3/17/17 Individual Protections

Least Restrictive Environment Full day 8/26/16

Web IEP Half day TBD Individual Protections

Transition Planning for Secondary Students Full day 11/17/16, 2/9/17 College/CareerReadiness

Instructional Strategies for Implementing CCSS Two full days of training 9/13/16, 10/19/16, 1/25/172/22/17 Academic Supports

Connecting the Dots with Math Full day, Choice of training level 9/9/16, 11/15/16, 1/5/17 Academic Supports

Literacy for Students with Special Needs Eight day series1/5/17, 1/12/17, 1/19/171/26/17, 2/2/17, 2/8/172/16/17, 2/23/17

REWARDS Full day 10/13/16, 2/8/17 Academic Supports

California Alternate Assessment (CAA) Half day 3/30/17 Assessment

How Does Your Engine Run? Alert for Self-Regulation Half day 11/16/16 Social/Emotional Supports

Social Narratives Half day 12/8/16 Autism

Supporting & Understanding Children from Adverse Backgrounds Half day 10/12/16, 11/8/16, 3/29/17 Behavioral Supports

Visual Supports Half day 10/18/16, 4/25/17 Autism

Social Skill Groups Half day TBD Social/Emotional Supports

One last exciting opportunity for growth and learning:iCoaching provides special educators with the opportunity to have one-on-one classroom support by a SELPA program team member TWO times through-out the school year, either in person or through virtual coaching! Support could include observation and coaching, consultation on academics or behavior concerns, IEP guidance and/or support. Participating in iCoaching is considered as one additional module. Participants will be asked to register and schedule iCoaching at the first day of training.

In addition to the required courses, this pathway allows the participant to choose four elective courses. The following courses are eligible for elective courses in this pathway. For additional course information, please see page number below.

Note - Registration and/or fees for Elective Courses are the responsibility of the district/participant.

pg. 2


Equal Access for All

Equal Access for All was developed in recognition of California’s shift towards a universal education system that provides all children with education and supports that maximize their development and potential. While implementing California’s Common Core State Standards (CCSS), teachers and staff can build capacity to meet the needs of all children by integrating Universal Design for Learning (UDL) as the foundation to an academic Multitiered System of Supports (MTSS). A tier one support, UDL addresses the myth of the average student by acknowledging learner variability and capitalizing off of the assets of diversity. Examined within the context of MTSS, UDL provides principles that guide instruction and contribute to success in the CCSS.

Courses are designed as face-to-face and online classes. Participants will need to bring and use their own devices (e.g., Chromebook, laptop, iPad, etc.). Additional on-site coaching is also provided as requested. The first course is a required face-to-face professional development. The following two courses are online self-paced professional developments. The last three courses are face-to-face professional developments follow.

Required Course(s)Course One - August 23, 2016Introduction to Equal Access for AllIn this three-hour face-to-face course, participants will be introduced to UDL. UDL recognizes the myth of the average student by addressing variability of learners. It recognizes that diversity exists in classrooms and uses that wealth of difference as assets for building instruction. Participants will identify their current knowledge about UDL theory and practices. Participants will also participate in a discussion about the remainder of the courses in the Equal Access for All Pathway. Set-up activities will be completed by each participant to begin the online courses and technology trainings. An Equal Access for All Toolkit will also be included for participants during this course.

Course Two - September 16, 2016Principles and Foundations of UDL - Contextual UnderstandingsIn this three-hour online self-paced course, participants will explore educational policies and initiatives that are shifting instruction to include more inclusive practices. Participants will explore the three principles and four instructional components of UDL, reframing their understanding of education to include the student-centered learning approach that UDL provides. During this course, participants will also engage in an online discussion and extension activities.

Course Three - October 7, 2016Principles and Foundations of UDL - Expert Learning for the Variability of LearnersIn this three-hour online self-paced course, participants will describe learner variability and analyze how student differences influence instruction. Participants will investigate the three qualities of an expert learner, expert teaching and expert systems. Upon completion of the course, participants will be able to assess learner variability and apply expert systems that improve learning by meeting the strengths and needs of all students. During this course, participants will engage in a community of learning through online discussions and extension activities.


LCAP PrioritiesRecommended for:Special Education TeachersGeneral Education TeachersParaprofessionalsInstructional Coaches


IMTSS Area

pg. 3


Equal Access for All

Required Course(s) ContinuedCourse Four- October 28, 2016Principles and Foundations of UDL - UDL FrameworkIn this three-hour online self-paced course, participants will explore the three principles that comprise the UDL framework. Participants will engage in an exploration of the implementation cycle, while continuing to apply the three principles of UDL and the qualities of expert learning. During this course, participants will engage in a community of learning through online discussions and extension activities.

Course Five- November 1, 2016Equal Access for All in Math, Reading/Writing, and Executive Functioning/Speaking and ListeningIn this six-hour face-to-face course, participants will evaluate and discuss their framework of UDL. Founded on their understanding of the principles, expert learning, and learner variability, participants will identify UDL supports in the areas of math, reading/writing, and executive functioning/speaking and listening. Using the Equal Access for All Toolkit, participants will align the supports to three UDL principles.

Course Six- January 31, 2017Equal Access for All Through Team-Based ConsiderationsIn this six-hour face-to-face course, participants will reflect upon their learning of UDL and the considerations they will need to make for implementation. In this course, participants will engage in inquiry regarding the special education legal requirements that must be considered when implementing the principles and frameworks of UDL and AT. In addition to the evaluating, assessing, planning, and gathering of UDL supports, participants will review the Student, Environment, Tasks, and Tools (SETT) framework. Participants will discuss how the SETT framework guides further considerations of AT services and practices. Critiquing and analyzing their own current instructional practices, participants will begin to prepare for their own team based-considerations.

Course Seven - February 28, 2017Equal Access for All Designs for AllIn this six-hour face-to-face course, participants will collaboratively analyze the considerations of their teams concerning the development of an Equal Access for All learning environment. Aware of the considerations, participants will adapt a lesson plan or curriculum applying the UDL framework and AT supports and predict student outcomes based on their design. Participants will also begin collaboratively designing an action plan for implementation at their site, as well as continued engagement in the community of learning established throughout the pathway and online discussions.


pg. 4


Effectively Supporting Individuals with Autism

The Effectively Supporting Individuals with Autism Pathway was created to support the professional in becoming more proficient when working with individuals on the autism spectrum by focusing on the core deficits and challenges that individuals with autism struggle with on a daily basis. Additionally, focus will be placed on the use of evidence-based practices to support individuals with autism in the acquisition of new skills and successful participation in the educational environment.

The courses offered will help participants develop increased knowledge related to the specific characteristics of autism, communication deficits, impaired social understanding, behavioral challenges and improving academic performance.

There are two different certificates being offered for this pathway. A Level 1 certificate requires participation in the five required courses and three additional elective courses. A Level 2 certificate requires the completion of all Level 1 requirements plus participation in an additional four elective courses. After completion of all required and additional elective courses, participants will receive either an Effectively Supporting Individuals with Autism Level 1 or Level 2 certificate.


LCAP PrioritiesRecommended for:Special Education Teachers, Administrators, General Education Teachers, Paraprofessionals

Required Course(s)Course One - September 1, 2016 & January 24, 2017 - Autism & Evidence-Based Practices Overview(Online Only Course)

Course Two - October 11, 2016 - Autism & Communicationsee Autism section for course description

Course Three - January 31, 2017 - Autism & Social Skillssee Autism section for course description

Course Four - February 21, 2017 - Autism & Behaviorsee Autism section for course description

Course Five - March 21, 2017 - Autism & Instructional Strategiessee Autism section for course description


IMTSS Area

Elective Courses Course Date(s) SectionReinforcement 9/29/16, 3/28/17 AutismPrompting 10/4/16, 3/28/17 AutismVisual Supports 10/18/16, 4/25/17 AutismSelf-Management 11/15/16 AutismVideo Modeling 11/29/16 AutismSocial Narratives 12/8/16 AutismPECS Basic, Level 1 10/26/16 and 10/27/16 AutismPECS Advanced, Level 2 3/6/17 and 3/7/17 AutismStructured Teaching: Visual Learning Supports Student Learning TBD Autism

pg. 5


Effectively Supporting Individuals with Autism


Elective Courses Course Date(s) SectionReinforcement 9/29/16, 3/28/17 AutismPrompting 10/4/16, 3/28/17 AutismVisual Supports 10/18/16, 4/25/17 AutismSelf-Management 11/15/16 AutismVideo Modeling 11/29/16 AutismSocial Narratives 12/8/16 AutismPECS Basic, Level 1 10/26/16 and 10/27/16 AutismPECS Advanced, Level 2 3/6/17 and 3/7/17 AutismStructured Teaching: Visual Learning Supports Student Learning TBD Autism

In addition to the required courses, this pathway allows the participant to choose four elective courses. The following courses are eligible for elective courses in this pathway. For additional course information, please see page number below.


pg. 6


Applied Behavioral Interventions

This series is intended to assist practitioners in using evidenced-based practices to prevent behavioral challenges. In addition, a team-based approach will be the focus of intervention for early stages, moderate, serious and extreme behavioral challenges. Finally, the goal is to support educators in creating and evaluating behavioral intervention plans and implementing research-supported strategies.

Note: All participants must take the Disabilities Awareness Overview course before beginning the pathway leading to the level 1, level 2 and level 3 certificates of completion. Pathway requirements will be discussed during training. It is advised that participants take courses in the order suggested below. Upon completion of the level 3, participants will have completed a minimum of 42 hours of training in the field of applied behavioral principles.

Required Course(s)Level 1Disabilities Awareness Overview - September 8, 2016 & January 10, 2017(This course is available regionally or online)

Reinforcement - September 29, 2016 & March 28, 2017see Autism section for course description

Prompting - October 4, 2016 & April 11, 2017see Autism section for course description

Visual Supports - October 18, 2016 & April 25, 2017see Autism section for course description

Level 2Self-Management - November 15, 2016see Autism section for course description

Video Modeling - November 29, 2016see Autism section for course description

Social Narratives - December 8, 2016see Autism section for course description

Level 3Competing Pathways Charting - December 7, 2016see Behavioral Supports section for course description

Functional Behavioral Assessments - January 17, 2017see Behavioral Supports section for course description

Behavioral Intervention Plan Principles-The BIP Level 2 - February 2, 2017see Behavioral Supports section for course description

The Behavioral Intervention Plan-The Scoring Guide - February 28, 2017see Behavioral Supports section for course description

Practical Applications of Behavioral Principles - March 14, 2017see Behavioral Supports section for course description


LCAP Priorities


Elective Courses Course Date(s) SectionClassroom Structure 10/25/16 Behavioral SupportsClassroom Management 11/1/16 Behavioral SupportsThe BIP, Level 1 Behavioral Supports

Crisis Prevention Institute (CPI)

9/20 & 9/21, 201611/9 & 11/10, 20162/7 & 2/8, 20174/5 & 4/6, 2017

Behavioral Supports

Bullying Prevention for the School Site(only if site is already involved in PBIS) Behavioral Supports

WhyTry? Level 1 10/28/16, 1/25/17 Behavioral SupportsWhyTry? Level 2 3/21/17 Behavioral Supports

Recommended for:School Personnel working with students who experience behavior that impedes their learning and the learning of others, specifically but not limited to the tier 2 and 3 levels.

IMTSS Area

pg. 7


Applied Behavioral Interventions


Elective Courses Course Date(s) SectionClassroom Structure 10/25/16 Behavioral SupportsClassroom Management 11/1/16 Behavioral SupportsThe BIP, Level 1 Behavioral Supports


9/20 & 9/21, 201611/9 & 11/10, 20162/7 & 2/8, 20174/5 & 4/6, 2017

Behavioral Supports

Bullying Prevention for the School Site(only if site is already involved in PBIS) Behavioral Supports

WhyTry? Level 1 10/28/16, 1/25/17 Behavioral SupportsWhyTry? Level 2 3/21/17 Behavioral Supports

In addition to the required courses, this pathway allows the participant to choose elective courses. The following courses are eligible for elective courses in this pathway.


pg. 8


Early Childhood PBIS with Early Education Academy

This pathway is designed for early education teams who have completed the first year of Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) training. This second year of training is designed for teams to focus on universal academic instruction, while continuing to support implementation of PBIS. Each training is required and sequential, building on the content shared in the previous training. Trainings are half-day in length, and are offered in morning and afternoon sessions that are repeated to allow for entire programs to attend each training. Participants must attend as a team and attend all courses. *Program leaders preselected will also attend EC-PBIS Trainer of Trainers (TOT) during the afternoon session. EC-PBIS Trainer of Trainers(TOT) This multi agency group will build fluency skills for PBIS content and implementation. These trainers will learn coaching and presentation skills to utilize within their current program, and coach other team members. Trainers will be given the tools necessary to collect data within their programs.Topics will be based on specific group needs.

Required Course(s)Course One - August 26, 2016Introduction and Transition to the Academic StrandThis first half day of training (repeated in morning and afternoon) is a transition for teams and will include a review and update of the teams’ implementation of PBIS. In addition, Universal Design for Learning (UDL) will be introduced as a tool for providing access to all early learners, including those from diverse backgrounds or needing additional supports. *Program leaders preselected will also attend EC-PBIS Trainer of Trainers (TOT) during the afternoon session.

EC-PBIS Trainer of Trainers(TOT) This multi agency group will build fluency skills for PBIS content and implementation. These trainers will learn coaching and presentation skills to utilize within their current program, and coach other team members. Trainers will be given the tools necessary to collect data within their programs.Topics will be based on specific group needs.

Course Two - September 23, 2016Teacher Talk A1: Encouraging Language Development in Early Childhood SettingsThis second half day of training (repeated in the morning and afternoon) will consist of the first portion of Teacher Talk, a series developed by the Hanen Centre to promote language, literacy, and social interaction skills in young children, and delivered by a certified Speech-Language Pathologist. Module A teaches educators to use everyday conversations, play, and daily routines to promote the communication and social development of all children, including those with language delays and those who are second language learners. Teachers are encouraged to explore the roles they play as communicators, the differing conversational styles of their students, and the stages of language development.

Course Three - October 7, 2016Teacher Talk A2: Encouraging Language Development in Early Childhood SettingsThis third half day of training (repeated in the morning and afternoon) consists of the second portion of Teacher Talk A. Participants will learn a variety of strategies to follow a child’s lead, and will practice promoting communication during social routines and conversations.

Ɔ Pupil Achievement Ɔ Parent Involvement Ɔ Pupil Engagement Ɔ School Climate

LCAP PrioritiesRecommended for:Early Childhood Teachers, Paraprofessionals, Site Administrators


IMTSS Area

pg. 9


Early Childhood PBIS with Early Education Academy

Required Course(s) ContinuedCourse Four - November 18, 2016Supports for Students Needing Additional AssistanceThis fourth half day of training (repeated in the morning and afternoon) will focus on understanding educational disabilities and learning strategies to support students requiring additional assistance. The pivotal role of teachers in implementation of IEPs and ensuring the least restrictive environment will be explored. *Program leaders preselected will also attend EC-PBIS Trainer of Trainers (TOT) during the afternoon session.

EC-PBIS Trainer of Trainers(TOT) This multi agency group will build fluency skills for PBIS content and implementation. These trainers will learn coaching and presentation skills to utilize within their current program, and coach other team members. Trainers will be given the tools necessary to collect data within their programs.Topics will be based on specific group needs.

Course Five - January 20, 2017Teacher Talk C1: Fostering Peer Interaction in Early Childhood SettingsThis fifth half day training (repeated in the morning and afternoon) consists of Teacher Talk: Fostering Peer Interaction in Early Childhood Settings. This module teaches educators how to provide a physical and social environment that creates opportunities for successful interactions among children. The first half of this course utilizes the communication facilitation strategies learned in Teacher Talk A1 and A2 to encourage appropriate peer interactions during play and daily classroom routines.

Course Six - February 3, 2017Teacher Talk C2: Fostering Peer Interaction in Early Childhood SettingsThis sixth half day training (repeated in the morning and afternoon) will deliver the second portion of Teacher Talk C. During this session, participants will learn how to promote positive interactions for children who may be socially isolated. A variety of strategies will be reviewed, including alternative groupings, selection of appropriate materials, and direct coaching of students’ communication attempts.

Course Seven - April 7, 2017Integration and Application to Preschool Learning Foundations & DRDPThis seventh half day training (repeated in the morning and afternoon) will provide an opportunity for teachers to integrate skills acquired throughout the year. Application of learned strategies to the Preschool Learning Foundations and the DRDP 2015 will be discussed.*Program leaders preselected will also attend EC-PBIS Trainer of Trainers (TOT) during the afternoon session.

EC-PBIS Trainer of Trainers (TOT) This multi agency group will build fluency skills for PBIS content and implementation. These trainers will learn coaching and presentation skills to utilize within their current program, and coach other team members. Trainers will be given the tools necessary to collect data within their programs.Topics will be based on specific group needs


pg. 10


Building Successful Readers in the Age of Common Core

Literacy for Students with Special Needs - Designed to provide the theoretical background and practical application for teaching beginning reading to special education students, this pathway provides instruction and experience with the assessment of reading skills and the use of systematic and explicit methods of teaching. The areas of phonological awareness, phonics, fluency, vocabulary and comprehension will be covered in courses designed to give instructional staff the background, knowledge, strategies and materials to allow them to support students with special needs in the area of literacy. Participants will also be provided with resources and supports to assist them in passing the RICA – Reading Instruction Competence Assessment.

Required Course(s)Orientation (Online)

Course One -Purpose, Background, Introduction to Reading Methods and Phonological Awareness, Part 1This course will provide the background needed to understand the impact of new federal and State legislation regarding reading and will discuss recent research on what areas of reading are needed to give students the foundation for becoming skilled readers. The assessment and instruction of phonological awareness skills will be explored and strategies for intervention examined.

Course Two -Purpose, Background, Introduction to Reading Methods and Phonological Awareness, Part 2This course will continues to focus on phonological awareness skills and what happens when a child struggles with those skills. Levels of acquisition will be defined and activities for building skills at each level will be demonstrated. Additionally, the Alphabetic Principle will be defined and instructional strategies explored.

Course Three -Vocabulary and Academic Language DevelopmentThis course is designed to provide an understanding of the underpinnings of vocabulary knowledge and its correlation to language development. Research and instructional strategies for teaching vocabulary will be explored.

Course Four -Fluency: Assessment and InstructionThis course will provide an introduction to fluency through definition and key factors. Assessment of this important faction of literacy will be explored and practiced. Fluency norms study and practice determining if students need assistance in this area will be provided. Activities for instruction will be investigated and practiced.

Course Five -Syllabic Analysis; Structural Analysis and Orthographic AnalysisThis course will provide definitions and an understanding of how words in the English language are put together in prefixes, suffixes and roots and how they are spelled. The process of teaching students how to analyze words will be studied and practiced. Research supporting the teaching of this aspect of reading will be explored.

Ɔ Pupil Achievement Ɔ Course Access

LCAP PrioritiesRecommended for:General and Special Education Elementary Level Teachers


IMTSS Area

pg. 11


Building Successful Readers in the Age of Common Core

Required Course(s) ContinuedCourse Six -Comprehension: Assessment and Understanding of Narrative and Literary TextsDesigned to develop an understanding of the basic concepts and factors influencing comprehension this course will focus on assessment and understanding of literary text.

Course Seven -Comprehension: Understanding Expository and Informational Texts and Research SkillsDesigned to assist educators by considering content-area literacy skills needed by our students and ways to assist them in comprehending what they read, this course will explore the characteristics of expository text, describe what our students need to know and provide strategies to scaffold learning.

Course Eight -Case Study and RICA PreparationDesigned to give participants experience in answering possible RICA questions and studying a student with special needs reading profile, this course will be the culminating class for the pathway.


pg. 12


The NEW Speech-Language Pathologist Cooperative

This Cooperative is a cooperative that is designed to meet the unique needs of novice Speech -Language Pathologists. Professionals who are new to the field (including interns, SLP waiver holders, and CF/RPE candidates), or new to the Desert/Mountain SELPA, are encouraged to attend. Supervising clinicians are also invited to join. Opportunities include presentation of current research, the sharing of best practices and networking, and relationship building.

Required Course(s)Course one and two are required days of learning that comprise the “core” of what every SLP should know to begin the academic year with success. All SLPs who are new to the Cooperative must attend these two orientation days. Returning SLPs and supervisors are also welcome to participate.

Course One - August 17, 2016Connection to the CooperativeThis orientation day will allow participants to form important collaborative relationships with other new SLPs. Topics covered will include California eligibility criteria, IEP development, and best practices for school-based evaluations. Participants will have a unique opportunity to create Make & Takes for therapy activities and behavior management will be provided.

Course Two - September 23, 2016IEP Forms & Facts - Course 2see Individual Protections section for description

Ɔ Pupil Achievement Ɔ Pupil Engagement

LCAP PrioritiesRecommended for:Speech-Language Pathologists


Elective Courses Course Specifics Course Date(s)

Course ThreeTopics to be determined based upon a survey of group needs and interests.

September 2, 2016

Course FourTopics to be determined based upon a survey of group needs and interests.

October 28, 2016

Course FiveTopics to be determined based upon a survey of group needs and interests.

December 2, 2016

Course SixTopics to be determined based upon a survey of group needs and interests.

February 1, 2017

Course SevenTopics to be determined based upon a survey of group needs and interests.

March 3, 2017

Course EightTopics to be determined based upon a survey of group needs and interests.

April 28, 2017

IMTSS Area

pg. 13


The NEW Speech-Language Pathologist Cooperative


Elective Courses Course Specifics Course Date(s)

Course ThreeTopics to be determined based upon a survey of group needs and interests.

September 2, 2016

Course FourTopics to be determined based upon a survey of group needs and interests.

October 28, 2016

Course FiveTopics to be determined based upon a survey of group needs and interests.

December 2, 2016

Course SixTopics to be determined based upon a survey of group needs and interests.

February 1, 2017

Course SevenTopics to be determined based upon a survey of group needs and interests.

March 3, 2017

Course EightTopics to be determined based upon a survey of group needs and interests.

April 28, 2017

Each elective course will address a topic proposed by the New SLP Cooperative participants from the 2015-2016 academic year. All returning and new members of the Cooperative are encouraged to select trainings which address their individual needs and interests. Workshops will be interactive, and participants will have opportunities to apply new knowledge and skills to their daily work with students. SLPs must complete Courses One and Two (this year or last year), as well as a minimum of four additional elective courses, in order to receive a certificate of completion.

Topics to be determined based upon a survey of group needs and interests.


pg. 14


The Exemplary Special Educator: Transforming Your Teaching Experience

Come and be a part of this culture of teachers helping one another get better and stay current in the field of special education. The Exemplary Special Educator Series is designed to help teachers with years of experience to develop new resources to meet the challenges of today’s diverse learners. This professional learning opportunity will encompass practical classroom strategies, developing legal compliance with Individual Education Plans (IEP’s), and research-based techniques for improving teaching and learning.

Days one, two, and three are required days of learning that provide special education teachers with the most current information on Developing Behavior Supports in the Classroom, IEP Forms and Facts and The Brain, Trauma, and Behavior. Upon completion of the first three days, participants will be able to customize this learning series to best meet their need individual learning needs.

Note: Participants wishing to receive the Exemplary Special Educator certification must attend a minimum of four additional modules.

Required Course(s)Day One - August 30, 2016Overview of the pathway leading to a certificate

Ɔ Growth Mindsets for Teachers and Students Ɔ Disabilities Overview and the Impact in the Classroom Ɔ Understanding Students from Adverse Backgrounds

Day Two - September 23, 2016 or October 28, 2016IEP Forms and Facts - see Individual Protections section for description

Day Three - October 25, 2016Behavioral Intervention Support (BIP) Level 1 - see Behavioral Supports section for descriptionThe Brain, Trauma, and Behavior

Ɔ Pupil AchievementLCAP Priorities


Elective Courses Course Date(s) SectionCompeting Pathways 12/7/2016 Behavioral Supports

Functional Behavioral Assessments (FBA) 1/17/2017 Behavioral Supports

The Behavior Intervention Plan Level 2 2/14/2017 Behavioral Supports

The Behavioral Intervention Plan (BIP) Scoring Guide 2/28/2017 Behavioral Supports

PLOPS, Goals and Educational Benefit 9/21/2016, 12/2/2016, 3/3/2017 Individual Protections

Mastering the Art of Writing IEP Notes 9/9/2016, 3/17/17 Individual Protections

Transition Planning for Secondary Students 11/17/16, 2/9/17 College/Career Readiness

Instructional Strategies for Implementing the CCSS 9/13/16 & 10/19/16 or1/25/17 & 2/2/17 Academic Supports

Connecting the Dots with Math (1,2, or 3)

Day 1-9/9/16 or 2/9/17Day 2-11/15/16 or 3/8/17Day 3-1/5/16 or 4/14/17

Academic Supports

Why Try? 10/28/16 or 1/25/17 Behavioral Supports

Recommended for:Special Education TeachersIMTSS Area

pg. 15


The Exemplary Special Educator: Transforming Your Teaching Experience


Elective Courses Course Date(s) SectionCompeting Pathways 12/7/2016 Behavioral Supports

Functional Behavioral Assessments (FBA) 1/17/2017 Behavioral Supports

The Behavior Intervention Plan Level 2 2/14/2017 Behavioral Supports

The Behavioral Intervention Plan (BIP) Scoring Guide 2/28/2017 Behavioral Supports

PLOPS, Goals and Educational Benefit 9/21/2016, 12/2/2016, 3/3/2017 Individual Protections

Mastering the Art of Writing IEP Notes 9/9/2016, 3/17/17 Individual Protections

Transition Planning for Secondary Students 11/17/16, 2/9/17 College/Career Readiness

Instructional Strategies for Implementing the CCSS 9/13/16 & 10/19/16 or1/25/17 & 2/2/17 Academic Supports

Connecting the Dots with Math (1,2, or 3)

Day 1-9/9/16 or 2/9/17Day 2-11/15/16 or 3/8/17Day 3-1/5/16 or 4/14/17

Academic Supports

Why Try? 10/28/16 or 1/25/17 Behavioral Supports

In addition to the required courses, this pathway allows the participant to choose four elective courses. The following courses are recommended for elective courses in this pathway.


pg. 16


Social Emotional Wellness for Youth

Research suggests social and emotional wellness contributes to success in school, in the workplace and in life. Parents and educators working together can promote positive emotional wellness in youth by understanding the components of social and emotional wellness, understanding how adults can be protective factors in the lives of the children they serve, and by knowing the signs of a mental illness or child in crisis. The courses in this pathway are designed to provide educators with a basic understanding of social emotional wellness and how to recognize when a child needs help. Participants will also learn how social emotional health disorders impact academic success. Participants who complete the one required course and three additional elective courses will receive a certificate of completion in social emotional wellness for youth.

Required Course(s)Course One - September 13, 2016Introduction to Social Emotional Wellness and the Top Youth Mental Health ConcernsIt is no secret. Children and teens who are resilient and possess a sense of self-worth, who like school, have friends and feel connected to adults at home and at school, will perform better in school and in the world around them. Sometimes, however, mental health issues can affect how a student thinks, feels and acts. This day will include information about the importance of connecting children to their school community and how to increase protective factors among youth. Educators also need to know the signs of children who may be experiencing challenges including depression, anxiety, eating disorders, and other mental health concerns. Equally important, specific tools and strategies needed to create positive learning climates that enhance social and academic achievement will be provided in this hands-on learning opportunity. Participants will also be presented with the information in the elective courses listed below and will be supported in choosing those which best fit their teaching situation and/or areas of interest.

Ɔ Pupil Achievement Ɔ Pupil Engagement Ɔ School Climate

LCAP PrioritiesRecommended for:Speech-Language Pathologists


Elective Courses Course Date(s) SectionThe Brain, Trauma and Behavior 10/25/2016 Social/Emotional Supports

How Does Your Engine Run? The Alert Program for Self-Regulation 11/16/2016 Social/Emotional Supports

Youth Mental Health First Aid TBD Social/Emotional Supports

Self-Harming Versus Suicide: Understanding the Differences 1/13/2017 Social/Emotional Supports

Supporting and Understanding Children from Adverse Backgrounds 11/8/2016 or 3/29/17 Behavioral Supports

Social Skills Groups 2/23/17 Social/Emotional Supports

IMTSS Area

pg. 17


Social Emotional Wellness for Youth


Elective Courses Course Date(s) SectionThe Brain, Trauma and Behavior 10/25/2016 Social/Emotional Supports

How Does Your Engine Run? The Alert Program for Self-Regulation 11/16/2016 Social/Emotional Supports

Youth Mental Health First Aid TBD Social/Emotional Supports

Self-Harming Versus Suicide: Understanding the Differences 1/13/2017 Social/Emotional Supports

Supporting and Understanding Children from Adverse Backgrounds 11/8/2016 or 3/29/17 Behavioral Supports

Social Skills Groups 2/23/17 Social/Emotional Supports


Each elective course uniquely supports educators' understanding of the social emotional needs of children and provides specific strategies to support those needs. The following electives are recommended as a part of this pathway.

pg. 18


The Paraprofessional Supporting the Classroom: Certificate of Completion for Supporting Students with Autism

The Paraprofessional Supporting Students with Autism pathway was created to support the paraprofessional in becoming more proficient when working with individuals on the autism spectrum by focusing on the core deficits and challenges that individuals with autism struggle with on a daily basis. Additionally, focus will be placed on the use of evidence-based practices to support individuals with autism in the acquisition of new skills and successful participation in the educational environment.

The courses offered will help participants develop increased knowledge related to the specific characteristics of autism, communication deficits, impaired social understanding, behavioral challenges and improving academic performance.

Required Course(s)Course One - September 16, 2016 or January 24, 2017Autism Overview (Prerequisite for all other courses)(Online only orientation course)

Course Two - September 29, 2016 or March 28, 2017Reinforcementsee Autism section for description

Course Three - October 4, 2016 or April 11, 2017Promptingsee Autism section for description

Course Four - October 18, 2016 or April 25, 2017Visual Supportssee Autism section for description


LCAP PrioritiesRecommended for:Paraprofessionals


IMTSS Area

pg. 19


The Paraprofessional Supporting the Classroom: Certificate of Completion for Supporting Students with Behavioral Challenges

The paraprofessional plays a critical role in the success of students with special needs. This training will focus on successful provisions of supports and services in order to maximize all students’ potential. The paraprofessional will look at their responsibilities in relationship to the teachers and students with whom they work. Paraprofessionals will identify effective communication strategies for collaborative engagement with teachers, parents, and other school staff. Participants will acquire skills in the area of applied behavior science. Professional conduct, scope of practice, documentation, reporting, and assessment for the prevention of behavioral challenges as well as intervention when necessary will be covered.

The courses develop knowledge about current evidence based strategies and supports that parents, educators, and paraprofessionals need to work effectively with students who display behavioral challenges. The courses explore the characteristics, positive behavior supports, academic strategies, and effective community collaboration for these students.

Required Course(s)Course One - September 8, 2016 or January 10, 2017Parapro Overview: Disabilities Awareness (Prerequisite)

Course Two - September 22, 2016 or February 16, 2017The Paraprofessional Supporting the Classroom 1Asee Behavioral Supports section for description

Course Three - October 11, 2016 or February 16, 2017The Paraprofessional Supporting the Classroom 1Bsee Behavioral Supports section for description

Course Four - September 29, 2016 or March 28, 2017Reinforcementsee Autism section for description

Course Five - October 4, 2016 or April 11, 2017Promptingsee Autism section for description

Course Six - October 18, 2016 or April 15, 2017Visual Supportssee Autism section for description


LCAP PrioritiesRecommended for:Paraprofessionals


IMTSS Area

pg. 20


Alternative Dispute Resolution – Tier 1

The Alternative Dispute Resolution (ADR) Course is designed as a course with four required courses to provide participants with a basic understanding of the alternative dispute resolution process focusing on communication, facilitation, and negotiation techniques to use during difficult IEP meetings, parent meetings, and communication with advocated or in general. Understanding the total IEP process will be the connecting thread for all four courses. Using proactive techniques to front load parents during the initial identification (Child Find) will also be trained in Tier 1. It is recommended that participants take the courses in the order they are listed as content is sequential from course to course.

Required Course(s)Course One - August 24, 2016 or September 23, 2016IEP Forms and Factssee Individual Protections section for description

Course Two - October 20, 2016The Collaborative IEP Processsee Individual Protections section for description

Course Three - October 11, 2016 or February 16, 2017The Paraprofessional Supporting the Classroom 1Bsee Behavioral Supports section for description

Course Four - September 29, 2016 or March 28, 2017Reinforcementsee Autism section for description

Course Five - October 4, 2016 or April 11, 2017Promptingsee Autism section for description

Ɔ Basic Services Ɔ Pupil Achievement Ɔ School Climate

LCAP PrioritiesRecommended for:Paraprofessionals, General and Special Education Teachers, Site Administrators, District Administrators


IMTSS Area

pg. 21


Legally Compliant Individual Education Plan (IEP)

Participants who complete the four required courses in this pathway will receive a certificate acknowledging that the individual has received a foundation and practice in the IEP Process, completing IEP forms, developing present levels of performance and measurable goals, and how to document educational benefit. Writing legally compliant IEP notes and the seven elements of Prior Written Notice will also be included in these courses.

Required Course(s)Course One - IEP Forms and Factssee Individual Protections section for description

Course Two - Legally Compliant IEP Present Levels of Performance (PLOPs), Goals and Educational Benefitsee Individual Protections section for description

Course Three - Writing Legally Compliant IEP Notessee Individual Protections section for description

Course Four - Prior Written Notice (PWN)see Individual Protections section for description

Ɔ Basic Services Ɔ Pupil Achievement Ɔ School Climate

LCAP PrioritiesRecommended for:Paraprofessionals, General and Special Education Teachers, Site Administrators, District Administrators


IMTSS Area

pg. 22


Positive Behavioral Interventions and Supports, PBIS K-12 - Year 1, Tier 1

Positive Behavioral Interventions and Supports (PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academic and behaviorally significant outcomes for all students. At the Tier l level, teams will learn how to build their school pro-social environment by establishing a common language, common practices and common vision. Teams will also learn the function of behavior principles.

Required Course(s)Day One - September 13, 2016Implementation Steps 1-3

Step1: í PBIS School site representatives will establish team membership foundations including: establish team member roles,

create working agreements, and create an action plan for multi-year organizational use. Step 2:

í In order to have a common purpose and approach to discipline, the PBIS Team will create a Behavioral Statement of Purpose that aligns with their school’s mission and goals. The Behavioral Statement of Purpose fosters a more proactive approach to teaching of school-wide social behavior expectations.

Step 3: í Through a collaborative process, a clear set of 3-5 school-wide positive behavioral expectations are defined for students

and staff across all school settings.

Day Two - November 16, 2016Implementation Steps 4, 5

Step 4: í Teaching expected behaviors means that ALL staff demonstrate, explain and practice social skills within and across

multiple school settings. PBIS teams will action plan for creating lesson plans to teach school-wide behavioral expectations.

Step 5: í Classroom-wide PBIS has a direct impact on changing social behavior and learning. PBIS teams will learn effective

classroom practices (structure, expectations, engagement, feedback and consequences) to teach classroom-wide behavioral expectations.

Day Three - November 16, 2016Implementation Steps 6, 7, Planning for Implementation Kick-Off

Step 6: í Positive acknowledgement is one of the most effective means of promoting positive behavior and decreasing negative

behavior. PBIS Teams will learn to foster a positive school climate by creating a school-wide acknowledgement system to support implementation efforts. The acknowledgement system will reduce the time spent correcting misbehaviors, increase the likelihood that appropriate behaviors will be repeated and increase positive staff/student interaction.

Step 7: í PBIS Teams will develop a continuum of procedures for discouraging student behavior violations. Teams will create an

active discipline flow chart that defines minor and major behavior violations and create an office discipline referral (ODR) to collect data for decision making related to supports and interventions. Best practices on managing problem behaviors in the classroom and use of consistent steps that all teachers and administration agree to, allows students to get the level of support they need to meet the desired behavioral expectations.

Planning for Implementation Kick-Off: í PBIS Teams will create an action plan related to kicking-off school-wide PBIS implementation. Teams will discuss: rotation

schedule to teach expectations to all students in all settings schoolwide; teaching classroom-wide expectations,sharing the school-wide acknowledgement system with staff and students


LCAP Priorities


IMTSS Area

pg. 23


Positive Behavioral Interventions and Supports,PBIS K-12 - Year 1, Tier 1

Day Four - April 12, 2017Implementation Step 8, Planning for Implementation Kick-Off

Step 8: í Using data for decision making is key to using the collaborative learning cycle, which results in effective and efficient action

planning and implementation. PBIS Teams will learn to use the School-Wide Information System (SWIS), a reliable and confidential web-based information system to collect, summarize, and use student behavior data for decision making. Teams will then learn the Team Initiated Problem Solving (TIPS) model in which they use data for an effective, systemic problem solving process.

Planning for Implementation Kick-Off: í PBIS Teams will create an action plan related to kicking-off school-wide PBIS implementation. Teams will discuss: rotation

schedule to teach expectations to all students in all settings schoolwide; teaching classroom-wide expectations,sharing the school-wide acknowledgement system with staff and students.


pg. 24



Positive Behavioral Interventions and Supports (PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academic and behaviorally significant outcomes for all students. Tier 2 interventions provide a secondary layer of supports for small groups of students who are not responding to Tier 1 supports. Teams will practice using the function of behavior principles.

Required Course(s)Day Five - September 7, 2016Implementing Tier 1 and Transition to Tier 2

í Tier 1 takes a look at team composition, implementation, and using evaluation to determine next steps of PBIS implementation. Transition to Tier 2, has individuals with specific skill sets included on the team to implement Tier 2 interventions and using data to evaluate next steps and fidelity of Tier 2 interventions.

Day Six - February 1, 2017Check-In Check-Out, (CICO) Intervention

í see Behavioral Supports section for description

Day Seven - April 19, 2017Youth Mental Health First Aid

í see Social/Emotional section for description


LCAP Priorities


IMTSS Area

Elective Courses SectionPBIS Bootcamp Behavioral SupportsRestorative Practices Behavioral SupportsExpect Respect Bully Prevention Behavioral SupportsApplied Behavioral Intervention Pathway Behavioral Supports


Elective Courses SectionPBIS Bootcamp Behavioral SupportsRestorative Practices Behavioral SupportsExpect Respect Bully Prevention Behavioral Supports

Applied Behavioral Intervention Pathway Behavioral Supports

Why Try? Behavioral Supports

Trauma, Toxic Stress, and the Developing Brain Social/Emotional Supports

pg. 25



Tier 2 interventions provide a secondary layer of supports for small groups of students who are not responding to Tier 1 supports. Using fidelity tools to continuously monitor Tier 1 and Tier 2 implementation, teams will be provided opportunities to select additional Tier 2 intervention strategies, training, support and continuous coaching. Teams will learn, understand, and apply the function of behavior principles.

Required Course(s)Day Seven - September 15, 2016Implementing Tier 1 and transition to Tier 2 - Cohort 6A

í Teams will ensure that capacity is continuously built with Tier 1 and Tier 2 using data.

Day Seven - October 11, 2016Year Three Team Training - Cohort 6B

Day Eight - January 19, 2017Team Training

Day Nine - March 23, 2017Team Training

Elective Courses:Team must choose 2 additional courses and attend as a team:


LCAP Priorities


IMTSS Area

Elective Courses SectionPBIS Bootcamp Behavioral SupportsRestorative Practices Behavioral SupportsExpect Respect Bully Prevention Behavioral SupportsApplied Behavioral Intervention Pathway Behavioral Supports

Elective Courses SectionPBIS Bootcamp Behavioral SupportsRestorative Practices Behavioral SupportsExpect Respect Bully Prevention Behavioral Supports

Applied Behavioral Intervention Pathway Behavioral Supports

Why Try? Behavioral Supports

Trauma, Toxic Stress, and the Developing Brain Social/Emotional Supports


pg. 26


Positive Behavioral Interventions and Supports, PBIS K-12 - Tier 3

Positive Behavioral Interventions and Supports (PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academic and behaviorally significant outcomes for all students. Tier-Three implementation will include individualized interventions and supports such using evidence-based practices. Using fidelity tools to continuously monitor Tier 1,Tier 2, and Tier 3 implementation, teams will be provided opportunities to select Tier 3 intervention strategies, training, support and continuous coaching. Teams will create an individual student plan based on the function of behavior principles. Teams will build internal capacity to further their PBIS implementation efforts at their school sites.

Required Course(s)Team must choose 3 courses and attend as a team: (some courses cover multiple days of training)

Prevent-Teach-Reinforce (PTR)

Linking Individuals and Families in Education (LIFE)

Restorative Practices


LCAP Priorities


IMTSS Area

Elective Courses Course Date(s) SectionPBIS Bootcamp Behavioral SupportsRestorative Practices Behavioral SupportsAny course selected from the Applied Behavioral Interventions Pathway See pathway for more info Applied Behavioral Interventions

PathwayAny course selected from the Social/Emotional Wellness for Youth Pathway See pathway for more info Social Emotional Wellness for

Youth Pathway


pg. 27


Positive Behavioral Interventions and Supports, (PBIS)K-12 - Coach and Administrator Training (Year 1, 2, and 3- Certificates given at the end of each consecutive year.)

Positive Behavioral Interventions and Supports (PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions. Teams include the participation of a site based coach and a site administrator. Administrator has executive leadership authority to approve and support team decisions (e.g., adequate funding, resource allocation, Information Technology - IT support, and positions).

Required Course(s)Year One - Coach and Administrator Trainings:Day One - October 4, 2016

í Role of the Coach, Team Building, Implementation Science, Facilitation Skills

Day Two - December 8, 2016 í Using Evaluation, Data-based Decision Making, and Consensus Building

Day Three - February 9, 2017 í Managing Non-Compliance and Function of Behavior

Day Four - April 25, 2017 í SWIS (School Wide Information System) and Planning for Implementation Kick-off

Year Two and Three - Coach and Administrator Trainings:Coach and Administrator trainings are composed of coaches and administrators from sites active in years two and three of PBIS Training attending together. The content for eight days of training is divided to four days per year.

Day Five - September 9, 2016 í Big Ideas of Coaching, SWITCH

Day Six - November 2, 2016 í Simon Sinek-Start with Why

Day Seven - February 14, 2017 í Understanding Students with Adverse Backgrounds and The Brain, Trauma, and Behavior

Day Eight - May 2, 2017 í Community Building Circles, Restorative Practices Overview, Expect Respect Overview, CICO-SWIS Training

Day Nine - 2017-18 í Teaming, PBIS Assessment, Using Data for Decision Making, Family Inclusion, SWIS-CICO (optional training)

Day Ten - 2017-18 í Classroom-wide PBIS Positive Reinforcement, Planned Ignoring, Forced Choice Reinforcement

Day Eleven - 2017-18 í Handling Difficult Group Dynamics, Workshop Method, Blueprint Overview

Day Twelve - 2017-18 í Facilitation Skill for Coaches, Universal Screening Tools, CICO-SWIS Training


LCAP Priorities


IMTSS Area

pg. 28


Early Childhood Positive Behavioral Interventions and Supports, EC PBIS - Year 1, Tier 1

Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve significant academic, behavior and social-emotional outcomes for all students. At the Tier l level, teams will learn how to build their school pro-social environment by establishing a common language, common practices and common vision. Teams will also learn the function of behavior principles.

Required Course(s)ECPBIS Overview - May 11, 2016 or April 14, 2017

Day One - August 1, 2016Implementation Steps 1-3

Step1: í PBIS EC Educators will establish team membership foundations including: establishing team member roles, create working

agreements, and create an action plan for multi-year organizational use. Step 2:

í In order to have a common purpose and approach to discipline, the PBIS Team will create a Behavioral Statement of Purpose that aligns with their program’s mission and goals.

Step 3: í A clear set of 3-5 school-wide positive behavioral expectations are defined for students and staff across all program

settings.

Day Two - August 2, 2016Implementation Steps 4-5

Step 4: í PBIS teams will action plan for creating lesson plans to teach program-wide behavioral expectations.

Step 5: í PBIS Teams will learn to foster a positive climate by creating a program-wide acknowledgement system to support

implementation efforts.

Day Three - October 7, 2016Team Work Group

í This working day provides teams with an opportunity to review their current implementation plans, discuss next steps, action plan, receive support as teams move through implementation steps, and resources to create visual supports (posters). SELPA Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) team members will be in the room providing coaching and facilitation.

Day Four - December 9, 2016Implementation Step 8, Planning for Implementation Kick-Off

Step 6: í PBIS Teams will develop a continuum of procedures for discouraging student behavior violations. Teams will create an

active discipline flow chart that defines major and minor behavioral violations and create a Behavior Incident Report (BIR) to collect data for decision making related to supports and interventions.

Day Five - January 24, 2017 í This day of training provides practical tools and strategies (visual supports, activities, songs, stories, books) for teaching

positive behavior.


LCAP Priorities


IMTSS Area

Elective Courses SectionEC PBIS Bootcamp Behavioral SupportsEC PBIS Team Work Group Behavioral SupportsSupporting and Understanding Students from Adverse Backgrounds Behavioral Supports

PBIS in the Home Behavioral Supports

EC PBIS Trainer of Trainers (TOT) - Program representatives Behavioral Supports

pg. 29



Day Six - March 14, 2017SWIS (On-Site/Regional):

í School-Wide Information System (SWIS) training is a reliable and confidential web-based information system to collect, summarize, and use student behavior data for decision making. SWIS provides program personnel with the information they need to be successful decision makers. Through SWIS, program staff enter behavior incident reports (BIRs) online. The data is summarized to provide information about individual students, groups of students, or the entire student body over any time period. SWIS training is for early childhood education programs currently implementing an Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) model.

Day Seven - May 5, 2017Implementation Step 7

Step 7: í Team Initiated Problem Solving (TIPS) is a model for using data for problem solving and decision making that includes

interactive meeting minutes and action plan. Teams will watch a demonstration team model this process. Planning for Implementation Kick-Off:

í EC PBIS Teams will make plans to kick off program-wide PBIS implementation. Rotation schedules to teach expectations to all students and families in program locations/routines and plans for sharing school-wide acknowledgement system with staff and students will be created.

Optional Team Work Group Day between days 7 and 8

Day EightStep 7:

í Trauma, Toxic Stress, and the Developing Brain: This presentation will explain the changes that occur in the brain due to prenatal exposure, trauma, and stress, and how these changes relate to the child’s functioning in the home, school, and community. The impacts of prenatal and/or postnatal exposures on learning, behavior, and relationships will be explored. Participants will learn specific interventions to assist young children who have experienced these negative events.

Elective Course(s)




EC PBIS Trainer of Trainers (TOT) - Program representatives Behavioral Supports


pg. 30



Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve significant academic, behavior and social-emotional outcomes for all students. Tier 2 interventions provide a secondary layer of supports for small groups of students who are not responding to Tier 1 supports.

Required Course(s)Implementing Tier 1 and transition to Tier 2 (multiple days) - Tier 1 takes a look at team composition, implementation, and using evaluation to determine next steps of PBIS implementation. Transition to Tier 2 focuses on action planning surrounding building capacity at Tier 1 while creating the foundations of Tier 2 interventions. Teams will use data to evaluate next steps toward fidelity of Tier 2 interventions.

Dates: í August 26, 2016 í August 31, 2016 í November 18, 2016 í November 30, 2016 í April 5, 2017 í April 7, 2017

Check-In Check-Out, (CICO) InterventionCheck-In Check-out-School-Wide Information Systems (CICO-SWIS)EC PBIS Trainer of Trainers (TOT) - Program representatives

Elective Course(s)


LCAP Priorities


IMTSS Area



Early Education Academy Early Childhood Education





pg. 31


Early Childhood Positive Behavioral Interventions and Supports, EC PBIS - Tier 3

Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve significant academic, behavior and social-emotional outcomes for all students. Tier-Three implementation will include individualized interventions and supports such using evidence-based practices. Using fidelity tools to continuously monitor Tier 1, Tier 2, and Tier 3 implementation, teams will be provided opportunities to select Tier 3 intervention strategies, training, support and continuous coaching. Teams will create an individual student plan based on the function of behavior principles. Teams will build internal capacity to further their ECPBIS implementation efforts at their school sites.

Required Course(s)Prevent-Teach-Reinforce for Young Children, PTR YCLinking Individuals and Families in Education (LIFE)EC PBIS Trainer of Trainers (TOT) - Program representatives

Elective Course(s)






pg. 32


Connecting the Dots in Math for Struggling Learners

Academic Supports

These three courses are designed to provide strategies to allow students options to appreciate math with engaging discussions and captivating activities that adhere to the Common Core State Standards (CCSS) and practices. Participants will develop and learn hands-on strategies to teach grade-level content that addresses the gaps of students who are struggling with basic mathematical conceptual understanding in number sense: addition, subtraction, multiplication and division. Course content will include: fractions, money, place value, and math projects. Participants will learn fun activities to increase conceptual understanding of math, the current shifts in mathematics instruction with the Common Core State Standards (CCSS), classroom instruction using CCSS, universal tools and supports, updates on state assessments, IEP math goal writing, and teacher collaboration of math resources. Come learn how to also learn how to use model drawing and error analysis in math with real world applications.

The Activities in this course for struggling learners are designed to engage your students in higher-level thinking and help them to develop rich problem-solving strategies. Each day will be packed with concrete, pictorial, and abstract activities to make the Common Core State Standards manageable, meaningful, and fun!

Ɔ Pupil Engagement

Ɔ Pupil Achievement

Ɔ Implementation of State Standards

Ɔ School Climate

Ɔ Other Pupil Outcomes

LCAP PrioritiesRenee GarciaProgram Specialist

¨ 760.955.3586

� [email protected]

2 Three Full-Days at desired level

Ä Special Education Teachers, General Education Teachers, Paraprofessionals

IMTSS Area

Instructional Strategies for Implementing the Common Core State Standards (CCSS)

This professional learning opportunity will provide strategies to help all students develop the skills necessary to be successful in the Common Core classroom. Six specific strategies over a 2-day training will emphasize on these research-based essential strategies for implementing the Common Core State Standards (CCSS). Outcome: Each participant will be given the book The Core Six Essential Strategies for Achieving Excellence with the Common Core by Dewing, Perini & Silver. Theory will be paired with thoughtful classroom application and planning considerations to support all learners.

Ɔ Pupil Engagement


Ɔ Course Access


LCAP PrioritiesStephanie HedbergProgram Specialist

¨ 760.955.3583


2 Two Full-Days


IMTSS Area

pg. 33


Lindamood Phoneme Sequencing Program (LiPS) for Reading, Spelling and Speech

Academic Supports

The Lindamood Phoneme Sequencing (LiPS) program, developed by Charles and Patricia Lindamood, is based on more than forty years of research and practice. It is used in Lindamood Bell Learning Centers throughout the nation. This course is designed to show educators how to use the LiPS kit to teach students to process sounds in words and apply those skills to reading and spelling using a multimodality approach. Additionally, educators will learn how to administer and interpret the Lindamood Auditory Conceptualization (LAC) test in order to monitor progress with their students. A multi-session coaching component is built into the training to insure teacher success.

Participants will become skilled teachers of the LiPS program by learning a new approach to mastering consonants and vowels, tracking sounds and syllables, and incorporating sounds into single and multi-syllable words. They will learn to administer the LAC test and utilize it with their students.

Ɔ Course Access


Ɔ Pupil Engagement

LCAP PrioritiesRhonda EvansProgram Specialist

¨ 760.955.3587


2 One hour Orientation Overview; Two Day Foundation Training; One day Next Steps Training; One day Multi-syllable Training; One day Lindamood Auditory Conceptualization Training

Ä Special Education Teachers, General Education Teachers, Speech-Language Pathologists

IMTSS Area

Read Naturally Encore

The Read Naturally program is a powerful intervention designed to improve student fluency, phonics skills, vocabulary and comprehension of written text. The program is based upon the evidence-based strategies of teacher modeling, repeated reading, and self monitoring of progress to accelerate reading achievement in developing readers.

Participants will learn how fluency directly relates to comprehension and become familiar with materials used in Read Naturally. They will learn procedures for giving placement tests as well as learning and practicing the steps of Read Naturally. Additionally, they will practice methods for checking and monitoring appropriate levels and goals so that they can continually challenge their students.

Ɔ Course Access




¨ 760.955.3587


2 Full-Day

Ä Special Education Teachers, General Education Teachers

IMTSS Area

pg. 34


Take Aim! For Vocabulary

Academic Supports

This one-day course focuses on teaching a powerful, evidence-based, audio-supported vocabulary program for students in the middle grades-four, five and six. The program specifically develops vocabulary knowledge and comprehension as a critical component of overall reading success and used with special education students in higher grades.

Participants will study the research findings in the area of vocabulary development that provide the foundation for Take Aim! in regards to word selection, teaching methods, learning strategies, learning principles, and intermediate-grade-level achievement. Additionally, they will become familiar with and practice pre and post-test procedures, and experience Take Aim! lessons as a student and as a teacher.

Ɔ Course Access


Ɔ Pupil Engagement


¨ 760.955.3587


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Speech-Language Pathologists

IMTSS Area

Building Effective Student Work Groups

The value of cooperative learning groups is well known, but so are the practical challenges. Most teachers have had bad experiences with group work in which some of the members of the group were excluded or had difficulty focusing on the task while one or two others ended up taking responsibility for getting the assignment done, often feeling resentful towards the others. Classroom catastrophes have resulted from teachers assigning group work without knowing how to organize the task and the students learning process so that it is productive for all. In this course, educators will learn how to apply the latest research regarding effective practices to help develop strong classroom work groups that provide the opportunity for all students to master the CCSS. Through step by step training, teachers will learn effective tools that will maximize student learning to improve intellectual skills, conceptual learning, creative problem solving, language development, subject area knowledge, oral communication skills, positive intergroup relations, classroom management and promote equity in heterogeneous classrooms.

Ɔ Pupil Engagement


Ɔ Course Access


LCAP PrioritiesBonnie GarciaProgram Specialist

¨ 760.955.3552


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators

IMTSS Area

pg. 35


Co-Teaching: The Power of Two

Academic Supports

The new Common Core State Standards (CCSS) call for both general and special education teachers to work together as if there were simply one education to collaborate. With collaboration in place, resources and efforts can be coordinated and aligned to focus on services to ALL students rather than focusing on labels. Co-Teaching provides general and special educators the opportunity to deliver high quality instruction to students with and without disabilities in the general education setting. Participants will learn how to design, teacher and monitor five possible co-teaching models; discover ways to provide whole group instruction while still meeting the individual needs of students on IEPs and 504 Plans; discuss and reach collaborative agreements on discipline, classwork, homework, noise level, etc. learn how to apply ground-breaking concepts from John Hattie’s Visible Learning in an inclusive classroom.

Ɔ Pupil Engagement


Ɔ Course Access


LCAP PrioritiesSheila ParisianProgram Specialist

¨ 760.955.3567


2 Full-Day


IMTSS Area

Instructional Strategies for Common Core Access: Know Thy Impact

This course will provide educators with strategies that truly make the difference to student learning and achievement. The strategies examined are based on the evidence in John Hattie’s book Visible Learning and are proven to be effective based on a synthesis of over 800 meta-analyses related to student achievement. Categories of strategies explored include meta-cognitive strategies, mnemonic strategies, analogical anchoring strategies, etc. The course is available and will be customized for elementary or secondary level educators.

Ɔ Pupil Engagement


Ɔ Course Access


LCAP PrioritiesCorinne FoleyProgram Manager

¨ 760.955.3552


2 Full-Day


IMTSS Area

pg. 36


REWARDS - Reading Excellence: Word Attack and Rate Development Strategies

Academic Supports

Recently revised, the REWARDS Program is a direct instruction program designed to help struggling readers in grades four through twelve increase fluency, deepen comprehension of informational text and increase precision in sentence writing. fluency and accuracy. Although REWARDS is a short-term intervention program, the results for students is long-term reading achievement. The program supports the Common Core State Standards and offers flexible implementation options.

Participants will be familiar with the research behind the REWARDS Program, practice and administer the pre, post, and generalization tests, and experience lessons as both a student and a teacher. Participants will receive a Teacher’s Manual as a part of the training and will be able to implement the program with their students as soon as they have student materials.

Ɔ Pupil OutcomesLCAP PrioritiesRhonda Evans

Program Specialist

¨ 760.955.3587


2 Full-Day

Ä Special Education Teachers

IMTSS Area

pg. 37


Special Circumstance Instructional Assistance: Determining the Need

Assessment

This course will provide guidance to educators in determining if a student with a disability needs specialized instructional assistance (SCIA) support. Rationale and least restrictive environment as it pertains to student independence will be discussed as well as specific factors for determining the initial need and the continued need for SCIA support. Documentation, forms required, and procedures for requesting SCIA will be shared.

Participants will learn the legal and procedural requirements in evaluating the initial and continuing need for and obtaining SCIA support.

Ɔ Course Access


Ɔ Pupil Engagement


¨ 760.955.3587


2 Full-Day

Ä Site Administrators, Special Education Teachers, Paraprofessionals

IMTSS Area

The Basics of Accessing the Curriculum Through Assistive Technology

The purpose of assistive technology (AT) assessment is to identify technology options that will accommodate the needs of students with disabilities. Such options should increase, improve, or maintain student functioning in educational, vocational, and community environments. This course will introduce participants to the SETT framework for team-based AT assessment. The SETT framework is a guideline for gathering data to make effective AT decisions. SETT is an acronym examining: Student’s abilities and needs , Environments in which the student needs help , Tasks which are difficult for the student to accomplish (IEP goals) , and Tools that may be useful to accomplish the identified task(s).

Ɔ Pupil Outcomes

Ɔ Basic Services

Ɔ Course Access

LCAP PrioritiesSheila ParisianProgram Specialist

¨ 760.955.3567


2 Full -Day

Ä Site Administrators, Special Education Teachers, Paraprofessionals

IMTSS Area

pg. 38


Autism Spectrum Disorders and Evidence-Based Practices - An Overview

Autism

The focus of this course is to provide participants with a framework for understanding Autism Spectrum Disorders (ASD). Topics include prevalence, characteristics, educational & social implications and effective interventions/instructional strategies. An emphasis will be placed on understanding Evidence-Based Practices (EBPs), identifying the most recent changes reported by the National Professional Development Center on Autism Spectrum Disorders and understanding the importance of incorporating these instructional strategies in all settings. This course is designed for anyone touching the life of an individual on the autism spectrum. This course is also offered online.

Participants will become familiar with ASD, the characteristics, and how it impacts learning, become familiar with the 27 established evidence-based practices, and be aware of the importance of establishing routines, being consistent, and using evidence-based practices to support student growth and performance in all educational environments. Also vailable online.

Ɔ Pupil Engagement

Ɔ School Climate


LCAP PrioritiesJennifer RountreeProgram Specialist

¨ 760.955.3585


2 Half-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Site Administrators

IMTSS Area

Structured Teaching: Visual Structure Supports Student Learning

Structured Teaching is a visually based approach to creating highly structured environments that support individuals with autism spectrum disorder (ASD) in all settings. It is based on the principles of Division TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children). Structured Teaching allows for implementation of a variety of evidence-based practices that are identified by the National Professional Development Center on ASD in the 2014 report, Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder including visual supports, antecedent-based intervention, reinforcement, and self-management. In this 2-day course, the presenter will use lecture, demonstration, discussion, and video clips to introduce participants to a variety of strategies to support students in preschool through high school. Many of these strategies, which can be used to support students in special education classrooms as well as general education settings, are also effective for students with attention deficit disorders, emotional disturbance, hearing impairments, communication challenges, intellectual disability, specific learning disability, and traumatic brain injury.

Participants will learn the components of Structured Teaching, including how to use visual supports to provide physical structure of the learning environment, individualized daily schedules, and work/activity systems to assist students in independently completing tasks in academic areas, self-help/daily living skills, and play skills, recognize how autism can affect student performance in the general curriculum, as well as understand evidence-based strategies that can assist these students in meeting the Common Core State Standards, how to embed a variety of evidence-based practices into a student’s program using Structured Teaching methods, make and Take a variety of visually-structured materials that can be implemented with students immediately.

Ɔ Pupil Engagement

Ɔ School Climate


LCAP PrioritiesRegion 10 Autism CommitteeCommittee

¨ 760.955.3585


2 Two Full-Days

Ä General Education Teachers, General Education Teachers, School Psychologists, Counselors, Occupational Therapists, Paraprofessionals, Parents

IMTSS Area

pg. 39


Helping Students with Autism Access the Common Core State Standards

Autism

This course will focus on the psychological theories of autism and how being weak in any of them may impact a student’s ability to progress toward meeting the Common Core State Standards. Through the presentation of case studies, these three psychological theories will be discussed and shown to directly impact students with autism’s ability to access their academics. Participants will also determine how evidence-based practices (EBPs) can be used to help students progress toward and meet specific standards. Additional online and follow-up activities may be included.

Participants will learn what three psychological theories affect students with an autism spectrum disorder, understand what Theory of Mind is and how it relates to autism, understand what Central Coherence is and how it relates to autism, understand what Executive Function is and how it relates to autism, learn how weaknesses in each of the above mentioned areas inhibits progress toward Common Core State Standards, and work on choosing EBPs to help meet the current need of the student and determine how those practices can be used to help the student progress toward Common Core State Standards.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Half-Day


IMTSS Area

Supporting Students with Executive Function Deficits in the Common Core Classroom

Do you work with students who are disorganized, inflexible, impulsive, and who struggle with planning and problem solving? Are you concerned that they might struggle meeting the demands that will be placed on them as we move to Common Core State Standards (CCSS)? If so, then this professional learning experience is designed for you! In this dynamic, hands-on, content-rich learning opportunity, you will be introduced to powerful evidence-based strategies that will enable students with executive function deficits to thrive in a Common Core classroom. Participants will leave with strategies that can be used immediately to support students in general education and special education settings, as well as receive a copy of Dr. Sheri Wilkins and Carol Burmeister’s book, FLIPP the Switch: Strengthen Executive Function Skills, Autism Asperger Publishing Company (AAPC).

Participants will gain knowledge of executive function (EF) skills and how EF deficits can impact learning and behavior in school, learn about how EF deficits are manifested and what disorders exhibit these deficits, discover powerful, evidence-based strategies that can be used to support the learning and behavior of students with EF deficits, and explore the Common Core State Standards and build a repertoire of resources to support all learners in accessing the CCSS.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Full-Day

Ä General Education Teachers, Special Education Teachers, Paraprofessionals, Counselors, School Psychologists, Site Administrators, Parents

IMTSS Area

pg. 40


Autism Spectrum Disorders and Social Understanding

Autism

This course is designed to provide participants with a framework for understanding how autism affects an individual’s social understanding. One of the major areas impacted by autism is social skills. Individuals on the spectrum tend to struggle with social communication, making friends, participating in groups and other daily social interactions. Topics of discussion will include the misperception that individuals with autism do not want to socialize, the impact failed social attempts may have on a student, the role Theory of Mind and Central Coherence play on social interactions and what interventions/instructional strategies can be used to support and individual with autism to increase their social competence. Prerequisite: Autism Spectrum Disorders and Evidence-Based Practices - An Overview

Participants will be able to identify how social understanding is affected by autism. They will also understand how unsuccessful social interactions may impact an individual with autism’s outlook. Participants will identify how a variety of instructional strategies can be used to help support the development of improved social skills.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Full-Day


IMTSS Area

Autism Spectrum Disorders and Behavior

The focus of this course is to provide participants with a better understanding of the behaviors students with autism are engaging in and how to provide appropriate support. Students with autism display a variety of behaviors throughout the day that often impact their ability to learn. These undesired behaviors may include the routine/ritualistic expressions characteristic of autism or behaviors such as task avoidance, verbal outburst or physical aggression. Individuals on the spectrum often engage in these undesired behaviors as a way to self-regulate or communicate. Topics of discussion for this course will include functions of behavior, functional communication, replacement behaviors, staff members role in behavior and the importance of data collection. Prerequisite: Autism Spectrum Disorders and Evidence-Based Practices - An Overview

Participants will be able to identify how behavior is affected by autism. They will also understand how to determine the function of behavior, replacement behaviors and the importance of establishing functional communication and reinforcement schedules. Participants will identify how a variety of instructional strategies can be used to help support the decrease of undesired behaviors while increasing desired behavior.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Full-Day


IMTSS Area

pg. 41


Visual Supports

Autism

This course will provide participants with an in-depth discussion of visual supports as an evidence-based practice. Focus will be placed on developing understanding around the three different types of visual supports, visual cues, visual schedules and visual boundaries. Visual Supports are an instructional strategies found to be effective for all students across all environments. Examples of visual supports will be given with specific emphasis on academic, behavior, and social skill supports. Additional online and follow-up activities may be included.

Participants will learn when and how to use visual supports, become familiar with the variety of ways in which visual supports can be incorporated into daily activities as well as recognize how visual supports are currently being used within their own settings, and be given the opportunity to make a variety of visual supports to take back for immediate use with students.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Half-Day


IMTSS Area

Prompting

This course will focus on the principles of prompting as an evidence-based practices. course will include a discussion of what prompting looks like, how prompting is currently being used, prompt hierarchies and the importance of prompt fading. Throughout the course, participants will be given opportunities to practice prompting techniques. Additional online and follow-up activities may be included.

Participants will understand what a prompt is and how to differentiate between prompts based on student need and the given task. They will understand the prompting hierarchy and the importance of fading prompts. Participants will practice using appropriate prompts through group activities, and the importance/benefits of using appropriate prompts to help shape behavior and student performance.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Half-Day


IMTSS Area

pg. 42


Reinforcement

Autism

This course will focus on the principles of reinforcement as an evidence-based practices. course will include a discussion of what reinforcement is, the different types of reinforcement, how reinforcement is currently being used, reinforcement schedules and the importance of using different reinforcement based on individual and group needs. Throughout the course, participants will be given opportunities to determine what types of reinforcement is being used and determining if given reinforcement is truly reinforcing. Additional online and follow-up activities may be included.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Half-Day


IMTSS Area

Self-Management

This course will focus on self-management as an evidence-based practice. course will include a discussion of what self-management is and why it is important when working with all students in all settings. Examples will be given of what self-management looks like when teaching students academic, behavior and social skills. Additional online and follow-up activities may be included.

Participants will understand the importance of developing self-management skills, learn when and how to teach self-management techniques, become familiar with the variety of ways in which self-management techniques can be incorporated into daily activities as well as recognize how students are currently self-managing, and be given the opportunity to make a variety of items to take back for immediate use with students working on improving self-management.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Half-Day


IMTSS Area

pg. 43


Social Narratives

Autism

This course will provide participants with an overview of social narratives as an evidence-based practice. Focus will be placed on the use of social narratives when working with students struggling with social competency across a variety of settings. Examples of social narratives will be given with specific emphasis on their use in addressing behavior needs and social skill development. Additional online and follow-up activities may be included.

Participants will learn when and how to develop a social narrative to support their student’s needs, become familiar with different ways in which social narratives can be used to meet the needs of a variety of students, how to incorporate social narratives into daily activities, and be given the opportunity to write their own social narrative to take back for immediate use with students.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Half-Day


IMTSS Area

Video Modeling

This course will focus on video modeling as an evidence-based practice. course will include a discussion of what video modeling is, how it is done, and what makes it so effective as an evidence-based practice. Discussion will be held on the four different types of video models. Additional online and follow-up activities may be included.

Participants will be able to identify the four different types of video models, see a variety of examples of when and how video models are used, understand how to use video models to support the development of behavioral, functional and social skills, and work with a group to create a short video model to share with others.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Half-Day


IMTSS Area

pg. 44


The Picture Exchange Communication System (PECS) Level 2 Training: Advanced

Autism

This course is designed to show you how to teach PECS with fidelity so your learners don’t get stuck on early Phases of PECS. Let us help you create lessons that turn your PECS user into someone who communicates in all situations using longer sentences. A review of the six Phases of PECS and discussions about your current challenges combined with ideas related to materials, teaching strategies and activities to promote communication will refine your PECS implementation skills. With innovative ideas, renewed confidence and enthusiasm you will leave the PECS Level 2 course ready to move PECS users to more sophisticated levels of communication. PECS Level 1 course is a pre-requisite.

Participants will learn how the components of the Pyramid Approach to Education are directly related to proper implementation of the PECS protocol, how to incorporate communication within daily activities and routines, how to develop advanced PECS lessons, how to analyze teaching PECS across the day.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Full-Day

Ä Speech-language pathologists, teachers, paraprofessionals, home therapists, occupational therapists, behavior analysts, program administrators and supervisors.

IMTSS Area

Autism Spectrum Disorders and Communication

The focus of this course is to provide participants with a framework for understanding how autism affects communication. Topics include language development & characteristics, symbolic communication, form & function, joint attention, pragmatics, increasing motivation to use language and effective interventions/instructional strategies. Through the use of case studies and videos, participants will be given the opportunity to identify different forms of communication, identify current limitations of communication and discuss possible intervention/instructional strategies that can be used to support improved use of language. Prerequisite: Autism Spectrum Disorders and Evidence-Based Practices - An Overview

Participants will be able to identify areas of communication affected by autism. They will also understand the impact of impaired joint attention and deficits in pragmatics on communication and social interactions. Participants will understand the role motivation plays in communication and how to identify the form and function of communication.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3585


2 Full-Day


IMTSS Area

pg. 45


Classroom Structure

Behavioral Supports

This course is designed to assist participants in developing a classroom structure that will help limit the potential for undesired behaviors in your classroom. Participants will be introduced to the basic behavioral principles of antecedent-based strategies. We will explore classroom foundations, focusing on the physical arrangement of the classroom to help students reach both academic and behavioral success.

Ɔ Pupil Engagement

Ɔ School Climate


LCAP PrioritiesDanielle CoteProgram Specialist

¨ 760.955.3584


2 Full-Day


IMTSS Area

Competing Pathways Charting

This course focuses on simple and effective ways to assess student behavior with a short and easy team-based process using the competing pathways charting. The Competing Pathways Charting (CPC) is a simple graphic organizer method that allows practitioners to create in just a few minutes a document that will serve as a foundation to write a behavior intervention plan. Setting events, antecedents, consequences, function of the behavior and replacement behavior principles will be explored.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3584


2 Half-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists

IMTSS Area

pg. 46


Behavior Intervention Plan Principles-The BIP Level 1

Behavioral Supports

This online course will guide practitioners in using a team-based approach to create effective behavior intervention plans for early stages behaviors or as an interim plan for moderate, serious or extreme behaviors. The new behavior intervention plan form Level 1, an abridged format of the behavior intervention Level 2, will be reviewed The Antecedent-Behavior-Consequence continuum, environmental Strategies, function and replacement behavior, reinforcement, crisis plan and communication principles will be covered.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3584


2 Online, Half-Day


IMTSS Area

Behavioral Intervention Plans Principles-The BIP Level 2

This course teaches the essential elements of how to write a research-supported behavior intervention plan that includes, operational definitions, antecedents, consequences, ecological analysis, environmental changes, functions of behavior, replacement behaviors, reinforcement, prompting, goals, and communication. The Behavioral Intervention Plan Level 2 is the document that will be the focus of this course.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3584


2 Full-Day


IMTSS Area

pg. 47


Behavioral Intervention Plans, The Scoring Guide

Behavioral Supports

This course covers the Positive Environment Network of Trainers (PENT) Behavior Intervention Plan Quality Evaluation Scoring Guide II. As a part of this experience, participants will have the opportunity to review case studies and will evaluate sample behavioral intervention plans.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3584


2 Full-Day


IMTSS Area

Practical Application of Behavioral Principles

This course is designed specifically to provide participants with the unique opportunity to use case studies relevant to their daily practice. Participants will apply prior knowledge to the science of behavior as well as learn new procedures, that include differential reinforcement, extinction, conditioned and unconditioned reinforcement, continuous and intermittent schedules, task analyzed charting, prompt and prompt fading.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3584


2 Half-Day


IMTSS Area

pg. 48


Bullying Behaviors at School: Tier-Two and Tier-Three

Behavioral Supports

The purpose of this course is to focus on how to intervene with bullying and the impact on academic performance and mental health. Information will address the person that bullies, the victim of the bully, as well as the bystanders. Interventions and responses to bullying will be emphasized including information about skill groups for various topics related to decreasing bullying.

The individual will identify three types of participants in bullying behavior, and identify two different interventions to help decrease bullying at the school.

Ɔ Pupil Engagement

Ɔ School Climate

LCAP PrioritiesLinda LlamasDirector

¨ 760.955.3601


2 Half-Day


IMTSS Area

Bullying Prevention and Intervention for Parents and the Community

This course is specifically designed for parents and community members who have participated in Positive Behavioral Interventions and Supports (PBIS) professional learning. It is an overview of specific strategies to prevent and intervene with bullying on a school campus.

Ɔ Pupil Engagement

Ɔ School Climate


Ɔ Parent Involvement


¨ 760.955.3584


2 One and a Half Hours

Ä Parents

IMTSS Area

pg. 49


Check-In Check-Out Intervention

Behavioral Supports

Check-In Check-Out is a Tier 2, group oriented intervention, designed especially for students whose problem behaviors (a) are unresponsive to Tier 1 practices and systems, (b) do not require more immediate individualized interventions, and (c) are observable across multiple settings. This three and a half hour training will teach participants the basic structure of setting up CICO with fidelity in a school system. Key features of CICO include: increased positive adult contact, embedded social skills training, a direct link to school-wide behavioral goals and expectations, frequent feedback, daily home-school communication, and positive reinforcement contingent on meeting behavioral goals. Research conducted on CICO consistently demonstrates associated decreases in problem behaviors, office discipline referrals, and referrals for special education services.

Participants will understand how students are placed in a Tier 2 Intervention. They will recognize how CICO is implemented in schools. Participants will also become familiar with the current CICO system at the school site and/or create foundations for a CICO system.

Ɔ Pupil Engagement

Ɔ School Climate



LCAP PrioritiesKami MurphyPBIS Coordinator

¨ 760.955.3582


2 Half-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, Office Staff, Paraprofessionals

IMTSS Area

Check-In Check-Out, CICO-SWIS

Check-In Check-Out (CICO-SWIS) is a web-based decision-making system providing school/facility personnel with an online space to enter Check-In Check-Out (CICO) point card data easily and efficiently. Information entered into CICO-SWIS is confidential and secure. CICO-SWIS protects data through the use of account-specific passwords and high-quality data protection procedures.

Participants will learn how to define behavior patterns in greater detail. Innumerable reports allow teams to dive into the data, getting more detailed information about specific questions related to the overall school-wide patterns, and student behavioral needs. Using these reports, teams can look at detailed information about success of targeted interventions for students and their referral patterns. Teams can use year-end reports to guide action planning for the necessary interventions.

Ɔ Pupil Engagement

Ɔ School Climate




¨ 760.955.3582


2 Two Hours

Ä Special Education Teachers, General Education Teachers, Site Administrators, Office Staff, Paraprofessionals

IMTSS Area

pg. 50


Exercise Makes Sense: How to Effectively Implement Classroom-Based Physical Activity Intervention

Behavioral Supports

Current evidence supports school-based physical activity programs have no negative impact on academic learning, and participation in daily exercise may improve the student’s concentration and cognitive functioning. Yet many school systems have downsized or eliminated physical education under the assumption that more classroom instructional time will improve academic performance and increase standardized test scores. Less than two percent of high schools students meet the recommended requirement for participation in 60-minutes of daily moderate-vigorous intensity physical activity. Classroom-Based Physical Activity Intervention (CBPAI) led by the teacher, parent volunteer, or student comprises a 10-minute protocol of moderate to vigorous intensity aerobic activities that children and adolescents can complete within the classroom prior to or during academic instruction with no additional equipment required.

Participants will learn how to effectively implement CBPAI as an alternative method for children and adolescents to meet the recommended guidelines for daily participation in 60-minutes of moderate to vigorous intensity physical activity.

Ɔ Pupil EngagementLCAP PrioritiesMary Murrah-Alexander

School Occupational Therapist II

¨ 760.955.3601


2 Half-Day


IMTSS Area

Bullying Prevention and Intervention for School Sites

This course is specifically designed for school sites who are already trained in and are implementing Positive Behavioral Interventions and Supports (PBIS). It provides simple and clear strategies to prevent and intervene with bullying problems on school campuses. It inlcudes a research-supported curriculum.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3584


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Site Administrators, Counselors, Office Staff, Bus Drivers

IMTSS Area

pg. 51


Keeping Cool at School: Self-Regulation Strategies

Behavioral Supports

This course provides participants with an understanding of sensory integration and self-regulation for children. Participants will learn practical evidence based strategies to implement in the educational environment to promote independence and learning.

Ɔ Pupil Engagement


LCAP PrioritiesSuzan RaymondSchool Occupational Therapist

¨ 760.955.3652

� @cahelp.org

2 Half-Day


IMTSS Area

Look At Me, I have ADHD!

This course assists educators in identifying the challenges faced by students with Attention Deficit Hyperactivity Disorder (ADHD) and its impact on learning. Participants will gain a deeper understanding of ADHD, and learn instructional strategies that can be applied in the classroom setting. Participants will see how integrating Positive Behavioral Interventions and Supports with classroom instructional adaptations, creates a positive learning environment for the student with ADHD.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3552


2 Half-Day


IMTSS Area

pg. 52



Behavioral Supports

The NEW and ENHANCED Non-Violent Crisis Prevention Institute (CPI) is a two-day course considered to be the worldwide standard for crisis prevention and intervention With a core philosophy of providing for care, welfare, safety, and security and aligned with positive behavioral supports principles, , it give educators the skills to safely and effectively prevent, evade and physically intervene, as a last resort, dangerous situation Participants must dress safely and must attend the entire two-day course. At the successful demonstration of competency of physical moves and passage of an exam, participants will receive certification.

Ɔ Pupil Engagement

Ɔ School Climate


LCAP PrioritiesCPI TeamCPI Team

¨ 760.955.3584


2 Two Full-Days

Ä Special Education Teachers, Paraprofessionals, Site Administrators

IMTSS Area

Positive Behavioral Interventions and Supports (PBIS) Bootcamp

This refresher course is designed for school sites who have been through the Positive Behavioral Interventions and Supports (PBIS) training, but may need a refresher at the Universal level. As teams and school site personnel grows and changes, it is often necessary to build the capacity of current staff. This course is a supplement to the three-year training program offered.

Participants will become more familiar with the implementation of PBIS, identify the level at which the school/district is currently operating, and action plan next steps for implementation.

Ɔ Pupil Engagement

Ɔ School Climate



LCAP PrioritiesKami MurphyCoordinator, PBIS

¨ 760.955.3582


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Site Administrators, District Administrators

IMTSS Area

pg. 53


Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) Bootcamp

Behavioral Supports

This course is designed for early childhood program personnel and staff whose sites have been through the Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) course. The course provides a review of PBIS foundations at the Universal/Tier 1 level for new staff members or current team members. As teams and program personnel grow and change, it is often necessary to build the capacity of current staff. This course is a supplement to the three-year course program offered.

Participants will become more familiar with the implementation of PBIS, identify the level at which early childhood program is currently operating, and action plan next steps for implementation.

Ɔ Pupil Engagement

Ɔ School Climate




¨ 760.955.3582


2 Full-Day

Ä Early Childhood Educators, Site Administrators, District Administrators

IMTSS Area

Positive Behavioral Interventions and Supports (PBIS) in the Home

Do you have parents that are asking for assistance in their home? PBIS refers to a systems change process for an entire school, district, and or home. The underlying theme is teaching behavioral expectations in the same manner as any subject. This session will define what a PBIS system may look like in the home setting to help build a connected system between a student’s home and school life.

Participants will become more familiar with the system of PBIS and the multi-tiered approach as it relates to behavior, create a matrix of what positive behavioral expectations look like, sound like, and feel like in all the home areas, and identify common language between home and school regarding behavioral expectations.

Ɔ Pupil Engagement

Ɔ School Climate




¨ 760.955.3582


2 Two Hours

Ä Special Education Teachers, General Education Teachers, Site Administrators, Parents

IMTSS Area

pg. 54


Positive Behavioral Interventions and Supports (PBIS)r K-12 Overview

Behavioral Supports

This overview will describe the what, why and how of Positive Behavioral Interventions and Supports (PBIS) training. PBIS is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academic and behaviorally significant outcomes for all students. At the universal level, participants will learn how to build their school pro-social environment by establishing a common language, common practices and common vision. Tier-Two, targeted interventions will include Check-In Check-Out and social and academic groups Tier-Three implementation will include interventions and supports such as Prevent, Teach, Reinforce (PTR), Linking Individuals and Families with Education (LIFE) and identifying evidence-based behavior intervention supports. Teams will build internal capacity to further their implementation efforts at their school sites.

Participants will gain a deeper understanding of the benefits of PBIS, understand how this framework fits with pieces that are currently working, and define how PBIS fits in with their local LCAP.

Ɔ Pupil Engagement

Ɔ School Climate




¨ 760.955.3582


2 Two Hours


IMTSS Area

Prevent-Teach-Reinforce, Tier-Three Team-Based Support Planning

Prevent-Teach-Reinforce (PTR) is a standardized Positive Behavioral Interventions and Supports (PBIS) model designed to meet the behavior support needs of students with persistent and severe problem behavior. PTR addresses the three major categories of behavior support components: antecedent manipulation, instructional strategies, and contingent management. Teams are trained in the five step implementation model for building a PTR school-based team, assessing and planning individual positive supports, and developing effective coaching support.

Participants will build team capacity for assessing and planning interventions for students needing Tier-Three support.

Ɔ Pupil Engagement

Ɔ School Climate




¨ 760.955.3582


2 Full-Day (Multiple Days Required)


IMTSS Area

pg. 55


School-Wide Information System (SWIS)

Behavioral Supports

School-Wide Information System (SWIS) training is a reliable and confidential web-based information system to collect, summarize, and use student behavior data for decision making. SWIS provides school personnel with the information they need to be successful decision makers. Through SWIS, school staff enter office discipline referrals online. The data is summarized to provide information about individual students, groups of students, or the entire student body over any time period. SWIS training is for schools currently implementing a Positive Behavioral Interventions and Supports (PBIS) model.

Participants will learn how to define behavior patterns in greater detail. Innumerable reports allow teams to dive into the data, getting more detailed information about specific questions related to the overall school-wide patterns. Using these reports, teams can look at disproportionately by ethnicity, detailed information about individual students referral patterns, and year-end reports to guide action planning for the upcoming school year.

Ɔ Pupil Engagement

Ɔ School Climate



LCAP PrioritiesPBIS TeamPBIS Team

¨ 760.955.3582


2 Half-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Office Staff

IMTSS Area

Positive Behavioral Intervention and Support (PBIS) Team Workgroup

This working day provides teams with an opportunity to review their current implementation plans, discuss next steps, action plan, and receive support as teams move through implementation steps. SELPA Positive Behavioral Interventions and Supports (PBIS) team members will be in the room providing coaching and facilitation as requested by teams.

Participants will build on existing relationships with their site PBIS team, identify their existing level of implementation, and design an action plan for growth.

Ɔ Pupil Engagement

Ɔ School Climate




¨ 760.955.3582


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Site Administrators, District Administrators, School Psychologists

IMTSS Area

pg. 56


Self-Regulation in the Classroom

Behavioral Supports

This course provides participants with various play therapy interventions to use to address self-regulation behaviors and teach different self-regulation skills to children and adolescents. A brief discussion will be given regarding how executive function impacts self-regulation. Emphasis will be placed on play therapy interventions that can be used in office and school settings with children and adolescents.

Ɔ Pupil EngagementLCAP PrioritiesLinda Llamas

Director

¨ 760.955.3601


2 Full-Day


IMTSS Area

Team Initiated Problem Solving (TIPS)

This course presents a model for using data for problem solving and decision making that includes a systematic team process.

Participants will learn how to organize, and conduct meetings, problem solve, define action plans, define goals and evaluation plans, and document decision plans.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3582


2 Half-Day


IMTSS Area

pg. 57


Why Try?: The Foundation Course Level 1

Behavioral Supports

Get ready for a fun day of training with the Why Try? program that is currently used by K-12 schools, educational institutions, group homes, mental health agencies, and youth correctional facilities as a means to teach valuable life skills. It may be used with individual students, small or large groups to help students answer the question, why try in life. The program offers solutions on how to respond to daily life stressors that students can both understand and remember. The teaching materials target different learning modalities by utilizing visual analogies, music, videos, and experiential activities to make better decisions in life that lead to opportunity, freedom, and self-respect.

Participants will engage in multiple fun activities that include moving, developing strategies to Surrender One-Up Relationships, ability to network and collaborate with other participants throughout the training, learn how to setup and design lessons, and deliver inspiring messages through multiple hands-on activities.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3586


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Counselors, School Psychologists, Site Administrators

IMTSS Area

Why Try?: The Advanced Course Level 2

This advanced course level 2 Why Try? training will focus on a variety of fun-filled activities within each of the ten visual analogies that were not a part of the level one training. Participants should currently be utilizing the Why Try program and have attended the basic foundations Level 1 training of the program. The teaching materials target different learning modalities by utilizing visual analogies, music, videos, and experiential activities to help students make better decisions in life that lead to opportunity, freedom, and self-respect.

Participants will engage in multiple fun activities that include moving, developing strategies to learn how to set up and deliver the activity lessons, processing additional activities, networking and collaborating with other participants throughout the training, and delivering inspiring messages that will help students to see that their life choices affect their life outcomes. Note: The prerequisite to attend this course is WhyTry? Foundation Course Level 1.

Ɔ Pupil Engagement

Ɔ School Climate



¨ 760.955.3586


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Counselors, School Psychologists, Site Administrators

IMTSS Area

pg. 58


Positive Behavior Interventions and Supports (PBIS), K-12

Behavioral Supports

Positive Behavioral Interventions and Supports (PBIS) is multi-tiered behavioral framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academic and behaviorally significant outcomes for all students. At the universal level, teams will learn how to build their school pro-social environment by establishing a common language, common practices and common vision, while learning the function of behavior principles. Tier-Two and Tier-Three interventions will be evidence based and may include: Check-In Check-Out, Social Skills Groups, Why Try, Prevent Teach Reinforce (PTR). Teams will build internal capacity to further their implementation efforts at their school sites.

Participant teams will learn less reactive, adverse, dangerous, and exclusionary practices; understand how to build more engaging, responsive, preventive, and productive environments; become familiar with better classroom management practices with less discipline issues and more instructional minutes; and become familiar with a continuum of services available for students learning and emotional needs, learn more strategies to maximize academic engagement and achievement for ALL students, and learn strategies to improve interagency, community, parental and school interdependence.

Ɔ Pupil Engagement

Ɔ School Climate




¨ 760.955.3582


2 Full-Day (Multiple Days Required)

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Site Administrators, District Administrators, Bus Drivers, Campus Security, School Psychologists

IMTSS Area

Restorative Practices: Introduction to Restorative Practices and using Circles Effectively

Using Restorative Practices as prevention and intervention tools will greatly enhance your schools Interconnected Multi-Tiered Systems of Support (IMTSS). On day one, Introduction to Restorative Practices participants will gain a better understanding of the basic principles of Restorative Practices and will experience practicing the skills needed to start using these practices immediately. Practices include using affective statements, affective questions, small impromptu conferences, group of circle strategies, and a brief discussion about the formal conference. On day two, Using Circles Effectively, participants will enhance their knowledge base about utilizing the use of circles in any setting; classrooms, staff meetings, or parent groups. Participants will work in a circle as they learn about the process of using circles effectively. This training includes a book for guidance and useful circle prompts. These tools will effectively empower participants to utilize circles in their classrooms and meetings.

Through facilitated discussion, video, and interactive exercises, you will learn practical skills to create dynamic circles that engage individuals in a variety of settings.

Ɔ Pupil Engagement



Ɔ School Climate


¨ 760.955.3582


2 Two Full-Days

Ä Special Education Teachers, School Psychologists, General Education Teachers, Site Administrators, District Administrators, Counselors

IMTSS Area

pg. 59


Classroom Management

Behavioral Supports

This course is designed to introduce participants to the basic behavioral principles of antecedent-based strategies and explore classroom management foundations for both academic and behavioral success strategies shared will include time, instructional and verbal structure, and teacher characteristics.

Ɔ Pupil Engagement


Ɔ School Climate


¨ 760.955.3584


2 Half-Day


IMTSS Area

Functional Behavioral Assessments-FBAs

This course focuses specifically on fundamental concepts necessary to conduct a functional behavior assessment (FBA) a best-practice step to be able to write effective behavior intervention plans.

Ɔ Pupil Engagement


Ɔ School Climate


¨ 760.955.3584


2 Half-Day


IMTSS Area

pg. 60


Supporting and Understanding Children from Adverse Backgrounds (i.e. foster care, parental incarceration, and poverty)

Behavioral Supports

This course examines the impact of adverse backgrounds on children’s behavior, relationships, learning, and future success in the classroom. The presentation will encourage understanding, nurture empathy, and assist early educators in supporting children who are struggling with life circumstances such as foster care, parental incarceration, and poverty.

Participants will increase their empathy and understanding of the life experiences of: children in foster care, those who struggle with economic and residential instability, and children with parents who are incarcerated. They will gain a better understanding of the behaviors students from adverse backgrounds may exhibit in the school setting and increase the repertoire of ways to respond and support these students in order to bolster self-esteem for students from adverse backgrounds.

Ɔ Pupil Engagement





LCAP PrioritiesKristee LaivaPBIS Specialist

¨ 760.955.3591


2 Two Hours

Ä Special Education Teachers, General Education Teachers, Counselors, School Psychologists, Site Administrators

IMTSS Area

Students From Adverse Backgrounds: Fostering Empathy While Understanding the Legal Supports Available

This course examines the impact of adverse backgrounds on children’s behavior, relationships, learning, and future success in the classroom. The presentation will encourage understanding, nurture empathy, and assist educators in supporting children who are struggling with life circumstances such as foster care, parental incarceration, and poverty. Legal information regarding homeless students and those in foster care will be provided as well as classroom strategies.

Participants will increase their empathy and understanding of the life experiences of: children in foster care, those who struggle with economic and residential instability, and children with parents who are incarcerated. They will gain a better understanding of the behaviors students from adverse backgrounds may exhibit in the school setting and increase the repertoire of ways to respond and support these students in order to bolster self-esteem for students from adverse backgrounds.

Ɔ Pupil Engagement





LCAP PrioritiesKristee LaivaPBIS Specialist

¨ 760.955.3591


2 Half-Day

Ä Special Education Teachers, General Education Teachers, Counselors, School Psychologists, Site Administrators

IMTSS Area

pg. 61


Transition Partnership Program (TPP) Beginning-of-the-Year-Meeting


The Transition Partnership Program (TPP), WorkAbility I Program (WAI), and California PROMISE invite participants to attend a presentation by Richard Santana from Homeboy to Harvard Productions. Students face increasingly difficult situations due to disabilities, drugs, homelessness, and single-parent households. Mr. Santana challenges his audience to critically assess their perceptions; he sends out messages on making choices, between hope and hopelessness, between evaluating young people based upon our own standards and accepting them in the context of their own, and between giving up on the most challenged youth and truly becoming advocates. Breakout sessions will also be offered during this course.

Ɔ Pupil Engagement

Ɔ Course Access


LCAP PrioritiesAdrienne ShepherdCoordinator, Transition Services

¨ 760.843.3982


2 Full-Day

Ä Special Education Teachers, Counselors

IMTSS Area

Transition Planning for All Students

This course is specifically designed to provide participants with an overview of the legal mandates and ethical requirements necessary to meet IDEA transition mandates for students with disabilities age 16 and older. An emphasis will be placed on transition services including the Individual Transition Plan (ITP), measurable postsecondary goals, and the legal requirements for developing the Summary of Performance (SOP). Using the Person Centered Planning process, participants will learn how to generate student profiles essential in the required planning of postsecondary goals.

Participants will learn how to meet the requirement of Indicator 13, will learn strategies necessary to involve students and family members in student-centered transition planning, and will review a systematic approach to develop meaningful and realistic transition goals based on student needs, interests, and assessment profiles.

Ɔ Pupil Engagement

Ɔ Course Access



¨ 760.843.3982


2 Full-Day

Ä Special Education Teachers, Counselors

IMTSS Area

pg. 62


Transition Resource Fair


The Resource Fair is an annual event co-sponsored by the Desert/Mountain SELPA Transition Partnership Program, WorkAbility I Program, in conjunction with the California PROMISE Grant. This resource-rich opportunity will provide parents, students with disabilities, educators, and all who attend, with information regarding resources and services available to students in grades 10 through adult life.

Participants will have an opportunity to network with agencies regarding resources available for students with disabilities and will have an opportunity to be motivated by a learning disabilities advocate.

Ɔ Pupil Engagement

Ɔ Course Access



¨ 760.843.3982


2 Two Hours

Ä Special Education Teachers, Counselors, Parents, TPP Students

IMTSS Area

pg. 63


Desired Results Developmental Profile (DRDP) 2015

Early Childhood Education

The Desired Results Developmental Profile (DRDP) is an observation tool utilized by educators to record individual progress towards the achievement of specific outcomes across many domains of development. This instrument was developed by the California Department of Education for administration with young children. The DRDP (2015) has two versions--one for use with infants and toddlers; the other for use with preschool-age children. It replaces the previous DRDP-R and DRDP-Access, creating one common instrument for use with both general and special education populations. Special education teachers, Early Intervention service providers, and Speech-Language Pathologists who work with children ages birth to 5 years are encouraged to attend.

Participants will learn appropriate methods for administering the DRDP 2015, including observation and data collection strategies. Accommodations for children with special needs will be reviewed. Educators will be given opportunities to practice scoring measures using sample videos. Ideas for collaborating with other professionals to share data will be explored. In addition, the DRDP 2015 as an important tool in the development and monitoring of IFSPs and IEPs will be discussed.

Ɔ Pupil Engagement





LCAP PrioritiesDiane GarciaProgram Specialist

¨ 760.955.3588


2 Half-Day

Ä Special Education Teachers, Speech-Language Pathologists, Early Childhood Educators

IMTSS Area

Teacher Talk: Preschool Language & Literacy

This three part course, titled Teacher Talk, was developed by The Hanen Centre and will be delivered by a certified Speech-Language Pathologist. Participants will learn effective strategies for promoting language, literacy, and social interaction skills in young children, including second language learners and children with special needs. Trainings are interactive and encourage application of skills to daily interactions with children.

Teacher Talk will focus on: Encouraging Language Development in Early Childhood Settings, ABCs & Beyond: Let Language Lead the Way to Literacy, and Fostering Peer Interaction in Early Childhood Settings.

Ɔ Pupil Engagement






¨ 760.955.3588


2 Half-Day

Ä Special Education Teachers, Speech-Language Pathologists, Early Childhood Educators

IMTSS Area

pg. 64


Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) Overview

Early Childhood Education

This course is an overview that will describe the what, why, and how of Positive Behavioral Interventions and Supports (PBIS) in the preschool setting. PBIS is a multi-tiered behavioral framework for enhancing the adoption and implementation of the continuum of evidence-based interventions to achieve academic and behaviorally significant outcomes for all children. Participants will gain a deeper understanding of the benefits of PBIS, understand how this framework fits with pieces that are currently working

Participants will gain a deeper understanding of the benefits of EC PBIS and understand how this framework fits with pieces that are currently working within their program.

Ɔ Pupil Engagement



Ɔ School Climate


¨ 760.955.3582


2 Two Hours

Ä Early Childhood Educators, Site Administrators, District Administrators

IMTSS Area

Trauma, Toxic Stress, and the Developing Brain

This course will explain the changes that occur in the brain due to prenatal exposure, trauma, and stress, and how these changes relate to the child’s functioning in the home, school, and community. The impacts of prenatal and/or postnatal exposures on learning, behavior, and relationships will be explored. Participants will learn specific interventions to assist young children who have experienced these negative events.

Ɔ Pupil Engagement





LCAP PrioritiesJenae HoltzCEO, CAHELP

¨ 760.955.3555


2 Half-Day

Ä Special Education Teachers, General Education Teachers, Paraprofessionals, Site Administrators, District Administrators, Counselors

IMTSS Area

pg. 65


Maintenance of Effort (MOE)

Finance

Managing Special Education expenses while continuing to meet Maintenance of Effort (MOE - SEMA and SEMB) can be challenging. The mix of federal versus state funds also impacts MOE. This combined with some unknowns with regard to Program Cost Report Allocations (PCRA) and other SACS software coding issues further increase the challenge.

This course will provide participants an understanding of MOE (SEMA and SEMB) and will provide strategies to assist with meeting the requirement. Included will be how to review current and prior year information in advance to determine spending is on track prior to completing the actual reports after year end close.

Ɔ Basic ServicesLCAP PrioritiesJanet Crabtree

Program Manager

¨ 760.946.8200


2 Half-Day

Ä District Administrators

IMTSS Area

Special Education Finance

With changes being implemented with regard to special education funding, there are items of concern for districts, charter schools, county offices of education and SELPAs. This workshop will provide insight with regard to the ever-changing landscape of Special Education Finance. There will also be a review of reporting requirements and a discussion on how each impacts funding.

This course will provide participants an understanding of various aspects of Special Education finance. Each will gain insight regarding the various funding sources for special education, the impact of recent changes, and reporting requirements.

Ɔ Basic ServicesLCAP PrioritiesJanet Crabtree

Program Manager

¨ 760.946.8200


2 Half-Day

Ä District Administrators

IMTSS Area

pg. 66


IEP Forms and Facts - Required Course #1 in ADR Pathway and Required Course #1 in Legally Compliant IEP Pathway


In this course, participants will learn the basic components of the WebIEP system and see the direct correlation of what is in the WebIEP system compared to what is generated as the printed IEP page. The IEP Process and how every page of the IEP relates to this process will be the main focus of this course. Participants will receive a resource notebook with additional resources, links to the SELPA policies, and flowcharts to help IEP teams conduct meaningful IEP meetings. Participants will also discuss specific areas necessary to show legal compliance, follow legal guidelines, and involve all required members of the IEP team. Participants will understand how to write quality, legally compliant IEP documents. Time for discussion and questions regarding the IEP components are integrated into the course. A discussion of the LiveBinder resource will also be included in this course. Outcome:


LCAP PrioritiesDenise EdgeProgram Manager

¨ 760.955.3568


2 Full-Day

Ä Special Education Teachers, School Psychologists, General Education Teachers, Site Administrators

IMTSS Area

Collaborative IEP Process - Required Course #2 in ADR Pathway

In this course, participants will learn the steps in the collaborative IEP process including the roles of the facilitator and the scribe. They will identify the components of a collaborative IEP meeting, identify roles critical to the collaborative IEP process, and learn useful tools for effective meeting facilitation and conflict resolution. Group memory charting will be used to capture the strengths, concerns, and areas of need so that all members of the IEP team are engaged and contributing participants. Pre-meeting preparation and post meeting follow-ups are included components in this training. Participants will have the opportunity to participate in and observe a mock IEP meeting using the collaborative IEP process.




¨ 760.955.3568


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, District Administrators

IMTSS Area

pg. 67


Legally Compliant IEP Present Levels of Performance (PLOPs), Goals, and Educational Benefit - Required Course #2 in Legally Compliant IEPs Pathway


This interactive full-day course will focus on understanding the IEP Process, the identification of Areas of Need, and the development of legally compliant present levels of performance (PLOPs) as baseline indicators so that IEP goals are written for each Area of Need and directly linked to the baseline PLOP.. The differences between strengths, concerns, educational needs, present levels of performance, and measurable goals will be discussed. Participants will have the opportunity to view examples of both PLOPS and goals and practice writing both from information provided. A definition and discussion of educational benefit, focusing on progress towards goals and collecting data to show progress will be a secondary focus in this course. Samples of multiple ways to collect data and measure progress will be shared.

Ɔ Pupil EngagementLCAP PrioritiesDenise Edge

Program Manager

¨ 760.955.3568


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, Counselors, School Psychologists

IMTSS Area

The Facilitated IEP - Required Course #3 in ADR Pathway

Participants will learn about facilitation techniques when a neutral facilitator is requested to facilitate an IEP meeting. Facilitation as a process is designed to assist the IEP Team with communication and problem solving strategies so that the IEP meeting is student focused. A neutral facilitator may assist the IEP team in crafting an IEP document that functions as an individualized educational program with educational benefit for the student with a disability. Crucial communication skills, listening skills, and an understanding of the roles of each IEP team member will be discussed in this training. The role of the LEA designee and the meaningful participation of the parent and other IEP team members will also be components of this training. Follow-up coaching and feedback will be provided upon request.

Ɔ Pupil Engagement



¨ 760.955.3568


2 Full-Day

Ä Special Education Teachers, Site Administrators, General Education Teachers

IMTSS Area

pg. 68


Writing Legally Compliant IEP Notes- Required Course #3 in Legally Compliant IEP Pathway


In this course, participants will learn the do’s and don’ts in taking legally compliant IEP notes. The legally required components of the IEP based on federal and state law, IEP note-taking tips, common errors, case law and samples will be included in this interactive workshop. A note taking template will also be presented.

Ɔ Pupil Engagement



¨ 760.955.3568


2 Two Hours

Ä Special Education Teachers, Site Administrators

IMTSS Area

Meaningful Parent Participation - Required Course #4 in ADR Pathway

Through participation in this course, participants will confirm that when schools and families work together, student learning and student outcomes improve. The Individuals with Disabilities Act (IDEA) strongly supports a parent’s right to be involved in the special education program that his child receives. Parents must meaningful participate in every phase of the identification, evaluation, development, revision or review of the educational program for their child. This training will focus on the techniques and procedures to educate parents about the IDEA, the assessment process, and the IEP Process at the very beginning of an initial referral for special education. The underlying premise in this training is that the relationship building time spent by the IEP team members at the beginning of the identification for special education eligibility will save time and effort later if the parent has a good understanding of his critical role in the IEP process. Assisting parents in understanding the IEP process, the educational jargon, and their role as a meaningful IEP team member will pave the way for productive IEP meetings and legally appropriate offers of Free and Appropriate Public Education in the Least Restrictive Environment.

Ɔ Pupil Engagement



¨ 760.955.3568


2 Full-Day

Ä Special Education Teachers, Site Administrators, School Psychologists, District Administrators

IMTSS Area

pg. 69


Prior Written Notice (PWN) - Required Course #4 in Legally Compliant IEP Pathway


This course will give participants an understanding of the seven required elements in a Prior Written Notice (PWN) and the nine reasons that a PWN is required to be sent to the educational right’s holder. Using the IEP notes to serve as a PWN will also be discussed. A sample template to organize the required PWN information and sample letters for each of the nine required times a PWN is required will also be shared. Participants will leave this course with knowledge and confidence in knowing how to write a legally sound prior written notice.

Ɔ Pupil EngagementLCAP PrioritiesDenise Edge

Program Manager

¨ 760.955.3568


2 Two Hours

Ä Special Education Teachers, Site Administratiors

IMTSS Area

Management Information System (MIS)/Bridge Transfer

This course is designed for Management Information System (MIS) data entry users, both windows and WebDA versions. The WebIEP Bridge is an integrated module within WebIEP to assist the user with electronic data transfer. Previous access must be granted by the SELPA prior to this course.

Participants will also learn to perform electronic data entry by way of the IEP Transfer Program known as Bridge Transfer. There will be plenty of time for open discussion and brainstorming.


LCAP PrioritiesColette GarlandMIS Support Analyst

¨ 760.955.3565


2 Full-Day

Ä MIS/WebDA users

IMTSS Area

pg. 70


WebIEP


This course provides participants with hands-on training of the WebIEP program, secure username and password access, and review and learn to correct errors providing the user with a complete, concise, and compliant IEP. Participants will learn the basic components of WebIEP and gain a firm understanding of the practical application in the use of WebIEP.

Ɔ Pupil EngagementLCAP PrioritiesColette Garland

MIS Support Analyst

¨ 760.955.3565


2 Three Hours

Ä Site Administrators, School Psychologists, Speech-Language Pathologists, District Administrators, Counselors, General Education Teachers, Special Education Teachers, Office Staff

IMTSS Area

Spanish WebIEP

This course is designed for district translators who will be authorized to translate a COMPLETED IEP in the WebIEP program that the Educational Rights holder has requested to be translated. Specific permission must be granted by the LEA prior to attending the course. MIS data entry users are also encouraged to attend to have a better understanding of the workflow for the district translator.

Ɔ Pupil EngagementLCAP PrioritiesColette Garland

MIS Support Analyst

¨ 760.955.3565


2 Three Hours

Ä District translators and MIS/DA data entry users

IMTSS Area

pg. 71


Identification of Risk Factors for Tier-Three Mental Health Intervention

Social/Emotional Supports

This course will teach the identification of risk factors prompting school personnel to refer a student for mental health counseling services. Discussion will be focused on what services the Desert/Mountain Children’s Center offers at this level of intervention and our collaboration with schools.

Ɔ Pupil Engagement

Ɔ School Climate

LCAP PrioritiesLinda LlamasDirector

¨ 760.955.3601


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, District Administators, Counselors

IMTSS Area

Managing School Crisis: From Theory to Application

Designed to prepare school administrators and all educators for the inevitable crises that occur within schools and/or that affect those in schools, this training reflects the three most common phases of a crisis: pre-crisis planning, acute crisis response and post-crisis activities. Special attention is given to the most common pitfalls (those that pose the most threat to school personnel from a liability standpoint) associated with crisis response activities.

Participants of this course are introduced to the Critical Incident Skills Management (CISM) framework and specific intervention techniques that can easily be applied within the school setting for the emotional support of students families and school staff. These intervention techniques are research-informed and widely recognized for their effectiveness. Participants will be given opportunities to explore the elements of effective crisis management through multiple group activities. This is not a disaster preparedness course. This course is an emotional first aid/crisis intervention.

Ɔ Pupil Engagement

Ɔ School Climate

LCAP PrioritiesBelinda JaureguiBehavioral Health Counselor

¨ 760.955.3601


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, Paraprofessionals, Counselors, Office Staff, Parents

IMTSS Area

pg. 72


Youth Mental Health First Aid


Youth Mental Health First Aid teaches a five-step action plan to offer initial help to young people showing signs of a mental illness or in a crisis, and connect them with the appropriate professional, peer, social, or self help care. Anyone can take the eight-hour Youth Mental Health First Aid course, but it is ideally designed for adults who work with young people, ages 12-18 teachers, coaches, leaders of faith communities, social workers, and other caring citizens.

Achieve an increase in the mental health literacy of adults who interact with school-aged youth and increase awareness of mental health issues among school-aged youth.

Ɔ Pupil Engagement

Ɔ School Climate

LCAP PrioritiesCheryl Goldberg-DiazProgram Manager

¨ 760.955.3601


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, Paraprofessionals, Office Staff, Bus Drivers, Counselors

IMTSS Area

Self-Harming Versus Suicide: Understanding the Differences

This course will outline the major differences between self harming behaviors and suicide. Participants will learn how to identify warning signs of both and how to respond effectively. Discussion regarding how both are portrayed in the media will be covered. Participants will also learn what question to ask someone who is self harming and/or showing signs of suicidal behavior.

Ɔ School ClimateLCAP PrioritiesLinda Llamas

Director

¨ 760.955.3601


2 Full-day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, District Administators, Counselors

IMTSS Area

pg. 73


The Brain, Trauma, and Behavior


This course provides information related to changes in the brain due to prenatal exposure, trauma and stress, and how this relates to the child’s behavior in the home, school, and community. This presentation will explain the many impacts to children in their learning, behaviors and relationships based on either prenatal and/or postnatal exposures.

Participants will learn what changes to the brain occur due to prenatal exposure, trauma, and stress. Participants will also learn specific interventions to assist with managing behaviors for children with changes in their brains.

Ɔ Pupil EngagementLCAP PrioritiesJenae Holtz

CEO, CAHELP

¨ 760.955.3555


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, Counelors

IMTSS Area

Understanding and Supporting Positive Student Mental Health

This presentation will empower classroom teachers and staff that interact daily with students with the information needed to recognize the risk factors and warning signs for the most common mental health illnesses in children, such as depression and anxiety. It will also focus on trauma and toxic stress, and the effect on the developing brain of a child. Equally as important, specific tools and strategies needed to create positive learning climates that enhance social and academic achievement will be provided in this hands on learning opportunity.

Participants will learn how social-emotional health disorders impact academic success. They will also walk away with specific instructional strategies that promote a positive classroom climate, increase students motivation to learn and improve academic success at the universal/prevention level, the secondary/targeted support level, and the tertiary/intensive support level.

Ɔ Pupil Engagement


Ɔ School Climate


¨ 760.955.3601


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, Paraprofessionals, Counselors, Office Staff, Parents

IMTSS Area

pg. 74


Social Skills Groups


In the social skills course you will be exposed to how to address social skills difficulty at all three tier levels with an emphasis on how to implement social skills groups within the classroom as well as in small groups. Information on how to find curriculum for groups will also be explored.

Participants will learn how to structure and facilitate groups, various social skills topics, understanding the difference between education and therapeutic groups, and how to find curriculums for implementing social skills groups.

Ɔ Pupil Engagement



LCAP PrioritiesTheresa VaughanProgram Manager

¨ 760.955.3601


2 Half-Day


IMTSS Area

How Does Your Engine Run? The Alert Program for Self-Regulation

How Does Your Engine Run is an Evidenced-Based Program that provides a framework to support children and adults at all levels, including those who are nonverbal. We all have engines! Some of our engines just go a little higher and some need more help, but we all self-regulate. This program can be used by educators, therapists and parents to support students at all levels to maintain an optimal state to attend, learn and concentrate within their environment.

Ɔ Pupil Engagement



¨ 760.955.3601


2 Full-Day

Ä Special Education Teachers, General Education Teachers, Site Administrators, School Psychologists, Paraprofessionals

IMTSS Area

pg. 75


Audiological Procedures

Speech and Hearing

This course is designed to give district representatives knowledge of SELPA audiological services and to share procedures for accessing evaluations and services. A demonstration of classroom amplification equipment available to students with hearing loss will be given. Discussion regarding procedures for obtaining equipment through Low-Incidence funding will follow.

Participants will be able to make appropriate, timely student referrals for audiological assessment services and understand procedures for obtaining amplification equipment should it be recommended after assessment.

Ɔ Pupil Engagement


Ɔ Course Access


¨ 760.955.3587


2 Half-Day

Ä Speech-Language Pathologists, Special Education Teachers, Site Administrators

IMTSS Area

Speech-Language Pathologists Collaboration Group

Quarterly meetings are held during the school year with presentations focused on therapy methods, assessments, research, legislative issues, and procedures.

Participants will have the knowledge of the latest research regarding evidence-based therapy practices and will have information to help them provide services according to California Education Code requirements and ASHA guidelines. Additionally, they will be aware of SELPA policies and procedures regarding eligibility and dismissal criteria, IEP practices and other legal requirements. The sessions also will provide the opportunity to network with colleagues from neighboring districts in order to share assessments and therapy materials, ideas, and to establish professional relationships so that they may communicate with each other regarding shared students.




Ɔ Course Access


¨ 760.955.3587


2 Three Hours

Ä Speech-Language Pathologists, Special Education Teachers, Site Administrators

IMTSS Area

pg. 76


Communication Skills for Children with Moderate to Severe Disabilities: A Collaborative Approach

Speech and Hearing

How are your students with moderate to severe disabilities communicating? Ever wondered how to increase their communication? This series of courses is designed to help expand and promote the communication skills of children with moderate to severe disabilities through a collaborative model. Emphasis will be placed on the facilitation of speech and language in the classroom, in an effort to generalize communication skills to natural environments. Through a shared understanding of communication development, participants will be empowered to work together to implement evidence-based strategies in the context of daily activities and routines. Topics may include: communication development, speech and language facilitation strategies, integration of methodologies (e.g. PECS, Enhanced Milieu Teaching, AAC), IEP considerations, application and implementation in the classroom. Various options for professional collaboration will be described and modeled, including the use of centers and circle time. Over the course of this interactive learning experience, educators will be encouraged to practice new skills with their students, discuss results, and work together to develop creative intervention plans.

Ɔ Pupil Engagement




¨ 760.955.3588


2 Half-Day

Ä Speech-Language Pathologists, Special Education Teachers, Paraprofessionals

IMTSS Area

pg. 77


Preschool Professionals Collaboration Group

Committees

The Preschool Professionals Collaboration Group (PPCG) targets issues related to the provision of special education services for preschool age children. Speech-language pathologists, school psychologists, preschool special education teachers, administrators, and others who work with the preschool population are invited to attend. This interdisciplinary group provides the opportunity to develop a collaborative professional network, in order to share ideas and information regarding current best practices. Guest speakers and training topics will be determined by the needs and interests of the group. Past topics included preschool assessment, early identification of disabilities, community resources, three year old and Kindergarten transitions, and eligibility.

Ɔ Pupil Engagement





¨ 760.955.3588


2 Half-Day

Ä Speech-Language Pathologists, School Psychologists, Special Education Teachers, Site Administrators

IMTSS Area

School Psychologists’ Committee

The Desert/Mountain School Psychologists Committee meets four times per year for the purpose of continuing professional development, enrichment, networking, and training.

Attendees stay current on relevant topics that included special education legal compliance issues, best practices in assessments, IEP writing, special education eligibility, academic and behavioral accommodations and interventions, mental health practices, and suspension/expulsion procedures.

Ɔ Pupil Engagement



Ɔ School Climate

LCAP PrioritiesGlenn LowPsychologist

¨ 760.955.3566


2 Four Full-Days

Ä School Psychologists, Speech-Language Pathologists

IMTSS Area

pg. 78


Community Advisory Committee (CAC) Meeting

Committees

The Community Advisory Committee representatives meet four times per year to give input and feedback to the SELPA regarding policy, programs, and procedures.



¨ 760.955.3552


2 Two and a Half Hours

Ä Parents, District Administrators

IMTSS Area

pg. 79

Screening, Assessment, Referral,and Treatment Program (SART)

The SART program utilizes a team of highly qualified professionals to screen, assess, refer, and treat your child. San Bernardino County has collaboratively developed a program designed for children birth to six years of age who may have been prenatally exposed to drugs, alcohol, and/or violence. The SART program also addresses concerns with children experiencing behavior problems and difficulties maintaining appropriate behaviors in pre-school settings and the child’s home. The SART program offers a comprehensive screening process, assessment, and appropriate referrals to excellent treatment to improve overall functioning of the child. The DMCC provides medication support and management upon referral from the treating therapist to the DMCC medical doctor.

Screening:The Ages and Stages Questionnaire 3 and the

Ages and Stages Social Emotional (ASQ 3 and

the ASQ-SE) are used as an initial screening

tool to evaluate the child’s current level of

functioning.

The ASQ 3 screen identifies 5 domains:

Communication

Gross Motor

Fine Motor

Problem Solving

Personal-Social

The ASQ-SE Screens:

Social Emotional

Assessment:Based on the results of the ASQ/ASQ-SE, a partial

or full comprehensive assessment may be

provided. Assessment may include:

Developmental assessment

Physical examination

Psycho/social assessment

Occupational therapy assessment

Speech and language assessment

Referral:Based on the assessments, recommendations

are made to the parent/guardian of the child and

the appropriate referrals are made to treatment

providers.

Treatment:Treatment may include:

Individual/Family Psychological Therapy

Parent/Child Interaction Therapy (PCIT)

Theraplay®

Play Therapy

Occupational Therapy

Sensory Processing

Speech and Language Therapy

Infant Massage

17800 Highway 18 Apple Valley, CA 92307Phone: 760.552.6700 Fax: 760.946.0819

www.dmselpa.org/dmcc

School-Aged TreatmentServices (SATS)

The Desert/Mountain Children’s Center (DMCC) provides individual, group, and family counseling services for children and youth ages seven to twenty two. The goal of the DMCC is to assist clients in developing skills to reach their full potential. Referrals may be made through the child’s school, parents, physicians and/or guardians. The DMCC provides SATS medication support and management upon referral from the treating therapist to the DMCC medical doctor. SATS are primarily provided at each child’s school but are also offered in the home, clinic, and community as needed.

The child may receive individual counseling, group counseling, family counseling, and/or case management. The therapeutic interventions will directly address the treatment goals developed by the therapist, caregiver, and child. Specific types of treatment that may be used are Play Therapy®; Theraplay® techniques; Parent, Child, Interactive Therapy; Cognitive Therapy; and/or Behavioral Therapy.

All children referred to the DMCC will receive an assessment consisting of an interview with the parent and/or guardian and the child. The assessment will determine the level of treatment the child will need. All children meeting medical necessity will have a treatment plan developed by their therapist. The treatment plan will include specific goals and will work towards alleviating the symptoms that necessitated counseling services.

17800 Highway 18 Apple Valley, CA 92307Phone: 760.552.6700 Fax: 760.946.0819

www.dmselpa.org/dmcc

17800 Highway 18, Apple Valley, CA 92307 Phone: 760.552.6700 Fax: 760.242.5363

www.dmselpa.orgrev. June 2016

COACHING PRACTICES TO ADDRESS THE COMPLEX NATURE OF CLASSROOMS WITH CHALLENGING BEHAVIORS Description: Disruptive behavior challenges among students present a significant challenge for schools. Even with the use of universal classroom management practices, some students will need additional classroom supports. Despite the professional learning provided in behavioral prevention programs such as PBIS, the gap between science and practice exists. This series is designed specifically to provide external and district level coaches with specific strategies and tools that lead to higher fidelity of implementation of universal supports and targeted behavioral supports. The cost of the training includes Motivational Interviewing for Effective Classroom Management, The Classroom Check-Up written by Wendy M. Reinke, Keith C. Herman, and Randy Sprick.

Presented By: Lori Newcomer, Ph.D., Missouri Prevention Center, University of Missouri

Date: August 29, August 30, and October 31, 2016

Registration Time: 8:00 a.m.

Training Time: 8:30 a.m. – 3:30 p.m.

Cost: $250.00 ADDITIONAL INFORMATION:

Intended Audience: District level coaches, PBIS coaches, and Program Specialists

Location: Desert Mountain Educational Service Center (DMESC), 17800 Highway 18, Apple Valley, CA 92307

Registration: To ensure that we provide enough materials for everyone please register online at: http://sbcss.k12.oms.org/52-115845 The registration deadline is August 15, 2016. For additional registration information, please contact Caryn Valdez at (760) 955-3552. For additional information regarding training content, please contact Corinne Foley at (760) 955-3552. There are no refunds for no-shows or cancellations after the registration deadline.

Special Accommodations: Please submit any special accommodation requests at least fifteen working days prior to the training by notating your request when registering at: http://sbcss.k12oms.org/52-115845.

Desert/Mountain Special Education Local Plan Area Desert/Mountain Charter SELPA 17800 Highway 18 • Apple Valley, CA 92307-1219

P F

W

760-552-6700 760-242-5363 www.dmselpa.org

Desert/Mountain SELPA and Desert/Mountain Charter SELPA presents…

This four-day training is designed as a series that builds in knowledge and application. Beginning with a better understanding of the CCSS, participants will develop unit plans and lesson plans. Attendance is required at all four days of the series.

Date Topic Summary September 15, 2016

Accessing Common Core for Students with Significant Cognitive

Disabilities (Moderate to Severe Disabilities)

This workshop will introduce the new alternate curricular supports from the National Center and State Consortium that California will be using. They are based on the Common Core Standards and have been written for students with significant cognitive disabilities.

September 20, 2016

Common Core Unit Planning with Students with Significant Cognitive

Disabilities

This workshop set the foundation for believing in what your students can do instead of focusing on what they can’t do. This workshop begins the training series with a shift in the mindset of how we approach “teaching” and “learning” for our students with significant cognitive disabilities. Participants will be exposed to accessible core content areas based on common core for students with more complex needs.

November 7, 2016

Classroom Implementation of Common Core Standards

This workshop will review the foundation of standards based instruction looking at student engagement in grade level standards based activities that develop skill acquisition for IEP goals within lessons.

January 17, 2017

Presented By: Tana Donaghy, Ed.D, Exceptional Equity for All

Cost: $175.00

All trainings will be held at the Desert Mountain Educational Service Center. To register for the training listed above, please go to http://sbcss.k12oms.org/52‐115689. For assistance with registration, please contact Caryn Valdez at (760) 955-3552 or via email at [email protected].

California Association of Health & Education Linked Professions 17800 Highway 18 ● Apple Valley, CA 92307

(760) 552-6700 ● (760) 242=5363 Fax Jenae Holtz, Chief Executive Officer

www.dmselpa.org

Teaching and Learning the Common Core Standards for Students with Moderate to Serve Disabilities

Desert/Mountain SELPA & Charter SELPAProgram Specialist District Assignmentsand Contact Information

Rev. June, 2016

Danielle Côté, Program Specialist ^ Board Certified Behavior Analyst ^ Multi-Tiered Systems of Support-Behavior

¨ (760) 955-3584 � [email protected]

» Academy of Academic Excellence Charter School » Norton Space & Aeronautics Academy Charter School » Bear Valley USD » Hesperia USD

# Caryn Valdez, Office Specialist II ¨ (760) 955-3552 � [email protected]

Program Specialist Support Person:

Disrtricts Supported:

Rhonda Evans, Program Specialist ^ Language, Speech, and Hearing ^ Literacy

¨ (760) 955-3587 � [email protected]

» Lucerne Valley USD » Taylion Charter Schools » Trona JUSD » Victor Valley Union High SD

# Dominick Diaz, Office Specialist II ¨ (760) 955-3573 � [email protected]



Renée Garcia, Program Specialist ^ Educational Psychology ^ Multi-Tiered Systems of Support-Behavior ^ Multi-Tiered Systems of Support-Academic

¨ (760) 955-3586 � [email protected]

» Adelanto SD » Barstow USD » Excelsior Education Center Charter Schools » Needles USD

# Julie Wheeler, Office Specialist II ¨ (760) 955-3592 � [email protected]



Stephanie Hedberg, Program Specialist ^ Common Core State Standards ^ Multi-Tiered Systems of Support-Academic

¨ (760) 955-3583 � [email protected]

» Aveson Charter Schools » Baker USD » Odyssey Charter School » Oro Grande SD

# Mallory Wilkes, Office Specialist II ¨ (760) 955-3570 � [email protected]



Diane Garcia, Program Specialist ^ Early Childhood Literacy ^ Language, Speech, and Hearing

¨ (760) 955-3588 � [email protected]

» Desert/Mountain Operations » Encore High Charter Schools » Snowline JUSD

# Dominick Diaz, Office Specialist II ¨ (760) 955-3573 � [email protected]



Jennifer Rountree, Program Specialist ^ Autism ^ Multi-Tiered Systems of Support-Behavior

¨ (760) 955-3585 � [email protected]

» Apple Valley USD » Silver Valley USD

# Julie Wheeler, Office Specialist II ¨ (760) 955-3592 � [email protected]



Sheila Parisian, Program Specialist ^ Assistive Technology ^ Inclusion and Co-Teaching ^ Multi-Tiered Systems of Support-Behavior ^ Multi-Tiered Systems of Support-Academic

¨ (760) 955-3567 � [email protected]

» Desert Trails Prep Academy Charter School » High Tech High Charter Schools » LaVerne Prep Academy Charter School » Victor Elementary SD

# Jennifer Holbrook, Office Specialist II ¨ (760) 955-3559 � [email protected]



Bonnie Garcia, Program Specialist ^ Education and Multi-Cultural Settings ^ Multi-Tiered Systems of Support-Behavior ^ Multi-Tiered Systems of Support-Academic

¨ (760) 955-3572 � [email protected]

» Health Sciences High & Middle College Charter School » Helendale SD » Pathways to College Charter School » Victor Valley Union High SD

# Mallory Wilkes, Office Specialist II ¨ (760) 955-3570 � [email protected]



DISTRICT13/14 14/15 15/16 Total D /W Resolution Mediation Settled Hearing

Aveson Global Leadership Acad N/A N/A 2 2 0 0 0 2 0Aveson School of Leaders N/A N/A 0 0 0 0 0 0 0Desert Trails Prep Academy 0 0 0 0 0 0 0 0 0Encore High School, Riverside 0 0 0 0 0 0 0 0 0Encore Junior/Senior High School N/A N/A 0 0 0 0 0 0 0LaVerne Elem Preparatory 0 0 0 0 0 0 0 0 0Odyssey Charter School N/A N/A 0 0 0 0 0 0 0Taylion High Desert Academy 0 0 0 0 0 0 0 0 0

SELPA-WIDE TOTALS 0 0 2 2 0 0 0 2 0

Districts showing a value of .25 above indicates that the district is a co-respondent with 3 other districts.Districts showing a value of .50 above indicates that the district is a co-respondent with another district.

Desert/Mountain Charter SELPADue Process Summary

July 1, 2015 - June 10, 2016

CASE ACTIVITY FOR CURRENT YEAR D = Complaint Dismissed W = Complaint Withdrawn

Desert/Mountain Charter SELPA Due Process Activity Summary

July 1, 2015 – June 10, 2016

Printed on 6/7/16 Page 1

DISTRICT ISSUE STATUS 20.

Aveson Global Leadership Academy Case No. 2016-020569

Case Filed 02/02/16

The LEA filed a due process case to defend a psycho-educational and assistive technology assessment. IEE requests by the parent were denied

• No resolution – LEA filed • 03/17/16 – mediation scheduled • 04/06/16 – due process hearing scheduled • 03/08/16 – settlement agreement signed - CLOSED

22.

Aveson Global Leadership Academy Case No. 2016-020582

Case Filed 02/16/16

The parents filed a due process complaint alleging a denial of FAPE for inadequate PLOPs, goals and assessments

• Cases consolidated 2/29/16 • 02/29/16 – resolution session held • 03/17/16 – mediation scheduled • 04/06/16 – due process hearing scheduled • 03/08/16 – settlement agreement signed - CLOSED

2000-2001 -$ 2001-2002 -$ 2002-2003 -$ 2003-2004 -$ 2004-2005 -$ 2005-2006 -$ 2006-2007 -$ 2007-2008 -$ 2008-2009 -$ 2009-2010 -$ 2010-2011 -$ 2011-2012 -$ 2012-2013 -$ 2013-2014 -$ 2014-2015 -$ 2015-2016 7,378.00$

Desert /Mountain Charter SELPALegal Expense Summary

As of June 10, 2016

DISTRICT06/07 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 Total D /W Resolution Mediation Settled Hearing

Adelanto SD 0.5 3 4.5 0 2 0 3 6 5.5 2.5 27 1 0 0 1.5 0Apple Valley USD 2 6 7 2 1.33 0 0 2 1 1.5 22.83 0 0 0 1.5 0Baker USD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Barstow USD 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0Bear Valley USD 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0Helendale SD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Hesperia USD 1 1 3 2.5 1 5.5 4 3 5 7.5 33.5 1 0 4.5 2 0Lucerne Valley USD 0 0 0 0 4 0 1 2 1 1 9 0 0 0 1 0Needles USD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Oro Grande SD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Silver Valley USD 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0Snowline USD 1 1 1 0 0 2 1 1 5 4.5 16.5 0.5 1 0 3 0Trona USD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Victor Elementary SD 1.5 3 0 1 1 1 1 4.33 3.33 1.83 18 0 0 1 0.83 0Victor Valley Union High SD 0 2 1.5 2.5 0 2 4 3.33 4.3 7.83 27.46 1 0 1 5.33 0.5

Academy for Academic Excellence 0 0 0 0 1.33 0 0 4 2 0 7.33 0 0 0 0 0CA Charter Academy 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Desert/Mountain OPS 0 0 0 0 0.34 0.5 1 1.33 0.83 4.33 8.33 0.5 0 0.5 2.83 0.5Excelsior Education Center 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Explorer Elementary 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0High Tech Elementary P. L. N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 0 0 0 0 0 0High Tech Middle 0 0 0.5 0 0 0 0 0 0 0 0.5 0 0 0 0 0High Tech High 0 0 0.5 0 0 2 2 0 1 0 5.5 0 0 0 0 0High Tech High International 0 0 0 0 0 0 1 2 0 0 3 0 0 0 0 0High Tech High Media Arts 1 0 0 0 2 0 0 2 0 0 5 0 0 0 0 0High Tech Middle Media Arts 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0High Tech High Statewide Benefit 0 2 1 0 1 2 0 2 1 0 9 0 0 0 0 0

SELPA-WIDE TOTALS 7 18 19 8 15 17 18 33 30 31 196 4 1 7 18 1

Districts showing a value of .25 above indicates that the district is a co-respondent with 3 other districts.Districts showing a value of .50 above indicates that the district is a co-respondent with another district.

Desert/Mountain SELPADue Process Summary

July 1, 2015 - June 10, 2016

CASE ACTIVITY FOR CURRENT YEAR D = Complaint Dismissed W = Complaint Withdrawn

Desert Mountain SELPA Due Process Activity Summary

July 1, 2015 – June 10, 2016



Snowline JUSD/D/M Operations Case No. 2015071107 Case Filed 07/27/15

The parent filed a due process complaint alleging for stay put at previous county placement

• 08/07/15 – resolution session held • 08/18/15 – mediation cancelled • 08/20/14 – mediation scheduled • 09/08/15 – due process hearing scheduled • 09/03/15 – settlement agreement signed - CLOSED

2.

Snowline JUSD Case No. 2015071107 Case Filed 08/21/15

District filed a due process complaint asking for an ALJ to order the district to conduct triennial assessments without parental consent

• 09/03/15 – mediation held • 09/03/15 – settlement agreement signed - CLOSED

3. Victor Valley Union HSD

Victor Elem SD Desert/Mtn Operations Case No. 2015080412 Case Filed 08/10/15

Parent filed a due process complaint alleging a denial of FAPE due to a lack of triennial assessments, consistent staffing and placement in the least restrictive environment

• 08/20/15 – resolution session held • 09/21/15 – mediation scheduled • 10/21/15 – due process hearing scheduled • 08/20/15 – interim agreement signed – final agreement pending • 11/10/15 – final settlement agreement signed - CLOSED

4. Victor Valley Union HSD Desert/Mtn Operations

Case No. 201509006 Case Filed 08/31/15

The parents of a student in Case #26 from 2014-15 filed a due process case alleging failure to properly implement 2015 consent to IEP

• 09/04/15 – cases consolidated by OAH • 09/15/15 – resolution session scheduled • 10/07/15 – mediation scheduled • 10/27/15 – due process hearing scheduled • 10/07/15 – settlement agreement signed at mediation - CLOSED

5.

Victor Valley Union HSD Case No. 2015090709 Case Filed 09/09/15

The parents of a student filed a due process complaint alleging a denial of FAPE for not completing an assessment within procedural timelines

• 09/15/15 – resolution session scheduled • TBD – mediation not scheduled • TBD – due process hearing not scheduled • 09/24/15 – settlement agreement signed – CLOSED


July 1, 2015 – June 10, 2016



Victor Valley Union HSD Case No. 2015090407 Case Filed 09/15/15

The district filed a due process to uphold the validity of a district assessment

• No resolution for district filed case • 10/02/15 – mediation held • 10/06/15 – due process hearing scheduled • 12/01/15 – due process hearing re-scheduled • 11/30/15 – case withdrawn – parent revoked consent for special education

CLOSED

7. Adelanto SD


The parent of a student filed a due process complaint alleging a denial of FAPE for exclusion from Special Education program and discipline

• 09/25/15 – resolution meeting scheduled • 10/01/15 – resolution meeting rescheduled • 10/08/15 – resolution meeting rescheduled • 10/20/15 – mediation scheduled • 11/05/15 – due process hearing scheduled • 10/30/15 – case dismissed – CLOSED •

8. Apple Valley USD


The parents of a student filed a due process complaint alleging a denial of FAPE for failure to offer sufficient placement and services, failing to perform a FBA and failure to assess in all areas of suspected disability

• 10/19/15 – resolution meeting scheduled • 10/29/15 – mediation scheduled • 11/19/15 – due process hearing scheduled • 10/19/15 – settlement agreement signed at resolution - CLOSED

9.

Victor Valley UHSD Case No. 2015100472 Case Filed 10/13/15

The parent of a student who is no longer enrolled filed a due process complaint alleging a denial of FAPE for failing to provide educational benefit for the two years the student was enrolled in the district

• 10/26/15 – resolution meeting scheduled • 11/17/15 – mediation scheduled • 12/08/15 – due process hearing scheduled • 10/26/15 – settlement agreement signed at resolution - CLOSED

10.


The parent filed a due process complaint alleging a denial of FAPE for failing to address bullying, referral for assessments, and failing to meet annual goals

• 11/16/15 – resolution meeting scheduled • 12/08/15 – mediation scheduled • 12/28/15 – due process hearing scheduled • 11/28/15 – amended complaint submitted adding Victor Elem SD as a party • 12/15/15 – resolution scheduled • 01/07/16 – mediation scheduled in amended complaint • 01/28/16 – due process hearing scheduled in amended complaint • 12/15/15 – settlement agreement signed resolution - CLOSED


July 1, 2015 – June 10, 2016



Victor Valley UHSD Desert/Mountain Operations


The parent refiled a due process complaint on behalf of a 22-year-old student alleging a denial of FAPE for the 2013-14 and 2014-15 school year

• 11/16/15 – resolution meeting scheduled • 12/03/15 – mediation scheduled • 12/23/15 – due process hearing scheduled • 02/09/16 – due process hearing continued and rescheduled • to 02/17/16 – awaiting OAH decision • 04/04/16 – split decision from OAH • 09/13-14/16 – bifurcated hearing

12.

Snowline JUSD Desert/Mountain Operations


#1: the parent filed a due process complaint alleging a delay in holding the 2015 annual #2: not having all relevant members of the IEP team attend the annual #3: not developing appropriate goals

• 12/01/15 – resolution meeting held • 12/10/15 – mediation scheduled • 12/30/15 – due process hearing scheduled • 12/01/15 – case withdrawn by parent at resolution - CLOSED

13. Adelanto SD


Parent filed a due process case alleging a denial of FAPE for not providing a 1:1 aide and not providing adequate speech services

• 11/24/15 – resolution meeting held • 12/10/15 – mediation scheduled and cancelled • 12/30/15 – due process hearing scheduled • 02/18/16 – mediation rescheduled • 03/08/16 – due process hearing rescheduled • 02/18/16 – settlement agreement signed at mediation - CLOSED

14.


Parent filed an expedited due process complaint to challenge a manifestation determination outcome

• 12/01/15 – resolution session held • 12/10/15 – mediation scheduled • 12/31/15 – due process hearing scheduled • 12/01/15 – settlement agreement signed at resolution - CLOSED

15.

Hesperia USD Desert/Mountain Operations


Parents filed a due process complaint alleging a denial of FAPE for the 2014-15 and 2015-16 school years

• 12/01/15 – resolution session held • 12/22/15 – mediation scheduled - cancelled • 01/07/16 – due process hearing scheduled • 02/04/16 – mediation rescheduled • 03/15/16 – mediation rescheduled • 04/11/16 – due process hearing rescheduled • 03/15/16 – interim settlement agreement signed • 09/12/16 – due process rescheduled based on interim agreement


July 1, 2015 – June 10, 2016


DISTRICT ISSUE STATUS

16. Victor Elementary SD

Desert/Mountain Operations Case No. 2015120080 Case Filed 11/30/15

The parent filed a due process complaint alleging a denial of FAPE for the 2014-15 school year

• 12/08/15 – resolution meeting scheduled • 12/17/15 – resolution rescheduled • 01/05/16 – mediation scheduled • 01/26/16 – due process hearing scheduled • 12/17/15 – settlement agreement signed at resolution – CLOSED

17. Snowline JUSD

Desert/Mountain Operations Case No. 2015120254 Case Filed 12/03/15

The parent filed a due process complaint alleging a denial of FAPE for the 2014-15 and 2015-16 school years

• 12/16/15 – resolution meeting scheduled • 01/07/16 – mediation scheduled • 01/27/16 – due process hearing scheduled • 12/16/15 – settlement agreement signed at resolution – CLOSED

18. Lucerne Valley USD/

Sky Mountain Charter Case No. 2016010465 Case Filed 01/07/16

The parent filed a due process complaint alleging a denial of FAPE based on Child Find and inadequate PLOPs goals, and services

• 01/29/16 – resolution meeting scheduled – parent could not attend • 02/04/16 – resolution meeting rescheduled • 02/10/16 – mediation scheduled • 03/02/16 – due process hearing scheduled • 04/05/16 – due process hearing rescheduled • 03/25/16 – settlement agreement signed - CLOSED

19.

Hesperia USD Case No. 2016010722 Case Filed 01/25/16

The parent filed a due process complaint alleging a denial of FAPE for not assessing in all areas of suspected disability and for a disagreement with placement. OAH listed this on the expedited calendar

• 02/02/16 – resolution meeting scheduled • 02/09/16 – expedited mediation scheduled • 03/01/16 – unexpedited mediation scheduled • 02/23/16 – expedited due process hearing scheduled • 03/22/16 – unexpedited due process hearing scheduled

motion to unexpedite pending • 02/02/16 – settlement agreement signed at resolution – CLOSED


July 1, 2015 – June 10, 2016



Snowline JUSD Case No. 2016020631 Case Filed 02/16/16

The parent filed a due process complaint alleging a denial of FAPE for related services and placement

• 03/07/16 – resolution session held • 03/22/16 – mediation scheduled • 04/12/16 – due process hearing scheduled • 03/07/16 – settlement agreement signed at resolution – CLOSED

23. Hesperia USD


The parents filed a due process complaint alleging a denial of FAPE for not adequately addressing behavior and mental health needs

• 03/08/16 – resolution session held • 03/30/16 – mediation scheduled - rescheduled • 04/19/16 – due process hearing scheduled • 05/18/16 – mediation rescheduled • 08/16/16 – due process hearing rescheduled

24.


The parent’s advocate filed a due process complaint for mediation only alleging a lack of follow-through for statement sin the IEP notes

• 04/19/16 – mediation only scheduled – parent cancelled – CLOSED • Case withdrawn by OAH

25. Hesperia USD


The parent’s filed a due process complaint alleging Child Find obligation, and not reasonably calculating to ensure meaningful education benefit

• 04/28/16 – resolution mediation scheduled • 05/24/16 – mediation scheduled • 06/13/16 – due process hearing scheduled • 04/28/16 – settlement agreement signed at resolution – CLOSED

26.


The parent’s filed a due process complaint alleging failure to assess in all areas of suspected disability and failure to provide services for the 2015-16 school year

• 04/28/16 – resolution session held • 05/25/16 – mediation scheduled • 06/14/16 – due process hearing scheduled • TBD – hearing dates to be continued

27.

VVUHSD/ Adelanto SD


The parent’s filed a due process complaint alleging a denial of FAPE for failing to assess in all areas of suspected disability and failing to implement the IEP from 2014 to present

• 05/12/16 – resolution session scheduled • 05/27/16 – resolution session rescheduled • 05/31/16 – mediation scheduled - cancelled • 06/21/16 – due process hearing scheduled • 05/02/16 – mediation rescheduled • 06/02/16 – settlement agreement signed at mediation - CLOSED


July 1, 2015 – June 10, 2016



Victor Elem SD Case No. 2016041163 Case Filed 04/29/16

The parent’s filed a due process complaint alleging a denial of FAPE for failing to address behavior and mental health issues in a timely manner

• 05/09/16 – resolution session held • 05/24/16 – expedited hearing dismissed first day • 06/01/16 – mediation scheduled - cancelled • 06/21/16 – due process hearing scheduled • TBD – hearing dates to be rescheduled

29.

Apple Valley USD/ Desert Mountain Operations


The parent’s filed a due process complaint alleging a denial of FAPE for failing to address behavior issues and not properly placing the student

• 05/17/16 – resolution session scheduled • 06/02/16 – mediation to be scheduled • 06/23/16 – due process to be scheduled • 05/17/16 – settlement agreement signed at resolution - CLOSED

30. Snowline JUSD


The parent’s filed a due process complaint alleging a denial of FAPE for not providing baselines in present levels of performance in order to measure progress towards goals

• 05/16/16 – resolution session scheduled • 06/22/16 – resolution rescheduled • 06/08/16 – mediation scheduled • 06/28/16 – due process scheduled

31. Hesperia USD


Parent filed a due process case asking for student to be retained for not meeting all IEP goals

• 05/27/16 – resolution scheduled – parent requested no mediation • 06/21/16 – due process hearing scheduled

32. Victor Valley UHSD


District filed a due process case asking for an order to return the student to a RTC placement

• No resolution scheduled when district files • 06/07/16 – mediation scheduled • 06/28/16 - due process hearing scheduled

33. Hesperia USD


Parents filed a due process case alleging a denial of FAPE for not providing the correct level of services

• 06/06/16 - resolution scheduled • 06/29/16 – mediation scheduled • 07/19/16 - due process hearing scheduled

2000-2001 $39,301.512001-2002 $97,094.902002-2003 $37,695.132003-2004 $100,013.022004-2005 $136,514.092005-2006 $191,605.082006-2007 $140,793.002007-2008 $171,614.042008-2009 $263,390.712009-2010 $114,076.962010-2011 $293,578.502011-2012 $567,958.102012-2013 $321,646.042013-2014 $250,372.652014-2015 $297,277.762015-2016 $152,386.24

Desert /Mountain SELPALegal Expense Summary

As of June 10, 2016

California Department of Education • Sacramento • 2005�

Handbook �on �

Transition�from

Early Childhood Special Education

Programs

Publishing Information�

The Handbook on Transition from Early Childhood Special Education Programs was developed by the Special Education Division, CaliforniaDepartment of Education. It was edited by Faye Ong, working in coop-eration with Terence Williams, Consultant, Special Education Division. It was prepared for printing by the staff of CDE Press: the cover and interior design were created and prepared by Paul Lee; typesetting was done byJeannette Reyes. It was published by the Department, 1430 N Street,Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.

© 2005 by the California Department of EducationAll rights reserved

ISBN 0-8011-1586-8

Ordering Information Copies of this publication are available for $16.50 each, plus shipping andhandling charges. California residents are charged sales tax. Orders may be sent to California Department of Education, CDE Press, Sales Office, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901; FAX (916) 323-0823. See page 65 for complete information on payment, including creditcard purchases. Prices on all publications are subject to change.

A partial list of other publications available from the Department appears on page 64. An illustrated Educational Resources Catalog describingpublications, videos, aand other instructional media available from theDepartment can be obtained without charge by writing to the address given above or by calling the Sales Office at (916) 445-1260.

Photo Credits The Department of Education gratefully acknowledges Jennifer A. Faulkner and Janine Swanson for the use of the photographs in thispublication.

Notice The guidance in Handbook on Transition from Early Childhood Special Education Programs is not binding on local educational agencies or otherentities. Except for the statutes, regulations, and court decisions that arereferenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)

................................................................................

Contents�

A Message from the State Superintendent of Public Instruction ............................... v�Acknowledgments ........................................................................................................... vi�Introduction ...................................................................................................................... 1�

Planning for the Transition ............................................................................................ 2�Effective Practices .......................................................................................................... 2�

The Familyʼs Experience of Transition .......................................................................... 5�

The Transition Process from Infant Services to Preschool .......................................... 7�Eligibility for Special Education at Age Three ............................................................... 8�Legal Requirements for Transition Planning .................................................................. 8�Children Referred for Special Education Services ......................................................... 9�Children Not Referred for Special Education Services ................................................ 14�Development of a Community Process......................................................................... 17�The Transition Conference............................................................................................ 17�Appropriateness of the PlacementAppropriateness of the PlacementAppropriateness of the Placement ................................................................................ 19�

The Transition Process from Preschool Services to Kindergarten ............................ 21�Eligibility for Special Education in Kindergarten ........................................................ 22�Transition into the Community ..................................................................................... 22�Planning for Individual Children .................................................................................. 24�

Conclusion ...................................................................................................................... 26�Appendixes�

A. Moving On............................................................................................................... 27�B. Sample Forms for the IFSP/Transition Conference ................................................ 28�C. Legal Citations—California Codes ......................................................................... 35�D. Legal Citations—Federal Law................................................................................ 48�E. Legal Citations—Pending Law ............................................................................... 52�F. Sample Forms for Planning the Transition to Kindergarten .................................... 54�

Selected References ........................................................................................................ 62�Tables�

1. Agency Strategies to Meet Family Needs.................................................................. 3�2. Timeline for a Child Referred for Special Education Services at Age Three .......... 11�3. Timeline for a Child Not Referred for Special Education Services at Age Three ... 16�4. Referral, Assessment, and Placement Under Part B of the IDEA ........................... 18�

iii

A Message from the State Superintendent of Public Instruction

Early intervention programs and specialized preschool services are extraordinar- ily effective in helping young children with special needs acquire the skills and supports necessary to be successful in school and in later life. California

has long recognized its responsibilities and the importance of providing programs and services designed for children with disabilities and other special needs as part of its comprehensive educational system for all students.

The Handbook on Transition from Early Childhood Special Education Programs provides specific information and resources to assist families, early

intervention professionals, and school district personnel to navigate the move from ser-vices for infants and toddlers to special education services and programs for preschool-aged children in a seamless and efficient manner. The handbook offers timely infor-mation to those supporting children in a range of environments, including the regular preschool classroom.

This handbook is one of a series of resources designed to provide information about services, programs, and strategies available to families and professionals support-ing children with special needs. I hope you find it helpful.

JACK OʼCONNELL State Superintendent of Public Instruction

v

Acknowledgments�

The California Department of Education appreciates the work of everyone who �contributed to the development of this handbook. The principal author was �Linda M. J. Brault, Early Childhood Consultant, California Institute on Hu�-

man Services, Sonoma State University. The following persons provided valuable �feedback:�Gary Scott Johnson, Project Director, SEEDS (Supporting Early Education Delivery �Systems), Sacramento County Office of Education�Jan Kearns, Director, Special Education, Shasta County Office of Education�Donna S. Patterson, Coordinator, Early Childhood Special Education, Shasta County �Office of Education�Janine Swanson, Consultant (retired), Special Education Division, California Depart�-ment of Education�Terence Williams, Consultant, Special Education Division, California Department of �Education�

Note: The titles and affiliations of persons included in this list were current at the time the document was developed.

vi

Introduction�

All transitions end with a beginning . . . The purpose of this handbook is to

provide guidance to programs involved in helping young chil-

dren and families make the transition between educa-tional environments. It is hoped that this information will assist programs in devel-

oping procedures that allow

transition to occur smoothly and achieve optimal results.

curs before, during, and after a change. It involves moving from one place, stage,

book addresses the legal requirements and preferred practices regarding transi-tions for young children with disabilities. These young children experience at least three types of transitions: daily transi-

services; transitions within settings or between activities; and transitions from

1

Note: The recommended practices in this handbook are consistent with the federal Individuals with Disabilities Educa-

1

ementary School,” in Edited by Robert C. Pianta and Martha J. Cox. Baltimore: Paul H.

each familyʼs journey through

Transition is the process that oc-

or relationship to another. This hand-

tions between different appointments and

one program or service setting to another.

tion Improvement Act of 2004 (the reauthorized Individuals with Disabilities Education Act of 1977), which went into effect on July 1, 2005.

Mark Wolery, “Children with Disabilities in Early El-The Transition to Kindergarten.

Brookes Publishing Company, 1999.

1

This handbook will focus on the last, more formal transition—from one educational or intervention program to another. Specifically, this handbook will examine the transition for children at age three to preschool services and the transition from preschool services to kin-dergarten.

Many young children experience transitions due to changes in child care and the start of preschool. Transitions for young children with disabilities, however, are generally made to receive services, and changes are often determined by the childʼs age or particular need. Frequently, these transitions do not occur at natural or expected times or by family choice.

Planning for the Transition Everyone has dealt with transitions or changes in life. Successful tran-sitions are well-planned, thought-ful actions designed to accomplish

particular outcomes. The California Department of Edu-cationʼs publication Transition Issues

noted three components for successful transitions for families in early child-hood programs: (1) individualized sup-port for families that lessens their stress; (2) a team effort between families and the agencies involved; and (3) a planned transition process.”2

Planning and communication are es-sential to provide a smooth transition and to encourage and sustain collaboration among the families and the agencies in-volved. A transition plan includes several systems and serves as a guide to partici-pants throughout the transition process. The plan will reflect preferred practices that include individual family prefer-ences. Written procedures and timelines are integral to the plan. A model transition plan will:

2 Linda Brekken and Andrea Knowlton, Transition Issues: A Model for Early Childhood Special Education. Sacramento: California Department of Education, 1990.

• �Comply with federal and state laws and regulations (See Appen-dixes C, D, and E).

• �Incorporate effective practices that reflect current theory and research.

• �Build on existing processes and models in the local community.

• �Use suggestions from key stakeholders.

• �Include a provision for ongoing evaluation of the transition process.

• �Ensure that timelines are clear; forms facilitate the process (see Appendixes B and F); sending and receiving agencies receive administrative support; and responsibilities are clearly defined and delineated.

Effective Practices Individuals, families, local educational agencies, special education local plan areas, regional centers, private

programs, and other community agencies often collaborate to ensure a smooth and timely transition for children at age three and for those transferring to kindergarten. The Individuals with Disabilities Educa-tion Act Amendments of 1997 (IDEA ʼ97) and the Individuals with Disabilities Education Improvement Act (IDEA 2004) mandate such a partnership.

Transition planning includes partner-ships among families (i.e., parents, guard-ians, and others raising the child), sending agencies/programs that currently serve the child, and receiving agencies/programs. The unique characteristics of each of these systems must be addressed in transi-tion planning.3

Families and service providers often express frustration with the transition process. See Table 1 for strategies to meet family needs.

3 Ibid.

2

Table 1. Agency Strategies to Meet Family Needs �

Family members Sending and receiving agencies

Need information about: The transition process The assessment process Eligibility procedures

Placement procedures

• Emphasize transition as a process and not as a single event. • Begin discussions about transition early in the process. • Discuss the transition process with parents, family members,

and parent groups at times convenient for families. • Recognize that family members may perceive the transition

• Provide information, discussion, and training in a variety of ways (in writing and through talks and videos).

• Provide timelines and explain due dates. • • Give families opportunities to see examples of programs

and services (through preplacement visits, videos).

Need opportunities to talk to: One person knowledgeable

about transition and the child Other parents Service providers

Need: Understanding of new systems

and services Preparation for changes in: Poli-

cies, procedures, and services Family schedules

Programs Coordination of services

• • Provide service providers an opportunity to meet the

family and discuss steps to prepare the child. • Keep the service coordinator/case manager and local

educational agency representative informed of transition policies and timelines.

• Refer families to parent support groups. •

Enable family members to participate as equal partners in plan-

• Maintain a family-centered, family-focused approach. •

new environment by considering routines, skills, expecta-tions, and schedules.

• between programs, plans (individualized family service plan, individualized education program, individual program plan), and services for infants/toddlers, preschoolers, and

• Explain the program and the services that the family may expect for the child.

• Include the family as active, informed decision makers.

Available programs and services process in different ways.

Maintain a current file of community resources.

Transportation

Assign a single contact person at each agency.

Maintain a file of families willing to talk about their childʼs transition experiences with other families.

ning their childʼs transition by taking the following actions:

Plan steps to ensure the childʼs success and comfort in the

Communicate to parents the similarities and differences

kindergartners.

Source: The table was developed from interviews with families and personnel experienced in the transition process and from a review of the literature: Jane Ross-Allen and Michael Conn-Powers, TEEM (Transition into the Early Education Mainstream) Manual: A Manual to Support the Transition of Young Children with Special Needs and Their Families from Preschool into Kindergarten and Other Regular Education Environments. Burlington: University of Vermont, Cen-ter for Developmental Disabilities, 1991; Sandra Newcomb and Lynn Brown, “Supporting Families During Transition,” in Strategies for Working with Families of Young Children with Disabilities. Edited by Paula J. Beckman. Baltimore: Paul H. Brookes Publishing Company, 1996; Sharon E. Rosenkoetter, Ann H. Hains, and Susan A. Fowler, Bridging Early Services for Children with Special Needs and Their Families: A Practical Guide for Transition Planning. Baltimore: Paul H. Brookes Publishing Company, 1994; Marcie J. Hanson and others, “Entering Preschool: Family and Professional Experiences in the Transition Process,” Journal of Early Intervention, Vol. 23, No. 4 (Fall 2000), 279–93.

3

The sending or receiving agency staff members need to focus on the transition process: the philosophy, proce-dures, and personnel involved. The tran-sition philosophy should be consistent with the existing program philosophy and recognize the essential role of the fam-ily. Procedures should be developed that clearly explain the transition process and meet legal requirements and timelines. Personnel from a variety of disciplines who have working knowledge of the transition policies, guidelines, and proce-dures should be designated and trained to deal with families.

The sending and receiving staff members can help with systematic, timely, and collaborative planning for the individual child and family. Staff should be available as a resource for the fam-ily and other agencies before, during, and after the transition. Staff members should also be responsive to the familyʼs priorities and concerns. Knowledge of the child, the family, other agencies, and procedures ensures a smooth transition.

Administrators need to follow time-lines and assessment procedures, support the staff and the decisions being made, and provide the time and personnel nec-essary for a successful transition.

The sending staff members need to provide information to families about the transition process and procedures, including assessment, and information from receiving agencies/schools about the childʼs unique attributes. Staff mem-bers should work with families to include information about transition throughout the childʼs involvement with the agency. Staff should also obtain permission to share information with the receiving school district or program. Informa-tion should be shared with families in

a variety of ways: individually, in groups through discussion or videos, or in writing.

Receiving agencies/schools should know the requirements and timelines of the transition plan and request the name or job title of the primary contact person at the sending agency. To prepare the child for success in the next environment, both the sending and receiving agencies/programs should ensure that the childʼs educational program provides opportunities to learn developmentally appropriate skills that promote the childʼs success. Specific ideas for teaching those skills should be noted on the transition plan.

The receiving agency needs informa-tion from families. Staff members should invite the family members to discuss the childʼs strengths and how the child learns and their hopes for the child.

The sending agencies should commu-nicate timelines, assessment requirements, policies, procedures, and guidelines to receiving agencies/schools. In turn, the re-ceiving agencies need to verify that rele-vant information is requested and received from sending agencies. All staff members, including support staff, must be familiar with referral procedures, pro-grams, and services. Staff should coordi-nate with child find activities and outreach.

The receiving agency should ensure that services are tailored to the childʼs strengths and needs. To that end, the agency should communicate and collabo-rate with the family regarding the childʼs strengths, needs, learning styles, and the familyʼs vision for the child. Personnel should be adequately trained in family-fo-cused interview techniques and data inter-pretation. The agency needs to use current assessment information and the sending agencyʼs information.

4

The Family’s Experience of Transition�

I think one thing that I could have been told was that [transition] is a process. It’s a process that takes years, and every time that something changes, it’s going to be different. And you’re never going to be comfortable with it. Every change you go through is going to be a reminder that it’s different for you and that it’s different for your child and that it’s hard. —Anonymous parent

TTTThe familyʼs experience of transi-

factors. Family satisfaction andfactors. Family satisfaction and the childʼs adjustment are the goals educators should strive for in developing a transition process and procedures. Early transitions affect later transi-

tion experiences for the child andtion experiences for the child and family.1 And emotional issues surface for many families during transition (e.g., loss of familiar staff, awareness that the child may be unable to participate in the neigh-borhood program). The transition process is more effective when programs are sensitive to those issues. Early childhood educators advocate “a family-centered ap-proach in all decisions and phases of ser-vice delivery (system entry, . . . transition, etc.), including presenting families with flexible and individualized options for the location, timing, and types of services, supports and resources that are not disrup-tive of family life.”2

Professionals throughout their careers move through the transition process with many children and families, but an indi-vidual family encounters each transition only once. By focusing on the unique

1 Sandra Newcomb and Lynn Brown, “Supporting Families During Transition,” in Strategies for Working with Families of Young Children with Disabilities. Edited by Paula J. Beckman. Baltimore: Paul H. Brookes Publishing Company, 1996.

2 Susan Sandall, Mary E. McLean, and Barbara J. Smith, Division for Early Childhood Recommended Practices in Early Intervention/Early Childhood Special Education. Longmont, Colo.: Sopris West, 2000, p. 72.

tion is influenced by various �

5

experience for each family, educators can make the transition less “driven and dominated by the system and the profes-sionals employed through these service agencies.”3

As stated in the Preschool Special Education Program Handbook:

Families are the primary decision

ning should be approached as though the team were consultants to the fam-

information they need to assess the various program options in light of

resources.4

maker for their child. Transition plan-

ily, providing them with the

their childʼs and familyʼs needs and

This approach should permeate the entire system and influence each service and each transition that a family experiences.

Families of children with disabilities who are making the transition from infant care to preschool and preschool to kinder-garten programs experience stress from many sources: • �Loss of support persons in their lives

and in their childʼs life • �Anxiety regarding separation and safety

issues, particularly if the child is unable to communicate

• �Responsibility for making placement decisions that will affect the childʼs future

• �Adjustment to a new system of service provision to establish relationships with the childʼs new support people and to be an advocate for the child in the new situation

• �The need to adopt new family routines, depending on the location and schedule of the childʼs new program

3 Marcie J. Hanson and others, “Entering Preschool: Family and Professional Experiences in the Transition Process,” Jour-nal of Early Intervention, Vol. 23, No. 4 (Fall 2000), 291.

4 Preschool Special Education Program Handbook. Edited by Linda Brekken and Virginia Reynolds. Sacramento: Califor-nia Department of Education, 1988, p. 2.

The stressors may be exacerbated when the disability is initially diagnosed and the family first learns of the ramifications of the diagnosis for the child and the whole family.

Early childhood programs provide critical skills during the familyʼs journey through special education. Discussion, planning, and support for a childʼs tran-sition to the next set of services should begin upon entry in the current program. The experience of professionals in early childhood programs indicates that ongo-ing program services should be designed to connect families with each other and their communities. It is important for families to have opportunities to develop ongoing relationships that will continue beyond their enrollment in a particular program.

The transition process “can be viewed as consisting of two components: (a) an emotional component that accounts for the differences among families in terms of child and family backgrounds, experiences, needs and responses to the service system; and (b) a procedural or task component that addresses regulations and legal mandates, paperwork, meetings, information exchange, and so on.”5

Family concerns are discussed in several handbooks and other publications of the California Department of Education (e.g., Handbook on Family Involvement in Early Childhood Special Education Programs).6 Programs can assist families in identifying the steps to prepare them-selves for any transition. (See Appendix A, Moving On, for an example of the steps toward a transition for the child.)

5 Marcie J. Hanson and others, “Entering Preschool: Family and Professional Experiences in the Transition Process,” Jour-nal of Early Intervention, Vol. 23, No. 4 (2000), 279–293.

6 Handbook on Family Involvement in Early Childhood Spe-cial Education Programs. Sacramento: California Department of Education, 1999.

6

The Transition Process from Infant Services to Preschool

Under state and federal Children under age three who are eligible for services under thelaws, children with suspected

disabilities must be referred federal Individuals with Disabili-

to the LEA before age three ties Education Act (IDEA), Part C,

receive services through theso that the fl ow of services California Early Start pro-can continue with minimal gram. The Department of

Developmental Services is the lead agency for implementing Part C of the IDEA in collaboration with the California Department of Education. The two agencies are responsible for the de-velopment of Early Start policy. Regional centers, through a contractual agreement with the Department of Developmental Services, share responsibility with local educational agencies (LEAs) for coordi-nating and providing early intervention services at the local level. Regional centers serve eligible infants and toddlers except those with solely low-incidence disabili-ties (vision, hearing, severe orthopedic impairments, or any combination thereof). LEAs serve all infants and toddlers with solely low-incidence disabilities and pro-vide services for infants and toddlers eli-gible for LEA services within the LEA̓ s funded capacity.

The responsibility for providing edu-cational services for eligible children shifts from California Early Start (under Part C of the IDEA) to the LEA (under Part B of the IDEA) when a child reaches three years of age. Under state and federal laws, children with suspected disabilities must

disruption.

7

be referred to the LEA before age three so that the flow of services can continue with minimal disruption. Transition referral and planning before age three are required for all children enrolled in the California Early Start program even if the child may not be eligible for special education pre-school services. Both the Department of Developmental Services (the lead agency under Part C) and the California Depart-ment of Education (the lead agency under Part B and the provider under Part C) are responsible for the “smooth and effective transition” of children leaving a Part C program and entering a Part B preschool special education program (Title 34, Code of Federal Regulations [CFR] § 300.132; § 303.148) or a community preschool or exiting the program (IDEA 2004, § 637[a] [9][A]).

An interagency agreement is required when the state educational agency, which administers the preschool special educa-tion programs, is not the lead agency for Part C early intervention services (34 CFR § 303.148[c]). Transition planning is the responsibility of the service coordinator under California Early Start. Children leav-ing the Early Start program at age three may be eligible for LEA special education services and related services or may exit Early Start and be served by other public and private agencies.

The requirement that a child must be referred to the LEA before age three does not always fit into a natural transition for children, families, or programs. Many pre-school services, such as Head Start, com-munity preschools, and even public school special education classes, operate on a traditional school-year calendar. Children who turn three during the school year may be unable to transfer immediately to pre-school. Community classes may be filled and difficult to enter at midterm. Families of young children may prefer their child to enter a preschool program on a part-time

basis or wait until the child is older.1

Those system-driven issues, rather than family-driven issues, are factors to con-sider in the support of families and chil-dren in the transition process.

Eligibility for Special Education at Age Three

A child receiving services under California Early Start must be reassessed by age three

to determine eligibility and the need for services due to the disabling condi-tions cited in Education Code Section 56441.11. (Relevant laws, regulations, and Education Code sections are refer-enced in Appendixes C, D, and E.) Addi-tional information on eligibility can also be found in the Handbook on Assessment and Evaluation in Early Childhood Spe-cial Education Programs.2 Once a child is determined eligible, any necessary spe-cial education placement option or related service is available to ensure the childʼs educational progress.

Legal Requirements for Transition Planning State and federal requirements

direct the transition process for children at age three. (See Ap-pendixes C, D, and E.) The Code

of Federal Regulations (CFR) specifies certain requirements for state agencies and programs. The individualized family service plan (IFSP) must contain the steps supporting the transition of the child to a Part B preschool special education pro-gram, if appropriate, or to other available services. The transition plan in the IFSP

1 Beth Swedeen, “Birth to Three Transition: One Familyʼs Story,” Young Exceptional Children, Vol. 4, No. 2 (2001), 12–14.

2 Handbook on Assessment and Evaluation in Early Child-hood Special Education Programs. Sacramento: California Department of Education, 2000, p. 19.

8

must include the following steps, accord-ing to 34 CFR § 303.366(b): • �Discussions with, and training of,

parents regarding future placements and other matters related to the childʼs transition

• �Procedures to prepare the child for changes in service delivery, including steps to help the child adjust to, and function in, a new setting

• �With parental consent the transmission of information about the child to the LEA to ensure continuity of services, including evaluation and assessment in-formation . . . and copies of IFSPs that have been developed and implemented

The California state plan is required to describe how families will be included in the transition plans (34 CFR § 303.148 [a]), how LEAs will be notified that the child is approaching the age of preschool eligibility (34 CFR § 303.148[b][1]), how the childʼs program options will be reviewed for the period from the childʼs third birthday until the conclusion of the school year (34 CFR § 303.148[b][3]), and how a transition plan will be estab-lished (34 CFR § 303.14[(b][4]). With the approval of the childʼs family, the agency providing Part C services (either the re-gional center on behalf of the Department of Developmental Services or the LEA on behalf of the California Department of Education) is responsible for conven-ing a conference attended by the agency providing early intervention services, the family, and the LEA at least 90 days before the childʼs third birthday. This transition conference may occur up to six months before the childʼs third birthday at the discretion of the involved parties (34 CFR § 303.148 [b][2][i]). IDEA 2004

changes the timing of the transition con-ference from up to six months before the childʼs third birthday to not more than nine months before the childʼs third birth-day, meaning the transition conference may occur between nine months and 90 days prior to the childʼs third birthday (§ 637[a][9][A] [ii][II] of IDEA 2004). (See Appendix B for the templates of forms to use in setting up the IFSP confer-ence.)

Children Referred for Special Education

Services Part B of the IDEA re-quires policies and pro-cedures to ensure that

children participating in early intervention programs under Part C will participate in preschool programs under Part B, if eligible, and experience a smooth and effective transition. The LEA is required to participate in transition planning con-ferences arranged by the agency provid-ing Part C services (34 CFR § 300.132), and an individualized education program (IEP) must be developed and implement-ed for each child by age three.

The California Early Intervention �Services Act states:�

The individualized family service plan shall be in writing and shall address . . . the steps to be taken to ensure transition of the infant or toddler upon reaching three years of age to other appropriate services. These may include, as appropriate, special education or other services

(Government Code § 95020[d][8]). offered in natural environments

9

The following scenario provides an example of compliance with this section:�

Mario, at two years six months, has been receiving early intervention services through California Early Start since his diagnosis of profound

in the mild range across the speech spectrum. He has received special instruction in his home; he and his parents have received service coordi-

regarding the transition process over the prepare Mario and his family for the transition were added as follows:

family priority regarding transition: “Mario will have access to children who are deaf or hard of hearing or are learning language orally and to adults who know and use sign language.”

An IFSP/transition conference will be held with the rep-months

needed assessments, will be discussed. If agreed upon by the team, Mario and his family will have some visits

these visits is to assist Mario in moving to a preschool setting and enable the family to observe the program and

-birthday cluded. Goals and objectives will be written in the IEP

and a placement determined. Other related services, such as therapy and transportation, will be indicated in

The receiving school district and service coordina-

Mario’s Story

deafness at four months of age. Marioʼs hearing, with hearing aids, is

nation, respite, and parent education from the LEA program.

Sample Steps for Mario

An outcome statement was written in Marioʼs IFSP: “In order for Mario to have a smooth transition at age three, Marioʼs family will be provided information

next year.” At the IFSP review, steps to

Two years six months A transition summary will be completed, with assis-tance from the family, and will be given to the receiving school district. This summary will include the following

Person/agency responsible: Service coordinator, LEA Early Start program

Two years nine resentatives from the school district of residence. The specific timelines for the transition, including any

with the early intervention staff in the classroom for children who are deaf/hard of hearing. The purpose of

interact with the district staff.


By Mario s̓ third An IEP meeting will be held and the IFSP will be con

the IEP. A start date for services will be decided and also documented in the IEP.

Person/agency responsible: tor, LEA Early Start program

10

A detailed section on the transition from early intervention services may be found in the California Code of Regula-tions (CCR), Title 17, Section 52112(d)(5) (see Appendix C). For a child who was previously served under Part C, IDEA 2004 requires that an invitation to the initial IEP meeting, at the request of the parent, be sent to the Part C service coor-dinator or other representatives of the Part C system to assist with the smooth tran-sition of services. In the case of a child transferring into preschool special educa-tion from the Part C program, IDEA 2004 also requires the IEP team to consider the

IFSP. Both those procedures under fed-eral law are embedded in California state law (17 CCR § 52112[d][5]). The Early Intervention Services Act requires that the transition conference take place in con-junction with an IFSP meeting. More in-formation about IFSPs, including sample forms to address transition requirements, may be found in the Handbook on Devel-oping Individualized Family Service Plans and Individualized Education Programs in Early Childhood Special Education.3

A timeline for planning the transition of children to special education services at age three is displayed in Table 2.

Table 2. Timeline for a Child Referred for Special Education Services at Age Three�

Recommendations for

Notify the family of an IFSP/transition conference within the next three months.

• for a meeting to identify transition steps.

• Send information to the receiving LEA, including evaluations and assessments, and copies of all IFSPs.

Mandatory actions by the sending agency/California Early Start service coordinator

By 2 years alized family service plan (IFSP). Note: ment of the transition steps to be initiated

the discretion of the parties, 2 years 6 months).

Obtain parental consent/release to exchange information between the sending and receiv-ing agencies (including the LEA).

Between 2 years 3 months and 2 years 9 months

Obtain current medical and developmental information. Discuss with the family the information to be shared about the child: • Family priorities and concerns related to the

transition • Current developmental information • Health (including vision and hearing) • Equipment needs • Current services

30 days later An IFSP/transition conference is scheduled at a mutually agreed-on date. The time and location of the IFSP/transition

conference are determined by the preferences

propriate agency personnel. At 2 years

effective practice

With parental consent: Notify the LEA of a mutually agreed-on date

Childʼs age

Transition steps are included on the individu-

An IFSP must always include a state-

when the child reaches 2 years 9 months (or, at

of the family. The conference includes all ap-

3 Handbook on Developing Individualized Family Service Plans and Individualized Education Programs in Early Childhood Special Educa-tion. Sacramento: California Department of Education, 2001, pp. 17–19, 47–48.

11

Table 2 (Continued)�

An IFSP/transition conference is attended by

coordinator (regional center or LEA), providers of infant-toddler services, and the

At the IFSP/transition conference, transition steps are developed for ensuring a smooth transition with minimal interruption. Steps shall include: • Discussion with the family regarding transi-

tion into Part B services and steps to prepare the toddler for changes in service delivery

• Information on the services available through public education, private programs, and community programs

•

services and special education, the person responsible for making assessments, and the timelines

•

ized education program (IEP) if the child is eligible for education services

Recommendations forMandatory actions by the sending agency/California Early Start service coordinator

9 months or earlier

Other attendees may include friends or ad-

as appropriate.

About 2 years 10 months

The assessment plan is completed and signed Assessments are coordinated with other agen-cies (e.g., regional center).

By 2 years Assessments are completed by the receiving LEA.

Assessments are completed by other agencies, such as the regional center; with family permis-

the family, the California Early Start service

receiving LEA representative.

Identification of assessments to determine the childʼs eligibility for regional center

Projected meeting date for final review of the IFSP and development of the individual-

effective practice Childʼs age

vocates invited by the family, a community preschool teacher, and other agency personnel

by the receiving LEA and family, beginning the 50-day timeline to the IEP meeting.

11 months sion the receiving LEA reviews the results.

12�

Table 2 (Continued)�

By 3 years •

coordinator is to be present). • Review assessment results. •

preschool special education and related services.

• • Develop goals, objectives, and benchmarks. • Determine related services and placement.

family (and anyone the family chooses to invite), an administrative representative, a

and a representative who assessed the child.


For children who continue to be eligible for re-gional center services, the individual program plan (IPP) can be completed during this meet-ing at the discretion of the family and regional center representative. Other agency personnel may also attend this meeting.

At 3 years

An IEP meeting is held to: Close out the IFSP (the Early Start service

Determine the childʼs eligibility for

Discuss the childʼs strengths and needs.

Participants at the IEP meeting include the

special education teacher, the childʼs current teacher/service provider, the Early Start ser-vice coordinator, a general education teacher,


The IEP is in effect, and services begin as indicated on the IEP. If the childʼs birthday is in the summer, the childʼs IEP team determines the date that IEP services will begin.

13

Children Not Referred for Special Education Services The rules on planning for transition differ for a child exiting the program at any time before age three or who is not eligible for preschool special education services. Federal regulations require the agency responsible for providing Part C services to work with families to establish a transi-tion plan for the child (34 CFR § 303.148[b)][4]). The agency represen-tative providing service coordination is responsible for making a reasonable effort to convene a conference, with the ap-proval of the childʼs family, to include the

lead agency, the family, and the providers of other services for children who are in-eligible for preschool services under Part B. The purpose of the conference is to dis-cuss appropriate services (34 CFR § 303.148[2][ii]). Under state law the agency must adhere to a set of timelines to hold this IFSP/conference. The IFSP must include the steps supporting the tran-sition of the child to other services that may be available when it is not appropri-ate for the child to receive services under Part B (34 CFR § 303.344[h][1][ii]).

The following scenario illustrates this situation:

Jessica, two years six months, was born prematurely and began receiv-ing early intervention services at fourteen months of age when concern

also showed moderate delays in all developmental areas. She has made substantial progress, especially in the past six months, and her

development was recently tested as being within normal limits for her age. Her visual acuity is being corrected with glasses, and no further complications are

and development.

ference the following steps were added to prepare Jessica and her family for the transition:

The family requested that Jessica not be referred to the local school district. Because her recent assessment indi-cates development within the normal range, her family is interested in moving out of California Early Start and into a local preschool. Community preschool options will be discussed at the IFSP/transition conference.

Jessica’s Story

arose about her visual skills due to retinopathy of prematurity. She

apparent. An ophthalmologist and other doctors monitor Jessicaʼs vision, health,

Sample Steps for Jessica

An outcome statement was written in Jessicaʼs IFSP: “For Jessica to have a smooth transition at age three, Jessicaʼs family will be provided information regarding the transition process over the next year.” At the IFSP/transition con-

Two years six months


14

months preschool is selected, the IFSP/transition conference will be held with a representative from the community pre-

numbers and contact information for the local school

*Children, 1997 (brochure);

Two years seven A list of local preschools and guidelines for choosing a preschool will be provided to Jessicaʼs family.* Once a

school. The service coordinator will assist in the transition.


Before age three Jessicaʼs family will enroll Jessica in a community preschool program, and the IFSP will be closed. Phone

district will be provided to Jessicaʼs family in case concerns arise about Jessicaʼs development in the future.


Choosing a Good Early Childhood Program. Washington, D.C.: National Association for the Education of Young A Good Early Preschool for Your Child. Washington, D.C.: National Association for the

Education of Young Children, 1997 (brochure).

A childʼs eligibility for special education services at age three can be determined only with the receiving LEA through the IEP team process. At times a child in California Early Start may no longer be eligible because developmental delays or risk factors have been resolved. In those cases the service coordinator notifies the family and the LEA about a transition conference. If the service coor-dinator, after consultation with the family, is unsure about a childʼs eligibility for

special education services at age three, the LEA must still be notified and the family must be referred to it. If a family does not want a referral made to the LEA, the fami-ly must be informed that services from the LEA will not be provided unless the LEA has received both notification of such need and a referral. The family must also be informed that a delayed referral may result in a different timeline for receiving services. The LEA must document these

15

discussions. A timeline for planning the not proceeding to) special education ser-transition of children not eligible for (or vices at age three is displayed in Table 3.

Table 3. Timeline for a Child Not Referred for �Special Education Services at Age Three�

By 2 years


ized family service plan (IFSP). Obtain parental consent/release to exchange information between the sending and receiving agencies (including the LEA).

Between 2 years 3 months and 2 years 9 months

ence within the next three months.

tually agreed-on date for a meeting to specify transition steps.

Obtain current medical and developmental information. Discuss with the family the information to be shared about the child: • Family priorities and concerns related to the

transition • Developmental status, including health • Current services

30 days later An IFSP/transition conference is scheduled. The time and location of the IFSP/transition conference are determined by the preferences

At 2 years 9 months or earlier or when the child is determined ineligible for Early Start

An IFSP/transition conference is attended by

coordinator (regional center or LEA), and pro-viders of infant/toddler services. At the IFSP/transition conference, transition steps are developed to ensure a smooth transi-

shall include: • Discussion with the family regarding transi-

tion from Early Start services and steps to

• Information on the services available through public education, private programs, and com-munity programs

• Steps to take if the family becomes con-

future (include contact information on the regional center or LEA)

•

Other attendees may include friends or

preschool teacher from the community or from Head Start, a representative of the receiving LEA, or other agency personnel as appropriate.

By 3 years or earlier ticipants include the family (and others invited

by the family) and the Early Start service

For children who continue to be eligible for regional center services, the individual pro-gram plan (IPP) can be completed.


Transition steps are included on the individual-

Notify the family of an IFSP/transition confer-

With parental consent, notify the LEA of a mu-

of the family, and the conference includes all appropriate agency personnel. With parental consent the LEA may be notified.

the family, the California Early Start service

tion with minimal interruption. The conference

support the toddlerʼs continued progress

cerned about the childʼs development in the

Projected meeting date for the final IFSP

advocates invited by the family, a regular

A meeting is held to close out the IFSP. Par-

coordinator.

16

§ 56321 and

Development of aDevelopment of a Community Process The IDEA requires an inter-agency approach to planning for a transition from infant to pre-a transition from infant to pre-

school programs (34 CFR § 303.148[c]). In most communities several agencies are involved in providing services to young children with disabilities and their fami-lies, and a team approach to interagency planning is needed to ensure smooth, successful transitions. Interagency agree-ments are often used as a tool for defining responsibilities in the transition process.4

An interagency committee that will re-view all transition issues is recommended. The committee should follow the effec-tive practices described earlier in this handbook. Membership of the committee includes persons in the agencies with the authority to bring about changes in cur-rent policies and procedures. It is also critical for the committee to include fam-ily representatives (to ensure sensitivity to a family-centered approach) and direct-service providers (to ensure that logistical and practical issues are addressed). The primary responsibility of the committee is to develop and formalize transition policies and procedures and identify administrative and staff roles and re-sponsibilities in transition activities. This community-wide process can lead to a seamless system for families and partici-pating agencies.

Community policies and procedures should focus on the entire transition process for families. When a child turns three, families and professionals alike may focus too intensely on the change in the program itself and not concentrate on the process of transition.5 The process that

4 Michael W. Wischnowski, Susan A. Fowler, and Jeanette A. McCollum, “Supports and Barriers to Writing an Interagen-cy Agreement on the Preschool Transition,” Journal of Early Intervention, Vol. 23, No. 4 (Fall 2000), 294–307.

5 Handbook on Family Involvement in Early Childhood Spe-cial Education Programs. Sacramento: California Department of Education, 1999.

occurs for everyone before, during, and after the change should be clearly defined and communicated.

The Transition �Conference�

Federal and state laws require that a transition conference at

an IFSP meeting be held before the child turns two years and nine months (or two years six months at the discretion of the family and community). The purpose of the meeting is to begin a comprehensive and thoughtful transition process designed especially for the child and family. The IFSP/transition conference covers the fol-lowing topics: • �Family questions, priorities, and con-

cerns • �Assessments, including timelines for

completion • �Next steps, including activities, to pre-

pare the child and family • �Service options for the child at age

three • �Identification of roles and responsibili-

ties • �Date for the final IFSP and IEP prior to

the childʼs third birthday Although early intervention services

(Part C) and special education services (Part B) are both provided as a part of the IDEA, they differ in many areas. Be-cause an IEP must be developed by the time a child is three years old for a child referred for special education services, participants must discuss and observe the requirements of the provisions of Part B (see Table 4). When the family signs an assessment plan 50 days before the childʼs third birthday, the LEA will complete the assessments and implement the IEP by the childʼs third birthday (17 CCR § 52112(d)(3), (4); ECECEC § 56321 and 56344).

17

Table 4. Referral, Assessment, and Placement �Under Part B of the IDEA�

Referral for Assessment—A parent, teacher, or another person may request a referral in writing. (EC § 56029)EC § 56029)EC

Process Action and timeline

A written referral is received.

Assessment Plan—Within 15 calendar days of the referral (exclud-ing school vacations of more than five days), an assessment plan is developed and a copy given to the parents along with notifica-tion of parents ̓rights and responsibilities. (EC § 56321[a])EC § 56321[a])EC

Within 15 days an assessment plan is developed.

Parental Consent—Written parent permission must be obtained to begin the assessment. Parents have at least 15 calendar days to make a decision. (EC § 56321[c])EC § 56321[c])EC

Parents have 15 days to decide to consent to the assessment.

IEP Team—Within 50 calendar days of receipt of a signed assess-ment plan (excluding school vacations of more than five days), an IEP team meeting is held and an IEP is developed for a student eligible for special education. (EC § 56344)EC § 56344) EC Parents must be invited to any meeting regarding the childʼs eligi-bility for an IEP and must be given reasonable notice in advance to ensure their attendance. (EC § 56341.5)EC § 56341.5)EC

Within 50 days an IEP meeting is held. Parents must receive a notice of their childʼs eligibility for special education and advance notice of IEP meetings.

Parental Consent—Written permission must be obtained from the parents for placement of the child in special education and the implementation of the IEP. Those parts of the IEP to which the parent has consented may be implemented. (EC § 56346[a])EC § 56346[a]) EC

Recommendations of the IEP approved by the parents are implemented.

Placement—The recommended placement and services should begin as soon as possible after the date of the parentʼs written ap-proval of the IEP. (5 CCR § 3040[a])

Annual Review—A student in special education must have his/her IEP reviewed at least every 12 months. (EC § 56380)EC § 56380) EC

The IEP is reviewed annually.

It is important to remember that special education is not a place, but a system of services and supports for children with disabilities.

—Sharon Walsh, Barbara J. Smith, and Ross C. Taylor, IDEA Requirements for Preschoolers with Disabilities

18

Appropriateness of the Placement A thorough discussion of programs and services for preschool children may be found in the Handbook on Developing and Implementing Early Childhood Spe-

6cial Education Programs and Services.The IDEA ʼ97 amendments “contain many provisions for ensuring access to the general curriculum for 3- to 21-year-olds and to ʻnatural environments ̓for birth to 2-year-olds . . . with a clear pref-

erence for children with disabilities to be educated and receive services with their nondisabled age-mates in typical early childhood settings.”7

One of the requirements of the IDEA is that, to the maximum extent appropri-ate, children with disabilities are to be educated in the least restrictive environ-ment with children who are not disabled. The concepts of “natural environment” and “least restrictive environment” are outlined below. Additional legal citations may be found in Appendixes C, D, and E.

The state definition of natural environments is “settings that are natural or typical for the infant or toddlerʼs age peers who have no disability including home and community settings in which children without disabilities participate” (17 CCR § 52000[b)][35]). The intent of the IDEA for placing children birth to age three in the natural environment is that the child should be served wherever the child would be if he/she did not have a disabil-ity. Settings that are natural for children of this age include the home; child care settings such as family child care or center-based care; commu-nity activities; and extended family gatherings. Services should be designed to enhance the childʼs competence in and access to the natural environment. The emphasis is on bringing early intervention services and supports to everyday routines, activities, and places.

Natural Environments for Children Birth to Age ThreeBirth to Age Three

Least Restrictive Environments for Children Ages Three to Twenty-two

The federal law on special education in the least restrictive environment states “to the maximum extent appropriate, children with disabilities . . . are educated with children who are nondisabled. . . . [R]emoval of children with disabilities from the regular educational environment occurs only if the nature or the severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (34 CFR § 300.550). Additionally, a child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum (34 CFR § 300.552[e]). The intent of the provision is to ensure that the first place considered for educat-ing a child with a disability is a regular class with appropriate supplementary aids and services to facilitate such placement. For preschool children this necessitates examining community-based settings with typically developing age peers. A “full continuum of alternative placements, including integrated placement options, such as community-based settings with typically devel-oping age peers, must be available to preschool children with disabilities.”*

*Sharon Walsh, Barbara J. Smith, and Ross C. Taylor, IDEA Requirements for Preschoolers with Disabilities. Reston, Va.: The Council for Excep-tional Children, 2000.

6 Handbook on Developing and Implementing Early Childhood Special Education Programs and Services. Sacramento: Cali-fornia Department of Education, 2001.

7 Barbara J. Smith and Mary Jane K. Rapport, IDEA and Early Childhood Inclusion. Denver, Colo.: Collaborative Planning Project, 1999, p. 2.

19

Children leaving early intervention services in natural environments may al-ready be enrolled in a setting that can be supported as an appropriate placement after age three. The requirement that spe-cial education services be provided in the natural environment for children under the age of three means that families will be connected to their communities and will want their children to continue to be supported in a variety of natural settings. Many children will be enrolled in age-ap-propriate child care and preschool settings before their third birthday and will have received early intervention services and supports in those environments.

The IEP team determines where the child will receive special education and related services in the least restrictive en-vironment in accord with the requirements of Part B. The team considers the familyʼs goals and priorities, the childʼs strengths and needs, and the design of the preschool when making the decision regarding the childʼs education program and services. Selecting a preschool is an important decision; therefore, families should visit several preschool programs and consider

the options. It is also important for staff to describe the childʼs present levels of educational performance and to consider the childʼs ability to participate in general preschool activities with support services. State and federal requirements mandate the participation of a general education teacher on the IEP team to fully consider program modifications and curriculum ad-aptations. The recommendation is that the general educator for a preschooler with a disability be an early childhood educator.

In applying the federal definition of the least restrictive environment, the IEP team must start with the presumption of educating the child in the regular environ-ment. Separate schooling and removal from regular education environments may occur only after a determination is made that the nature or severity of the childʼs disability precludes education in that envi-ronment. The extent, if any, to which the child will not participate with nondisabled peers in a regular preschool must be ex-plained in the IEP. Many children receive specialized services in their community preschool setting or at home.

20

The Transition Process from Preschool Services to Kindergarten

Transition is a process in which Unlike the childʼs transition to preschool services at agechild, family, school, and three years, the transition tocommunity interrelate across time.

kindergarten is a natural transition —The Transition to Kindergarten for families of children with dis-

abilities. Although many chil-dren are enrolled in child care

and have preschool experiences before entering kindergarten, most families of children with disabilities consider kinder-garten the beginning of their childʼs formal school experience. This assumption results in mixed feelings for families of children who have been receiving special educa-tion services at a public school. For those families this transition may evoke sadness at the fact that their children have already started “school.”

Families may have anxiety about their childʼs future educational experience and how participation in special education will influence the childʼs future. However, some families may be excited about pass-ing this milestone along with neighbors and friends and are grateful that their child has supports and services in place for a successful journey. The transition to kin-dergarten for all children can be enhanced by focusing on “forming a network of so-cial connections that support children and families during the transition. . . . These

Note: Although most children enrolled in special education services move from preschool services to kindergarten, state law allows children to move directly into first grade. For the purposes of this section of the handbook, the transition from preschool services to kindergarten means transition to any school-age services.

21

For young children, the transition from preschool to kindergarten may be met with a mixture of delight and concern. On the one hand, there is the pleasure of accomplishment as they move on to something new. On the other hand, there may be some anxiety over leaving friends and teachers that they know and love, for something less familiar.

—Easing the Transition from Preschool to Kindergarten

social connections are important for sup�-porting competencies in young children �that can ensure their school success. In �short, these connections are resources for �children.”1�

Eligibility for Special Education in Kindergarten

To be eligible for special education or related services between the ages of

five and eighteen years inclusive, a child must be identified by an IEP team as hav-ing a disability as defined under the Code of Federal Regulations (names of disabling conditions are also listed in 5 CCR § 3030) and an impairment that requires instruc-tion, services, or both and needs that cannot be met with modification of the regular school program. The childʼs eligibility for special education must be re-established before the transition from pre-school services. Education Code Section 56445 details the requirements for reas-sessment of a child before his or her tran-sition to kindergarten or first grade. (See Appendix C.)

Transition into the Community

Transition into kindergarten is natural or expected for

most children. The proce-dures used for the transition of children

1 Marcia E. Kraft-Sayre and Robert C. Pianta, Enhancing the Transition to Kindergarten: Linking Children, Families, & Schools. Charlottesville: University of Virginia, National Center for Early Development & Learning, 2000, p. 1.

from early childhood special education ser-vices must fit into the overall process for transition to kindergarten in the communi-ty. Several publications provide insight and helpful references for the special education professional. 2

Each community is unique, and the transition process needs to be developed in accord with the needs of families and programs. It is important to develop a pro-cess that meets the needs of all children in transition and the needs of sending and receiving programs and agencies. The pro-cess should also pave the way for families moving into new service systems. Iden-tifying the familyʼs resources, priorities, and concerns assists the family in com-municating its goals. Although no legisla-tion requires interagency planning for the transition to kindergarten, many communi-ties have found the process helpful when agencies plan together to develop a system. Suggested participants include parents, general education preschool personnel (including state-funded preschools, private preschools, Head Start, and other groups), special education preschool personnel and administrators, site principals, kindergarten teachers, and LEA special education staff and administrators.

Specific timelines are not outlined in legislation for the transition from pre-school services. A good practice is for the

2 Continuity for Young Children: Transition to Elementary School. Sacramento: California Department of Education, 1997; The Transition to Kindergarten. Edited by Robert C. Pianta and Martha J. Cox. Baltimore: Paul H. Brookes Pub-lishing Company, 1999.

22

community to develop a calendar that al-lows adequate time for school district per-sonnel to receive new students. As noted before, this timeline works best when it coincides with the general education transition activities for the school year. Scheduling transition activities in accord with those for general education provides families with opportunities to learn about the school district programs and services early in the school year and to develop relationships with program staff.

Communities may wish to compile a planning guide for staff involved in transitions. The following items might be included: • �Sample community transition timeline • �Timeline of transition from preschool

to kindergarten

• �Preschool programs and services in the area (e.g., Head Start, general child care programs, state preschools, com-munity preschools, special education programs and services)

• �Elementary schools (with general neighborhood boundaries) in the local educational agency, special education local plan area, or school district

• �Preschool to kindergarten transition work sheet

• �Local educational agency survey on transition

• �Evaluation forms for staff and parents Appendix F contains samples of

some of these forms. The forms were ei-ther developed for this handbook or were adapted from the Santa Barbara County Education Office Transition Handbook (1996).

23

Planning for Individual Children

Staff and families must gather some key information to ensure a successful school

experience for the individual child in the

new program. Traditional assessment con-ducted prior to transition provides a foun-dation, but there are alternative methods to gather information. The accompanying box “Transitions Affect Everyone” sug-gests questions for children, parents, and teachers.

Despite the variety of previous experiences, all children need to be accepted at their own developmental level. Preparing children for the transition to kindergarten does not mean “getting them ready” by focusing on a narrow range of academic skills, drilling on new rules, or retaining them in preschool for another year. School is a place where children and parents expect to fi nd opportunities for growth and development from whatever starting point the child brings to the new setting.

—Easing the Transition from Preschool to Kindergarten

24

Transitions Affect Everyone�

• • Who will be my friend? • • Where will I hang my jacket? • How will I know where the bathroom

is?

• Is my child ready for school? • • • Am I a good parent? •

my child? • • What will my child be expected to

learn?

The questions asked by a Head Start

•

ten? •

teachers? •

mentally appropriate practices? •

feel part of the new school? •

teacher expects?

wonders: • Are the children ready to learn? •

stand and value what I am trying to do? • Am I ready for the children I will have

this year? • What preschool and home experiences

have the children had that will help them learn?

• grade next year?

• Am I clear about what my students should be learning?

A childʼs transition from preschool or home to elementary school marks an impor-tant step that involves not only the child but also the parents, preschool teacher, and kindergarten teacher. Each plays a different role in the transition and, therefore, has different questions about the experience.

The new kindergartner wants to know: Will my teacher like me?

Will everyone be like me?

A parent of a new kindergartner asks:

Will the teacher like my child? Will my child be safe and nurtured?

Will there be other children in class like

Will my child be successful in school?

or preschool teacher might be: Does our program meet the childrenʼs needs and prepare them for kindergar-

How can I offer comments and advice about my students to their kindergarten

Will kindergarten continue my develop-

Will the parent I worked with so closely

How can I know what the kindergarten

Finally, the kindergarten teacher

Will the parents and children under-

Will my students be ready for first

Source: Continuity for Young Children: Positive Transitions to Elementary School. Sacramento: California Department of Education, 1997, p. 2.

25

Conclusion�If you don’t know where you’re going, any road will get you there.

PPPP rofessionals have a unique op-portunity to support children and families on their road to schoolfamilies on their road to school during early childhood transitions.during early childhood transitions. All children deserve to be valued members of their community, and school is a large part of the com-munity life for children. Profes-

sionals must develop their transitionsionals must develop their transition policies and practices to support the child and family in their community. The laws, regulations, effective practices, and re-sources on transition provide assistance; however, it is important to remember where the road is leading—to a meaning-ful, satisfying life.

The National Center for Early De-velopment & Learning developed a set of guiding principles that are useful to communities developing or modifying transition processes and practices. The principles are as follows: 1. Foster Relationships as Resources

Supportive, effective relationships are resources for children. When a child is involved in and surrounded by sup-portive relationships, the transition . . . occurs more smoothly.

2. Promote Continuity from [Infant to] Preschool to Kindergarten Fundamental to a smooth transition are relationships that serve as a bridge between the family and school and

provide continuity from [infant pro-grams to] preschool to kindergarten. These relationships can be found among parents, teachers, family workers, other school staff, and the childʼs peers.

3. Focus on Family Strengths Relationships between schools and families, reflecting the strengths of families, can be developed through sup-portive, positive interactions initiated by the school.

4. Tailor Practices to Individual Needs The actual set of transition practices enacted with a given family . . . must be based on the needs and strengths of that child, family, teacher, school, and community. Thus, this approach is . . . designed to be flexibly applied across a wide range of needs and strengths.

5. Form Collaborative RelationshipsCollaboration among key players in the transition process . . . is fundamental in developing and implementing success-ful transition practices.1

With these principles firmly in mind, professionals can facilitate the transition journey and thereby support children and families on the road to success in the next environment.

1Sharon Walsh, Barbara J. Smith, and Ross C. Taylor, IDEA Requirements for Preschoolers with Disabilities. Reston, Va.: The Council for Exceptional Children, 2000.

26

Appendix A�Moving On�

A brochure from San Diego County, Moving On, provides an example of the steps a family can take to prepare for a transition.1

A lthough

What is really happening? For example, making a change from child care in the home to a child care center involves changes in location, people and the environment.

Remembering that you know the needs of your family and child, think about the “big pic-ture.” In other words, what are your immediate and long-term goals for your child and fam-

Find out what options are available. For example, if you are changing pediatricians, your choices may be limited by your insurance coverage. Know your rights and responsibilities. For example, there are federal and state laws giving

Prepare your family and your child. Develop a plan. Everyone involved should take a part in listing: a. What needs to be done? (Exchanging information, transferring records, visiting programs

and meeting new people)

c. When does it need to be completed? (Set realistic timelines.)

this will be a new situation for your child, practice and familiarity may help your child ad-

Sometimes you will not be able to prepare for a transition. In this case, a positive attitude can help you adjust, and communication with those involved will help make the best of the situation. It is important to communicate openly with other family members and professionals to en-sure a smooth transition. For example, if the new therapist has openings only during your

1

there are many different types of transitions, getting ready for any change works best when you plan ahead. The following steps should help you prepare for any transition that comes up for your child or family.

1. Identify the specific changes.

2. Organize your thoughts.

ily? What are your resources, what are your familyʼs other commitments and responsibili-ties, what are your preferences? How does this transition fit into the more complete picture you have of your familyʼs and childʼs needs?

3. Gather information.

parents rights in special education. Other agencies have different guidelines and policies they can make available to you. Be sure to ask each agency.

4. Preparation.

b. Who is going to do it? (Parent, other family member, professional)

Look at how the changes affect your family and child. For example, if your child will be rid-ing a school bus, you may need to rearrange your morning or afternoon schedule. Also, since

just. Meet the bus driver, show your child the bus and talk with [him/her] about the change.

5. Keep the lines of communication open.

childʼs nap time, sharing this information will help everyone find a solution.

Moving On: A Transition Guide for Families of Children with Special Needs. San Diego: Transition Committee of the Infant Toddler Interagency Collaboration Project, 1990 (brochure). Reprinted by permission.

27

Appendix B�Sample Forms for the IFSP/Transition Conference

• Transition Report • Mailing Packet Checklist • Notice of Transition Conference/IFSP Meeting • IFSP/Transition Conference Agenda • Summary of Periodic IFSP Review • Desired Outcomes for the Child and/or Family

Note: The sample forms came from the San Diego County Office of Education. They were used by the Imperial County Office of Educa-tion, the East County SELPA, Exceptional Family Resource Center, the San Diego Regional Center, the San Diego City Schools Infant Development Program, and the California Early Start Program.

28

in next setting.) ______________________________________________________________

Transition Report�

Todayʼs Date:

Childʼs Name Birth Date IFSP Date

Parentʼs Name Telephone Number Primary Language





Foster Parent/Surrogate Needed?�

Address City ZIP Code

School District/Home School (if known) Service Coordinator/Agency Telephone Number

Person Completing This Form with the Family—NAME/AGENCY Telephone Number

Address City ZIP CodeAddress City ZIP Code

School District/Home School (if known) Service Coordinator/Agency Telephone NumberSchool District/Home School (if known) Service Coordinator/Agency Telephone Number

Telephone Number

1. Family needs, concerns, and priorities (Related to transition) _________________________________________

__________________________________________________________________________________________

2. Description of childʼs development (Highlights from major areas of development) _________________________

__________________________________________________________________________________________

3. Health concerns (Specify vision and hearing tests and results.) ________________________________________

__________________________________________________________________________________________

4. Low-incidence disability or special equipment needed (List equipment in use and anticipated need, especially if

duplicate is neededduplicate is neededduplicate is needed in next setting.) ______________________________________________________________

__________________________________________________________________________________________

5. Handicapping condition, diagnosis, or reason for eligibility �__________________________________________

__________________________________________________________________________________________

6. Current early intervention services (Names and/or agencies of providers, frequency of service) _______________

__________________________________________________________________________________________

7. Other pertinent health, medical, or educational information can be obtained from (Give names and/or agencies

of providers.) �_______________________________________________________________________________

__________________________________________________________________________________________

29

_________________________________________________________________________________________

_____________________________________

_________________________________________________________________________________________

______________________

_____________________________________

_____________________________________ _____________________________________ _______________

Mailing Packet Checklist�

To: (Receiving Agency)____________________________ Date: ____________________

From: ___________________________________________________________________

Regarding: _____________________________________ ________________________ Childʼs Name Birth Date

Packet Contents __ Transition Report (Required)�

__ Individualized Family Service Plan (IFSP)—Most recent/current only (Required)�

__ Multiagency Intake Questionnaire (MAIQ)—Updated by/with the family (Required)�

__ State of California School Immunization Record (Recommended if available)�

The following assessment, evaluation, and progress reports were completed recently (within past six months) and include the date of report. (Recommended if available, but do not hold packet to wait for reports to be completed. Note whether the report is in progress or is generated by another agency and how to obtain it. Not all listed areas will have been assessed.)

Date/Available from

__ Psychological/Developmental __________________________________________________________________

__ Speech and Language ________________________________________________________________________

__ Occupational Therapy ________________________________________________________________________

__ Physical Therapy ____________________________________________________________________________

__ Behavior __________________________________________________________________________________

__ Medical ___________________________________________________________________________________

__ Audiological _______________________________________________________________________________

__ Vision_____________________________________________________________________________________

__ Nursing ___________________________________________________________________________________

__ Nutrition___________________________________________________________________________________

__ Other _____________________________________________________________________________________

30

T

T

Notice of Transition Conference/IFSP Meeting �

California Early Start Program/ Programa de Comienzo Temprano de California

Meeting Notice Confirmation/Confirmación del Aviso de Reunión Individual Family Service Plan (IFSP)/Plan Individual de Servicios para la Familia (IFSP) Periodic Review/Periodic Review/Periodic Review/Revisión PeriódicaTransition Meeting/Transition Meeting/ransition Meeting/Reunión de Transición

Date/Fecha: ____________________________________________________ Name/Name/Name/Nombre: ___________________________________________

Address/Address/Address/Domicili: ____________________________________________________________________________________________________________________________________________________________

City/State/Zip/Ciudad/Estado/Código Postal: ________________________________________________________

Re: ___________________________________________________Re: ___________________________________________________

DOB/FDN:_____________________________________________

Dear/Estimado(a): _______________________________________

This is to confirm that our meeting is scheduled for:�Lo siguiente es para confirmar que nuestra reunión se ha fijado para:�

Date/Fecha Time/Time/ime/Hora Location/Ubicación

The following people are invited to this meeting/The following people are invited to this meeting/The following people are invited to this meeting/Las siguientes personas han sido invitadas a esta reunión:

Name/Name/Name/Nombre Agency/Agency/Agency/Agencia Title/Titulo

You may invite anyone else (family member, friend, advocate, other) that you would like to be involved in the devel-opment or review of your familyʼs service plan. Tómese la libertad de invitar a cualquier persona (miembro de su familia, amigo, abogado, otro) que usted desee que participe durante la reunión, con el propósito de escribir o revisar el plan de servicios de su familia.

If this time is no longer convenient for you, please contact me atIf this time is no longer convenient for you, please contact me atIf this time is no longer convenient for you, please contact me at__________________________ as soon as possible so that the meeting can be rescheduled. Si esta cita no es conveniente para usted, por favor llámeme al __________________________ lo más pronto po-sible para fijar una nueva cita.

Sincerely/Sincerely/Sincerely/Atentamente,

Service Coordinator/Coordinador(a) de Servicios

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IFSP/Transition Conference Agenda�

Introduce participants and review the agenda. State the purposes of the meeting: • Review possible preschool service and program options as child turns three.�• Develop transition plan.�Review transition summary.�Provide brief review of the current IFSP and progress toward outcomes.�Discuss assessments:�• What assessments are already planned for the child?�• What assessments need to be completed for the transition?�• What are the details of the transition plan? (Specify who will conduct the assessment, �

the type of assessment needed, and the date of the assessment.) Discuss timelines and steps for: • Preparing the child and the family for the transition • Developing an IEP if the child is eligible (School district representative may do this.) Write the transition plan in added outcomes on the IFSP, the IFSP summary of periodic �review, or the IFSP team meeting notes.�Summarize the meeting and outline the next steps (orally and in writing on IFSP team �meeting notes if desired). Have participants sign the transition plan. Distribute copies of the transition plan.Distribute copies of the transition plan.

32

______________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Summary of Periodic IFSP Review�Source: California Early Start program, San Diego County. Used with permission.

The IFSP dated (current IFSP date) was reviewed with (child s̓ name)ʼs family on (date completed). Modification or additions were needed in the following areas: Yes (as noted below) No

Service coordinator Current abilities (See attached pages.)

Agency eligibility/availability Outcomes (See attached pages.)

Family concerns, priorities, or resources Services (See attached pages.)

Health Other _________________________________________

Exceptional Family Resource Center

Summarize modifications made in the areas checked above in response to child/family needs:

The family agreed with the modifications made in the areas checked above. The following team members were noti-fied and/or consulted for the periodic review of this IFSP:

Team Members Agency Team Members AgencyTeam Members Agency Team Members AgencyTeam Members Agency Team Members AgencyTeam Members Agency Team Members Agency

cc: � Parents

Service Coordinator

Other Team Members

File

Source: California Early Start program, San Diego County. Used with permission.

33

Desired Outcomes for the Child and/or Family�The family wants the following outcomes to happen. The steps, the persons responsible, and the timeline are indicated so that ________________________________________________________ (child) can receive appropriate services by the time he/she turns three years old.

1. Future services and community resources will be discussed with the family.

(2 years 3 months to 2 years 9 months)

Outcome and Timelines Steps and Person Responsible Date Accomplished

Options discussed: • Special education programs and services • Regional center services • Community resources such as Head Start,

child development centers, private pre-schools, etc.

Person(s) responsible: __________________

2. Information will be shared with the appro-priate educational personnel.

(2 years 3 months to 2 years 9 months)

Family declined (date) _________________

• Obtain written consent for referral to special education programs and services.


• Transition packet completed and sent toacket completed and sent to acket _____________________School District._____________________School District._______________


3. IFSP transition meeting will be held when or before the child is 2 years 9 months.

• Transition meeting notice sent to all mem-bers of IFSP team, including family, school district representative, and other appropriate educational service providers.

Person(s) responsible: __________________ • Transition meeting held.

4. An evaluation will be completed to deter-mine eligibility for special education programs and services

(2 years 9 months to 2 years 11 months) Family declined (date) _________________

• Parents will sign and return written consent to begin assessments for special education programs and services.

• An individualized education program (IEP) to be completed by ___________________ School District prior to third birthday.

5. Evaluations will be completed to determine continuing eligibility for regional center services at age three.

(2 years 9 months to 3 years)) Family declined (date) _________________

• Service coordinator to obtain appropriate collateral.

• Service coordinator to schedule – Medical evaluation – Developmental evaluation

• Service coordinator to convene an individual program plan (IPP).

6. Child will be prepared for transition. (2 years 9 months to 3 years)

• Discuss with family steps to prepare the child for adjusting to and functioning in a new setting.

Person(s) responsible: ____________________

7. The IFSP team will conduct a final review of the IFSP by the childʼs third birthday.

• Service coordinator will convene final IFSP review.

Outcome and Timelines Steps and Person Responsible Date AccomplishedOutcome and Timelines Steps and Person Responsible Date Accomplished

Childʼs Name Date of Birth IFSP Date Page______of ______Childʼs Name Date of Birth IFSP Date Page______of ______34

Appendix C�Legal Citations–California Codes�

California Code of Regulations Title 5. Education

Division 1. State Department of Education Chapter 3. Handicapped Children Subchapter 1. Special Education Article 3.1. Individuals with Exception-al Needs §3030. Eligibility Criteria. A pupil shall qualify as an individual with exceptional needs, pursuant to Section 56026 of the Education Code, if the results of the assessment as required by Section 56320 demonstrate that the degree of the pupilʼs impairment as described in Section 3030 (a through j) requires special educa-tion in one or more of the program options authorized by Section 56361 of the Edu-cation Code. The decision as to whether or not the assessment results demonstrate that the degree of the pupilʼs impairment requires special education shall be made by the individualized education program team, including personnel in accordance with Section 56341(d) of the Education Code. The individualized education pro-gram team shall take into account all the relevant material which is available on the pupil. No single score or product of scores shall be used as the sole criterion for the decision of the individualized education program team as to the pupilʼs eligibility for special education. The specific pro-cesses and procedures for implementation of these criteria shall be developed by

each Special Education Local Plan Area and be included in the local plan pursuant to Section 56220(a) of the Education Code.

(a) A pupil has a hearing impairment, whether permanent or fluctuating, which impairs the processing of linguistic in-formation through hearing, even with amplification, and which adversely af-fects educational performance. Processing linguistic information includes speech and language reception and speech and lan-guage discrimination.

(b) A pupil has concomitant hearing and visual impairments, the combination of which causes severe communication, de-velopmental, and educational problems.

(c) A pupil has a language or speech disor-der as defined in Section 56333 of the Edu-cation Code, and it is determined that the pupilʼs disorder meets one or more of the following criteria:

(1) Articulation disorder.

(A) The pupil displays reduced intelligibil-ity or an inability to use the speech mecha-nism which significantly interferes with communication and attracts adverse atten-tion. Significant interference in communi-cation occurs when the pupilʼs production of single or multiple speech sounds on a developmental scale of articulation compe-tency is below that expected for his or her chronological age or developmental level, and which adversely affects educational performance.

(B) A pupil does not meet the criteria for an articulation disorder if the sole assessed

35

disability is an abnormal swallowing pat-tern.

(2) Abnormal Voice. A pupil has an ab-normal voice which is characterized by persistent, defective voice quality, pitch, or loudness.

(3) Fluency Disorders. A pupil has a flu-ency disorder when the flow of verbal expression including rate and rhythm ad-versely affects communication between the pupil and listener.

(4) Language Disorder. The pupil has an expressive or receptive language disorder when he or she meets one of the following criteria:

(A) The pupil scores at least 1.5 standard deviations below the mean, or below the 7th percentile, for his or her chronological age or developmental level on two or more standardized tests in one or more of the following areas of language development: morphology, syntax, semantics, or prag-matics. When standardized tests are con-sidered to be invalid for the specific pupil, the expected language performance level shall be determined by alternative means as specified on the assessment plan, or

(B) The pupil scores at least 1.5 standard deviations below the mean or the score is below the 7th percentile for his or her chronological age or developmental level on one or more standardized tests in one of the areas listed in subsection (A) and displays inappropriate or inadequate us-age of expressive or receptive language as measured by a representative spontaneous or elicited language sample of a minimum of fifty utterances. The language sample must be recorded or transcribed and ana-lyzed, and the results included in the as-sessment report. If the pupil is unable to produce this sample, the language, speech, and hearing specialist shall document why a fifty utterance sample was not obtainable and the contexts in which attempts were

made to elicit the sample. When standard-ized tests are considered to be invalid for the specific pupil, the expected language performance level shall be determined by alternative means as specified in the as-sessment plan.

(d) A pupil has a visual impairment which, even with correction, adversely affects a pupilʼs educational performance.

(e) A pupil has a severe orthopedic impair-ment which adversely affects the pupilʼs educational performance. Such orthopedic impairments include impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes.

(f) A pupil has limited strength, vitality or alertness, due to chronic or acute health problems, including but not limited to a heart condition, cancer, leukemia, rheu-matic fever, chronic kidney disease, cystic fibrosis, severe asthma, epilepsy, lead poisoning, diabetes, tuberculosis and other communicable infectious diseases, and hematological disorders such as sickle cell anemia and hemophilia which adversely affects a pupilʼs educational performance. In accordance with Section 5626(e) of the Education Code, such physical disabilities shall not be temporary in nature as defined by Section 3001(v).

(g) A pupil exhibits any combination of the following autistic-like behaviors, to include but not limited to:

(1) An inability to use oral language for appropriate communication.

(2) A history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood.

(3) An obsession to maintain sameness.

(4) Extreme preoccupation with objects or inappropriate use of objects or both.

(5) Extreme resistance to controls.

36

(6) Displays peculiar motoric mannerisms and motility patterns.

(7) Self-stimulating, ritualistic behavior.

(h) A pupil has significantly below average general intellectual functioning existing concurrently with deficits in adaptive be-havior and manifested during the devel-opmental period, which adversely affect a pupilʼs educational performance.

(i) Because of a serious emotional distur-bance, a pupil exhibits one or more of the following characteristics over a long pe-riod of time and to a marked degree, which adversely affect educational performance:

(1) An inability to learn which cannot be explained by intellectual, sensory, or health factors.

(2) An inability to build or maintain sat-isfactory interpersonal relationships with peers and teachers.

(3) Inappropriate types of behavior or feel-ings under normal circumstances exhibited in several situations.

(4) A general pervasive mood of unhappi-ness or depression.

(5) A tendency to develop physical symp-toms or fears associated with personal or school problems.

(j) A pupil has a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an impaired ability to listen, think, speak, read, write, spell, or do mathemati-cal calculations, and has a severe dis-crepancy between intellectual ability and achievement in one or more of the aca-demic areas specified in Section 56337(a) of the Education Code. For the purpose of Section 3030(j):

(1) Basic psychological processes include attention, visual processing, auditory pro-cessing, sensory-motor skills, cognitive

abilities including association, conceptual-ization and expression.

(2) Intellectual ability includes both acquired learning and learning potential and shall be determined by a systematic assessment of intellectual functioning.

(3) The level of achievement includes the pupilʼs level of competence in materials and subject matter explicitly taught in school and shall be measured by standard-ized achievement tests.

(4) The decision as to whether or not a se-vere discrepancy exists shall be made by the individualized education program team, including assessment personnel in accor-dance with Section 56341(d), which takes into account all relevant material which is available on the pupil. No single score or product of scores, test or procedure shall be used as the sole criterion for the decisions of the individualized education program team as to the pupilʼs eligibility for special education. In determining the existence of a severe discrepancy, the individualized education program team shall use the fol-lowing procedures:

(A) When standardized tests are considered to be valid for a specific pupil, a severe dis-crepancy is demonstrated by: first, convert-ing into common standard scores, using a mean of 100 and standard deviation of 15, the achievement test score and the ability test score to be compared; second, comput-ing the difference between these common standard scores; and third, comparing this computed difference to the standard crite-rion which is the product of 1.5 multiplied by the standard deviation of the distribution of computed differences of students taking these achievement and ability tests. A com-puted difference which equals or exceeds this standard criterion, adjusted by one stan-dard error of measurement, the adjustment not to exceed 4 common standard score points, indicates a severe discrepancy when such discrepancy is corroborated by other

37

assessment data which may include other tests, scales, instruments, observations and work samples, as appropriate.

(B) When standardized tests are considered to be invalid for a specific pupil, the dis-crepancy shall be measured by alternative means as specified on the assessment plan.

(C) If the standardized tests do not reveal a severe discrepancy as defined in subpara-graphs (A) or (B) above, the individualized education program team may find that a severe discrepancy does exist, provided that the team documents in a written report that the severe discrepancy between ability and achievement exists as a result of a dis-order in one or more of the basic psycho-logical processes. The report shall include a statement of the area, the degree, and the basis and method used in determining the discrepancy. The report shall contain infor-mation considered by the team which shall include, but not be limited to:

1. Data obtained from standardized assess-ment instruments; 2. Information provided by the parent; 3. Information provided by the pupilʼs present teacher; 4. Evidence of the pupilʼs performance in the regular and/or special education class-room obtained from observations, work samples, and group test scores; 5. Consideration of the pupilʼs age, par-ticularly for young children; and 6. Any additional relevant information. (5) The discrepancy shall not be primarily the result of limited school experience or poor school attendance.

Authority cited: Statutes of 1981, Chapter 1094, Section 25(a); and Section 56100(a), (g) and (i), Education Code.

Reference: 20 USC 1401(a)(15) and 1412(5); 34 CFR 300.5(b)(7) and (9), 300.532(a)(2), (d) and (e), 300.533,

300.540, 300.541–43; and Sections 56026, 56320, 56333 and 56337, Education Code.

Article 4. Instructional Planning and Individualized Education Program

§3040. Individualized Education Pro-gram Implementation.

(a) Upon completion of the individualized education program, that individualized education program shall be implemented as soon as possible following the individu-alized education program team meeting.

California Code of Regulations

Title 17. Public Health

Division 2. Health and Welfare Agency, Department of Developmental Services Chapter 2. Early Intervention Services Subchapter 2. General Provisions Article 1. Definitions §52000. Meaning of Words.

(b) The following definitions shall apply to the words used in this subchapter: . . .

(35) Natural environments means settings that are natural or typical for the infant or toddlerʼs age peers who have no disability including the home and community set-tings in which children without disabilities participate.

Subchapter 3. Individualized Family Service Plan

Article 3. Transfer and Transition Procedures

§52112. Transition from Early Intervention Services.

(a) LEAs shall provide special education and related services to eligible children at age three. Pursuant to the requirements contained in Title 34 Code of Federal Regulations, §303.344, each LEA shall participate in the transition planning for

38

toddlers served under the Early Interven-tion Services Act, Government Code Sec-tions 95000–95030, who may be eligible for preschool programs under Part B of the Individuals with Disabilities Educa-tion Act, Title 20 United States Code Sections 1400–1420, before the toddler is two years nine months, or at the discretion of all parties up to six months before the child turns three to ensure that an IEP has been developed and is implemented by the toddlerʼs third birthday.

(b) The service coordinator, six months before the third birthday of the toddler re-ceiving early intervention services, shall:

(1) Notify the parent of a toddler who may be eligible for special education and related services under Part B of the Indi-viduals with Disabilities Education Act that transition planning will occur within the next three to six months;

(2) Notify the LEA where the toddler re-sides that there will be an IFSP meeting requiring the attendance of an LEA rep-resentative pursuant to 34 CFR 300.132, before the toddler is two years nine months, or at the discretion of all parties, up to six months before the toddler turns three years old to specify the transition steps necessary for movement into ser-vices under Part B of the Individuals with Disabilities Education Act; and,

(3) Within thirty days following notifica-tion of the parent and the LEA, the family, service coordinator, and LEA shall agree on the date for the IFSP to specify the transition steps necessary for movement into services under Part B.

(c) For all toddlers with an IFSP, the tran-sition steps contained in the IFSP at two years nine months or earlier shall include all of the following:

(1) Discussions with and providing infor-mation to parents regarding:

(A) The toddlerʼs transition to special education for a toddler with a disability who may be eligible for special education and related services under Part B of the Individuals with Disabilities Education Act, Title 20 United States Code Sections 1400–1420; and,

(B) Steps to prepare the toddler for chang-es in service delivery, including steps to help the toddler adjust to, and function in, a new setting;

(2) Provide information about community resources such as Head Start, Child De-velopment Preschools, private or public preschool, for a toddler who will not be eligible for special education services after thirty six months of age; and,

(3) A projected date for conducting a final review of the IFSP to review the early intervention services and the transition outcomes by age three.

(d) For toddlers who may be eligible for preschool services from the LEA under Part B of The Individuals with Disabili-ties Education Act, Title 20 United States Code Section [sic] 1400–1420, the transi-tion steps necessary for movement into services under Part B or other appropriate program, written at the IFSP meeting be-fore the toddler is two years nine months, or, at the discretion of all parties, up to six months before the toddlerʼs third birthday, shall include all of the following:

(1) With parental consent, the transmission of information about the toddler to the LEA including evaluation and assessment information and copies of IFSPs that have been developed and implemented;

(2) Identifying needed assessments to determine regional center and special education eligibility and determining the regional center or LEA responsible and time lines for completing the needed as-sessments;

39

(3) Statements of the steps necessary to ensure that the referral to an LEA is re-ceived by the LEA in a timely manner to ensure that assessments required under the provisions of Part B of the Individuals with Disabilities Education Act are com-pleted and an IEP is implemented by the toddlerʼs third birthday;

(4) A referral for evaluation and assess-ment for services under Part B of the Individuals with Disabilities Education Act, Title 20 United States Code Sections 1400–1420, no later than the time that the toddler is two years nine months of age or before the LEA̓ s break in school services if the toddler will become three years of age during a break in school ser-vices. The transition IFSP shall contain steps necessary to satisfy the referral and IEP development requirements contained in Education Code sections 56321 and 56344;

(5) Identification of the people respon-sible for convening an IEP and final IFSP meeting, and the person responsible for convening an IPP meeting, if necessary, for a toddler by age three to:

(A) Review the progress toward meeting the early intervention services outcomes identified in the IFSP;

(B) Determine the eligibility for special education and develop the IEP; and,

(C) Develop an IPP if the toddler is also eligible for services under the Lanterman Developmental Disabilities Services Act as required in Welfare and Institutions Code Section 4646.

(e) If a toddler is older than two years and six months on the date of the initial IFSP, the IFSP shall include steps to ensure transition to Special Education Services under Part B of the Individuals with Dis-abilities Education Act or other services that may be appropriate.

(f) Regional centers may continue pro-viding or purchasing services for a pre-schooler who has been determined eligible for regional center services:

(1) Until the beginning of the next school term after the toddlerʼs third birthday dur-ing a period when the LEA special educa-tion preschool program is not in session; and,

(2) When the multidisciplinary team deter-mines that services are necessary until the LEA special education program resumes.

Authority: Sections 95009 and 95028, Government Code.

Reference: Section 1436(d)(8), Title 20 United States Code; Sections 303.148, 303.322, 303.340, 303.342, 303.343, 303.344(h), and 303.346, Title 34 Code of Federal Regulations; and Sections 56321, 56343, and 56344, Education Code.

Government Code Title 14. California Early Intervention Services Act

Chapter 5. Services

§95020 (a) Each eligible infant or toddler shall have an individualized family service plan. The individualized family service plan shall be used in place of an individu-alized program plan required pursuant to sections 4646 and 4646.5 of the Welfare and Institutions Code, the individual edu-cation plan required pursuant to Section 56340 of the Education Code, or any other applicable service plan.

(b) For an infant or toddler who has been evaluated for the first time, a meeting to share the results of the evaluation, to deter-mine eligibility and, for children who are eligible, to develop the initial individual-ized family service plan shall be conducted within 45 calendar days of receipt of the

40

written referral. Evaluation results and determination of eligibility may be shared in a meeting with the family prior to the individualized family service plan. Written parent consent to evaluate and assess shall be obtained within the 45-day timeline. A regional center, local education agency, or their designees shall initiate and conduct this meeting. Families shall be afforded the opportunity to participate in all deci-sions regarding eligibility and services.

(c) Parents shall be fully informed of their rights, including the right to invite any other person, including a family member or an advocate or peer parent, or any or all of them, to accompany them to any or all individualized family service plan meet-ings. With parental consent, a referral shall be made to the local family resource center or network.

(d) The individualized family service plan shall be in writing and shall address all of the following:

(1) A statement of the infant or toddlerʼs present levels of physical development in-cluding vision, hearing, and health status, cognitive development, communication development, social and emotional devel-opment, and adaptive developments.

(2) With the concurrence of the family, a statement of the familyʼs concerns, priori-ties, and resources related to meeting the special developmental needs of the eligible infant or toddler.

(3) A statement of the major outcomes expected to be achieved for the infant or toddler and family where services for the family are related to meeting the special developmental needs of the eligible infant or toddler.

(4) The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the outcomes is being made and whether modifications or revisions are necessary.

(5) A statement of the specific early in-tervention services necessary to meet the unique needs of the infant or toddler as identified in paragraph (3), including, but not limited to, the frequency, intensity, location, duration, and method of deliver-ing the services, and ways of providing services in natural environments.

(6) A statement of the agency responsible for providing the identified services.

(7) The name of the service coordinator who shall be responsible for facilitating implementation of the plan and coordinat-ing with other agencies and persons.

(8) The steps to be taken to ensure transi-tion of the infant or toddler upon reaching three years of age to other appropriate ser-vices. These may include, as appropriate, special education or other services offered in natural environments.

Education Code

Part 30. Special Education Programs

Chapter 4. Identification and Referral, Assessment, Instructional Planning, Implementation, and Review

Article 2. Assessment

§56321. (a) Whenever an assessment for the development or revision of the in-dividualized education program is to be conducted, the parent of the pupil shall be given, in writing, a proposed assessment plan within 15 days of the referral for as-sessment not counting days between the pupilʼs regular school sessions or terms or days of school vacation in excess of five schooldays from the date of receipt of the referral, unless the parent agrees, in writing, to an extension. However, in any event, the assessment plan shall be devel-oped within 10 days after the commence-ment of the subsequent regular school year or the pupilʼs regular school term as

41

determined by each districtʼs school cal-endar for each pupil for whom a referral has been made 10 days or less prior to the end of the regular school year. In the case of pupil school vacations, the 15-day time shall recommence on the date that the pupilʼs regular schooldays reconvene. A copy of the notice of parent rights shall be attached to the assessment plan. A written explanation of all the procedural safeguards under the Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 and following), and the rights and procedures contained in Chapter 5 (commencing with Section 56500), shall be included in the notice of parent rights, including information on the procedures for requesting an informal meeting, pre-hearing mediation conference, mediation conference, or due process hearing; the timelines for completing each process; whether the process is optional; and the type of representative who may be invited to participate.

(b) The proposed assessment plan given to parents shall meet all the following requirements:

(1) Be in language easily understood by the general public.

(2) Be provided in the primary language of the parent or other mode of communi-cation used by the parent, unless to do so is clearly not feasible.

(3) Explain the types of assessments to be conducted.

(4) State that no individualized education program will result from the assessment without the consent of the parent.

(c) No assessment shall be conducted un-less the written consent of the parent is obtained prior to the assessment except pursuant to subdivision (e) of Section 56506. The parent shall have at least 15 days from the receipt of the proposed as-sessment plan to arrive at a decision. As-

sessment may begin immediately upon receipt of the consent.

Article 3. Instructional Planning and Individualized Education Program

§56341.5. (a) Each district, special edu-cation local plan area, or county office convening a meeting of the individualized education program team shall take steps to ensure that one or both of the parents of the individual with exceptional needs are present at each individualized education program meeting or are afforded the op-portunity to participate.

(b) Parents shall be notified of the individ-ualized education program meeting early enough to ensure an opportunity to attend.

(c) The individualized education program meeting shall be scheduled at a mutually agreed upon time and place. The notice of the meeting under subdivision (b) shall indicate the purpose, time, and location of the meeting and who shall be in at-tendance. Parents may also be informed in the notice of the right to bring other people to the meeting who have knowl-edge or special expertise regarding the individual with exceptional needs.

§56344. An individualized education program required as a result of an assess-ment of a pupil shall be developed within a total time not to exceed 50 days, not counting days between the pupilʼs regular school sessions, terms, or days of school vacation in excess of five schooldays, from the date of receipt of the parentʼs written consent for assessment, unless the parent agrees, in writing, to an extension. However, such an individualized educa-tion program shall be developed within 30 days after the commencement of the sub-sequent regular school year as determined by each districtʼs school calendar for each pupil for whom a referral has been made 20 days or less prior to the end of the regular school year. In the case of pupil

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school vacations, the 50-day time shall recommence on the date that pupil school-days reconvene.

§56346. (a) No pupil shall be required to participate in all or part of any special education program unless the parent is first informed, in writing, of the facts that make participation in the program neces-sary or desirable, and of the contents of the individualized education program, and after this notice, consents, in writing, to all or part of the individualized education program. If the parent does not consent to all the components of the individualized education program, then those compo-nents of the program to which the parent has consented shall be implemented so as not to delay providing instruction and services to the pupil.

Article 5. Review

§56380. (a) The district, special educa-tion local plan area, or county office shall maintain procedures for conducting, on at least an annual basis, reviews of all individualized education programs. The procedures shall provide for the review of the pupilʼs progress and the appropriate-ness of placement, and the making of any necessary revisions.

Chapter 4.45. Special Education Pro-grams for Individuals with Exceptional Needs Between the Ages of Three and Five Years Inclusive

§56441. The Legislature hereby finds and declares that early education programs for individuals with exceptional needs between the ages of three and five years, inclusive, that provide special education and related services within the typical en-vironment appropriate for young children, and include active parent involvement, may do the following:

(a) Significantly reduce the potential im-pact of any disabling conditions.

(b) Produce substantial gains in physi-cal development, cognitive development, language and speech development, psy-chosocial development, and self-help skills development.

(c) Help prevent the development of sec-ondary disabling conditions.

(d) Reduce family stresses.

(e) Reduce societal dependency and insti-tutionalization.

(f) Reduce the need for special class place-ment in special education programs once the children reach school age.

(g) Save substantial costs to society and our schools.

§56441.1. (a) Services rendered by state and local agencies serving preschool children with exceptional needs and their families shall be provided in coordination with other state and local agencies. Educa-tional agencies offering similar educational services shall coordinate and not duplicate these services. The Superintendent of Pub-lic Instruction shall identify similar servic-es by other state and local agencies. Any child identified as currently being served and qualified as an individual with excep-tional needs as defined in Section 56026, and who meets the eligibility criteria of Section 56441.11 shall be counted as an in-dividual under the funding cap prescribed by Section 56447.

(b) As the preschool child approaches the age to enter an elementary school envi-ronment, the childʼs preparation shall be geared toward a readiness for kindergarten and later school success.

§56441.2. An early education program for individuals with exceptional needs be-tween the ages of three and five, inclusive, shall include specially designed services to meet the unique needs of preschool children and their families. To meet this purpose, the program focus is on the young

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child and his or her family and shall in-clude both individual and small group ser-vices which shall be available in a variety of typical age-appropriate environments for young children, including the home, and shall include opportunities for active parent involvement.

§56441.3. (a) Early education services for preschool children may be provided to individuals or small groups and shall include:

(1) Observing and monitoring the childʼs behavior and development in his or her environment.

(2) Presenting activities that are devel-opmentally appropriate for the preschool child and are specially designed, based on the childʼs exceptional needs, to enhance the childʼs development. Those activities shall be developed to conform with the childʼs individualized education program and shall be developed so that they do not conflict with his or her medical needs.

(3) Interacting and consulting with the family members, regular preschool teachers, and other service providers, as needed, to demonstrate developmentally appropriate activities necessary to imple-ment the childʼs individualized education program in the appropriate setting pursu-ant to Section 56441.4 and necessary to reinforce the expansion of his or her skills in order to promote the childʼs educational development. These interactions and consultations may include family involve-ment activities.

(4) Assisting parents to seek and coordi-nate other services in their community that may be provided to their child by various agencies.

(5) Providing opportunities for young children to participate in play and explo-ration activities, to develop self-esteem, and to develop preacademic skills.

(6) Providing access to various develop-mentally appropriate equipment and spe-cialized materials.

(7) Providing related services as defined in Section 300.13 of Title 34 of the Code of Federal Regulations, that include par-ent counseling and training to help parents understand the special needs of their chil-dren and their childrenʼs development, as that section read on May 1, 1987.

(b) The duration of group services shall not exceed four hours per day unless de-termined otherwise by the individualized education program team.

§56441.4. Appropriate settings for these services include any of the following:

(a) The regular public or private nonsec-tarian preschool program.

(b) The child development center or fam-ily day care home.

(c) The childʼs regular environment that may include the home.

(d) A special site where preschool pro-grams for both children with disabilities and children who are not disabled are located close to each other and have an opportunity to share resources and pro-gramming.

(e) A special education preschool program with children who are not disabled attend-ing and participating for all or part of the program.

(f) A public school setting which provides an age-appropriate environment, materi-als, and services, as defined by the super-intendent.

§56441.5. Appropriate instructional adult-to-child ratios for group services shall be dependent on the needs of the child. How-ever, because of the unique needs of indi-viduals with exceptional needs between the ages of three and five years, inclusive, who require special education and related

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services, the number of children per in-structional adult shall be less than ratios set forth in subsection (b) of Section 18204 of Title 5 of the California Code of Regulations, as it read on May 1, 1987, for young children in a regular preschool program. Group services provided to in-dividuals with exceptional needs between the ages of three and five years, inclusive, identified as severely disabled pursuant to Section 56030.5 shall not exceed an instructional adult-to-child ratio of one to five.

§56441.6. Early education services for preschool children shall be provided through a transdisciplinary team ap-proach of professionals as described in Section 56426.6. Responsibilities of early education program staff shall include consultation with regular preschool pro-gram providers, consultation with other specialists, assessment services, and direct services.

§56441.11. (a) Notwithstanding any other provision of law or regulation, the special education eligibility criteria in subdivision (b) shall apply to preschool children, be-tween the ages of three and five years.

(b) A preschool child, between the ages of three and five years, qualifies as a child who needs early childhood special educa-tion services if the child meets the follow-ing criteria:

(1) Is identified as having one of the fol-lowing disabling conditions, as defined in Section 300.7 of Title 34 of the Code of Federal Regulations, or an established medical disability, as defined in subdivi-sion (d):

(A) Autism. (B) Deaf-blindness.(C) Deafness.(D) Hearing impairment.(E) Mental retardation.

(F) Multiple disabilities.(G) Orthopedic impairment.(H) Other health impairment.(I) Serious emotional disturbance.(J) Specific learning disability. (K) Speech or language impairment in one or more of voice, fluency, language and articulation. (L) Traumatic brain injury. (M) Visual impairment. (N) Established medical disability.

(2) Needs specially designed instruction or services as defined in Sections 56441.2 and 56441.3.

(3) Has needs that cannot be met with modification of a regular environment in the home or school, or both, without ongo-ing monitoring or support as determined by an individualized education program team pursuant to Section 56431.

(4) Meets eligibility criteria specified in Section 3030 of Title 5 of the California Code of Regulations.

(c) A child is not eligible for special edu-cation and services if the child does not otherwise meet the eligibility criteria and his or her educational needs are due pri-marily to:

(A) Unfamiliarity with the English lan-guage.

(B) Temporary physical disabilities.

(C) Social maladjustment.

(D) Environmental, cultural, or economic factors.

(d) For purposes of this section, “estab-lished medical disability” is defined as a disabling medical condition or congenital syndrome that the individualized educa-tion program team determines has a high predictability of requiring special educa-tion and services.

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(e) When standardized tests are consid-ered invalid for children between the ages of three and five years, alternative means, for example, scales, instruments, obser-vations, and interviews shall be used as specified in the assessment plan.

(f) In order to implement the eligibility criteria in subdivision (b), the superinten-dent shall:

(1) Provide for training in developmen-tally appropriate practices, alternative assessment and placement options.

(2) Provide a research-based review for developmentally appropriate application criteria for young children.

(3) Provide program monitoring for ap-propriate use of the eligibility criteria.

(g) If legislation is enacted mandating early intervention services to infants and toddlers with disabilities pursuant to the Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.), the superintendent shall reconsider the eli-gibility criteria for preschool children, between the ages of three and five years, and recommend appropriate changes to the Legislature.

§56441.13. The superintendent shall pro-vide training and technical assistance for the implementation of early education programs for preschool children with ex-ceptional needs, and shall develop:

(a) Methods and models for modifications to the regular program prior to referral.

(b) Guidelines for program providers.

(c) Curriculum and content for programs.

(d) Personnel standards for program pro-viders.

(e) A plan to meet the unique needs of preschool children who require special education services and who are limited-English proficient and of diverse cultural backgrounds.

§56441.14. Criteria and options for meet-ing the special education transportation needs of individuals with exceptional needs between the ages of three and five, inclusive, shall be included in the local transportation policy required pursuant to paragraph (5) of subdivision (b) of Sec-tion 56195.8.

§56442. The superintendent shall ensure that state preschool programs and pro-grams for individuals with exceptional needs between the ages of three and five years, inclusive, provided pursuant to this part, are coordinated at the state and local levels.

§56443. (a) The State Department of Education shall amend its interagency agreement with the Administration for Children, Youth, and Families, Region IX, Head Start, United States Department of Health and Human Services, to permit a district, special education local plan area, or county office to contract with a Head Start program for special education and services for individuals with exceptional needs between the ages of three and five years pursuant to this part.

(b) Apportionments allocated to Head Start programs for special education and services to individuals with exceptional needs between the ages of three and five years shall supplement and not supplant funds for which the Head Start programs are eligible, or are already receiving, from other funding sources.

§56445. (a) Prior to transitioning an in-dividual with exceptional needs from a preschool program to kindergarten, or first grade as the case may be, an appropriate reassessment of the individual shall be conducted pursuant to Article 2 (com-mencing with Section 56320) of Chapter 4 to determine if the individual is still in need of special education and services.

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(b) It is the intent of the Legislature that gains made in the special education pro-gram for individuals who received special education and services, in accordance with this chapter, are not lost by too rapid a removal of individualized programs and supports for these individuals.

(c) As part of the transitioning process, a means of monitoring continued suc-cess of the child shall be identified by the individualized education program team for those children of kindergarten or first grade equivalency who are determined to be eligible for less intensive special edu-cation programs.

(d) As part of the exit process from spe-cial education, the present performance levels and learning style shall be noted by the individualized education program team. This information shall be made available to the assigned regular educa-tion teacher upon the childʼs enrollment in kindergarten or first grade as the case may be.

§56446. Public special education fund-ing shall not be used to purchase regular preschool services or to purchase any instructional service other than special education and services permitted by this chapter.

§56447.1. (a) Nothing in this chapter shall be construed to limit the responsibil-

ity of noneducational public agencies in the State of California from providing or paying for some or all of the costs of a free appropriate public education for in-dividuals with exceptional needs between the ages of three and five years, inclusive.

(b) Nothing in this chapter shall be con-strued to permit a noneducational public agency to reduce medical and other assis-tance available or to alter eligibility under Titles V and XIX of the Social Security Act (Subchapter V (commencing with Section 701) and Subchapter XIX (com-mencing with Section 1396) of Chapter 7 of Title 42 of the United States Code) with respect to the provision of a free ap-propriate public education for individuals with exceptional needs between the ages of three and five years, inclusive, within the State of California.

§56449. When a child between the ages of three and five years with special education needs will be transferring to a local public school, the program may choose, with the permission of the parent or guardian, to transfer information from the previous year deemed beneficial to the pupil and the teacher, including, but not limited to, development issues, social interaction abilities, health background, and diag-nostic assessments, if any, to the public school.

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Appendix D�Legal Citations–Federal Law�

The following statute from the Code of Federal Regulations was promulgated in May 1999.

Part 300. Assistance to States for the Education of Children with Disabilities

§300.132. Transition of children from Part C to preschool programs.

The State must have on file with the Sec-retary policies and procedures to ensure that—(a) Children participating in early-intervention programs assisted under Part C of the Act [Individuals with Disabilities Education Act], and who will participate in preschool programs assisted under Part B of the Act, experience a smooth and effective transition to those preschool pro-grams in a manner consistent with section 637(a)(8) of the Act;

(b) By the third birthday of a child de-scribed in paragraph (a) of this section, an IEP or, if consistent with section 300.342(c) and section 636(d) of the Act, an IFSP, has been developed and is being implemented for the child consistent with section 300.121(c); and

(c) Each LEA will participate in transi-tion planning conferences arranged by the designated lead agency under section 637(a)(8) of the Act.

(Authority: 20 U.S.C. 1412[a][9])

§300.550. General LRE requirements.

(a) Except as provided in §300.311(b) and (c), a State shall demonstrate to the satis-faction of the Secretary that the State has in effect policies and procedures to ensure that it meets the requirements of sections 300.550-300.556.

(b) Each public agency shall ensure—

(1) That to the maximum extent appropri-ate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

(2) That special classes, separate schooling or other removal of children with disabili-ties from the regular educational environ-ment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplemen-tary aids and services cannot be achieved satisfactorily.

(Authority: 20 U.S.C. 1412[a][5])

§300.552. Placements.

In determining the educational placement of a child with a disability, including a pre-school child with a disability, each public agency shall ensure that—

(a) The placement decision—

(1) Is made by a group of persons, includ-ing the parents, and other persons knowl-edgeable about the child, the meaning of the evaluation data, and the placement options; and

(2) Is made in conformity with the LRE provisions of this subpart, including sec-tions 300.550-300.554;

(b) The childʼs placement—

(1) Is determined at least annually;

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(2) Is based on the childʼs IEP; and

(3) Is as close as possible to the childʼs home;

(c) Unless the IEP of a child with a dis-ability requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled;

(d) In selecting the LRE, consideration is given to any potential harmful effect on the child or on the quality of services that he or she needs; and

(e) A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed mod-ifications in the general curriculum.

(Authority: 20 U.S.C. 1412[a][5])

Part 303. Early Intervention Program for Infants and Toddlers with Disabili-ties

§303.148 Transition to preschool programs.

Each application must include a descrip-tion of the policies and procedures to be used to ensure a smooth transition for children receiving early intervention ser-vices under this part to preschool or other appropriate services, including—

(a) A description of how the families will be included in the transition plans;

(b) A description of how the lead agency under this part will—

(1) Notify the local educational agency for the area in which the child resides that the child will shortly reach the age of eligibil-ity for preschool services under Part B of the Act, as determined in accordance with State law;

(2) (i) In the case of a child who may be eligible for preschool services under Part B of the Act, with the approval of the family of the child, convene a conference among the lead agency, the family, and the

local educational agency at least 90 days, and at the discretion of the parties, up to 6 months, before the child is eligible for the preschool services, to discuss any servic-es that the child may receive; or

(ii) In the case of a child who may not be eligible for preschool services under Part B of the Act, with the approval of the family, make reasonable efforts to con-vene a conference among the lead agency, the family, and providers of other appro-priate services for children who are not eligible for preschool services under Part B, to discuss the appropriate services that the child may receive;

(3) Review the childʼs program options for the period from the childʼs third birth-day through the remainder of the school year; and

(4) Establish a transition plan; and

(c) If the State educational agency, which is responsible for administering preschool programs under part B of the Act, is not the lead agency under this part, an inter-agency agreement between the two agen-cies to ensure coordination on transition matters.

(Authority: 20 U.S.C. 1437[a)][8])

§303.344. Content of an IFSP.

(a) Information about the childʼs status.

(1) The IFSP must include a statement of the childʼs present levels of physical development (including vision, hearing, and health status), cognitive development, communication development, social or emotional development, and adaptive development.

(2) The statement in paragraph (a)(1) of this section must be based on profession-ally acceptable objective criteria.

(b) Family information. With the concur-rence of the family, the IFS must include

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a statement of the familyʼs resources, pri-orities, and concerns related to enhancing the development of the child.

(c) Outcomes. The IFSP must include a statement of the major outcomes expected to be achieved for the child and family, and the criteria, procedures, and timeliness used to determine—

(1) The degree to which progress toward achieving the outcomes is being made; and

(2) Whether modifications or revisions of the outcomes or services are necessary.

(d) Early intervention services.

(1) The IFSP must include a statement of the specific early intervention services necessary to meet the unique needs of the child and the family to achieve the out-comes identified in paragraph (c) of this section, including—

(i) The frequency, intensity, and method of delivering the services;

(ii) The natural environments, as described in section 303.12(b), and section 303.18 in which early intervention services will be provided, and a justification of the extent, if any, to which the services will not be provided in a natural environment;

(iii) The location of the services; and

(iv) The payment arrangements, if any.

(2) As used in paragraph (d)(1)(i) of this section—

(i) Frequency and intensity mean the num-ber of days or sessions that a service will be provided, the length of time the ser-vice is provided during each session, and whether the service is provided on an indi-vidual or group basis; and

(ii) Method means how a service is pro-vided.

(3) As used in paragraph (d)(1)(iii) of this section, location means the actual place or places where a service will be provided.

(e) Other services.

(1) To the extent appropriate, the IFSP must include—

(i) Medical and other services that the child needs, but that are not required un-der this part; and

(ii) The funding sources to be used in pay-ing for those services or the steps that will be taken to secure those services through public or private sources.

(2) The requirement in paragraph (e)(1) of this section does not apply to routine medical services (e.g., immunizations and “well-baby” care), unless a child needs those services and the services are not otherwise available or being provided.

(f) Dates; duration of services. The IFSP must include—

(1) The projected dates for initiation of the services in paragraph (d)(1) of this section as soon as possible after the IFSP meetings described in section 303.342; and

(2) The anticipated duration of those ser-vices.

(g) Service coordinator.

(1) The IFSP must include the name of the service coordinator from the profession most immediately relevant to the childʼs or familyʼs needs (or who is otherwise qualified to carry out all applicable re-sponsibilities under this part), who will be responsible for the implementation of the IFSP and coordination with other agencies and persons.

(2) In meeting the requirements in para-graph (g)(1) of this section, the public agency may—

(i) Assign the same service coordinator who was appointed at the time that the child was initially referred for evalua-tion to be responsible for implementing a childʼs and familyʼs IFSP; or

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(ii) Appoint a new service coordinator.

(3) As used in paragraph (g)(1) of this section, the term profession includes “ser-vice coordination.”

(h) Transition from Part C services.

(1) The IFSP must include the steps to be taken to support the transition of the child, in accordance with Section 303.148, to–

(i) Preschool services under Part B of the Act, to the extent that those services are appropriate; or

(ii) Other services that may be available, if appropriate.

(2) The steps required in paragraph (h)(1) of this section include—

(i) Discussions with, and training of, par-ents regarding future placements and oth-

er matters related to the childʼs transition;

(ii) Procedures to prepare the child for changes in service delivery, including steps to help the child adjust to, and func-tion in, a new setting; and

(iii) With parental consent, the transmis-sion of information about the child to the local educational agency, to ensure con-tinuity of services, including evaluation and assessment information required in Section 303.322, and copies of IFSPs that have been developed and implemented in accordance with sections 303.340– 303.346.

(Authority: 20 U.S.C. 1436[d])

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Appendix E�Legal Citations—Pending Law�

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) is aligned closely to the No Child Left Behind Act, helping to ensure equity, accountability, and excellence in education for children with disabilities.

Although regulations implementing the IDEA 2004 are being prepared, the regulations implementing the 1997 law remain in effect to the extent that they are consistent with the IDEA 2004 statute.

Part B—Assistance for Education of all Children with Disabilities

§612. State Eligibility.

(a) In General.—A State is eligible for as-sistance under this part for a fiscal year if the State submits a plan that provides as-surances to the Secretary that the State has in effect policies and procedures to ensure that the State meets each of the following conditions:

(9) Transition from Part C to Preschool Programs.—Children participating in early intervention programs assisted under part C, and who will participate in preschool programs assisted under this part, experi-ence a smooth and effective transition to those preschool programs in a manner consistent with section 637(a)(9). By the third birthday of such a child, an individu-alized education program or, if consistent with sections 614(d)(2)(B) and 636(d), an individualized family service plan, has been developed and is being implemented for the child. The local educational agency will participate in transition planning con-ferences arranged by the designated lead agency under section 635(a)(10).

§614. Evaluations, Eligibility Determi-nations, Individualized Education Pro-grams, and Educational Placements.

(d) Individualized Education Programs.—

(C) IEP Team Attendance.—

(D) IEP Team Transition.—In the case of a child who was previously served un-der part C, an invitation to the initial IEP meeting shall, at the request of the parent, be sent to the part C service coordinator or other representatives of the part C sys-tem to assist with the smooth transition of services.

Part C—Infants and Toddlers with Disabilities

§636. Individualized Family Service Plan.

(d) Content of Plan.—The individualized family service plan shall be in writing and contain —. . . .

(8) the steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.

§637. State Application and Assurances

(a) Application.—A State desiring to re-ceive a grant under section 633 shall sub-mit an application to the Secretary at such time and in such manner as the Secretary may reasonably require. The application shall contain—. . . .

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(9) a description of the policies and proce-dures to be used—

(A) to ensure a smooth transition for tod-dlers receiving early intervention services under this part (and children receiving those services under section 635(c)) to preschool, school, other appropriate ser-vices, or exiting the program, including a description of how—

(i) the families of such toddlers and chil-dren will be included in the transition plans required by subparagraph (C); and

(ii) the lead agency designated or estab-lished under section 635(a)(10) will—

(I) notify the local educational agency for the area in which such a child resides that the child will shortly reach the age of eli-gibility for preschool services under part B, as determined in accordance with State law;

(II) in the case of a child who may be eligible for such preschool services, with the approval of the family of the child, convene a conference among the lead agency, the family, and the local educa-tional agency not less than 90 days (and at the discretion of all such parties, not more

than 9 months) before the child is eligible for the preschool services, to discuss any such services that the child may receive; and

(III) in the case of a child who may not be eligible for such preschool services, with the approval of the family, make rea-sonable efforts to convene a conference among the lead agency, the family, and providers of other appropriate services for children who are not eligible for pre-school services under part B, to discuss the appropriate services that the child may receive;

(B) to review the childʼs program options for the period from the childʼs third birth-day through the remainder of the school year; and

(C) to establish a transition plan, includ-ing, as appropriate, steps to exit from the program;

(10) a description of State efforts to pro-mote collaboration among Early Head Start programs under section 645A of the Head Start Act, early education and child care programs, and services under part C

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Appendix F�Sample Forms for Planning the Transition to Kindergarten

• Timeline of Transition from Preschool to Kindergarten

• Sample Time Frame for Transition from Preschool to Kindergarten

• Preschool to Kindergarten Transition Work Sheet

• Sample Survey of Local Educational Agency

• Evaluation Form for Kindergarten Teachers

• Evaluation Form for Parents/Guardians

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Timeline of Transition from Preschool �to Kindergarten�

Up to 12 months before kindergarten Complete “Preschool to Kindergarten Transition Work Sheet” with parents.

September/October Review transition plan at initial parent meeting (home visit or school). Determine school of residence. Encourage parents to visit kindergarten in the fall, if possible, before the children enter the program.

December Review possible placement options at parent conference. Identify issues and concerns. Provide parents with district and school kindergarten enrollment procedures and the names of school contacts. (See “Sample Survey of Local Educational Agency.”)

Three months prior to annual review Coordinate assessments with the assessment personnel prior to evaluation. Assist with development of assessment plan with parent, if requested. Complete observation as appropriate. Arrange any specialized procedures necessary (health, transportation, assistive technology, etc.) with receiving district personnel. Offer assistance to parents to arrange school visits, attend as requested by parent. Work with the district coordinator of special education, or designee, to arrange district staff observation of the child in his/her preschool class.

Annual review Invite district staff to IEP meeting, including a kindergarten teacher and special education staff as appropriate. Discuss with the receiving teacher and parents to draft appropriate goals and objectives for the coming year. Develop IEP to include any specialized plans necessary for the child.

At end of program year Send cumulative file and confidential records to receiving district. Send copy of portfolio or transition passport to receiving teacher.

One month after transition to new placement Make follow-up call to the receiving teacher to ensure that the child is enrolled. Answer questions the receiving teacher may have. Make follow-up call to the parent to ask how the child is adjusting to the new school program. If there are concerns, offer assistance for follow-up as appropriate and requested.

Adapted from the Santa Barbara County Education Office Transition Handbook (1996).

55

Sample Time Frame for Transition from �Preschool to Kindergarten �

(For September Start Date)

Time Transition activity Person(s) responsible

November to December

Generate a list of possible students making the transition the following school year.

Preschool or SELPA administrator

December Discuss future placement options, transition pro-cess, and timelines for entering kindergarten.

Preschool teacher and parent (Parent is used here for parent, guardian, and other family members.)

January Send a list of potential students to districts of residence.

Preschool or SELPA administrator

January to February

Hold Parent Information Night regarding kin-dergarten enrollment and special education options.

Preschool administrator, SELPA director, district special education director, local parent group, general education administrator

February to March

Arrange for parents to visit neighborhood schools and identify possible receiving school sites.

Assess the child to determine eligibility and identify strengths, needs, and modifications.

Parent, preschool teacher, district administrator, or designee

Parent and identified assessment team, including special education, general education, and child care staff members

March to April

Arrange for receiving school staff to observe the child in the preschool setting and meet the family.

Develop IEP meeting schedules and send notices.

Parent, preschool teacher, district staff

Staff of sending and receiving agencies

April to May

Conduct a parent conference planning meeting to identify priorities and concerns.

Conduct the IEP meeting.

Complete the kindergarten registration.

Preschool teacher, kindergarten staff, and parent

Parent, sending and receiving education staff, LEA administrator, and others as needed

Parent, with assistance as requested from preschool teacher

May Develop a written follow-up action plan to complete transition activities by the end of the school year.

Preschool, SELPA, and district administrators

June to September

Send records to the receiving district and arrange transportation and necessary environ-mental modifications.

Program administrators

September to December

Monitor the childʼs transition to the new place-ment and provide support as needed.

Preschool teacher

October Program administratorsEvaluate the prior-year transition process and modify the process based on data.

Time Transition activity Person(s) responsibleTime Transition activity Person(s) responsible

56

________________________________________________ ______________ ____________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________

___________________________________

___________________________________

___________________________________

Preschool to Kindergarten �Transition Work Sheet�

Childʼs name Date Projected transition IEP date

Student goals are to be developed by the IEP team, including child, family members, and other agencies.

Long-Range Goals: ____________________________________________________________________________

Persons involved in transition planning Timeline checklist Date Who

Parent/Guardian

Child

Sending special education teacher and/or service provider

Sending preschool teacher

Administrator

Receiving special education teacher and/or service provider

Receiving kindergarten teacher (regular education teacher)

Program specialist

Other agency representative(s) (specify CCS, MH, RC)

Other (describe)

Contact the receiving LEA.

Assess student needs in current and future environments.

Remind child and parent to visit next pos-sible program(s).

Receiving teacher visit(s) child.

Complete observation as appropriate.

Provide parent with district/school kinder-garten enrollment procedures and names of school contacts.

Conduct IEP meeting.

Send information (i.e., cumulative file, child portfolio) to receiving program.

Provide support for transition in next pro-gram.

Other ____________________________

Persons involved in transition planning Timeline checklist Date WhoPersons involved in transition planning Timeline checklist Date WhoPersons involved in transition planning Timeline checklist Date Who

57

T

__________________________________

_____________________________________________

_____________________________________________

____________________________

__________________________________________

__________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

(1996).

Preschool to Kindergarten Transition Work Sheet (Continued)�

Current educational services Family priorities for successful transition

Ratio of staff/child support needed in the preschool

environment:

Type of support provided in the preschool environment Special education teacher/service provider

General education teacher

Peer

Self-monitoring

Other (describe)

Percentage of time in general education preschool environment:__________________________________

Physical/specialized health needs: _________________

Settings/programs/classrooms to consider for next year: ________________________________________

Kindergarten year

Kindergarten teachers/staff receive follow-up contact.

Kindergarten teachers/staff are sup-ported in resolving difficulties.

Kindergarten teachers/staff evaluate transition support services.

Parents receive follow-up contact.

Parents are supported in resolving difficulties.

Parents evaluate transition support services.

Support, if needed, continues.

Follow-up activities Date Who

Current educational services Family priorities for successful transition

Follow-up activities Date WhoFollow-up activities Date Who

Adapted from the Santa Barbara County Education Office Transition HandbookTransition Handbookransition Handbook (1996).

58

Sample

Survey of Local Educational Agency�

To the local educational agency (LEA) administrator or designee: Please complete the following survey for each elementary school in your school district and return to [insert name and address of sending agency here]. This information will be used to assist preschool special education staff and parents in the transition

from preschool to kindergarten.

District: _____________________________________________________________________________________

School: ______________________________________________________________________________________

Address: ____________________________________________________________________________________

Telephone: ___________________________________________________________________________________

Fax: _________________________________________________________________________________________

Principal: ____________________________________________________________________________________

1. What are your district procedures for classroom visitations by parents and preschool teachers?

2. What is your district policy for parents to select teachers?

3. What are your transition activities for kindergarten at this school?

4. What information would the kindergarten teachers or school staff like to receive from preschool program staff?

5. What school forms must parents or guardians complete to enroll the child at this school? (Preschool staff may assist with them.)

6. Which district staff members should be invited to: IEP meetings?

Special education transition meetings?

General education meetings?

59

Evaluation Form for Kindergarten Teachers�Dear Colleague, We would like to get some feedback from you on the effectiveness of our process for easing the transition from preschool to kindergarten for students receiving special education services and support. Please indi-cate, by marking the appropriate box, whether or not you agree with the following statements. Your com-ments and suggestions are greatly appreciated. Enough time was allowed to plan for a childʼs transition from preschool to kindergarten.

I was invited to participate in the process of looking at incom-ing students ̓needs and considering different accommodations and approaches to meet those needs.

I was invited to visit preschoolers making the transition before their IEP meetings.

The sending program adequately prepared and helped families with the transition process.

The sending program provided meeting notifications, informa-tional materials, and the childʼs records in a timely manner.

Children who made the transition have adjusted well to the new setting.

The transition materials provided were helpful.

I was able to reach the sending program if I needed further information or assistance regarding a student.

In general, the preschool-to-kindergarten transition process was very effective.

If you would prefer, your experience with the transition pro-cess can be discussed in person or over the phone.

Satisfaction statement Agree Disagree CommentsSatisfaction statement Agree Disagree CommentsSatisfaction statement Agree Disagree CommentsSatisfaction statement Agree Disagree Comments

Additionally, if you have continuing support needs, please contact me at ______________________________.

Sincerely,

(Preschool staff responsible for transition follow-up)

60

Evaluation Form for Parents/Guardians�Dear Parent/Guardian, It has been several months since your child made the transition from preschool to kindergarten. We would like to get some feedback from you on the effectiveness of our transition process. Please indicate, by marking the appropriate box, whether you agree with the following state-ments. Your comments and suggestions are greatly appreciated.

Satisfaction statement Agree Disagree CommentsSatisfaction statement Agree Disagree Comments

Enough time was allowed to plan for my childʼs transition from preschool to kindergarten.

I was involved in the process of looking at my childʼs needs and considering different placement options to meet those needs.

I (and my child) visited various programs before the IEP meeting.

The sending program helped my family with the transition process.

The receiving program offered information and support to my family.

My child has adjusted well to the new setting.

The transition materials provided were helpful.

In general, the preschool to kindergarten transition process was very effective.

Satisfaction statement Agree Disagree CommentsSatisfaction statement Agree Disagree CommentsSatisfaction statement Agree Disagree Comments

If you would prefer, your experience with the transition process can be discussed in person or over the phone. Additionally, if you have continuing support needs, please contact me at

_____________________________.

Sincerely,

(Preschool staff responsible for transition follow-up)

61

Programs.

Selected References�

Brekken, Linda, and Andrea Knowlton. Transition Issues: A Model for Early Childhood Special Education. Sacra-mento: California Department of Educa-tion, 1990.

Cavallaro, Claire C., and Michele Haney. Preschool Inclusion. Baltimore: Paul H. Brookes Publishing Co., 1999.

Chen, Deborah, and Mary Ellen McCann. Selecting a Program. Los Angeles: Blind Childrenʼs Center, 1993.

Choosing a Good Early Childhood Pro-gram. Washington, D.C.: National As-sociation for the Education of Young Children, 1997 (brochure).

Continuity for Young Children: Positive Transitions to Elementary School. Sac-ramento: California Department of Edu-cation, 1997.

Easing the Transition from Preschool to Kindergarten: A Guide for Early Child-hood Teachers and Administrators. Washington, D.C.: U.S. Department of Health and Human Services, Adminis-tration for Children, Youth and Fami-lies, Head Start Bureau, 1986.

First Class: A Guide for Early Primary Education. Sacramento: California Department of Education, 1999.

A Good Early Preschool for Your Child. Washington, D.C.: National Association for the Education of Young Children, 1997 (brochure).

Handbook on Assessment and Evaluation in Early Childhood Special Educationin Early Childhood Special Educationin Early Childhood Special Educationin Early Childhood Special Educationin Early Childhood Special EducationPrograms.Programs.Department of Education, 2000.

ograms. Sacramento: CaliforniaPr Department of Education, 2000.

Handbook on Developing and Implement-ing Early Childhood Special Education Programs and Services. Sacramento:

California Department of Education, 2001.

Handbook on Developing Individualized Family Service Plans and Individual-ized Education Programs in Early Childhood Special Education. Sacra-mento: California Department of Edu-cation, 2001.

Handbook on Family Involvement in Early Childhood Special Education Pro-grams. Sacramento: California Depart-ment of Education, 1999.

Hanson, Marcie J., and others. “Entering Preschool: Family and Professional Experiences in the Transition Process,” Journal of Early Intervention, Vol. 23, No. 4 (Fall 2000), 279–93.

Hanson, Marcie J., and Paula J. Beckman. The “Me, Too!” Series. Baltimore: Paul H. Brookes Publishing Company, 2001.

Kraft-Sayre, Marcia E., and Robert C. Pi-anta. Enhancing the Transition to Kin-dergarten. Charlottesville: University of Virginia, National Center for Early De-velopment & Learning, 2000. Available online at http://www. ncedl.org.

Moving On: A Transition Guide for Fami-lies of Children with Special Needs. San Diego, Calif.: Transition Committee of the Infant Toddler Interagency Collabo-ration Project, 1990 (brochure).

Newcomb, Sandra, and Lynn Brown. “Supporting Families During Transi-tion,” in Strategies for Working with Families of Young Children with Dis-abilities. Edited by Paula J. Beckman. Baltimore: Paul H. Brookes Publishing Company, 1996.

62

eber, Jayne Dixon.

Preschool Special Education Program Handbook. Edited by Linda Brekken and Virginia Reynolds. Sacramento: California Department of Education, 1988.

Rosenkoetter, Sharon E.; Ann H. Hains; and Susan A. Fowler. Bridging Early Services for Children with Special Needs and Their Families: A Practical Guide for Transition Planning. Baltimore: Paul H. Brookes Publishing Company, 1994.

Ross-Allen, Jane, and Michael Conn-Powers. TEEM: A Manual to Support the Transition of Young Children with Special Needs and Their Families from Preschool into Kindergarten and Other Regular Education Environments. Burlington: University of Vermont, Center for Developmental Disabilities, 1991.

Rous, B., and R. A. Hallam. “Easing the Transition into Kindergarten: Assess-ment of Social, Behavioral and Func-tional Skills in Young Children with Disabilities,” Young Exceptional Chil-dren, Vol. 1, No. 4 (1998), 17–26.

Sandall, Susan; Mary E. McLean; and Barbara J. Smith. DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Long-mont, Colo.: Sopris West, 2000.

Smith, Barbara J., and Mary Jane K. Rapport. IDEA and Early Childhood Inclusion. Denver, Colo.: Collaborative Planning Project, 1999.

Swedeen, Beth. “Birth to Three Transition: One Familyʼs Story,” Young Exceptional Children, Vol. 4, No. 2 (2001), 12–14.

Torres, Iris, and Anne. L. Corn. When You Have a Visually Handicapped Child in Your Classroom: Suggestions for Teach-ers. New York: American Foundation for the Blind, 1990.

Transition Handbook. Santa Barbara: Santa Barbara County Education Office. 1996.

The Transition to Kindergarten. Edited by Robert C. Pianta and Martha J. Cox. Baltimore: Paul H. Brookes Publishing Company, 1999.

Walsh, Sharon; Barbara J. Smith; and Ross C. Taylor. IDEA Requirements for Pre-schoolers with Disabilities. Reston, Va.: The Council for Exceptional Children, 2000.

WWWeber, Jayne Dixon. Transitioning “Spe-cial” Children into Elementary School. Boulder, Colo.: Books Beyond Borders, Inc. 1994.

WWWischnowski, Michael W.; Susan A. Fowler; and Jeanette A. McCollum. “Supports and Barriers to Writing an Interagency Agreement on the Pre-school Transition,” Journal of Early Intervention, Vol. 23, No. 4 (Fall 2000), 294–307.

Wolery, Mark. “Children with Disabilities in Early Elementary School,” in The Transition to Kindergarten. Edited by Robert C. Pianta and Martha J. Cox. Baltimore: Paul H. Brookes Publishing Company, 1999.

63

Desert/Mountain SELPA presents…

Module 1: Forms and Facts (select one date) August 24, 2016 September 23, 2016 October 28, 2016 February 24, 2017 Module 2: Collaborative IEP Process October 20, 2016 Module 3: Facilitated IEPs January 20, 2017 Module 4: Meaningful Parent IEP Participation April 20, 2017

Region 10 ADR Opportunities Engaging Challenging Conversations with Greg Abell October 3-4, 2016 (2 days) Registration fees: $75.00 Building Strong Parent-School Relationships in Special Education with Tracy Mueller, Ph.D. January 31, 2017 Registration fees: $40.00 Facilitating Challenging and Complex Conversations with Greg Abell April 4-5, 2017 (2 days) Registration fees: $75.00

State ADR Opportunity ADR State Conference in Riverside, CA March 21-22, 2017 Meetings will be held at the Desert Mountain Educational Service Center in Apple Valley unless otherwise stated on the flyers individually distributed closer to the meeting. For assistance with registration, please contact Cruz Gustafson at (760) 955-3551 or via email at [email protected].

Desert/Mountain Special Education Local Plan Area 17800 Highway 18 ● Apple Valley, CA 92307

(760) 552-6700 ● (760) 242=5363 Fax Jenae Holtz, Chief Executive Officer

http://dmselpa.org

Alternative Dispute Resolution

mailto:[email protected]

©Intellectual Property of CAHELP (Rev. 5/2016) i | P a g e

TABLE OF CONTENTS Description/Content Page ABOUT THE CALIFORNIA ASSOCIATION OF HEALTH & EDUCATION LINKED PROFESSIONS (CAHELP)

What Services/Programs Are Available? Desert/Mountain SELPA (D/M SELPA) Desert/Mountain Charter SELPA (DMCS) Desert/Mountain Children’s Center (DMCC)

Pg. 1-3

MEET THE TEAM (DUTIES AND RESPONSIBILITIES) Pg. 3-8

PARTICIPATING LOCAL EDUCATION AGENCIES (LEAs) Obligation To Provide A Free Appropriate Public Education (FAPE)

Pg. 8-9

CHILD FIND Parentally-placed Children Infants And Toddlers

Pg. 9

IDENTIFICATION AND REFERRAL What Is Necessary To Refer A Student To The Student Study Team?

Pg. 9-10

ASSESSMENT AND ELIGIBILITY What Is Necessary To Assess A Student? Where Does This Process Take Place? What Is The Function Of The Evaluation Team? Who Is Included On The Evaluation Team? Initial Assessments

Pg. 10

IEP TEAM REQUIREMENTS Required IEP Team Members IEP Team Attendance Excusal From IEP Team Attendance Parent/Guardian Attendance IEP Team Responsibilities Development Of IEP Review And Revision Of IEP Rights Of The Parent IEP Team Meetings IEP Meetings When Required Record IEP Meetings Notice of IEP Meeting Assessment Timeline IEP Contents

Pg. 11-15

CONFIDENTIALITY Audiotape Recordings By LEA Protected

Pg. 15-16

STUDENT RECORDS Policies And Procedures Definition: Parent Definition: Student Records E-mails Access Custodian Of Records Classification, Maintenance, And Destruction of Records Personal Notes Storage Purging IQ Information From Student Records Transfer of Records Procedures Pertaining To Access To Student Records Categories Of Access Mandatory Access Permitted Access Prohibited Access Rights Of Parents To Challenge The Student Record(s)

Pg. 17-22

DUE PROCESS Resolution Sessions When Should A Parent Participate In A Resolution Session? Mediation Legal Requirements for Mediation

Pg. 22-24

©Intellectual Property of CAHELP (Rev. 5/2016) ii | P a g e

TABLE OF CONTENTS

Appendixes

APPENDIX A: SELPA REFERRAL PROCEDURES P. 25-40

APPENDIX B: IEP TEAM MEMBERSHIP AND PARTICIPATION Q & A’S P. 41-43

APPENDIX C: DISCIPLINE PROCEDURES Q & A’S P. 45-51

APPENDIX D: MEDIATION AND DUE PROCESS P. 53-59

APPENDIX E: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) P. 61-66

APPENDIX F: ASSISTIVE TECHNOLOGY P. 67-72

GLOSSARY OF EDUCATIONAL TERMS AND ACRONYMS P. 73-74

SELPA INDEX OF FORMS P. 75-76

SELPA INDEX OF SPANISH FORMS P. 77

SELPA POLICIES AND PROCEDURES P. 79-82

DESERT/MOUNTAIN CHILDREN’S CENTER PROGRAMS & SERVICES CHART p. 83

©Intellectual Property of CAHELP (Rev. 5/2016) 1 | P a g e

About Us

The California Association of Health & Education Linked Professions (CAHELP), a Joint Power Authority (JPA), is a public education consortium of school districts and charter schools. Our mission statement is “The Relentless Pursuit of Whatever Works in The Life of a Child” and we achieve this mission through the programs and supports we provide to educators, children, students, families, and communities. We serve children annually through innovative behavioral health programs and we provide school districts and charter schools with consultation, special education supports, and professional development. There are three primary branches of services within the CAHELP JPA, each providing unique services to participating local education agencies (LEAs):

Desert/Mountain Special Education Local Plan Area

Desert/Mountain Charter Special Education Local Plan Area

Desert/Mountain Children’s Center

The role of the Desert/Mountain SELPA and Charter SELPA and its participating LEAs is to provide a quality educational program appropriate to the needs of each child with a disability. The Desert/Mountain Special Education Local Plan Area is a support services office. The goal of the Desert/Mountain SELPA is to facilitate growth and promote success for all children and youth by providing quality educational services and supports. The Desert/Mountain SELPA serves as a liaison to school districts to consult in the area of effectiveness of special education through

review and modification, coordinate services among schools and community resources, and provide professional development to school administrators, teachers and paraprofessionals. The Desert/Mountain SELPA serves as the sponsor for the Community Advisory Committee (CAC) which is a forum for collaboration among school administrators, teachers, parents and community partners. The CAC provides several community trainings throughout each year regarding children with exceptional needs. The Desert/Mountain Charter SELPA provides supports to member charter schools throughout the State of California. Support services provided to our member charter schools are similar to services provided to the Desert/Mountain SELPA LEAs.

The Desert/Mountain Children’s Center (DMCC) is a behavioral health program offering services to children and youth, birth to 22 years of age. The DMCC also offers a transdisciplinary team to provide a full array of services and programs comprised of a pediatrician, psychiatrist, clinical nurses, occupational therapists, and speech and language therapists. The DMCC currently provides behavioral health services in over 200 schools. Additional behavioral health services are provided in the clinic and/or in the child’s residence. The DMCC provides comprehensive assessment, individual, group and family therapy, parent education, and links to community resources. The DMCC also collaborates with a number of community organizations during the process of serving children and families. There is a long history within the organization of working closely with other service organizations such as San Bernardino County Department of Behavioral Health, Child and Family Services, Juvenile Probation, community-based behavioral health organizations, and foster/adoption agencies.


What Services Are Available? In general, the entities within the CAHELP JPA provide the following services to participating LEAs:

Program

• Consult with LEAs to improve the effectiveness of special education through program review and corrective actions.

• Coordinate services among LEAs and community agencies.

• Identify needs for new classes and services.

• Provide standardized policies and procedures

for the operation of special education programs within the SELPA.

Support Services

• Provide direct assistance to administrators, individual teachers, resource specialists, and support staff as requested.

• Provide regional staff development programs in areas of need specified by participating LEAs, specialists, and parents.

• Provide behavioral health services to eligible

students.

• Facilitate the education of students with learning problems in the general education environment.

• Coordinate interagency agreements.

• Promote community awareness.

• Assure the education of persons with

disabilities in the least restrictive environment.

• Arrange for specialized assessments.

• Facilitate professional collaboration groups.

• Coordinate transition services from school to

work.

• Coordinate nonpublic school and residential treatment center placements.

Curriculum

• Coordinate curriculum resources.

• Participate in the innovation of new methods and approaches.

• Coordinate the evaluation of special education program effectiveness.

• Provide assistance to meet state and federal

mandates.

Fiscal

• Provide direct assistance to LEAs in financial management.

• Collect Management Information System (MIS) data on students served in special education programs.


• Assist LEAs and parents with issues of individual protection, due process, and compliance.

• Provide legal assistance and interpretation of special education laws.

Community Advisory Committee (CAC)

The CAC consists of parents, teachers, representatives from school districts, and representatives of interested agencies within the SELPA. The CAC provides educational programs for persons interested in special education related issues, and provides input to the CAHELP JPA Governance Council regarding the Local Plan. The SELPA Liaison provides support to the CAC.

Desert/Mountain Children’s Center (DMCC)

The Desert/Mountain Children’s Center is contracted with the Department of Behavioral Health (DBH) and the SELPA, to meet the therapeutic needs of children and adolescents. The DMCC assists clients in developing skills to reach their full potential. Referrals may be made through schools, parents, physicians, and guardians. In general, the DMCC provides the following services to participating LEAs: assessment, evaluation, collateral, school-based counseling, therapy, rehabilitation, plan development, medication support, and case management.

DMCC PROGRAMS & SERVICES Children’s Intensive Services (CIS) Early Identification Intervention Services (EIIS) School-Aged Treatment Services (SATS) Screening Assessment Referral & Treatment (SART) Student Assistance Program (SAP)


Children’s Intensive Services. Children’s Intensive Services (CIS) provides short-term (4 - 12 weeks) intensive home-based therapeutic and support services to families with one or more children who are at imminent risk of being removed from their family and put into out-of-home placement. CIS services are offered on a voluntary basis to these select families, and the family must agree to the terms of the service. CIS is provided in the child’s primary language. CIS addresses the immediate needs of the family to prevent placement. Families are often referred to community resources and mental health programs as needed for ongoing and longer-term services. CIS is provided to support ongoing primary behavioral health services such as school-aged treatment services or case management.

Early Identification, Intervention Services. Early Identification, Intervention Services (EIIS) is specifically for infants and young children who may display some type of developmental, behavioral concern or who are at risk for disabilities or special needs. The purpose of EIIS is to identify mild concerns in order to provide early intervention to the child “at risk.” EIIS services are provided through a variety of activities, both clinical and non-clinical, to ensure that these children grow to their greatest potential.

School-Aged Treatment Services. School-Aged Treatment Services (SATS) provides individual, group, and family counseling services for children and youth ages 7 to 22 years of age. This program accepts Medi-Cal, IEHP, TriCare, PacifiCare, Molina, and cash pay on a sliding scale for services provided. Referrals may be made through the child’s school, parents, physicians, and/or caregivers. The SATS program is primarily provided at each child’s school, but is also offered in the home, clinic, and community as needed.

Screening Assessment Referral and Treatment. The Screening Assessment Referral and Treatment (SART) program utilizes a team of highly qualified professionals to screen, assess, refer, and treat children birth through six years of age. The SART program is designed to provide services to children who may have been prenatally exposed to drugs, alcohol, and/or violence. The SART program also addresses concerns with children experiencing behavioral problems and difficulties maintaining appropriate behaviors in pre-school settings and the child’s home. The SART program offers a comprehensive screening process, assessment,

and appropriate referrals to excellent treatment to improve overall functioning of the child. The DMCC provides medication support and management upon referral from the treating therapist to the DMCC medical doctor.

Student Assistance Program. The Student Assistance Program (SAP) serves students, their families, and the school community. Students who are dealing with non-academic barriers to learning are the primary target for SAP services. Students are referred by staff, parents, or concerned others to the program. Students may also self-refer. The purpose of SAP is to (1) reduce risk factors, barriers, and stressors of children, youth, and their families, (2) provide appropriate strategies, interventions, and activities to school staff and families that increase their knowledge of social, emotional, and behavioral issues, and (3) to increase student awareness of the issues they face daily, including the social and emotional choices that impact their lives.

CAHELP Jenae Holtz, CEO/SELPA Administrator CAHELP JPA E-mail: [email protected] Phone: 760-955-3556 The SELPA Administrator serves as the chief administrator of the SELPA to coordinate the implementation of the Local Plan for special education on behalf of participating LEAs. The fundamental role of the SELPA Administrator is to provide leadership and facilitate the decision-making process regarding the implementation of the Local Plan. The SELPA Administrator’s role includes the provision of information, specific services identified by the CAHELP JPA Governance Council, technical assistance,

mailto:jenae


leadership, and arbitration. It is the SELPA Administrator’s responsibility to represent the interests of the SELPA as a whole without promoting any particular LEA’s interest over the interest of any other agency. In the event there are differences of opinions and/or positions on issues, it is the SELPA Administrator’s responsibility to mediate a reasonable resolution of the issue(s).

Jennifer Sutton, Interim Operations Officer CAHELP JPA E-mail: [email protected] Phone: 760-955-3554 The CAHELP JPA Operations Officer (OO) manages the day-to-day operations of the CAHELP JPA and the non-profit organization. The OO develops departmental short-term and long-term operations goals and strategies and develops departmental policies and procedures. The OO evaluates the programs, services, staffing, and facilities to maximize program effectiveness in support of the CAHELP JPA’s and non-profit organization’s strategic vision and mission.

Janet Crabtree, Program Manager CAHELP JPA E-mail: [email protected] Phone: 760-946-8200, ext. 268 The Program Manager is responsible for the fiscal analysis and oversight of department programs of the CAHELP JPA. The Program Manager conducts high-level analysis, including the impact of legislative proposals on programs, develops fee-for-service models, and recommends strategies for effective fiscal monitoring. The Program Manager also acts as an assist to the CEO of the CAHELP JPA to contribute to effective operations and provides direct oversight over the business division within the SELPA and the DMCC.

Program Managers Corinne Foley, Program Manager Regional Services E-mail: [email protected] Phone: 760-955-3569 The Program Manager – Regional Services interacts with all LEAs, including those that are out of geographic boundaries, to determine staff development needs, initiate training activities/programs, and manage resources available to support staff development training

and transition services for all individuals who are responsible for special education and youth with disabilities. Activities are initiated through the SELPA Steering Committee as well as with various teacher/administrator groups. The Program Manager – Regional Services assists with:

• Coordination of program specialists’ services.

• Coordination of SELPA personnel development activities.

• Develop, facilitate, implement and evaluate SELPA staff development programs.

• Facilitate the alignment of curriculum between special education and general education.

• Evaluate the effectiveness of programs for students with disabilities.

• Coordinate the implementation of grant and contract-funded services to students with disabilities.

Denise Edge, Program Manager Individual Protections E-mail: [email protected] Phone: 760-955-3568 The Program Manager - Individual Protections assists and/or conducts the procedures involved in due process hearings, complaints, and investigations for all participating LEAs within SELPA including LEAs that are out of geographic boundaries. Inherent to this assignment is dissemination of information and initiation of procedures that ensure compliance with all parent/child rights and requirements. These include the availability of parent/child rights notices, equal access to programs, correction of identified program/service problems, and compliance with mandated timelines for assessment and placement of children. The Program Manager – Individual Protections assists with:

• Coordinating Inter/Intra-SELPA program placements.

• Developing, reviewing, and revising interagency agreements.

• Coordinating consultant/expert witness contracting.

mailto:jennifer

mailto:janet

mailto:corinne

mailto:denise


• Negotiating contracts and coordinating services, oversight, and evaluation of nonpublic schools (NPS).

• Negotiating contracts and coordinating

services, oversight, and evaluation of private services/nonpublic agencies (NPA).

• Coordinating independent educational

evaluations (IEEs).

• Developing, reviewing, and revising compliance procedures within SELPA participating LEAs, including those that are out of geographic boundaries.

• Advising LEAs, including those that are out of geographic boundaries, regarding compliance procedures and changing legislation.

• Assisting LEAs, including those that are out of geographic boundaries in complaint/mediation procedures.

• Representing LEAs, including those that are out of geographic boundaries, in due process proceedings as appropriate.

• Coordinating legal assistance and representation for participating LEAs, including those that are out of geographic boundaries.

Due Process Analyst

Maurica Manibusan, 760-955-3553

Program Specialists To provide the most efficient and effective service to LEAs, a program specialist is assigned as the primary contact person for each LEA. That program specialist is responsible for sharing needs and concerns from the LEA with the SELPA, for receiving phone calls and answering questions from LEA staff, and for finding the person within the SELPA most knowledgeable regarding the specific need of the LEA. This allows directors to make one phone call and receive an answer rather than have to determine which individual within the SELPA may have information they need.

Danielle Côté, Program Specialist Board Certified Behavior Analyst E-mail: [email protected] Phone: 760-955-3584 • Academy for Academic Excellence Charter

School • Bear Valley Unified School District • Hesperia Unified School District • Norton Space and Aeronautics Academy

Charter School

Rhonda Evans, Program Specialist Language, Speech, Hearing and Literacy E-mail: [email protected] Contact: (760) 955-3587 • Lucerne Valley Unified School District • Taylion Charter Schools • Trona Joint Unified School District • Victor Valley Union High School District

Bonnie Garcia, Ed.D., Program Specialist Secondary Education and Behavior Intervention E-mail: [email protected] Phone: 760-955-3572 • Health Sciences High and Middle College

Charter School • Helendale School District • Pathways to College Charter School • Victor Valley Union High School District

Diane Garcia, Program Specialist Early Childhood, Language, Speech, and Hearing E-mail: [email protected] Phone: 760-955-3588 • Desert/Mountain Operations, SBCSS • Encore High Charter Schools • Snowline Joint Unified School District

Renée Garcia, Program Specialist School Psychologist and Behavior Intervention E-mail: [email protected] Phone: 760-955-3586 • Adelanto School District • Barstow Unified School district • Excelsior Education Center Charter Schools • Needles Unified School District

mailto:danielle

mailto:rhonda





Stephanie Hedberg, Program Specialist Common Core State Standards, Curriculum-Instruction Interventions, RtI, Inclusion E-mail: [email protected] Phone: 760-955-3583 • Aveson Charter Schools • Baker Valley Unified School District • Odyssey Charter School • Oro Grande School District

Sheila Parisian, Program Specialist Assistive Technology, Curriculum-Instruction Interventions, Behavior Intervention and Inclusion E-mail: [email protected] Phone: 760-955-3567 • Desert Trails Preparatory Academy Charter

School • High Tech High Charter Schools • LaVerne Elementary Preparatory Academy

Charter School • Victor Elementary School District

Karina Quezada, Psy.D., Program Specialist Alternative Dispute Resolution E-mail: [email protected] Phone: 760-955-3578 • Contact the SELPA for information and

assistance regarding ADR

Jennifer Rountree, Program Specialist Autism E-mail: [email protected] Phone: 760-955-3585 • Apple Valley Unified School District • Silver Valley Unified School District

Transition Services Adrienne Shepherd, Coordinator Transition Services E-mail: [email protected] Phone: 760-843-3982, extension 216 The Coordinator for Transition Services coordinates the Transition Partnership Program, WorkAbility Project I, and the CaPROMISE (Promoting the Readiness of Minors in Supplemental Security Income) programs in the SELPA. The Coordinator works with a team of Transition Case Technicians, Work Incentive and Independent Living Technicians, Social Security Income (SSI) Benefits Technicians, Job Developers, agencies, and communities to provide services and programs that assist

eligible students transition from school to work and/or adult living. The Coordinator provides oversight regarding the legal mandates and ethical requirements necessary to meet IDEA Transition mandates for students with disabilities age 16 and older.

Transition Partnership Program (TPP) The Transition Partnership Program (TPP) builds partnerships between LEAs and the Department of Rehabilitation (DOR) for the purposes of successfully transitioning high school students with disabilities into meaningful employment and/or postsecondary education.

Transition Services Team

Antonia Garcia, Work Incentive Technician Char Harrigan, Transition Case Technician Kaori Hartzler, Program Technician Isaac Medina, Independent Living Technician Kevin Raines, Work Incentive Technician Robin Rask, Transition Case Technician Bobbie Taylor, Transition Project Assistant Ivan Wilkins, Independent Living Technician

CaPROMISE The CaPROMISE is a joint initiative of the U.S. Department of Education, the U.S. Social Security Administration, the U.S. Department of Health and Human Services, and the U.S. Department of Labor. The goal of CaPROMISE is increased self-sufficiency for SSI children and their families. CaPROMISE is a research study which is attempting to address the primary barriers to successful employment for transitioning youth with disabilities on SSI. This project identifies youth ages 14 to 16 who are SSI recipients and randomly assigns them either to a control group who will receive typical services or to a participant group in which they will receive usual typical services plus CaPROMISE augmented services.

PROMISE Team

April Hamilton, SSI Benefits Technician James Manibusan, SSI Benefits Technician Alani Mundo, SSI Benefits Technician Shannon Sweda, SSI Benefits Technician Jessica Thompson, SSI Benefits Technician







Children’s Center Linda Llamas, Director Desert/Mountain Children’s Center E-mail: [email protected] Phone: 760-955-3606 The Director for the Desert/Mountain Children’s Center (DMCC) oversees the behavioral health services provided to children ages birth to 22. The Director administers the DMCC, including the SART assessment center and treatment programs, works closely with SELPA personnel to monitor and assess behavioral health topics that affect children and LEAs. The Director evaluates and formulates department priorities and recommends department operation strategies. The Director of the DMCC assists with:

• Administering the DMCC and satellite office operations.

• Establishing goals, priorities, and systems for current, proposed, and continuing programs.

• Reviewing department budget.

• Developing strategies to resolve complex administrative, fiscal, and operational issues.

• Working with other managers, internally and externally, to develop complex budgets.

• Evaluating department operations.

• Analyzing and interpreting state regulations, grant requirements, and laws affecting behavioral health services for children.

• Collaborating with community and state agencies and LEAs on behavioral health issues and services.

DMCC Program Managers:

Cheryl Goldberg-Diaz Guille Robles Burgos Theresa Vaughan

Business Division Marina Gallegos, Consultant E-mail: [email protected] Phone: 760-946-8200, ext. 270

The Consultant communicates with school district personnel including Superintendents, Assistant Superintendent, and Chief Accountants. The Consultant performs high-level analysis, including the impact of legislative proposals on school districts, fiscal management and reporting issues faced by County and individual school districts, business functions, and financial and budget reporting information. The Consultant works with and provides assistance to school districts in all areas of school finance and communicates with the public, governing boards, district and County Superintendent of Schools administrative staff on issues related to fiscal solvency. The Consultant works with a team of senior fiscal clerks, accounting technicians, and a fiscal manager under the direction of the CAHELP JPA Program Manager. Together, the business team provides supports and services in all financial related matters that affect the SELPA, member LEAs, and the DMCC.

Nonpublic School Placements Glenn Low, School Psychologist Nonpublic School Coordinator Residential Placement E-mail: [email protected] Phone: 760-955-3566 The Nonpublic School Coordinator serves as a liaison between SELPA participating LEAs, nonpublic schools (NPS), licensed children’s institutions (LCIs), parents, and foster youth agencies. The NPS Coordinator may serve as the LEA representative for NPS placed LCI students. For compliance with AB 1858, the NPS Coordinator provides local NPS monitoring and support. In addition, the NPS Coordinator serves as the educational case manager for students receiving educationally-related residential placement services.

Positive Behavioral Interventions & Supports (PBIS) Kami Murphy, Coordinator Positive Behavioral Interventions and Supports (PBIS) E-mail: [email protected] Phone: 760-955-3582 The Coordinator, PBIS, works under the direction of the Program Manager for Regional Services. The Coordinator is responsible for






facilitating and managing the Positive Behavioral Interventions and Supports programs/services provided through the SELPA. The Coordinator performs duties designed to support LEAs in implementing the PBIS framework; providing technical assistance; designing, implementing, and identifying professional development opportunities; modifying curriculum and instruction to meet the needs of all student learners; and providing coaching and mentoring on effective schooling for all students.

PBIS Team

Jennifer Harms, Program Technician Kristee Laiva, PBIS Specialist Stanisha Nash, PBIS Specialist Natalie Sedano, PBIS Specialist

SELPA Management Information Systems (MIS) Colette Garland, MIS Support Analyst SELPA MIS/Web IEP E-mail: [email protected] Phone: 760-955-3565 The MIS Support Analyst for SELPA is responsible for the development, implementation, and delivery of computer training classes to participating LEAs in the SELPA. The MIS Support Analyst provides software support, assistance, and guidance to system users. Additional responsibilities include the preparation of SELPA-level and state reporting submissions for pupil count, annual service plan, personnel data reports, behavior emergency reports, regional services reports, and the Desired Results Developmental Profile (DRDP) submission. The MIS Support Analyst also participates in MIS Administrator meetings with lead programmers and the California Special Education Management Information System (CASEMIS) meetings with the California Department of Education (CDE) to provide continued compliance support.

Cindy Quan, Program Technician

Desert/Mountain SELPA • Academy for Academic Excellence • Adelanto School District • Apple Valley Unified School District • Baker Valley Unified School District • Barstow Unified School District • Bear Valley Unified School District • Excelsior Charter Schools • Explorer Elementary Charter School • Health Sciences High & Middle College • Helendale School District • Hesperia Unified School District • High Tech High • High Tech High Media Arts • High Tech High Statewide Benefit Charter • High Tech International • High Tech Middle Media Arts • High Tech Middle School • Lucerne Valley Unified School District • Needles Unified School District • Norton Space & Aeronautics Academy • Oro Grande School District • SBCSS - Desert/Mountain Operations • Silver Valley Unified School District • Snowline Joint Unified School District • Trona Joint Unified School District • Victor Elementary School District • Victor Valley Union High School District

Desert/Mountain Charter SELPA The Desert/Mountain Charter SELPA is composed of participating LEA Charter Schools and was established and approved by the California Department of Education in July of 2013.

• Aveson Global Leadership Academy • Aveson School of Leaders • Desert Trails Preparatory Academy • Encore Charter - Riverside • Encore Jr./Sr. High School • LaVerne Elementary Preparatory Academy • Odyssey Charter



• Pathways to College • Taylion High Desert Academy

Introduction. Local Education Agencies (LEAs) have a responsibility to actively and systematically seek out all individuals with exceptional needs, from birth to 21 years of age, inclusive, including children who are not enrolled in public school programs, who reside in a school district or are under the jurisdiction of a special education local plan area or a county office of education.

It is the policy of the SELPA that all children with disabilities residing in the State of California, including children with families who are homeless or are wards of the state and children attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services are identified, located, and evaluated. These activities also apply to highly mobile individuals with exceptional needs, including migrant children, and children who are suspected of being an individual with exceptional needs and in need of special education, even though they are advancing from grade to grade. The CAHELP JPA Governance Council is responsible for establishing written policies and procedures for participating LEAs in the SELPA for a continuous child find system that addresses the relationships among the identification, screening, referral, assessment, planning, implementation, review, and triennial assessment. The SELPA will assure that there is a process in place for out of geographic region charter schools to be in compliance with this requirement. Parentally-Placed Children. LEAs are also responsible for ensuring that all children with disabilities parentally-placed in private schools are located, identified, and evaluated to ensure the equitable participation of parentally-placed private school children in special education and related services and to provide an accurate count of those children. In general, the LEA must spend a proportionate share of federal funds for children with

disabilities who are parentally-placed in private schools. The services provided to children can be direct or indirect and may be provided at the private school, including parochial schools. These services can be delivered by employees of the school district or through contracts with public agency individuals, associations, or organizations. It is the responsibility of the LEA in which the private school is located to provide the consult services that are agreed upon during the consultation process. Services, materials, and equipment must be secular, neutral, and nonideological. Children with disabilities, who are parentally-placed in private schools do not have an individual right to a free and appropriate public education (FAPE). Children parentally-placed in private schools are not entitled to all services that a child would receive in a public school placement. All children affected by this will receive an Individualized Service Plan (ISP) that outlines the type of service(s), if any, that is available to students parentally-placed in private schools. Infants and Toddlers. Regional centers and LEAs are also responsible for conducting and coordinating child find activities with each other and other public agencies to locate all infants and toddlers who may be eligible for early intervention services. Legal References: 20 USC §§ 1412(a)(3), 20 USC 1412(a)(10)(A)(ii)(IV); CA Ed Code §§ 56300, 56301; 34 CCR §§ 300.111(c)52040; SELPA Policy Chapters 1 and 19.

Why is it necessary to refer a student to the Student Study Team (SST)? When a learning or behavior concern is observed (by staff or parent) in the classroom, due to a child’s academic or behavioral difficulties, the school staff must provide an intervention program that is focused on prevention and early assistance to the child. The development of an intervention plan is a function of the general education Student Study Team (SST) at that school site.


If classroom intervention strategies do not result in sufficient progress, the child is then referred to the school’s intervention assistance team. This team may be the same as the SST team. Here, plans are made for modifying and adapting the general education program to meet the needs of the child who is experiencing problems in the classroom. When modification of the general instruction program cannot meet the needs of the child, the LEA may offer to assess for a 504 Plan or for eligibility for special education. A child may only be referred for an evaluation to determine special education eligibility after the resources of the general education program have been considered and exhausted in the general education setting or if a parent makes a written request for an assessment. This procedure ensures adherence to least restrictive environment with the full participation and ownership of all children by both the general education and special education staff. Each school site in the LEA is required to have an SST team. The SST team is a function of the general education program.

Why is it necessary to assess a child? An individual evaluation of the child’s current functioning and educational needs should be conducted before any action is taken with respect to the initial placement of an individual with exceptional needs in special education. When determining eligibility for special education, there are two major things to consider:

1. Does the child meet the eligibility requirements for special education in a specific disability category?

2. Does this disability adversely impact the child’s educational performance to the extent the child requires specialized instruction?

Where does this process take place? The initial evaluation and subsequent reassessments

of the child typically take place at the school site and during the school day. What is the function of the evaluation team? The members of the IEP team, including the assessors, must perform the following tasks:

1. Identify and evaluate in all areas of suspected disability.

2. Identify areas of education need.

3. Determine present levels of functioning and baselines of performance.

4. Consider any independent evaluations submitted by the parents.

Who is included on the evaluation team? It is the responsibility of the case manager (designated at the SST meeting for initial assessments) to coordinate the evaluation process with each of the evaluation personnel. Children must be assessed in all areas of suspected disability by a multidisciplinary team. Initial Assessments. The SST team may decide to develop the evaluation plan at the SST meeting. If the assessment plan is developed subsequent to this meeting, it will be sent to the parent to obtain parental consent to conduct the assessments. The following is included on the assessment plan:

1. Confidential Parent Health Questionnaire completed by the parent.

2. Vision and hearing screening (if present results are more than one year old).

3. Assessments by the following staff as needed:

• Classroom observations by team members.

• Psychologist (intellectual, affective, sensory-motor functioning).

• Special educator (academic achievement assessments administered during an initial or triennial assessment. Not only do the two scores corroborate the deficit areas, but they can provide vital information for programming and IEP goals formation).

• Related service providers as appropriate.

• Nurse (medical issues, including ADHD).


Form D/M 66 – Assessment Plan

Each meeting to develop, review, or revise the Individualized Education Program (IEP) for an individual with exceptional needs shall be conducted by an IEP team. Required IEP Team Members. The LEA must ensure that the IEP team for each child with a disability includes:

• The parents of the child.

• Not less than one general education teacher (if he/she is, or may be, participating in the general education environment).

• Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child.

• A representative of the LEA qualified to provide, or supervise the provision of, specially designed instruction; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the LEA.

• An individual who can interpret the instructional implications of evaluation if applicable.

• At the discretion of the parent or the LEA, other individuals who have knowledge, or special expertise regarding the child, including related services personnel as appropriate.

• Whenever appropriate, the child with a

disability.

The LEA is also responsible for inviting a child with a disability to attend his/her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals. To the extent appropriate, with the consent of the parents or an individual with exceptional needs who has reached the age of majority, the LEA shall invite a representative of a participating agency that is

likely to be responsible for providing or paying for transition services. For initial IEP team meetings for a child who was previously served under Part C and is moving to Part B, an invitation to the initial IEP team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services. See SELPA Policy Chapter 4, Appendix D – IEP Team Membership & Participation Questions & Answers IEP Team Attendance. A member of the IEP team is not required to attend an IEP team meeting, in whole or in part, if the parent of the child with a disability and the LEA agree, in writing, that the attendance of the member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed at the meeting. Excusal from IEP Team Attendance. Required IEP team members may be excused from attending an IEP team meeting, 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, if:

1. The parent, in writing, and the LEA consent to the excusal; AND

2. The member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting.

Form D/M 64 - Excusal of IEP Team Member Parent/Guardian Attendance. If neither parent/guardian can attend the IEP team meeting, the LEA shall use other methods to ensure parent/guardian participation, including individual or conference telephone calls. The parent/guardian and the LEA may agree to use alternative means of meeting participation. A meeting may be conducted without a parent/guardian in attendance if the LEA is unable to convince the parent/guardian that he/she should attend. In this case, the LEA is responsible for maintaining a record of its attempts to arrange a mutually agreed-upon time and place. Examples include:

1. Detailed records of telephone calls made or attempted and the results of those calls.

http://cahelp.ss8.sharpschool.com/common/pages/DisplayFile.aspx?itemId=9360873







2. Copies of correspondence sent to the parent/guardian and any responses received.

3. Detailed records of visits made to the home or place of employment of the parent/guardian and the results of those visits.

The LEA must ensure that the parent/guardian is a member of any group that makes decisions on the educational placement of the student. IEP Team Responsibilities. The IEP team is responsible for reviewing the assessment results, determining eligibility, determining the content of the IEP, present levels, goals and services, and making program placement recommendations. In determining the program placement of a student, the LEA shall ensure that the placement decisions and the child’s placement are made in the least restrictive environment. Development of IEP. When developing each child’s IEP, the IEP team shall consider the following:

1. Child’s strengths.

2. Parent/guardian’s concerns for enhancing the education of the child.

3. Results of the initial assessment or the most recent assessment of the child.

4. Academic, developmental, and functional needs of the child.

Consideration of Special Factors:

1. In the case of a child whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address the behavior.

2. In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP.

3. In the case of a child who is blind or visually impaired, provide for instruction in Braille, and the use of Braille, unless the IEP team determines, after an assessment of the child’s reading and writing skills, needs, and appropriate reading and writing media, including an assessment of the child’s future

needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the child.

4. Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers, and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode.

5. Consider whether the child requires assistive technology devices and services.

In considering the special factors above, if the IEP team determines that the child needs a particular device or service, including an intervention, accommodation, or other program modification, in order for the child to receive FAPE, the IEP team shall include a statement to that effect in the child’s IEP. Review and Revision of IEP. The IEP team shall review the child’s IEP periodically, but not less frequently than annually, to determine whether the annual goals for the child are being achieved, and revise the IEP, as appropriate, to address:

1. A lack of expected progress toward the annual goals and in the general education curriculum.

2. The results of any reassessment.

3. Information about the child provided to, or by, the parents/guardians.

4. The child’s anticipated needs.

5. Other relevant matter.

Rights of the Parent. The parent/guardian shall have the right to present information to the IEP team in person or through a representative and the right to participate in meetings, relating to the eligibility for special education and related services, recommendations, and program planning. IEP Team Meetings. California Education Code § 32210 states that “Any person who willfully disturbs any public school or any public school meeting is guilty of a misdemeanor, and shall be punished by a fine of not more than five


hundred dollars ($500).” Employees of the LEA must adhere to customary professional standards when providing services to and/or communicating with students, parents, or related service providers. It is the expectation of the LEA that all personnel will be responsive to parents’ concerns and attempt to resolve problems at the most appropriate level. In the event LEA personnel are unable to resolve the matter, it should be referred to the administrator or designee and, if necessary, subsequently to the superintendent or designee. It is neither required nor desired that an employee of the LEA, related service provider, student, or parent, face abusive language or behavior. The intent of the law is that the IEP team meeting be nonadversarial and focused on the child’s needs. SELPA Policy Chapter 4 - Instructional Planning & the IEP, Section A, Professional Conduct (Civility) IEP Meetings when Required. An IEP team must meet whenever any of the following occurs:

1. The child has received an initial formal assessment. The team may meet when a child receives any subsequent formal assessments.

2. The child demonstrates a lack of anticipated progress.

3. The parent/guardian or school staff member requests a meeting to develop, review, or revise the IEP.

4. At least annually, to review the child’s progress, the IEP, including whether the annual goals for the child are being achieved, and the appropriateness of placement, and to make any necessary revisions. The IEP team conducting the annual IEP for the child consists of those required IEP team members. Other individuals may participate in the annual review if they possess expertise or knowledge essential for the review.

An IEP team meeting requested by the parent/guardian to review an IEP shall be held within 30 days, not counting days between the child’s regular school sessions, terms, or days of school vacation in excess of five school days, from the date of receipt of the parent/guardian’s written request. If a parent/guardian makes an oral request, the LEA shall notify the parent/guardian of the need for a written

request and the procedures for filing a written request. Record IEP Meetings. The parent/guardian or LEA has the right to record electronically the proceedings of the IEP team meetings on an audiotape recorder. The parent/guardian or LEA shall notify the members of the IEP team of his/her or its intent to record a meeting at least 24 hours prior to the meeting. If the LEA initiates the notice of intent to audiotape record a meeting and the parent/guardian objects or refuses to attend the meeting because it will be tape recorded, the meeting shall not be recorded on an audiotape recorder. Under federal law, audiotape recordings made by the LEA are subject to the federal Family Educational Rights and Privacy Act (FERPA) of 1974 and are subject to the confidentiality requirements of the regulations under 34 CFR §§ 300.610 to 300.626, inclusive. The parent/guardian has the right (34 CFR §§ 99.10 to 99.22) to inspect and review the tape recordings and to request that the tape recording be amended if he/she believes that they contain information that is inaccurate, misleading, or in violation of the rights of privacy or other rights of the child. The parent/guardian has the right to challenge, in a hearing, information that he/she believes is inaccurate, misleading, or in violation of the individual’s rights of privacy or other rights. California law also states, Any person who, by means of any machine, instrument, or contrivance, or in any other manner, intentionally taps, or makes any unauthorized connection, whether physically, electrically, acoustically, inductively, or otherwise, with any telegraph or telephone wire, line, cable, or instrument, including the wire, line, cable, or instrument of any internal telephonic communication system, or who willfully and without the consent of all parties to the communication, or in any unauthorized manner, reads, or attempts to read, or to learn the contents or meaning of any message, report, or communication while the same is in transit or passing over any wire, line, or cable, or is being sent from, or received at any place within this state; or who uses, or attempts to use, in any manner, or for any purpose, or to communicate in any way, any information so obtained, or who aids, agrees with, employs, or conspires with any person or persons to unlawfully do, or permit, or cause to be done any of the acts or things mentioned above in this section, is punishable by a fine not exceeding two thousand five hundred dollars ($2,500), or by imprisonment in the county jail not exceeding one year, or by imprisonment pursuant to subdivision (h) of Section 1170, or by both a fine and imprisonment in the county jail or pursuant to




subdivision (h) of Section 1170. If the person has previously been convicted of a violation of this section or Section 632, 632.5, 632.6, 632.7, or 636, he or she is punishable by a fine not exceeding ten thousand dollars ($10,000), or by imprisonment in the county jail not exceeding one year, or by imprisonment pursuant to subdivision (h) of Section 1170, or by both that fine and imprisonment. Legal References: 20 USC § 1232g; CA Ed Code § 56341.1(g); 34 CFR §§ 99, 300.560 – 300.575, 300.610 – 300.626; CA Penal Code § 632. Notice of IEP Meeting. The LEA shall take steps to ensure that no less than one of the parents/guardians of the child is present at each IEP team meeting or are afforded the opportunity to participate. The LEA shall notify the parent/guardian early enough (at least 10 days prior) to ensure an opportunity to attend. The IEP team meeting must be scheduled at a mutually agreed-upon time and place. The notice must contain the purpose, time, and location of the meeting and who shall be in attendance. The parent/guardian is also afforded the right to bring other people to the meeting who have knowledge or special expertise regarding the child. The LEA must also inform the parents/guardian regarding the participation of the infants and toddlers with disabilities service coordinator at the initial IEP team meeting for a child previously served under Part C. Form D/M 67 - IEP Meeting Notice Assessment Timeline. An IEP team meeting required as a result of an assessment of a child must be scheduled within a total time not to exceed 60 days, not counting days between the child’s regular school sessions, terms, or days of school vacation in excess of five school days, from the date of receipt of the parent/guardian’s written consent for assessment, unless the parent/guardian agrees, in writing, to an extension. An IEP, however, required as a result of an assessment of a child must be developed within 30 days after the commencement of the subsequent regular school year as determined by the LEA’s school calendar for each child for whom a referral has been made 30 days or less prior to the end of the regular school year. A meeting to develop an IEP for a child shall be conducted within 30 days of a determination that the child needs special education and related services. The timeline for assessments consented to by a parent/guardian on an assessment plan offered

by the LEA is 60 calendar days from the time the LEA receives the signed assessment plan. The parent/guardian may not amend the LEA proposed assessment plan. IEP Contents. The IEP is a legal document for each individual with exceptional needs that is developed, reviewed, and revised. The IEP includes the following:

1. A statement of the child’s areas of educational need, present levels of academic achievement and functional performance including:

(a) The manner in which the disability of the

child affects his/her involvement and progress in the general education curriculum.

(b) For preschool children, as appropriate, the manner in which the disability affects his/her participation in appropriate activities.

(c) For children with exceptional needs who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives.

2. A statement of measurable annual goals, including academic and functional goals, designed to do the following:

(a) Meet the needs of the child that result

from his/her disability to enable the child to be involved in and make progress in the general education curriculum.

(b) Meet each of the other educational needs of the child that result from the disability of the child.

3. A description of the manner in which the progress of the child towards meeting the annual goals will be measured and when periodic reports on the progress the child is making towards meeting the annual goals, such as through quarterly or other periodic reports, concurrent with the issuance of report cards, will be provided.

4. A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child to do the following:




(a) To advance appropriately towards attaining the annual goals.

(b) To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities.

(c) To be educated and participate with other individuals with exceptional needs and nondisabled individuals in activities.

5. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in #4.

6. A statement of individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on state and district-wide assessments.

7. If the IEP team determines that the child shall take an alternate assessment instead of a particular state or district-wide assessment of student achievement, a statement of the following:

(a) The reason why the child cannot participate in the regular assessment.

(b) The reason why the particular alternate assessment selected is appropriate for the child.

8. The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.

9. Beginning not later than the first IEP to be in effect when the child is 16 years of age, or younger if determined appropriate by the IEP team, and updated annually thereafter, the following shall be included:

(a) Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.

(b) The transition services, including courses of study, needed to assist the child in reaching those goals.

If appropriate, the IEP shall also include, but not be limited to all of the following:

1. For children in grades 7 to 12, inclusive, any alternative means and modes necessary for a child to complete the prescribed course of

study of the LEA and to meet or exceed proficiency standards for graduation.

2. For children whose native language is other than English, linguistically appropriate goals, programs, and services.

3. Extended school year (ESY) services shall be included in the IEP and provided to the child if the IEP team of the child determines, on an individual basis, that the services are necessary for the provision of a FAPE.

4. Provision for the transition into the regular class program if the child is to be transferred from a special class or nonpublic, nonsectarian school into a regular class in a public school for any part of the school day, including the following:

(a) A description of activities provided to integrate the child into the general education program. The description shall indicate the nature of each activity, and the time spent on the activity each day or week.

(b) A description of the activities provided to support the transition of children from the special education program into the general education program.

5. For children with low incidence disabilities, specialized services, materials, and equipment, consistent with guidelines established pursuant to Section 56136.

Legal References: 20 USC 1414(d)(1)(B)-(d)(1)(D); 34 CFR §§ 99.10 – 99.22, 300.114 – 300.118, 300.322(c), 300.323(c)(2), 300.328, 300.610 – 300.626, 34 CCR § 300.321; CA Ed Code §§ 32210, 56341(a-i), 56341.1, 56341.2, 56341.5, 56343-44

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the child when he/she reaches the age of 18 (age of majority) or attends school beyond the high school level. Students to whom


the rights have transferred are “eligible students.”

• Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records, unless, for reasons such as great distance, it is impossible for parents or eligible students to review records. Schools may charge a fee for copies of records.

• Parents or eligible students have the right to request that a school correct records that they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his/her view about the contested information.

• Generally, schools must have written permission from the parent or eligible student in order to release any information without consent. The following are exceptions:

School officials with legitimate educational interest.

Other schools to which a child is transferring.

Specified officials for audit or evaluation purposes.

Appropriate parties in connection with financial aid to a student.

Organizations conducting certain studies for or on behalf of the school.

Accrediting organizations.

To comply with a judicial order or lawfully-issued subpoena.

Appropriate officials in cases of health and safety emergencies.

State and local authorities, within a juvenile justice system, pursuant to specific state law.

The LEA may disclose, without consent, “directory” information such as a student’s name, address, telephone number, date, and place of birth, honors and awards, and dates of attendance. However, the LEA must tell parents and eligible students about directory information and allow parents and eligible students a

reasonable amount of time to request that the school not disclose directory information about them. The LEA must notify the parent and eligible students annually of their rights under FERPA. The actual means of notification is left to the discretion of each LEA. Prior consent is also not required to disclose information when the disclosure, subject to the requirements of 34 CFR § 99.34, to officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled so long as the disclosure is for purposes related to the student’s enrollment or transfer. 34 CFR § 99.34 states, Conditions applied to disclosure of information to other educational agencies or institutions (a) An educational agency or institution that discloses

an education record under 99.31(a)(2) shall: (1) Make reasonable attempts to notify the

parent or eligible student at the last known address of the parent or eligible student, unless: (i) The disclosure is initiated by the parent

or eligible student; or (ii) The annual notification of the agency or

institution under 99.7 includes a notice that the agency or institution forwards education records to other agencies or institutions that have requested the records and in which the student seeks or intends to enroll or is already enrolled so long as the disclosure is for purposes related to the student’s enrollment or transfer.

Audiotape Recordings by LEA Protected. Under federal law, audiotape recordings made by a LEA are subject to the Family Educational Rights and Privacy Act (FERPA) of 1974, and are subject to the confidentiality requirements of the regulations under 34 CFR §§ 300.610 to 300.626. Legal References: 20 USC 1232g; 34 CFR §§ 99.10 – 99.22, 99.31(a)(2), 99.34; 34 CFR §§ 300.610 – 300.626


According to California Education Code § 49069, parents of currently enrolled or former students have an absolute right to access any and all student records related to their children that are maintained by school districts or private schools. The editing or withholding of any such records, except as provided under law, is prohibited. Each LEA should adopt procedures for granting a parent(s) copies of their child’s file or time to inspect and review them during regular school hours. Access to parents shall be provided no later than five business days following the date of the request. Procedures shall include the notification to the parent of the location of all official student records, if requested. Based on the Family Educational Rights and Privacy Act (FERPA), access to student records and information shall not be denied to a parent because he or she is not the student’s custodial parent. Policies and Procedures. Student records are a necessary element in describing a child’s development in school. It is also essential for the records to be accurate, appropriate, and secure, in accordance with state and federal laws. Such policies and procedures must:

1. Guarantee access to authorized persons within five days of the written request.

2. Assure security of all confidential records.

3. Enumerate and describe student records collected and maintained.

4. Provide for the annual notification of right of access by parent/guardian or eligible student.

5. State that a nominal fee may be charged for copies of records.

6. Specify access restrictions, including criteria for disclosure to “school officials with legitimate educational interest.”

7. Provide for an access of disclosure log.

8. Provide the process for the correction or removal of information.

All individually identifiable information is confidential and covered by the rules of access. Essentially, all information about a student is confidential, and access is limited to those school employees with an “educational need to

know” and the parent (or student over 18 years of age). Only the parent (or student over 18 years of age) may authorize the release of any information except under the specific and narrow set of circumstances. Thus, discussion of a specific student in a teacher’s lunchroom, in a manner that identifies the student, is a clear violation of that student’s right to privacy. Likewise, posted class lists or lists with student names and/or addresses are also confidential and governed by the same rules. Definitions. “Parent” means a natural parent, an adopted parent, or legal guardian. If the parents are divorced or legally separated, only a parent having legal custody of the child may challenge the content of a record pursuant to California Education Code § 49070, offer a written response to a record pursuant to § 49072, or consent to release records to others pursuant to § 49075. However, either parent may grant consent if both parents have notified, in writing, the school or LEA that an agreement has been made. If a child has attained the age of 18 years or is attending an institution of postsecondary education, the permission or consent required of, and the rights accorded to, the parents or guardian of the child shall thereafter only be required of, and accorded to, the child. Where the courts have assigned “joint custody,” both parents have full rights of access, consent, etc. If both parents have “joint legal custody” but one has physical custody, the custodial parent is the one whose signature is required for authorization. If both parents have joint physical custody, either parent can agree/consent and the dissenting parent would then have to seek a court order to stop the evaluation, placement, release of records, etc. Since the court may declare a child a ward of the court and place the child with the natural parents, the exact wording of the court order may be needed to determine who has custody. If a child has been referred to the court, but custody has not yet been determined, the parent(s) retains his/her rights and, except for an “emergency,” a court order (or parent consent) would be necessary in order to show the records to any person other than the parent. Student Records. Student records mean any item of information directly related to an identifiable student, other than directory information, that is maintained by the LEA or required to be maintained by an employee in the performance of his or her duties whether recorded by handwriting, print, tapes, film, microfilm, or other means.


Student records shall not include informal notes related to a student compiled by a school officer or employee which remain in the sole possession of the maker and are not accessible or revealed to any other person, except a substitute. E-mails. The Family Right to Privacy Act (FERPA) defines education records as records, files, documents, and other materials that: (1) contain information directly related to a student, and (2) are maintained by an educational agency or institution or by a person acting for such agency or institution. Under FERPA, a record is any information recorded in any form, including, but not limited to, handwriting, print, computer media, video or audio tape, film, microfilm, and microfiche. E-mail communications that both (1) contain personally identifiable information directly related to the student and (2) is maintained by the LEA, qualify as a student record. An e-mail must satisfy the above two prongs as defined in IDEA and 34 CFR 99.3. If the LEA prints a hardcopy of the e-mail and places it in the student’s permanent file then it is a student record. The U.S. District Court for the Eastern District of California (53 IDELR 143) recently held that an e-mail is not an education record subject to the relevant provisions of the Education Code or the FERPA, unless it contains information related to the student and is “maintained” by the agency. The District Court noted that nothing in FERPA “requires an LEA to maintain an e-mail or any other record based solely on the fact that it contains personally identifiable information about a student.” The Court observed that the U.S. Supreme Court has held that the word “maintain,” as used in FERPA, “suggests FERPA records will be kept in a filing cabinet in a records room at the school or on a permanent secure database.” Under this guidance, the notes kept by teachers or nonpublic agency staff members on a student’s behavior would not fall under the category of being maintained. This case is a case of first impression on this topic, and federal district court decisions, while persuasive, are not binding authority upon other federal district courts or the Ninth Circuit Court of Appeals. Access. A personal inspection and review of a record or an accurate copy of a record; an oral description or communication of a record or an accurate copy of such a record, and a request to release a copy of any record.

Custodian of Records. An administrator (custodian of records) is responsible for the security of student records maintained by the LEA and shall devise procedures for assuring that access to such records is limited to authorized persons. The task of the custodian of records is to:

1. Ensure that records are properly assembled, dated, signed, and maintained.

2. Maintain the student access log.

3. Classify records as to:

a. Mandatory Permanent

b. Mandatory Interim, or

c. Permitted

4. Ensure the proper release and/or transfer of

student records.

5. Receive and process parental requests for access or challenge to the record.

6. Supervise the proper destruction of the records where appropriate.

Some of the responsibilities above may be delegated to appropriate certificated personnel. Classification, Maintenance, and the Destruction of Records. All school records in California are divided into three groups for the purpose of defining how long records are kept before they are destroyed.

1. Class I Mandatory Permanent Records: must be kept in perpetuity.

2. Class II Mandatory Interim Records: records that school districts are required to compile and maintain for stipulated periods of time and are then destroyed as per state law. Unless these interim records are forwarded to another district, they may be officially determined to be disposable when the student leaves the district or when their usefulness ceases.

3. Class III Disposable: records that are kept only as long as they are considered useful. Class III records are to be destroyed by “foolproof methods” so as to maintain the confidentiality of the record. Whenever records are deemed Class III, parents are to be notified in writing.

While Class III records may be destroyed after the third school year following the point at which usefulness has ceased, the San Bernardino County Superintendent of Schools (SBCSS)


Policy and the Participation Agreement of the Local Plan requires maintenance of special education records and accounts including property, personal, and financial records for five years after their usefulness ceases. Such records, as related to special education may include: special education forms, access log, health records, special education test protocols, assessment reports, and authorizations. Personal Notes. Personal notes that remain the sole possession of the maker and which are not accessible to any other person do not constitute part of a student’s record. However, the moment any of these notes (sometimes called “personal memory aids”) are shared with another, they become part of the student’s record (Permitted Student Records) and all procedures for access, storage, and/or destruction apply. Informal notes are subject to subpoena if they are the basis for any evidence in a hearing or court. Storage. All student records must be kept in a safe, secure manner so as to maintain the confidentiality of that information. Locked file cabinets are the preferred method. FERPA requires LEAs to use “reasonable methods” to ensure teachers and other school officials obtain access to only those education records in which they have a legitimate educational interest. It is the responsibility of the custodian of records to ensure that only those with proper access rights are allowed to use or review the records. Records for each individual student shall be maintained in a central file at the school attended by the student or if records are maintained in different locations, a notation in the central file as to where such other records may be found is required. FERPA does not generally address what education records a school may or may not maintain or where the school maintains such records. Thus, under FERPA a school would not be prohibited from placing a notice in the student’s cumulative records that states that the student receives special education services and that another file exists in another office. Purging IQ Information from Student Records. According to Judge Peckham’s 1986 decision in Larry P. regarding the prohibition of IQ testing of African-American students, IQ scores from any other source cannot become part of the student’s records. The California Department of Education (CDE) issued a directive (Campbell, 1987) on how to dispose of Larry P. records generated prior to September, 1986.

Before an African-American student that is receiving special education services is reevaluated for special education or transfers to a new LEA, all prior records of IQ scores, or references to information from IQ tests, should be permanently sealed. The records are to be opened only for litigation purposes, official state or federal audits, or upon parent request. The parent shall be given copies of the sealed records upon request. The sealed records shall be maintained for a period of five years. Prior to sealing the records of these students, the parents shall be notified that the records will be sealed because of a court decision that prohibits the use of intelligence tests for African-American students for any purpose related to special education. Additionally, prior to sealing the records, a qualified professional should identify appropriate data to be copied and purged of all IQ scores or references to information from IQ tests. The remaining data should then be transferred to the student’s current record. In no case shall the IQ test information be made available to the IEP team for any purpose. Since the prohibition from using IQ tests with African-American students applies only to LEAs in California, it is often the case that records of African-American students received from out-of-state LEAs and/or from other agencies may contain IQ test information. Therefore, under these circumstances, the SELPA recommends that LEAs take the following steps to purge IQ information from a student record:

• Review the case file to determine if prohibited information is contained therein, removing any prohibited protocols and all assessment reports that contain IQ information.

• Copy the original report(s) and on the copy, extricate the following information:

1. Any reference to a test instrument which yields an IQ score or standard score that is an indication of cognitive functioning.

2. Any test data summary scores from the test instrument(s).

3. Any commentary in the report that discusses the student’s performance on the test instrument(s).

• Make a copy of the purged report to place in the student’s record and destroy the copy that was used to extricate the information.


• Notify the parent/guardian that the student’s original report and any relevant protocols will be sealed.

• Seal the purged records and a copy of the parent/guardian notification in an envelope. Mark the outside of the envelope with the student’s name, destruction date of five years from the date the records were purged, and instructions that the envelope is only to be opened for purposes of litigation, official state or federal audits, or upon parent/guardian request.

Add the student’s name to the LEA’s master list of student records from which reports have been purged based upon the Larry P. ruling. Transfer of Records. Whenever a child transfers from one LEA to another or to a private school, or transfers from a private school to an LEA within California, the child’s permanent record or copy shall be transferred by the former LEA or private school upon request of the LEA or private school were the child intends to enroll. Any LEA requesting a transfer of records shall notify the parent/guardian of his/her right to receive a copy of the record and a right to a hearing to challenge the content of the record.

1. Mandatory Permanent Student Records: When a child transfers to another program/school/ LEA (public or private), the program administrator shall transfer the child’s Mandatory Permanent Record or copy thereof, upon request by the LEA or private school where the child intends to enroll. The transfer date and the destination of the student record shall be recorded on the LEA’s copy of the Mandatory Permanent Record, which must be kept in perpetuity.

2. Transfer of Special Education Records: Upon receipt of a request by an educational agency when a child with a disability has enrolled, the former educational agency shall send the child’s special education records or a copy thereof within five working days.

3. Mandatory Interim Records: Mandatory

Interim Records must be forwarded to California public schools and may be forwarded to other schools when the child transfers. If not forwarded, and if not reclassified, they will be reclassified (Class III).

4. Special Education Records: Because LEAs frequently have treated special education records as if they were different from cumulative records, separate consideration

for such records is warranted. Simply stated, special education records are subject to the same privacy and access rights as other Mandatory Interim Student Records. Even though records from physicians may be stamped “confidential” or a psychologist’s report contains sensitive or potentially upsetting information, the parent or eligible student has full rights of access. Of equal importance is the LEA’s obligation to retain all records required for admission to a special education class or program. Not only are they necessary for audit, but may be necessary to explain/interpret IEP team actions or IEPs.

As Mandatory Interim Student Records, special education records may be classified as Class III Disposable, when they are deemed as no longer useful. This could occur only after transfer or withdrawal from a special education program. Even after classified as disposable, Mandatory Interim Records must be retained at least three years beyond the date of the record’s creation.

Procedures Pertaining to Access to Student Records. Parents have an absolute right to access student records pertaining to their children. The program administrator of the program to which a child is being enrolled shall notify a parent of this and other rights pertaining to student records upon the date of the student’s initial enrollment, and thereafter on an annual basis. The program administrator shall grant parents access to inspect and review records related to their children during regular school hours and no later than five business days following the date of the written request.

1. The program administrator or psychologist will review the record with the parent and the program administrator shall be responsible for ensuring that qualified certificated personnel are present to interpret records, if requested.

2. Whenever any known information that is part of a student’s record is not available to the parent at the time of his/her inspection and review, the program administrator shall notify the parent of the location of the information and the reason why the information was unavailable.

3. The program administrator shall maintain a log for each student’s record that lists all persons or organizations requesting or


receiving information from the record (except parents, students, school officials/employees with a legitimate educational interest) and the reason for the request. No information shall be released to any person or organization, except certificated school personnel with a legitimate educational interest without prior written consent of the parent.

4. The log shall be open to inspection only to a parent and the school official or his/her designee responsible for the maintenance of student records.

5. Whenever a parent requests a copy of any student record, the LEA may make a reasonable charge in an amount not to exceed the actual cost of furnishing copies, however, no charge shall be made for furnishing:

• Up to two transcripts of former student’s records, or

• Up to two verifications of various records of former students.

Categories of Access. State and federal laws permit access to records according to the following categories listed below. Those granted access are prohibited from releasing information to another person or agency without written permission from the parent/guardian. A child, age 18 or older, has the right of consent. Mandatory Access. The following persons or agencies with a legitimate educational interest shall have access to student records:

1. Natural parents, adoptive parents, or legal guardians of students younger than age 18 (within five days of request).

2. School officials and employees with a legitimate educational interest.

3. School attendance and review board members.

4. *Other public schools (California) where student has enrolled or intends to enroll.

5. Federal, state, and county officials for program audit or compliance.

6. Natural parents or adoptive parents of dependent students who are 18 or older (within five days of request).

7. Students who are either 16 or have completed the tenth grade.

8. Those so authorized in compliance with a court order.

9. Private schools or out-of-state schools of anticipated or new enrollment (Mandatory Permanent Student Records only/Special Education Records).

Permitted Access. The following persons or agencies may have access:

1. Appropriate persons in an emergency when the health or safety of a student or other person is threatened.

2. Agencies or organizations in connection with students applying for financial aid.

3. Accrediting associations.

4. Organizations conducting studies on behalf of the LEA.

5. *Private schools or out-of-state schools (Mandatory Interim and Permitted Student Records only).

6. Those persons or agencies who have written authorization by parent/guardian with custody or student age 18 or older.

*LEA requesting record must notify the parent/guardian of their right to receive a copy of the record and the right to a hearing to challenge the content of the record. Prohibited Access. No access to student records shall be permitted to any other person with written parental permission or under judicial order. Such permission must:

1. State the nature of the information to be released, and

2. State the purpose for which the information is released.

In addition, the recipient must be informed of, but need not acknowledge in writing, restrictions upon further release to another agency, person, persons, or organization without specific written authorization. However, this paragraph shall not be construed as to require prior parental consent when information within the educational institution, agency, or organization obtaining access, so long as such persons have an equal legitimate interest in the information. When the custodian of records furnishes information in compliance with a court order, he/she should notify the parent and student in advance of the compliance, if lawfully possible, within the requirements of the judicial order. Rights of Parents to Challenge the Student Record(s). Following an inspection and review


of his/her student records, the parent of a student may challenge the content of any student record, which he/she alleges to be:

1. Inaccurate.

2. An unsubstantiated personal conclusion or inference.

3. A conclusion or inference outside the observer’s area of competence.

4. Not based on the personal observation of a named person with the time and place of the observation noted.

5. Misleading.

6. In violation of the privacy or rights of the student.

Procedure for challenging the content(s) of a student record:

1. Should the parent/guardian elect to challenge any student record, he/she shall file a written request with the superintendent, or his/her designee, to correct or remove any information recorded in the written records concerning his/her child.

2. Within 30 days of receipt of such request, the superintendent, or his/her designee, shall meet with the parent/guardian and the certificated employee who recorded the information in question, if any, and if such employee is presently employed by the LEA. The superintendent shall then sustain or deny the allegations.

If the superintendent sustains any or all of the allegations, he/she shall order the correction or the removal and destruction of the information. If the superintendent denies any or all of the allegations and refuses to order the correction or the removal of the information, the parent/guardian may, within 30 days of the refusal, appeal the decision in writing to the governing board of the LEA.

3. Within 30 days of receipt of an appeal, the governing board shall, in closed session with the parent/guardian and the certificated employee who recorded the information in question, if any, and if the employee is presently employed by the LEA, determine whether or not to sustain or deny the allegations.

4. If the governing board sustains any or all of the allegations, it shall order the superintendent to immediately correct or

remove and destroy the information from the written records of the student, and so inform the parent/guardian in writing.

Legal References: CA Ed Code §§ 49061, 49062, 49063, 49064, 49065, 49068, 49069, 49070, 49071, 49072, 49073, 49075, 49076, and 49077; FERPA; 5 CCR §§ 430 – 438, 16027; 20 USC § 1232(g); SELPA Policy Chapter 15 - Student Records

The Individuals with Disabilities Education Act (IDEA) entitles children with disabilities to a free appropriate public education (FAPE) in the least restrictive environment. Parents and school officials sometime disagree on what special education services and placement a child should receive under this right. Recognizing the potential for disputes, the IDEA provides several dispute resolution mechanisms to help parents and school officials resolve differences of opinion. This section describes two of these dispute resolution mechanisms: Resolution and Mediation sessions. Resolution Sessions. A resolution session is a face-to-face meeting between parent(s) and LEA officials following the filing of a due process complaint. The resolution session is designed to give the parties the opportunity to settle the case before a due process hearing. Unlike mediation, which is voluntary, resolution sessions are required by the IDEA. IDEA requires the LEA to convene a resolution session within 15 days of filing a due process complaint. Relevant members of the IEP team must be present, i.e., those who have knowledge of the issues raised in the due process complaint, as well as someone who has decision-making authority, i.e., someone who has authority to legally bind the LEA. Parents also must be present. If the parent refuses to participate, the LEA may ask the Office of Administrative Hearings (OAH) to dismiss the parent’s due process complaint or request an extension of the time period allowed for due process. A dismissal in these circumstances, however, would not prevent the parent from filing a new petition on the same grounds, as long as the statute of limitations has not run out on the issue.




At the resolution session, the parent must present the basis for the due process complaint and the facts that support the complaint. This presentation gives the LEA personnel the opportunity to understand the issues more fully and resolve the complaint without going to due process. Like mediation agreements, if a settlement agreement is reached during a resolution session, it must be memorialized in writing and is enforceable in court. The agreement is not final until three business days after it is signed, because either side can rescind it. When should a parent participate in a resolution session? A parent must participate in a resolution session if the parent filed a due process complaint and the LEA will not agree to waive the session. A parent should participate when the resolution session will involve higher-level personnel that have not been involved to date. These new participants might bring a different understanding to the issue or have more settlement authority. Even if a parent feels fairly certain that no resolution will be reached, the discussions at the resolution session inevitably give both parties a better sense of the issues listed in the complaint. A parent who has been assisted by an advocate or attorney may have developed a clearer understanding of the case since the dispute arose and may be helpful in articulating the grounds for the complaint. This may result in a resolution where previous conversations had failed. A parent may want to waive the resolution session, however, if the LEA opposes the waiver, the parent must participate or risk having the due process petition dismissed or delayed. Mediation. Special education mediation is a process in which a mediator helps to resolve a dispute between a parent and LEA personnel over a child’s special education program. A mediator is a neutral person who will help the participants arrive at a mutually satisfactory agreement. The mediator is employed by the Office of Administrative Hearings (OAH), so there is no cost to either the LEA or the parents. Parents may request mediation from a LEA at any time to attempt to resolve a dispute. Typically, mediation may be requested prior to the filing of a due process petition, but it will be scheduled following the filing of a due process. The OAH is required to establish and implement procedures for mediation.

The OAH schedules the mediation at a convenient time and place and the mediator facilitates the discussion. Although mediators vary in the way they handle sessions, participants can expect the mediator to help the parties make introductions, define the issues, present their points of view, explore options, and come to an agreement. More specifically, the mediator should:

• Help the parents and school officials state their positions clearly and productively.

• Help the parents and school officials stay focused on the relevant issues.

• Provide a neutral assessment of the strength of each side’s position.

• Separate the parents from the school personnel, if necessary or useful, and become their go-between for communication.

• Identify areas of agreement and disagreement.

• Suggest possibilities to each side that might bring them closer to agreement.

• Facilitate the drafting of a mediation agreement that resolves the dispute, if the parents and school officials have come to an agreement.

Legal Requirements for Mediation. IDEA requires that state departments of education offer LEAs and parents the opportunity to participate in mediation to settle any disagreements between them. IDEA requires state departments to:

• Maintain a list of qualified mediators who are knowledgeable about special education law and trained in mediation techniques.

• Compensate the mediators, so that the process is free to both parents and LEAs.

• Establish and implement procedures for facilitating mediation.

The law also requires that mediation be voluntary on both sides. So, if a parent requests mediation, but the LEA objects to it, then it will not be scheduled. Mediation must not delay a parents’ right to go forward with due process if that is what the parent chooses to do, but asking for and engaging in mediation will not delay the expiration of the statute of limitations for filing due process, which is two years. In other words, the clock for the two-year period of time (or other state time limits) in which parents


can file due process continues to run during any mediation. What participants discuss in the mediation session is confidential and inadmissible as evidence in a later due process hearing or civil court – unless it was also spoken in another context where confidentiality did not apply. This might be in an Individualized Education Program (IEP) meeting, an informal conversation, or in written correspondence. If the mediation results in a verbal agreement, then that agreement must be put in writing and signed by the parents and a representative of the LEA. An agreement reached through mediation is enforceable in court. This means that neither the parent nor the LEA must go through an administrative due process hearing to have the terms enforced if there is a breach of the agreement. If the parties reach a successful resolution, due process will be avoided. This generally is desirable, because due process is more adversarial, costly, emotionally draining, time consuming, formal, and risky. Parents might request mediation because they are committed to mending damaged relationships, but feel the need for a third party to help. The parents may believe that they and LEA personnel can come to an agreement that will benefit the child by talking through the issue outside the formal structure of an IEP meeting and with the help of a mediator. Often, new LEA personnel will become involved in the decision-making process and open up new possibilities. Mediation can be useful even if parents are committed to choosing due process, because it can narrow the issues of disagreement and allow the parents to gain a better understanding of the LEA’s position. This will help parents prepare their case if due process occurs. Legal References: 20 U.S.C. 1415(e), 1415(f)(1)(B), 1415(b)(7), 1415(c)(2); 34 CFR 300.506, 300.507, 300.508, 300.510, 300.511, 300.512); CA Ed Code §§ 56501, 56501.5, 56502, 56503, 56505, and 56506


APPENDIX A SELPA Referral Procedures

The referral procedures was developed by the California Association of Health & Education Linked Professions (CAHELP), a Joint Powers Authority (JPA), to assist participating local education agencies (LEAs) in the Desert/Mountain Special Education Local Plan Area and the Desert/Mountain Charter Special Education Local Plan Area (hereinafter referred to as the SELPA) referral processes for special education and related services and behavioral health programs. NOTE: All services may not be available in all areas. Please check with the Program Specialist assigned to your LEA with any questions regarding the referral process.

Assistive Technology refers to a device or service that can be used as a tool by students with disabilities to achieve or maintain function. The IDEA and California law require that Individualized Education Program (IEP) teams consider whether students need assistive technology devices or services when developing IEPs. Assistive Technology (AT) relates to the tools required to maintain, improve, or increase functional capabilities to bridge the gap between student’s performance and the demands of the curriculum. AT devices and services are defined in the IDEA as:

• Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of a child with a disability.

• Any service that directly assists a child with a disability in the selection, acquisition, or use of an AT device. This includes evaluation; providing for the acquisition of AT equipment; selecting, designing, interventions or services with AT devices; and training or technical assistance for the child, family, and other professionals who work with the child.

Low incidence disability is defined in California Education Code § 56026.5 as a severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments, and severe

orthopedic impairments, or any combination thereof. For purposes of this definition, vision impairments do not include disabilities within the function of vision specified in Section 56338. Pre-Referral Procedure - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for an Assistive Technology (AT) Assessment.

2. Complete the Assistive Technology Assessment Referral form (D/M 127) and obtain the signatures of the person making the referral and the director of special education.

3. Complete the Assessment Plan form (D/M 66) and obtain the parent/guardian signature.

• The person making the referral should check the box that corresponds to the type of assessment(s) requested.

• The parent/guardian should initial each applicable statement listed under the Parental Authorization section of form D/M 66.

4. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency’s name, if known. If not, leave the field blank.

Referral Procedures - LEA Responsibility Forward the following completed documents to the attention of the Assistive Technology Program Specialist, at the SELPA. D/M 127 Assistive Technology

Assessment Referral form

D/M 66 Assessment Plan form

D/M 63 Authorization for Use and/or Disclosure of Information form

IEP or IEP Addendum dated within one year of the referral for an Assistive Technology Assessment

Psycho-educational evaluation dated within three years of the referral for an Assistive Technology Assessment

Any additional supporting information








Timelines for Assessment. Within five business days of receipt of the completed referral packet, the Assistive Technology Program Specialist at the SELPA will assign the assessment to an independent assessor who will coordinate the assessment through the contact person named on the referral form (D/M 127). Timelines for Services. Upon completion of the assessment, a report will be sent to the director of special education by either the agency that conducted the assessment or the Assistive Technology Program Specialist at the SELPA with a request to schedule an IEP meeting. The director of special education will reconvene the IEP team to review the report findings and recommendations of the assessment and determine whether or not AT services are warranted. If the IEP team agrees that services are not needed, it will be documented in the IEP notes. For students with a documented low incidence disability:

• IEP team must note the need for the low incidence equipment on the student’s IEP, and link one or more of the student’s annual goals to the use of that specialized equipment.

• Complete SELPA Low Incidence Pre-Approval/Reimbursement Request form (D/M 86A). Director of special education must sign form D/M 86 before the packet is submitted to the SELPA.

• Submit the completed form D/M 86A signed by the director of special education with a copy of the current IEP documenting the student’s disability and goal for use of low incidence equipment to the Accounting Technician, SELPA Business Office.

Pre-Referral Procedure - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the

team’s decision to refer the student for an Assistive Technology (AT) Assessment.

2. Complete the Assistive Technology Assessment Referral form (D/M 127) and obtain the signatures of the person making the referral and the director of special education.


4. The person making the referral should check the box that corresponds to the type of assessment(s) requested. Write Assistive Technology assessment on the line for “other.”

5. The parent/guardian should initial each applicable statement listed under the Parental Authorization section of form D/M 66.


Referral Procedures - LEA Responsibility Forward the following completed documents to the attention of the Assistive Technology Program Specialist at the SELPA.

D/M 127 Assistive Technology

Assessment Referral form



IEP or IEP Addendum dated within one year of the referral for an Assistive Technology Assessment

Psycho-educational evaluation dated within three years of the referral for an Assistive Technology Assessment


Timelines for Assessment. Within five business days of receipt of the completed referral packet, the Assistive Technology Program Specialist at the SELPA will determine whether to conduct the assessment using a multi-disciplinary team approach or assign the assessment to an independent assessor who will



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coordinate the assessment through the contact person named on the referral form (D/M 127). All assessments must be completed within 60 days. Timelines for Services. Upon completion of the assessment, a report will be sent to the director of special education by either the consultant or agency that conducted the assessment or the Assistive Technology Program Specialist at the SELPA with a request to schedule an IEP meeting. The director of special education will reconvene the IEP team to review the report findings and recommendations of the assessment and determine whether or not AT services or devices/equipment are warranted. If the IEP team agrees that services are not needed, it will be documented in the IEP notes or under the IEP Consideration of Special Factors form (D/M 68D page one) and/or in the Supplementary Aids and Supports form (D/M 68D page two).

The SELPA Audiological Program provides students with audiological assessment and services that will assist them in making the best use of their hearing and help them participate and progress in the general education curriculum. Pre-Referral Procedures - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for an Audiological Assessment.

2. Complete the Initial Request for Audiological Evaluations/Services form (D/M 108) and obtain the signatures of the person making the referral and the director of special education.


4. The person making the referral should check the box that corresponds to the type of assessment(s) requested.

5. The parent/guardian should initial each applicable statement listed under the

Parental Authorization section of form D/M 66.

6. LEAs are encouraged to have assessment plans signed close to the date of their LEA audiology evaluation date and within the required time frame.

7. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency’s name as the SELPA/Pacific Hearing Services. The disclosing agency will vary depending on whether it is a physician, medical center, or audiologist.

Referral Procedures - LEA Responsibility Forward the following completed documents to the attention of the Audiology Services Program Specialist at the SELPA. D/M 108 Initial Request for Audiological

Evaluations/Services form



IEP or IEP Addendum dated within one year of the referral for an audiological assessment

LEA’s hearing screening form that documents a minimum of two repeated failures on threshold tests or previous audiological assessment reports and/or audiograms for students who have an identified hearing loss

Timeline for Assessment. The audiological assessment must occur within 60 calendar days from the date the Assessment Plan was received by the LEA. When the signed Assessment Plan is received by the LEA, it should be date stamped. An Audiology Assessment Calendar is published on an annual basis at the beginning of each school year. The calendar lists the assessment dates and referral due dates for each LEA within the SELPA. The calendar can be found on the SELPA website at www.cahelp.org. For students who require services outside of the regularly scheduled LEA visit, services may be coordinated between the SELPA and the LEA. Arrangements may be made for students to be served at the school site, at a nearby LEA, the Desert/Mountain Children’s Center (DMCC), or at







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the service provider’s office, whichever is available and appropriate. Please contact the Audiology Services Program Specialist at the SELPA for assistance. Timeline for Services. Upon completion of the audiological assessment, a report will be sent to the director of special education by either the agency that conducted the assessment or by the Audiology Services Program Specialist at the SELPA.

• The director of special education will reconvene the IEP team to review the findings and recommendations of the assessment, consider the educational impact, and determine whether or not audiological services are needed.

• If ongoing audiological follow-up is recommended, code 720 should be listed under the Special Education and Related Services section of the IEP form.

• If it is decided that classroom amplification equipment is needed and the student agrees to wear it, a request for a proposal of the specific equipment should be made to the Audiology Services Program Specialist at the SELPA.

• If a profound hearing loss has been found, the deaf disability code (020) should be listed under the Eligibility section of the IEP form.

• If a mild to severe hearing loss has been found, the hard of hearing disability code (030) should be listed under the Eligibility section of the IEP form.

• If the disability is due to a hearing loss, the Low Incidence Disability box on the IEP form should be checked.

• If the hearing loss is not the primary disability, it may be listed as the secondary disability.

• If recommended and agreed upon, classroom amplification equipment should also be noted under Assistive Technology on the IEP form (D/M 68D).

• If the student is to receive amplification equipment for the first time, goals should be included for mastering equipment utilization, care, and operation.

Students who have previously been referred and evaluated for audiological services are eligible for annual audiological assessments. Pre-Referral Procedures - LEA Responsibility

1. Complete the Annual Request for Audiological Evaluations/Services form (D/M 108A). Please DO NOT complete the Initial Request for Audiological Evaluation/Services form (D/M 108) for annual referrals.

• Include information that is related to the school of attendance, program placement, and services the student is currently receiving.

• Include behavior and/or academic successes or challenges.

• Include information regarding the use and functioning of equipment such as hearing aids and/or FM systems.

• Include medical information related to the student’s hearing.

2. Complete the Assessment Plan form

(D/M 66) and obtain the parent/guardian signature.

• The person making the referral should check the box that corresponds to the type of assessment(s) requested. Most often the “other” box is checked followed by the statement, “Audiological assessment to be completed by SELPA(s) contracted audiologist.”


• LEAs are encouraged to have the assessment plans signed close to the date of their LEA audiology evaluation date and within the required time frame.

3. Complete the Authorization for Use and/or Disclosure of Information form

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(D/M 63) and obtain the parent/guardian signature. Specify the receiving agency’s name as the SELPA/Pacific Hearing Services. The disclosing agency will vary depending on whether it is a physician, medical center, or audiologist.

Referral Procedures - LEA Responsibility Forward the following completed documents to the attention of the Audiology Services Program Specialist at the SELPA.

D/M 108A Annual Request for

Audiological Evaluations/Services form D/M 66 Assessment Plan form


Timeline for Assessment. The audiological assessment must occur within 60 calendar days from the date the Assessment Plan was received by the LEA. When the signed Assessment Plan is received by the LEA, it should be date stamped. An Audiology Assessment Calendar is published on an annual basis at the beginning of each school year. The calendar lists the assessment dates and referral due dates for each LEA within the SELPA. The calendar may be found on the SELPA website at www.cahelp.org. For students who require services outside of the regularly scheduled LEA visit, services may be coordinated between the SELPA and the LEA. Arrangements may be made for students to be served at the school site, at a nearby LEA, the Desert/Mountain Children’s Center (DMCC) or at the service provider’s office, whichever is available and appropriate. Please contact the Audiology Services Program Specialist at the SELPA for assistance.

The Desert/Mountain Children’s Center (DMCC) provides individual, group, and family counseling services for children and youth ages seven to 22. The DMCC accepts Medi-Cal, IEHP, TriCare, Pacific Care, Molina, and cash on a sliding scale for services provided. The goal of the DMCC is to assist clients in developing skills to reach their full potential. Referrals may be made through the child’s school, parents, physicians, and/or guardians. The DMCC provides School-Aged Treatment Services (SATS) medication support and

management upon referral from the treating therapist to the DMCC medical doctor. SATS are primarily provided at each child’s school, but are also offered in the home, clinic, and community as needed. The DMCC also provides Screening, Assessment, Referral, and Treatment (SART) for children birth to six years old as well as Therapeutic Behavioral Services (TBS), and/or Children’s Intensive Services (CIS). For more information, please contact the DMCC. Pre-Referral Procedures - LEA Responsibility

Complete the Referral for Behavioral Health Services form (DMCC 100A) with as much detail as possible and obtain the signatures of the parent/guardian and the school administrator.

Referral Procedures - LEA Responsibility For the completed Referral for Behavioral Health Services form (DMCC 100A) to the attention of the Director of the DMCC. Timeline for Assessment. Upon receipt of the completed Referral for Behavioral Health Services form (DMCC 100A), the DMCC will contact the parent/guardian by letter (up to three times) to schedule the assessment intake meeting. An intervention specialist or behavioral health counselor will be assigned to conduct the assessment. If no response from the parent/guardian is received by the third letter, the referral will be closed. Timeline for Services

• If services are not deemed appropriate, the referral will be closed.

• If services are deemed appropriate, a clinician will be assigned and services will begin.

• The DMCC provides a monthly report to the directors of special education. The report includes a list of students who are currently served by the DMCC as well as an update for each referral that is in process.

The Screening Assessment Referral and Treatment (SART) program utilizes a team of highly qualified professionals to screen, assess, refer, and treat a child. San Bernardino County has collaboratively developed a program designed for children birth to six years of age who may have been prenatally exposed to drugs, alcohol, and/or violence. The





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SART program also addresses concerns with children experiencing behavior problems and difficulties maintaining appropriate behaviors in pre-school settings and the child’s home. The SART program offers a comprehensive screening process, assessment, and appropriate referrals to excellence treatment to improve overall functioning of the child. The Desert/Mountain Children’s Center (DMCC) provides medication support and management upon referral from the treating therapist in the DMCC medical doctor. Pre-Referral Procedures - LEA Responsibility

Complete the SART Referral for Behavioral Health Services form (DMCC 100B) with as much detail as possible and obtain the signatures of the parent/guardian and the school administrator.

Referral Procedures - LEA Responsibility Forward the completed SART Referral for Behavioral Health Services form (DMCC 100B) to the attention of the Director of the DMCC. Timeline for Assessment. Upon receipt of the completed SART Referral for Behavioral Health Services form (DMCC 100B), the DMCC will contact the parent/guardian by letter and send the Ages and Stages Questionnaire: Social Emotional in order to gather more information regarding the parent/guardian’s concerns. A DMCC Clinical Nurse will be assigned to contact the parent/guardian and provide case management throughout the assessment process. Timeline for Services

If services are not deemed appropriate, the referral will be closed.

If services are deemed appropriate, a clinician will be assigned and services will begin.

The DMCC provides a monthly report to the directors of special education. The report includes a list of students who are currently served by the DMCC as well as an update for each referral that is in process.

The Desert/Mountain Children’s Center (DMCC) Student Assistance Program (SAP) serves students, their families, and the school community. Students who are dealing with

non-academic barriers to learning are the primary target for SAP services. Students are referred by staff, parents, or concerned others to the program. Students may also self-refer. The purpose of SAP is to:

• To reduce the risk factors, barriers, and stressors of kids, youth, and their families.

• To provide appropriate strategies, interventions, and activities to school staff and families that increase their knowledge of social emotional, and behavioral issues.

• To increase student awareness of the issues they face daily, including the social emotional choices that impact their lives.

• To build protective supports for students and their families that include significant connections to others, training, and education.

Pre-Referral Procedures - LEA Responsibility Complete the SART Referral for Behavioral Health Services form (DMCC 100A) with as much detail as possible and obtain the signatures of the parent/guardian and the school administrator. Referral Procedures - LEA Responsibility For the completed SART Referral for Behavioral Health Services form (DMCC 100A) to the attention of the Director of the DMCC. Timeline for Assessment. Upon receipt of the completed Referral for Behavioral Health Services form (DMCC 100A), the DMCC will contact the parent/guardian by letter (up to three times) to schedule the assessment intake meeting. An intervention specialist or behavioral health counselor will be assigned to conduct the assessment. If no response from the parent/guardian is received by the third letter, the referral will be closed. Timeline for Services

• If services are not deemed appropriate, the referral will be closed.

• If services are deemed appropriate, a clinician will be assigned and services will begin.

• The DMCC provides a monthly report to the directors of special education. The report includes a list of students who are currently served by the DMCC as well as an update for each referral that is in process.








Pre-Referral Procedures - LEA Responsibility

1. Convene an Individualized Education program (IEP) meeting to document the team’s decision to refer the student for a behavioral intervention assessment.

2. Complete the Assessment Plan form (D/M 66) and mark the appropriate boxes that correspond to observations/interviews, review of any recent assessment and “other” indicating “Functional Behavioral Assessment.”

3. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) upon receipt of the signed Assessment Plan form (D/M 66), and obtain the parent/guardian signature. Specify the agency’s name, if known. If not, leave the field blank.


5. It is important to remind the parent/guardian to return forms D/M 66 and D/M 63 to the LEA on the date that it is signed or as soon as possible thereafter.

6. When the signed Assessment Plan is received by the LEA, it should be date stamped or return date written at the bottom of form D/M 66.

7. The LEA identifies the Nonpublic Agency (NPA) assessor to complete the assessment within the 60 day timeline.

Referral Procedures - LEA Responsibility Forward the following completed and signed documents to the attention of the Program Manager, Due Process at the SELPA.

Cover letter requesting a Functional Behavioral Assessment (FBA) (Note: the director and the NPA determine the maximum number of hours needed to conduct assessment). Please indicate which NPA the LEA is selecting to complete the FBA.



IEP or IEP Addendum dated within one year referring the student for a behavioral intervention assessment

Psycho-educational evaluation dated within three years of the referral for a behavioral intervention assessment

Other assessments (private evaluations, Occupational Therapy (OT), Physical Therapy (PT), etc.)

Behavior plans (original and revised versions)

Incident reports

Discipline reports/log

Timeline for Assessment. Within five business days of receipt of the completed referral packet, the Program Manager, Due Process at the SELPA(s) will develop an Individual Service Agreement (ISA) for the NPA to conduct the assessment. The ISA will be circulated for required signatures by the SELPA and the NPA provider. Upon receipt of the signed ISA, the SELPA will forward the referral packet to the appropriate NPA to conduct the assessment. The assessment must occur within 60 calendar days from the date the Assessment Plan was received by the LEA. Upon completion of the assessment, the NPA will send the written report to the director of special education for the LEA and the Program Manager, Due Process at the SELPA. The director of special education will reconvene the IEP team to review the report findings and recommendations of the assessment and determine whether or not behavioral intervention supports/services are warranted. The IEP meeting will be scheduled within the 60 day timeline. If the IEP team agrees that services are not needed, it will be documented in the IEP notes. If the IEP team agrees that services are appropriate, the goals and services will be listed on an Addendum to the IEP including the service code number 535 for behavioral intervention services and/or supervision, the class number for each service, provider code for the NPA (400), projected start date, duration, and






frequency. The Addendum should be forwarded to the Program Manager, Due Process at the SELPA. Within five business days of receipt of the Addendum to the IEP, the Program Manager, Due Process at the SELPA will develop an ISA and forward it to the appropriate NPA for signature who will then initiate services.


1. Convene an Individual Education Program (IEP) meeting to document the team’s decision to refer the student for behavioral intervention supports.


Referral Procedures - LEA Responsibility Forward the following completed documents to the attention of the Program Manager, Due Process at the SELPA.

Cover letter requesting the addition of Nonpublic Agency (NPA) behavioral intervention supports and the name of the selected NPA


IEP or IEP Addendum dated within one year referring the student for behavioral intervention supports that includes the NPA on the service line with a start date

Psycho-educational evaluation dated within three years of the referral for behavioral intervention supports

Other assessments (private evaluations)

Behavior plans (original and revised versions)

Incident reports

Discipline reports/log

Timeline for Assessment. An assessment is not required. Timeline for Services. Within five business days of receipt of the completed referral packet, the Program Manager, Due Process at the SELPA will develop an Individual Service Agreement (ISA) for the NPA to begin services. The ISA will be forwarded to the appropriate NPA for signature. Upon receipt of the signed ISA, the SELPA will forward the referral packet to the appropriate NPA to initiate services. The NPA will not begin services until the agency has a signed ISA for the student.

Pre-Referral Procedure - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for a behavioral intervention assessment.

2. Complete the Assessment Plan form (D/M 66) and mark the appropriate boxes that correspond to observations/interviews, review of any recent assessment and “other” indicating “Functional Behavioral Assessment.”

3. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) upon receipt of the signed Assessment Plan form (D/M 66), and obtain the parent/guardian signature. Specify the agency’s name, if known. If not, leave the field blank.


5. It is important to remind the parent/guardian to return forms D/M 66 and D/M 63 to the LEA on the date that it is signed or as soon as possible thereafter.

6. When the signed Assessment Plan is received by the LEA, it should be date stamped or return date written at the bottom of form D/M 66.







7. The LEA identifies the Nonpublic Agency (NPA) assessor to complete the assessment within the 60 day timeline.

Referral Procedures - LEA Responsibility Forward the following completed and signed documents to the attention of the Program Manager, Due Process at the SELPA.

Cover letter requesting a Functional Behavioral Assessment (FBA) (Note: the director and the NPA determine the maximum number of hours needed to conduct assessment). Please indicate which NPA the LEA is selecting to complete the FBA.



IEP or IEP Addendum dated within one year referring the student for a behavioral intervention assessment and behavioral intervention supports

Psycho-educational evaluation dated within three years of the referral for a behavioral intervention assessment and behavioral intervention supports

Other assessments (private evaluations, Occupational Therapy (OT), Physical Therapy (PT), etc.)

Incident reports

Discipline reports

Timeline for Assessment. Within five business days of receipt of the completed referral packet, the Program Manager, Due Process at the SELPA will develop an Individual Service Agreement (ISA) for the NPA to conduct the assessment. The SELPA will forward the ISA to the appropriate NPA for signature. Upon receipt of the signed ISA, the SELPA will forward the referral packet to the appropriate NPA to conduct the assessment. The assessment must occur within 60 calendar days from the date the Assessment Plan was received by the LEA. Timeline for Services. Upon completion of the assessment, a report will be sent to the director of special education by either the NPA that conducted the assessment or the Program

Manager, Due Process at the SELPA with a request to schedule an IEP meeting. The director of special education will reconvene the IEP team to review the report findings and recommendations of the assessment and determine whether or not behavioral intervention supports services are warranted. If the IEP team agrees that services are not needed, it will be documented in the IEP notes. If the IEP team agrees that services are appropriate, the services should be listed on an Addendum to the IEP including the NPA, projected start date, duration, and frequency. The Addendum should be forwarded to the Program Manager, Due Process at the SELPA. Within five business days of receipt of the Addendum to the IEP, the Program Manager, Due Process at the SELPA will develop an ISA and forward it to the appropriate NPA for signature who will then determine initiation of services.

Nonpublic schools (NPS) provide educational settings and services to students who meet the eligibility criteria for special education and are experiencing behavior difficulties that are too significant to be accommodated within a public school environment. Pre-Referral Procedure - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for a change of placement to a NPS setting.

2. Complete the Nonpublic School Placement Referral form (D/M 134) and obtain the signatures of the person making the referral and the director of special education. Specify the team’s preference for a specific NPS, if applicable.

Referral Procedures - LEA Responsibility Forward the following completed documents to the attention of the Nonpublic School Coordinator at the SELPA.





D/M 134 Nonpublic School Placement Referral form

IEP or IEP Addendum dated within one year of the referral for NPS placement (Annual and Triennial IEP needs to be current)

Psycho-educational evaluation dated within three years of the referral for NPS placement

If the last triennial was completed with a Triennial Assessment Determination form (D/M 119), include the last full psycho-educational report

Any additional information

Timeline for Services. Within ten (10) business days of receipt of the completed referral packet, the Nonpublic School Coordinator at the SELPA will review the packet for completion and forward it to the LEA’s NPS of choice. The NPS will contact the parent and placement will be made within 10 business days. The NPS will work directly with the LEA to schedule an IEP within thirty (30) days of the student’s placement at the school. The placement should be listed on an IEP or IEP Addendum including the NPS, start date, duration, and frequency. The IEP or IEP Addendum should be forwarded to the Nonpublic School Coordinator at the SELPA. Within five business days of receipt of the Addendum to the IEP, the Nonpublic School Coordinator at the SELPA will develop a Master Contract with the NPS if one does not currently exist and an Individual Service Agreement (ISA). The ISA will be forwarded to the appropriate NPS for signature. The SELPA will enter the NPS placement into the SELPA Management Information System (MIS) database. Pre-Referral Procedure - LEA Responsibility

1. Complete the Transfer into LEA form (D/M 52) and obtain the parent/guardian signature.

2. Complete the Nonpublic School Placement Referral form (D/M 134) and obtain the signatures of the person making the referral and the director of special education. Specify the team’s preference for a specific Nonpublic School (NPS), if applicable.

3. Juvenile Hall/Nonpublic School Students - If the student’s last placement was a local NPS prior to being moved to a juvenile detention center, only complete form D/M 134 upon the student’s return to the LEA in lieu of preparing a new transfer packet.


D/M 52 Transfer into LEA form

D/M 134 Nonpublic School Placement Referral form

IEP or IEP Addendum dated within one year of the transfer referral for NPS placement that documents the previous NPS placement

Psycho-educational evaluation dated within three years of the transfer referral for NPS placement

If the last triennial was completed with a Triennial Assessment Determination form (D/M 119), include the last full psycho-educational report

Any additional information

Timeline for Services. Within 10 business days of receipt of the completed referral packet, the Nonpublic School Coordinator at the SELPA will review the packet for completion and forward it to the LEA’s NPS of choice. The NPS will contact the parent and placement will be made within 10 business days. The NPS will work directly with the LEA to schedule an IEP within 30 days of the student’s placement at the school. The placement should be listed on an IEP or IEP Addendum including the NPS, start date, duration, and frequency. The IEP or IEP Addendum should be forwarded to the Nonpublic School Coordinator at the SELPA.










Within five business days of receipt of the Addendum to the IEP, the Nonpublic School Coordinator at the SELPA will develop a Master Contract with the NPS if one does not currently exist and an Individual Service Agreement (ISA). The ISA will be forwarded to the appropriate NPS for signature. The SELPA will enter the NPS placement into the SELPA Management Information System (MIS) database. School-based occupational therapy (OT) supports the student’s ability to gain access to and make progress in the school curriculum. OT supports a child’s engagement and participation in daily occupations, which includes activities in daily living, education, prevocational work, work, play, rest, leisure, and social participation. OT works on mediation (improving sensory and motor foundations of learning and behavior) to help the child succeed in school. Pre-Referral Procedures - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for an OT assessment.

2. Complete the Occupational Therapy Referral form (D/M 120A) and obtain the signatures of the person making the referral and the director of special education.




• It is important that the parent/guardian return the form to the LEA on the date that it is signed or as soon as possible thereafter. When the signed Assessment Plan is received by the LEA, it should be date stamped.

4. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency’s name if known. If not, leave the field blank.


D/M 120A Occupational Therapy Referral form



IEP or IEP Addendum dated within one year of the referral for occupational therapy

Psycho-educational evaluation dated within three years of the referral for occupational therapy


Timeline for Assessment. Within five business days of receipt of the completed referral packet, the Program Manager, Due Process at the SELPA, will forward it to a SELPA occupational therapist. The assessment must occur within 60 calendar days from the date the Assessment Plan was received by the LEA. Timeline for Services. Upon completion of the assessment, a report will be sent to the director of special education by either the occupational therapist that conducted the assessment or the Program Manager, Due Process at the SELPA with a request to schedule an IEP meeting. The director of special education will reconvene the IEP team to determine whether or not services are warranted. If the IEP team agrees that services are not needed, it will be documented in the IEP notes. If the IEP team agrees that services are appropriate, the services should be listed on an Addendum to the IEP including the projected start date, duration, and frequency. The Addendum should be forwarded to the Program Manager, Due Process at the SELPA.








Within five business days of receipt of the Addendum to the IEP, the Program Manager, Due Process at the SELPA will develop an Individual Service Agreement (ISA) for signature and forward it to the occupational therapist or the appropriate Nonpublic Agency (NPA) for signature who will then assign a therapist and determine initiation of services. The SELPA will enter the OT services into the SELPA Management Information System (MIS) database.



2. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency’s name if known. If not, leave the field blank.

3. Complete the Occupational Therapy Referral form (D/M 120A) and obtain the signatures of the person making the referral and the director of special education.


D/M 52 Transfer into LEA form D/M 63 Authorization for Use and/or

Disclosure of Information form D/M 120A Occupational Therapy Referral

form Current occupational therapy report, if

available, that specifies the occupational therapy services the student was receiving and the occupational therapy goals

IEP or IEP Addendum dated within one year of the transfer referral for occupational therapy that lists occupational therapy services and goals

Psycho-educational evaluation dated within three years of the transfer referral for occupational therapy

Timeline for Assessment. An assessment is not required for transfer referrals. Assessments are completed at three-year intervals (from the date that the services originally began) unless there are extenuating circumstances that dictate otherwise. Timeline for Services. Within five business days of receipt of the transfer referral packet, the Program Manager, Due Process at the SELPA will develop an Individual Service Agreement (ISA) for signature and forward it to the occupational therapist or the appropriate Nonpublic Agency (NPA) for signature who will then assign a therapist and determine initiation of services. The SELPA will enter the occupational therapy services into the SELPA Management Information System (MIS) database.

School-based physical therapy (PT) supports the student’s ability to gain access to and make progress in the school curriculum. It corrects, facilitates, or adapts to the student’s functional performance in motor control and coordination, posture and balance, functional mobility, accessibility, and the use of assistive devices. PT works on compensation (i.e. modifying the environment, tools, or task) to help the child succeed in school. Pre-Referral Procedures - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for a PT assessment.

2. Complete the Physical Therapy Referral form (D/M 120B) and obtain the signatures of the person making the referral and the director of special education.

3. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency as the SELPA.













• The parent/guardian should initial each applicable statement listed under the Parental Authorization section form D/M 66.

• It is important that the parent/guardian return the form to the LEA on the date that it is signed or as soon as possible thereafter. When the signed Assessment Plan is received by the LEA, it should be date stamped.

Referral Procedures - LEA Responsibility Forward the following documents to the attention of the Program Manager, Due Process at the SELPA.

D/M 120B Physical Therapy Referral form



Physician’s note with diagnosis

IEP or IEP Addendum dated within one year of the referral for physical therapy

Psycho-educational evaluation dated within three years of the referral for physical therapy

Timeline for Assessment. Within five business days of receipt of the completed referral packet, the Program Manager, Due Process at the SELPA, will review the packet for completion and forward it to the appropriate physical therapist. The assessment must occur within 60 calendar days from the date the Assessment Plan was received by the LEA. Timeline for Services. Upon completion of the PT assessment, a report will be sent to the director of special education by the physical therapist or the Program Manager, Due Process at the SELPA with a request to schedule an IEP meeting.

The director of special education will reconvene the IEP team to determine whether or not PT services are warranted. If the IEP team agrees that services are not needed, it will be documented in the IEP notes. If the IEP team agrees that services are appropriate, the service should be listed on an Addendum to the IEP including the projected start date, duration, and frequency. The Addendum should be forwarded to the Program Manager, Due Process at the SELPA.

Within five business days of receipt of the Addendum to the IEP, the Program Manager, Due Process at the SELPA will assign a physical therapist and determine initiation of services. The SELPA will enter the PT services into the SELPA Management Information System (MIS) database.



2. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency as the SELPA.

3. Complete the Physical Therapy Referral form (D/M 120B) and obtain the signatures of the person making the referral and the director of special education.




D/M 120B Physical Therapy Referral form

Current physical therapy report, if available, that specifies the physical








http://dmselpa.org/resources/63.pdf



therapy services the student was receiving and the physical therapy goals

IEP or IEP Addendum dated within one year of the transfer referral for physical therapy that lists physical therapy services and goals

Psycho-educational evaluation dated within three years of the transfer referral for physical therapy

Timeline for Assessment. An assessment is not required for transfer referrals. Assessments are completed at three-year intervals (from the date that the services originally began) unless there are extenuating circumstances that dictate otherwise. Timeline for Services. PT services for the student will begin immediately upon receipt of the physical therapy transfer referral packet by the SELPA physical therapist. The SELPA will enter the PT services into the SELPA Management Information System (MIS) database.


1. Convene an Individualized Education Program (IEP) meeting to confirm the student is eligible for special education services and determine a need for a referral for mental health evaluation.

2. Refer the student to the Desert/Mountain Children’s Center (DMCC) for a mental health evaluation to determine eligibility for residential placement. IEP attendees must include the SELPA Nonpublic School Coordinator and a DMCC representative.

3. If the student does not meet the baseline criteria for residential placement, the referral process ends.

4. If the IEP team determines that the referral is appropriate, the referral process continues.

5. Complete the Residential Placement Assessment Referral form (D/M 151).

6. Complete the Authorization for Use and/or Disclosure of Information form

(D/M 63) and obtain the parent/guardian signature. Specify the receiving agency as the Desert/Mountain Children’s Center (DMCC).



D/M 151 Residential Placement Assessment Referral form

IEP or IEP Addendum dated within one year referring the student for an assessment for residential eligibility

Most current complete annual or triennial IEP

Psycho-educational evaluation dated within three years from the time the student was identified as eligible for special education and related services

Any additional information in support of the referral

Timeline for Assessment. Upon receipt of the completed referral:

• Upon receipt of the completed referral:

• The Nonpublic School Coordinator at the SELPA will forward the referral to the DMCC for processing.

• The DMCC will send out an Assessment Plan (D/M 66) to the parent/guardian for consent for assessment.

• Upon receipt of the signed Assessment Plan (D/M 66), the 60 day assessment timeline begins.

• The DMCC will conduct the assessment.

• The DMCC will contact the Nonpublic School Coordinator at the SELPA when the assessment is complete to schedule an IEP.

Timeline for Services. Upon completion of the residential assessment, the Nonpublic School Coordinator at the SELPA will coordinate an IEP team meeting to determine eligibility for residential placement services.







If the IEP team agrees that the student is eligible for and requires residential placement as the least restrictive environment, the DMCC will forward residential placement packets to potential residential treatment centers (RTCs). Upon receipt of responses from the residential facilities, the results will be shared with the student’s parent/guardian and a facility will be selected. The student will be enrolled at the selected RTC as soon as possible. Transportation of the student to the RTC is based on the LEA of residence’s reimbursement policy. After the student is placed at the RTC, the LEA of residence will schedule a transfer IEP meeting within 30 days to document the new placement. The placement should be listed on an IEP document, including the NPS, residential placement, start date, duration, and frequency of each service to be provided. Within five business days of receipt of the Addendum to the IEP, the Nonpublic School Coordinator at the SELPA will develop an Individual Service Agreement (ISA) with the NPS and RTC. If a Master Contract does not exist, one will be developed and an ISA. The SELPA will enter the NPS and RTC placement into the SELPA Management Information System (MIS) database.

The local education agency that placed the student at the beginning of the fiscal year is responsible for funding the residential placement for the remainder of the school year, including extended school year (ESY). EC 56325(c) Pre-Referral Procedures – District Responsibility


2. Confirm the student’s current residential placement and educational services through a review of current IEP.

3. Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency as the Desert/Mountain Children’s Center (DMCC).

Referral Procedures - LEA Responsibility Upon confirmation of prior placement, forward the following completed documents to the attention of the Nonpublic School Coordinator at the SELPA.



IEP or IEP Addendum dated within one year that documents the previous residential placement

Psycho-educational evaluation dated within three years of the referral for residential placement

Any additional information in support of the referral

Timeline for Services. The new LEA of residence will schedule an IEP team meeting within 30 days of the transfer to document the new placement. The placement should be listed on an IEP or IEP Addendum including the NPS, residential placement, start date, duration, and frequency. The IEP or IEP Addendum should be forwarded to the Nonpublic School Coordinator at the SELPA.

Special health care services are available for students who have special health care needs. Pre-Referral Procedure - LEA Responsibility

1. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for special health care services.

2. Complete the Special Health Care Services Referral form (D/M 148) and obtain the signatures of the person making the referral and the director of special education.









Referral Procedure - LEA Responsibility Forward the following documents to the attention of the Program Manager, Due Process at the SELPA.

D/M 148 Special Health Care Services Referral form


IEP or IEP Addendum dated within one year of the referral for special health care services

Psycho-educational evaluation dated within three years of the referral for special health care services

Current Summary of Treatment Plan

Must be signed by physician and parent/guardian

Must include diagnosis

Must specify special health care need required

Must specify medication type and dosage

Must specify administration instructions

Any additional supporting information Timeline for Services. Within five business days of receipt of the completed referral packet, the Program Manager, Due Process at the SELPA will develop an Individual Service Agreement (ISA) and forward it to the appropriate Nonpublic Agency (NPA) for signature.

Upon receipt of the signed ISA, the SELPA will forward the referral packet to the appropriate NPA. The agency will contact the person who signed the referral to coordinate and begin services. The SELPA will enter the services into the SELPA Management Information System (MIS) database.




3. Complete the Special Health Care Services Referral form (D/M 148) and obtain the signatures of the person making the referral and the director of special education.




D/M 148 Special Health Care Services Referral form

Current Summary of Treatment Plan if available, that specifies the special health care services the student was receiving

IEP or IEP Addendum dated within one year of the referral for special health care services that lists the special health care services the student was receiving

Psycho-educational evaluation dated within three years of the referral for special health care services

Timeline for Services. Within five business days of receipt of the completed referral packet, the Program Manager, Due Process at the SELPA will develop an Individual Service Agreement (ISA) and forward it to the appropriate Nonpublic Agency (NPA) for signature.

Upon receipt of the signed ISA, the SELPA will forward the transfer referral packet to the appropriate NPA. The agency will contact the person who signed the referral to coordinate and begin services. The SELPA will enter the services into the SELPA Management Information System (MIS) database.










APPENDIX B IEP Team Membership & Participation Q&As

SELPA Policy Chapter 4, Appendix D

Who are the required members of the IEP team? ANSWER: (a) Parent; (b) General education teacher; (c) Special education teacher/provider; (d) LEA representative; (e) an individual who can interpret the instructional implications of the assessment results. This individual may be the general education teacher, the special education teacher/provider, the LEA representative, or an individual invited by the parent or the LEA who has knowledge or special expertise regarding the student.

References: 34 CFR § 300.321(a)(1)-(5); Ed Code § 56341(b)(1)-(5)

Who are permissive members of the IEP Team? ANSWER: (a) at the discretion of the parent, guardian, or the LEA, other individuals who have knowledge or special expertise regarding the student, including related services personnel, as appropriate; (b) wherever appropriate, the student. References: 34 CFR § 300.321(a)(6)-(7); Ed Code § 56341(b)(6)-(7)

Are there any additional IEP team membership requirements for an initial eligibility where a student is suspected of having a specific learning disability? ANSWER: Yes. At least one member of the IEP team must be qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial teacher. There is nothing to preclude an existing member of the IEP team from meeting this requirement as long as he/she was “qualified to conduct individual diagnostic examinations of children.” At least one team member must have observed the

student’s academic performance and behavior in the areas of difficulty in the student’s learning environment, including the regular classroom setting. References: 34 CFR § 300.310; Ed Code § 56341(c)

Who must an LEA invite to IEP team meetings and under what conditions? ANSWER: (a) the student, if the purpose of the meeting will be to consider postsecondary goals and needed transition services; (b) With the consent of the parents or the student who has reached the age of majority, a representative of a participating agency that is likely to be responsible for providing or paying for transition services. (c) In the case of a child previously served under the Part C infant program, and upon the request of the parent, the infant and toddlers with disabilities coordinator or other representative of the early education or early intervention system. (d) A representative of a private school, before the LEA places a child with a disability in, or refers a child to, a private school or facility. References: 34 CFR §§ 300.321(b), 300.321(b)(3), 300.321(f), 300.325(a)(2); Ed Code §§ 56341(d)(1), 56341(d)(3), 56341(i).

What are the qualifications for the LEA representative?

ANSWER: The LEA representative must meet all of the following: (a) Is qualified to provide, or supervise the provision of specially designed instruction to meet the unique needs of individuals with exceptional needs (b) Is knowledgeable about the general education curriculum (c) Is knowledgeable about the availability of resources of the LEA References: 34 CFR § 300.321(a)(4); Ed Code § 56341(b)(4)




Who is considered “qualified” to provide, or supervise the provision of, specially designed instruction? ANSWER: The term “qualified” is defined in Section 3001(y) of Title 5 of the California Code of Regulations as meaning that “a person has met federal and state certification, licensing, registration, or other comparable requirements…” A person qualified to provide specially designed instruction to meet the unique needs of individuals with exceptional needs would need to be an individual who possesses certification, license or registration in the field of special education such as a speech language pathologist, school psychologist, special education teacher, occupational therapist, and physical therapist. A person qualified to supervise the provision of specially designed instruction to meet the needs of individuals with exceptional needs would need to be an individual who possesses certification as an administrator. Reference: 5 CCR § 3001(y)

Does the “qualified” individual need to be an administrator, special education teacher, or provider at the time of the IEP meeting? ANSWER: No. The “qualified” individual could be serving in a different role as long as he/she possessed the necessary certification, license, or registration as an administrator, special education teacher, or provider. A provider would include an individual who is qualified to provide special education or related services such as a special education teacher, speech language pathologist, school psychologist, occupational therapist, and physical therapist. Likewise, a general education teacher could be considered qualified to provide specially designed instruction if he/she also possessed a special education teaching credential.

Can another member of the IEP team simultaneously serve as the LEA representative? If so, who, and under what conditions? ANSWER: Yes, an LEA may designate another LEA member of the IEP team to serve also as the LEA representative as long as the designated

individual meets the qualifications for a LEA representative. References: 34 CFR § 300.321(d); Ed Code § 56341(e).

How many simultaneous roles can an IEP team member play or, how many hats can an IEP team member wear? ANSWER: (1) Parent: ONE (Parent) (2) General Education Teacher: THREE (General

Education Teacher; LEA Representative, if criteria are met; and Interpreter of Assessment Results)

(3) Special Education Teacher: THREE (Special Education Teacher; LEA Representative, if criteria are met; and Interpreter of Assessment Results)

(4) LEA Representative: TWO (LEA Representative and Interpreter of Assessment Results)

(5) Interpreter of Assessment Results: TWO (Interpreter of Assessment Results and LEA Representative, if criteria are met)

(6) Individuals with Knowledge or Expertise: THREE (Individual with Knowledge or Expertise; LEA representative, if criteria are met; and Interpreter of Assessment Results)

(7) Student: One (Student)

May an IEP team meeting be conducted without a parent in attendance? ANSWER: Yes, a meeting may be conducted without a parent in attendance if the LEA is unable to convince the parents that they should attend. In this case, the LEA must keep a record of its attempts to arrange a mutually agreed upon time and place for the meeting. The LEA is responsible for using other methods to ensure parent participation, such as individual or conference telephone calls. References: 34 CFR § 300.322(c)-(d); Ed Code § 56341.5(h)


What is the least number of members that may attend an IEP team meeting and still meet the requirements of the law? ANSWER: Two, if the parent chooses not to attend after multiple efforts by the LEA. The two are the general education teacher and the special education teacher, so long as one of the latter two members is eligible to serve as the LEA representative and can interpret the instructional implications of the assessment results.

Who may be excused from attending an IEP team meeting? ANSWER: A required member of the IEP team from the LEA may be excused from attending an IEP team meeting, in whole or in part, if the parent and the LEA agree, in writing, that the attendance of a member is not necessary because the member’s area of the curriculum or related service is not being modified or discussed in the meeting. When the meeting involves a modification to or discussion of the LEA member’s area of the curriculum or related service, the member may be excused from attending the meeting, in whole or in part, if the parent, in writing, and the LEA consent to the excusal and the member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting. References: 34 CFR § 300.321(e); Ed Code § 56341(f)-(g).



APPENDIX C Discipline Procedures Q&As U.S. Department of Education (6/2009) http://idea.ed.gov/object/fileDownload/model/QaCorner/field/PdfFile/primary_key/7

SAFEGUARDS Question A1: When the parent(s) of a child and the school personnel are in agreement about the child’s change of placement after the child has violated a code of student conduct, is it considered to be a removal under the discipline provisions? Answer: No, if the parent(s) of a child and the school district agree to a specific change in the current educational placement of the child.

Question A2: When a parent consents to the initial provision of some, but not all, of the proposed special education and related services, do the discipline provisions apply if the child violates the school’s code of student conduct? Answer: Yes. When a parent consents to the initial provision of some, but not all, of the proposed special education and related services listed in a child’s initial individualized education program (IEP), the child has been determined eligible for services and is entitled to all the protections of the IDEA.

Question A3: Do the discipline provisions apply if the child violates the school’s code of student conduct after a parent revokes consent for special education and related services under §300.300(b)? Answer: No. Under §§ 300.9 and 300.300, parents are permitted to unilaterally withdraw their children from further receipt of special education and related services by revoking their consent for the continued provision of special education and related services to their children. When a parent revokes consent for special education and related services under §300.300(b), the parent has refused services as described in §300.534(c)(1)(ii); therefore, the public agency is not deemed to have knowledge that the child is a child with a disability and the child will be subject to the same disciplinary procedures and timelines applicable to general

education students and not entitled to IDEA’s discipline protections. It is expected that parents will take into account the possible consequences under the discipline procedures before revoking consent for the provision of special education and related services. 73 Federal Register 73012-73013.

Question A4: In order to receive the protections for disciplinary purposes in 34 CFR §300.534, parents who are concerned that their child may need special education and related services must first express their concerns in writing. How are parents informed of this requirement? Answer: Neither the IDEA nor the regulations specifically address this issue. However, in its child find policies and procedures, a State may choose to include ways to provide information to the public regarding IDEA’s protections for disciplinary purposes when a parent has expressed in writing to school personnel concerns regarding the child’s need for special education and related services. Examples of ways to provide such information include making the information available on the State’s Web site, the LEA’s Web site, or in the State’s Procedural Safeguards Notice or the school’s student handbook.

Question A5: Under 34 CFR §300.534(b), a public agency is deemed to have knowledge that a child is a child with a disability if a parent expressed in writing a concern that his or her child needs special education and related services. What happens if a parent is unable to express this concern in writing? Answer: The requirement that a parent express his or her concern in writing is taken directly from the IDEA. However, there is nothing in the IDEA or the regulations that would prevent a parent from requesting assistance to communicate his or her concerns in writing. The Department funds Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) to assist parents of students with disabilities. Information about the PTIs and CPRCs is found at http://www.taalliance.org/.

Question A6: If a removal is for 10 consecutive school days or less and occurs after a student has been removed for 10 school days in that same school year, and the public agency

http://idea.ed.gov/object/fileDownload/model/QaCorner/field/PdfFile/primary_key/7

http://idea.ed.gov/object/fileDownload/model/QaCorner/field/PdfFile/primary_key/7


determines, under 34 CFR §300.530(d)(4), that the removal does not constitute a change of placement, must the agency provide written notice to the parent? Answer: No. Under Part B, a public agency’s determination that a short-term removal does not constitute a change of placement is not a proposal or refusal to initiate a change of placement for purposes of determining services under 34 CFR §300.530(d)(4). Therefore, the agency is not required to provide written notice to the parent.

Question A7: If a teacher or other school personnel has specific concerns that a child may need special education and related services due to a child’s pattern of behavior, must such concerns be submitted in writing to school officials in order for the public agency to be deemed to have knowledge that the child is a child with a disability? Answer: No. Under 34 CFR §300.534(b)(3), teachers or other local educational agency (LEA) personnel are not required to submit a written statement expressing specific concerns about a pattern of behavior demonstrated by the child in order for the public agency to be deemed to have knowledge that the child is a child with a disability. Although a written statement is not necessary, the teacher of the child or other LEA personnel must express their specific concerns directly to the special education director or other supervisory personnel within the agency. In addition, State child find policies and procedures may provide guidelines regarding how teachers and other LEA personnel should communicate their specific concerns regarding a child’s pattern of behavior. If the State’s or LEA’s child find or referral procedures do not specify how such communication should occur, the State or LEA is encouraged to change its guidelines to provide a method for communicating direct expressions of specific concerns regarding a child’s pattern of behavior. 71 Federal Register 46727.

DEFINITIONS Question B1: What options are available for school personnel when a student with a disability commits a serious crime, such as rape, at school or at a school function? Answer: Under most State and local laws, school personnel must report certain crimes that

occur on school grounds to the appropriate authorities. The IDEA regulations, under 34 CFR §300.535(a), do not prohibit the school or public agency from reporting crimes committed by students with disabilities. In addition, where such crimes constitute a violation of the school’s code of student conduct, school authorities may use the relevant discipline provisions related to short-term and long-term removals, including seeking a hearing to remove the student to an interim alternative educational placement if maintaining the current placement is substantially likely to result in injury to the child or others. To the extent that such criminal acts also result in an injury that meets the definition of “serious bodily injury,” the removal provisions of 34 CFR §300.530(g) would apply. The definition referenced in 34 CFR §300.530(i)(3) currently reads: As defined at 18 U.S.C. 1365(h)(3), the term serious bodily injury means bodily injury that involves –

1. A substantial risk of death; 2. Extreme physical pain; 3. Protracted and obvious disfigurement; or 4. Protracted loss or impairment of the

function of a bodily member, organ, or mental faculty.

Certain Federal cases have held that rape met this definition of serious bodily injury because the victim suffered protracted impairment of mental faculties. The current definition of the term “serious bodily injury” in 18 U.S.C. 1365(h)(3) can be found on the U.S. House of Representatives Web site at http://uscode.house.gov/download/pls/18C65.txt.

Question B2: What is the definition of “unique circumstances” as used in 34 CFR §300.530(a), which states that “school personnel may consider any unique circumstances on a case-by-case basis when determining whether a change in placement, consistent with the other requirements of this section, is appropriate for a child with a disability who violates a code of student conduct?” Answer: The Department believes that “unique circumstances” are best determined at the local level by school personnel who know the individual child and are familiar with the facts and circumstances regarding a child’s behavior. “Factors such as a child’s disciplinary history, ability to understand consequences,


expression of remorse, and supports provided … prior to the violation of a school code [of student conduct] could be unique circumstances considered by school personnel when determining whether a disciplinary change in placement is appropriate for a child with a disability.” 71 Federal Register 46714.

Question B3: May a public agency apply its own definition of “serious bodily injury?” Answer: No. As specifically set out in the IDEA, the term “serious bodily injury” is defined at 18 U.S.C. 1365(h)(3) and cannot be altered by States or local school boards. The definition and a link to the current U.S. Code is included in the answer to question B-1, and also in the Analysis of Comments and Changes that accompanied the regulations published on August 14, 2006, and became effective on October 13, 2006. 71 Federal Register 46723. INTERIM ALTERNATIVE EDUCATIONAL SETTING (IAES) Question C1: What constitutes an appropriate IAES? Answer: What constitutes an appropriate IAES will depend on the circumstances of each individual case. An IAES must be selected so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP. 71 Federal Register 46722.

Question C2: May a public agency offer “home instruction” as the sole IAES option? Answer: No. For removals under 34 CFR §300.530(c), (d)(5), and (g), the child’s IEP Team determines the appropriate IAES (34 CFR §300.531). Section 615(k)(1)(D) of the IDEA and 34 CFR §300.530(d) are clear that an appropriate IAES must be selected “so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP.” Therefore, it would be inappropriate for a public agency to limit an IEP Team to only one option when determining the appropriate IAES. As noted in the Analysis of Comments and Changes accompanying the regulations published on

August 14, 2006, and became effective on October 13, 2006, at 71 Federal Register 46722: Whether a child’s home would be an appropriate interim alternative educational setting under §300.530 would depend on the particular circumstances of an individual case such as the length of the removal, the extent to which the child previously has been removed from his or her regular placement, and the child’s individual needs and educational goals. In general, though, because removals under §§300.530(g) and 300.532 will be for periods of time up to 45 days, care must be taken to ensure that if home instruction is provided for a child removed under §300.530, the services that are provided will satisfy the requirements for services for a removal under §300.530(d) and section 615(k)(1)(D) of the Act. Where the removal is for a longer period, such as a 45-day removal under 34 CFR §300.530(g), special care should be taken to ensure that the services required under 34 CFR §300.530(d) can be properly provided if the IEP Team determines that a child’s home is the appropriate IAES.

Question C3: Do all services in the child’s IEP need to be provided in the IAES for a removal under 34 CFR § 300.530(c) or (g)? Answer: It depends on the needs of the child. The LEA is not required to provide all services in the child’s IEP when a child has been removed to an IAES. In general, the child’s IEP Team will make an individualized decision for each child with a disability regarding the type and intensity of services to be provided in the IAES. 34 CFR §300.530(d)(1) clarifies that a child with a disability who is removed from his or her current placement for disciplinary reasons under 34 CFR §300.530(c) or (g) must continue to receive educational services as provided in 34 CFR §300.101(a), so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting his or her IEP goals. For removals that constitute a change of placement, the child’s IEP Team determines the appropriate services under 34 CFR §300.530(d)(1). See 34 CFR §300.530(d)(5). If a student whose placement has been changed under 34 CFR §300.530(c) or (g) is not progressing toward meeting the IEP goals, then it would be appropriate for the IEP Team to review and revise the determination of services and/or the IAES.


HEARINGS Question D1: Must a hearing officer make a sufficiency determination under 34 CFR §300.508(d) for an expedited due process complaint? In other words, does the hearing officer need to determine if the complaint meets the content standards listed in section 615(b)(7)(A) of the IDEA and 34 CFR §300.508(b)? Answer: No. The sufficiency provision does not apply to expedited due process complaints. See 34 CFR §300.532(a). As noted in the Analysis of Comments and Changes accompanying the regulations published on August 14, 2006, and became effective on October 13, 2006 at 71 Federal Register 46725: In light of the shortened timelines for conducting an expedited due process hearing under §300.532(c), it is not practical to apply to the expedited due process hearing the sufficiency provision in §300.508(d), which requires that the due process complaint must be deemed sufficient unless the party receiving the due process complaint notifies the hearing officer and the other party in writing, within 15 days of receipt of the due process complaint, that the receiving party believes the due process complaint does not include all the necessary content of a complaint as required in §300.508(b).

FUNCTIONAL BEHAVIOR ASSESSMENTS (FBAs) AND BEHAVIORAL INTERVENTION PLANS (BIPs) Question E1: Was the requirement for a “positive behavioral intervention plan” removed from the discipline regulations? Answer: No. Under 34 CFR §300.324(a)(2)(i), the use of positive behavioral interventions and supports must be considered in the case of a child whose behavior impedes his or her learning or that of others. The requirement in 34 CFR §300.530(f) that a child with a disability receive, as appropriate, an FBA and a BIP and modifications designed to address the child’s behavior now only applies to students whose behavior is a manifestation of their disability as

determined by the LEA, the parent, and the relevant members of the child’s IEP Team under 34 CFR §300.530(e). However, FBAs and BIPs must also be used proactively, if the IEP Team determines that they would be appropriate for the child. The regulations in 34 CFR §300.530(d) require that school districts provide FBAs and behavior intervention services (and modifications) “as appropriate” to students when the student’s disciplinary change in placement would exceed 10 consecutive school days and the student’s behavior was not a manifestation of his or her disability. See 34 CFR §300.530(c) and (d). Please see question E-2 in this section for more information about the use and development of FBAs and BIPs.

Question E2: Under what circumstances must an IEP team use FBAs and BIPs? Answer: As noted above, pursuant to 34 CFR §300.530(f), FBAs and BIPs are required when the LEA, the parent, and the relevant members of the child’s IEP Team determine that a student’s conduct was a manifestation of his or her disability under 34 CFR §300.530(e). If a child’s misconduct has been found to have a direct and substantial relationship to his or her disability, the IEP Team will need to conduct an FBA of the child, unless one has already been conducted. Similarly, the IEP Team must write a BIP for this child, unless one already exists. If a BIP already exists, then the IEP Team will need to review the plan and modify it, as necessary, to address the behavior. An FBA focuses on identifying the function or purpose behind a child’s behavior. Typically, the process involves looking closely at a wide range of child-specific factors (e.g., social, affective, environmental). Knowing why a child misbehaves is directly helpful to the IEP Team in developing a BIP that will reduce or eliminate the misbehavior. For a child with a disability whose behavior impedes his or her learning or that of others, and for whom the IEP Team has decided that a BIP is appropriate, or for a child with a disability whose violation of the code of student conduct is a manifestation of the child’s disability, the IEP Team must include a BIP in the child’s IEP to address the behavioral needs of the child.


Question E3: How can an IEP address behavior? Answer: When a child’s behavior impedes the child’s learning or that of others, the IEP Team must consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior (34 CFR §300.324(a)(2)(i)). Additionally, the Team may address the behavior through annual goals in the IEP (34 CFR §300.320(a)(2)(i)). The child’s IEP may include modifications in his or her program, support for his or her teachers, and any related services necessary to achieve those behavioral goals (34 CFR §300.320(a)(4)). If the child needs a BIP to improve learning and socialization, the BIP can be included in the IEP and aligned with the goals in the IEP.

Question E4: Is consent required to do an FBA for a child? Answer: Yes. An FBA is generally understood to be an individualized evaluation of a child in accordance with 34 CFR §§300.301 through 300.311 to assist in determining whether the child is, or continues to be, a child with a disability. The FBA process is frequently used to determine the nature and extent of the special education and related services that the child needs, including the need for a BIP. As with other individualized evaluation procedures, and consistent with 34 CFR §300.300(a) and (c), parental consent is required for an FBA to be conducted as part of the initial evaluation or a reevaluation.

Question E5: If a parent disagrees with the results of an FBA, may the parent obtain an independent educational evaluation (IEE) at public expense? Answer: Yes. The parent of a child with a disability has the right to request an IEE of the child, under 34 CFR §300.502, if the parent disagrees with an evaluation obtained by the public agency. However, the parent’s right to an IEE at public expense is subject to certain conditions, including the LEA’s option to request a due process hearing to show that its evaluation is appropriate. See 34 CFR §300.502(b)(2) through (b)(5). The Department has clarified previously that an FBA that was not identified as an initial evaluation, was not included as part of the required triennial reevaluation, or was not done in response to a disciplinary removal, would nonetheless be

considered a reevaluation or part of a reevaluation under Part B because it was an individualized evaluation conducted in order to develop an appropriate IEP for the child. Therefore, a parent who disagrees with an FBA that is conducted in order to develop an appropriate IEP also is entitled to request an IEE. Subject to the conditions in 34 CFR §300.502(b)(2) through (b)(5), the IEE of the child will be at public expense.

MANIFESTATION DETERMINATIONS Question F1: What occurs if there is no agreement on whether a child’s behavior was or was not a manifestation of his or her disability? Answer: If the parents of a child with a disability, the LEA, and the relevant members of the child’s IEP Team cannot reach consensus or agreement on whether the child’s behavior was or was not a manifestation of the disability, the public agency must make the determination and provide the parent with prior written notice pursuant to 34 CFR §300.503. The parent of the child with a disability has the right to exercise his or her procedural safeguards by requesting mediation and/or a due process hearing to resolve a disagreement about the manifestation determination. 34 CFR §300.506 and §300.532(a). A parent also has the right to file a State complaint alleging a violation of Part B related to the manifestation determination. See 34 CFR §300.153.

Question F2: What recourse does a parent have if he or she disagrees with the determination that his or her child’s behavior was not a manifestation of the child’s disability? Answer: The regulations, in 34 CFR §300.532(a), provide that the parent of a child with a disability who disagrees with the manifestation determination under 34 CFR §300.530(e) may appeal the decision by requesting a hearing. A parent also has the right to file a State complaint alleging a denial of a free appropriate public education and to request voluntary mediation under 34 CFR §300.506.

Question F3: Is the IEP Team required to hold a manifestation determination each time that a student is removed for more than 10


consecutive school days or each time that the public agency determines that a series of removals constitutes a change of placement? Answer: Yes. 34 CFR §300.530(e) requires that “within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct” the LEA, the parent, and relevant members of the child’s IEP Team must conduct a manifestation determination (emphasis added). Under 34 CFR §300.536, a change of placement occurs if the removal is for more than 10 consecutive school days, or if the public agency determines, on a case-by-case basis, that a pattern of removals constitutes a change of placement because the series of removals total more than 10 school days in a school year; the child’s behavior is substantially similar to the behavior that resulted in the previous removals; and because of such additional factors as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another.

Question F4: Does a school need to conduct a manifestation determination when there is a violation under 34 CFR §300.530(g), which refers to a removal for weapons, drugs, or serious bodily injury? Answer: Yes. Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the LEA, the parent, and relevant members of the child’s IEP Team conduct the manifestation determination. 34 CFR §300.530(e). However, when the removal is for weapons, drugs, or serious bodily injury under §300.530(g), the child may remain in an IAES, as determined by the child’s IEP Team, for not more than 45 school days, regardless of whether the violation was a manifestation of his or her disability. This type of removal can occur if the child: carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of the State educational agency (SEA) or LEA; knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of the SEA or LEA; or has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the SEA or LEA.

Question F5: What disciplinary procedures would apply in the case of a child who has been referred for a special education evaluation and is removed for a disciplinary infraction prior to determination of eligibility? Answer: If a child engages in behavior that violates the code of student conduct prior to a determination of his or her eligibility for special education and related services and the public agency is deemed to have knowledge of the child’s disability, the child is entitled to all of the IDEA protections afforded to a child with a disability, unless a specific exception applies. In general, once the student is properly referred for an evaluation under Part B of the IDEA, the public agency would be deemed to have knowledge that the child is a child with a disability for purposes of the IDEA’s disciplinary provisions. However, under 34 CFR §300.534(c), the LEA is considered not to have knowledge that a child is a child with a disability if the parent has not allowed the evaluation of the child under Part B of the IDEA, the parent has refused services, or if the child is evaluated and determined not to be a child with a disability under Part B of the IDEA. In these instances, the child would be subject to the same disciplinary measures applicable to children without disabilities.

Question F6: Is there a conflict between 34 CFR §300.530(c), allowing school personnel, under certain circumstances, to apply the relevant disciplinary procedures to a child with a disability in the same manner and for the same duration as would be applied to children without disabilities, and the provision, in 34 CFR §300.532(b)(2), that the hearing officer may order a change in placement for not more than 45 school days if the hearing officer determines that maintaining the current placement of the child is substantially likely to result in injury to the child or to others? Answer: No, there is no conflict between the two provisions. In addition to the specific authority set out in 34 CFR §300.532, a hearing officer also has the authority to uphold a disciplinary change of placement made by school personnel under 34 CFR §300.530(c). Where the parent brings a due process hearing to challenge a disciplinary change of placement made by school personnel under 34 CFR §300.530(c) and the hearing officer concludes that the disciplinary requirements of Part B have been met, the hearing officer would properly uphold the disciplinary change of placement. If


the hearing officer concludes that the child’s behavior was a manifestation of the child’s disability, but also determines that returning the child to the prior placement is substantially likely to result in injury to the child or to others, then the hearing officer, under 34 CFR §300.532(b)(2), may change the placement to an appropriate IAES for not more than 45 school days.



APPENDIX D Mediation & Due Process SELPA Policy Chapter 7, Appendix D

ABOUT MEDIATION Question 1: What is the difference between a pre-hearing alternate dispute resolution and a hearing? Answer: A mediation conference or alternative dispute resolution conference is an informal meeting by which the parents, the school and an experienced impartial mediator attempt to resolve the dispute in a nonadversarial atmosphere. State law currently allows for two types of mediation: 1) a pre-hearing request mediation or 2) a mediation that is scheduled when there is a request for a due process hearing. The parties’ rights under each type of mediation are different and are discussed in more detail below. A hearing is a more formal procedure where all parties are given a chance to present their evidence and argument before an impartial hearing officer. The hearing officer then makes the final administrative decision concerning the matter in dispute.

Question 2: Who may request a alternate dispute resolution or hearing? Answer: The parents, including guardians, of a disabled child or child suspected of having a disability and the LEA may ask for an alternate dispute resolution or hearing. In some cases, the disabled child may ask for an alternate dispute resolution or hearing.

Question 3: When may an alternate dispute resolution or hearing be requested? Answer: An alternate dispute resolution or hearing may be requested when there is a dispute between a parent and a public agency providing special education services regarding a child’s eligibility for special education, need for assessment, and/or the child’s program and services. Please note, these procedural safeguards describe two potential opportunities for mediation. A party may request an alternate dispute resolution prior to, or without requesting, a hearing. This is known as “pre-hearing request mediation.” The “pre-hearing request mediation” is included in the law to

encourage parties to resolve disputes prior to requesting a hearing. Alternatively, if a hearing is requested, a mediation conference is automatically scheduled as part of the process, unless mediation is waived by one of the parties.

PRE-HEARING REQUEST MEDIATION Question 1: How does one request an alternate dispute resolution? Answer: Either parents or schools may request a pre-hearing request mediation conference by submitting a written request to the superintendent of the district within which the child resides. The request should provide as complete information as possible. The request can be made in the form of a letter that includes the following information:

1. Name of the child 2. Date of birth of the child 3. Child’s grade level 4. Address where the child resides 5. School district where the child attends 6. School district where the child resides 7. Parent or guardian’s name, address, and

telephone number 8. Any other school district or public

agency that is responsible for providing services that should be a party in the mediation

The party should make it clear that he/she is asking for a pre-hearing request mediation.

Question 2: How will the parties, parents, and school be notified that mediation has been requested? Answer: Upon receipt of a request for a mediation conference, the superintendent will promptly notify all parties regarding the date scheduled for the conference.

Question 3: How soon will the mediation conference be scheduled? Answer: The mediation conference will be scheduled to take place within 15 days of the request for mediation.



Question 4: How soon will the mediation conference be completed? Answer: The law requires that the mediation be completed within 30 days of the request for mediation unless all parties to the mediation agree to extend this time limit.

Question 5: Where will the mediation take place? Answer: The law requires that the mediation conference be scheduled at a time and place reasonably convenient to the parent and the student. The mediation conference is usually held in a local educational facility.

Question 6: Who will be the mediator? Answer: The mediation conference shall be conducted by a person knowledgeable in the process of reconciling differences in a nonadversarial manner. He or she will be impartial and will try to help the parties reach a resolution of the dispute that will be acceptable to each party.

Question 7: What if one of the parties does not want to participate in mediation? Answer: Mediation is based upon the commitment of all parties to try to reach a mutually satisfactory settlement. Mediation is encouraged because it is informal and nonadversarial and is more likely to lead to a lasting settlement of the dispute. However, participation in the prehearing request mediation is voluntary. If one of the parties declines the opportunity to participate, either party still has the option of requesting a state-level hearing.

Question 8: Must a party request mediation before asking for a hearing? Answer: No. Requesting or participating in mediation is not a prerequisite to requesting a due process hearing.

Question 9: Will attorneys be allowed in the mediation? Answer: The law provides that attorneys and other independent contractors who provide legal advocacy services shall not attend or otherwise

participate in “pre-hearing request mediation.” They may, however, attend or otherwise participate during all stages of the hearing process.

Question 10: Can a party bring a non-attorney to help in the mediation? Answer: Any party is allowed to be accompanied by and advised by non-attorney representatives in a mediation conference. A party may also consult an attorney prior to or after the mediation conference.

Question 11: What happens if the parties reach an agreement during the mediation conference? Answer: Any agreement reached during mediation must be to the satisfaction of all parties and must be consistent with the requirements of federal and state law. The agreement will be written up by the mediator and signed by the parties. Each party will receive a copy of the mediation agreement.

Question 12: What happens if an agreement is not reached during the mediation? Answer: If the dispute is not resolved during the mediation conference, the parties have the option of requesting a state-level hearing. The mediator will assist the parties in specifying any unresolved issues to be included in the hearing request. The parent, student, and public education agency involved may initiate the due process hearing procedures prescribed in Education Code sections 56500-56509 under any of the following circumstances:

• There is a proposal to initiate or change the identification, assessment, or educational placement of the child or the provision of the free appropriate education to the child.

• There is a refusal to initiate or change the identification, assessment, or educational placement of the child or the provision of a free appropriate public education to the child.

• The parent refuses to authorize the assessment of the child.

• There is a disagreement between a parent or guardian and a district, special education local plan area, or county


office regarding the availability of a program appropriate for the child, including the question of financial responsibility.

The following steps are required when initiating a due process hearing: Requests for a hearing are sent by the parent (or if the district is requesting a hearing, by the district) to the Office of Administrative Hearings (OAH), Special Education Division, 2349 Gateway Oaks Drive, Suite 200, Sacramento, CA 95833-4231. Requests must include the student's name, residential address, the name of the student's school, a description of the problem, facts about the problem and a proposed resolution. A due process hearing may not take place until the party or the attorney representing the party files a notice that meets these requirements. The district notifies the SELPA Due Process Office and forwards the district and school files. The SELPA Program Manager contacts the parents regarding their request for due process and to discuss their concerns. The Office of Administrative Hearings (OAH) appoints a mediator and schedules a mediation date as well as a date for the hearing. The mediation hearing and hearing decision must be completed within 45 days of the receipt of the parents’ or district’s request. The Due Process Program Manager reviews the file and case with the district director, district staff, and SELPA staff as appropriate and discusses options for resolving the issues. The parent or district may waive mediation and proceed directly to hearing. If the mediation process does not resolve the issue, the SELPA attorney, in consultation and cooperation with the district director and the Due Process Program Manager:

a. Prepares the case, including the list of witnesses and written evidence/documentation

b. Prepares the witnesses for their testimony

c. Presents the case in hearing d. Assists the district staff in the

implementation of the decision

HEARING PROCESS Question 1: How does one request a hearing? Answer: Requests for a hearing are sent by the parent (or if the district is requesting a hearing, by the district) to the Office of Administrative Hearings (OAH), Special Education Division, 2349 Gateway Oaks Drive, Suite 200, Sacramento, CA 95833-4231. Requests must include the student's name, residential address, the name of the student's school, a description of the problem, facts about the problem and a proposed resolution. A due process hearing may not take place until the party or the attorney representing the party files a notice that meets these requirements.

Question 2: How will the parties be notified that a hearing has been requested? Answer: Upon receipt of a request for a hearing, the Office of Administrative Hearings will promptly notify all parties regarding the date the hearing has been scheduled. The same notice will explain that a mediation conference has also been scheduled in the hope that a resolution of the dispute can occur without the case having to go to a hearing.

Question 3: Will a mediation conference be scheduled even if the parties have already attempted mediation prior to requesting a hearing? Answer: Yes. The law requires that the Special Education Hearing Office encourage mediation at all stages of the hearing process as a preferred method of resolving the dispute. Therefore, a mediation conference will automatically be scheduled whenever there is a hearing request, unless that request specifically waives mediation.

Question 4: Will attorneys be able to participate in mediations that take place when a hearing request has been filed? Answer: Yes. The law allows a party to be represented by an attorney at all stages of the hearing process. Any mediation that takes place when a hearing has been requested is considered part of the hearing process and, therefore, the parties have a right to be represented by attorneys during the mediation.


Question 5: When will the mediation and hearing be scheduled? Answer: The mediation conference is usually scheduled for a date approximately 15 days after a hearing request is received. The initial hearing date is usually set for approximately 25 days after the hearing request is received. All parties will receive notice of the time and place of the hearing and the time and place of the mediation in the same notice. The hearing may be postponed to another date if mediation is continued and the parties agree to the postponement. If the hearing is postponed, the parties will receive a notice of the new date and time of the hearing.

Question 6: How long will the hearing process take? Answer: The law requires that the hearing be held and a written decision mailed within 45 days of the receipt of the request for hearing. However, the 45 days can be extended by a continuance or postponement of the hearing.

Question 7: When is it permissible to have a continuance or postponement of the hearing? Answer: A continuance request is a motion to postpone the hearing. The law provides that either party may request a continuance of the hearing for good cause. If the Office of Administrative Hearings determines there is good cause, the hearing will be continued or postponed and the 45-day time limit will be extended by the number of days of the continuance or postponement.

Question 8: What does it mean to take the hearing off the calendar? Answer: “Off the calendar” means that no hearing dates are set for the matter. By agreeing to have the hearing taken off calendar, the 45-day requirement for issuing a final hearing decision is extended by the number of days the matter is off calendar plus an additional 20 days to provide time to reschedule the hearing. A hearing may be taken off calendar only by agreement of all of the parties. A hearing that is off calendar will be returned to the calendar at the written request of any party.

Question 9: Who will conduct the hearing? Answer: The hearing will be conducted by an impartial hearing officer employed by the Office of Administrative Hearings. The hearing officer is knowledgeable in the laws governing special education and administrative hearings.

Question 10: What authority does the hearing officer have? Answer: The hearing officer has the authority to conduct the hearing, rule on all procedural matters, and render the final decision. By statute, the hearing officer may:

• Question a witness on the record prior to any of the parties doing so;

• With the consent of all parties to the hearing, request that conflicting experts discuss an issue or issues with each other while off the record;

• Visit the proposed placement site when the physical attributes of the site are at issue;

• Call a witness to testify at the hearing if all parties to the hearing consent to the witness giving testimony or if the hearing is continued for at least five days prior to witness testifying;

• Order that an impartial assessment of the student be conducted, the cost of which to be paid by the Hearing Office;

• Bar introduction of any documents or the testimony of any witnesses not disclosed to the hearing officer or the parties at least five business days prior to the hearing; and

• Call independent medical specialists as witnesses in cases involving the provision of related services by other public agencies, the cost for such witnesses to be paid by the Hearing Office.

Question 11: Where will the hearing be held? Answer: The law requires that the hearing be held at a place reasonably convenient to the parent and the student. Hearings may be held in a local school facility or SELPA office.

Question 12: What will happen to the child’s education during the hearing process? Answer: The law requires that the student remain in his or her present educational


placement during the hearing process and pending the written decision, unless the school and the parents agree otherwise. This requirement is often referred to as the “stay put” provision of the law. The “stay put” requirement does not necessarily apply to prehearing request mediations. Recent federal law has created two important exceptions to stay put. For more information see Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17, Title I, Part B, Section 615 (k)(1) and (2).

Question 13: What are the parties’ rights during the hearing? Answer: All parties have the following rights during the hearing: Right to representation. All parties have the right to be accompanied, advised, and assisted by counsel and by persons with special knowledge or training related to the problems of disabled children. Right to present evidence and argument. All parties have the right to call witnesses and present written and other evidence that will help them prove their case. They will also be given the opportunity to argue the merits of their case orally or in writing. Right to confront and cross-examine adverse witnesses. All parties have the right to be present when witnesses testify against their position and to ask them questions concerning their views. Right to compel the presence of witnesses. If a witness refuses to appear at the hearing voluntarily, the party requesting that witness has the right to force him or her to come to the hearing. This is accomplished by the use of subpoenas that are issued by the Office of Administrative Hearings. Before requesting a subpoena, the party should first determine whether the witness will be at the hearing voluntarily. Right to record of the hearing. The hearing officer will record the hearing with a tape recorder. The parties have the right to a record of the hearing. Right to written findings of fact and decision. The hearing office must prepare a

written decision setting forth his or her findings of fact, analysis of the law, and final decision. Right to notice of issues for hearing and proposed resolution of the issues. The law requires that the parties submit to each other at least ten (10) days prior to the hearing what they believe are the issues to be resolved in the hearing and their proposed resolution of the issues. A parent who is not represented by an attorney has the right to request assistance in identifying the issues and the proposed resolution of the issues. Right to prohibit the introduction of surprise evidence. A hearing officer may prohibit the introduction of any evidence at the hearing that has not been properly disclosed at least five business days before the hearing. That is why the notice of hearing instructs each party to give the other party – at least five business days before the hearing – a copy of all documents it plans to present in the hearing and a list of witnesses it expects to call and their general area of testimony. Right to exclude witnesses. A party may ask that the hearing office order prospective witnesses to remain outside the hearing room while other witnesses are testifying. This practice allows the hearing office to compare the testimonies of witnesses who have not heard each other testify. Right to an interpreter. If the primary language of a party is other than English, an interpreter will be provided by the Office of Administrative Hearings. It is important that parties notify the Office of Administrative Hearings well before the hearing when an interpreter is needed. In addition to the right set out above, the parents have the following additional rights: Right to examine student records. Parents have the right to examine all records maintained by the school that are related to their child and to receive copies within five days after requesting them. Parents should call or write their local school district to request access to student records. Right to public hearing. Parents have the right to allow members of the public to attend the hearing. Right to have the student present at the hearing. Parents have the right to have the disabled student present during the hearing.


Question 14: Are parents entitled to a free attorney? Answer: All parties have the right to be represented at all stages of the hearing by an attorney or other representative of their choosing. That does not mean that the school or other public agency must pay for the parents’ attorney. Parents may be entitled to have the cost of the attorney’s fees reimbursed if they prevail as a consequence of initiating a due process hearing. The federal court, in its discretion, may award reasonable attorney’s fees to the parents or guardian of a disabled child or youth who is the prevailing party.

Question 15: Must a party give notice to the other parties if the party plans on using an attorney? Answer: Yes. The law requires that a party notify all other parties ten (10) days before a hearing if that party intends to be represented by an attorney in the hearing.

Question 16: What happens during the hearing? Answer: The purpose of the hearing is to allow all parties to present evidence supporting their positions and to explain to the hearing officer why they believe they should prevail in the hearing. The hearing is not governed by formal rules of procedure or evidence, and the hearing officer will attempt to ensure that both sides have an adequate opportunity to present their cases. Although less formal than a court trial, the hearing is expected to proceed in an orderly fashion. At the beginning of the hearing, the hearing officer turns on the tape recorder to make a record of the hearing and, after identifying the case for the record, briefly explains how the hearing will proceed. The hearing officer then usually clarifies the issues to be decided by discussing the case with the parties. The hearing officer may only speak with the parties about the case on the record. All other communication with the parties is prohibited. Once these preliminary matters are completed, the parties are given a chance to make opening statements. After the opening statements, the side presenting first will call its witnesses, with each witness being sworn to tell the truth. After

one side has presented its witnesses and other evidence, the other side will call its witnesses. Each side will be given an opportunity to ask questions of the other side’s witnesses, and the hearing office may also ask questions of the witnesses. At the end of the hearing, each side is allowed to make a closing statement. Sometimes the statement is presented orally during the hearing and sometimes it is submitted in writing after the hearing. After closing statements, the hearing record is closed. The hearing officer then prepares a written decision.

Question 17: How are documents put into evidence? Answer: To put documents into evidence, the party presents documents to the hearing officer and asks that they be put into evidence. Normally this is done at the beginning of the hearing. Remember that all parties must provide copies of the documents they wish to offer as evidence to the other parties and to the Hearing Office five business days prior to the hearing.

Question 18: How does one get a witness to come to the hearing? Answer: The party requesting the presence of the witness should first contact the witness and ask him or her to come to the hearing voluntarily. Parents wishing to call a witness who is an employee of the school may contact the school representative and ask for assistance in making the witness available. If a witness refuses to attend the hearing and a party believes that the witness is important to its case, the party may serve the person with a subpoena requiring his or her attendance. The subpoena may be requested by telephoning or writing the Office of Administrative Hearings. The Office of Administrative Hearings may ask for the name of the person to be served and an explanation of why that witness is needed.

Question 19: What law should one read and where can one locate it? Answer: There are four primary sources of law relating to special education and to hearings and mediations: California State statutes and regulations and federal statutes and regulations. Most of the state statutes relating to special education are contained in the Education Code. Part 30 of the Education Code from Section


56000 through Section 56885 contains the primary statutes relating to special education. Sections 56500-56509 contain the law relating to hearings and mediations. There are a number of sections in other state codes that also relate to special education, including the Administrative Procedure Act, found in the California Government Code. Regulations of the State Board of Education relating to special education are contained in Title 5 of the California Code of Regulations (CCR), Sections 3000-3089. The California Department of Education publishes A Composite of Laws relating to special education, which includes all relevant state statutes and regulations. A copy can be obtained by writing or calling the Special Education Hearing Office. Federal statutes are contained in the United States Code, Volume 20, Sections 1400-1420. Also see the Individuals with Disabilities Education Improvement Act of 2004. The federal regulations on special education are contained in the Code of Federal Regulations (CFR). To review a copy of the United States Code or the Code of Federal Regulations, a person may need to visit his or her local library or county law library. There are a number of court decisions that interpret the statutes and regulations. These court decisions can also be found at a county law library.

Question 20: What if a party doesn’t like the decision of the hearing officer? Answer: All parties have the right to appeal any hearing decision to a court of competent jurisdiction within 90 days of the receipt of the decision. Appeals can be made to either state or federal court. The hearing officer’s decision is the final administrative determination and is binding on all parties unless a party successfully appeals to a court. Additional rights of parents in relation to special education: There are a number of important rights that parents have in relation to special education. Below are listed some of the most important ones. • Right to initiate a referral to special

education. A parent has the right to

request that a child be assessed and considered for special education services.

• Right to an independent assessment. If a parent disagrees with an assessment that has been obtained by the school, the parent has the right to obtain, at public expense, one independent educational assessment of the student from qualified specialists for each district assessment the parent refutes. However, if the hearing officer determines that the school’s assessment is appropriate, the parent’s independent assessment will be considered but will not be paid for by the school (see Chapter 25 on Independent Educational Evaluations).

• Right to information about and participation in the development of the child’s IEP. The law provides that parents have the right to participate in the development of a child’s individualized education program. The law further requires the school to inform parents of their child’s right to a free appropriate public education and to provide information concerning all available alternative programs, both public and nonpublic.

• Consent of parents to perform assessment. California law provides that written parental consent must be obtained before an initial assessment of a child is conducted unless the school prevails in a due process hearing relating to such assessment.

• Consent of parents before placement in special education. The law provides that written parental consent must be obtained before a student is placed in a special education program.

For further information regarding due process hearings, contact the Office of Administrative Hearings.



APPENDIX E Family Educational Rights and Privacy Act (FERPA) Family Policy Compliance Office

http://familypolicy.ed.gov/ferpa-school-officials

GENERAL INFORMATION FOR K-12 SCHOOL OFFICIALS Question 1: What is FERPA? Answer: The Family Educational Rights and Privacy Act (FERPA) is a federal law that affords parents the right to have access to their children’s education records, the right to seek to have the records amended, and the right to have some control over the disclosure of personally identifiable information from the education records. When a student turns 18 years old, or enters a postsecondary institution at any age, the rights under FERPA transfer from the parents to the student (“eligible student”). 20 U.S.C. § 1232g and the FERPA regulations are found at 34 CFR Part 99

Question 2: Do students under the age of 18 and not in college who are on their own and not in the physical custody of a parent or guardian have rights under FERPA? Answer: FERPA does not specifically afford minors who are separated from their parents the rights that are afforded to parents and eligible students under the law. However, schools may use their judgment in determining whether an unaccompanied minor is responsible enough to exercise certain privileges, such as inspecting and reviewing education records and providing consent for disclosure. 34 CFR § 99.5(b)

Question 3: What records are exempted from FERPA? Answer: Exempted from the definition of education records are those records which are kept in the sole possession of the maker of the records and are not accessible or revealed to any other person except a temporary substitute for the maker of the records. Once the contents

or information recorded in sole possession records is disclosed to any party other than a temporary substitute for the maker of the records, those records become education records subject to FERPA. Generally sole possession records are of the nature to serve as a “memory jogger” for the creator of the record. For example, if a school official has taken notes regarding telephone or face to face conversations, such notes could be sole possession records depending on the nature and content of the notes.

Question 4: Are educational agencies and institutions required to notify parents and eligible students of their rights under FERPA? Answer: Yes. Educational agencies and institutions must annually notify parents and eligible students of their rights under FERPA. Specifically, schools must notify parents and eligible students of the right: to inspect and review education records and the procedures to do so; to seek amendment of records the parent or eligible student believes are inaccurate and the procedures to so do; to consent to disclosures of education records, except to the extent that FERPA authorizes disclosure without consent; and to file a complaint with FPCO concerning potential violations. Postsecondary institutions are only required to notify eligible students of their rights under FERPA.

Question 5: Does an educational agency or institution have discretion over what education records it decides to create and keep? Answer: Yes. FERPA does not require schools to create education records nor does it require schools to maintain education records, unless there is an outstanding request by a parent or eligible student to inspect and review the records.

Question 6: To which educational agencies or institutions does FERPA apply? Answer: FERPA applies to educational agencies or institutions that receive funds from programs administered by the U.S. Department of Education. By “educational agencies or institutions” we mean public schools, school districts (or “local educational agencies” (LEAs)), and postsecondary institutions, such as colleges and universities. Private and parochial schools at the elementary and secondary level generally

http://familypolicy.ed.gov/ferpa-school-officials


do not receive such funding and are, therefore, not subject to FERPA.

Question 7: What is an Education Record? Answer: Education records are records that are directly related to a student and that are maintained by an educational agency or institution or a party acting for or on behalf of the agency or institution. These records include but are not limited to grades, transcripts, class lists, student course schedules, health records (at the K-12 level), student financial information (at the postsecondary level), and student discipline files. The information may be recorded in any way, including, but not limited to, handwriting, print, computer media, videotape, audiotape, film, microfilm, microfiche, and e-mail.

INSPECTION AND REVIEW OF EDUCATION RECORDS Question 1: How long does an educational agency or institution have to comply with a request to view records? Answer: FERPA requires that educational agencies and institutions comply with a request by a parent or eligible student for access to education records within a reasonable period of time, but not more than 45 days after receipt of a request. Some States have laws that may require that parents and eligible students be granted access in a shorter time period. 34 CFR § 99.10(b)

Question 2: Does a school have to explain or interpret education records when requested by a parent or eligible student? Answer: FERPA requires that an educational agency or institution respond to reasonable requests for explanations and interpretations of education records. 34 CFR § 99.10(c)

Question 3: Are law enforcement records protected under FERPA? Answer: “Law enforcement unit records” (i.e., records created by a law enforcement unit at the

educational agency or institution, created for a law enforcement purpose, and maintained by the law enforcement unit) are not “education records” subject to the privacy protections of FERPA. As such, the law enforcement unit may refuse to provide a parent or eligible student with an opportunity to inspect and review law enforcement unit records, and it may disclose law enforcement unit records to third parties without the parent or eligible student’s prior written consent.

CONSENT TO DISCLOSE PERSONALLY IDENTIFIABLE INFORMATION FROM EDUCATION RECORDS Question 1: What must a consent to disclose education records contain? Answer: FERPA requires that a consent for disclosure of education records be signed and dated, specify the records that may be disclosed, state the purpose of the disclosure, and identify the party or class of parties to whom the disclosure may be made. As such, oral consent for disclosure of information from education records would not meet FERPA’s consent requirements. 34 CFR § 99.30

Question 2: May an educational agency or institution disclose education records if they are involved in litigation against a parent of student or an eligible student? Answer: Yes, the educational agency or institution may disclose to the court the education records of the student that are relevant for the educational agency or institution to proceed with or defend against the legal action. 34 CFR § 99.31(a)(9)(iii)

Question 3: May an educational agency or institution disclose information over the phone? Answer: While FERPA does not specifically prohibit a school from disclosing personally identifiable information from a student’s education records over the telephone, it does require that the school use reasonable methods to identify and authenticate the identity of parents, students, school officials, and any other


parties to whom the school discloses personally identifiable information from education records. 34 CFR § 99.31(c)

Question 4: What constitutes de-identified records and information? Answer: Records and information are de-identified once all personally identifiable information has been removed including but not limited to any information that, alone or in combination is linkable to a specific student that a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty.

Question 5: May parents or eligible students be provided access to education records that contain information on more than one student? Answer: If the education records of a student contain personally identifiable information on other students, the parent or eligible student may inspect or review or be informed of only the specific information about the student in question. 34 CFR § 99.12

DISCLOSURE OF INFORMATION DESIGNATED AS DIRECTORY INFORMATION Question 1: Is it permissible to release GPA to honors organizations without consent? Answer: No. FERPA does not generally permit a school to disclose a student’s GPA without the parent’s or eligible student’s consent.

Question 2: I want to use online tool or application as part of my course. However, I am worried that it is a violation of FERPA. What should I do? Answer: A teacher should check with their school administration to see what has been defined as directory information. As long as using the application would not require disclosing more than directory information and none of the students have opted out of directory information, it would not be a violation of FERPA.

Question 3: May an educational agency or institution disclose directory information without prior consent? Answer: Education records that have been appropriately designated as "directory information" by the educational agency or institution may be disclosed without prior consent. See 34 CFR §§ 99.31(a)(11) and 99.37. FERPA defines directory information as information contained in an education record of a student that would not generally be considered harmful or an invasion of privacy if disclosed. 34 CFR § 99.3 FERPA provides that a school may disclose directory information if it has given public notice of the types of information which it has designated as "directory information," the parent or eligible student’s right to restrict the disclosure of such information, and the period of time within which a parent or eligible student has to notify the school in writing that he or she does not want any or all of those types of information designated as "directory information." 34 CFR § 99.37(a). A school is not required to inform former students or the parents of former students regarding directory information or to honor their request that directory information not be disclosed without consent. 34 CFR § 99.37(b). However, if a parent or eligible student, within the specified time period during the student's last opportunity as a student in attendance, requested that directory information not be disclosed, the school must honor that request until otherwise notified.

Question 4: May schools publish honors and awards received by a student? Answer: Schools may disclose honors and awards received by students if it has properly designated “honors and awards” as a category in its directory information policy and has followed the requirements in FERPA for notifying parents and/or eligible students about the policy.

Question 5: May a social security number or other student identification number be listed as directory information? Answer: A school may not designate a student’s social security number as directory information. However, directory information


may include a student’s user ID or other unique identifier used by the student to access or communicate in electronic systems, but only if the electronic identifier cannot be used to gain access to education records except when used in conjunction with one or more factors that authenticate the student’s identity, such as a personal identification number (PIN), password, or other factor known or possess only by the student or authorized user. 34 CFR § 99.3 “Directory information”

DISCLOSURE TO ORGANIZATIONS CONDUCTING STUDIES FOR OR ON BEHALF OF THE SCHOOL Question 1: May an educational agency or institution disclose personally identifiable information from students education records to third parties for the purpose of conducting a study on its behalf? Answer: FERPA contains an exception to its general consent rule under which an educational agency or institution may disclose personally identifiable information from education records without consent to organizations conducting studies for, or on its behalf. Studies must be only for the purpose of: developing, validating, or administering predictive tests; administering student aid programs; or improving instruction. A written agreement with the organization is required specifying the purposes of the study and the use and destruction of the information. 34 CFR § 99.31(a)(6)

Question 2: Must an educational agency or institution have a written agreement to disclose PII from education records without consent for the purposes of conducting a study or an audit or evaluation of an education program? Answer: Yes. Both the studies exception and the audit or evaluation exception specifically require that the parties execute a written agreement when disclosing PII from education records without consent. The mandatory elements of that agreement vary slightly between the two exceptions. See FPCO’s Guidance for Reasonable Methods and Written Agreements for more information regarding the mandatory elements for written agreements.

DISCLOSURE TO OFFICIALS FOR AUDIT OR EVALUATION PURPOSES Question 1: May an educational agency or institution disclose personally identifiable information from students education records for the purpose of a specified audit, evaluation, or for compliance and enforcement purposes? Answer: FERPA permits schools to disclose PII from students’ education records, without consent, to authorized representatives of State and local educational authorities, the Secretary of Education, the Comptroller General of the United States, and the Attorney General of the United States for specified purposes. Disclosures may be made under this exception as necessary in connection with the audit or evaluation of Federal or State supported education programs, or in connection with the enforcement of Federal legal requirements that relate to those program. 34 CFR §§ 99.31(a)(3) and 99.35.

Question 2: What is an education program? Answer: “Education program” is defined as any program principally engaged in the provision of education, including, but not limited to, early childhood education, elementary and secondary education, postsecondary education, special education, job training, career and technical education, and adult education, and any program that is administered by an educational agency or institution. 34 CFR § 99.3 “education program”

Question 3: Must an educational agency or institution have a written agreement to disclose PII from education records without consent for the purposes of conducting a study or an audit or evaluation of an education program? Answer: Yes. Both the studies exception and the audit or evaluation exception specifically require that the parties execute a written agreement when disclosing PII from education records without consent. The mandatory elements of that agreement vary slightly between the two exceptions. See FPCO’s Guidance for Reasonable Methods and Written Agreements for more information

http://familypolicy.ed.gov/sites/fpco.aem-tx.com/files/reasonablemtd_agreement.pdf





regarding the mandatory elements for written agreements.

DISCLOSURE IN CONNECTION WITH A HEALTH OR SAFETY EMERGENCY Question 1: May an educational agency or institution disclose personally identifiable information from students education records in order to address a disaster or other health or safety emergency? Answer: Under FERPA, school officials may disclose, without consent, personally identifiable information from students’ education records to appropriate parties (typically law enforcement officials, public health officials, trained medical personnel, and parents) in connection with an emergency if the knowledge of that information is necessary to protect the health or safety of the student other individuals.

DISCLOSURE OF SCHOOL OFFICIALS WITH A LEGITIMATE EDUCAITONAL INTEREST Question 1: Who is a “school official” under FERPA? Answer: A “school official” includes a teacher, school principal, president, chancellor, board member, trustee, registrar, counselor, admissions officer, attorney, accountant, human resources professional, information systems specialist, and support or clerical personnel. A contractor, consultant, volunteer, or other party to whom a school or institution has outsourced institutional services or functions may also be considered a “school official” provided that they are performing an institutional service or function for which the agency would otherwise use employees and is under the direct control of the agency or institution with respect to the use and maintenance of education records. 34 CFR § 99.31(a)(1)(i)(B)

Question 2: Under FERPA, may an educational agency or institution disclose education records to any of its employees without consent? Answer: No. FERPA permits an educational agency or institution to disclose, without consent, personally identifiable information from

students’ education records only to school officials within the educational agency or institution that the educational agency or institution has determined to have legitimate educational interests in the information. 34 CFR § 99.31(a)(1). Generally, a school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

Question 3: What must educational agencies or institutions do to ensure that only school officials with a legitimate educational interest see protected education records? Answer: An educational agency or institution must use reasonable methods to ensure that school officials obtain access to only those education records in which they have legitimate educational interests. An educational agency or institution that does not use physical or technological access controls must ensure that its administrative policy for controlling access to education records is effective and that it remains in compliance with the legitimate educational interest requirement.

DISCLOSURE TO OFFICIALS OF OTHER SCHOOLS AND INSTITUTIONS Question 1: Does FERPA require a school to transfer education records to a new school? Answer: The disclosure to officials of another school in which a student seeks or intends to enroll is permitted by FERPA, not required. However, State and local laws may require that such disclosures be made.

DISCLOSURE TO A VICTIM OF AN ALLEGED PERPETRATOR OF A CRIME OF VIOLENCE OR A NON-FORCIBLE SEX OFFENSE Question 1: May a postsecondary institution disclose information about a disciplinary proceeding to the victim of a crime of violence or a non-forcible sex offense? Answer: Yes, a postsecondary institution may disclose only the final results of the disciplinary proceeding to a victim of an alleged perpetrator of a crime of violence or a non-forcible sex


offense. In disclosures to the victim, the institution may disclose the final results of the disciplinary proceeding regardless of whether the institution concluded a violation was committed.

DISCLOSURE TO COMPLY WITH A JUDICIAL ORDER OR SUBPOENA Question 1: May an educational agency or institution disclose education records without consent if ordered to by a court? Answer: Yes, an educational agency or institution may disclose personally identifiable information from education records in order to comply with a judicial order or lawfully issued subpoena. However, the agency or institution must make a reasonable effort to notify the parent or eligible student of the order or subpoena in advance of compliance so that the parent or eligible student may seek protective action unless the disclosure meets a specific exception found at 34 CFR § 99.31(a)(9)(ii). These exceptions include when a court has ordered that either a federal grand jury subpoena not be disclosed, a court or other issuing agency has ordered that a subpoena for law enforcement purposes not be disclosed, or when an ex parte court order has been obtained by the United States Attorney General concerning certain investigations or prosecutions.


APPENDIX F Assistive Technology REQUIREMENTS

Question 1: What is Assistive Technology? Answer: IDEA defines an assistive technology device as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. Neither the statute nor the regulations defines assistive technology in more detail. The regulations stated the definition of assistive technology device does not list specific devices, nor would it be practical or possible to include an exhaustive list of assistive technology devices. Whether an augmentative communication device, playback devices, or other devices could be considered an assistive technology device for a child depends on whether the device is used to increase, maintain, or improve the functional capabilities of a child with a disabilities, and whether the child’s IEP team determines that the child needs the device in order to receive a free appropriate public education (FAPE).

Question 2: What is the responsibility of the school district in regards to assistive technology? Answer: The IDEA mandates that districts provide assistive technology to all students with disabilities if it is needed for them to receive a free appropriate public education (FAPE). The IEP team is charged with the responsibility for determining a student’s individual need for assistive technology in order to benefit from his or her education and to have access to the general education curriculum. If it is determined that assistive technology device and/or services are necessary, the IEP must specify the devices and services.

Question 3: What is an assistive technology service? Answer: According to the IDEA, an assistive technology service is “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.” Examples of assistive technology services include the following: (1) assistive

technology evaluation; (2) “purchasing, leasing, or otherwise providing for the acquisition of” needed assistive technology devices; (3) “selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;” (4) coordinating assistive technology devices with other “therapies, interventions, or services;” (5) training for the child with a disability or, if appropriate, the child’s family; and (6) training for educators, service providers, employees, and others “who provide services to, employ, or are otherwise substantially involved in the major life activities of the child.”

FUNDING: RESPONSIBILITIES & RESOURCES Question 1: Are schools required to pay for assistive technology devices and services? Answer: It is the responsibility of the school district to provide the devices, services, and programs identified in the IEP. The school district may pay for the devices, services, or programs itself, utilize other resources to provide and/or pay for the device and/or services, or cooperatively fund the device(s) and/or services. Other resources may include but are not limited to Medicaid, foundations, fraternal organizations, church or social groups, charitable organizations, businesses, and individuals.

Question 2: Can school districts require the parents to pay for assistive technology device(s) or service(s) identified in the student’s IEP or require the parents to use their own private health insurance to pay for the device and/or service? Answer: The “free” in “Free Appropriate Public Education” is significant regarding students with disabilities who may require assistive technology devices or services. As stated in IDEA and its regulations, all special education and related services identified in the student’s IEP must be provided “at no cost to the parents.” The term “free” is interpreted broadly and goes far beyond the simple paying of deductibles and co-payment. The courts have interpreted “free” to apply to but not be limited to future insurability, depletion of maximum lifetime caps, raised premiums, discontinuation of policies, and pre-existing condition exclusions. Parents’ health insurance and/or Medicaid may be used to pay


for assistive technology devices and services. However, parents must give permission to use their private insurance and Medicaid.

Question 3: Must the school district assume financial responsibility for the purchase of assistive technology devices and services if they are listed in the IEP? Answer: The school district must assume financial responsibility for the purchase of assistive technology devices and services that are identified by the IEP team unless the cost is covered by third party benefits or insurance coverage and the parents agree to use such coverage to pay the cost, or a donation to the school district is made. School districts may seek other sources of funding. However, the provision of assistive technology devices and services as determined necessary by the IEP team must not be delayed by efforts to obtain outside funding and/or donations. If parents utilize their insurance coverage, then the parents must not be responsible for paying their insurance deductible and must not be compelled to have homeowners insurance to cover the assistive technology device. In short, there must be no cost to the parents.

Question 4: Are there other options for school districts to consider in lieu of purchasing the assistive technology device? Answer: Yes. There are times when the outright purchase of devices is not necessary or even advisable. In instances such as these, school districts might consider rental or long-term lease/purchase options. Device rentals or long-term lease/purchase options are not intended to be less costly than purchase. There are certain advantages worth considering depending on the individual needs of the student. For example, renting equipment might be a reasonable strategy if the child’s condition is considered temporary; if the child’s condition is expected to improve or deteriorate; or, when it is necessary to try-out the equipment before purchase for the student. Long-term leasing or lease/purchase agreements also have potential benefits for schools which include no obligation on behalf of the school to purchase the device; reduction of obsolete inventory; flexible leasing terms; use of equipment without a lump sum purchase; upgrading of equipment as more improved technology becomes available; and, upgrading of equipment as the student’s needs change.

Question 5: Can school districts share the funding responsibilities of providing assistive technology devices and services? Answer: Yes. The practice is especially appropriate for children with disabilities who are transitioning from Birth to Three programs into public school programs or transitioning from public school to adult services through Rehabilitation Services. Ownership of the device is an important issue to consider by IEP teams especially during times of transition.

Question 6: Is the school district obligated to provide “state-of-the-art” technology for students with disabilities? Answer: The school district is not obligated to provide “state-of-the-art” technology if the student’s needs do not require it or if the student is unable to utilize it; however, if a student needs “state-of-the-art” device or service to receive a free appropriate public education, then the district must provide it. The IEP team must make a determination as to whether an assistive technology device or service is necessary to enable the student to access the general education curriculum in the least restrictive environment and to provide FAPE, then the district must provide the required device or service regardless of cost. However, if a less expensive device or service would accomplish the same goals, the IEP team is under no obligation to choose the more expensive option.

Question 7: Who owns the assistive technology purchased for an individual student? Answer: If the school purchased the device, it is the property of the school. If the assistive technology device was purchased using the student’s Medicaid or private insurance funds, the device belongs to the student. If the device was donated, ownership would be determined by the conditions of the donorship. If the parents or third party pays for a portion of a device, and the school pays a portion of a device it is advisable that a written agreement be drawn up between the school and the parents regarding ownership.


Question 8: Can school districts require students to bring a family-owned assistive technology device to school? Answer: No. There is no barrier to a student bringing his or her assistive technology device from home to school, but schools have no authority to mandate that this occur. If the family agrees to allow the device to travel from home to school, then a discussion regarding liability while the device is transported to or is at school needs to be held and recorded in the IEP. If a separate contract provision is necessary for the device to be covered under the family’s insurance, then the school district should reimburse the family for the cost of that additional coverage. The family can and may insist that schools provide any necessary device as part of the student’s IEP even if the student has identical device at home.

Question 9: Is a school district responsible for retaining, repairing, or replacing assistive technology devices? Answer: If purchased or secured by the school district, then the school district should retain, repair, or replace assistive technology devices, as long as the student requires them in order to receive FAPE. It is suggested that school administrators examine all warranties and contracts that may accompany specific devices. Additionally, if the student’s family has provided an assistive technology device that the IEP team has identified as necessary for the provision of FAPE and has included in the IEP, then the school district, with the agreement of the family, may use the device at school and is responsible to repair or replace the device if necessary.

Question 10: What are the responsibilities of the student, educators and parents in the maintenance and repair of assistive technology devices and reporting broken devices? Answer: It is the joint responsibility of the parent, student, and school personnel to take reasonable care of assistive technology devices. The IEP should identify methods for reporting problems and completing repairs prior to using the assistive technology device.

Question 11: If an assistive technology device is lost or damaged beyond repair, who replaces the device?

Answer: If an assistive technology device is necessary for the student’s IEP to be implemented, the school district will have to replace a broken device. If the device is broken at home through negligence, the parents could be held responsible for the repair costs. The school district is responsible to arrange for the repair or replacement of assistive technology devices. The district should ensure that proper safeguards are taken to protect the device if the student has a history of losing or damaging assistive technology devices. This would be considered an assistive technology service.

Question 12: Is the school liable for family owned assistive technology devices used at school to implement the student’s IEP? Answer: While the IDEA does not specify the responsibility of the school in such cases, State law could potentially impose liability on the school depending on the facts of the situation. The school district should take proper precautions to protect the equipment while it is in school buildings or being transported between home and school.

Question 13: What provisions could be made for the student while an assistive technology device is being repaired? Answer: During the developing of the IEP, the IEP team should identify the steps to be taken if the device needs repairs; how a substitute device will be provided; and other temporary options that would offer an acceptable substitute to the student’s device.

Question 14: What is important to know about a warranty? Answer: The school should check the length of the warranty and find out exactly what is covered and, equally important, what is not covered. One-year warranties are common. Extended warranties and service contracts will probably be available. For some devices, the manufacturer suggests annual maintenance. School districts should weigh the cost of additional or extended warranties with the cost of the device. The manufacturer’s warranty should be reviewed prior to purchasing an assistive technology device and before making any repairs or modifications to the device. In some case, warranties may be voided if persons other than the manufacturer or authorized


service representatives attempt to repair a device.

Question 15: Should assistive technology devices be insured? Answer: It is the school district’s decision to carry insurance. School district insurance policies may cover an assistive technology device purchased by the district for the student use or may offer additional coverage that includes assistive technology devices. Assistive technology devices purchased by funding sources other than the school may or may not be covered while the student is on school premises or involved in school activities. It is important for school staff to investigate the district’s insurance to determine what the policy currently covers and whether or not the policy insures against loss or damage of assistive technology devices.

Question 16: Are school districts responsible for customization, maintenance, repair, and replacement of assistive technology devices? Answer: Assistive technology services such as customization, maintenance, repair and replacement are included considerations in the acquisition of equipment or devices purchased/provided by the school district. It is the responsibility of the school district to ensure that students who require assistive technology devices also receive the necessary assistive technology services that will make the technology meaningful to the student. This requirement reflects the “individualization” of a specific type of device. If family owned assistive technology is used by the school, is listed in the IEP, and is necessary for providing FAPE, the school district is also responsible for maintenance, repair, and replacement. Responsibilities for these services should be identified in the IEP.

Question 17: What is the responsibility of a school district when parents elect to purchase a needed device on their own and the family-owned device is written into the IEP? Answer: Federal law is silent on this issue. However, it is reasonable to expect a school district to assume liability for an assistive technology device that is family-owned, but used to implement a student’s IEP, either in school or at home. In the absence of the family assuming

financial responsibility, a school district would be required to provide and maintain a needed assistive device that was written into the IEP. In circumstances where the family has provided the original device, it is recommended that the school district clarify in its agreements with the family whether the family retains ownership of the device in the case of replacement.

AT: TRAINING ISSUES Question 1: In addition to the student, who else should receive training on how to use the assistive technology devices? Answer: Use of assistive technology without integration into the student’s individual goals and objectives will result in less than optimal outcomes for the student. Individuals who live, work, or play with the student should be a part of this process. For a student with a disability it is often not enough if the classroom teacher and specialists are the only ones trained in the use of the device. If the device is to be meaningfully integrated into the student’s life and general education curriculum, significant people such as family members and peers need to be familiar with the assistive technology.

Question 2: How can a staff member receive individualized training for a specific need? Answer: In general, if the IEP team specifies the use of an assistive technology device, it is the district’s responsibility to train appropriate staff members and family members, depending on the individual needs of the student. In addition to a district-wide professional development plan, special circumstances might arise when it becomes necessary for individuals involved with a specific student to learn how to operate and utilize a device. It is the district’s responsibility to either bring in a trainer or offer release time, tuition reimbursement, or pay conference fees for staff to get the necessary training elsewhere. Any training needs should be specified in the IEP.

Question 3: What kind of training and technical assistance should be provided to families, and professionals? Answer: Depending on the technology and the involvement of the family, peers, and professionals with the student, training and technical assistance should include, but not be


limited to, providing information and training about:

• The device and how it works; • Programming and setting up the device; • Recognizing and fixing minor problems; • Integrating the device into the student’s

life at home; • Integrating the device into the student’s

education goals and objectives; • Maintenance of the device(s); and • Resources within the local community for

repair services.

AT: RELATED ISSUES Question 1: Can the IEP team refuse to consider assistive technology on the IEP? Answer: No. All IEP teams have the responsibility to consider a student’s need for assistive technology devices and services, and for specifying those devices and services. Therefore, it is important that IEP teams are informed of the requirement to determine if a student needs an assistive technology device and services and the need for an assistive technology evaluation to assist in making the determination.

Question 2: How is assistive technology integrated into the delivery of the general education curriculum? Answer: The IEP team needs to discuss how the student will use the device and how it will be integrated into the general education curriculum. The IEP team should identify in the IEP how the student will use the device. This information must be shared with the general classroom teachers, at least one of whom is a member of the IEP team, so that they are aware of how it is to be used.

Question 3: How can continuity be achieved in the student’s program with regard to assistive technology devices and services from classroom to classroom, teacher to teacher, school to school, year to year? Answer: Each student’s IEP must be reviewed no less than annually. At the review, the IEP team should discuss and identify personnel training needs as they relate to the student’s movement through the school program. The school should develop policies and procedures to ensure that involved teachers are familiar with the student’s assistive technology needs and sue

of the device(s). This will help provide continuity. For example, school districts could assign case managers to oversee this process. Policies and procedures could also outline the process for providing training for new staff that will interact with the student and need to be knowledgeable about the device(s).

Question 4: Can school administrators instruct personnel not to include assistive technology in the IEP? Answer: No. The IEP team determines a student’s need for assistive technology devices and services. A school may not prevent IEP teams from identifying a student’s need for assistive technology.

Question 5: How is timely manner defined in regards to obtaining an assistive technology device? Answer: Once an assistive technology device is determined necessary for the student, the district must implement procedures necessary for obtaining the device without unnecessary delay. When a delay is anticipated (e.g., equipment is on backorder from the company) the school should inform the parent and implement procedures to ensure that the student has access to the instructional program. It may be possible for the district to rent, borrow, or lease an appropriate device in the interim.

Question 6: When a student moves from school to school within the same district, does the district-purchased device follow the student? Answer: If the device is included in a student’s IEP, it must be provided in whichever school the student attends in that district. The same device may not necessarily follow the student from one school to the next, but a device that fulfills the assistive technology needs identifies in the IEP would need to be provided.

Question 7: When a student moves from one school district to a different school district, does the assistive technology device that was purchased by District A follow the student to District B? Answer: Since District A owns the device, it may keep the device for use by other students;


or District A may decide to transfer or sell the device to District B.

Question 8: When a student moves from one level of schooling to another, such as from elementary school to middle school, does the device follow the student? Answer: If an assistive technology device is necessary to fulfill the requirements of a student’s IEP, such a device must be provided in the school the student attends. The same device may not necessarily follow the student from one school to another, but a comparable device, which fulfills the IEP requirements, would need to be provided in the new school.

Question 9: What happens to assistive technology devices when students leave the school system? Answer: If the school district purchased the device, the device is the property of the school. The school could keep the device for use by other students, sell it, or decide to transfer the device to another district in which the student enrolls. If the family purchased the device, it is the property of the student and the family. For secondary students, this issue should be addressed in the transition plan.

Question 10: If a student requires the use of an assistive technology device(s), what happens to the device(s) when the student graduates? Answer: Transition planning for technology users is particularly challenging because there is no legal requirement for the transfer of ownership for an assistive technology device from the school to the individual student or to an adult agency upon graduation. Under state and federal law, public schools assume financial responsibility for the assistive technology device and services, but as a student transitions to adult life, the financial responsibility ends, and possession of the device reverts to the school. While there are no formal state policies in place, there is nothing to prohibit creative arrangements that support a seamless transfer of technology as a student graduates. One strategy to consider is collaboration with an adult agency to purchase the technology while the student is still in special education or to purchase it from the school district upon graduation.

Question 11: If a student needs a computer, can a school-owned computer be used in the lab or classroom? Answer: Yes, if the student has access to the equipment as needed. If the student does not have the necessary access, then the appropriate equipment should be purchased for the student’s use. The IEP team will decide as a group the need and use of computers on a case-by-case basis.

Question 12: Can more than one student use an assistive technology device? Answer: Yes, an assistive technology device may be shared if it is the property of the school and each student who requires use of the device has access to it as needed.


Glossary of Educational Terms and Acronyms

AAC Augmentative & Alternative Communication AAD Adaptive Assistive Devices ABA Applied Behavior Analysis

ACMT Advanced Certified Music Therapist ADA Americans with Disabilities Act ADA Average Daily Attendance ADD Attention Deficit Disorder

ADHD Attention Deficit Hyperactivity Disorder ADR Alternative Dispute Resolution ALJ Administrative Law Judge APE Adapted Physical Education API Academic Performance Index

ARRA American Recovery & Reinvestment Act of 2009 ASD Autism Spectrum Disorder

ASHA American Speech Language Hearing Association ASL American Sign Language AT Assistive Technology

AUT Autism AYP Adequate Yearly Progress

BASC Behavioral Assessment Scale for Children BCBA Board Certified Behavior Analyst

BD Behavioral Disorder BER Behavioral Emergency Report BIP Behavioral Intervention Plan BSP Behavior Support Plan CAA California Alternate Assessment

CAASPP CA Assessment of Student Performance & Progress CAC Community Advisory Committee

CAHSEE California High School Exit Exam CALPADS CA Longitudinal Pupil Achievement Data System

CAPA California Alternate Performance Assessment CAPD Central Auditory Processing Disorder

CASEMIS CA Special Education Management Information System CASP California Association of School Psychologists CBA Curriculum-Based Assessment CBM Curriculum-Based Measurement CCR California Code of Regulations CCS California Children’s Services

CCSS Common Core State Standards CDE California Department of Education CDS County/District/School (Code) CEC Council for Exceptional Children

CELDT California English Language Development Test CFR Code of Federal Regulations

CHSPE California High School Proficiency Exam CICO Check In Check Out CMA California Modified Assessment CMH County Department of Mental Health CMT Certified Music Therapist COE County Office of Education

COTA Certified Occupational Therapy Assistant CP Cerebral Palsy

CSBA California School Boards Association CSDR California School for the Deaf, Riverside CSHA California Speech Language & Hearing Association CST California Standards Test CTA California Teachers Association CTC California Commission on Teacher Credentialing DB Deaf-Blind

DHH Deaf and Hard of Hearing DLL Dual Language Learner DPR Daily Progress Report

DSM-V Diagnostic & Statistical Manual of Mental Disorders

DR Department of Rehabilitation DTT Discrete Trial Teaching EAP Early Assessment Program EC California Education Code ECE Early Childhood Education ED Emotional Disturbance EIS Early Intervention Services ELA English-Language Arts ELD English Language Development ELL English Language Learner

ESEA Elementary & Secondary Education Act ESD Extended School Day ESL English as a Second Language ESY Extended School Year

FAPE Free Appropriate Public Education FBA Functional Behavioral Assessment

FERB Functional Equivalent Replacement Behavior FERPA Family Educational Rights & Privacy Act

FFH Foster Family Home FI Family Infant

FPCO Family Policy Compliance Office GED General Education Development HI Hearing Impairment

HOUSSE High Objective Uniform State Standard of Evaluation HQT Highly Qualified Teacher (as defined by ESEA) IA Instructional Assistant

IAES Interim Alternative Educational Setting ID Intellectual Disability IEE Independent Educational Evaluation

IDEA Individuals with Disabilities Education Act IEP Individualized Education Program IFSP Individualized Family Service Plan IHO Impartial Hearing Officer IQ Intelligence Quotient IRC Inland Regional Center ISIS Individual Student Information System ISP Individualized Service Plan ISS In School Suspension ITP Individualized Transition Plan

IWEN Individual with Exceptional Needs LCI Licensed Children’s Institution LD Learning Disability LEA Local Education Agency LEP Limited English Proficiency LIFE Linking Individuals, Families & Educators LRE Least Restrictive Environment LSH Language-Speech & Hearing MD Manifestation Determination

MDT Multidisciplinary Team MH Multi-Handicapped MIS Management Information System MTU Medical Therapy Unit NEP Non-English Proficient

NCLB No Child Left Behind NPA Nonpublic Agency NPS Nonpublic School O&M Orientation & Mobility OAH Office of Administrative Hearings OCD Obsessive Compulsive Disorder OCR U.S. Office of Civil Rights ODD Oppositional Defiant Disorder OHI Other Health Impairment OI Orthopedic Impairment


Glossary of Educational Terms and Acronyms

OSEP Office of Special Education Programs OSERS Office of Special Education & Rehabilitation Services

OT Occupational Therapy PBIS Positive Behavioral Interventions & Supports PDD Pervasive Developmental Disorder PECS Picture Exchange Communication System PFT Physical Fitness Testing PI Program Improvement

PLOP Present Levels of Performance PS Program Specialist PT Physical Therapy

PWN Prior Written Notice RSP Resource Specialist Program RTC Residential Treatment Center RTI Response to Intervention SAI Specialized Academic Instruction

SAIG Social Academic Instruction Group SARB School Attendance Review Board SAS Self-Assessment Survey

SBAC Smarter Balanced Assessment Consortium SBE State Board of Education SCIA Special Circumstance Instructional Assistance SDC Special Day Class SDQ Strengths & Difficulties Questionnaire SEA State Educational Agency SED Serious Emotional Disturbance

SELPA Special Education Local Plan Area SH Severely Handicapped SI Sensory Integration

SLD Specific Learning Disability SLP Speech-Language Pathologist

SLPA Speech-Language Pathologist Assistant SMART Specific Measurable Attainable Relevant Timely SPED Special Education SRSS Student Risk Screening Scale SSIS Social Skills Improvement System SSPI State Superintendent of Public Instruction SSRS Social Skills Rating Scale SST Student Study Team

STAR Standardized Testing & Reporting STS Standards-Based Tests in Spanish

SWIS School-Wide Information System TBI Traumatic Brain Injury TIPS Team-Initiated Problem Solving TPP Transition Partnership Program UCP Uniform Complaint Procedures VI Visual Impairment

WASC Western Association of Schools & Colleges WIOA Workforce Innovation & Opportunity Act WAI WorkAbility I


SELPA Index of Forms

D/M 51 Identification, Referral, Assessment Log for the IEP Process D/M 52 Transfer into District D/M 53 Student Transfer Log D/M 54 Log of Referrals Received – Assignment and Disposition D/M 56 Family Information D/M 57 Referral for Special Education D/M 58 Educational History and Social Achievement D/M 59 Checklist for Student Observation D/M 61 Health, Social, and Cultural History (To be completed by parent/guardian) D/M 62 Current Health Report D/M 63 Authorization for Use and/or Disclosure of Information D/M 64 Excusal of IEP Team Member D/M 65 Informed Parental Consent for Assessment D/M 66 Assessment Plan D/M 67 Individualized Education Program Meeting Notice

D/M 67ES Individualized Family Service Plan (IFSP) Early Start Conference Notice D/M 68A Individualized Education Program: Student Demographics D/M 68B Individualized Education Program: Summary of Student’s Strengths / Concerns D/M 68C Individualized Education Program: Program Options and Rationale D/M 68D Individualized Education Program: Supplementary Aids and Supports D/M 68E Individualized Education Program: Transition Services and Post-secondary Goals D/M 68F Individualized Education Program: Performance Levels / Statement of Need D/M 68G Individualized Education Program: Signature Page D/M 68H Individualized Education Program: Progress of Goals D/M 68I Individualized Education Program: Progress of Goals for Transition D/M 68J Manifestation Determination D/M 68L Testing Matrix for California Assessment of Student Performance and Progress (CAASPP)

Testing Matrix for California High School Exit Examination, CELDT, and PFT D/M 68EL Testing Matrix for English Learners (ELs) D/M 68M Addendum / Revision to IEP D/M 68N Individualized Education Program: Meeting Notices D/M 68O Individualized Education Program: Progress of Goals (Educationally Related Mental Health Services) D/M 68P Extended School Year (ESY) Worksheet D/M 74 Student Evaluation Report D/M 76 Log of Access and Requests for Access to Student Records D/M 77 Notice of Procedural Safeguards (Parent Rights) D/M 79 Utilized Interventions D/M 83 Assistive Technology Assessment and Independent Educational Evaluation Reimbursement Request Form D/M 85 Administrative Transfer to SBCSS/District Program

D/M 86A Low Incidence Pre-Approval / Reimbursement Request Form D/M 86B Low Incidence Pre-Approval Request for Mobile Computing Device D/M 86C Home Use of Low Incidence Equipment Agreement D/M 88 WorkAbility Student Referral Form D/M 89 WorkAbility Student Application D/M 90 Situational Assessment Report D/M 92 Request for Special Transportation D/M 93 Intake Questionnaire for Medically Fragile Student D/M 94 Physician Information Request D/M 95 Emergency Care Plan D/M 96 Reimbursement Request Bus Attendants for Medically Fragile Students D/M 97 Request for Information from Non-educational Agency D/M 98 Notification of Placement in Licensed Children’s Institution (LCI) or Foster Family Home D/M 99 Application for Surrogate Parent

D/M 100 Surrogate Parent Training Certificate D/M 101 Appointment / Acceptance of Surrogate Parent D/M 102 Community Volunteer Application

D/M 104.1 Student Appointment of Educational Representative D/M 104.P Parent Appointment of Educational Representative D/M 105 Hearing Aid Monitoring Checklist D/M 106 Release from Responsibility (Bus Transportation) D/M 107 Inter-SELPA Permit D/M 108 Initial Request for Audiological Evaluation / Services

D/M 108A Annual Request for Audiological Evaluation / Services D/M 108B Classroom Amplification Equipment Agreement D/M 114 Behavioral Emergency Report (BER)


SELPA Index of Forms

D/M 119 Triennial Assessment Determination Form D/M 120A Occupational Therapy (OT) Referral D/M 120B Physical Therapy (PT) Referral D/M 120C Occupational Therapy (OT) Treatment Notes D/M 122 Special Education Suspension Review D/M 123 Suspension and Expulsion Data Report D/M 124 Educational Services During School Suspension D/M 125 Documentation of Attempts to Obtain Parent Consent for Triennial Assessment D/M 127 Assistive Technology (AT) Assessment Referral D/M 128 Special Education Inter-District Transfer D/M 130 Mileage Reimbursement Information D/M 131 Mileage Reimbursement Request D/M 132 Alternate Assessment Data Collection Form D/M 133 Individualized Education Program: Compliance Checklist D/M 134 Nonpublic School (NPS) Placement Referral

D/M 135A Prior Written Notice (PWN) (Student exiting special education due to graduation with a diploma; or student exceeds age eligibility requirement for special education)

D/M 135B Prior Written Notice (PWN) Proposed Action to Parent D/M 135C Prior Written Notice (PWN) Proposed Action to Student D/M 136 Behavioral Intervention Plan (BIP) Level I D/M 137 Behavioral Intervention Plan (BIP) Level II D/M 139 Summary of Performance (Student exiting special education due to graduation with a

diploma; or student exceeds age eligibility requirement for special education) D/M 140 Web IEP and MIS Request for User Login and Password D/M 145 Request for User of Service Animal D/M 146 Owner Agreement / Responsibility (Care and control of service animal) D/M 148 Special Health Care Services Referral D/M 149 Nonpublic School (NPS) Notification of Student Exit D/M 151 Residential Placement Assessment Referral D/M 153 On-site Training Request Form D/M 154 Specific Learning Disability (SLD) D/M 156 Functional Behavioral Assessment (FBA) Summary

D/M 157A Special Circumstance Instructional Assistance (SCIA) Checklist D/M 157B Referral for Special Circumstance Instructional Assistance (SCIA) D/M 157C Special Circumstance Instructional Assistance (SCIA) Student Needs for Additional Support Rubric D/M 157D Summary of Special Circumstance Instructional Assistance (SCIA) Rubric D/M 157E Special Circumstance Instructional Assistance (SCIA) Review of IEP Goals D/M 157F Special Circumstance Instructional Assistance (SCIA) Review of Behavioral Intervention Plan D/M 157G Special Circumstance Instructional Assistance (SCIA) Parent Interview D/M 157H Special Circumstance Instructional Assistance (SCIA) Teacher Interview D/M 157I Special Circumstance Instructional Assistance (SCIA) Student Interview D/M 157J Observational Evaluation for Special Circumstance Instructional Assistance (SCIA) D/M 157K Special Circumstance Instructional Assistance (SCIA) Evaluation Report D/M 157L Observational Review to Determine Continued Need for Special Circumstance Instructional

Assistance (SCIA) D/M 159A Nonpublic Agency (NPA) Certification Checklist D/M 159B Nonpublic School (NPS) Certification Checklist D/M 160 Positive Behavioral Interventions and Supports (PBIS) Letter of Intent D/M 161 Positive Behavioral Interventions and Supports (PBIS) Exploration and Adoption Checklist D/M 164 Preschool Positive Behavioral Interventions and Supports (PBIS) Letter of Intent D/M 165 Preschool Positive Behavioral Interventions and Supports (PBIS) Exploration and Adoption Checklist D/M 166 Data Comparison Worksheet and Report D/M 167 Quick STATS D/M 170 The Student Environments Tasks and Tools (SETT) Framework


SELPA Index of Spanish Forms

D/M 52s Transferencia de Distrito D/M 53s Lista de Traslado D/M 54s Lista de Recomendaciones Recibidas - Asignación y Ubicación D/M 56s Información Familiar D/M 57s Remisión a Educación Especial D/M 58s Historia Educativa y Logro Social D/M 59s Lista de verificación para observación del estudiante D/M 61s Historial Social, Cultural y de Salud D/M 62s Reporte de Salud Actual D/M 63s Autorización para el Uso y/o Divulgación de Información D/M 64s Excusa de Miembro del Equipo de IEP D/M 66s Plan de Evaluación D/M 67s Notificación de Reunión de Programa de Educación Individualizado

D/M 68As Programa Educación Individualizado D/M 68Bs Programa Educación Individualizado: Resumen de las Fuerzas / Preocupaciones de Estudiante D/M 68Cs Programa Educación Individualizado: Opciones del Programa y Justificación D/M 68Ds Programa Educación Individualizado: Ayudas y Servicios Suplementarios D/M 68Es Programa Educación Individualizado: Servicios de Transición y Metas Despues de la Secundaria D/M 68Fs Programa Educación Individualizado: Los Niveles Presentes de Desempeño / Declaración de la Necesidad D/M 68Gs Programa Educación Individualizado: Pagina de Firmas del Plan Educativo Individualizado D/M 68Hs Programa Educación Individualizado: Informe de Progreso en la Meta IEP D/M 68Is Programa Educación Individualizado: Progreso de las Metas del IEP para Transición D/M 68Js Determinación de la Manifestation D/M 68Ls Matriz de Prueba para CAASPP

Matriz de Pruebas CAHSEE, CELDT y PFT D/M 68EL Matriz de Pruebas para ELs D/M 68Ms Anexo / Revisión al IEP D/M 68Ns Programa Educación Individualizado: Apuntes de la Junta IEP D/M 68Os Programa Educación Individualizado: Informe de Progreso en la Meta IEP

Servicios de Salud Mental Relacionados con la Educación (ERMHS) D/M 68Ps Hoja de Trabajo del Año Lectivo Prolongado (sigla en inglés ESY) D/M 74s Informe de Evaluación de Estudiante D/M 77s Notificación de Garantías Procesales D/M 92s Solicitud de Transporte Especial

D/M 101s Citación / Aceptación de Padre Sustituto D/M 108As Solicitud Annual de Evaluación Audiológica / Servicios Audiológicos D/M 108Bs Solicitud Inicial de Evaluación / Servicios Audiológicos D/M 114s Reporte de comportamiento de emergencia D/M 119s Formulario para la Determinación de la Evaluación Trienal

D/M 120As Remisión a Terapia Ocupacional D/M 120Bs Remisión a Terapia Física D/M 123s Informe de datos de suspensions y expulsiones D/M 127s Remisión de Evaluación de Tecnología Asistencial D/M 137s Plan de Intervención al Comportamiento (BIP) Level II D/M 154s Discapacidad Específica de Aprendizaje (SLD) D/M 156s Resumen de Evaluación de Comportamiento (FBA)

D/M 157As Lista de verificación SCIA D/M 157Bs Remisión para SCIA D/M 157Cs Rúbrica de Necesidades del Estudiante de Apoyo Adicional SCIA D/M 157Ds Resumen de Rúbrica SCIA D/M 157Es Revisión de Metas IEP SCIA D/M 157Fs Revisión del BIP SCIA D/M 157Gs Entrevista al Padre SCIA D/M 157Hs Entrevista al Maestro SCIA D/M 157Is Entrevista al Estudiante SCIA D/M 157Js Evaluación Observacional para SCIA D/M 157Ks Informe de Evaluación SCIA D/M 157Ls Revisión de Observación para Determinar la Necesidad Continuada de SCIA D/M 170s Marco de Tareas y Herramientas de Ambientes Estudiantiles (SETT)



SELPA Policies and Procedures

CHAPTER 1 Identification and Referral Section A: Child Find Section B: Parent Referrals Section C: Student Study Team (SST) Section D: Interim Placement Section E: Early Identification of Learning Disabilities Section F: Overidentification and Disproportionality

CHAPTER 2 Evaluation and Assessment Section A: Areas of Suspected Disability Section B: Assessment Tools Section C: Preschool Section D: English Language Learner Section E: Evaluation of African-American Students Section F: Emotionally Disturbed Section G: Triennial Assessment Appendix A: Lozano Smith Opinion Letter: Propriety of Administering IQ Tests to African- American Students Appendix B: Observation or Screening vs. Assessment Appendix C: SELPA Form D/M 119 - Triennial Assessment Determination Form Appendix D: Flow Chart - Reevaluation Cycle Triennial IEP

CHAPTER 3 Eligibility Criteria Section A: Federal Disability Definitions Section B: State Eligibility Criteria Section C: Specific Learning Disabilities Section D: Dismissal from Special Education

CHAPTER 4 Instructional Planning and the Individualized Education Program (IEP) Section A: The IEP Meeting: Preparation, Process, and Follow-up Section B: Creating Meaningful Goals Section C: Students who are Culturally and Linguistically Diverse (CLD) Section D: Teaching and Assessing California’s English Language Development (ELD) and English Language Arts (ELA) Standards for English Learners Appendix A: Transition Requirements Checklist Appendix B: Special Education Timelines Appendix C: SELPA Form D/M 68A IEP Training Appendix D: IEP Team Membership and Participation Questions and Answers Appendix E: IEP Meeting Agenda and Guidelines Appendix F: IEP Process Flow Chart

CHAPTER 5 Supports and Services Section A: Least Restrictive Environment - A Continuum of Services and Placement Options Section B: Related Services Section C: Service Animals Section D: Assistive Technology Appendix A: Guideline Statement - Least Restrictive Environment (LRE) Appendix B: Determining the Need for Special Circumstance Instructional Assistance (SCIA) Appendix C: Transportation Guidelines Appendix D: Cars+ Guidance for RSP Teachers Appendix E: Memorandum by Fagen Friedman & Fulfrost LLP - Training & Control of Service Animal on School Property Appendix F: Waiver & Release of Liability - Permission to Bring Guide Dogs, Signal Dogs, and Service Dogs on School Property or to School-Sponsored Programs or Activities Appendix G: Extended School Year (ESY) Guidelines Appendix H: SELPA Referral Procedures

CHAPTER 6 Student Promotion and Retention Section A: Students with Special Needs Section B: Frequently Asked Questions

CHAPTER 7 Procedural Safeguards Section A: Procedural Safeguards Section B: Prior Written Notice Section C: Due Process Procedures



Appendix A: Notice of Procedural Safeguards (Parent’s Rights) Appendix B: Prior Written Notice Template and Sample Letters Appendix C: Surrogate Parents in California Appendix D: Frequently Asked Questions (FAQs) - Mediation and Due Process Appendix E: Due Process Flow Chart

CHAPTER 8 Uniform Complaint Procedures Section A: District Procedures Section B: Filing a Local Complaint Section C: Filing a State Complaint Section D: General Definitions Appendix A: District - Compliance Complaint Procedures

CHAPTER 9 Transition Services Section A: Infant to Preschool Program Section B: Preschool to Grade School Section C: Transition into Regular Class Section D: Transition from Elementary School District to High School District Section E: Course of Study Section F: High School to Work Section G: Beginning Age Section H: Career and Vocational Education Program Section I: Transition Service Language Section J: Interagency Agreements Section K: D/M SELPA Managed Programs Appendix A: Quick Reference Array of WAI Services Appendix B: SELPA Forms D/M 135A through 135C (Prior Written Notice) and 139 (Summary of Performance) Appendix C: SELPA Form D/M 68E - Transition Services and Post-Secondary Goals

CHAPTER 10 Positive Behavioral Interventions Section A: Positive Behavioral Interventions and Supports (PBIS) Section B: Behavioral Assessment and Intervention Plan Section C: Responsibility of the Individualized Education Program (IEP) Team Section D: Behavioral Emergency Interventions Appendix A: PBIS Tier II Interventions Flow Chart Appendix B: PBIS Tier III Interventions Flow Chart Appendix C: D/M SELPA Form 156 - Functional Behavioral Assessment (FBA) Summary Appendix D: D/M SELPA Form 137 - Behavioral Intervention Plan (BIP) Level II Appendix E: D/M SELPA Form 114 - Behavioral Emergency Report (BER)

CHAPTER 11 Suspension and Expulsion Section A: Suspension and Expulsion / Due Process (Students with Disabilities) Section B: Procedures for Students Not Yet Eligible for Special Education Services Section C: Suspension Section D: Services During Suspension Section E: Interim Alternative Educational Placement Due to Dangerous Behavior Section F: Manifestation Determination Section G: Due Process Appeals Section H: Readmission Section I: Suspension of Expulsion Section J: Notification of Law Enforcement Authorities Section K: Report to County Superintendent of Schools Appendix A: SELPA Form D/M 122 - Special Education Suspension Review Appendix B: SELPA Form D/M 124 - Educational Services During School Suspension Appendix C: Suspension Flow Chart Appendix D: SELPA Form D/M 68J Manifestation Determination

CHAPTER 12 Interagency Agreements Section A: Department of Rehabilitation (DR) Section B: California Children’s Services (CCS) Section C: State Preschool Section D: Inland Regional Center (IRC) Section E: Inter-SELPA Attendance Permit Appendix A: SELPA Form D/M 107 - Inter-SELPA Permit



CHAPTER 13 Low Incidence Funding

Section A: Legal Requirements Section B: How to Request Funding Appendix A: Assistive Technology Assessment - Low Incidence Referral Appendix B: Teacher Responsibilities of Assigned Low Incidence Equipment

CHAPTER 14 State Special Schools and Services Section A: State Special Schools Section B: Diagnostic Centers

CHAPTER 15 Student Records Section A: Student Records Section B: Maintenance of Special Education Records Appendix A: 1995 U.S. Department of Education Letter to Copenhaver Appendix B: E-mails are not Educational Records if they are “Not Printed and Placed” in a Student’s File

CHAPTER 16 State and District Assessment Programs Section A: Profiles of State Assessment Programs Section B: Guidance for Making Accommodation Decisions Section C: Desired Results Developmental Profile (DRDP) Section D: Guide to the Accommodations Matrix – California English Language Development (CELDT), and Physical Fitness Testing (PFT) Section E: Guide to the Accommodations Matrix – California Assessment of Student Performance and Progress (CAASPP) Section F: An Overview of Alternate Assessment Appendix A: Memo from Dr. Alice Parker – Differential Proficiency Standards and the High School Exit Exam Appendix B: CAHSEE Suspension Frequently Asked Questions (FAQs) Appendix C: SELPA Form D/M 68L - CAASPP Testing Matrix Appendix D: SELPA Form D/M 68L - CELDT and PFT Testing Matrix Appendix E: Timeline and Differences - CELDT vs. English Language Proficiency Assessment for California (ELPAC)

CHAPTER 17 Other Public Education Programs Section A: Alternative Education Section B: Charter Schools Section C: Community Schools (District, County) Section D: Court Schools Section E: Continuation Schools Section F: Independent Alternative Education

CHAPTER 18 Nonpublic Schools and Services Section A: Nonpublic, Nonsectarian School Services Appendix A: Guidelines for Parent Reimbursement for Students in Residential Placement

CHAPTER 19 Private Schools and Services Section A: Parentally Placed Students with Disabilities in Private Schools Section B: Guidelines for Participating LEAs - Children with Disabilities Enrolled by Parents in Private Schools Appendix A: Individualized Education Plan / IFSP Appendix B: Frequently Asked Questions (OSEP, March 2007) Appendix C: Lieberman, Letter to, 50 IDELR 137 (OSEP, 2008) Appendix D: Homeschool in California

CHAPTER 20 Provision of Healthcare Services Section A: Provision of Nursing Services Section B: Administering Medication and Monitoring Health Services Appendix A: California Department of Education (CDE) K.C. Settlement Agreement and Legal Advisory Appendix B: Diastat Administration in Schools – Summary of Relevant Federal Laws and Selected Cases Appendix C: SDCOE Diazepham Guidelines (Administration of Diastat®)



CHAPTER 21 Civil Rights Protection and 504 Accommodations

Section A: Section 504 of the Rehabilitation Act of 1973 Section B: Americans with Disabilities Act (ADA) Appendix A: OCR Response to Vier Inquiry Re: Various Matters Appendix B: Sample Section 504 and the ADA Notice of Procedural Safeguards

CHAPTER 22 Personnel Development Section A: Comprehensive System of Personnel Development (CSPD) Section B: Desert/Mountain SELPA Personnel Standards Section C: Regional Training Guidelines Section D: On-site Training

CHAPTER 23 Provision of Special Education in Charter Schools Section A: LEA Charter Schools and Charter Schools of the District Section B: Charter School Admission Criteria Section C: Local Plan Assurance and Policy Grid Section D: Memorandum of Understanding for Part C Section E: Governance Section F: Agreement for Participation Appendix A: Desert/Mountain SELPA Signature Page - Agreement for Participation

CHAPTER 24 SELPA Fiscal Allocation Plan Section A: Background Section B: Meeting the Challenge Section C: Revenues Included in the State AB 602 Model Section D: Revenues Excluded from the State AB 602 Model Section E: Components of the State AB 602 Exhibits Section F: ADA Defined for AB 602 Purposes Section G: Base Allocation Principles Section H: Regional Programs Section I: Fee for Service Section J: Charter Schools Section K: Small District Protection Section L: X-Pot Insurance Fund Contribution Section M: X-Pot Revenue Transfer Section N: Apportionment Distribution Section O: Account Codes Section P: Regional Facilities Acquisition Transfer Section Q: Regional Facility Acquisition Process

CHAPTER 25 Guidelines for Independent Educational Evaluation (IEE) Section A: Introduction / Consideration of IEEs Section B: Procedures for Parents Requesting an IEE at Public Expense Section C: Criteria for Obtaining an IEE at Public Expense Section D: Criteria for Determination of IEE Fees Section E: Circumstances Resulting in Evaluations Not Funded at LEA Expense Appendix A: Notice to Parents Regarding IEEs Appendix B: Non-Exclusive List of Qualified Examiners Appendix C: Suggested Guidelines for Assessment Appendix D: Test Protocols (OSEP Policy Letter)

A Appendix E: Reimbursement Request (SELPA Form D/M 83)


Desert/Mountain Children’s Center PROGRAMS and SERVICES

AGE 0-6 AGE 7-21

PRO

GR

AM

EIIS Early Identification

& Intervention Services

SART Screening Assessment Referral

& Treatment

SAP Student Assistance Program

SATS School Aged

Treatment Services Includes: Therapeutic

Behavioral Services (TBS); and Family Support Services

CIS Children’s Intensive Service

Residential Assessment/ Monitoring

STA

FF Supervisor:

LCSW and LMFT level BHC Supervisor: LCSW and LMFT level BHC

Supervisor: LCSW and/or LMFT level BHC

Supervisor: LCSW and LMFT level BHC

Supervisor: LCSW and LMFT level BHC

Supervisor: Program Manager (LCSW)

PRO

GR

AM

DES

CR

IPTI

ON

/ LO

CA

TIO

N

Locations: High Desert Big Bear Yucca Valley Clients ages 0-5, who are less intensive and require treatment for less than one year Includes: • Assessment • Intervention and Activities

(less intensive) • Discharge or Transition to

Other Services

Locations: High Desert Big Bear Yucca Valley Clients ages 0-6, who are more intensive and require trans-disciplinary team to determine treatment Includes: • Trans-disciplinary

Assessment • Treatment (more intensive) • Discharge or Transition to

Other Services

Locations: High Desert Yucca Valley Clients who have been identified by school staff or parent/guardian needing some help who are at risk of developing a mental health diagnoses or have been exposed to trauma, are in stress families, at risk for school failure or experiencing the first onset of a mental health illness. The student cannot be open in the SATS program or be on an IEP or have a 504 Plan

Locations: High Desert Big Bear Yucca Valley SATS-TBS Locations: High Desert

Locations: High Desert Big Bear Yucca Valley Short-term (4-8 weeks) intensive home / school / community-based services for children who are at risk of losing education and/or home placement and/or at risk of hospitalization and/or just released from the hospital. Goal is to stabilize the child to maintain successful functioning and placement

Locations: Determined by IEP team Clients who are referred through IEP process and intensive behaviors are impacting educational attainment

SER

VIC

ES

Services: • Family Support Partners • Occupational Therapy • Speech and Language • Rehab / ADL Individual or

Group • Infant Massage • Individual Therapy • Case Management

Services: • Family Support Partners • Occupational Therapy

(general or intensive) • Speech and Language

(general or ILEAP) • Rehab / ADL Individual or

Group • Infant Massage • Individual Therapy • Specialty Groups • CARE • Pediatrician Services • Psychological Testing • Clinic Recommendations • Medication Management

Services: • Universal: school-wide

presentations • Selective (skill education

individual or group) • Early Intervention (individual

intervention with low intensity and short duration)

Services: • Primarily School Based

Services • Individual • Group • TBS (Short-term (3-6

months) intensive behavioral intervention)

• Medication Management • Occasional Cognitive

Testing

Services: • Intensive Individual

Services • Rehab / ADL • Family Therapy • Parent Training • Medication Management

Services: • Assessment • Case manager visits

clients quarterly in their placement

• Attend IEPs • Participates in team

meetings with placement facility

• Monitors behavioral progression

• Coordinates transition sessions with client and family for home passes

As of 4/12/16


Mission Statement

Tier One Tier Two Tier Three2014-15 46.84% 37.61% 23.64%2015-16 67.09% 52.12% 45.00%

46.84%

37.61%

23.64%

67.09%

52.12%

45.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Regional PBIS Data based on Tiered Fidelity Inventory (TFI)

2014-15

2015-16

n=50 n=34 n=12 n=70 n=64 n=35

Cohort I Started Training 2009-10

Currently 7th Year Implementation

Cohort II Started Training 2010-11


Cohort III Started Training 2011-12


Cohort IV Started Training 2012-13


Cohort V Started Training 2013-14

Currently 3rd Year

Implementation

Cohort VI Started Training 2014-15

Currently 2nd Year

Implementation

Cohort VII Started Training 2015-16

Currently 1st Year Implementation

0%

10%

20%

30%

40%

50%

60%

70%

Year 1 Year 2 Year 3 Year 4 Year 5Survey Results by Cohort During Like Years of Training/Implementation

Staff Percepetion of PBIS Implementation Based on Self-Assessment Survey Results

Cohort I Cohort II Cohort III Cohort IV Cohort V Cohort VI Cohort VII

03

7

16

0

5

10

15

20

25

30

0‐34% 35‐49% 50‐69% 70‐100%

Num

ber o

f Site

s

Implementation Scoring Category

EarlyChildhoodPBISImplemenationBasedonthePreschool‐WideEvaluationTool

(PreSET)

SAVE THE DATE

Date: August 24, 2016

Time: 4:00 to 6:00 PM

Place: Silverado High School

14048 Cobalt Road Victorville, CA 92392

An event honoring the California PBIS Coalition state recognition recipients.

RESTORATIVE PRACTICES TWO DAY TRAINING: INTRODUCTION TO RESTORATIVE PRACTICES AND USING CIRCLES EFFECTIVELY Description: Using Restorative Practices as prevention and intervention tools will greatly enhance your schools Interconnected Multi-Tiered Systems of Support (IMTSS). On day one, Introduction to Restorative Practices participants will gain a better understanding of the basic principles of Restorative Practices and will experience practicing the skills needed to start using these practices immediately. Practices include using affective statements, affective questions, small impromptu conferences, group of circle strategies, and a brief discussion about the formal conference. On day two, Using Circles Effectively, participants will enhance their knowledge base about utilizing the use of circles in any setting; classrooms, staff meetings, or parent groups. Participants will work in a circle as they learn about the process of using circles effectively. This training includes a book for guidance and useful circle prompts. These tools will effectively empower participants to utilize circles in their classrooms and meetings.

Presented By: Kami Murphy, PBIS Coordinator

Date: September 1 and 2, 2016

Registration Time: Daily at 8:00 a.m.


Cost: $50.00 ADDITIONAL INFORMATION:

Intended Audience: Administrators, general and special education teachers, school psychologists, counselors, intervention specialists, and others who actively work with students.

Location: Desert Mountain Educational Service Center; 17800 HWY 18, Apple Valley, CA 92307

Registration: To ensure that we provide enough materials for everyone please register online at: http://sbcss.k12oms.org/52-115500 The registration deadline is February 22, 2016. For additional registration information, please contact [email protected]. For additional information regarding training content, please contact [email protected]. There are no refunds for no-shows or cancellations after the registration deadline.

Special Accommodations: Please submit any special accommodation requests at least fifteen working days prior to the training by notating your request when registering at: http://sbcss.k12oms.org/52-115500


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760-552-6700 760-242-5363 www.dmselpa.org

http://sbcss.k12oms.org/52-115500




POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS) BOOTCAMP Description: This refresher course is designed for school sites who have been through the Positive Behavioral Interventions and Supports (PBIS) training, but may need a refresher at the Universal and Tier-Two level. As teams and school site personnel grows and changes, it is often necessary to build the capacity of current staff. This course is a supplement to the three-year training program offered. Participants will become more familiar with the implementation of PBIS, identify the level at which the school/district is currently operating, and action plan next steps for implementation.


Date: September 29, 2016

Registration Time: 8:00 – 8:30 a.m.


Cost: No fee to attend ADDITIONAL INFORMATION:

Intended Audience: Special Education Teachers, General Education Teachers, Paraprofessionals, Site Administrators, District Administrators


Registration: To ensure that we provide enough materials for everyone please register online at: http://sbcss.k12oms.org/52-115885 The registration deadline is September 19, 2016. For additional registration information, please contact [email protected]. For additional information regarding training content, please contact [email protected]. There are no refunds for no-shows or cancellations after the registration deadline.



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760-552-6700 760-242-5363 www.dmselpa.org



STUDENTS FROM ADVERSE BACKGROUNDS: FOSTERING EMPATHY WHILE UNDERSTANDING THE LEGAL SUPPORTS AVAILABLE Description: This training examines the impact of adverse backgrounds on children’s behavior, relationships, learning, and future success in the classroom. The presentation will encourage understanding, nurture empathy, and assist educators in supporting children who are struggling with life circumstances such as foster care, parental incarceration, and poverty. Legal information regarding homeless students and those in foster care will be provided as well as classroom strategies.

Presented By: Kristee Laiva, PBIS Specialist and Paul Durham, Program Manager at Foster Youth Services/YES Program

Date: October 12, 2016



Cost: No Fee ADDITIONAL INFORMATION:

Intended Audience: Special and general education teachers, counselors, school psychologists, and administrators.


Registration: To ensure that we provide enough materials for everyone please register online at: http://sbcss.k12oms.org/52-111435 The registration deadline is October 5, 2016. For additional registration information, please contact [email protected]. For additional information regarding training content, please contact [email protected]. There are no refunds for no-shows or cancellations after the registration deadline.



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760-552-6700 760-242-5363 www.dmselpa.org



EARLY CHILDHOOD POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (EC PBIS) BOOTCAMP Description: This course is designed for early childhood program personnel and staff whose sites have been through the Early Childhood Positive Behavioral Interventions and Supports (EC PBIS) training. The training provides a review of PBIS foundations at the Universal/Tier 1 level for new staff members or current team members. As teams and program personnel grow and change, it is often necessary to build the capacity of current staff. This course is a supplement to the three-year training program offered. Participants will become more familiar with the implementation of PBIS, identify the level at which your early childhood program is currently operating, and action plan next steps for implementation.


Date: September 6, 2016



Cost: No Fee ADDITIONAL INFORMATION:

Intended Audience: Early childhood educators, site administrators, district administrators

Location: Desert Mountain Educational Service Center (DMESC), 17800 Highway 18, Apple Valley, CA 92307

Registration: To ensure that we provide enough materials for everyone please register online at: http://sbcss.k12oms.org/52-115898. The registration deadline is September 1, 2016. For additional registration information, please contact Caryn Valdez at (760) 955-3552. For additional information regarding training content, please contact Kami Murphy at (760) 955-3582. There are no refunds for no-shows or cancellations after the registration deadline.

Special Accommodations: Please submit any special accommodation requests at least fifteen working days prior to the training by notating your request when registering at: http://sbcss.k12oms.org/52-115898.


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760-552-6700 760-242-5363 www.dmselpa.org



2016-2017 PBIS Cohort 6a Training Dates

Day #7 Day#8 Day #9 8:30 am – 3:30 pm Team Training

9/15/16 1/19/17 3/23/17

8:30 am – 2:30 pm Coach & Administrator Forum

9/09/16 11/2/16 2/14/17 5/02/17

8:30 am – 3:30 pm *Optional* Team Workgroup

10/18/16 *Optional*

1/26/17 *Optional*

3/15/17 *Optional*

8:30 am – 3:30 pm *Optional* PBIS Bootcamp

9/29/16 *Optional*

PBIS Bootcamp is a refresher course designed for school sites who have attended PBIS training but may have experienced staff or team changes and need a refresher at the Universal and Tier-Two levels.

District School Hesperia USD Joshua Circle

Maple Elementary

Baker Valley USD Baker Elementary

Baker High Baker Jr. High

Victor Elementary Village Elementary

Revised 3/11/16

2016-2017 PBIS Cohort 6b Training Dates


10/11/16

1/19/17

3/23/17

8:30 am – 2:30 pm Coach & Administrator Forum

9/09/16

11/2/16

2/14/17

5/02/17


10/18/16 *Optional*

1/26/17 *Optional*

3/15/17 *Optional*


9/29/16 *Optional*

PBIS Bootcamp is a refresher course designed for school sites who have attended PBIS training but may have experienced staff or team changes and need a refresher at the Universal and Tier-Two levels.

District School Victor Valley UHSD Adelanto HS

Goodwill Education Center Silverado HS Victor Valley HS

Barstow USD S.T.E.M. Leadership Academy Fort Irwin National Training Center Fort Irwin Child Youth & School Services

Revised 3/11/16

2016-2017 PBIS Cohort 7 Training Dates

Revised 5/10/16


9/07/16 11/29/16 4/19/17

8:30 am – 2:30 pm Coach & Administrator Training

9/09/16 11/02/16 2/14/17 5/02/17


10/18/16 *Optional*

1/26/17 *Optional*

3/15/17 *Optional*


9/29/16 *Optional*

PBIS Bootcamp is a refresher course designed for school sites who have attended PBIS training but may have experienced staff or team changes and need a refresher at the Universal and level.

District School Adelanto School District Gus Franklin

Victor Elementary Liberty Elementary

Independent Charter Aveson Global Leadership Academy

Aveson School of Leaders

Apple Valley USD Phoenix Academy

Sandia Academy Granite Hills High School

2016-2017 PBIS Cohort 8 Training Dates

Revised 4/28/16

Day #1 Day#2 Day #3 Day #4 8:30 am – 3:30 pm Team Training

9/13/16 11/16/16 2/22/17 4/12/17

8:30 am – 2:30 pm Coach & Administrator Training

10/04/16 12/08/16 2/09/17 4/25/17


10/18/16 *Optional*

1/26/17 *Optional*

3/15/17 *Optional*

District School

The Desert/Mountain SELPA presents…

New Speech-Language Pathologist Cooperative

This training series is designed to meet the unique needs of novice Speech-Language Pathologists. Professionals who are new to the field (including interns, SLP waiver holders, and CF/RPE candidates), or new to the Desert/Mountain SELPA, are encouraged to attend. Supervising clinicians are also invited to join. Days one and two are required days of learning that comprise the “core” of what every SLP should know to begin the academic year with success. All SLPs who are new to the SLP Cooperative must attend these two orientation days. Required Dates for SLPs New to Coop:

Upon completion of the first two days, participants will be able to customize this learning pathway by choosing additional courses to meet their individual needs.

Elective Dates for New & Returning SLPs

September 2, 2016 8:30 a.m. – 12:00 p.m. October 28, 2016 8:30 a.m. – 12:00 p.m. December 2, 2016 8:30 a.m. – 12:00 p.m. February 1, 2017 12:30 p.m. – 3:30 p.m. March 3, 2017 8:30 a.m. – 12:00 p.m. April 28, 2017 8:30 a.m. – 12:00 p.m.

Cost: $75.00 for August 17th and 24th $75.00 for September 2nd – April 28th Includes: Materials, handouts, and access to online resources. Lunch will be provided on August 17, 2016. Registration: To ensure that we provide enough materials for everyone, please register online at http://oms.sbcss.k12.ca.us. The registration deadline is August 13, 2016. For additional information regarding training content, please contact [email protected]. For additional registration information, please contact [email protected]. There are no refunds for no-shows or cancellations after the registration deadline. Location: Desert Mountain Educational Service Center 17800 Highway 18 Apple Valley, CA 92307

This training series will meet the following LCAP requirements: • Implementation of State Standards • Pupil Achievement • Pupil Engagement Note: To receive the “Certificate of Completion,” participants must choose a minimum of four courses in addition to the first two days (completed in 2015 or 2016). Special Accommodations: Please submit any special accommodation requests at least fifteen working days prior to the training by notating your request when registering at http://oms.sbcss.k12.ca.us.

August 17, 2016 8:30 a.m. - 3:30 p.m. Topic: Welcome to the Cooperative August 24, 2016 8:30 a.m. – 3:30 p.m. Topic: IEP Forms & Facts

http://oms.sbcss.k12.ca.us/


Desert/Mountain SELPA presents…

2

August 23, 2016 November 8, 2016 February 7, 2017

All meetings will be held from 8:30 a.m. to 3:30 p.m.

The Preschool Professional Collaboration Group (PPCG) targets issues related to the provision of special education services for preschool age children. Administrators, school psychologists, speech-language pathologists, preschool special education teachers, and others who work with this population are invited to attend. This interdisciplinary group provides the opportunity to develop a collaborative professional network, in order to share ideas and information regarding current best practices. Guest speakers and training topics will be determined by the needs and interests of the group. Past topics included preschool assessment, eligibility criteria, community resources, and Kindergarten transitions.

All meetings will be held at the Desert Mountain Educational Service Center. To register for any of the trainings listed above, please go to http://oms.sbcss.k12.ca.us. For assistance please contact Dominick Diaz at (760) 955-3573 or via e-mail at [email protected].

Desert/Mountain Special Education Local Plan Area

17800 Highway 18 ● Apple Valley, CA 92307 (760) 552-6700 ● (760) 242=5363 Fax Jenae Holtz, Chief Executive Officer

http://dmselpa.org

Preschool Professionals Collaboration Group

Save these Dates in 2016-2017



Desert/Mountain SELPA2015-16 County/SELPA Regional Services

Annual Rate Rate Monthly Rate2,131 1,066 17821,995 10,998 1,83321,995 10,998 1,83321,995 10,998 1,83314,825 7,413 1,2351,592 796 1334,131 2,066 3445,193 2,597 43349,929 24,965 4,161

SELPA District/MemberRelated

ServicesDup - Related

Services SCIA - CountySCIA - Non-

CountyCounty

Interpreter Non-SH SDC SUCCESS SH - SDC RSPPreschool

SDC

Preschool Related

Services

County Itinerant

Estimated

Total County Estimated

Services

Total SELPA Estimated

Services Total Purchased

ServicesAAE - Academy for Academic Excellence - - - - - - - - - - - - - 13.58 13.58

- - - - - - - - - - - - - 70,538 70,538 AAE - Norton Space - - - - - - - - - - - - - 11.00 11.00

- - - - - - - - - - - - - 57,123 57,123 Adelanto SD - 63.50 5.75 0.25 0.17 4.25 17.42 53.33 1.67 36.50 114.00 21.00 317.83 15.17 333.00

- 262,319 287,092 12,482 8,322 93,479 383,080 1,173,067 3,552 541,113 181,488 109,053 3,055,044 78,761 3,133,805 Apple Valley USD - 127.67 10.00 - 1.83 9.83 20.25 90.42 1.25 19.67 52.42 14.00 347.33 152.33 499.67

- 527,391 499,290 - 91,537 216,284 445,399 1,988,715 2,664 291,558 83,447 72,702 4,218,986 791,067 5,010,053 Baker Valley USD - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - Barstow USD - 21.75 1.00 - - 0.58 - 18.25 - 17.67 51.83 6.00 117.08 115.33 232.42

- 89,849 49,929 - - 12,830 - 401,409 - 261,908 82,519 31,158 929,602 598,926 1,528,528 Bear Valley USD - 17.58 1.83 - - 0.58 - 12.83 - 2.67 3.67 3.00 42.17 34.92 77.08

- 72,637 91,537 - - 12,830 - 282,269 - 39,533 5,837 15,579 520,223 181,322 701,545 Excelsior Education Center - - - - - - - - - - - - - 8.00 8.00

- - - - - - - - - - - - - 41,544 41,544 Helendale SD 3.33 3.25 - - - - 2.67 4.25 - 1.00 5.33 - 19.83 9.92 29.75

13,770 13,426 - - - - 58,653 93,479 - 14,825 8,491 - 202,644 51,497 254,141 Hesperia USD - 48.67 9.92 - 3.83 5.42 0.08 79.00 0.08 20.75 24.75 39.00 231.50 261.25 492.75

- 201,042 495,129 - 191,395 119,140 1,833 1,737,605 178 307,619 39,402 202,527 3,295,869 1,356,671 4,652,540 Lucerne Valley USD - 23.58 3.25 - - - - 17.42 0.25 0.25 2.50 - 47.25 11.00 58.25

- 97,423 162,269 - - - - 383,080 533 3,706 3,980 - 650,991 57,123 708,114 Needles USD 28.17 21.42 2.00 - - 2.75 19.08 10.17 - 1.58 20.75 3.00 108.92 - 108.92

116,357 88,472 99,858 - - 60,486 419,738 223,616 - 23,473 33,034 15,579 1,080,613 - 1,080,613 Oro Grande SD - 1.00 - - - 2.00 0.08 1.00 - - - - 4.08 5.42 9.50

- 4,131 - - - 43,990 1,833 21,995 - - - - 71,949 28,129 100,078 Silver Valley USD - - - - - - - - 0.08 0.75 - 3.00 3.83 45.75 49.58

- - - - - - - - 178 11,119 - 15,579 26,875 237,580 264,455 Snowline JUSD 0.42 131.33 12.25 0.75 0.50 15.83 5.00 80.50 1.67 16.00 18.00 4.00 286.25 1.33 287.58

1,721 542,538 611,630 37,447 24,965 348,254 109,975 1,770,598 3,552 237,200 28,656 20,772 3,737,307 6,924 3,744,231 Trona JUSD 7.58 5.08 1.00 - - 1.00 - 6.17 - - - 1.00 21.83 - 21.83

31,327 20,999 49,929 - - 21,995 - 135,636 - - - 5,193 265,079 - 265,079 Victor Elementary SD - 234.25 13.83 - - 10.67 0.75 145.25 0.08 84.75 73.08 10.00 572.67 119.33 692.00

- 967,687 690,685 - - 234,613 16,496 3,194,774 178 1,256,419 116,349 51,930 6,529,130 619,698 7,148,828 Victor Valley Union High SD 0.33 62.58 17.83 1.00 1.92 1.92 2.25 70.42 7.17 - - 58.00 223.42 48.75 272.17

1,377 258,532 890,401 49,929 95,697 42,157 49,489 1,548,815 15,272 - - 301,194 3,252,862 253,159 3,506,021 Estimated Services 39.83 761.67 78.67 2.00 8.25 54.83 67.58 589.00 12.25 201.58 366.33 162.00 2,344.00 853.08 3,197.08 Estimated Cost 164,552 3,146,445 3,927,748 99,858 411,914 1,206,059 1,486,495 12,955,055 26,105 2,988,473 583,203 841,266 27,837,173 4,430,062 32,267,234

Annual Projected Purchased Services

2015/16 Fee-for-Service RatesServiceCODE 330 SAI < 50%CODE 330 & 331 SAI > 50%CODE 330 & 331 SAI > 50% (SUCCESS)CODE 330 SAI > 50% Mild/ModerateSpecial Education PreschoolPreschool Related ServicesRelated Services (Excluding Itinerant)County Itinerant/SELPA Related ServicesSpecial Circumstance Intructional Assistance (SCIA)


July Based on August Actuals

District Related Services

Dup - Related Services

SCIA - County

SCIA - Non-County

County Interpreter Non-SH SDC SUCCESS SH - SDC RSP

Preschool SDC

Preschool Related

Services

County Itinerant

Estimated Total County

Service Counts

Related Services (SELPA)

AAE - Academy for Academic Excellence - - - - - - - - - - - - - 15 AAE - Norton Space - - - - - - - - - - - - - 11 Adelanto SD - 73 5 1 1 6 8 55 1 22 52 21 245 22 Apple Valley USD - 119 9 - 1 13 18 85 - 12 30 14 301 148 Baker Valley USD - - - - - - - - - - - - - - Barstow USD - 19 1 - - - - 16 - 10 34 6 86 109 Bear Valley USD - 13 1 - - 2 - 10 - 3 4 3 36 32 Excelsior Education Center - - - - - - - - - - - - - 9 Helendale SD 13 6 - - - - 2 5 - - 6 - 32 9 Hesperia USD - 47 8 - 1 5 - 79 - 16 21 39 216 258 Lucerne Valley USD - 28 4 - - - - 20 - 1 4 - 57 9 Needles USD 32 15 2 - - 4 19 9 - 1 16 3 101 - Oro Grande SD - 1 - - - 2 - 1 - - - - 4 6 Silver Valley USD - - - - - - - - - - - 3 3 40 Snowline JUSD 1 133 13 3 3 20 4 76 3 12 11 4 283 2 Trona JUSD 10 7 1 - - 1 - 7 - - - 1 27 - Victor Elementary SD - 190 14 - - 22 - 119 - 71 48 10 474 104 Victor Valley Union High SD 1 64 17 4 4 5 - 65 4 - - 58 222 52 Total 57 715 75 8 10 80 51 547 8 148 226 162 2,087 826

August Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 15 AAE - Norton Space - - 11 Adelanto SD 73 5 1 1 6 8 55 1 22 52 21 245 22 Apple Valley USD 119 9 1 13 18 85 12 30 14 301 148 Baker Valley USD - Barstow USD 19 1 16 10 34 6 86 109 Bear Valley USD 13 1 2 10 3 4 3 36 32 Excelsior Education Center - 9 Helendale SD 13 6 2 5 6 32 9 Hesperia USD 47 8 1 5 79 16 21 39 216 258 Lucerne Valley USD 28 4 20 1 4 57 9 Needles USD 32 15 2 4 19 9 1 16 3 101 Oro Grande SD 1 2 1 - 4 6 Silver Valley USD 3 3 40 Snowline JUSD 1 133 13 3 3 20 4 76 3 12 11 4 283 2 Trona JUSD 10 7 1 1 7 1 27 Victor Elementary SD 190 14 22 119 71 48 10 474 104 Victor Valley Union High SD 1 64 17 4 4 5 65 4 58 222 52 Total 57 715 75 8 10 80 51 547 8 148 226 162 2,087 826


September Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 15 AAE - Norton Space - - 10 Adelanto SD 63 5 1 2 21 47 2 27 78 21 267 23 Apple Valley USD 122 10 2 14 15 86 16 42 14 321 158 Baker Valley USD - Barstow USD 20 1 18 12 43 6 100 113 Bear Valley USD 14 2 1 12 3 4 3 39 33 Excelsior Education Center - 8 Helendale SD 5 4 3 5 1 5 23 12 Hesperia USD 46 10 5 7 80 1 16 19 39 223 254 Lucerne Valley USD 25 4 20 1 4 54 10 Needles USD 32 24 2 4 19 9 1 17 3 111 Oro Grande SD 1 2 1 - 4 6 Silver Valley USD 3 3 48 Snowline JUSD 1 125 12 3 18 4 75 2 15 17 4 276 2 Trona JUSD 7 5 1 1 6 1 21 Victor Elementary SD 210 11 19 122 79 68 10 519 117 Victor Valley Union High SD 1 64 20 4 1 8 73 6 58 236 47 Total 46 723 78 8 8 76 62 554 11 171 297 162 2,197 856

October Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 14 AAE - Norton Space - - 10 Adelanto SD 60 5 3 17 51 2 30 101 21 290 23 Apple Valley USD 129 9 2 2 17 98 1 20 53 14 345 162 Baker Valley USD - Barstow USD 23 1 19 18 52 6 119 115 Bear Valley USD 13 2 13 3 6 3 40 34 Excelsior Education Center - 8 Helendale SD 3 4 3 4 1 1 16 13 Hesperia USD 45 10 5 5 1 82 17 20 39 224 253 Lucerne Valley USD 28 3 20 2 53 10 Needles USD 28 23 2 3 19 10 1 15 3 104 Oro Grande SD 1 2 1 - 4 6 Silver Valley USD 1 3 4 47 Snowline JUSD 125 14 10 4 87 2 16 18 4 280 1 Trona JUSD 7 5 1 1 6 1 21 Victor Elementary SD 228 12 6 1 146 1 82 73 10 559 117 Victor Valley Union High SD 1 70 21 1 1 82 5 58 240 44 Total 39 754 80 - 8 32 63 619 11 189 341 162 2,299 857


November Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 14 AAE - Norton Space - - 11 Adelanto SD 64 5 3 17 53 2 33 125 21 323 24 Apple Valley USD 130 9 2 3 15 100 2 20 52 14 347 166 Baker Valley USD - Barstow USD 23 1 19 18 52 6 119 119 Bear Valley USD 13 2 13 3 4 3 38 32 Excelsior Education Center - 8 Helendale SD 2 3 3 4 1 3 16 12 Hesperia USD 49 10 5 5 83 19 22 39 232 254 Lucerne Valley USD 23 3 18 2 46 12 Needles USD 31 23 2 3 19 10 1 16 3 108 Oro Grande SD 1 2 1 - 4 5 Silver Valley USD 1 3 4 43 Snowline JUSD 134 14 11 5 87 2 16 18 4 291 1 Trona JUSD 8 5 1 1 6 1 22 Victor Elementary SD 240 12 6 1 152 82 64 10 567 127 Victor Valley Union High SD 72 21 1 1 80 5 58 239 47 Total 41 780 80 - 8 34 61 626 11 194 358 162 2,356 875

December Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 13 AAE - Norton Space - - 11 Adelanto SD 63 5 3 18 53 2 35 130 21 330 8 Apple Valley USD 121 10 2 5 14 95 3 20 56 14 340 164 Baker Valley USD - Barstow USD 24 1 1 19 19 55 6 125 123 Bear Valley USD 16 2 13 2 2 3 38 34 Excelsior Education Center - 8 Helendale SD 2 3 2 4 1 5 17 11 Hesperia USD 50 9 5 5 77 19 20 39 224 238 Lucerne Valley USD 23 3 17 2 45 12 Needles USD 28 26 2 3 20 11 2 23 3 118 Oro Grande SD 1 2 1 - 4 4 Silver Valley USD 1 3 4 44 Snowline JUSD 133 12 14 5 84 2 15 18 4 287 Trona JUSD 8 5 1 1 6 1 22 Victor Elementary SD 237 13 6 1 149 86 75 10 577 127 Victor Valley Union High SD 63 18 1 2 2 69 8 58 222 49 Total 38 765 76 - 8 42 62 598 15 200 386 162 2,353 846


January Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 13 AAE - Norton Space - - 11 Adelanto SD 67 5 4 19 56 2 38 132 21 344 10 Apple Valley USD 125 10 2 6 18 92 2 21 55 14 345 158 Baker Valley USD - Barstow USD 22 1 1 19 20 53 6 122 117 Bear Valley USD 16 2 13 2 2 3 38 35 Excelsior Education Center - 8 Helendale SD 2 3 2 4 1 7 19 11 Hesperia USD 46 10 5 6 79 21 20 39 226 245 Lucerne Valley USD 23 3 16 2 44 13 Needles USD 28 23 2 1 17 11 2 23 3 110 Oro Grande SD 1 2 1 - 4 4 Silver Valley USD 1 3 4 30 Snowline JUSD 134 11 15 5 85 2 15 18 4 289 1 Trona JUSD 8 5 1 1 6 1 22 Victor Elementary SD 244 15 7 1 153 88 79 10 597 131 Victor Valley Union High SD 60 18 1 2 69 9 58 218 51 Total 38 769 78 - 8 43 64 604 15 209 391 162 2,382 838

February Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 12 AAE - Norton Space - - 8 Adelanto SD 61 5 4 20 55 2 43 130 21 341 18 Apple Valley USD 130 10 2 9 20 91 2 21 55 14 354 136 Baker Valley USD - - Barstow USD 23 1 1 19 21 53 6 124 110 Bear Valley USD 21 2 14 2 2 3 44 32 Excelsior Education Center - 10 Helendale SD 2 3 4 1 5 15 8 Hesperia USD 54 10 5 6 78 22 28 39 242 239 Lucerne Valley USD 20 3 15 2 40 10 Needles USD 26 21 2 2 18 10 2 23 3 107 - Oro Grande SD 1 2 1 - 4 8 Silver Valley USD 1 3 4 63 Snowline JUSD 136 11 16 5 81 2 15 19 4 289 2 Trona JUSD 8 5 1 1 6 1 22 - Victor Elementary SD 245 15 8 1 151 89 80 10 599 99 Victor Valley Union High SD 62 18 2 2 70 9 58 221 48 Total 34 781 78 - 9 49 69 595 15 217 397 162 2,406 803


March Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 12 AAE - Norton Space - - 8 Adelanto SD 64 8 5 20 56 2 46 143 21 365 18 Apple Valley USD 131 11 2 11 24 90 2 24 66 14 375 136 Baker Valley USD - - Barstow USD 21 1 1 19 21 61 6 130 110 Bear Valley USD 23 2 14 2 3 3 47 32 Excelsior Education Center - 10 Helendale SD 2 3 4 1 7 17 8 Hesperia USD 46 11 4 6 79 25 29 39 239 239 Lucerne Valley USD 19 3 15 2 39 10 Needles USD 26 21 2 3 19 10 2 25 3 111 - Oro Grande SD 1 2 1 1 - 5 8 Silver Valley USD 1 3 4 63 Snowline JUSD 1 136 11 19 6 78 2 18 21 4 296 2 Trona JUSD 7 3 1 1 6 1 19 - Victor Elementary SD 249 15 8 1 154 92 83 10 612 99 Victor Valley Union High SD 61 16 2 2 70 7 58 216 48 Total 34 777 81 - 8 56 76 596 13 232 440 162 2,475 803

April Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 14 AAE - Norton Space - - 13 Adelanto SD 60 7 5 19 53 2 44 143 21 354 14 Apple Valley USD 136 11 2 14 28 89 1 22 66 14 383 152 Baker Valley USD - Barstow USD 23 1 1 19 21 61 6 132 117 Bear Valley USD 23 2 14 3 3 3 48 39 Excelsior Education Center - 6 Helendale SD 2 3 4 1 7 17 8 Hesperia USD 52 11 4 5 78 26 29 39 244 281 Lucerne Valley USD 22 3 16 1 2 44 11 Needles USD 23 22 2 2 20 11 2 25 3 110 Oro Grande SD 1 2 1 - 4 4 Silver Valley USD 1 1 3 5 39 Snowline JUSD 1 133 12 17 6 79 18 21 4 291 1 Trona JUSD 6 6 1 1 6 1 21 Victor Elementary SD 256 15 8 1 158 93 83 10 624 135 Victor Valley Union High SD 59 16 2 1 5 70 11 58 222 47 Total 30 795 81 - 8 56 82 598 16 231 440 162 2,499 881


May Actual



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - 13 AAE - Norton Space - - 14 Adelanto SD 57 7 5 21 53 1 49 141 21 355 Apple Valley USD 135 11 2 14 28 87 1 24 62 14 378 150 Baker Valley USD - Barstow USD 22 1 1 18 21 62 6 131 121 Bear Valley USD 23 2 1 14 3 5 3 51 42 Excelsior Education Center - 6 Helendale SD 2 3 4 2 6 17 9 Hesperia USD 51 11 3 5 77 26 34 39 246 308 Lucerne Valley USD 22 3 16 1 2 44 13 Needles USD 26 22 2 2 20 11 2 25 3 113 Oro Grande SD 1 2 1 - 4 4 Silver Valley USD 1 3 4 46 Snowline JUSD 127 12 15 6 79 20 22 4 285 1 Trona JUSD 6 4 1 1 6 1 19 Victor Elementary SD 261 15 8 1 160 92 88 10 635 136 Victor Valley Union High SD 56 16 2 1 6 66 9 58 214 50 Total 32 783 81 - 7 55 85 592 12 240 447 162 2,496 913

June Based on May Actuals



SCIA - County

SCIA - Non-County


Preschool SDC

Preschool Related

Services

County Itinerant


Service Counts


AAE - Academy for Academic Excellence - - - - - - - - - - - - - 13 AAE - Norton Space - - - - - - - - - - - - - 14 Adelanto SD - 57 7 - - 5 21 53 1 49 141 21 355 - Apple Valley USD - 135 11 - 2 14 28 87 1 24 62 14 378 150 Baker Valley USD - - - - - - - - - - - - - Barstow USD - 22 1 - - 1 - 18 - 21 62 6 131 121 Bear Valley USD - 23 2 - - 1 - 14 - 3 5 3 51 42 Excelsior Education Center - - - - - - - - - - - - 6 Helendale SD - 2 - - - - 3 4 - 2 6 17 9 Hesperia USD - 51 11 - 3 5 - 77 - 26 34 39 246 308 Lucerne Valley USD - 22 3 - - - - 16 1 - 2 44 13 Needles USD 26 22 2 - - 2 20 11 - 2 25 3 113 - Oro Grande SD - 1 - - - 2 - 1 - - - - 4 4 Silver Valley USD - - - - - - - - - 1 - 3 4 46 Snowline JUSD - 127 12 - - 15 6 79 - 20 22 4 285 1 Trona JUSD 6 4 1 - - 1 - 6 - - - 1 19 - Victor Elementary SD - 261 15 - - 8 1 160 - 92 88 10 635 136 Victor Valley Union High SD - 56 16 - 2 1 6 66 9 - - 58 214 50 Total 32 783 81 - 7 55 85 592 12 240 447 162 2,496 913

DESERT/MOUNTAIN SELPA2015/2016 NPS Student Placement Report

DISTRICT JANUARY FEBRUARY MARCH APRIL MAY JUNE

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

ADELANTO 9 1 10 9 1 10 10 1 11 9 1 10 11 2 13 11 1 2 14APPLE VALLEY 16 2 7 25 16 2 4 22 17 2 7 26 18 2 6 26 19 2 5 26 21 2 5 28BAKERBARSTOW 4 4 4 4 5 5 5 5 6 6 5 5BEAR VALLEY 2 2 2 2 2 2 2 2 2 2 2 2HELENDALE 1 1 1 1 1 1 1 1 1 1 1 1HESPERIA 11 3 1 15 10 3 1 14 10 4 14 12 4 16 15 4 19 14 3 17HIGH TECH HIGH 1 1 1 1LUCERNE VALLEY 3 1 4 4 1 5 2 1 3 2 1 3 2 1 3 2 1 3NEEDLES 1 1 1 1 1 1 1 1 1 1 1 1ORO GRANDE 1 1 1 1 1 1 1 1 1 1 1 1SILVER VALLEY 1 1 2 1 1 2 1 1 2 1 1 2 1 1 2 1 1SNOWLINE 9 7 16 9 6 15 10 6 1 17 9 6 1 16 7 6 13 6 7 13TRONAVICTOR ELEM. 9 1 1 11 7 1 1 9 9 1 2 12 9 1 2 12 8 1 2 11 6 2 2 10VVUHSD 27 4 6 37 26 4 6 36 26 4 6 36 23 4 6 33 24 1 7 32 24 3 6 33

TOTALS 89 25 15 129 86 23 13 122 90 25 17 132 88 21 20 129 93 21 16 130 89 25 15 129

2014/15 SELPA-WIDE TOTALS 101 13 17 131 103 15 18 136 107 19 19 145 110 21 17 148 100 22 18 140 101 22 18 141










DESERT/MOUNTAIN SELPA2015/2016 NPS Student Placement Report

DISTRICT JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

NPS

NPS

/272

6

LCI/N

PS

TOTA

L

ADELANTO 8 2 10 9 2 11 8 2 10 8 2 10 7 1 8 8 1 9APPLE VALLEY 11 2 9 22 14 2 9 25 14 1 10 25 12 2 9 23 14 2 9 25 18 2 9 29BAKERBARSTOW 3 1 4 4 1 5 4 4 3 3 2 2 1 1BEAR VALLEY 2 2 2 2 2 2 2 2 2 2 2 2HELENDALE 1 1 1 1HESPERIA 14 2 16 12 2 14 12 2 14 12 2 14 11 2 13 10 3 13HIGH TECH HIGHLUCERNE VALLEY 1 1 2 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3NEEDLES 2 2 2 2 2 2 2 2 2 2 2 2ORO GRANDE 1 1 1 1 1 1 1 1 1 1 1 1SILVER VALLEY 3 1 4 4 1 5 3 1 4 3 1 4 2 1 3 1 1 2SNOWLINE 7 6 13 8 5 13 8 5 13 7 6 13 7 6 13 9 6 15TRONAVICTOR ELEM. 10 1 11 8 1 9 7 1 8 8 1 9 7 1 1 9 7 1 1 9VVUHSD 36 3 4 43 37 3 4 44 35 3 5 43 33 4 5 42 35 5 5 45 35 5 5 45

TOTALS 93 21 16 130 98 20 16 134 93 18 18 129 88 21 17 126 87 24 16 127 91 25 16 132












California Association of Health & Education Linked Professions JPA

MEMORANDUM DATE June 9, 2016 TO: Directors of Special Education FROM: Jenae Holtz, Chief Executive Officer SUBJECT: 2015/2016 Low Incidence Fund The following is a summary of approved low incidence reimbursement requests by district for fiscal year 2015/16. The low incidence fund has an estimated balance of $37,822.03 which includes prior years’ ending fund balance. Please contact Kristine Elliott at (760) 946-8200 ext-279 if you have questions about equipment purchases for your district.

DISTRICT

APPROVED LIE REQUESTS

PAID

BALANCE

ACADEMY FOR ACADEMIC EXCELLENCE - - - ADELANTO 27,926.72 27,258.14 668.58 APPLE VALLEY USD 16,392.02 16,392.02 0 BAKER VALLEY USD - - - BARSTOW USD 101.00 101.00 - BEAR VALLEY USD 578.73 578.73 - EXCELSIOR EDUCATION CENTER - - - HEALTH SCIENCES HIGH & MIDDLE - - - HELENDALE SD - - - HESPERIA USD 72,967.10 60,711.61 12,255.49 HIGH TECH VILLAGE 3,521.02 3,521.02 LUCERNE VALLEY USD 9,181.73 9,181.73 - NEEDLES USD 2,864.52 2,864.52 - SILVER VALLEY USD 13,239.03 13,239.03 - SNOWLINE JUST 9,408.86 9,408.86 STUDENT SERVICES 35,110.44 34,319.15 791.29 TRONA JUSD - - - VICTOR ELEMENTARY SD 285.89 236.89 49.00 VVUHSD 18,401.79 1,507.74 16,894.05 D/M SELPA - - - PACIFIC HEARING SERVICES 122,656.50 122,656.50 0 TOTAL $332,635.35 $301,976.94 $30,658.41

Desert/Mountain Special Education Local Plan Area 17800 Highway 18 Apple Valley, CA 92307-1219

P F

W

760-552-6700 760-242-5363 www.dmselpa.org





MEMORANDUM DATE June 8, 2016 TO: Directors of Special Education FROM: Jenae Holtz, Chief Executive Officer SUBJECT: 2015/2016 Low Incidence Fund The following is a summary of approved low incidence reimbursement requests by district for fiscal year 2015/16. The low incidence fund has an estimated balance of ($2,599.42). Please contact Kristine Elliott at (760) 946-8200 ext-279 if you have any questions about equipment purchases for your district.

DM CHARTER SELPA

APPROVED LIE REQUESTS

PAID

BALANCE

Aveson School of Leaders - - - Aveson Global Leadership Academy - - - Desert Trails Preparatory Academy - - - Encore High School, Riverside - - - Encore Junior/Senior High School 3,055.16 - 3,055.16 LaVerne Elementary Preparatory Academy - - - Odyssey Charter School - - - Taylion High Desert Academy 2,141.26 2,141.26 - Total $5,196.42 $2,141.26 $3,055.16

Desert/Mountain Charter SELPA 17800 Highway 18 Apple Valley, CA 92307-1219

P F

W

760-552-6700 760-242-5363 www.dmselpa.org

Documents

Steering Committee Meeting - SharpSchoolcahelp.ss8.sharpschool.com/UserFiles/Servers/Server...2006/10/16 · Steering Committee Meeting Agenda June 10, 2016 Page 2 of 2 7.5 Due Process