student’s special education program. SE 8 IEP Team composition and attendance Student record review Interview Student record review and an interview indicated that members of the Team attend Team meetings unless the parent and district agree to use alternative means, or the district and the parent agree, in writing, that the attendance of the Team member is not necessary or the district and the parent agree, in writing, to excuse a required Team member’s participation and the excused member provides input in the development of the IEP to the parent and the IEP Team prior to the meeting. SE 18A IEP Development and content PI Student record review Documents Interview Student record review, documents and an interview indicated that the IEP Team considers and specifically addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing when the IEP Team evaluation indicates Review a sample of student records across all grade levels for IEP Teams convened between January and April of the 2012-2013 school year, to determine why the IEP does not address all required elements, specifically the Submit a description of the root cause analysis with the results, as well as specific proposal(s) for remedying the non-compliance and associated timelines,
that a student’s disability affects social skills development, or when the student’s disability makes him or her vulnerable to bullying, harassment or teasing, or when a student is identified with a disability on the autism spectrum. Student record review and an interview indicated that IEPs do not consistently address all elements of the most current IEP format provided by the Department, such as the student’s educational strengths, interest areas, significant personal attributes, personal accomplishments and type of disability. student’s educational strengths, interest areas, significant personal attributes, personal accomplishments and type of disability. Analyze the information to establish the root causes for the Based on this root cause analysis, indicate the specific corrective actions that will be taken to remedy the non-compliance. Develop an internal oversight and tracking system to ensure that all elements of the IEP are addressed. The tracking system should include supervisory oversight and periodic reviews by a designated person to ensure ongoing compliance. Conduct a second review of a sample of IEPs across all grade levels, developed after all corrective actions were completed, to determine if all elements of the IEP are addressed. by November 1, 2013. Submit a description of the district’s internal oversight and tracking system with periodic reviews, along with the name and role of the designated person, by November 1, 2013. Submit a report of the results of the second review and include the number of IEPs reviewed; the number in compliance with this criterion; for IEPs not in compliance, determine the root cause and the corrective actions the district will take to remedy any by January 31, 2014.
before the district intends to discontinue the services. Additional Special Education Criteria Monitored in this Mid-cycle Review Current special education criteria available by scrolling down to the special education instrument at Criterion Criterion Implemented Criterion Partially Implemented (PI) or Not Implemented (NI) Method(s) of Investigation Basis of Determination about Criterion If Partially Implemented or Not Implemented: (a) Required Corrective Action and Timelines for Implementation (b) Progress Report Due Date(s) and Required Elements SE 4 Reports of assessment results Student record review Interview Student record review and an interview indicated that the assessment reports consistently summarized in writing the procedures employed and the results and diagnostic impressions. The reports defined in detail and in educationally relevant and common terms the students’ needs, and offered explicit means of meeting the identified needs.
SE 18B Determination of placement; provision of IEP to parent PI Student record review Interview Student record review and an interview indicated that although the district provided the parent with two copies of the proposed IEP and proposed placement, along with the required notice, it did not always provide the documents immediately following the development of the IEP. Review a sample of student records across all grade levels for IEP Teams convened between January and April of the 2012-2013 school year, to determine why two copies of the proposed IEP and proposed placement, along with the required notice, are not always provided immediately following the development of the IEP. Develop an internal oversight and tracking system to ensure that the documents are sent immediately following the development of the IEP. The tracking system should include supervisory oversight and periodic reviews by a designated person, to ensure ongoing compliance. Conduct a second review of all IEPs issued, after all corrective actions were completed, to determine if copies of the IEP and placement were provided Submit a description of the root cause analysis with the results, as well as specific proposal(s) for remedying the non-compliance and associated timelines, by November 1, 2013 Submit a description of the internal oversight and tracking system with periodic reviews, along with the name and role of the designated persons, by November 1, 2013. Submit the results of a second record review and include the number of records reviewed; the number in compliance with this criterion; the root
supplementary aids and services, could not be achieved satisfactorily. conclusion that education of the student in a less restrictive environment, with the use of supplementary aids and services, could not be achieved satisfactorily. Develop an internal oversight and tracking system to ensure that the IEP consistently states why a student is removed from the general education classroom. The tracking system should include supervisory oversight and periodic reviews by a designated person, to ensure ongoing compliance. Conduct a second review of student records across all grade levels, for IEPs developed after all corrective actions were completed, to determine if IEPs explain why students’ removal from the general education classroom is considered critical to the students’ program. *Please note when conducting internal Submit a description of the internal oversight and tracking system with periodic reviews, along with the name and role of the designated person, by November 1, 2013. Submit the results of the second review and include the number of IEPs reviewed; the number in compliance with this criterion; the root cause of any and the corrective actions the district will take to remedy any by January 31, 2014. .
home the home, if such primary language is other than English. SE 34 Continuum of alternative services and placements Student record review Documents Interview Student record review, document review and an interview indicated that the district has developed programs for students with social emotional and behavioral issues at the elementary and high school levels and will expand the continuum to include two elementary programs, one middle school program, and two high school programs for school year 2013-14. SE 36 IEP implementation, accountability, and financial responsibility Student record review Documents Interview The district oversees the full implementation of each IEP which has been consented to by a student’s parents. See also SE 22.