does not consistently obtain consent from the student to continue his or her special education program upon reaching the age of 18; students are not signing their IEPs at the age of majority. Additionally, for those students who have reached the age of majority, obtain consent from the student to continue his or her special education program. Develop procedures for informing the student and parent/guardian of the transfer of parental rights requirements one year prior to the student reaching the age of 18. Also develop procedures for obtaining consent from the student to continue his or her special education program. Train all high school IEP Team chairpersons on these procedures. Using the district’s special education database, develop an internal oversight and tracking system to ensure the implementation of the age of majority procedures. The tracking system should include supervisory oversight and periodic reviews by the have reached the age of majority, submit a copy of the signature page from the most recently developed IEP, after the student turned 18 years of age. Provide a copy of the procedures and evidence of Team chairperson training at the high school. Submit the agenda and signed attendance sheet with the name and role of staff. Submit a description of the internal oversight and tracking
Director of Special Education to ensure ongoing compliance. Develop a report of the results of an internal review of records for students who turned 17 years of age and for students who turned 18 years of age, after implementation of all of the district’s corrective actions, for evidence of compliance with provision of notification one year prior to the student reaching the age of majority and obtaining consent from the student to continue his or her special education program. *Please note that when conducting internal monitoring, the district must maintain the following documentation and make it available to the Department upon request: a) List of student names and grade levels for the record review; b) Date of the review; c) Name of person(s) who system with periodic reviews, along with the name and role of the designated person. Submit the above information by November 12, 2013. Submit the results of a review of student records and include the following: 1. Number of records reviewed; 2. Number of records in compliance; 3. For any records not in compliance, determine the root cause; and
conducted the review with their roles(s) and signature(s). 4. Specific corrective actions taken to remedy the Submit the information indicated above by February 25, 2014. SE 8 IEP Team composition and attendance Student Records The district has all members in attendance at IEP Team meetings. In the event that a Team member does not attend, the district is using the excusal process appropriately. If a Team member is unable to attend an IEP Team meeting: 1. The district and parent agree, in writing, that the attendance of the Team member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed; or 2. The district and parent agree,
an internal review of records to ensure that the district conducts classroom observations when a parent has provided consent. * Please note that when conducting internal monitoring, the district must maintain the following documentation and make it available to the Department upon request: a) List of student names and grade levels for the record review; b) Date of the review; c) Name of person(s) who conducted the review with their roles(s) and signature(s). evidence of staff training, including the agenda and sign-in sheet. Submit a description of the internal oversight and tracking system with the name and role of the designated person. Submit the information indicated above by November 12, 2013. Submit the results of the review of records and include the following: 1. Number of
records reviewed; 2. Number of records in compliance; 3. For any records not in compliance, determine the root cause; and 4. Specific corrective actions taken to remedy the Submit the above information by February 25, 2014. SE 11 School district response to parental request for independent Student Records Document Review Interviews The district’s letter to parents who request an independent educational evaluation (IEE) is appropriate and includes the following: 1) A statement acknowledging that the unique circumstances
educational evaluation of a child may justify an individual assessment rate higher than normally allowed; and 2) A description of the provisions entitling parents to an IEE in an area not assessed by the district. The revised letter no longer contains references to Ch. 766. SE 15 Outreach by the school district (Student Find) Document Review Interviews The district’s outreach activities include notices and publications that contain statements that student find extends to all students age 3 to 21. Notices are sent to early childhood providers, doctors’ offices, clinics, parental organizations, private and parochial schools, other schools that are part of the district, and agencies servicing migrant and homeless students. SE 24 Student The Evaluation Consent Form (N1A) is sent to parents within
Notice to parent regarding proposal or refusal to initiate or change the identification, evaluation, or educational placement of the student or the provision of FAPE Records five school days of receipt of a referral. The Notice of Proposed School District Action (N1) is comprehensive and contains all required elements, including descriptions of proposed or refused actions, explanations of why actions are proposed or refused, other options that were considered and rejected, descriptions of evaluation procedures, other relevant factors, recommendations and next steps. SE 39B Procedures used to provide services to eligible students who are enrolled at private expense in private Document Review Interviews The district ensures that students attending private schools in the district receive special education services. When it is not feasible for students to access services at the school district during the day, the district makes reasonable efforts to coordinate and ensure that services are available in other settings.
schools in the district and whose parents reside out of state SE 41 Age span requirements Document Review Interviews While the age span in the Functional Academics/Life Skills class at the high school exceeds 48 months, the district applied for a waiver which has been granted by the Department. Additionally, small group counseling services provided by school adjustment counselors do not exceed the age span requirements. SE 46 Procedures for suspension of students with disabilities when suspensions exceed 10 consecutive school days Student Records Document Review Interviews The district is properly administering suspension procedures. Students are placed in 45-day interim alternative educational settings only if the infractions involve weapons, illegal drugs, infliction of serious bodily injury or upon authorization of a hearing officer who determines that the student is “substantially likely” to injure