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Monterey County SELPA Procedural Handbook Chapters 1-4

2. What we currently do well at our school:What we used to do that we need to do again:What we need to add to our repertoire:What you might want to discuss in a staff meeting:. During the day, please note:. Procedures:a) Keep:b) Revive:c) Add:d) Discuss:. 3. Part One: Program Pr

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Monterey County SELPA Procedural Handbook Chapters 1-4

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    1. 1 Monterey County SELPA Procedural Handbook Chapters 1-4 Today we are introducing the new SELPA Procedural Handbook. In State reviews over the last couple of years, our districts have had several areas in which we have been out of compliance with state law. Last year, Carol Lankford, our SELPA Director, SELPA staff, and district special education directors developed uniform procedures that could assist districts in being compliant. The directors throughout the county agreed that special education staff would be trained in these procedures so that we are all working on a common ground in preparation for the new web-based IEP software and new IEP forms. Today we are introducing the new SELPA Procedural Handbook. In State reviews over the last couple of years, our districts have had several areas in which we have been out of compliance with state law. Last year, Carol Lankford, our SELPA Director, SELPA staff, and district special education directors developed uniform procedures that could assist districts in being compliant. The directors throughout the county agreed that special education staff would be trained in these procedures so that we are all working on a common ground in preparation for the new web-based IEP software and new IEP forms.

    2. 2 I think that you will find the workshop(s) helpful in that you may find some information a confirmation that you have been right on track, (keep); some information a reminder to bring a practice that you had forgotten back into your repertoire (revive); and some information may be totally new or might clarify some aspect of the special education process that always seemed confusing (add). In some cases, you may discover a topic that needs further discussion in our district (discuss). (Note 4 areas on blank paper.) During the session, you’ll be referring to your Handbook. Please feel free to highlight sections or make notes. We’re going to work as a group, work individually and work in partners. (Assign partners.) I think that you will find the workshop(s) helpful in that you may find some information a confirmation that you have been right on track, (keep); some information a reminder to bring a practice that you had forgotten back into your repertoire (revive); and some information may be totally new or might clarify some aspect of the special education process that always seemed confusing (add). In some cases, you may discover a topic that needs further discussion in our district (discuss). (Note 4 areas on blank paper.) During the session, you’ll be referring to your Handbook. Please feel free to highlight sections or make notes. We’re going to work as a group, work individually and work in partners. (Assign partners.)

    3. 3 Part One: Program Procedures Part Two: Administrative Procedures Legal Citations In the Introduction, you’ll notice that the Handbook is divided into two sections: Part One: Program Procedures We are going to be working with Part One. Part Two: Administrative Procedures You may also notice that throughout the Handbook, there are references to laws and regulations. Those are listed in the Introduction.In the Introduction, you’ll notice that the Handbook is divided into two sections: Part One: Program Procedures We are going to be working with Part One. Part Two: Administrative Procedures You may also notice that throughout the Handbook, there are references to laws and regulations. Those are listed in the Introduction.

    4. 4 Part One: Program Procedures

    5. 5 Part One: Program Procedures (continued)

    6. 6 Objectives Chapters 1-4 Understand the role of the SELPA (and understand the relationship between SELPA and MCOE) Understand what actions are legally required of us when a student is initially referred for assessment. Understand in what areas a student must be assessed and how those assessment results must be reported. This morning’s session focuses on Ch. 1-4. Ch. 1 details the role of the SELPA. Ch. 2-4 describe the process from referral through assessment. Our objectives for the morning are that participants will: a) Understand the role of the SELPA (and that SELPA is not part of MCOE) b) Understand what actions are required when a student is initially referred fro assessment c) Understand in what areas a student must be assessed and how assessment results are reported.This morning’s session focuses on Ch. 1-4. Ch. 1 details the role of the SELPA. Ch. 2-4 describe the process from referral through assessment. Our objectives for the morning are that participants will: a) Understand the role of the SELPA (and that SELPA is not part of MCOE) b) Understand what actions are required when a student is initially referred fro assessment c) Understand in what areas a student must be assessed and how assessment results are reported.

    7. 7 Chapter 1 The Role of the SELPA Pages 1-4 The first chapter of the Handbook focuses on the SELPA. How many of you have heard the term, SELPA? In the next few minutes, we will share information about what the SELPA is, what services it provides and how it is governed. I think you will find it valuable because SELPA is one of several layers of support for special education staff and many people have been confused about the difference between MCOE and SELPA and who to call when. Since most of you have heard the term SELPA, check with your partner and see if you know what the acronym stands for. (Partners discuss) The first chapter of the Handbook focuses on the SELPA. How many of you have heard the term, SELPA? In the next few minutes, we will share information about what the SELPA is, what services it provides and how it is governed. I think you will find it valuable because SELPA is one of several layers of support for special education staff and many people have been confused about the difference between MCOE and SELPA and who to call when. Since most of you have heard the term SELPA, check with your partner and see if you know what the acronym stands for. (Partners discuss)

    8. 8 SELPA assists districts in: full continuum of programs and services complying with state and federal law Monterey County SELPA: Single county SELPA Multiple districts SELPA stands for Special Education Local Plan Area. SELPA’s were established by CA law to assist districts in: providing a full continuum of programs and services complying with state and federal law through a local plan.SELPA stands for Special Education Local Plan Area. SELPA’s were established by CA law to assist districts in: providing a full continuum of programs and services complying with state and federal law through a local plan.

    9. 9 local plan with policies & procedures (and forms) interagency agreements programs & services funding distribution consultation & support staff development

    10. 10 Governing Councils: Governance Council Executive Council Advisory Committees: SELPA Cabinet Financial Advisory Special Focus CAC SELPA has governing councils and advisory committees. Governing: Executive Committee (2 Supts from each of the 3 zones) Governance Council (Supt. from all 24 districts) Advisory Committees: SELPA Cabinet (sped rep from 24 districts) Financial Advisory Committee (CBOs and Sped reps from 3 zones and MCOE) Community Advisory Committee (CAC) (parents, students, sped staff & community members appointed by LEAs)SELPA has governing councils and advisory committees. Governing: Executive Committee (2 Supts from each of the 3 zones) Governance Council (Supt. from all 24 districts) Advisory Committees: SELPA Cabinet (sped rep from 24 districts) Financial Advisory Committee (CBOs and Sped reps from 3 zones and MCOE) Community Advisory Committee (CAC) (parents, students, sped staff & community members appointed by LEAs)

    11. 11 a continuum of support beginning with the classroom LEA resources SELPA resources

    12. 12 Please: 1) Explain the relationship between SELPA and MCOE (Hint: you may want to use the term “administrative unit”). 2) Name one SELPA service that you may want to utilize (e.g., staff development, consultation, policies & procedures, etc).

    13. 13 Chapters 2-4 Identification & Referral Response to Referral Assessment Pages 5-22 Now we are going to examine the process of referring a student for an initial assessment through the assessment process in Chapters 2-4.Now we are going to examine the process of referring a student for an initial assessment through the assessment process in Chapters 2-4.

    14. 14 Scavenger Hunt (Chapters 2-4) We’ll begin with a Scavenger Hunt. You may work independently or with your partner to answer as many of the questions as you can. The answers are in all three chapters. Just jot your answers, and the page numbers (you don’t have to write in complete sentences). We’ll begin with a Scavenger Hunt. You may work independently or with your partner to answer as many of the questions as you can. The answers are in all three chapters. Just jot your answers, and the page numbers (you don’t have to write in complete sentences).

    15. 15 Scavenger Hunt (Chapters 2-4) Once time is up, we will go through the Handbook, discuss the major points, find the answers and answer any questions that arose as you worked on the questions. You have 15 minutes.Once time is up, we will go through the Handbook, discuss the major points, find the answers and answer any questions that arose as you worked on the questions. You have 15 minutes.

    16. 16 Child Find: Each district: Must locate children birth-21 who may be eligible or need special education foster awareness of referral & services Child Find (Question 1) (3 min) Child Find (Question 1) (3 min)

    17. 17 Scavenger Hunt (Chapters 2-4)

    18. 18 Child Find: Each district: Must locate children birth-21 who may be eligible or need special education foster awareness of referral & services Examples: media announcements general education workshops disability awareness* Pre-referral & Sources of Referrals (1 min) Pre-referral & Sources of Referrals (1 min)

    19. 19 Sources of referrals SST, school staff, student Parent, physicians, etc. Written referral: Must be documented Staff to assist parent* Referral includes reason, interventions utilized & results Written referral (Question 2) (1 min) Written referral (Question 2) (1 min)

    20. 20 Scavenger Hunt (Chapters 2-4)

    21. 21 Examples of pre-referral activities (SST, RTI): consultation with specialists modifications/accommodations RTI, Title I, EL, etc. Sources of referrals SST, school staff, student Parent, physicians, etc. Written referral: Must be documented Staff to assist parent* Referral includes reason, interventions utilized & results Procedural Safeguards & Flowchart (1 min)Procedural Safeguards & Flowchart (1 min)

    22. 22 Summarizes referral process Begins with SST & general education supports Referral is initiated

    23. 23 Initial Referral: Case manager gets Referral for Special Education Assessment CM logs referral, notifies team Special education file initiated Assessment team reviews case Parent Notification (15 days): Notice of Referral & Proposed Action Assessment Plan (or Explanation of Denied Request for Assessment) Notice of Procedural Safeguards No Assessment without written parental consent.* Initial Referral & Parent Consent (Question 3) (1 min)Initial Referral & Parent Consent (Question 3) (1 min)

    24. 24 Scavenger Hunt (Chapters 2-4)

    25. 25 Language easily understood Native language of parent Types of assessments explained Assessment not result in IEP without parent consent Describe recent assessments Note language proficiency Assessment Plan (1 min) Assessment Plan (1 min)

    26. 26 Natural parent Adoptive parent with custody Adult pupil Person acting as parent (including grandparent, stepparent or other relative) Foster parent Surrogate parent* Parent Defined (Question 2b) (3 min)Parent Defined (Question 2b) (3 min)

    27. 27 Scavenger Hunt (Chapters 2-4)

    28. 28 Natural parent Adoptive parent with custody Adult pupil Person acting as parent (including grandparent, stepparent or other relative) Foster parent Surrogate parent* Surrogate Parents & Educational Representative (2 min) Surrogate Parents & Educational Representative (2 min)

    29. 29 No conflict of interest Not an employee New SELPA Form Surrogate parent has same rights as parent to act relative to education. Parents may chose an educational representative.

    30. 30 Summarizes process for determining whether initial assessment will be conducted Summarizes process for determining whether additional assessment is required for reevaluations Process for obtaining parental consent for assessment. Flowchart (2 min)Flowchart (2 min)

    31. 31 Non-discriminatory Language yielding accurate information Valid and reliable Assessors trained and knowledgeable Assess educational needs No IQ for African-American Yields accurate results for students with impaired sensory, manual, or speaking skills. Legal Requirements (1 min)Legal Requirements (1 min)

    32. 32 All areas related to suspected disability Hearing & vision Student’s strengths Classroom observation Parent information No single measure used* Areas of Assessment (Question 4) (3 min) Areas of Assessment (Question 4) (3 min)

    33. 33 Scavenger Hunt (Chapters 2-4)

    34. 34 All areas related to suspected disability Hearing & vision Student’s strengths Classroom observation Parent information No single measure used* Screening (9 min) Beware: Screening can be a topic that generates heated discussions. Need clear guidelines for when screening is appropriate, purpose of screening, how results are reported, to whom (e.g., SST, parents) etc. Screening (9 min) Beware: Screening can be a topic that generates heated discussions. Need clear guidelines for when screening is appropriate, purpose of screening, how results are reported, to whom (e.g., SST, parents) etc.

    35. 35 Not more than once a year nor less than once each 3 years Purpose: determine continuing eligibility Required before dismissal as no longer eligible (unless graduates or turns 22) Reevaluations (Question 6) (3 min) Reevaluations (Question 6) (3 min)

    36. 36 Also required when child transitions from preschool to K or 1st Reevaluation Process: Team reviews information (existing data, classroom data, parent information, educators’ observations) Determines whether additional assessment is required*

    37. 37 Scavenger Hunt (Chapters 2-4)

    38. 38 Also required when child transitions from preschool to K or 1st Reevaluation Process: Team to review information (existing data, classroom data, parent information, educators’ observations) Determine whether additional assessment is required*

    39. 39 Educationally relevant health, development and medical information Relevant behavior Effects of environmental, cultural or economic disadvantage Assistive technology… Assessment Reports (Question 6) (3 min) Assessment Reports (Question 6) (3 min)

    40. 40 Low incidence services, materials or equipment Discrepancy for students with learning disabilities Whether student needs special education Basis for determining eligibility Q6: Stress that assessment reports with all required components required even in reassessments for which no standardized assessment is conducted.Q6: Stress that assessment reports with all required components required even in reassessments for which no standardized assessment is conducted.

    41. 41 Scavenger Hunt (Chapters 2-4)

    42. 42 Ages 3-21 who meet criteria for one of 13 disabilities (below) Must require special education & related services If eligible for special ed, eligible for any service Not eligible: if due to lack of “appropriate reading instruction”(explicit, systematic instruction in): Phonemic awareness Phonics Vocabulary Fluency Comprehension* Eligibility Criteria (Questions 7 & 8) (2 min) Eligibility Criteria (Questions 7 & 8) (2 min)

    43. 43 Scavenger Hunt (Chapters 2-4)

    44. 44 …and not eligible if due to lack of English proficiency or lack of instruction in math. 13 Categories of Disability: Autism (any combination of autistic-like behaviors) Emotional Disturbance (characteristics exhibited over long period of time in all domains) Eligibility Criteria (Questions 7 & 8) (2 min) Emphasize that if a student is eligible for special education under criteria for any disability, the students may receive any and all services the team deems necessary. A student does not have to meet separate criteria for each service. Eligibility Criteria (Questions 7 & 8) (2 min) Emphasize that if a student is eligible for special education under criteria for any disability, the students may receive any and all services the team deems necessary. A student does not have to meet separate criteria for each service.

    45. 45 13 Categories of Disability: Hearing & Visual Impairments Hearing Impairment: Deafness (permanent or fluctuating) Hearing Impairment: Hard of Hearing (permanent or fluctuating) Language or Speech Impairment (articulation, voice, fluency, or language)

    46. 46 13 Categories of Disability: Language or Speech Impairment (articulation, voice, fluency, or language) Mental Retardation Multiple Disabilities Other Health Impairment (not temporary in nature)

    47. 47 13 Categories of Disability: Other Health Impairment (not temporary in nature) Severe Orthopedic Impairment Specific Learning Disability Disorder in psychological processes (not visual, hearing, motor, mental retardation, or emotional disturbance) Use severe discrepancy model or Response to Intervention (RTI)* New document from CDE entitled Determining Specific Learning Disability Using Response to Intervention (RTI2) was posted on the CDE website www.cde.ca.gov/sp/se/ac on August 26, 2009, and addresses the role of RTI in providing information to an assessment team. New document from CDE entitled Determining Specific Learning Disability Using Response to Intervention (RTI2) was posted on the CDE website www.cde.ca.gov/sp/se/ac on August 26, 2009, and addresses the role of RTI in providing information to an assessment team.

    48. 48 Scavenger Hunt (Chapters 2-4)

    49. 49 13 Categories of Disability: Specific Learning Disability IEP team determines whether severe discrepancy exists Discrepancy not result of limited school experience or attendance (or lack of appropriate reading or math instruction) Traumatic Brain Injury

    50. 50 Visual Impairment

    51. 51 Flowchart: Assessments and Reassessments Summarizes assessment process Flowchart (1 min)Flowchart (1 min)

    52. 52 Scavenger Hunt (Chapters 2-4)

    53. 53 Chapters 1 - 4 Closing: During this session, much information was familiar and you noticed things your team does well (keep). But I would suspect that there were things that you used to do that you may want to revive; and things you found to be new or surprising or that clarified something that you had been wondering about that you want to add to your repertoire. There may also be some things that you think need further discussion. Please take a moment to jot those down. Share with your partner.During this session, much information was familiar and you noticed things your team does well (keep). But I would suspect that there were things that you used to do that you may want to revive; and things you found to be new or surprising or that clarified something that you had been wondering about that you want to add to your repertoire. There may also be some things that you think need further discussion. Please take a moment to jot those down. Share with your partner.

    54. 54 Coming Up - Chapters 5-7: Developing an IEP

    55. 55 Thank you for your participation.

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