Meeting the Needs of Diverse Learners:

Meeting the Needs of Diverse Learners:
LAT teams COST teams SST teams IEP teams

Language Appraisal Team: Language Delays v. Learning Delays
We innovate and transform learning to inspire excellence.

Purpose of the LAT “The Language Appraisal Team (LAT) ensures that appropriate instruction, support and intervention strategies are provided to accelerate the language progress of all English Learners (ELs) including Long Term English Learners (LTELs) and avoid over-identification for special education services. The LAT also ensures that Reclassified Fluent English Proficient (RFEP) students continue to make progress and achieve academic proficiency after reclassification.” We innovate and transform learning to inspire excellence. Read slide 11 aloud. Ask the participants to read the highlighted verbs along with you; they summarize the purpose of the LAT. This selection is from the new LAT handbook. 14 MIN Source: LAT Handbook

Selected Universal 3 Tiered Approach to Intervention
Adapted from Sprague & Walker, 2004 3 Tiered Approach to Intervention *Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management Targeted/ Intensive (3-5%) (High-risk students) Individual Interventions Selected (At-risk Students) Classroom, Family, & Small Group Strategies (10-20% of students) *COST Team Meetings *Individual Student Plans *Instructional Supports *Documentation & Monitoring The spectrum of Intervention occurs within a Multi-Tiered system. Universal or Tier 1 support includes: High Quality 1st Instruction, Clear Expectations, A Positive School Climate, Incentive Programs, Asset Building that is consistently provided throughout the school in a Culturally Relevant atmosphere. When reviewing data from the 3A’s school teams should expect to see that 75-85% of student needs are being supported at this universal or tier 1 level. TIER 2 or SELECTED level supports are provided to students who need additional assistance in meeting universal expectations. COST or Coordination of Services in the form of grade level teams, content areas, Small Learning Communities, or Professional Learning Communities can be used to review data and determine TIER 2 supports. Students receiving TIER 2 interventions that continue to not meet expectations would then be considered for the most intensive support at TIER 3. Interventions provided at this TARGETED & INTENSIVE level require the most time and intensity. STUDENT SUCCESS TEAMS are often used to manage TIER 3 supports. The foundation of support tiered intervention and support is built at the UNIVERSAL LEVEL or Tier 1. A strong universal level or tier 1 is the cornerstone of any intervention system. Before setting up a multidisciplinary team structure you should consider what is currently in place at the school or schools you serve. Schools that do not address school-wide systems of UNIVERSAL or TIER 1 support find that the numbers of students requiring SELECT AND INTENSIVE levels of support will be too great to serve. When this happens, school teams are over-whelmed, staff, students and parents become more frustrated and the cycle of failure increases. The UNIVERSAL or TIER 1 level of support is the foundation of all intervention *Incentive Programs *Clear Expectations *Positive School Climate *Instructional program *LAT Team Meetings * Asset Building Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students)

LAT Referral Process: Tier 1 Intervention
We innovate and transform learning to inspire excellence. Read the LAT monitoring functions—from the Master Plan for ELs—aloud. Ask participants to read the words highlighted in blue along with you; they summarize the monitoring functions of the LAT. 28 MIN Source: LAT Handbook

LAT Monitoring Functions
Monitoring the Academic and Linguistic Progress of English Learners Recommending Interventions for English Learners (preferably before COST/SST referral) Reviewing Progress of ELs in Meeting Reclassification Criteria Monitoring Progress of RFEPs and Recommending Interventions Providing Guidance for ELD Setting and Instructional Strategies for LTELs We innovate and transform learning to inspire excellence. Read the LAT monitoring functions—from the Master Plan for ELs—aloud. Ask participants to read the words highlighted in blue along with you; they summarize the monitoring functions of the LAT. 28 MIN

LAT Membership

LAT Membership Role and Responsibilities of Parent/Legal Guardian
Advocate on behalf of the student Provide input regarding the student’s personal background and any additional information about the child that may assist the LAT in making informed decisions, including the student’s language history Invite additional individuals for support, if desired Work together with the team to continue to support their child’s progress NOTE: Due to student confidentiality, the school will only invite the parent/guardian of the student being considered.

LAT Handbook Resources
We innovate and transform learning to inspire excellence.

We innovate and transform learning to inspire excellence.

Reaching for the Sky: Common Core for All Learners
July 2013 Who are our students with disabilities? LAUSD Students with Disabilities (SWD) 82,765* % of LAUSD students with disabilities 13% % of students with Specific Learning Disability (SLD) 47% SWD Basic or above on CST English Language Arts (2013) 43% CST Mathematics (2013) 38% SWD graduated with a high school diploma in 49% We innovate and transform learning to inspire excellence. Karla - 2 minutes * Increase of 550 students from Data based on CASEMIS and LAUSD MyData D. Inouye & L. Regan, LAUSD Division of Special Education

English Learners in LAUSD
Reaching for the Sky: Common Core for All Learners July 2013 English Learners in LAUSD LAUSD Total Students 655,494 Total ELs 170,797 26% Students with Disabilities 82,765 Total EL SWD 36,936 45%* Karla - 2 minutes Discuss disproportionality in the data *More than 90% of LAUSD EL SWD are LTELs D. Inouye & L. Regan, LAUSD Division of Special Education

Disabilities & Language
Students with disabilities can still learn language The disability may impact the language learning, but they still need access to language development We innovate and transform learning to inspire excellence.

Coordination of Services Team
Defining the acronyms COST Coordination of Services Team Let’s begin by defining COST COST or Coordination of Services Team can really be ANY team that coordinates services Coordination of Services teams use different processes that review data, identify problems, develop solutions, monitor progress and evaluate the results of those solutions.

Spectrum of Intervention
Family Support Attitude behavior social-emotional Supports Attendance Supports Academic Supports Successful Student The 3 A’s (Attendance – Attitude – Academics) need to be addressed when supporting ALL students and their families Let’s talk briefly about each of these areas of support. Attendance: In order for students to engage in learning at school, they must be present and ready to learn. The most difficult student to reach is the student that is not there. Student attendance has been shown to be one of the most significant factors in predicting student success in school. Multidisciplinary teams may want to consider using student attendance data as an entry point in identifying students who need support. ATTITUDE: Includes Behavior and Social Emotional factors. All students need to be supported in understanding school expectations. Regularly teaching expectations and recognizing students for meeting expectations has been shown to positively affect student behavior. LAUSD’s Discipline Foundation Policy provides wonderful examples of how to positively support student behavior. Students often face challenging situations outside of the school campus. Having relationships with students both helps to build resiliency to negative influences – it also supports the early identification of problems. ACADEMICS: Ultimately everything we do in schools must result in increased ACADEMIC ACHIEVEMENT. When students are not achieving academically schools must determine the cause. Often the source of an academic issue is NOT academic at all. Multidisciplinary teams need to review data from each of the 3 A’s when analyzing problems. School teams may want to consider using a “rule-out” model when determining what interventions will have the most positive affect. Basically, the “rule-out” model eliminates other potential causes such as poor attendance, behavioral issues, social-emotional factors that may be affecting the academic problem before determining a specific academic intervention is needed. PICTURE OF: REPORT CARD With F in ALGEBRA - A 9th GRADE Girl – BABYSITTER might be good here: Take for instance the student that is failing Algebra --- If a team was to only consider the failing grade in Algebra they would probably suggest Algebra Intervention – But if the team was to look at attendance in the algebra course they might find poor attendance is causing the problem because when the student is present grades are better – the team then might look at why poor attendance was occurring and find that the student must stay home to babysit. By reviewing data from the 3 A’s the team would analyze that the problem in Algebra is actually a daycare issue.

Adapted from Sprague & Walker, 2004 3 Tiered Approach to Intervention *Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management Targeted/ Intensive (3-5%) (High-risk students) Individual Interventions Selected (At-risk Students) Classroom, Family, & Small Group Strategies (10-20% of students) *Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring The spectrum of Intervention occurs within a Multi-Tiered system. Universal or Tier 1 support includes: High Quality 1st Instruction, Clear Expectations, A Positive School Climate, Incentive Programs, Asset Building that is consistently provided throughout the school in a Culturally Relevant atmosphere. When reviewing data from the 3A’s school teams should expect to see that 75-85% of student needs are being supported at this universal or tier 1 level. TIER 2 or SELECTED level supports are provided to students who need additional assistance in meeting universal expectations. COST or Coordination of Services in the form of grade level teams, content areas, Small Learning Communities, or Professional Learning Communities can be used to review data and determine TIER 2 supports. Students receiving TIER 2 interventions that continue to not meet expectations would then be considered for the most intensive support at TIER 3. Interventions provided at this TARGETED & INTENSIVE level require the most time and intensity. STUDENT SUCCESS TEAMS are often used to manage TIER 3 supports. The foundation of support tiered intervention and support is built at the UNIVERSAL LEVEL or Tier 1. A strong universal level or tier 1 is the cornerstone of any intervention system. Before setting up a multidisciplinary team structure you should consider what is currently in place at the school or schools you serve. Schools that do not address school-wide systems of UNIVERSAL or TIER 1 support find that the numbers of students requiring SELECT AND INTENSIVE levels of support will be too great to serve. When this happens, school teams are over-whelmed, staff, students and parents become more frustrated and the cycle of failure increases. The UNIVERSAL or TIER 1 level of support is the foundation of all intervention Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students) *Incentive Programs *Clear Expectations *Positive School Climate *Instructional program * Asset Building

How should students be IDENTIFIED?
COST Team reviews data and referrals and makes decisions DATA REVIEW Attendance Achievement Attitude (behavior, social-emotional) REFERRAL Teacher Parents Support Staff Administration Students needing support Students needing support are traditionally referred to someone or some team. It is important to incorporate specific procedures to refer a student to COST. Referral systems should be simple clear and collect the necessary information for the team to make decisions. Referrals may come from teachers, parents, support staff, administration and even students if the school chooses Because referral systems rely on people having a concern as well as being motivated to make a referral – students are often over-looked. Therefore having both a referral system and using a data review process is best practices in creating identification systems. Recall that data should be reviewed from the 3 As Attendance, Academic achievement and Attitude which includes behavior data and social-emotional information. LAUSD Multidisciplinary Team Support (09/09)

SCHOOL-WIDE C*O*S*T SST Basic School Model
Data Collection Monitoring Evaluation SCHOOL-WIDE C*O*S*T Members come from representatives from ALL programs at school SST Core Team members & Supporting Members that attend as needed REFERRALS Makes Decisions SST meetings are scheduled after classroom interventions unsuccessful There are several models of COST being used in schools. The BASIC MODEL is simply a single School-wide COST and a single SST team. This model is most often used by smaller schools. Intensive Support

Large School Team Structure
SCHOOL-WIDE COST COST 1 Small number of team members COST 2 COST 3 SST COST Team members & Supporting Members that attend as needed Larger schools or Multi-track schools or Small schools on a single campus will use this Large School model. There is a school-wide or campus-wide RCT or COST that looks at school-wide data. This team is made up of members from each of the smaller COST teams. These larger school-wide teams also meet less frequently than the smaller teams. COST 1 2 and 3 are usually aligned to how students are group on a large school campus. They are often organized by small school, a track, a counselor or grade level. These smaller COST teams meet as often as every week to identify students, connect supports and to monitor progress. The smaller COST recommend students need more intensive support to the SST which is made up of COST members and or support SST members from the grade level or track. SST meetings are scheduled ONLY by COST team – usually after interventions unsuccessful

Team reviews data and/or referrals
Who might be on the COST ? PRINCIPAL COUNSELOR COST Team reviews data and/or referrals and makes decisions ASSISTANT PRINCIPALS INTRVNTN COORD. BRIDGE COORD. LITERACY & MATH COACHES EL COORD. PSA Coordination of Services Teams may involve anyone from the school staff. Every school looks differently in terms of staffing. Teams are developed based on the personnel a school has. Every Coordination of Services Team looks different. TEACHERS TITLE I COORD. DEAN PSYCH. NURSE PSW LAUSD Multidisciplinary Team Support (3/08)

What is the purpose of COST and SST?
Problem solving Linkage & Connection Develops an action plan Delivery of services Development of resources The primary purpose of COST and SST are to provide a team approach to problem solving and meeting student needs. The team process links teachers, parents, support staff and programs to facilitate change in students’ lives. Action plans are developed to assist and build resiliency within students. Ultimately COST and SST create and improve the delivery of services and site resources for all students. COST and SST are NOT: A way to get kids in Special education These are not parent conferences, they are focused and structured processes that provide increasing intensive levels of support

What COST and SST are NOT:
A way to get students into Special Education Parent Conferences COST and SST are NOT: A way to get kids in Special education These are not parent conferences, they are focused and structured processes that provide increasing intensive levels of support

FUNCTIONS OF COST SCHOOL-WIDE EVALUATION IDENTIFICATION OF STUDENTS
data review, school-wide problems, gap analysis IDENTIFICATION OF STUDENTS data, screening, anecdotal evidence, referrals INTERVENTIONS triage, referral to program/person, strategies MONITORING/DOCUMENTATION case management, data collection, evaluation There are 4 primary functions of COST Coordination of Services Teams should review SCHOOL-WIDE data using the problem solving process to identify school-wide problems and identify GAPS between student need and student supports. COST should also IDENTIFY STUDENTS that need Tier 2 and Tier 3 supports and interventions. The COST process makes data based decisions regarding what students receive which supports and interventions. It then links students to programs and people. Coordination of Services Teams also monitor whether students access the intervention or support, the student’s progress using data, and evaluates the effectiveness of the intervention and/or support. Teams should set up schedules and assign roles and responsibilities so that each of these functions occur on a regular basis. LAUSD Multidisciplinary Team Support (3/08)

What does the COST do regularly
Reviews data and screen referrals Makes decisions and develop action plans around student needs (triage) Respond to persons making referrals Monitors progress Once COST has determined school-wide changes and/or the effectiveness of the school-wide program in meeting percent of students needs, the team regularly meets to review student level data and screen referrals to identify students needing additional support. The team then makes decisions on how to help groups and individual students and develops action plans to support those students. The team should also have a process to respond or provide information feedback to the individuals making the referrals. This important step not only helps inform the concerned person that something is being done – it also serves to align that support to what is being done by that person to help the student and creates a feedback loop and monitoring process. COST also regularly monitors if the determined interventions and supports are supporting students in increasing levels of success in the identified area of need. LAUSD Multidisciplinary Team Support (09/09)

As the Challenge Escalates, the Need for Teamwork Elevates. John C
As the Challenge Escalates, the Need for Teamwork Elevates. John C. Maxwell Remember that As the Challenge Escalates, the Need for Teamwork Elevates. LAUSD Multidisciplinary Team Support)

Adapted from Sprague & Walker, 2004 3 Tiered Approach to Intervention *Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management Targeted/ Intensive (3-5%) (High-risk students) Individual Interventions Selected (At-risk Students) Classroom, Family, & Small Group Strategies (10-20% of students) *Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring The spectrum of Intervention occurs within a Multi-Tiered system. Universal or Tier 1 support includes: High Quality 1st Instruction, Clear Expectations, A Positive School Climate, Incentive Programs, Asset Building that is consistently provided throughout the school in a Culturally Relevant atmosphere. When reviewing data from the 3A’s school teams should expect to see that 75-85% of student needs are being supported at this universal or tier 1 level. TIER 2 or SELECTED level supports are provided to students who need additional assistance in meeting universal expectations. COST or Coordination of Services in the form of grade level teams, content areas, Small Learning Communities, or Professional Learning Communities can be used to review data and determine TIER 2 supports. Students receiving TIER 2 interventions that continue to not meet expectations would then be considered for the most intensive support at TIER 3. Interventions provided at this TARGETED & INTENSIVE level require the most time and intensity. STUDENT SUCCESS TEAMS are often used to manage TIER 3 supports. The foundation of support tiered intervention and support is built at the UNIVERSAL LEVEL or Tier 1. A strong universal level or tier 1 is the cornerstone of any intervention system. Before setting up a multidisciplinary team structure you should consider what is currently in place at the school or schools you serve. Schools that do not address school-wide systems of UNIVERSAL or TIER 1 support find that the numbers of students requiring SELECT AND INTENSIVE levels of support will be too great to serve. When this happens, school teams are over-whelmed, staff, students and parents become more frustrated and the cycle of failure increases. The UNIVERSAL or TIER 1 level of support is the foundation of all intervention Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students) *Incentive Programs *Clear Expectations *Positive School Climate *Instructional program * Asset Building

Coordination of Services Team
Defining the acronyms COST Coordination of Services Team SST Student Success Team Let’s begin by defining COST and SST COST or Coordination of Services Team can really be any team that coordinates services SST is the Student Success Team or the older term Student Study Team. Most schools now use Student Success Team because success is the goal of these meetings Both teams use different processes that review data, identify problems, develop solutions, monitor progress and evaluate the results of those solutions.

What is a Student Success Team?
A school site team should include the parent and student in a positive problem solving intervention process, as well as teachers and staff. What is a Student Success Team? It is a school site team that should include the parent and the student in a positive problem solving intervention process.

FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT
Student Success Team FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT Develop an individualized plan of support Have scheduled follow-up meetings (See Worksheet) During the SST meeting the team develops an individualized plan of support that is based on student strengths. This plan guides the team and others on how to help the student succeed. These plans often also include supports for the classroom teacher or teachers and the parents. Every SST meeting should have at least one follow-up meeting. It is important to remember that students requiring an SST are usually at the most intensive level of intervention and may require additional time and SST meetings to be successful.

Who is on the TEAM.... CORE TEAM MEMBERS Attend all SST meetings
Support/manage process outside the SST meetings ADDITIONAL TEAM MEMBERS Invited to attend specific SSTs Referring Teacher Coordinators Itinerant Staff When establishing or refining your SST process it is important to consider having two levels of participation. The primary level is the core team. These members attend all SST meetings, support and manage the SST process outside of SST meetings. Core team members help to organize and coordinate pre-meeting activities such as scheduling, notification, training, information sharing Core team members also assist with post-meeting activities that include follow-up, tracking and monitoring of interventions being provided and preparation for follow-up meetings. Additional team members are invited to attend specific SST meetings by the core team. These individuals have personal knowledge and experience with the student. They often work directly with the student, for instance teachers, itinerant staff, deans and administrators. Additional team members may also include program coordinators, intervention staff, and/or individuals with expertise that may assist with developing an intervention plan for the student. It is important to remember that confidential issues may need to be addressed and all team members should be made aware of the importance of confidentiality. If non-district staff are invited to the meeting it is import to check with the parent or guardian to ensure they are in agreement with including the person in the meeting.

How should students be IDENTIFIED?
SST Coordination Core Team reviews data and referrals and makes decisions DATA REVIEW Attendance Achievement Attitude (behavior, social-emotional) REFERRAL Teacher Parents Support Staff Administration Students needing support Often a COST process Recall from Multidisciplinary Teams Part It is important to utilize both a referral system and data when identifying students who need additional support. If your school does not have a COST you will want to have a process to triage students for SST The Core team needs to meet regularly to review data and referrals and make decisions You and your team may want to produce a list of students to be discussed and provide it to core team members prior to meeting SST Coordination may be done by COST or by the core SST members. When reviewing data and referrals the coordinating team may choose to provide support to the teacher, try a specific intervention first or schedule an SST meeting. Remember that SST meeting are time intensive and require higher levels of progress monitoring and documentation. Students that require additional support to access interventions or have multiple issues effecting student progress should be considered for an SST meeting. IF THE STUDENT IS AN ENGLISH LANGUAGE LEARNER it is imperative to follow the Language Appraisal Team process. Support Teacher Hold SST Try intervention

Team Roles Facilitator-Directs the meeting, stays positive
Recorder-Responsible for group memory Time Keeper-Maintains flow of meeting Messenger – Informs referring party & others needing information about decisions made and actions planned Team Member (ALL)-Positive, unselfish contributor, takes on actions It is a good idea to rotate roles to strengthen all team members’ understanding of the group process. It is important to have clearly defined roles for any problem solving team including SST. These roles should include: A Facilitator who directs the meeting, stays positive and moves the process along A Recorder- this person is responsible for creating a group memory (this person should not also be the facilitator. It is also import for all team members to be able to see what is being recorded. Schools often use a white board or LCD project so all participants can visualize what is being documented. Having a member act as Time Keeper helps to maintain the flow of meeting - it is important to identify roles at the beginning of the meeting – especially the role of time keeper as it may appear that this person is rude if participants do not understand the person is keeping the meeting moving so the meeting can finish on time. Having a Messenger assists with informing the referring party & others needing information about decisions made and actions planned All participants are Team Members – including parents and students and should see themselves as Positive, unselfish contributors that take on actions It is a good idea to rotate roles between regular team members to strengthen all team members’ understanding of the group process.

THE SST MEETING PROCESS Information Modifications Concerns
It’s all about the student Strengths THE SST MEETING PROCESS Information Modifications Concerns Unlike COST which is more flexible in design - Every SST meeting utilizes a very structured process Student Success Teams should strictly follow the information gathering and action planning process for SST meetings This helps maintain consistency in meetings and assists with timely meetings. The entire meeting should be focused on strength based inquiry. This documented plan that includes strengths, known information, concerns and actions with identified responsibilities and timelines is then provided to all team members. Strategies Actions

What happens at a SST meeting?
Team meets for approximately min. Specific Roles and Protocols are followed Team Discusses: Strengths - History - Present Modifications List Concerns, Brainstorm Interventions Develop an Action Plan Schedule Follow-Up Meeting An SST meeting should take about 45 minutes to 1 hour for an initial meeting. Inexperienced teams will require more time until they have a solid process in place. Highly functioning team are able to complete an initial meeting in 30 to 45 minutes. Follow-up meetings should also last between 30 and 45 minutes. During the meeting specific protocols are followed: The meeting opens with introductions and a review of the roles. The team then focuses on strengths, information gathering and then a discussion of concerns. Once the concerns have been prioritized – interventions are brainstormed and an action plan is developed from those ideas. It is highly recommended that the team schedule the follow-up meeting at the end of the initial meeting. This demonstrates that there will be accountability to the agreed upon actions.

Student Information Try to use process for gathering information:
Health Home (Who lives there, Amount of TV, Bedtime, Routines) Attendance (History and Current) Academics (History-use cum and comments, Current data) Behavior (classroom, yard, learning styles, home) Other Information After strengths are discussed … Information is shared about the student - Teachers and staff provide a picture of the student in their classroom and parents provide information about home and outside of school. Information presented should all be based on data and observation, it should be non-emotional and have evidence to back up what is being shared. Having a strong information gathering process is very important to holding a timely meeting. It is suggested that the team gather information on health, home, attendance, academic history and present levels of performance, behavior information in several settings and any other information that may be relevant to the students situation. The more comprehensive picture the team has about the student the better they will be able to analyze what may be causing the root problem which is effecting the student’s progress. Some teams choose to pre-populate this section on the form, quickly review it during the meeting and then add the parents and other team members information to help save time.

Student Modifications
What has been tried already both inside and outside of classroom Make sure to indicate: Success Frequency Length of time attempted Data if available IF you have had COST meetings – You and the COST team will report what you’ve already tried and why it didn’t help and explain that this is why you’re here now IF NOT – teachers still should be trying “Pre-SST” interventions and should collect data if possible When discussing supports, modifications and interventions be sure to include frequency, duration and expected outcomes. It is also important to provide data when it is available.

What happens after the meeting?
The Plan is put into action Classroom teacher implements new strategies Parent begins new routines Student takes part in actions Supporting Staff provide services EVERYONE DOCUMENTS WHAT THEY ARE DOING After the SST meeting is when the real work begins. The plan is put into action. Each team member that has been assigned an action should begin working toward accomplishing his or her actions. Each member should also document what they are doing and have accomplished. This will be utilized during the follow-up meeting to evaluate the effectiveness of the action plan.

What happens after the meeting?
FOLLOW UP MEETINGS Usually within 4-6 weeks of last meeting Team gathers to present data from specific actions Everyone evaluates: Fidelity and consistency Progress of student After the SST meeting is when the real work begins. The plan is put into action. Each team member that has been assigned an action should begin working toward accomplishing his or her actions. Each member should also document what they are doing and have accomplished. This will be utilized during the follow-up meeting to evaluate the effectiveness of the action plan.

Positive Outcomes of having SST
Increased parent involvement Improved teacher instruction Builds a community within school A Plan to support students and families Increased student achievement Prevent problems from escalating into something more difficult to deal with. Positive outcomes of having an effective SST process are: Increased parent involvement Improved teacher instruction It helps Build a community within school A Plan to support students and families Increased student achievement An effective SST Prevents problems from escalating into something more difficult to deal with.

Least Restrictive Environment (LRE)
The law states: Students must be educated in the general curriculum and/or Participate in activities with other students who are not disabled To the maximum extent appropriate Include any necessary accommodations, modifications, and/or supports to involve student in general education curriculum Explain how often student will not participate in general education curriculum Distribute: -LRE Brochure _IEP and You. -Powerpoint -Parent Rights and Procedural Safeguards The IEP and You, p. 4-5

Least Restrictive Environment (LRE)
Continuum of placement options General education classroom with in-class special education support (RSP) General education classroom with out-of-class special education support Special education classroom (SDP) Special Education Schools / Career and Vocational Centers Nonpublic school (NPS) Home/Hospital State residential school RSP – General Education setting, pull out, push in, collaborative model, learning centers. SDP = SLD, MR, AUTISM, ED, MD, OI. DHH, Special Education Schools and Career and Vocational Centers.– Lanterman, Widney, Perez, etc. Home/Hospital – i.e. Carlson The IEP and You, p. 4-5

Frequency of IEP Team Meetings
IEP Timelines Frequency of IEP Team Meetings 60 days after parent signature and consent on Assessment Plan 30 days after parent requests 30 days for students new to the District who are receiving special education services At a minimum of once per year Initial Annual Three-year The first IEP for your child is called an initial At least annually, within 12 months from the previous IEP Every 36 months, must have a three-year IEP. At this time, there may be a need for re-assessment to re-establish your child’s eligibility for special education. If no formal assessment is needed to re-establish eligibility, then a review of existing assessments is conducted.

Parent Notification of IEP Team Meeting
10 days prior to IEP meeting Date, time, & location Purpose Participants Parents may: Attend, reschedule or consent to proceed with the IEP in their absence Request an interpreter Request copies of assessment reports before the IEP meeting Ask that independent education evaluation (IEE) be considered Sign & return notification form to school

Before the IEP Team Meeting
Look at recent information about your child’s progress Review your child’s current IEP Go over important information that you want to share at the IEP meeting Give copies to the school of any recent private evaluation reports you want to share with the IEP team Talk to your child Visit your child’s school and meet with teachers to talk about your child’s progress The IEP meeting is the way for you and the school to talk about your child’s needs and to create a place to meet those needs. Here are some ways you can get ready and effectively participate. (Talk to the slide) The IEP and You, p. 2

Before the IEP Team Meeting
Write down questions you want to ask, thoughts, and/or concerns Review and return the “Notification to Participate in an IEP Meeting” Fill out a “Parent Request for Reasonable Accommodations” form Review “A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards)” Review the “ITP and You” if you have a child 14 years or older School’s staff responsibilities: Arrange for an interpreter Invite District IEP team members, as needed Ensure school staff are prepared and will attend the IEP team meeting In preparation to effectively participate…READ SLIDE Purpose of “Parent Request for Reasonable Accommodations” is for the parent. Wheelchair access, ASL interpreter, amplification, etc. The IEP and You, p. 2

During the IEP Team Meeting
Parents should: Share information about your child Ask questions or ask for explanations of special education terms that you do not understand Help in the design of an educational plan to meet your child’s individual needs IEP document will be developed, reviewed, and/or revised All members of the IEP team gather in one location to discuss your child and decide whether he or she needs special education services. These are some things that you, as an IEP team member, should do during the IEP meeting. (Talk to the slide) If an interpreter was provided, direct questions and/or concerns to the appropriate team member, not to the interpreter. Make eye contact with whom the concern is directed to. The IEP and You, p. 3

Required participants Parent/guardian School administrator/designee Special education teacher General education teacher Additional participants Others with knowledge or special expertise about your child Child, if appropriate Representatives from outside agencies Interpreter, if requested Excusal from IEP team meeting, with parent consent The IEP and You, p.3

Use of an Oral Interpreter
Parents are encouraged to: Introduce yourself to interpreter Sit next to interpreter Procedures for using interpreter will be explained Ask questions when you require clarification Make notations or write questions Interpreter is communicator of information Role of interpreter is neutral Refrain from sidebar conversations (opinions) Speak one person at a time Maintain eye contact and refer comments to appropriate IEP team member Interpreters have received training to introduce themselves to the parents, but parents are highly encouraged to introduce themselves to the interpreters. Interpreters may come from the school site or district offices. The law regarding interpreters state that…. Interpreters may be one of the participants. Interpreters are not decision making participants.

Distribution of documents: “The IEP and You” “A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards)” “The ITP and You”, if your child is 14 years or older Provide in advance on the table (not to be handed out) the three booklets. Go over them briefly pointing out the most important information of each. The IEP and You, p. 3

Sample Agenda Start-up Welcome/Introductions Signatures of people present Overview/Purpose of Meeting/Time Constraints Ground Rules Decision Making Process Parent Rights IEP Development Present Levels of Performance Eligibility Recommend/Establish Goals & Objectives Supports & Services Placement in the LRE Offer of FAPE Consent Next Steps Revise as needed to align this sample agenda to new IEP format on Welligent. Signatures of people present: List of who is present at the meeting– parent is not consenting to anything at this time Difference between parent conference and IEP meeting. The IEP and You, p. 3

The IEP Document Present levels of performance (PLP)
Eligibility for special education services Measurable goals and objectives Progress reporting Special education services Related services Accommodations/modifications Supplementary aids/supports Delivery of services State/District assessments Master Plan for English language learners Individual Transition Plan Transfer of rights These are the key components of the IEP Progress reporting (generally)– school site decision to develop a system of reporting 3x/year for Elementary 4x/year for Secondary Explain each bullet, the purpose and functio The IEP and You, p. 6-7

Age of Majority – 18 years Parents make decisions about the student’s educational program until age of 18. When the student turns 18, educational rights transfer to the student. Parents and students must be informed of this transfer of rights. This is documented on the IEP/ITP at least one year before the student turns 18. Parents and students must be informed of this transfer of rights. After the age of 18, it is student decision, who may attend the IEP team meeting other than those mandated team members (i.e. parents, advocates, etc.) For questions in regards to conservatorship, refer parents to Regional Center, Department of Rehabilitation, and/or Office of Client’s Rights Advocacy (OCRA). District is not responsible for providing guidance on conservatorship, please direct parents to these offices.

At the Conclusion of the IEP Team Meeting
Administrator/Administrator designee will: Summarize decisions Offer free appropriate public education (FAPE) Parents may: Consent to IEP Sign and date OR May take home IEP to review before signing Disagree with the IEP Clarify areas of disagreement and agreement Try to work out the disagreement Document comments/concern Offer free appropriate public education (FAPE) includes school, setting, curriculum, services to be provide, minutes of services to be delivered, accommodations, transportation, ESY– summarizes the exact offer of FAPE Any changes to your child’s IEP will require your consent. The IEP and You, p. 8

Disagreements: Parent may disagree with any part or all of the IEP School staff will again review your rights If you agree with certain sections of IEP, those services can begin with your written consent IMPORTANT! No part of the new IEP will be implemented without your written consent

Options for Disagreement
The Dispute Resolution Process Informal Dispute Resolution Mediation Only Due Process If an IEP is not being implemented File a State Complaint Informal Dispute Resolution Informal Resolved at school site Within 20 days of filing School assists in the process Mediation Only Parent, District and State mediator NO lawyers, advocates, representatives, etc. Parent initiated Due Process Formal hearing conducted by Office of Administrative Hearing (OAH) May involve lawyers.

Parents will be: Provided with a copy of IEP An offer to translate IEP will be made Provide Parent Input Survey School will: Implement IEP or parts you consent to Distribute copies of IEP Provide progress towards IEP goals and objectives at site determined reporting periods Review the IEP at least once a year An offer to translate IEP will be made– parent is asked if they need a translated copy, not if they want a translated copy. Parents may request a draft copy of the IEP if meeting is recessed. The IEP and You, p. 8

Parent Resources Community Advisory Committee (CAC) 1-213-241-6701
Complaint Response Unit/Parent Resource Network (CRU/PRN) The IEP and You, p

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