1. Teacher Training 2004/2005 School Year Imperial County Office of Education Special Education Department

2. Agenda Week One  OT  Purchase Orders  Credentialing  Conferences  Student Attendance  Where To Start  Student Files/Records  Strategies for a successful beginning of the school year

3. Occupational Therapy  Any student enrolled in Special Education is eligible for assessment and treatment if determined eligible.  The OT Department consists of one Certified Occupational Therapy Assistant (COTA) and one Register Occupational Therapist.  Services may be provided via consultation or direct service.  The areas of service provided include: visual perceptual training, self-care skills, sensory integration, oral-motor/feeding skills (not swallowing or diet upgrades).

5. Purchase Orders  Forms  Check out procedures for credit cards  Instructional Fund balances - Lottery  Allowable expenditures  Request for reimbursements

10. Student Attendance  SASIxp  Procedure  Forms  Phone Logs  Forms submitted weekly  Must be original  Signed and dated in ink

15. Credentialing  Renewal of credentials  Completion of courses  Outcome of not completing requirements in a timely manner  Part of teacher check-out procedure

16. Professional development/conferences  Up to 2 conferences per year, not to exceed 5 days out of instructional time, are permitted on an annual basis, anything above this requires approval of the Special Education Director.  What to do if you want to attend a professional development activity:  Permission to attend  Professional Growth Conference/Request and Feedback Form

19. Where To Start  Student Files  Class Lists  Student IEP’s  Student notebooks  Letter to parents  Schedule  Lesson Plans & CBI Plans

20. Student Name, Address, Birthday, & Phone Numbers Home visit Date/Time IEP DueIEP Date/Time Psych DuePapers Sent Home Class Information Sheet

21. ORGANIZATION OF STUDENT NOTEBOOKS 1. PARENT CONTACT LOG 2. INDIVIDUAL EDUCATION PLAN 3. HOME VISIT 4. REPORTS: HEALTH, SPEECH, DOCTOR 5. CURRICULUM ASSESSMENT 6. DATA SHEETS

22. Home Visit Curriculum Assessment I. E. P. Goals/Instruction Review Info Educational Planning Process

23. Lesson Planning Process  Identify staff schedules  Establish classroom procedures  Establish classroom activity schedule based upon student needs/goals  Complete lesson plan forms – including substitute plans  Share forms with instructional staff

32. Homework for Session One  Review student files/notebook  Complete class information sheet  Complete staff schedule form  Complete lesson plan forms  Procedures  Class list  Daily Schedule  Assignment Schedule

33. Session Two  Home Inventory  Triennial Review Process

34. Home Inventory  What is a Home Inventory  An interview that the teacher conducts in the student’s home with the parents, guardian and/or other significant others, prior to the IEP to gather information for instructional programming.

35. Purpose of Home Inventory  Establish rapport.  Provides opportunity for parents to identify needs, concerns, plans and aspirations for their child.  Enhances opportunities to participate in least restrictive environment, because it is an effective means of prioritizing the skills, activities, and environments in which the student will receive instruction.  Come to agreement on critical need for the development of IEP goals and objectives prior to the IEP meeting.

36. Requirements of Home Interview  Set up convenient date and time for the home interview with the parents.  Arrange for translator if necessary.  Review students information so that you are acquainted with the student. Can look at goals from previous year and review progress.  Copy parent/home inventory from teacher notebook disk, so that you have a copy to write on. Take this with you to the home visit. Fill it out during the interview.  This is a required activity for each student in your class and should be conducted after school hours or shortened day unless other arrangements can’t be made.  Students should participate whenever possible.

37. Teacher Notebook – Student Assessment Section  Parent Contact Guidelines  Parent letter to send home regarding process  Parent Interview for Vocation Training  Current Performance Profile  Parent Home Inventory  Parent Home Inventory Update  Parent Home Inventory – Autism Preschool  Primary Level Functional Skills Checklist  Secondary Functional Skills Checklist

38. Student Assessment  Initial Assessment  Triennial Review

39. Initial Assessment  Purpose is to determine eligibility for special education services.  It is a requirement to assess a child in all areas of suspected disability.  Typically for student referred to our program which are of school age the district of residence is responsible to conduct this assessment.  For students enrolled in our Early Start or Preschool Program assessment responsibilities falls on the County Office of Education.  For students newly enrolled with they have a language other than English identified on the Home Language Survey the Language Proficiency Testing must be completed within 30 days (CELDT/ALPI)

40. Triennial Review  What is a Triennial Review?  The Triennial review is an assessment process for special education students to determine continued eligibility to receive services. It is conducted by individuals who work with the student – including the parents.  It is a requirement to assess in all areas of suspected disability.  How often does it need to occur?  At least every three years and/or at times of transition from preschool to kindergarten or from high school to adult services.  It can occur more frequently at request of any IEP team member including the parent.

41. Triennial Review Process  Check student triennial due dates to ensure compliance with timelines.  Initiate triennial review process 2 months prior to triennial due date. If Limited English Proficient and proficiency testing has not been completed within the past year redo language assessment to determine language assessment should be completed in  Complete Assessment Plan in parent’s primary language with input from Psychologist, Speech/Language Specialist, Nurse, (OT & VI – if receiving these services)  All assessments must have vision and hearing screening.  Make a copy of the Assessment Plan prior to sending it home for parent signature.

42. Triennial Review Process continued  Two versions of Assessment Plan – can use either as long as it is in parent’s primary language.  Send assessment plan home for parent signature.  Follow up with parent to make sure it is returned in a timely manner.  Upon return of signed assessment plan, copy and send or fax it to all persons responsible for conducting assessment components along with Referral for Student Assessment Form.

43. Triennial Review Process continued  Set up date/time for triennial IEP – needs to be at a convenient time for all.  Triennial IEP must be set within 50 days upon return of signed assessment plan.  Triennial needs to be held on or before 3 years of previous triennial date.  Complete IEP/Triennial IEP conference notice form, COPY and send home to parent for signature. Make sure on purpose of meeting you identify it as a triennial IEP. Conference notice must be sent 14 days prior to meeting for timely notification of upcoming meeting.  Send copy of triennial IEP notice to all parties invited to the triennial IEP.

44. Triennial Review Process continued  Complete classroom assessment information for inclusion in assessment report (e.g. Brigance, Current Performance Profile, or Skills checklists)  Complete SIB-R or other adaptive behavior scale and return to psychologist at least 2 weeks prior to triennial IEP date.

45.  Imperial County Office of Education  Special Education Department   Triennial Review Checklist   Name of Student: ___________________________________ Language: ____________   Birthdate: ____________________________ Chronological Age: ________________   School: ___________________________ Grade: ___________ IEP Due: ___________   A complete Language Assessment if student is Limited English Proficient and language testing is more than one year old.   A completed Assessment Plan with parent’s signature and date in parent’s primary language.   A completed Referral for Student Assessment.   Copy/fax/send signed assessment plan to all persons responsible for conducting assessment.   A completed classroom performance assessment (e.g Brigance, Current Performance Profile, or Skills Checklist).   A completed Health Update.   A completed Speech/Language Assessment Report   Any other appropriate Specialists reports.

46. Agenda Week Three  IEP Process

47. Individualized Education Plan  What is an IEP?  Summation of information from the parent and the school on how the student is presently functioning and the goals to be accomplished for the current school year and the services to assist in the achievement of those goals.  The goals for the student are based on information gather by the teacher at the home visit. The IEP team agrees on goals and services covered by the IEP.  This is Federally mandated to be preformed yearly for each special education student. We try to coincide this with the student birth month.

48. Purpose of IEP  To set goals/objectives that the student is to accomplish during the year.  The goals should be mutually agreed upon by IEP team members.  Goals should be established that all participants feel are obtainable, not to high or too low. If it is evident the student is not going to achieve the goals within the school year we are required to modify them so that they will be attainable.  This is an opportunity to work cooperatively with the parents.

49. Responsibilities of the teacher  The teacher is the case manager of each student enrolled in their class.  Set date/time for IEP meeting that is convenient for all parties. Conference notice must be sent 14 days prior to meeting to give timely notification.  Make sure all parties are invited: a) parents, b) all school personnel (other teachers, speech/language specialist, occupational/physical therapists, vision specialist, etc.).  Fill out all portions of the Draft IEP.  The teacher is responsible for ensuring all services and goals agreed to in the IEP are carried out.

50. IEP Helpful Hints  Identify strengths first then address needs.  IEP goals/objectives should result from needs addressed in the IEP or assessment.  If needs are identified in the IEP and goals are not developed to address those needs justification of why not must be provided in IEP notes.  Relate descriptions to other environments (e.g. not just school).  Be brief. Don’t write everything from previous years. Build on what was written before.

51. IEP Helpful Hints continued  Don’t feel like you have to fill in every section on the draft IEP, some parts can be filled in at the meeting.  Goals should build on each other from year to year. If students do not achieve a goal, it should not just be carried over to the next year – it should be modified so the student will be more successful with achievement of goal.  Ask for more information from IEP team members to add to IEP.

52. IEP Helpful Hints continued  If using specific behavior management plans – it needs to be indicated on the behavior section of the IEP with an accompanied goal.  For students with pervasive and/or self- injurious behaviors a Functional Behavior Analysis needs to be conducted and a Behavior Intervention Plans need to be developed.

53. IEP Checklist  Check calendars of administrative designee, related services, and yourself for possible dates/times.  Check with parents to see if selected date/time is convenient with them. Coordinate with triennial review if needed.  Fill out conference notice. Invite district of residence, outside agencies, regular education teacher and appropriate related service staff – at least 14 days prior to meeting.

54. IEP Checklist continued  Copy conference notice (make necessary amount to distribute to all invited individuals).  Send original and copy to parent for signature – need to have original come back for inclusion with IEP.  Distribute copies of conference notice to appropriate individuals – fax when possible.  Complete home visit.  Complete curriculum assessment.  Fill out draft IEP.  Day before meeting call parents to confirm meeting.

55. IEP Forms  Review of forms