LHS Exceptional Education Department Manual

Lakeside High School
Exceptional Education Department Resources Manual


NOTICE
. This manual is meant to serve as a practical guide for implementing the Individuals with Disabilities Improvement Act (2004) and its regulations, the Georgia Department of Education Special Education Rules, and the DeKalb County Board of Education policies. Here you will find pertinent information that will assist you with ensuring that you are in compliance with the DeKalb County School District's expectation for serving students with disabilities. This manual is not intended to state the any federal or state law. It is intended to assist with identify best practices.


Table of Contents
Eligibility Categories
Special Education Policies, Procedures & Practices Handbook
Beginning of the School Year Activities
Complaint IEP Video Series
Find and Link Team Members (caseload students) Services and Schedule Visual Check
Request for Special Education Schedule
Checking IEP and Re-evaluation Data Review Dates Teacher Acknowledgment Verification
During the School Year Activities
Case Manager Duties and Responsibilities IEP Meeting Notes
IEP Process
Consent for Electronic Delivery Parental Rights
Parent Notices
IEP Agenda
Compliant IEPs
SAMPLE COMPLIANT IEP SAMPLE MINUTES
Impact Statement
Annual Goals
Transition Plan
Progress Monitoring Behavior Intervention Plan Student Supports
Special Transportation
IEP Minutes
Re-evaluation Data Review (RDR)Process
Re-Eligibility Meeting Amending IEPs
Prior Written Notices IEP Checklist
IEP Forms Templates FTE Preparation
End of the School Year Activities
Graduating Senior Activities:
PWN High School Graduation Letter Senior Post-Secondary Survey Summary of Performance
Closeout Procedures


Eligibility Categories
Below are a list of eligibilities that students may qualify to receive special education services:.


Eligibility Categories (cont'd)


Special Education Policies, Procedures, & Practices Handbook (PPP Handbook)
Please click on the link to review the Polices, Procedures & Practices Handbook
This handbook is meant to serve as a practical guide for implementing the Individuals with Disabilities Improvement Act (2004) and its regulations, the Georgia Department of Education Special Education Rules, and the DeKalb County Board of Education policies.


Beginning of the School Year Activities
***These activities should be completed during teacher pre-planning
ALL ACTIVITIES should be completed within the first 30 days of the school year...


Compliant IEP Video Series
Module One:
Module One discusses collecting data for the present levels of academic achievement and functional performance (PLAAFP) .including assessment data, strengths, parent concerns, and impact of disability..
Module Two:
Module Two continues to discuss collecting data for the present levels of academic achievement and functional performance (PLAAFP) .including needs of the student.
Compliant IEP Quiz
Please complete the quiz to indicate your understanding of the components necessary for a compliant IEP.


Find and Link Team Members
Select Special Education General Tab
Select Team Members
Select Find and Link Team Members ( Team Members include Teachers, Parents, and Student)
Assign yourself as the Case Manager


Services and Schedules Visual Check
Conducting a visual check of each student on your caseload to ensure that their schedule reflects the services in the IEP


Schedule Change Request
If a student's schedule is not correct, please complete the schedule request form in Infinite Campus. The LTSE will sign and provide to the counselors and Assistant Principal of Instruction.
Select Special Education General Tab
Select Document
Select New Document Tab
Select Create Custom Form Select Request SpEd Schedule Select Create Document


Request for Special Education Schedule
Please complete all pertinent information and print. The LTSE will sign and submit schedule request forms.


IEP and Re-evaluation Data Reviews Dates
***Must Find and Link students prior to completing this task
Select Special Education Caseload Tab
Review information- This includes RDR and IEP Dates
Take a screenshot of your caseload and upload to the LINKED FOLDER


Teacher Acknowledgement of Student Supports
Select Special Education General Tab
Select New Document Tab Select Create Custom Form Select Teacher Acknowledgement
Select Create Document Select Upload Document and upload Acknowledgement completed by teacher via Microsoft forms
Select Organization Options and staple to Teacher Acknowledgement form created
Hello,
SAMPLE EMAIL VERBIAGE:
Listed below are the student supports for Student's Name. Attached you will find
instructions on how to access this student’s IEP in Infinite Campus. Once you have reviewed the student supports, please fill out the form below as verification. If you have specific questions about this student, please contact me directly.
Instructional Accommodations:
Cut and Paste Accommodations
Classroom Testing Accommodations: Cut and Paste Accommodations
Supplemental Aids and Services:
Cut and Paste Aids and Services
Supports for School Personnel:
Cut and Paste Supports
You may use the following Microsoft Forms link to send ELECTRONIC ACKNOWLEDGEMENT to teachers.
Upload and staple acknowledgements to Infinite Campus


Case Manager Duties and Responsibilities
Each case manager must complete the DUTIES and RESPONSIBILITIES form at the beginning of semester.
Each teacher must provide a copy of teaching certification to the Lead Teacher for Special Education (LTSE)
Each teacher must complete Special Education Teacher Certification Monitoring Form and provide to the LTSE.
Each case manager must meet monthly with LTSE to review IEP Compliance Safeguards Each case manager must complete progress monitoring and upload probes into Infinite Campus
Each teacher must participate in monthly departmental meetings.
Each case manager must schedule monthly IEP and Re-evaluations with parents
This can serve as one of three contacts.
Second contact is followed up by a meeting notice (non-negotiable)
Third notice is a reminder phone call to parent/guardian
Re-determination Meetings and Annual Review must be conducted in the same day. Refer to your caseload tab in Infinite Campus to ensure IEPs and RDR’s are completed and not expired. If the RDR is not done on the same day, you will be required to schedule and conduct another meeting. This is not a standalone document that can be completed without having a meeting.
Send LTSE an Outlook invite for ALL meetings.
Case manager must Invite all necessary individuals to the meeting:
Interpreters must requested at least 10 days prior to IEP meeting. Please use the REQUEST INTERPRETER link to request interpreter.
LTSE, all teachers, counselor, speech pathologist (if applicable), and other related service providers
Collaborate with Speech Pathologist and School Psychologist
Speech Pathologist must be at meeting If this student has Speech in their IEP Contact School Psychologist for re-determinations of eligibility (this must be at least 3 weeks prior to the meeting) Please use the following RDR LINK
Case Managers must complete review and complete transition survey/plan annually with students. Upload the questionnaire into Infinite Campus and staple it to the IEP.
Case managers must provide all of the student's teachers with a teacher input form to identify the present levels of academic achievement and functional performance.
Two teachers (general/SPED teacher) can submit one document for the class.
Upload this document into Infinite Campus and staple it to the IEP.
Case Managers must submit IEP checklist to LTSE at least 10 days before the IEP meeting. Save Document with students name and date of meeting.
Be sure to pre-fill out the document in its entirety prior to submitting. This is your guide to ensure all sections are completed accurately.
Case manager must ensure that all documents are locked within 10 days of meeting being held.
Case manager must complete for Annual IEP Review Form once the documents have been locked
Case manager can use the Rules and Tools Website as an additional resource. .Please review the PPP Handbook for additional information.


During the School Year Activities
***These activities should be completed throughout the academic school year. SPECIFIC DATES will be provided later..


IEP Process


IEP Process


Consent for Electronic Delivery
All students should have at least one signed copy on file
Select Special Education General Tab Select New Document Tab
Select Create Custom Form
Select Consent for Electronic
Select Create Document
Complete form and download for signatures.


Parental Rights
Parental Rights- All information sent home with parents should include a copy of parental right. Please make sure that you complete the last page of the Parental Rights with contact information.
Resources include:
Parental Rights Info Sheet- This may be used as a guide to explain parent rights during IEP meetings.
Parental Rights (Parent's Copy)-Please include this copy with contact information to parents with all information sent home both electronically and hard copy.
Parental Rights (Translated Versions)- Click link to obtained translated copies of the parental rights for non-English speaking families.


Parent Notices
ALL IEP meetings require Parent Notice.
Please review the steps fro creating a Parent Notice
Select Special Education General Tab Select New Document Tab
Select Create Custom Form
Select Parent Notice of Meeting Select Create Document
Complete form and download for signatures.
** Reminder Notice can be used as an additional notice for meetings.


Parent Notices (cont'd)
Please follow the appropriate guidelines for each meeting held:


Parent Notices (cont'd)


IEP Agenda
Introduce IEP team members State PURPOSE of the meeting
Parent Rights/Procedural Safeguards – Offer parents a copy of parent rights and explanation if needed. Copy must be given once a year, typically at annual review.
Eligibility - Address eligibility through DOR if due within the next 12 months or end of the next school year.
IEP Progress Report - Review final progress report on goals/objectives from the current IEP. Determine which goals need to be continued with new current levels to new IEP. Determine which goals are no longer needed or have been met.
Update Present Level of Academic Achievement and Functional Performance. Information to be considered, updated, and documented by the team:
Evaluation Results - Review recent formal or informal assessment results
Needs – Update the academic, behavioral, functional, or developmental needs of the student based on progress from last goals and progress towards standards. Each need indicated must be addressed by a goal.
Strengths - Student’s strengths including input/update from teachers, parents, testing, progress reports from goals, etc.
Parent Input – Update the parent/family concerns regarding the student's education. Be sure concerns are addressed in the IEP.
Impact of the disability on educational performance
Special factors for IEP team consideration:
Student’s behavior: Impact and is it impeding his/her/others learning Student’s language needs, due to limited English proficiency Student’s needs resulting from blindness or visual impairment Student’s communication needs
Student’s needs resulting from deafness or being hard of hearing Student’s need for instructional materials in alternate format Student’s assistive technology needs
All additional factors which apply to the student must be addressed within the context of the IEP
Review/update Transition Plan (required before entering high school or age 16, whichever comes first)


IEP Agenda cont'd
Update student interest/preferences/needs and assessments
Update post secondary goals based on the preferences and assessment results
Update Transition IEP Annual goals and activities. Indicate each goal that was completed and add new annual goal to help the student meet the post secondary goal. These are annual goals and ideally should be completed each year
Address Transfer of Rights/Rights Transferred if student will be 17 and/or 18.
Goals - Update and/or develop new annual goals/objectives based on needs identified in the present level. Be sure each need is addressed by a goal. Be sure goals are specific and measurable.
State Assessments - Determine student's participation in state and local assessments
Discuss assessment accommodations – use chart for standard accommodations Accommodations should be based on needs/goals/services
XI. Student Supports - Determine instructional and classroom testing accommodations, supplementary aids and services, and supports for school personnel based on the disability, needs, goals, and/or services of the student.
ESY – Address ESY questions and eligibility criteria – indicate yes or no. If decision is deferred the team MUST meet again prior to summer break
Transportation – does the student require special transportation – consult with program specialist prior to any changes or additions to special transportation.
Services - Discuss and determine special education and related services in the least restrictive environment needed based on the needs and goals of the student.
Options - Review and document the options considered and accepted.
Placement outside of regular Education – explain why services outside regular education are necessary.
Meeting Attendees and Outcomes – document participants that attended and any needed meeting notes
End meeting. Thank everyone for coming. Give final copy of IEP if completed or give parents date when final copy will be sent home.


Complaint IEPs


Complaint IEPs (cont'd)
Please review the sample Compliant IEP. Please review the sample IEP Minutes.


Impact Statement
The impact statement of the disability explains how the student's disability affects the student’s involvement and progress in the general education curriculum. When IEP teams can identify the impact of the student's disability, they can better determine the type and amount of specialized instruction that will enable the student to progress. It is not sufficient to state that the student has a disability.
SAMPLE IMPACT STATEMENTS
Reading: Devin's disability in reading comprehension causes him to have difficulty reading grade-level material, including instructions and questions on assignments, textbooks, stories, and word problems in math. Devin needs all grade-level material read aloud either through audiobooks, a peer reader, or the teacher. Devin's disability impacts his ability to independently read, comprehend, follow along at the same pace as his peers, and complete grade-level classroom assignments.
Behavior: Jesse has difficulty focusing, staying on task, and following teacher instructions. He often keeps his head down or stares out the window. Jessie's disability impedes his ability to follow along with the class, learn grade-level material, and complete assigned tasks in all classes.
Written Expression: Tina's disability in written expression negatively impacts her ability to complete written tasks independently. Tina often sits quietly, not working, and will not ask for help when given an assignment that requires writing more than one to two short sentences. This impacts her academic success in all instructional settings requiring written work.
Math Calculations: Audrey lacks foundational math skills, limiting her ability to participate in and comprehend grade-level math instruction. She is unable to complete grade-level assignments without significant support and reteaching of skills.
Social Skills: Kylie struggles with respecting personal boundaries with her general education peers, which negatively impacts her ability to create and keep friends, find peers to work on projects with, and complete group assignments. Kylie's social skills deficits impede her progress in both academic and social settings.
Please use the Impact Statement link to assist with developing the impact statement for the IEP.


Annual Goals
Students should have an annual goal in each area(s) that are aligned with the functional needs:
Include transitional goals for education/training and development of employment.
All goals should be written as SMART GOALS
All goals should be updated annually
Progress monitoring must be completed on all Goals throughout the school year.
Please use the SAMPLE ANNUAL GOALS link and the TRANSITIONAL GOALS link as a resource for creating goals


Transition Plan
Please follow the appropriate guidelines for each meeting held:
Please use Transition Plans link to identify goals and activities that may be use in the transition plan.


Progress Monitoring
ALL students with IEPs require progress monitoring.
The District requires that progress monitoring is conducted weekly
The District requires that probes are uploaded into Infinite Campus
The District requires that progress reports are provided to families at each 4.5 grading period
Select Special Education General Tab Select New Document Tab
Select Create Custom Form
Select Parent Notice of Meeting Select Create Document
Complete form and download for signatures.
** Reminder Notice can be used as an additional notice for meetings.


Behavior Intervention Plan (BIP)
Some students with disabilities will require a BIP if their behaviors interfere with their learning or the learning of others.
Students that require a BIP will require a Functional Behavior Assessment(FBA). The LTSE will complete the FBA: and assist with the creating a BIP if the student does not have one.
Please make sure to select Print in Plan so that the minutes are shown in the Final Draft of IEP
Please use the BIP/FBA link as a resource to assist with developing the BIP.


Student Supports
Students supports should be address in all IEPs.
Include supports for both academic instruction and testing.
Testing accommodations should also be used for state assessments. Include supplemental aids or services that are required for student. Provide classroom teachers with a copy of updated supports for students
Please use the SAMPLE STUDENT SUPPORTS link to assist with developing student supports for students.


Special Transportation
Please complete the Special Transportation Forms for students that require services
Select Special Education General Tab
Select New Document Tab
Select Create Custom Form
Select Transportation Input Form
Select Create Document and Complete
Select Transportation Student Info for Driver
Select Create Document and Complete
Provide the LTSE with a copy to submit to transportation
***Transportation ESY Info for Bus Driver is required for students participating in Extended School Year services and require transportation


IEP Minutes
DeKalb County Special Education Department requires each IEP have minutes:
This is the last section of the IEP in Infinite Campus Please make sure to select Print in Plan so that the minutes are shown in the Final Draft of IEP.
Please use the Sample IEP Minutes Link to guide with writing minutes for all IEPs.


Re-Evaluation Data Review (RDR)
The District requires that all students have RDR meetings within 2 years of the Eligibility Date
Please review the dates of all students on your caseload to identify students that will require RDRs. You may find this information on the IEP or your caseload report. ** IF DATE IS MISSING, please let LTSE know ASAP
Creating Re-Evaluation Data Review(RDR)
Select Special Education General Tab Select New Document Tab
Select Create Custom Form
Select Reevaluation Data Review
Select Create Document and Complete
This link provides RDR Samples to assist with the completion. Please use this LINK to review RDR requirements


(Re)Eligibility Meeting
ALL Re-Eligibility meetings require LTSE and School Psychologist in attendance The case manager must coordinate a date with the IEP team including the LTSE and school psychologist
***The LTSE will complete information needed for Infinite Campus forms.


Amending IEPs
IEP Amendments can occur through the current IEP year.
IEP amendments are used to make any necessary changes ai additions to the IEP.
Some of the most common uses of IEP amendments include:
correcting clerical errors in the IEP
adding or removing services in the IEP
Any IEP amendments must be approved by the IEP team and documented in the minutes.
Select Special Education General Tab
Select IEP Plan
Select Amend
Select Appropriate section(s) of IEP
Provide Amendment Reason and Select Start Date Make Corrections
Select Complete Amendment


IEP Microsoft Forms Templates
Below are links that can be used to assist with the completion of the annual IEPs:
Student Support Verification- Provide teacher to verify receiving student supports
Progress Monitoring Form- With option for content area teachers to add Work Samples
Observation Input Form - Can be used when collecting observational data on behavior.
Weekly Progress Monitoring Form- This can be used to communicate concerns with parents from teacher input.
Teacher Input Form- Present Levels (Version 1) - can be shared with teachers to collect present levels of academic achievement and functional performance.
Teacher Input Form- Present Levels (Version 2) -can be shared with teachers to collect present levels of academic achievement and functional performance.
Transitional Survey- Adapted from Brigance - can used for the transition plan. Senior Survey- Can be used for all graduating seniors with the summary of
performance in the Spring.
Interpreter Request- Use to request interpreter for meetings
RDR Statement Request-Use to request RDR statement from school psychologist Annual IEP Completion Form- Complete after each annual IEP meeting


IEP Checklist
Please complete an IEP Checklist for ALL annual meetings held
Please make sure that you add your completed Checklist to the IEP CHECKLIST FOLDER:


Prior Written Notice(PWN)
Please complete PWN whenever there are changes made to the IEP.
Select Special Education General Tab Select New Document Tab
Select Create Custom Form
Select Appropriate PWN
Select Create Document and Complete
Please use the SAMPLE PWN link as an additional resource


FTE Services and Schedule Visual Check
Review caseload students' schedules
Ensure that both match (if need make necessary changes to schedules or amendments Sign verification forms and return to LTSE (DUE DATE WILL BE PROVIDED)


End of the School Year Activities
***These activities should be completed prior to leaving for the summer. .


Graduating Senior Activities
All graduating seniors will require the completion of the following:
Summary of Performance- please review this section for directions
PWN High School Graduation Letter- this is located in Infinite Campus. Please select all appropriate boxes in letter.
Select Special Education General Tab Select New Document Tab
Select Create Custom Form
Select Appropriate Graduation Letter Select Create Document and Complete
Post-Secondary Questionnaire- please use this link for a copy of the questionnaire to provide to student.


Summary of Performance
Please follow the appropriate guidelines for each meeting held:


Summary of Performance cont'd
Use this link for a SAMPLE INTERRELATED STUDENT SOP Use this link for a SAMPLE ID STUDENT SOP
***Please review the Summary of Performance Link for additional resources.


Close-out Procedures
The following closeout activities should be completed prior to leaving for the summer:
Upload and lock all pertinent documents in Infinite Campus (i.e., RDRs, Team Members' Signature Page, Parent Notices, Consent for Electronic Delivery, Transfer of Rights)
Verify Dates for Students Re-evaluation Data Review (RDR) **please remember DeKalb County requires review every 2 years.
Upload Parent Consent for Evaluation (PCE) logs- Please identify any PCEs that have not been signed and returned
Complete case manager form
Complete End of Year Checklist:
Complete ALL IEPs
Complete transportation forms for students on special transportation for the upcoming school year. This includes: Transportation Permission Form and Transportation Form for Driver- (located in Infinite Campus under new documents tab)