Transcript State-wide Special Education Procedures

Statewide Special Education
Procedures
Something old, something new,
something borrowed …
and then there’s Child Find!
Managing Transitions: William Bridges
You are
here!
Now,
you are
here!
Topics for Today
• AM
– The Resources: The Iowa AEA Special Education
Procedures Manual, web supports
– IEP and other form and procedure changes and
points of emphasis
– Begin identifying training topics and needs to be
addressed in 2009-2010
Topics for Today
• PM
– Child Find, and nothing but …
The Resources
Print/Web Accessible Materials
• Iowa AEA Special Education Procedures
Manual
– Special Education Eligibility (Child Find)
– IEP Development, Related Processes, Everything
Else
– Special Education Documentation Guide
The Resources
Web Resources
• Iowa’s Guidance for Quality IEPs
http://www.iepquality.iowa.gov
IEP Tutorial
• www.aea11.k12.ia.us/prodev/iep/iep_toc/
Becoming
Acquainted
with the
New
Manual
Scavenger Hunt
• At your table, pass out the topic cards
• Look up and discuss the topic answering the
following questions:
– What’s the same about the topic?
– What’s changed about this topic?
– How does this effect AEA staff?
– How does this effect LEA staff?
• At your table discuss each topic and the
changes and implications
Meeting Training Needs
• The PLAN
– Analyze training needs
– Develop, for mostly electronic delivery, training
modules for delivery throughout 2009-2010
– Provide information today regarding immediate
needs. That is, changes AEA and LEA special
educators will encounter in the Web IEP and in
other practice expectations as soon as school
starts.
Action Planning
• At your tables, based on your tip-of-theiceberg look at some topics:
– Spend five minutes discussing informational and
professional development needs for your AEA and
LEAs
The IEP
• The good news:
– Little has changed!
• The tempering news
– A little has changed!
– Other changes will roll out during the year
IEP Participants: General Ed Teacher: 3 to 5
• Must be a licensed teacher. The general education teacher
for a preschool child is an individual who holds a valid
practitioner’s license … and holds an endorsement that
includes prekindergarten for preschool child or kindergarten
for kindergarten child.
• Must be a licensed teacher, regardless of who employs the
teacher. The general education teacher may be employed by
a private provider or other public agency such as a community
preschool child care center or Head Start program as long as
they hold the appropriate teaching endorsement. The
teacher is not required to be an employee of the resident or
attending district.
IEP Participants: General Ed Teacher: 3 to 5
• General education endorsements for early
childhood education are:
– 100 teacher – Prekindergarten through grade
three, including special education
– 103 teacher – Prekindergarten through
kindergarten
– 106 teacher – Prekindergarten through grade
three, and
– 102 teacher – Elementary classroom kindergarten
through grade six (for children in kindergarten)
IEP Participants: General Ed Teacher: 3 to 5
• Coraline attends Head Start and also an ECSE
program. The Head Start teacher does not
hold a general education license.
– The Head Start teacher cannot fill the role of
General Education Teacher at an IEP meeting.
– As a person knowledgeable about the child, the
Head Start teacher should be invited to the IEP.
– Another individual needs to be invited or
appropriately excused to cover the General
Education Teacher Role.
IEP Participants: General Ed Teacher: 3 to 5
• Please recall, at least one general education
teacher is a required IEP team member “… if
the child is, or may be, participating in the
regular education environment”
IEP Participants: General Ed Teacher: 3 to 5
• For preschool children, the regular education
environment means:
– an environment where appropriate activities
occur for children of similar age without
disabilities, and
– at least 50% of children of similar age are children
without disabilities
• This definition is relevant to other contexts as
well:
– LRE considerations, EC setting Codes
IEP Participants: General Ed Teacher: 3 to 5
• Jessie is a three year-old speech-only child
with a stay-at-home parent. No “regular
education” now or anticipated during the year
of the IEP.
– General Education Teacher not required
IEP Participants: General Ed Teacher: 3 to 5
• Jerry is a four year-old speech-only child who
will not be age-eligible for kindergarten during
the year of the IEP. His parents plan on
sending him to a private preschool (i.e., not a
Head Start nor a part of the district’s voluntary
four year-old program).
– General Education Teacher required (in
attendance or appropriately excused)
Reevaluation IEP Team
• At least one AEA support staff professional is a
required team member to fill the role of “An
individual who can interpret the instructional
implications of evaluation results”.
• Why? The initial determination of eligibility
(Initial IEP) and continuing determination of
eligibility (Reevaluation IEP) is an AEA
responsibility.
Reevaluation IEP Team
• Can the AEA support staff professional who is a
required team member for reevaluations be
excused? Yes, very carefully …
– If, and only if, continuing eligibility is not in question
by any team member(s);
– If, and only if, agreement to excuse the AEA support
staff professional is obtained prior to the meeting; and
– If, and only if, written input is provided by one or more
AEA support staff professionals regarding eligibility
What if there are AEA service providers?
• Remember, a Reevaluation IEP meeting is a Review IEP
meeting at which continuing eligibility is an additional
topic
• Involve AEA support service professionals as you would
for a Review IEP meeting
• Consider whether an AEA support service professional
who doesn’t provide IEP services to the student should
attend
• Make sure that: At least one AEA support service
professional will be in attendance at the meeting and
prepared to facilitate the discussion regarding
continuing eligibility
Reevaluations – one more note
• It is required that: as part of an initial
evaluation, if appropriate, and as part of any
reevaluation …, the IEP team and other
qualified professionals, as appropriate, must:
– Review existing evaluation data on the child, …;
and
– On the basis of that review, and input from the
child’s parents, identify what additional data, if
any, are needed …
Reevaluations – one more note
• The role of parents is mentioned twice in this
requirement:
– indirectly as team members (this is a requirement
of IEP teams)
– directly - “input from the child’s parents”
• DO NOT wait until a Reevaluation IEP meeting
to seek parent input! DO NOT!
New Item: Student Placement
• The student was placed in this school/facility at
the direction of …
• This information helps identify placements for
which a district is not responsible in establishing
district LRE data.
• Response options are:
–
–
–
–
–
Court Ordered
Parent Choice
DHS Ordered
IEP Team Choice
Student Choice
New Item: Student Placement
• If the facility type associated with where 50%
or more of special education services provided
is “Separate Facility” or “Residential Facility”,
then this new question must be answered.
• The response defaults to “IEP Team” for all
other facility types.
Revised Item: Race/Ethnicity
Race/Ethnicity, cont’d
• The Federal government is seeking consistent
data collection and reporting from all areas
(census, education, human services, etc.)
• As this is a change from the old system, all
students will have race/ethnicity re-identified
through school registration
• Also, Page A of the IEP has been modified for
this data collection for SPED reporting
Race/Ethnicity: Two Question Format
• Question One: Is the student Hispanic/Latino?
• The definition used is: A person of Cuban,
Mexican, Puerto Rican, South or Central
American, or other Spanish culture or origin,
regardless of race.
Race/Ethnicity: Question One, cont’d
• “Spanish culture or origin” is the over-arching
concept, NOT geography
• For example, members of the following groups
would not generally be expected to identify
themselves as Hispanic or Latino:
– Brazilian-, Guyanan- and Surinamese-Americans (The
South American nations of Brazil, Guyana and
Suriname are former Portuguese, British and Dutch
colonies, respectively)
– French Guianan-Americans (The South American
Department of French Guiana remains part of France)
Race/Ethnicity: Two Question Format
• Question Two: What is the student’s race?
• This question is asked, even if the response to
Question One is “Yes, Hispanic/Latino”
Race/Ethnicity: Question Two, cont’d
• The definitions used are:
– American Indian or Alaska Native: A person having
origins in any of the original peoples of North and
South America (including Central America), and who
maintains tribal affiliation or community attachment.
– Asian: A person having origins in any of the original
peoples of the Far East, Southeast Asia, or the Indian
subcontinent including, for example, Cambodia,
China, India, Japan, Korea, Malaysia, Pakistan, the
Philippine Islands, Thailand, and Vietnam.
Race/Ethnicity: Question Two, cont’d
• The definitions used are:
– Black or African American: A person having
origins in any of the black racial groups of Africa.
– Native Hawaiian or Other Pacific Islander: A
person having origins in any of the original
peoples of Hawaii, Guam, Samoa, or other Pacific
Islands.
– White: A person having origins in any of the
original peoples of Europe, the Middle East, or
North Africa.
Race/Ethnicity: Question Two, cont’d
• Multiple races may be identified. Tiger
Woods, coined the term “Cablinasian” to
describe himself as:
– Caucasian
– Black
– American-Indian, and
– Asian.
He could indicate four races in this system.
Race/Ethnicity
• Who made this determination? The choices
are:
– The student or parent(s)
– An AEA or LEA designated observer
• Parent report/student self-report is Preferred
• Otherwise, an AEA or LEA designated observer
must make a determination – not reporting is
not an option
Who determines for the AEA?
• Schools are to collect this information at
registration – use the LEA’s process and
information for any enrolled child.
Signed form = parent/self-report
• Support-service only preschoolers will not have
this info; home-schoolers dual enrolled for
support, only, may not have this info.
• Seek parent report. If parents don’t provide this
information the “designated observer” is an AEA
support service professional who is
evaluating/serving the child.
Race/Ethnicity
• Once information is gathered, the reported
race/ethnicity categories are:
– Hispanic/Latino of any race
– American Indian or Alaskan Native
– Asian
– Black or African American
– Native Hawaiian or Other Pacific Islander
– White
– Two or more races
Race/Ethnicity: More Info
• Video
• Iowa DE Website/A-Z Index/EASIER/scroll
down to “Race And Ethnicity Changes For
2009-2010”
• http://nces.ed.gov/pubs2008/2008802.pdf
Reflection
At your table, take
two minutes to share
one new thing
you’ve learned
FBA/BIP
• Forms have been modified
• Accessible in the Web IEP (State Forms)
• “Independent” of the IEP
– The team decides if and when they need to be rewritten – the system does not require re-write
when IEPs are reviewed or amended
– If you indicate on the “B” page that there will be
an FBA & BIP the system does not require one to
complete the IEP
FBA/BIP Training
• Training video sample??
PLAAFP reminder
• No form changes
• The item:
– This student is NIMAS eligible
Yes
No
should prompt a discussion of a student’s
potential need for accessible materials that is
broader than NIMAS eligibility, alone!
Print disability/Accessible Materials
• Step 1: Using evaluation information and present levels
of achievement, the IEP team should ask the following
questions.
1. What printed textbooks and core related instructional
materials are being used in the student’s classes?
2. Can this student use these materials to effectively access
the general education curriculum?
3. If the information in the printed materials were provided
to the student in a specialized format (Braille, Large
Print, Audio, Digital Text), would the student’s access and
interaction with the general education curriculum result
in improved student achievement?
Print disability/Accessible Materials
• Questions, continued
4. Does the student require specialized formats of
printed textbooks and core related instructional
materials that are written and published for use
in elementary and secondary school instruction?
5. If a specialized format is required, does this
student need assistive technology (AT) to
effectively use the specialized format?
Print disability/Accessible Materials
• Step 2: If the student does need a
specialized format(s), a determination is made
about whether the student is copyright
exempt (NIMAS eligible) or not copyright
exempt.
– NIMAS eligible (determined to be: blind, visually
impaired, physically limited, having a reading
disability resulting from organic dysfunction)
Print disability/Accessible Materials
• Step 3: Documentation in the IEP of
Determination of Print Disability
– If the student does not use, handle, or read textbooks or
core related instructional materials, regardless of
conditions that otherwise make a child NIMAS eligible, the
NIMAS eligible box should be checked NO.
– If the student does use, handle, or read textbooks or core
related instructional materials and is copyright exempt, the
NIMAS eligible box should be checked YES. The Web IEP
will check Specialized Accessible Formats “Yes” on Page F
and will add a Service/Support row to Page F.
Print disability/Accessible Materials
• Step 3: Documentation in the IEP of
Determination of Print Disability
– If the student is not copyright exempt and the team
determines the student has a print disability that requires
specialized formats, the NIMAS eligible box should be
checked NO. On Page F, Check “Yes” for Specialized
Accessible Formats” and describe needed
services/supports
– If the team determines the student does not have a print
disability that requires specialized formats, the NIMAS
eligible box should be checked NO.
Adding New Goal Areas
• As a reminder:
– A general education intervention process is not
required
– A reevaluation is required only if the IEP team
determines that additional information, the
collection of which requires consent, is needed
– Eligibility has already been established and the
focus of discussion is whether or not a “new” area
requires special education resources
Adding Goals, documentation
• Reviews and amendments:
– In the PLAAFP item, “Other information essential
for the development of this IEP”, state the IEP
team’s conclusion regarding the need for supports
beyond those typically provided to all general
education students and summarize the data that
supports this conclusion, including relevant
progress and discrepancy information.
Adding Goals, documentation
• Reviews and amendments – PLAAFP, cont’d:
– The IEP team believes that Karina requires greater
assistance in the area of math than is provided to
most students. She has struggled with concepts
and applications related to algebra variables, data
analysis and probability. Her math scores on the
ITBS are well below the proficient level and her
test, quiz and assignment scores are consistently
within the lowest 10 to 15% of the class.
Adding Goals, documentation
• Reviews and amendments – PLAAFP, cont’d:
– State the IEP team’s conclusion regarding the
individual’s need for special education services
and supports in the new area, and summarize the
information that supports this conclusion,
including the impact of previous efforts (progress
information).
Adding Goals, documentation
• Reviews and amendments – PLAAFP, cont’d:
– The IEP team believes that special education services
and supports, including frequent progress monitoring
and adjustments to instruction, are needed. Karina
currently receives her math instruction in a co-taught
classroom and is frequently included in small groups
of students who are experiencing difficulties and
receive focused instruction by a special educator. In
addition, her general education teacher affords her
additional, individual time (15-20 minutes, 3-4 times
per week) and her parents provide nightly homework
support. Weekly algebra probes show no gain over
the past eight weeks.
Adding Goals, documentation
• Reevaluations
– Provide the same information as for reviews and
amendments, BUT
– Provide this information in response to
Reevaluation Question #4: What additions or
modifications to the special education and related
services are needed to enable the student to meet
the IEP goals and to participate, as appropriate, in
the general education curriculum?
Adding Goals, documentation
• All IEP types: In the Current Academic
Achievement and Functional Performance (CAAFP)
provide detailed information to support and
elaborate the summary information. For
example:
– Karina’s math score on the Spring 2009 ITBS was at the
8th percentile rank. Her math CBM scores place her in
the “at risk” category. Karina’s median class rank (out
of 23 students) on the last 20 assignments and quizzes
is 22. Growth in CBM scores across 8 weeks shows an
average growth of .2 digits/week. Peers average .8
digits/week growth.
Adding Goals, documentation
– The “Effect of Disability” needs to reflect the new
area
– Complete all other appropriate information on the
Goal and Services pages (D and F).
Adding Goals, data standard
• IEP teams need to base their decisions on sound
data. Data may come from a variety of sources.
When considering additional needs, the data
generated through the general education
classroom that reflects an individual’s progress in
the context of assistance provided to the student
is the first source to consider. Data must clearly
support the conclusion that identified needs
require special education services and supports,
rather than other forms of assistance.
Adding Goals, data standard
• The discussion related to adding goals is primarily
a “need” discussion.
• The IEP team must have sufficient discrepancy
and progress information to conclude that a
concern requiring some kind of assistance or
support exists.
• Given that conclusion, the discussion focuses on
whether the action required on behalf of the
student is special education or something else.
Discussion
• In your AEA, what has been the process for
adding new goal areas?
• What information/training will AEA and LEA
professionals need to be able to do this as
described in the procedure manual?
Eligibility Determination Worksheet
Parent consent not received must be documented
Either check:
A signed Consent for Evaluation form has not
been returned.
Or provide a date:
Date signed Consent for Evaluation received by
LEA/AEA:
/ /
Meeting Notice
• The procedural requirement:
– To the extent appropriate, with the consent of the
parents or a child who has reached the age of
majority, in implementing the requirements of
41.321(2)“a,” the public agency must invite a
representative of any participating agency that is
likely to be responsible for providing or paying for
transition services.
41.321(2)c
Meeting Notice
• This requirement applies to agencies that may
become involved with transition services.
• Agencies already involved may be invited at
the school’s discretion as “other individuals
who have knowledge or special expertise
regarding the child”.
Meeting Notice
• The data requirement
– Indicator 13 now requires that we collect data
documenting that we have met the requirements
of 41.321(2)c
– Data collection will occur through I-STAR in the
compliance review process
– The Meeting Notice form has been changed to
accommodate this need (Handout)
Meeting Notice
• For students age 13 and above, do what you’re
supposed to do AND check the box that says:
For transition-age students: The school has
considered topics that will be discussed at this
meeting and potential agency involvement
related to those topics. If necessary, the school
has obtained parent or age-of-majority student
consent to invite representatives of any agency
that is likely provide or pay for transition services
in the future.
Trial Out
• Quiz using manual
Paraprofessional Codes
• Codes have not changed. Definitions have
changed to sort out services that are
potentially Medicaid-billable (behavior and
health) from non-billable (academic) services:
– PP or PPO (Paraprofessional Services): Behavioral
or Health Services provided by a paraeducator or
paraprofessional
– TA or TAO (Teacher Associate): Academic Services
provided by a paraeducator or a paraprofessional
Completing IEPs - The manual says:
• Completing all of the IEP documents at the IEP
meeting is the best practice. However, if
documents are not completed during the
meeting, the IEP team must collaborate and:
1. determine the services and supports that will be
provided until the Web IEP is implemented, and
2. in all cases complete, implement and distribute
the IEP document and assure that all relevant
parties are informed of their responsibilities
within 30 calendar days of the meeting.
Completing IEPs – Discussion
• In your AEA:
– After an IEP meeting, how long does it take for the
IEP to be implemented on the Web?
– What kinds of reviews, changes and corrections
occur during that time?
– Do the changes or corrections ever prompt IEP
teams to act (re-convene or amend)?
– Do you view the IEP as “official” during this time?
Transition C to B
Complete Prior to Child’s Third Birthday
• Determination of Eligibility for Special
Education; and
• Initial IEP Meeting
– Must meet the requirements for IEP team
members; and
– Include Service Coordinator and/or IFSP Team
members, at parent request.
Transition C to B: Before Age 3
• Reminder: Eligibility determination and an
Initial IEP meeting must be held prior to child’s
third birthday
• If an IEP meeting is held more than a short
period of time before the third birthday:
– Document the Early ACCESS services that will be
provided until the third birthday on IEP Page F
– If a summer birthday, consider Extended School
Year Services (ESYS) for the period of time
between the third birthday and the start of school
Transition C to B: Before Age 3
• After the child’s third birthday, amend IEP
(following procedures to amend IEP) in order
to accomplish the following:
– Remove all references to the Early ACCESS, early
intervention services
– Update the IEP to reflect current services, early
childhood setting code
– Check to be sure that the child’s weighting is
correct
Transition from Pre-K to K
• The transition from Pre-K to K presents
particular challenges in tracking student data
– Teacher almost always changes
– Building often changes
– Weighting often changes
– LRE reporting changes at age 6
• NOTE: This means that a five year-old kindergartener
has both an EC Code and an LRE percentage
Transition from Pre-K to K
• Procedures
– Schedule an IEP meeting late enough in the school
year that the information needed for planning the
transition to K is known and available, KEEPING IN
MIND
– The Early Childhood Outcomes Summary must be
completed within 90 days of leaving Early
Childhood Special Education services
Transition from Pre-K to K
• On page F, current early childhood services are
described with an appropriate starting date
(e.g., the IEP meeting date or day after).
• The upcoming page F services for kindergarten
are described with a start date corresponding
to the beginning of school in the fall (i.e.,
August). The Web IEP will then list these as
“future services” and print them separately on
the IEP.
Transition from Pre-K to K
• In the Fall of the kindergarten year, the new
IEP team will need to amend the IEP, making
all necessary changes (as needed: teacher,
LRE percentage and EC setting code,
weighting, attending building, etc).
• Remember, kindergarten is considered an
Early Childhood Setting when determining EC
Setting Codes for 5-Year-Old Children.
Transition from Pre-K to K
• The Fall amendment may be an amendment with
or without a meeting, depending on the
circumstances.
• At minimum, page F should be changed to
reflect the kindergarten program. The services
and supports descriptions may not need to be
changed, but the amendment process moves
kindergarten services and supports from a
“future services” designation to current services.
Action Planning
• At your tables:
– Spend five minutes discussing informational and
professional development needs for your AEA and
LEAs
Competent Private Instruction
• For an eligible individual, Competent Private
Instruction (CPI, home schooling), including
instruction at a non-accredited school,
requires the prior approval of the AEA Special
Education Director.
• The procedures assume that approval does, in
fact, precede the beginning of CPI.
Competent Private Instruction
• Handout (model form, model letters)
Home and Hospital Services
• When provided for health or medical reasons,
obtaining a physicians statement is done at the
discretion of the IEP team.
• Potential purposes:
– to determine that the student’s condition is such that
he or she cannot attend school
– to determine that the home or hospital service will
not interfere with the student’s health or recovery
• Review the placement “periodically” 41.410(2)b
Homebound for Behavior
• Considered to be an Interim IEP
• An interim IEP shall not be in place for more
than 30 school days. [324(5)a]
Parent Revocation of Consent
• Effective 12/31/08, parents may unilaterally
withdraw their children from further receipt of
special education and related services by
revoking their consent for the continued
provision of special education and related
services to their children. (Revocation rights
apply to age-of-majority students)
• A public agency (LEA or AEA) may not, through
mediation or a due process hearing, challenge
the parent’s/age of majority student’s decision
Parent Revocation of Consent
• This is an all-or-none provision. That is,
parents/age-of majority students do not have
the right to revoke consent for one or more of
the services received and to have other
services continue.
• Parents/age-of majority students have
available the IEP process and due process to
address issues related to some, but not all of a
student’s services.
Parent Revocation of Consent
• Parental/age-of-majority student revocation
of consent must be in writing.
• Upon revocation of consent a public agency
must provide the parent/age-of majority
student with prior written notice before
ceasing the provision of special education and
related services.
Revocation: Web IEP Procedure
• Process an exit
• Use Exit Code: RRT - Returned to Regular
Education - Termination of Services
– Definition: Student is returning to regular
education programming for reasons other than a
completed IEP (parental request that services be
discontinued, student refusal to attend special
education programming). The IEP team has
concurred with the judgment.
Parent Revocation of Consent
• Revocation of consent includes general
education accommodations in the IEP
• Following revocation of consent for IDEA
services, parents do not have the right to
request a 504 plan. A school may provide a
504 plan, but is not required to do so.
• Following revocation of consent, a student is
disciplined as a general education student
Parent Revocation of Consent
• A public agency is not required, because a parent
revokes consent for continued services, to amend
a child’s education records to remove references
to the child’s receipt of special education and
related services.
• However, this does not affect the rights of
parents/eligible students to request amendments
to information in education records that is
inaccurate or misleading, or violates the privacy
or other rights of a child
Parent Revocation of Consent
• If, after a revocation of consent, parents/ageof-majority student want to resume special
education services an initial evaluation is
conducted.
• Existing information may provide much of the
necessary data, but this is an initial
evaluation, not a reevaluation.
Revocation of Consent and CPI
• A request to provide competent private
instruction (CPI, home-schooling) to an
eligible individual is not a revocation of
consent for special education, even if parents
decline all special education services
Caseload Monitoring
• AEAs are required to have caseload
monitoring procedures to “ensure that the
IEPs of eligible individuals are able to be fully
implemented”.
• Procedures must include LEAs and the
resolution of concerns that are not resolved
by LEAs through the procedures in their
district-developed plans
Caseload Monitoring: LEAs
• Request for review goes to Director’s designee
who will:
– Meet with LEA personnel and discuss concerns within
ten days,
– Provide a written response
• If the concern is not resolved, request for review
goes to the Director who will:
– Review information (could include meetings, phone
contacts, etc.) within ten days,
– Provide a written response
Caseload Monitoring: LEAs
• Review questions:
– Did the LEA follow its AEA-approved and boardadopted procedures related to setting and
monitoring caseloads and resolving concerns
about caseloads?
– Given the caseloads of the affected special
educator(s), are the IEPs of eligible individuals
able to be fully implemented?
Caseload Monitoring: AEAs
• The Special Education Director’s designee(s) will
establish caseloads annually and make necessary
adjustments as warranted by personnel changes,
changes in programs or populations and other
circumstances.
• Each AEA support staff professional is responsible
for monitoring his or her own caseloads and to
report to the Director’s designee if circumstances
related to caseload could potentially interfere
with the timely completion of evaluations or the
full implementation of IEPs or IFSPs.
Caseload Monitoring: AEAs
• AEA support staff professionals and Director
designees may, at any time, have informal
discussions regarding caseload concerns. In both
informal discussions and formal caseload reviews,
the following will be considered:
–
–
–
–
Number of students
Needs of students
Type of service required for these students
Geographical size of the assigned caseload as well as
other applicable factors will also be given
consideration
Caseload Monitoring: AEAs
• Informal resolution of concerns is preferred.
• An AEA support staff professional may request
further consideration through submission of a
written notice of the concern to the Special
Education Director’s designee who will:
– Meet and discuss concerns within ten days,
– Provide a written response
Caseload Monitoring: AEAs
• If the employee is dissatisfied with the
response, the employee has five working days
after receiving the written response from the
Special Education Director’s designee to
submit a written appeal to the AEA Director of
Special Education, who will:
– Meet and discuss concerns within ten days,
– Provide a written response
Caseload Monitoring: AEAs
• AEA caseload monitoring procedures DO NOT
in any way supplant or interfere with any
rights or procedural steps that are available to
AEA employees through bargained
agreements.
Action Planning
• At your tables:
– Spend five minutes discussing informational and
professional development needs for your AEA and
LEAs
Online Learning
• Reevaluation Demo
• Race/Ethnicity Demo??