considers and specifically noncompliance, the steps the addresses the skills and district proposes to take to Submit this progress proficiencies needed to avoid correct the identified causes and report by November 5, and respond to bullying, a timeline for the 2012. harassment, or teasing. implementation of the district’s Subsequent to the corrections. training, submit a report Interviews also indicated that of the results of the not all staff that chair IEP Team Select a sample of student internal review of meetings have been trained in records across all school levels student records. Include the district’s procedures related to review for the the following: to the considerations for implementation of the Number of records students identified with a procedures to ensure IEP Teams reviewed; disability on the autism considered and specifically Number of records in spectrum as well as students addressed the skills and compliance; whose disability affects social proficiencies needed to avoid For all records not in skills development. and respond to bullying, compliance with this harassment, or teasing. criterion, provide the for students identified with a results of a root disability on the autism cause analysis of the spectrum as well as students non-compliance; and whose disability affects social Specific corrective skills development. Select a actions taken by the sample of records from district to remedy November 2012 through any non-compliance. January 2013. The sample should be taken from those IEP Submit this progress Team meetings that have report by February 25, occurred after all other 2013. corrective actions have been implemented. Please note when conducting internal monitoring that
considers and specifically addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. Interviews also indicated that not all staff that chair IEP Team meetings have been trained in the district’s procedures related to the considerations for students identified with a disability on the autism spectrum as well as students whose disability affects social skills development. noncompliance, the steps the district proposes to take to correct the identified causes and a timeline for the implementation of the district’s corrections. Select a sample of student records across all school levels to review for the implementation of the procedures to ensure IEP Teams considered and specifically addressed the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. for students identified with a disability on the autism spectrum as well as students whose disability affects social skills development. Select a sample of records from November 2012 through January 2013. The sample should be taken from those IEP Team meetings that have occurred after all other corrective actions have been implemented. Please note when conducting internal monitoring that Submit this progress report by November 5, 2012. Subsequent to the training, submit a report of the results of the internal review of student records. Include the following: Number of records reviewed; Number of records in compliance; For all records not in compliance with this criterion, provide the results of a root cause analysis of the non-compliance; and Specific corrective actions taken by the district to remedy any non-compliance. Submit this progress report by February 25, 2013.