Interview proficiencies needed to avoid consider and address the skills and Department, and respond to bullying, proficiencies needed to avoid and submit a copy harassment, or teasing for respond to bullying, harassment or of the IEP and students identified with a teasing. the Special disability that affects social Please see Technical Assistance Advisory Education skills development or when SPED 2011-2: Bullying Prevention and Team Meeting the student’s disability makes Intervention for assistance and guidance Attendance him or her vulnerable to on meeting this requirement: Sheet (N3A) to bullying, harassment or indicate that the teasing, as well as for IEP Teams have students identified with a reconvened. Provide the IEP Team chairpersons with disability on the autism training on the requirements for spectrum. Submit addressing bullying prevention and evidence of the intervention in the IEP. IEP Team chairperson Develop an internal oversight and training and tracking system to ensure that IEP Teams include the consider and address the skills and agenda, proficiencies needed to avoid and materials and respond to bullying, harassment and signed teasing. The tracking system should attendance include supervisory oversight and sheet with the periodic reviews to ensure compliance. name and role of staff. Develop a report of the results of an internal review of records to ensure that Submit a IEP Teams that have convened after all description of corrective actions have been the internal implemented are addressing the skills and oversight and proficiencies needed to avoid and tracking system respond to bullying, harassment or with periodic teasing in the IEP.
Interview proficiencies needed to avoid and respond to bullying, harassment, or teasing for students identified with a disability that affects social skills development or when the student’s disability makes him or her vulnerable to bullying, harassment or teasing, as well as for students identified with a disability on the autism spectrum. consider and address the skills and proficiencies needed to avoid and respond to bullying, harassment or teasing. Please see Technical Assistance Advisory SPED 2011-2: Bullying Prevention and Intervention for assistance and guidance on meeting this requirement: Provide the IEP Team chairpersons with training on the requirements for addressing bullying prevention and intervention in the IEP. Develop an internal oversight and tracking system to ensure that IEP Teams consider and address the skills and proficiencies needed to avoid and respond to bullying, harassment and teasing. The tracking system should include supervisory oversight and periodic reviews to ensure compliance. Develop a report of the results of an internal review of records to ensure that IEP Teams that have convened after all corrective actions have been implemented are addressing the skills and proficiencies needed to avoid and respond to bullying, harassment or teasing in the IEP. Department, submit a copy of the IEP and the Special Education Team Meeting Attendance Sheet (N3A) to indicate that the IEP Teams have reconvened. Submit evidence of the IEP Team chairperson training and include the agenda, materials and signed attendance sheet with the name and role of staff. Submit a description of the internal oversight and tracking system with periodic
0145.docx