who conducted the review, with their role(s) and signature(s). For students identified with a For those students whose For those student disability on the autism records were identified by the records identified PI Student spectrum and for those students Department, the district must by the Records whose disability affects social reconvene the IEP Teams to Department, skills development or whose consider and address the skills submit a copy of Interviews disability makes them and proficiencies needed to the IEP and the vulnerable to bullying, avoid and respond to bullying, Special Education harassment, or teasing, the IEP harassment or teasing. Please Team Meeting Team is not consistently see Technical Assistance Attendance Sheet considering and addressing the Advisory SPED 2011-2: (N3A) to indicate skills and proficiencies needed Bullying Prevention and that the IEP to avoid and respond to Intervention for assistance and Teams have bullying, harassment, or guidance on meeting this reconvened. SE 18A teasing. requirement: IEP Submit evidence of the IEP Team and chairperson content Provide the IEP Team training and chairpersons with training on include the the requirements for addressing agenda, materials bullying prevention and and signed intervention in the IEP. attendance sheet with the name and Develop an internal oversight role of staff. and tracking system to ensure that IEP consider and Submit a address the skills and description of the proficiencies needed to avoid internal oversight and respond to bullying, and tracking harassment and teasing. The
who conducted the review, with their role(s) and signature(s). SE 18A IEP and content PI Student Records Interviews For students identified with a disability on the autism spectrum and for those students whose disability affects social skills development or whose disability makes them vulnerable to bullying, harassment, or teasing, the IEP Team is not consistently considering and addressing the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. For those students whose records were identified by the Department, the district must reconvene the IEP Teams to 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 consider and address the skills and proficiencies needed to avoid and respond to bullying, harassment and teasing. The For those student records identified by the 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
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