that disability affects educational strengths, by November 1, a student’s student’s social skills development, or when interest areas, significant 2013. the disability makes him personal attributes, personal student’s or her vulnerable to bullying, accomplishments and type of Submit a description harassment or teasing, or when a disability. Analyze the of the district’s student is identified with a information to establish the internal oversight disability on the autism spectrum. root causes for the and tracking system compliance. Based on this root with periodic cause analysis, indicate the Student record review and an reviews, along with specific corrective actions that interview indicated that IEPs do the name and role of will be taken to remedy the not consistently address all the designated non-compliance. elements of the most current IEP person, by format provided by the November 1, 2013. Department, such as the student’s educational strengths, interest Develop an internal oversight Submit a report of areas, significant personal and tracking system to ensure the results of the attributes, personal that all elements of the IEP are second review and accomplishments and type of addressed. The tracking system include the number disability. should include supervisory of IEPs reviewed; oversight and periodic reviews the number in by a designated person to compliance with this ensure ongoing criterion; for IEPs not in compliance, determine the root Conduct a second review of a cause and the sample of IEPs across all grade corrective actions the levels, developed after all district will take to corrective actions were remedy any completed, to determine if all by elements of the IEP are January 31, 2014. addressed.
that a student’s disability affects social skills development, or when the student’s disability makes him or her vulnerable to bullying, harassment or teasing, or when a student is identified with a disability on the autism spectrum. Student record review and an interview indicated that IEPs do not consistently address all elements of the most current IEP format provided by the Department, such as the student’s educational strengths, interest areas, significant personal attributes, personal accomplishments and type of disability. student’s educational strengths, interest areas, significant personal attributes, personal accomplishments and type of disability. Analyze the information to establish the root causes for the Based on this root cause analysis, indicate the specific corrective actions that will be taken to remedy the non-compliance. Develop an internal oversight and tracking system to ensure that all elements of the IEP are addressed. The tracking system should include supervisory oversight and periodic reviews by a designated person to ensure ongoing compliance. Conduct a second review of a sample of IEPs across all grade levels, developed after all corrective actions were completed, to determine if all elements of the IEP are addressed. by November 1, 2013. Submit a description of the district’s internal oversight and tracking system with periodic reviews, along with the name and role of the designated person, by November 1, 2013. Submit a report of the results of the second review and include the number of IEPs reviewed; the number in compliance with this criterion; for IEPs not in compliance, determine the root cause and the corrective actions the district will take to remedy any by January 31, 2014.
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