Develop an internal oversight and tracking system for ensuring appropriate completion of the IEP and TPF. The oversight and tracking system should include periodic reviews to ensure ongoing Develop a report of the results of an internal review of student records, in which IEPs were written for students age 14 or over subsequent to implementation of all corrective actions, to ensure all required elements of the IEP and TPF are appropriately addressed. *Please note when conducting internal monitoring the district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s). Required Elements of Progress Reports: For those student records identified by the Department, submit a copy of the Transition Planning Form, the IEP and the Team Meeting Attendance Sheet (N3A) indicating that the IEP Teams have reconvened. Submit this information by April 27, 2015. Submit evidence of training for the special education director. Include the agenda, name of person who conducted the training and training materials by April 27, 2015. Submit a description of the internal oversight and tracking system with periodic reviews, along with the name and role of the designated person by April 27, 2015. Submit a report of the results of an internal review of records and include the following: 1. The number of student records reviewed; 2. The number of records in compliance; 3. For any records not in compliance, determine the root cause(s); and 4. The district’s plan to remedy the non-compliance. Please submit the above information by November 30, 2015. Progress Report Due Date(s): 04/27/2015 11/30/2015 SE Criterion # 18A - IEP development and content Rating: Implemented for Findings: Record review demonstrated that whenever the IEP Team evaluation indicates that a student's disability affects social skills development or when the disability makes the student vulnerable to bullying, harassment, or teasing, the IEP addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. For students identified with a disability on the autism spectrum, the IEP Team considers and specifically addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. The district documents its discussion through the goals and objectives, as well as under the Additional Information section of the IEP.
Develop an internal oversight and tracking system for ensuring appropriate completion of the IEP and TPF. The oversight and tracking system should include periodic reviews to ensure ongoing Develop a report of the results of an internal review of student records, in which IEPs were written for students age 14 or over subsequent to implementation of all corrective actions, to ensure all required elements of the IEP and TPF are appropriately addressed. *Please note when conducting internal monitoring the district must maintain the following documentation and make it available to the Department upon request: a) List of the student names and grade levels for the records reviewed; b) Date of the review; c) Name of person(s) who conducted the review, their role(s), and signature(s). Required Elements of Progress Reports: For those student records identified by the Department, submit a copy of the Transition Planning Form, the IEP and the Team Meeting Attendance Sheet (N3A) indicating that the IEP Teams have reconvened. Submit this information by April 27, 2015. Submit evidence of training for the special education director. Include the agenda, name of person who conducted the training and training materials by April 27, 2015. Submit a description of the internal oversight and tracking system with periodic reviews, along with the name and role of the designated person by April 27, 2015. Submit a report of the results of an internal review of records and include the following: 1. The number of student records reviewed; 2. The number of records in compliance; 3. For any records not in compliance, determine the root cause(s); and 4. The district’s plan to remedy the non-compliance. Please submit the above information by November 30, 2015. Progress Report Due Date(s): 04/27/2015 11/30/2015 SE Criterion # 18A - IEP development and content Rating: Implemented for Findings: Record review demonstrated that whenever the IEP Team evaluation indicates that a student's disability affects social skills development or when the disability makes the student vulnerable to bullying, harassment, or teasing, the IEP addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. For students identified with a disability on the autism spectrum, the IEP Team considers and specifically addresses the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. The district documents its discussion through the goals and objectives, as well as under the Additional Information section of the IEP.
0910.docx