TPE 12

TPE 12.1

TPE 12.1

Knows CA and federal laws and procedures pertaining to students with IEPs, English learners, RTI, 504 plans, and eligibility and placement.

I know the CA and federal laws and procedures pertaining to all students. For example, I have included the 60 day timeline to the right. This helps compare the dates from the signed AP to the date the IEP is due. This is a helpful chart to keep dates organized. In other words, the moment the parents sign to assess the school has 60 days to test and hold the IEP meeting. I have also included the paperwork that is necessary if a student is eligible to take an alternate state test. However, there are specific requirements the student must meet, which are stated on the form, in order to take an alternate assessment. In terms of eligibility and placement, as a team, we want the student to be placed in the least restrictive environment (LRE), which is general education. However, if the student is not making progress in general education with the most supports, then other settings are considered. Students are required to receive supports for their service minutes stated on their IEPs. Depending on the student and their need, they will receive push in or pull out supports, including accommodations and modifications to classroom work if stated in their IEP. If students are identified as English Learners (EL), they must receive targeted ELD instruction for a specific amount of minutes, depending on their grade. Students with 504 plans could be implemented before testing to provide extra supports to a student or after testing if the student did not qualify for an IEP. These supports include accommodations that are implemented by the general education teacher. Lastly, RTI stands for response to intervention and these are also students who need extra support, typically these are students who do not have an IEP. These students are put in a small group, that focuses on a specific area of difficulty, closing the gap in an area of need.

I attended a district meeting that reviewed the main reasons the district is out of compliance regarding IEPs. More specifically they talked about the importance of affirming on time and ensuring all the information and data is correct before doing so. They also emphasized having the correct meeting dates on the IEP, even if the meetings are more than one part, the date is the same for all three parts. They mentioned a new system (SEIS Tracker) that will be used next year to log students' minutes. Lastly, they talked about CAASPP and the different tools that are allowed depending on each individual student. I learned a lot from this meeting and am committed to staying up to date with my students' IEPs and the laws I need to follow to stay in compliance. I will continue to attend district meetings and other meetings to stay informed with state laws.