Once signed AP for an Initial IEP has been received:

Immediately complete a Student Add Form in SEIS that includes:

1. 1. Date of referral

   2. Person who referred

   3. Date you received signed AP

If you do not include all of this information there may be a delay in your add request.

Refer to Annual IEP.  If the student qualifies for services at the Initial IEP, the example Annual IEP will have all of the pages included in an Initial, the only difference being the Initial box on page 1 will be checked rather than the Annual box.

If an initial referral for assessments results in a DNQ:

1. Refer to example Initial IEP DNQ

2. Once IEP has been held and parent signs in agreement that their child does NOT qualify for services

   • Complete all appropriate pages in SEIS

   • Complete an Error check

   • Upload and attach the completed IEP document

   • DO NOT Affirm the IEP

   • Send a 'Student Change Form' to Brenda Brooks through SEIS

     1. Select 'Change Eligibility of Pending Student'

     2. Select 'Determined Ineligible, DNQ'

     3. Comment "Student did not qualify for services"

     4. Submit

   • Once this has been completed, Brooke Matos will complete it on her end and the student will be removed from your caseload.

All IEP's are individualized to the specific student's needs.  This example is only meant to be a guide.

https://acrobat.adobe.com/id/urn:aaid:sc:US:cb2bd5dc-7c65-4fc9-8e13-4e746d0c06d2

https://acrobat.adobe.com/id/urn:aaid:sc:US:82557ef3-3c65-4e87-844d-db163877a6d8

SEIS Training Materials

-Go to the "training materials"

-CASMIS/CALPADS

-Teacher Materials

-Service Tracking

-Additional Items

-System Updates

-Old Materials

-Best Practices

https://seis.org/helpcenter/manuals

CDE reference for Writing IEP's to receive educational benefit: 

Self-paced training materials, updated to the implementing regulations of IDEA, provides information on how to write IEPs with goals tied to standards, that are student focused, and measurable.

https://www.cde.ca.gov/sp/se/sr/ieptraining.asp

**Refer to Interim page on how to proceed in SEIS when holding a 30-day Review IEP.

30-days starts when…

1. The day the district is made aware the student has an IEP

   1. Do whatever you need to in order to get the IEP if the parent does not have it.

   2. Have your office staff request the IEP from the previous district by Fax AND call them to get it sent over ASAP.

1. Parents should indicate SPED services on the registration card.  If they do not indicate
   SPED services then we are not responsible until additional information becomes available.  The 30-days starts when the district gains knowledge to complete the interim.  The 30-day meeting could always be scheduled sooner, but the purpose is to get to know the student and make sure the goals and services are appropriate.

Thirty (30) days from the date of the Interim IEP meeting, the Case Manager will hold a 30-day IEP meeting with the parent/guardian and student and other team members as appropriate. At this meeting the following will be reviewed:

1. The interim IEP document, including programming and services.

2. Additional records and assessment information that may have been received.

3. Determine if new assessments for eligibility are needed. 

4. Existing Goals and Benchmarks. Develop new goals if appropriate.

If the Case Manager and IEP team determine the existing IEP, program, and services are appropriate, the original Annual IEP due date will be honored.

If the Case Manager and members of the IEP Team determine a new Annual IEP needs to be developed, the Case Manager will do the following:

1. Establish a date/time that works for the parent/guardian and other members of the team, schedule the meeting, and send the Notice of Meeting to all attendees.

2. If new assessments for eligibility are needed, complete a new Assessment Plan, with appropriate staff and have the parent/guardian sign and return it.

3. Complete any additional assessments needed and write assessment reports.

4. Prepare draft of IEP for use in the IEP meeting that includes all compliant components need for an annual IEP.

5. Hold the new Annual IEP meeting to review the assessment reports, draft Goals and Benchmarks. (The date of the meeting becomes the new Annual IEP date).

6. The Case Manager retains a copy of the new IEP, updates all fields in SEIS, ensures the original IEP document is placed in the IEP file, provides pertinent information regarding accommodations/modifications, goals, and services to all IEP Team members and student’s teachers, (IEP at a glance), etc. The IEP is affirmed and attested within 5 days.

Benchmark/Short Term Objectives – Short-term objectives/benchmarks are drafted breaking down the annual goal into smaller skill steps or scaffolded concept instruction. The percentage or rubric score identified as mastery and the time line in which mastery is expected should be delineated. Grade level standards should be scaffolded into short-term benchmarks to allow the student to achieve each benchmark within the specified amount of time.

If possible, the case manager should align short-term objective dates with report card timelines. Annual goals and objectives cannot exceed the Annual IEP due date.

Junior High and High schools report at every Quarter (4 times a year).

Elementary schools report at every Trimester (3 times a year).

• If Annual IEP aligns with the start of a Trimester you may only have 2 benchmarks.  For example:

  • Annual IEP date 5/25/2018

    • Benchmark 1 - align with end of Trimester 1 (following school year)

    • Benchmark 2 - align with end of Trimester 2

    • Annual Goal - align with end of Trimester 3
       

• Depending on when the Annual IEP date is you have 4 total reporting periods. For example:

  • Annual IEP date 10/5/2018

    • Benchmark 1 - align with end of Trimester 1

    • Benchmark 2 - align with end of Trimester 2

    • Benchmark 3 - align with end of Trimester 3

    • Annual Goal - align with next Annual IEP

Progress Reports – Updates on the progress a student makes toward each annual goal is completed at regular intervals as required by law, (no less frequently than their typically developing peers). IEP Goal forms are used to report the progress at the listed objective/benchmark intervals. Updates will occur in SEIS and must be affirmed and attested. Copies should be stored in the IEP file upon update, and distribution of Progress Report updates should be provided to families in coordination with student report cards.

**If you are not the Case Manager for a student you will NOT have the option to affirm/attest the benchmarks.  Please email the case managers when you have completed your progress reports so they can be affirmed/attested by the case manager.

Procedure if you are Case Manager:

1. Update benchmarks on goals.

   • Make sure to mark Yes for "Ready for P/R"

2. Affirm/Attest benchmarks

3. Print out goals

4. Provide copies to parents

   • Best Practice is to provide to classroom teacher to hand to parent at parent conference if available

Procedure if you are NOT the Case Manager:

1. Update benchmarks on goals.

   • Make sure to mark Yes for "Ready for P/R"

2. Email Case Manager as a reminder to Affirm/Attest and include SLI goals when sending Progress Reports home to Parent.

The Harmful Effects statement describes how the student's recommended services may impact his/her needs (positively or negatively).

This is the example statement for Harmful Effects given to us by the district lawyer:

The IEP team discussed the following potential harmful effects: lack of access to general education peers and elective opportunities. The team determined that the benefits of SPEECH THERAPY with small group instruction [and access to modified curriculum] outweighs the harmful effects of a more restrictive environment.

https://acrobat.adobe.com/id/urn:aaid:sc:US:5ac5afb0-dbb6-434d-abec-214169cce0a4

It is the District's responsibility to not only provide a copy of the Procedural Safeguards for the parent, but do also review and explain the rights to the parents.  For initials, a review of all of the rights is strongly recommended.

https://www.cde.ca.gov/sp/se/qa/pssummary.asp

https://acrobat.adobe.com/id/urn:aaid:sc:US:cc99c208-f97b-41c1-818b-d8807706db61

https://acrobat.adobe.com/id/urn:aaid:sc:us:76eef44e-dc21-4636-adee-8de6b874a925 (English)

https://acrobat.adobe.com/id/urn:aaid:sc:US:910d6b05-90e0-4941-88f6-67943e573ac8 (Spanish)

CAC are monthly meetings typically held at District Office.  The meetings provide information to parents regarding a variety of topics related to special education and their child's IEP.  The meeting member consist of special education, administrators, parents, teacher, etc.  Not all meetings will pertain to all children, for example the yearly meeting regarding Transition to Adulthood will not pertain to an elementary aged child. 

https://www.mcs4kids.com/o/mcs/page/community-advisory-committee