Using SEIS to Write High Quality IEPs

Presented by Michele Villarreal

Program Administrator

South East SELPA

Copy a sticky note, then write your thoughts

Copy a sticky note, then write your thoughts

Resources I'll be using

• IEP Padlet
• SEIS Provider LEVEL Training
• Case Manager Do and Don't
• Admin Designee Training
• 26-27 60 Day Calendar by District
• State SELPA Main Forms Manual
• IEP Manual Supplemental Forms
• IEP Manual Appendices
• Writing IEP Goals

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Provider Level Users

• Provider level users only have access to the students they are assigned to.

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• Provider level users are assigned a home district but can be shared with any district in the SELPA.

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• Manage their part of the IEP and update progress on their goals in a timely manner so the case manager can AFFIRM within the recommended timeline (7days).

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Provider Level Users

• Case Managers
• Communicate with the IEP Team so they are aware of timelines for the IEP.

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• Are responsible for Affirm/Attest IEPs, Amendments and Progress Reports.

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• Submit an Add Student Form or Student Change form for the following:
• To have a student added or removed from your Caseload
• Change a student’s Eligibility status
• To have a student Exited
• To notify the district of address change
• To create IEP transactions

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Let's look at the Homepage- https://seis.org/

SEIS Homepage

• Requests Submitted to District/SELPA
• Students Added/Removed
• Follow Up
• Unaffirmed IEPs
• Unaffirmed Amendments
• Unsigned IEPs
• Unsigned Amendments
• Local News - Stuff Posted by the SELPA to pay attention to
• SEIS New - Posted by SEIS
• Calendar
• CALPADS Alerts
• Meeting Alerts
• Students

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• Student Tab
• Goals Tab
• Reference Tab- Document Library (Print out IEP pages to have on hand, just in case tech. issues occur)
• Service Tracker Tab - Track your service delivery for monitoring purposes.
• Training Materials Tab - Provider Materials, Service Tracker, Best Practices (IFSP to IEP, Transition IEPs), SEIS Webinars
• SEIS YouTube Channel
• Contact SEIS Tab - if you have SEIS technical questions
• If you have IEP programmatic questions, connect with your program specialist, coordinator, or director

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• Envelope - Updates and messages from SEIS

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• Recycle Bin - If you deleted an item such as Goals, Services, Notes, etc., by clicking the Delete icon, it will remain in your Recycle Bin and can be restored within 7 days or before you affirm. (IEP, Amendment, etc.). After 7 days or once an affirm takes place, the Recycle Bin will be cleared out and items can no longer be restored.
• To restore an item, click on the Recycle Bin button at the top right corner of the Homepage. Then click the Restore icon next to the item.
• Please Note: If text was manually deleted from a text box, or if data was lost due to caching through the internet browser, there is not a way to restore that information.

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• Print Queue

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• Click on your name to view your account information and request a password reset.

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USE ADD STUDENT FORM OR STUDENT CHANGE FORM WHEN COMMUNICATING TO DISTRICT ADMIN

• Add Student Form
• To request that a student be added to your caseload

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• Student Change Form
• Change Eligibility status of Pending student: (After the Initial Evaluation is held, the student's status should be changed immediately.)
•  Exit the student from Special Education
•  Student should not be on my caseload
•  Request a Service Provider Change
•  Add Provider
•  Remove Provider
•  Change Case Manager
•  Change of Address
• Other

• Eligible Students - Student who already have an established disability (Marked with a blue dot )

• Pending Students - Students for which a special education referral has been made and

eligibility status is pending (Marked with a green dot )

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Let's start an IEP

• Pencil - Future IEP: We write new IEPs using the Future IEP
• Paper - Current IEP
• Folder - Historical IEPs
• P/R - Progress Reports (Goal Updates)

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For the purposes of this training, we will write a Plan Review for an Eligible Student.

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Students on Your caseload

• If it makes you more comfortable to use a demo student, you can log in as:
• Username: blankforms1
• Password: Blankforms1!

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Demo IEPs, but only one log in at a time

Meeting Notice: Things to Remember

• There are two types of Invitation Notices
• Invitation/Notice of Meeting A
• Invitation/Notice of Meeting B
• My preference is Notice of Meeting A
• You don't need to include team member names. This might be helpful if you need to substitute a team member who has the same role.
• Notice of Meeting B may be appropriate for some cases in which the district needs to be clear about who is attending the IEP meeting.

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Meeting Notice: Things to Remember

• For students in high school, purpose of meeting should include "Transition Planning".
• Provide an end time.
• Check if an interpreter in needed
• Check SEIS to ensure the necessary providers are invited. After clicking on the student, go to "Pages" and click on CALPADS (Services). You should see the list of service providers here.
• Send the meeting notice out early enough for parent to make arrangements in order to participate.

Meeting Notice: Who MUST Attend

• Parent/Holder of Educational Rights
• Administrator/Admin. Designee
• The admin designee should not have a dual role in the IEP. If you are the admin designee you are not also filling the role of the school psychologist who evaluated the student.
• Special Education Teacher/Specialist
• General Education teacher

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Meeting Notice: Others Who May Attend

• Speech Therapist/Occupational Therapist/APE Teacher
• School Psychologist
• Nurse
• Other people who have knowledge of the child and a role with the meeting
• Parent Invitee

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The Role of the General Education Teacher

• IDEA requires that a general education teacher, familiar with the child, be at the IEP meeting.

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• The general education teacher is seen as the “expert" who should assist the IEP team in better understanding the intricacies of the general education curriculum.

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The Role of the General Education Teacher

• The general education curriculum and the changes to the educational program that will help the child learn and achieve;

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• The strategies attempted to help the child with behavior, if behavior is an issue, including positive behavioral interventions;

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• The type of accommodations/modifications, consultations/supports for school staff that are needed.

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• Not having the GE teacher present during the discussion of accommodations/modifications could result in a denial of FAPE.

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Team Member Excusal Form

• IDEA allows for the excusal of a member of the IEP Team for the following reasons:

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• The member’s area of the curriculum or related services is not being modified or discussed in the meeting or

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• The meeting involves a modification to or discussion of the member’s area of curriculum or related services, and the member has submitted in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.

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• Excusal from an IEP Team meeting for either reason allowed under the law, must be agreed by the parent and the District prior to the IEP meeting.

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Meeting Notice: E-Signature

Information and Eligibility:

• Do not enter the IEP date or the meeting type until the actual day of the IEP meeting. Updating the Meeting Date or Meeting Type prior to the meeting can cause system errors, such as not being able to add an Amendment if one is needed prior to the upcoming meeting.

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• The "Original SPED Entry Date" is the date that the team found the student eligible and parent consented to the IEP or IFSP. This might be when they were receiving Early Start services before entering the school district. This date does not change!

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• The "Last Reevaluation" is the date that you are holding the current Reevaluation, not the one that was held 3 years ago. The date needs to be entered correctly in order for the date of the "Next Reevaluation" to be calculated correctly.

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Information and Eligibility:Meeting Type

• Initial - Meeting to establish eligibility and initiate special education services

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• Plan Review - was known prior as the Annual: This meeting should occur no less than once a year.

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• Reevaluation - was known prior as the Triennial: This meeting occurs every three years from the date of the Initial
• When selecting Reevaluation, also select Plan Review.

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• For high school students be sure to also click on "Transition" as an "Additional Purpose of Meeting".

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Information and Eligibility:

• Use your School Information System(Infinite Campus, PowerSchool,Aries etc.) in order to verify:
• Home Address
• EL Status
• Native Language
• Ethnicity
• Race
• Do not rely on the last IEP information that was entered, especially if you did not complete the previous IEP.

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Information and Eligibility:

• "Describe how student's disability affects involvement and progress in general curriculum (or for preschoolers, participation in appropriate activities)."
• Examples of this statement are on the IEP Manual Appendices (Appendix H), located on the IEP Padlet.
• Do not rely on the last IEP information that was entered, especially if you did not complete the previous IEP.

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Information and Eligibility:

• "For Initial Placements Only"
• This information should be pre-populated if you are holding a Plan Review or an Reevaluation.
• If you are holding an Initial, you need to complete it.
• If you are holding an Initial for a student (Past qualification/Past DNQ), you will need to reset the fields and complete with the updated information.
• Has the student received IDEA Coordinated Early Intervening Services (CEIS) using 15% of IDEA funding in the past two years?
• The answer to this question will almost always be "No". Your district should let you know if the answer is "Yes" for a student.

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For High School ONLY! Transition Pages 1&2: Transition Regulations

Student Invited

Age-appropriate transition assessments/instruments were used

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A multi-year description of student's coursework from current year to anticipated exit year, in order to enable the student to meet their post secondary goal.

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All of the questions RED on the ITP should be answered as Yes, except for: "If Appropriate, and agreed upon, agencies invited" This can be answered as "N/A" or "Yes".

Transition Page 1

• Transition Assessments
• Annual transition assessments are necessary and should be on going

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• Selected assessment instruments and methods to help the student answer:
• Who am I?
• What do I want in life, now and in the future?
• What are some of life’s demands that I can meet now?
• What are the main barriers to getting what I want from school and my community?
• What are my options in the school and community for preparing me for what I want to do, now and in the future?

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• Begin by identifying the student’s strengths, preferences, interests, and needs. This allows the student to assisting in determining their pathway to education, employment and independent living.

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Transition Page 1

• IDEA requires an IEP team to develop appropriate measurable postsecondary goals based upon age appropriate assessments.
• Assessments can be:
• paper and pencil tests
• structured student and family interviews,
• community or work-based assessments (situational)
• curriculum-based assessments
• formal assessments
• informal assessments
• Transition assessment is a process of collecting data to help students discover their strengths, preferences, interests, and needs as they relate to the demands of current and future work, education, independent living, and personal and social environments.
• Each year, the transition assessments should be increasingly specific as the student prepares for post-secondary life.

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• Resources for Transition Assessment

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Transition Page 1

• Student's Post Secondary Goal Training or Education (Required)
• Student's Post Secondary Goal Employment (Required)
• Student's Post Secondary Goal Independent Living (As appropriate, Check with your district if they require it.)
• ITP Goals should be linked to Goals within the IEP. These will be the Transition Goals linked with the one of the 800 service codes.
• 820 - College Awareness
• 830 - Vocational Assessment, Counseling, Guidance and Career
• 840 - Career Awareness
• 850 - Work Experience Education
• 855 - Job Coaching
• 860 - Mentoring
• 865 - Agency Linkages (Referrals and Placement)
• 870 - Travel Training (includes mobility training)
• 890 - Other Transition Services
• DO NOT USE CODE 900!

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Transition Page 2

• Course of Study:
• You must list out all of the the classes that the student took, is taking, and will be taking throughout their high school career that shows that you have taken the transition assessments into account.

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• If a change needs to be made to the course of study, an amendment can be done.

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Transition Page 2

• Student's Course of Study Leads to:
• Diploma - Course work should include: Diploma coursework presently being completed and all required future coursework that needs to be completed. Be sure to include the names of the specific electives that are being taken and will be taken.

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• Certificate of Completion - Course work should include the functional areas being worked on currently and future areas to be addressed prior to Exit from school.

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• This is usually for our students taking the CAA who have significant cognitive disabilities...but not always.

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Transition Page 2

• If the IEP team has determined the Student is eligible to pursue an Alternative Pathway to a Diploma (Ed Code 51225.31) because: 1) They are eligible to participate in the California Alternative Assessment AND 2) They are enrolled in coursework aligned with the state standards, then click on the second option.

Transition Page 2

• Age of Majority:

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• Make sure that the statement below is read and explained to the student on or before the student's 17th birthday.

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• If you are non-conserved for educational decision making and have reached the age of 18, the age of majority, you have the right to receive all information about your educational program and make all decisions related to your education. This includes the right to represent yourself at an IEP meeting and sign the IEP in place of your parent or guardian.

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• Also explain to this to the parent.

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• Best Practice: Do it yearly at each IEP starting from 9th grade.

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For more information on Secondary Transition Planning:

• Visit the Padlet under the column: Secondary Transition Planning. Here you will find:
• Individual Transition Planning Training Video
• Building the Foundations to High Quality Transition Plans
• A list of Free Transition Assessments
• Developing Transition Goals
• Along with information on Alternate Pathway to Diploma

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Do you have input or concerns at this time?

LISTEN!

Present Levels of Performance(PLOPS)

This information can be gathered prior to the meeting. If you get parent concerns early, make sure to ask again during the meeting.

Strengths/Preferences/Interests

Smarter Balanced Assessment (SBAC)

Parent Input and Concerns Relevant to Educational Progress

• Start the meeting on a positive note.
• Get input from the team, including the parent.
• Highlight improvements, even if small.

• Never leave this section blank!
• If parent is unable to share at that moment, listen throughout the meeting as a concern, may come up.

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• You can usually find this information in your Student Information System or the student's cumulative folder
• Don't rely on what was previously written. It may be wrong.

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Document Questions!

Document District's Response!

Present Levels of Performance (PLOPS)

This information can be gathered prior to the meeting, but be sure to discuss these areas, verify statements, and ask for input. Also ask if parents have any questions.

English Language Proficiency Assessments of California (ELPAC)

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Present Levels of Performance

Hearing and Vision Screenings

• CHECK your SIS or the student's cumulative folder for this info.
• Initial is the 1st ELPAC that is administered
• Summative - All of the other ones administered thereafter.
• For Preschool - Leave Blank

• These need to be completed within the year of a student's initial or re-evaluation, or any assessment results could be deemed invalid.

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• Write of a statement for each of following areas. Do not leave blank or type N/A. [Pre Academic/Academic/Functional Skills, Communication Development, Gross/Fine Motor Development, Social Emotional/Behavioral, Vocational, Adaptive/Daily Living Skills, Health]

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Present Levels of Performance (PLOPS)

• Determine the areas of need that have been gathered in the PLOPS through assessments, observation, work samples, teacher/parent input, etc.

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• Write these areas of need in the section labeled: "For student to receive educational benefit, goals will be written to address the following areas of need".

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• These are the areas for which goals will be developed.

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Special Factors

This information can be gathered prior to the meeting, but be sure to discuss these areas, verify statements, and ask for input. Also ask if parents have any questions.

Does the student require assistive technology, devices, and/or services?

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• Does the student need a device high tech/low tech to meet their IEP goals?
• If ALL students have access to a device such as a Chromebook, and the student doesn't need something beyond what other students are receiving, then this section should be marked, "No".

Does the student require low incidence services, equipment and/or materials to meet educational goals?

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• Students must have a low incidence disability in order to access these services and equipment.
• LI disabilities include:H/H, DEAF, VI, OI, and DB. You can find them on the Information and Eligibility page under the "Disability" dropdown menu. They have an astericks to identify them.

Special Factors

Click HERE for CDE Guidance!

• Resources
• Accommodations - Smarter Balanced members have identified digitally embedded and non-embedded accommodations for students for whom there is documentation of the need for the accommodations on an Individualized Education Program (IEP) or 504 plan

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• Designated Supports - available for use by any student for whom the need has been indicated by an educator or team of educators with parent/guardian and student. The designated supports described in this section are not modifications. [Embedded (Digitally)/ Non-Embedded]

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• Students must be familiar and know how to use either the accommodations and/or designated supports provided to them before taking the assessment.

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Statewide Assessments

Goals - Prioritize Areas of Need

• Consider ALL Areas of weakness and determine which are the most important areas of focus
• What's weak?
• What's most important?
• What are the specific skills they need know and why?
• Where is the breakdown?
• Which step are they needing to develop?

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• Annual goals must be measurable and relate to the baseline data

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Measurable Annual Goal

By March 17, 2020, when given a choice of an activity, “Student” will point and correctly label the item /activity following no more than one (1) prompt on 3 out of 5 trials 50% of the time as measured by teacher recorded data.

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Does this goal statement make sense?

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• Goals w/o short-term objectives - For students who are NOT taking statewide alternate assessment

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• Objectives or benchmarks are no longer required for students who are accessing the general curriculum.

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• Goals w/short-term objectives - For students who take the statewide alternate assessment (CAA). These students require annual measurable goals and measurable objectives. Objectives are sub-skills leading toward goal mastery

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• Best Practice: Write short-term objectives for any students who are working on pre-academic or functional skills

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SEIS Forms for Goals Writing

• How It Will Be Measured - Tool used that will measure performance data

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• Ex: When given a choice of an activity, “Student” will point and correctly label the item/activity following no more than one (1) prompt on 3 out of 5 trials with as measured by teacher recorded data.

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Goals Must Include

• Enables The Student to be Involved and Progress in the General Curriculum: Select if student is working on the goal written to the California Content Standards. (Anchor Standards)

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• Addresses Other Educational Needs Resulting from the Disability: Select if the student is working other educational needs (Behavior, Social Skills, Self - Help, etc.).

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• Linguistically Appropriate Goals: To be linguistically appropriate the goals should align to the student’s addressed level on the ELPAC (if appropriate) and the CDE English Language Standards.

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• Secondary Transition Goal: If the goal is related to the secondary transition, check the box then check the appropriate area: Education/Training, Employment, or Independent Living (High School Only)

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Goals: Checkboxes

• In the development of IEP goals, 5 CCR 3001(m) identifies “linguistically appropriate goals, objectives, and programs” to mean:

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• Activities which lead to the development of English language proficiency

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• Instructional systems either at the elementary or secondary level which meet the language development needs of the English learner; and

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• For individuals whose primary language is other than English, and whose potential for learning a second language, as determined by the IEP team, is severely limited, the IEP team may determine that instruction may be provided through a language acquisition program, including a program provided in the individual’s primary language. The IEP team must periodically , but not less than annually, reconsider the individual's ability to receive instruction in the English language.

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Developing Linguistically Appropriate Goals

• IEP team should:

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• Review the ELPAC results to see what areas need further development

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• Review the results of student’s standardized and informal test data to identify areas of need

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• Align the linguistically appropriate goal to an appropriate grade-level standard and ELD standard for integrated ELD instruction.

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• California Practioners Guide for Educating English Learners with Disabilities

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• CA ELD Standards - https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

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Developing Linguistically Appropriate Goals

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• Document the date and the summary of the progress

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• Progress reports should be sent as many times as general education students receive progress reports and grades.

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• IDEA Sec. 300.320 (a) (3)
• (3) A description of—

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• (i) How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

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• (ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;

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Goals: Progress Reports

• Goals are not truly individualized.

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• They may not reflect the student’s true areas of need.

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• If using goal banks, assessment and determination of goal areas should occur before selecting a goal.

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Goal Banks

• The service options that were considered by the IEP team (List all): For this section, list of the service options that were considered and discussed, not just the services that will be offered. This discussion should be documented in the notes.
• In selecting LRE, describe the consideration given to any potential harmful effect on the child or on the quality of services that he or she needs: For this section, you can use Appendix G in the IEP Manual Appendices .

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Services - Offer of FAPE

• SUPPLEMENTARY AIDS & SERVICES AND OTHER SUPPORTS FOR SCHOOL PERSONNEL, OR FOR STUDENT, OR ON BEHALF OF THE STUDENT
• These are the indirect services provided to the student

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• Accommodations - Provide access to the educational program
• All students should have accommodations.

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• Modifications - Program is altered in order for the student to engage with the educational program.
• Not all students will have modifications.

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• Other Supports for School Personnel, or for Student, or on Behalf of Student
• Examples of this would be consultation time between staff, a Behavior Intervention Plan, a Health Plan, Break Area, Staff Check-ins w/student

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Services - Offer of FAPE

• Special Education and Related Services
• These are the direct services provided to the student

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• Some providers prefer to also add their consultation minutes on the service grid, so that they can track their consult time using Service Tracker.
• Add the Service and write in consultation in the the comments.

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• Duplicate Services - There may be duplicates of the same service type due to some minutes being consultation minutes, or services being held within a group or individually.

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• When this happens, be sure to mark the service that has the lesser duration and frequency as DO NOT REPORT

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Services - Offer of FAPE

• Extended School Year
• Meant to be an extension of the previous year for students in which regression and recoupment are significant during school breaks.

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• ESY is not an enrichment program.

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• The goal is to maintain progress/prevent regression on student goals rather than make progress/advance.

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Services - ESY

• Regression = decline in knowledge and skills due to interruption in education
• Recoupment = time it takes to regain prior level of functioning
• Decisions regarding regression should be based on empirical and qualitative data (Progress on Goals)
• Decisions regarding recoupment should be based on predictive data.

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Battle v. Commonwealth of Pennsylvania (1980) 629 F.2nd 269

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ESY: Regression and Recoupment

• Once eligible, district must provide FAPE during ESY
• ESY offers must be individualized; may not be made categorically (such as based on nature of child’s disability or placement); may call for services through full summer; and should be considered annually
• Services should only be offered in the areas of need and for the amount of time in order to prevent regression.

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Services: ESY

• Form A - This form is to be used at each annual IEP meeting (or next IEP meeting if it has not yet been filled out) to provide information about the means of service delivery in the case of an emergency condition.
• Transition Services - High School Only

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• Form B - This form is to be used if an actual emergency circumstance occurs to clarify the detail of the implementation plan.

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Emergency Circumstances Form (A, B)

• School of Attendance should be where the district is offering a program.

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• Preschool Program Setting (3-5 year-old Preschool and 4 year-old TK/Kgn)

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• Program Setting (TK/Kgn or greater, ages 5-22)

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• Plan Effective Start Date must now be entered. This can be the date of the IEP being held.

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Educational Setting - Offer of FAPE

• For students who will not begin services right away, (Ex:preschool IEP taking place in the Spring, but student will not begin till next fall) Enter the date that the student will actually begin receiving services.

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• For preschool students ensure that the plan effective start date is on the student’s third birthday or after.

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Plan Effective Start Date

• IEP Meeting Participants - If holding an in-person meeting, have participants sign this portion at the beginning of the meeting. Someone leaves early and forgets to sign.

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• If Parent Agrees w/Exceptions, those exceptions will need to be addressed. Make sure your administration knows about this, so that they can guide you on next steps.

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• Parent Involvement - Remember to ask parent at the end of the meeting, "As a means of improving services and results for your child did the school facilitate parent involvement?" and click the "Yes", "No", or "No Response" depending on their response. This is not something the parent clicks.

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Parent Consent w/ Medi-Cal

• Consent to Medi-Cal - Information can be found in the document library under Medi-Cal - OSERS Notice of Rights. This can be given to the parent

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• Procedural Safeguards (Parents' Rights)- It is recommended to offer this at the beginning of the IEP. If the parent declines, document in the notes that the Procedural Safeguards were offered to the parent and parent declined as they already had many given to them.
• Procedural Safeguards in different languages can be found in the Document Library in SEIS under Parents Rights.

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Parent Consent w/ Medi-Cal

• Notes are actually not a required component of the IEP. With that said,

ALWAYS TAKE NOTES!

• Notes provide clarity of information entered into the IEP, such as the services.
• Notes can document that the district allowed for meaningful parent input eliciting questions from the parent and documenting the district's response.
• Notes can provide evidence the IEP process was followed.
• An agenda in the meeting notes section without any details is not helpful to the process.
• Please delete the notes from the previous plan review or reevaluation.

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Notes

• Go to the CALPADS Student Page.

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• Complete the field “Degree of Support”

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Now that your meeting is complete...

• Go to the CALPADS Student Page, enter any delay codes as appropriate.

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• For Initial Evaluations, enter the Education Plan Type.

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• For Initials that have gone past the 60 day timeline, enter the meeting delay code.

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• For Plan Review that have gone past the 365 day (1 year) timeline, enter the meeting delay code.

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• For Reevaluations that have gone bast the 1095 day (3 year) timeline, enter the meeting delay code.)

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Now that your meeting is complete...

You can read more on Delay Code Reasons by clicking the link below:

Addressing IEP Timelines w/SEIS

• After the IEP is complete and you have checked it for corrections, you can affirm the IEP. This is done on any page of the future IEP.

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• Only the case manager will be able to Affirm the IEP.

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• Best Practice is to affirm the IEP within 7 days of the IEP date.

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• YOU SHOULD AFFIRM EVEN WITHOUT PARENT SIGNATURE.
• HOWEVER, FOR INITIALS, YOU WON’T BE ABLE TO AFFIRM UNTIL YOU HAVE PARENT CONSENT.

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• This will allow the transaction to be sent to CALPADs, providing evidence that a meeting was held.

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• Video on Affirming

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Affirming the IEP for Plan Reviews and Reevaluations

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• To AFFIRM an Initial IEP, you must have parent signature.
• You must also ensure that the Plan Effective Start Date is accurate.

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• If both of these items have been completed, you may now:

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• Go to the Student Change Form
• For “Select Request”, select “Change eligibility status of pending student”. Then in the next dropdown menu, select the appropriate plan type.
• If it is a DNQ/Not Providing Services, DO NOT AFFIRM the IEP.
• If the student is eligible and will be receiving services, you will need to wait for your SEIS administrator to approve the eligibility request.

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• You can view your dashboard to see if there have been any eligibility changes.
• Once the eligibility change has been made, you can begin the affirm process.

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Affirming the IEP - Initials

Prior Written Notice(PWN)/Notice of Action (NOA)

• A Summary of Actions that will be implemented or or refused by the district related to:

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• Evaluation/reevaluation
• Identification
• Placement
• Provision of FAPE

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• If there are changes made to an IEP in any of the above areas, a PWN must be written and provided to the parent.

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Prior Written Notice(PWN)/Notice of Action (NOA)

The Prior Written Notice/Notice of Action must include the following elements:

1. A description of the school’s action(s), proposed or refused

2. An explanation of why the school proposes or refuses to act

3. A description of other options the school considered and why they were rejected

4. A description of evaluations, tests, records, or reports the school used as a basis for the action proposed or refused

5. A description of other factors relevant to the school’s proposal or refusal

6. A statement that procedural safeguards are available to the parents and how to get a

description of them

7. A statement of whom the parents of a child with a disability may contact to get help in understanding their rights and the rights of their child afforded under the protection of the Individuals with Disabilities Education Act of 2004 (IDEA ’04).

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THE PWN/NOA in SEIS includes all of these elements.

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SEIS E-Signature

Special Education Timelines

• 15 calendar days – respond to a referral; parent provides consent
• 30 calendar days – when parents requests for an IEP meeting
• 60 calendar days – complete assessments and hold IEP
• ASAP – provision of services
• Plan Review (Annual) – 365 days
• Reevaluation (Triennial IEP) – every three years

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• Failure to meet timelines may result in a denial of FAPE

Questions?

Please complete the evaluation. Thank you!

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Thank you

Please complete the Evaluation

Start calendaring your meetings with your IEP teams.

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Document! Document! Document!

Ask Questions. Be Curious.

Be Compassionate even with yourself.

My contact info:

Many of your questions can be answered using the:

IEP Padlet Resources

or the SEIS HELPDESK

Michele Villarreal

Program Administrator

South East SELPA

(408) 223-3772

mvillarreal@mpesd.org

Have a wonderful school year!

Connect with your program specialists/coordinators. They should be able to help.

Reference

• The High Quality IEP - https://highqualityieps.net/
• IEP Resource Manual - SEIS Document Library - https://seis.org/ieps
• Diagnostic Center of Northern California Goal Writing Symposium Padlet - https://padlet.com/tzombres1/DCNgoalsymposium
• IDEA Individuals with Disabilities Act: https://sites.ed.gov/idea/
• California ELD Standards - https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
• California Practitioners' Guide for Educating English Learners with Disabilities - https://www.cde.ca.gov/sp/se/ac/documents/ab2785guide.pdf
• Summertime…and the Livin’is E-S-Y - Fagen, Freeman and Fulfrost Presentation

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