The SOPM
description
Transcript of The SOPM
The SOPM
Standard Operating Procedures Manual
Highlights
Initial Referrals (p 25)
• May only be made by• Parent• school district designee• designee of public agency (with responsibility for child’s
education)
• designee of education program affiliated with a child care institution with CSE responsibility
Initial Referrals con’t
• Initial Referral Request Form in SOPM (pg 164-165)
• May be requested by• School professional staff member• Licensed physician• Judicial officer• Professional staff member of a public agency
with responsibility for wealth, health, or education of children
• Student 18 y.o. or older or emancipated minor
Reevaluations (p 30)
• Only one per year• Unless parent & school district designee agree
otherwise
• If teacher requested, the form on p 168 must be submitted
• The IEP team should convene a meeting to review all current student information
Reevaluations con’t
• The team may determine• A mandated Three Year Reevaluation is not
necessary (form p 173)• The reevaluation will occur but no additional
testing is required (form p 180)• The reevaluation will occur and additional
testing is required
**Necessary assessments maybe conducted if after 7 days the parent hasn’t responded to the consent for testing request. Appropriate outreach must be documented.
IEP Mandated Members
• Mandated participant roles on p 63-66
• Parents have a right to have a Parent Member present at a Full Committee meeting. If they opt not to, the waiver must be signed (p 187)
• Subcommittee vs Full Committee chart on p 68
• If considering change in language of instruction, at least one member must be bilingual
Mandated Member Excusal (p 69)
• May be requested by school or parent
• Parent must sign the Notice of IEP Meeting/Member Excusal Form (p 177)
• Mandated member must still provide the information (in writing) they would have shared if they attended the meeting
• Not applicable for student, parent or parent member
• Use sparingly
Amending the IEP (p 71)
• Modifications may be made without another meeting
• Waiver of IEP Meeting to Amend IEP (p 185) must be sent
• All proposed changes should be discussed with the parent and stated explicitly on the form
• If signed waiver is returned, changes are made to IEP, initialed and date agreed noted
• New IEP must now be re-distributed to parent and teachers
Exit Summary (p 89)
• Must be completed for all students with an IEP
• Completed when services will terminate in the current year because the student will earn an IEP, local, Regents diploma or turn 21
• Includes information to support accommodations and supports necessary for post-secondary success
• Form inSOPM (p218-223)
Interim Speech in English
(p 90-91)• Applies to students with speech services
mandated in a language other than English
• All efforts to secure a bilingual provider must have been exhausted
• Not appropriate for students who have no communication skills in English and are fluent in another language
• No ISP – instead an IEP meeting is convened and provision of interim services in English is noted on p 9 of the IEP
Deferring Placement (p 94)
• Placement is deferred if doing such is determined by the IEP team to be in the student’s best interest
• Rationale for deferring placement must be documented by the IEP team
• Decision to defer placement must be recorded on the Conference Result form and the Notice of Deferred Placement (p 201 or 203)
• Date when deferred placement will begin is indicated on page 2 of the IEP: Projected Date of Initiation of IEP
Annual Goals Are…(p 106-107)
• SMART – specific, measurable, attainable, results-oriented, and time-bound
• Aligned to the student’s PLOP
• Skills, knowledge and behaviors the student could reasonably achieve in one year and that would allow them to make progress in the general education curriculum
Annual Goals Are Not(p 106-107)
• Curriculum/content specific
• A replacement for the general education curriculum
• A list of everything the student needs to learn
**Short term objectives are only necessary for students eligible for NYSAA
Students with Out of City IEPs
(p 138)
• If a student has an IEP from within NYS:• CSE and parents meet to discuss comparable
services• All relevant documents must be obtained
immediately • Authorization to Attend a Special Education
Program as Comparable Service form must be sent to parent and signed (p 206)
• An IEP must be developed within 30 days
Students with Out of State IEPs
(p 138-139)
• Student must be provided with FAPE and comparable services in consultation with parents
• All relevant records must be obtained immediately – within 5 days
• IEP team meets to determine whether or not to adopt the most recent evaluation conducted by last school district
Students with Out of State IEPs con’t
• If adopted and the team determines that the student meets criteria for special education eligibility, an IEP must be developed
• If the evaluation is not adopted, the student must be evaluated immediately
• In both cases, the student must be provided with comparable services and the Authorization to Attend a Special Education Program as Comparable Service form must be sent to the parent
Impartial Hearings (p 141-145)
• Principals may request for the following reasons:• To require parent to consent to initial evaluation• To defend the decision to deny a parents’ request
for payment for an independent evaluation• To request placement in an IAES for a student (if
student deemed to be harm to self or others)• To defend the decision to effectuate a change in
the student’s program recommendation and placement as a result of reevaluation or annual review (not initial)
MDR (p 147-153)
• May be necessary if: • discipline will consist of a Superintendent’s
suspension of more than 10 consecutive days (after the hearing, principal will receive notification from SOHO to schedule the MDR)
• teacher removal/principal suspension of an aggregate of 10 days in a 40 day period (principal must determine if behavior is a pattern then schedule MDR and note in SOHO)
• MDR forms in SOPM beginning on p 280
MDR con’t
• If the result of the MDR is Yes, then the student returns to school (unless SOHO notifies the principal that an AIES applies and then a suspension plan must be developed)
• If the result of the MDR is No, then the suspension is upheld and a suspension plan must be developed
• Suspension Plan form in SOPM p 287
MDR – Deemed to Know
• Deemed to know applies:• Parent submitted in
writing to teacher or CSE that student is in need of special education services
• Parent has requested an evaluation
• Teacher or other staff have expressed concern (in writing) about student’s behavior
• An expedited evaluation (within 15 days) must be conducted
• Deemed to know doesn’t apply:• Parent of the student
has refused evaluation• Parent refused special
education services• It was previously
determined by the IEP team that the student didn’t have a disability
Other Items of Note
• Students in Foster Care p 36
• The FBA and BIP p 50
• Classifiable Disabilities p 81-84
• Recommending Home Instruction p 101
• The Related Service LTA Register p 128