Policy – Category 2000 (Administration)
BP 2002 – State Special Schools
based model, which would include issues of service delivery, intervention design, behavior, and curriculum as applicable to the group with which the child interacts. • Parent collaboration is valued and becomes an integral part of the assessment process. Parents assume an active role in the team process through input during the referral, through extensive interviews with the Diagnostic Center’s assessment staff, and actually participate during portions of the assessment. • At the completion of the individual assessment Diagnostic Center staff often meets with parents and LEA staff to provide findings, provide practical teaching strategies, and plan interventions. A comprehensive written report accompanies this review.
• Implementation of the assessment findings occurs as the
Diagnostic Center staff provides technical assistance to the IEP team. Direct support may be provided to the classroom teacher and other support specialists. If requested, staff demonstrates recommended strategies, interventions, or methodologies, as well as assists with development of behavioral intervention systems. Additionally, a large selection of resource materials and handouts may be of assistance to the LEA and/or parents for implementation of the ideas and strategies outlined in the report. B. Transition services and resources for children ages 16-22 with disabilities, their families, and service or care providers. These services facilitate an outcome-driven transition process for the child. Services promote a student focused process based upon student empowerment and informed decisions. Student decisions and family plans lead to meaningful employment and/or adult living that are commensurate with the child’s interests, abilities, and aptitudes. • Transition services include assessment, consultation, training, and technical assistance on specific transition issues for LEAs, WorkAbility I Project, Juvenile Court, Community School programs, and Job Training Partnership Act (JTPA). Formal staff development on various topics related to transition services for students with disabilities are available for LEAs, families, and other service providers.
• Technical assistance relates assessment to classroom and
community instruction. Linkages with other agencies results from development of a plan for coordinated services. Student and parent
BP 2002 – State Special Schools
Page 5
Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 04/18)
Made with FlippingBook interactive PDF creator