The law allows an LEA to address the IEP within the LEA’s existing programs and services to the greatest extent possible for a period not to exceed the 30-day placement; therefore, it is not necessary for the parent/guardian to sign the proposed Interim Placement (IP) form. When programs or services that were provided in the former district are not in place in the new LEA at the time of enrollment, an alternative program within the LEA, a referral to a program operated by another agency, or placement in a nonpublic school may be necessary. The parent must give consent for placement in a program that is not in conformity with the current IEP. When the IEP team meets for the 30-day review, the IEP team shall review all aspects of the IEP through the IEP process. Whether the LEA adopts the previously approved individualized education program or develops, adopts, and implements a new individualized education program, the next annual review date must align with the previous goal review date. Section E - Early Identification of Learning Disabilities Student Record Review Review the child’s records with attention to the following: • Amount and quality of classwork and homework, with work samples provided at the meeting; • Test data. Also, curriculum-based data, math, reading, language, spelling levels; • Indicators of resiliency, ability to handle stress, emotional intelligence; • Attendance; • Hearing and vision screening results, health issues; • Behaviors observed in class or on the playground that are of concern; • Retention or referral to other programs; and • Contacts with the family. Be prepared to present specific background information about the child, including strengths, interests, and career potential. The strengths and specific interests that motivate the child are the building blocks for the Student Success Plan. Building on them will help the team be more creative while brainstorming strategies and designing the action plan. Examples of strengths are: good in math, likes to read, enjoys art and music, loves to sing, works well on a computer, writes creatively, did an exceptional science project, wants to please adults, and chosen by classmates as a friend and/or leader. Identify basic concerns, the behaviors that need intervention, and the desired outcomes. Examples of concerns are: reading or math is below grade level, handwriting is difficult to read, completes only 25% of classwork, does not return homework, distracts others during lessons, does not participate in group discussions, and pushes students during recess. Examples of desired outcomes are: better attendance, increase in reading or math skills, passing competency tests, working well with peer tutor, and ability to follow specific playground rules. See Chapter 3, Section C, Specific Learning Disability Eligibility for further information regarding procedures to document the presence of a Specific Learning Disability. Use the Modifications Checklist to indicate the general education modifications that have been tried.
Chapter 1 - Identification and Referral, Desert/Mountain SELPA As of 8/27/2021 Steering Committee Approval
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