Special Education Student Record Review Protocol

1. Special Education Student Record Review Protocol Exceptional Children Division 2015-2016 School Year

2. SPP/APR Fiscal Management Data Collection General Supervision Targeted Technical Assistance Dispute Resolution System Improvement, Correction, Incentives, & Sanctions Policies, Practices and Procedures Monitoring Activities

3. SSIP: Root Cause

4. Academics • Active implementation of evidence-based instruction • Local capacity building • Technical and adaptive leadership • Comprehensive and efficient assessment system Behavior • Active implementation of evidence-based behavioral programming • Local capacity building • Culturally responsive instruction • Positive school/class climate • Comprehensive and efficient assessment system Transition • Active implementation of evidence-based transition practices • Local capacity building • Systemic and coordinated supports (including wraparound) • Consistent attendance • Extracurricular and/or employment opportunities This Professional Learning Supports Improved Graduation Rate for Students with Disabilities by:

5. North Carolina’s Monitoring Mechanisms • Continuous Improvement Performance Plan (CIPP) • Program Compliance On-site Review • Targeted On-site Visit • Focused Monitoring • LEA Program Assessment • Data Based Review

6. Findings of Noncompliance through Program Compliance Reviews

7. Areas on the Protocol • Informed Consent(CNSNT) • Prior Written Notice (PWN) • Initial Evaluation/Reevaluation (EVAL) • Eligibility (EL) • IEP Development and Implementation (IEP) • Secondary Transition (TRAN)

8. IInformed Consent for the Provision of Services

9. CNSNT1 The Informed Consent for the initial provision of services for special education and related services was obtained from parent NC 1503-4.3 CFR 300.300 DEC 6

10. Status Check Does your record contain a signed and dated Consent For Services? What do you do if it’s not there?

11. Areas on the Protocol II. Prior Written Notice

12. PWN 2a The most current Prior Written Notice (PWN) contains a description of actions NC 1504-1.4 CFR 300.503 DEC 5

13. PWN 2b Most current Prior Written Notice (PWN) explains why actions are proposed/refused NC 1504-1.4 CFR 300.503 DEC 5 (Sections I, II, and IV)

14. PWN 2c Most current Prior Written Notice (PWN) contains descriptions of evaluation(s)/report(s) used to propose or refuse each action(s) NC 1504-1.4 CFR 300.503 DEC 5 (Section III)

15. Status Check Does the most recent Prior Written Notice explain clearly what the team decided to do? Does the most recent Prior Written Notice explain clearly what the team decided not to do?

16. Status Check Does the most recent Prior Written Notice explain clearly why the team made the decisions they did? Is it clear that the decisions were based on available data? Can it be easily understood by a parent

17. PWN 2d Most current Prior Written Notice contains procedural safeguards NC 1504-1.4 CFR 300.503 DEC 5

18. PWN 2e Most current Prior Written Notice (PWN) contains parental sources for regulation information NC 1504-1.4 CFR 300.503 DEC 5

19. PWN 3 Parent was provided copy of Prior Written Notice (PWN) prior to implementation NC 1504-1.4 CFR 300.503 DEC 5

20. Status Check Is the Date of Implementation after the PWN Delivery date?

21. But What If . . . • The parent didn’t show • The parent participated by phone • I sent the form home in their child’s bookbag

22. Special Education Student Record Review Protocol North Carolina Department of Public Instruction: Exceptional Children Division Prior Written Notice (PWN 2a,b,c,d,e, 3) Critical Questions for a compliant Prior Written Notice . . . Does the PWN clearly and accurately describe the actions that the team took in language that the parent can understand? Does the PWN clearly and accurately describe why the team made the decisions the way they did in language that the parent can understand? Does the PWN describe the evaluations and reports used to make the decisions? Are the reports references easily accessible and provided to the parent? Do you have data to support the decisions that were made? Are procedural safeguards and parental sources for regulation information included in the PWN? Was the PWN provided to the parent at least one day prior to the implementation date?

23. IIIInitial Evaluation/Reevaluation

24. EVAL 4 There is documentation of required members’participation in the review of existing data NC 1503-3.2 NC 1503-4.2 CFR 300.321 CFR 300.308 DEC 1 or DEC 7

25. Special Education Student Record Review Protocol North Carolina Department of Public Instruction: Exceptional Children Division Evaluation (EVAL 4) Yes No

26. EVAL 5 There is documentation that, as part of the initial evaluation or most current reevaluation, the IEP team completed a review of existing data, and based on that review identified what additional data were needed, if any NC 1503-2.6 CFR 300.305 DEC 1 or 7

27. EVAL 6 There is documentation that Informed Consent to Evaluate/Reevaluate was obtained from parent NC 1503-1 CRF 300.300 DEC 2 and DEC 3

28. EVAL 7 There is documentation that data requested, consented to, and collected, match NC 1503-2.5 CFR 300.304 DEC 1 (or 7) 2 and 3

29. Special Education Student Record Review Protocol North Carolina Department of Public Instruction: Exceptional Children Division Evaluation (EVAL 7) No Yes

30. EVAL 8 There is documentation that at time of reevaluation, the current IEP was reviewed, revised as appropriate, or a new IEP is developed NC 1503-5.1 (6)(ii)(B) CFR 300.324 DEC 4

31. EVAL 9 The reevaluation was completed within the past 3 years NC 1503-2.4 CFR 300.303 Past DEC 5 that addressed reevaluation to current DEC 5

32. Areas on the Protocol IV. Eligibility Determination

33. EL 10 There is documentation that evaluation is consistent with required eligibility criteria for primary and secondary (if applicable) disability category NC 1500-2.4 CFR 300.304 NC 1500-2.5 CFR 300.305 NC 1503-3.3 CFR 300.309 CFR 300.8 DEC 3 and Reports

34. Special Education Student Record Review Protocol North Carolina Department of Public Instruction: Exceptional Children Division Eligibility (EL 10) Yes No

35. EL 11 There is documentation of eligibility determination NC 1503-2.5 NC 1503-2.7 CFR 300.304 CFR 300.306 DEC 3

36. Special Education Student Record Review Protocol North Carolina Department of Public Instruction: Exceptional Children Division Eligibility (EL 11) Yes No

37. EL 12 There is documentation of required members’ participation when eligibility is determined NC 1503-3.2 NC 1503-4.2 CFR 300.321 CFR 300.322 DEC 3

38. VIEP DEVELOPMENT AND IMPLEMENTATION-CURRENT

39. IEP 13 There is documentation the IEP Team included parent participation in the development of the current IEP for the most recent action NC 1503-4.3 CFR 300.322 DEC 4 or 5 and Invitation to Conference

40. IEP 14 The current IEP was reviewed within one year NC 1503-5.1 CFR 300.324 DEC 4

41. IEP 15a The Special Factor: Behavior is considered and if yes, addressed in the IEP NC 1503-5.1 CFR 300.324 DEC 4

42. IEP 15b The Special Factor: Limited English Proficiency is considered and if yes, addressed in the IEP NC 1503-3.1 CFR 300.324 DEC 4

43. IEP 15c The Special Factor: Braille is considered and if yes, addressed in the IEP NC 1503-5.1 CFR 300.324 DEC 4

44. IEP 15d The Special Factor: Communication Needs is considered and if yes, addressed in the IEP NC 1503-5.1 CFR 300.324 DEC 4

45. IEP 15e The Special Factor: Assistive Technology devices and/or services is considered and if yes, addressed in the IEP NC 1503-5.1 CFR 300.324 DEC 4

46. IEP 16 The IEP contains statement(s) of the student’s present levels of academic achievement and functional performance (PLAAFP) NC 1503-4.1 CFR 300.320 DEC 4

47. Special Education Student Record Review Protocol North Carolina Department of Public Instruction: Exceptional Children Division PLAAFP (IEP16) Critical Questions for a compliant Present Level of Performance. . . Does the PLAAFP clearly and accurately describe the academic and functional strengths of the child? Does the PLAAFP clearly and accurately describe the academic and functional needs (weaknesses) of the child? Does the PLAAFP clearly and accurately describe how the disability interferes with the child’s involvement and progress in the general curriculum? Is the PLAAFP based upon data? Is the PLAAFP easily understood by parents? Helpful Hint: Avoid statements that address the need for services – that will come later! Bonus points if you can incorporate post-secondary skill needs if appropriate.

48. IEP 17 The IEP contains statement of measurable annual goals that address the needs identified in the PLAAFP NC 1503-4.1 CFR 300.320 DEC 4

49. Special Education Student Record Review Protocol North Carolina Department of Public Instruction: Exceptional Children Division Annual Goals (IEP17) Critical Questions for a compliant Measurable Annual Goals. . . Is the goal measurable? Does the goal state a level to be considered mastery? Does the goal state under what conditions the skill will be performed? Can the goal stand on its own? Helpful Hint: Avoid “improve”; “increase” or non-action verbs. Tie goals back to the PLAAFP.

50. IEP 18 The IEP contains description of how student’s progress toward meeting goals will be measured NC 1503-4.1 CFR 300.320 DEC 4