Q: Is it all right to have the same accommodations listed for the top two boxes on the accommodations section of the IEP?
A: The top two boxes of the accommodations section of the IEP are titled: ‘advance appropriately toward annual goals’ and ‘be involved/progress in gen. curriculum.’ The same accommodations may be required to support the student in both the attainment of their goals and objectives and to access to the general ed curriculum, but care should be taken to ensure that this is the case and that it wasn’t just easier to copy and paste to the next field. You can find more information regarding completing this section of the IEP from the Resource Page at pupilservices.blogs.kpbsd.k12.ak.us/wpmu/kpbsd-special-education-guidelines/individualized-education-program-iep/program-modifications-accommodations-supports-for-school-personnel/
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Q: How should I complete the pre-evaluation planner?
A: The pre-evaluation planner is a tool that KPBSD uses to organize the evaluation process. The planner includes information regarding what types of assessments should be completed and who will be responsible. Two tips for this planning worksheet: 1. Do not include the names of the assessments that evaluators will use. The choice of assessment is up to the evaluator based on his / her professional judgment based on the referral question. Evaluators may find that they require more than the one assessment listed on the worksheet to determine eligibility or to make recommendations for a student and they need to have that flexibility within the scope of the area chosen to assess. As a rule of thumb, just as we do not include the names of programs in the IEP, we should not include the names of assessments in the pre-evaluation planner. 2. In some instances, it is important to include the position of the person responsible as opposed to the name of the person. There are times when the “who” changes due to a student moving or other unknown and having the position responsible makes more sense.
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Q: What is Child Find and does it pertain to me?
A: Districts must coordinate activities that actively identify, evaluate, and offer sped and related services to eligible children ages 3-21 in their districts. Child Find falls to the school site (as all staff have an inherent responsibility) and any evaluations will be initiated by the school intervention team when a student is already enrolled. When students are not school age, the Child Find Coordinator assumes responsibility for child find activities.
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Q: I am a high school teacher and I need more information about the consent on the cover page about transition agencies.
A: At age 16 (or prior, if appropriate), transition activities must begin. This includes planning for agencies to support students’ achievement of their post-secondary goals. These agencies require specific consent from parents to participate in the meetings where transition will be discussed. Transition agencies should be contacted for students and a representative should be at the meeting to discuss transition (always annual reviews). Once invited on the invitation, the parent must sign their consent for the representative to attend the meeting.
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