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SAMPLE: Calculating Percentage of Time in Special Ed

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SAMPLE: Calculating Percentage of Time in Special Ed

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Shared from Alum Rock USD

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How to run CALPADS Report 16.6 to find Anomalies 

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How to run CALPADS Report 16.6 to find Anomalies 

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Thanks to Kimberly Dang for providing this helpful resource.

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Preparing for IEP Implementation Handout

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Preparing for IEP Implementation Handout

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Special thanks to the State SELPA C3 Committee for these resources!

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Preparing for IEP Implementation (1) (1).pdf

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Per the California Department of Education Special Education Division

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Per the California Department of Education Special Education Division

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Certification Information for Principals and Superintendents

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Certification Information for Principals and Superintendents

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Module: How Site Administrators Can Support the Development and Implementation of High-Quality IEPs

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Module: How Site Administrators Can Support the Development and Implementation of High-Quality IEPs

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Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours). If you have not done so already, consider completing the following module: IEPs: Developing High-Quality Individualized Education Programs
Note: The content addressed in this module is based on federal law and regulations. State and local education agencies may have additional requirements. The information in this document is not intended to be a replacement for careful study of the Individuals with Disabilities Education Act and its regulations.
Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2021 Vanderbilt University. All rights reserved.

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IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs

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Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours).

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Thanks to Heather DeFede from East County SELPA for this video resource.

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5 min Video:  How to Find Extreme Service Minutes Anomalies

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5 min Video:  How to Find Extreme Service Minutes Anomalies

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How to review data in CALPADS using Report 16.1 to find anomalies in the the Service Duration & Frequency columns. Look for very high and very low durations as this may suggest typos in data entry. For example, review for these
combinations:
*Frequency=Any, Duration<30 minutes
*Frequency=Daily, Duration>400 minutes
*Frequency=Weekly, Duration>2000 minutes

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Information Brief:  Monitoring Student Progress Toward Meeting IEP Goals

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Information Brief:  Monitoring Student Progress Toward Meeting IEP Goals

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Thanks to Heather DeFede from East County SELPA for this video resource.

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4 min video: How to Find Anomalies in IEPs that document "Other"

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4 min video: How to Find Anomalies in IEPs that document "Other"

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Although there are circumstances where "Other" may be an appropriate response, if it doesn't seem to make sense for those IEPs, be sure to clarify with the IEP team and hold
amendments if needed. Review these columns for Other responses: Duration, Service Provider, Service Location, and
Service Code.

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Thanks to Heather DeFede from East County SELPA for this video resource.

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3 min video: How to Find Anomalies in Service Provider Locations

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3 min video: How to Find Anomalies in Service Provider Locations

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Carefully review the Service Location codes to ensure those are accurate. Do the locations make sense within the LEA?
Compared to the School of Attendance, does that service location match what is expected? Sometimes service locations are not updated when a student transitions to/from a charter school, moves into a new LEA, or to a lesser/more
restrictive environment.

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Thanks to Heather DeFede from East County SELPA for this video resource.

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2 min. video:  How to Find Anomalies in Service Providers

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2 min. video:  How to Find Anomalies in Service Providers

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Carefully review the Service Provider codes to ensure those are accurate. Do the providers make sense within your
LEA? Do the providers make sense compared to the School of Attendance? Sometimes service providers are not
updated when a student transitions to/from a charter school, moves into a new LEA, or to a lesser/more restrictive
environment.

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Sample resource from the Iris Center:  IEP Implementation: School Personnel Responsibilities

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Sample resource from the Iris Center:  IEP Implementation: School Personnel Responsibilities

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IEP Implementation Presentation (October 2021)

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IEP Implementation Presentation (October 2021)

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From the IRIS Center - See Module under Resources for Site Administrators

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Are school personnel implementing the services and supports described in the IEP?

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Are school personnel implementing the services and supports described in the IEP?

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From the IRIS Center - See Module under Resources for Site Administrators

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Are school personnel implementing each service and support in the IEP with the correct frequency and duration?  In the correct setting?

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Are school personnel implementing each service and support in the IEP with the correct frequency and duration?  In the correct setting?

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See Sample resource under the Tools To Assist Districts in Tracking Service Delivery

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From the IRIS Center - See Module under Resources for Site Administrators

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How often will fidelity be reviewed and analyzed?

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How often will fidelity be reviewed and analyzed?

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From the IRIS Center - See Module under Resources for Site Administrators

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How will low fidelity of implementation be addressed?

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How will low fidelity of implementation be addressed?

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Shared from Morgan Hill USD

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IEP Implementation _Service Tracker Review.pptx

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Frequently Asked Questions v3 032023.docx

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Notes provided to District Special Ed Directors

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Notes provided to District Special Ed Directors