PLACEMENT Section 5 TABLE OF CONTENTS

PLACEMENT

Section 5

TABLE OF CONTENTS

OREGON LAW AND PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – POLICIES

AND PROCEDURES...5.3

PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – DISTRICT PROGRAMS ...5.11

School Programs – Resource Programs ...5.13

School Programs – Structured Learning Centers...5.14

Structured Learning Centers – Program Descriptions ...5.16

Home Instruction and Off-Site Instruction Programs...5.20

Off-Site Programs Due Process Procedures ...5.22

Request for Home Instruction and Off-Site Instruction Programs ...5.24

Special Education Vocational Program ...5.25

Community Transition Centers and Community Resource Centers...5.26

Delayed Expulsion Student Counseling Center...5.28

Portland DART Schools ...5.29

PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – OPERATIONS ...5.31

Early Childhood Special Education Program Operation Guideline –

Reevaluation and Eligibility when a Child Transitions to Public School ...5.33

Early Childhood Special Education – Paperwork to Complete when a

Child Transitions to School-Age Programs ...5.34

Early Childhood Special Education – IEP in Place when a Child

Transitions to School-Age Programs ...5.35

Elementary School Resource Center Teacher’s Responsibilities for

Student Transition to Middle School ...5.36

Elementary School SLC Teacher’s Responsibilities for Student Transition

to Middle School ...5.38

Middle School Resource Center Teacher’s Responsibilities for Student

Transition to High School ...5.39

Middle School SLC Teacher’s Responsibilities for Student Transition to

High School...5.41

High School Resource Center Teacher’s Responsibilities for Student

Transition from Middle School ...5.43

High School SLC Teacher’s Responsibilities for Student Transition from Middle

School or to a Community Transition Classroom (CTC)...5.44

Change of Placement Procedures ...5.45

Change of Placement – Consultation Form...5.47

Student Transfers – New Procedures for the 2004 –2005 School Year...5.48

District Policy on Student Enrollment and Transfers...5.49

Request for Transfers within the District (Intra-District) for Resident Special

Education Students...5.55

Request for Transfers to Other Districts (Inter-District) for

Resident Special Education Students ...5.58

Resident District Transfer Request Form ...5.60

Out-of-District Placements – Checklist for Change of Placement out of,

or back into, a District Placement ...5.62

Special Education Students Moving into Portland Public Schools ...5.63

Guidelines for Serving Transfer Students with Disabilities ...5.64

Special School Referral Form ...5.72

Structured Learning Center - Behavior - Referral Student Information ...5.74

Structured Learning Center - Behavior - Parent Notice of Emergency

Suspension...5.75

Structured Learning Center – Behavior – De-escalation/Calm Room ...5.76

Structured Learning Center – Behavior Safety Plan ...5.77

Charter Schools – Questions and Answers from the Oregon Department

of Education ...5.78

Charter and Private Schools – Chart of Staff Responsibilities………...5.83

PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – RESOURCES ...5.85

PLACEMENT

Section 5

Oregon Law

and

Portland Public Schools

Special Education

POLICIES AND PROCEDURES

Section 5: Placement O re PLACEMENT OREGON LAW

PORTLAND PUBLIC SCHOOL PROCEDURES

5.5

Section 5: Least Restrictive Environment 581-015-0059 Requirement for Least Restrictive Environment REVISED School districts shall ensure that: (1) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled; and (2) Special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Stat. Auth.: ORS 343.041; 343.045; 343.055 Stats. Implemented: ORS 343.045; 343.155 Hist.: 1EB 261, f. 6-2-77; 1EB 10-1978, f. & ef. 3-3-78; EB 11-1995, f. &

ef.

5-25-95

I. Least Restrictive Environment A. The district ensures that: 1.

To the maximum extent appropriate, students with disabilities, including children in public or private institutions or other care facilities

are educated with students who are

non-disabled; and

2.

Special classes, separate schooling, or other removal of students with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

581-015-0061 Placement of the Child

REVISED

School districts shall ensure that: (1) The educational placement of a child with a disability: (a) Is determined by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options; (b) Is made in conformity with the Least Restrictive Environment (LRE) provisions of OAR 581-015-0059 to OAR 581-015-0062. (c) Is based on the child's current IEP; (d) Is determined at least once every 365 days; and (e) Is as close as possible to the child's home; (2) The alternative placements under OAR 581-015-0060 are available to the extent necessary to implement the individualized education program for each child with a disability;

II.

Placement of the Student A. The placement decision for each eligible student: 1.

Is made by a group of persons, including the parents, and other persons knowledgeable about the student, the meaning of the evaluation data, and the placement options;

2.

Is made in conformity with the Least Restrictive Environment requirements.

3.

Is determined at least once every 365 days;

4.

Is based on the student’s IEP; and

5.

Section 5: Placement O re PLACEMENT OREGON LAW

PORTLAND PUBLIC SCHOOL PROCEDURES

5.6

Section 5: Least Restrictive Environment (3) Unless the child's IEP requires some other arrangement, the child is educated in the school that he or she would attend if not disabled; (4) In selecting the least restrictive environment, consideration is given to any potential harmful effect on the child or on the quality of services which he or she needs; and (5) A child with a disability is not removed from education in age- appropriate regular classrooms solely because of needed modifications in the general curriculum. Stat. Auth.: ORS 343.041; 343.045; 343.055 Stats. Implemented: ORS 343.045; 343.155 Hist.: 1EB 261, f. 6-2-77; 1EB 10-1978, f. & ef. 3-3-78; EB 11- 1995, f. & ef. 5-25-95; ODE 31-1999, f. 12-13-99, cert. ef. 12-14-99 OAR 581-015-0060 Alternative Placements and Supplementary Aids and Services School districts shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. The continuum shall: (1) Include as alternative placements, instruction in regular classes, special classes, special schools, home instruction and instruction in hospitals and institutions; and (2) Make provision for supplementary aids and services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement. [Federal Regulation: 34 CFR 300.551]

B.

The student is educated in the school that he or she would attend if nondisabled unless the services identified in the IEP cannot feasibly be provided in this setting.

C.

The district ensures that: 1. A continuum of placement options is available to meet the needs of students with disabilities for special education and related services.

2.

The continuum includes instruction in regular classes (with special education and related services, and/or supplementary aids and services as identified on the IEP), special classes, special schools, home instruction, and instruction in hospitals and institutions.

3.

Placement options, including instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions are available to the extent necessary to implement the individualized education program for each student with a disability.

D.

Students are placed in the least restrictive environment, using the following decision making process: 1.

Completion of the IEP;

2.

Determining which IEP services, including instruction, can be implemented in the regular class;

3.

Section 5: Placement O re PLACEMENT OREGON LAW

PORTLAND PUBLIC SCHOOL PROCEDURES

5.7

Section 5: Least Restrictive Environment

identifying those that must be provided outside the regular class; however, the district will not remove a student from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum;

4.

For those services that must be provided outside the regular class, identifying where, on the continuum from least to most restrictive, the services can be provided;

5.

Placement is in the school the student would attend if not disabled, unless another arrangement is required for implementation of the IEP;

6.

In selecting the student’s placement, the placement team considers and documents: a. All placement options considered, including placement options requested by the parent;

b.

Potential benefits of placement options that are considered;

c.

Any potential harmful effects on the student or on the quality of services that he or she needs; and

d.

Modifications and services considered to reduce harmful effects, and to maintain the student in the least restrictive placement.

7.

The placement team documents the placement selected, and provides a copy of the determination to the parent;

8.

Section 5: Placement O re PLACEMENT OREGON LAW

PORTLAND PUBLIC SCHOOL PROCEDURES

5.8

Section 5: Least Restrictive Environment

the district provides the parent with prior written notice of the change in placement; and

9.

If the parent requests a specific placement that the team rejects, the district provides a prior written notice of refusal.

III. Incarcerated Youth A.

The placement team may modify the student’s placement if the State has demonstrated a bona fide security or compelling penological interest that cannot be otherwise accommodated. The requirements related to least restrictive environments do not apply with respect to these modifications.

581-015-0062 Nonacademic Settings

REVISED

(1)

School districts shall take steps to provide nonacademic and

extracurricular services and activities in a manner to afford children with disabilities an equal opportunity for participation in those services and activities. (2) Nonacademic and extracurricular services and activities may include meals, recess periods, counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school district, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the school district and assistance in making outside employment available. Stat. Auth.: ORS 343.041; 343.045; 343.055 Stats. Implemented: ORS 343.045; 343.155 Hist.: 1EB 261, f. 6-2-77; 1EB 10-1978, f. & ef. 3-3-78; EB 11- 1995, f. & ef. 5-25-95; ODE 31-1999, f. 12-13-99, cert. ef. 12-14-99 IV. Nonacademic Settings A.

The district provides

takes steps to provide

nonacademic and

extracurricular services and activities in the manner necessary to afford students with disabilities an equal opportunity for participation in those services and activities.

B.

Nonacademic and extracurricular services and activities include all those available to nondisabled students, and may include: 1.

Counseling services; 2. Athletics; 3. Transportation; 4. Health services;

Section 5: Placement O re PLACEMENT OREGON LAW

PORTLAND PUBLIC SCHOOL PROCEDURES

5.9

Section 5: Least Restrictive Environment

5.

Recreational activities;

6.

Special interest groups or clubs;

7.

Referrals to agencies that provide assistance to individuals with disabilities; and

8.

PLACEMENT

Section 5

Portland Public Schools

Special Education

DISTRICT PROGRAMS

SCHOOL PROGRAMS

Resource Teacher

The Resource Teacher provides an educational program for students with mild disabilities who need assistance in basic skills, such as reading, mathematics, and/or written language. The general education teacher has primary responsibility for meeting the educational needs of the students with mild disabilities. One of the most important roles of the Resource Teacher is to collaborate with the regular classroom teacher in areas such as teaching strategies, curriculum materials, modification of instruction, and the learning environment. Instruction is on an individual and/or small group basis in the resource center or provided through collaboration and/or co/teaching with the regular education teacher. Instructional support may also be provided by another staff member or volunteer, and/or peer tutor under the guidance of the regular or Resource Teacher.

Who are the students served?

The Resource Teacher serves students with disabilities in kindergarten through high school. The students may receive direct services from the Resource Teacher or indirect services such as consultation between the Resource Teacher and the regular classroom teacher. The Resource Teacher serves as a support to the regular classroom teacher and students in their neighborhood school. The Resource Teacher is knowledgeable about school curriculum and may assist students in the regular classroom.

What services are provided?

Support for eligible students is primarily in the basic skills areas; however, students whose behavior(s) interfere(s) with academic achievement may work on self-management skills. Instruction in self-help, independent living and vocational skills may also be provided through the Resource Teacher. High school students with learning disabilities may participate in a supervised work-experience program.

Parents and other adults may serve as volunteers to provide support to the Resource Teacher. Student tutors may provide additional support. This program and the supervision of all resource activities will be monitored by a licensed teacher or specialist.

Support staff may include, a speech/language pathologist, a school psychologist, a physical therapist, occupational therapist, adaptive physical education specialist, or other specialists as needed.

Program planning is a coordinated effort between all building and District personnel involved with the Resource Teacher.

Where are the services provided?

There is a Resource Teacher available to each building in the District. This allows the student with a disability to attend his/her neighborhood school and interact with his/her peers. Resource support is designed to meet the specific needs of the students being served. There is no limitation regarding the minimum or maximum amount of time a student may be served in a resource room.

SCHOOL PROGRAMS

Structured Learning Centers

These programs are classrooms which provide specialized instruction by a classroom teacher for disabled students only. The students in these classrooms receive a majority of their instruction in one of these classrooms. A major focus of this program is the coordination with the regular education program to "mainstream" students into regular education classes when appropriate.

There are different types of Structured Learning Centers which are described below.

1. Structured Learning Center - K-1 (SLC-K-1)

The SLC-K-1 classrooms are generally self-contained and assist students in language development, academics, and social skills. They are based on the theory that early diagnosis and service delivery will minimize learning problems and provide disabled students with a comprehensive program early in their school experience. These services are for students in kindergarten and first grade.

2. Structured Learning Center - Academic (SLC-A):

The focus of these classrooms is primarily on academics but these classrooms are designed to also address a student's social behavior. The students in these classrooms have serious academic and cognitive delays and require specialized instruction in the basic academic areas and in the vocational areas. Students are placed based on similarities in their academic and vocational needs. These classrooms serve students in first through 12th grade.

3. Structured Learning Center - Behavioral (SLC-B):

The District has three Special Schools, Youngson Elementary, Foster Middle and Columbia High School which serve students who have serious emotional and behavioral problems as well as autism. The focus of these Special Schools is to serve students who are unable to benefit from services provided in a regular school or self-contained classroom within a school. These students require a more restrictive setting, more mental health support and the availability of a de-escalation and calm room. Students in the special high school receive transition services that ideally result in employment upon graduation.

4. Structured Learning Center - Intensive Learning (SLC-ILC):

These classrooms are for students with average or better intelligence who need intensive support or direct instruction in the area of reading. The goal is for the student to receive services for 1-2 years and then return to a less restrictive environment with the reading skills to function with no more than resource center support. These programs serve students in third through 8th grades.

5. Structured Learning Center - Life Skills Nursing (SLC-LSN):

These classrooms are for students with severe health needs. They provide a protective environment with a low student/teacher ratio and nursing services on site.

6. Structured Learning Center - Life Skills (SLC-LS):

These classrooms are designed for students who are most likely to require life skills instruction due to moderate to severe learning needs. These students may have learning characteristics that can inhibit their acquisition of essential skills. The focus in these classrooms is on the community living domains of general

community functioning, self-management and daily living, vocation/career education, and recreation/leisure. Functional academics are taught in relationship to these domains.

7. Structured Learning Center - Functional Life Skills (SLC-FLS):

These services are designed for students who have moderate to severe learning needs. The focus is on a functional life skills curriculum, daily living skills, functional communication, and safety. These classrooms serve students in kindergarten through 12th grade.

8. Communication and Behavior (SLC-CB)

These services are for students who have significant communication and socialization needs. The focus is on intensive one-to-one instruction and small group skill development. Students participate in regular education classes as appropriate. These classrooms serve students in kindergarten through 12th _grade.

Who are the students served?

The Structured Learning Centers serve students from ages 5 through 21. A student's placement in one of these classrooms is based on his/her assessed educational needs which are outlined in the student’s Individualized Education Program (IEP). Considerations are given to chronological age, type and severity of disability, and social maturity.

What services are provided?

Specially designed instruction and related services are provided to meet each student's individual needs. Delivery of daily services in a Structured Learning Center is provided by a certificated teacher and in many cases at least one instructional assistant. Related services may include services from speech-language pathologists, educational assistants, school psychologists, adapted physical education teachers, occupational and physical therapists, work experience coordinator/transition specialists, clinical consultants, and other specialists as needed.

Where are services provided?

Structured Learning Centers are located throughout the Portland School District. Some buildings may have several different levels and varieties of Structured Learning Centers. The location of these classrooms is based on the need in different communities within the Portland School District. The placement of these classrooms throughout the city allows for and promotes the interaction of disabled students with non-disabled peers.

STRUCTURED LEARNING CENTERS

Program Descriptions

STRUCTURED LEARNING CENTER - K - 1 This program provides the following:

1. A supported, meaningful and planned integration with non-disabled peers, individualized for each student; 2. Focus on kindergarten curriculum and individual student needs;

3. Adaptive physical education support, occupational therapy, physical therapy, speech/language, and other related services based on the student’s IEP;

4. Related services integrated into the program so that all students benefit;

5. Some individual instruction, but in predominately small and large group settings, as appropriate for each student;

6. A smaller student/adult ratio than a regular kindergarten classroom;

7. Extensive adult-designed and facilitated language opportunities throughout the day with peers and adults; 8. Extensive opportunities for mediated and natural communication between peers and adults;

9. Flexibility in a structured environment within the context of the kindergarten curriculum depending on the individual needs of the students;

10. Flexibility in offering a 1/2 day to full day program, 5 days a week, depending on a student’s IEP needs. 11. Transitions engineered to maximize social and academic learning (less noise, confusion than regular

kindergarten); and

12. Limited enrollment, allowing for more physical space for movement, than a larger size class.

STRUCTURED LEARNING CENTER - ACADEMIC This program provides the following:

1. Environment is age appropriate and provides opportunities for learning academics, work skills, and social skills;

2. Curriculum is based on the standard curriculum of general education, and instruction supports learning through accommodation, modification, and differentiation;

3. Instruction is supported by the use of appropriate environments and may include small and large group settings both within the self-contained classroom and in the general education classroom, as determined by individual student needs;

4. Instruction is provided in functional academics to ensure support of students in activities of daily living; 5. A smaller student/adult ratio than in general education classrooms;

6. Appropriate student behavior is supported with structured and consistent strategies; and 7. Instruction is provided to develop positive communication and social skills.

STRUCTURED LEARNING CENTER - BEHAVIOR This program provides the following:

1. Emphasis on behavior management as outlined in a student’s IEP; 2. Instruction in bus behavior;

3. Daily instruction in social skills integrated into the classroom routines;

5. The flexibility to offer a 1/2 day to full day program, 5 days a week, depending on student’s IEP needs; 6. A small student/staff ratio; and

7. A variety of classroom options which can meet the various mental health, behavioral and academic needs of SLC-B students.

STRUCTURED LEARNING CENTER – BEHAVIOR SPECIAL SCHOOLS This program provides the following:

1. Emphasis on behavior management as outlined in a student’s IEP; 2. Instruction in bus behavior;

3. Daily instruction in social skills integrated into the classroom routines;

4. Classroom rules reflecting general behavior expectations consistent with student IEP goals;

5. The flexibility to offer a 1/2 day to full day program, 5 days a week, depending on student’s IEP needs; 6. A small student/staff ratio;

7. A variety of classroom options which can meet the various mental health, behavioral and academic needs of SLC-B students;

8. Availability of mental health supports;

9. Availability of de-escalation and calm rooms; and

10. Transition services for students 14 through 21 that have a behavioral component.

STRUCTURED LEARNING CENTER – LIFE SKILLS This program provides the following:

1. Emphasis on life skills curriculum and pre-academic readiness skills including: self-care, communication, functional academics, recreation and leisure, and pre-vocation;

2. A controlled environment with capacity for self-contained and supported integration to facilitate social interaction, safety, and maximize mediated practice of skills;

3. Smaller student/adult ratio;

4. A curriculum which includes community instruction as appropriate to the IEP; 5. Supported integration opportunities based on student needs;

6. Extensive related services (occupational therapy, physical therapy, adaptive physical education, speech and language therapy) to serve students with multiple needs; and

7. Instruction, primarily in an individual and small group setting.

STRUCTURED LEARNING CENTER – COMMUNICATION/BEHAVIOR This program provides the following:

1. A self-contained classroom setting with supported integration as appropriate based on a student’s learning needs.

2. Emphasis on language development/social skills development as outlined in a student’s IEP; 3. Extensive adult designed and facilitated language opportunities throughout the day;

4. Small student/adult ratio;

5. Related services integrated throughout the school day, such as speech therapy and occupational therapy; 6. A meaningful, planned, controlled environment;

7. Extensive planned opportunities for academic skill development using Discreet Trial Training, Pivotal Response Training and Applied Behavior Analysis as appropriate; and

8. Limited enrollment, allowing more physical space for movement and individualized instruction.

COMMUNICATION AND BEHAVIOR (SLC-CB) This program provides the following:

This program is for students who have significant communication and socialization needs. There are three levels of services which assist teams in determining placement based upon the individual needs of a student.

Level 1 is for those students who cannot follow school routines, have safety issues, and need many sensory breaks

during the day for de-escalation/calming. Many of the students at this level may not be toilet trained. They need one-to-one instruction for speech and for academic skills acquisition. Discrete Trail Training, Pivotal Response Training, Applied Behavior Analysis, functional routines, visual schedules and high structure/low stimulation are some of the methods used to work with these students. Occupation Therapy and Assistive Technology are often provided to these students.

Exit Criteria

The student is able to work in small groups. Communication is intentional (protest, request). The student is able to follow some directions, has functional routines down with minimal adult assistance, is able to work independently for short periods and can tolerate longer periods without sensory breaks.

Level 2 is for those students who are able to follow some school routines. Safety is not an issue. Self-help skills

are becoming more independent. These students need fewer sensory breaks during the day, have more awareness about their sensory needs, moderate intentional communication, and have the ability to work in small groups. The students in this class may still need some one-to-one instruction but are able to work in small groups. These students have some functional routines. The class has structured academic instruction with visual supports. They may still need some assistive technology and occupational therapy. These students are able to be included in the general education classroom as appropriate.

Exit Criteria

The student is able to be mainstreamed for academics (at least 1 hour daily), go for longer periods without sensory breaks, go to lunch and recess with the school population. He or she is able to transition independently with visual systems in this class and can transition with adult assistance outside of class. The student is able to tolerate change, participate in whole class instruction and can answer questions, make request, protest and provide information, and communicate using a variety of methods. His or her communication skills allows for effective participation in both self-contained and general education settings. The student has appropriate classroom social behaviors, an basic play skills/turn taking skills in a structured pay activity and has some awareness of his or her own needs for sensory breaks.

Level 3 is for those students who are mainstreamed for most subjects. They can transition with minimal support

and can tolerate change, are able to participate in whole group instruction and have adequate social skills, and have an understanding of their sensory needs. They might still have occupational therapy and assistive technology and visual schedule needs.

This program assists students by pre-teaching academic skills that are taught in the general education classroom, providing opportunities to participate in a social skills training and improving organizational skills and de-escalation and relaxation skills.

Exit Criteria

Given appropriate visual support, structure and routines, these students are able to manage their own organizational systems.

HOME INSTRUCTION AND OFF-SITE INSTRUCTION PROGRAMS

The Home Instruction Program serves PPS enrolled students who have a written doctor’s statement recommending that due to health conditions the student needs to be homebound for eight weeks or more:

1. For students not in special education, arrangements are made at each school for students to continue working on school assignments with supervision as needed. This may or may not include assigning a home tutor to supplement instruction by the regular classroom teacher.

2. When a student in special education must be absent from school for medical reasons, the school special education team and parent must conduct an IEP review to

determine how the student’s special education needs will be addressed during that period of time, even if it is less than eight weeks.

The Off-Site Instruction Program serves PPS enrolled students who are in special education and have been formally placed through due process procedures into the program. For this placement, District staff must convene an IEP meeting to review and revise the student’s IEP so that it may be implemented in this placement.

Special education services in the Home Instruction and Off-Site Instruction Programs are provided by Portland Public Schools through the Department of Special Education. The students are taught by certified teachers who have the requisite skill level to work with the students’ assignments. In general, students receive five hours of individual instruction each week for full time enrollment. However, the service times for special education students must be determined on an individual basis by the IEP team.

The instructor’s first contact with the student will usually occur within 48 hours of certification of eligibility for these programs. At this time, the instructor discusses program procedures, student concerns regarding schoolwork, credits, grades and sets a schedule for future meetings.

The instructor will contact the student’s school or case manager to determine what general curriculum and/or specially designed instruction to teach the student while he or she is in the program. Materials and texts are collected, and the IEP is reviewed. The instructor records daily assignments and activities, and maintains contact with the school or case manager. Grades and credit are dependent upon work completion required by the program or school in which the student is enrolled.

2. Procedures for Enrolling Students in the Home Instruction Program

In order to begin Home Instruction for a student who needs to be homebound for health reasons, the parent must submit a(n):

a) Form: Request for Home Instruction – Off-Site Instruction Programs

b) Physician Statement. This statement must be completed by an Oregon Board Certified MD, recommending the student be homebound for eight weeks or more.

In order to place a student who is in special education in the Off-Site Instructional Program, all the special education procedures for placement need to be followed, including the completion of the following District forms:

a) Existing or new IEP form. The team reviews the IEP and revises it by identifying the academic and behavioral goals that must be addressed in this setting. The IEP must be rewritten, if necessary. There must be a statement of how many hours are to be provided by the teacher and in what areas the teacher is to provide instruction.

b) Placement Determination form. The team completes this form indicating why this placement is the most appropriate and the least restrictive placement.

c) Prior Written Notice form. The team completes this form indicating the team’s action and reasons for placing the student in this program. Because this is a highly restrictive and usually temporary placement, it is recommended that a statement is made on this form regarding what future placement the team is seeking.

d) Meeting Notice form.

In addition to these forms, a copy of the student’s IEP and Application for Home Instruction – Off-Site Instruction Programs, initialed by the Special Education Administrator, must be sent to the Home Instruction – Off-Site Instruction Office. Copies of any reports and test scores and educational materials that may help the teacher in working with the student may be sent as well. If a special education student is home due to health reasons, a physician’s statement, as described in Section 2, above, must accompany these forms.

OFF-SITE INSTRUCTION PROGRAMS DUE PROCESS PROCEDURES

IEP Meeting and Placement Determination

An IEP team must do an IEP review prior to placing a student in this program. The review will address what IEP goals and objectives are appropriate for the needs of the student while in home instruction and how much time is allotted to these goals/objectives. Due to the one-to-one nature of the instruction, students typically receive 1 hour per day of instruction for full time enrollment. This must be determined on an individual basis.

Prior Written Notice form

A Prior Notice form must be completed to address IEP and placement changes. The original is sent to the File Room. The form must include a “start date”. A copy goes to the Home Instruction – Off-Site

Instruction Program office.

IEP form

The IEP must be rewritten, if necessary.

II. TO EXIT OR CONTINUE STUDENT PLACEMENT IN THE OFF-SITE INSTRUCTION PROGRAM: A. The Off-Site Instruction Program provides the appropriate Area Special Education Administrator

with a list of the students who are currently being served.

B. The Area Special Education Administrator coordinates with the Off-Site Instruction Program Administrator to schedule an IEP review which includes the following people:

1. Parent.

2. SCF Worker, Court Worker (if appropriate). 3. Agency Representative (if appropriate).

4. Home Instruction Administrator/Home Instructor. 5. Area Special Education Administrator or designee. 6. School Psychologist.

C. Data Services will not drop a student from the Off-Site Instruction Program unless there is a Prior Notice form documenting the change or termination.

III. REQUIRED PAPERWORK TO ENTER, EXIT OR CONTINUE STUDENT PLACEMENT IN THE OFF-SITE INSTRUCTION PROGRAM:

A. Meeting Notice form. B. IEP form.

IV. PACKET TO HOME INSTRUCTION – OFF-SITE INSTRUCTION PROGRAM INCLUDES: A. Request for Home Instruction-Off-Site Instruction Programs form – Original. B. IEP form – Copy.

C. Prior Written Notice form – Copy. D. Current IEP – Copy.

REQUEST FOR HOME INSTRUCTION AND OFF-SITE INSTRUCTION PROGRAMS

ATTENDING SCHOOL HOME SCHOOL GR (Last program attended)

Contact Teacher For Last Program PHONE

Is Student in Special Education? No Yes Other

SECTION I - INJURY OR ILLNESS (Complete if primary reason for home instruction is injury or illness)

Explain the nature of the student’s injury or illness: Date student last attended school School Contact Person Phone Attending Physician Phone ______________________________________________________________________________

SECTION II – SPECIAL EDUCATION (Complete if student is in Special Education)

Designated person responsible for case management while student is in Off-Site Instruction Program:

Name/Title Phone Check and attach current forms, if student is in Special Education:

IEP: IEP specifying the academic goals/objectives to be addressed during the Off-Site Instruction Program.
Form C-9: Placement Determination which indicates why this program is most appropriate and least restrictive, and

indicates plans for returning student to a less restrictive placement whenever possible.
Form C-10: Prior Written Notice.

NOTE: A periodic status review for students in Special Education will be completed whenever the Off-Site Instruction Program exceeds 45 calendar days. The case manager will receive a status review form from the program’s Office to complete and return. To exit a student from the program, Placement and Prior Written Notice forms must be completed by the team. It is the responsibility of the sending and receiving case manager(s) to coordinate and insure completion of this process when the student exits the program.

SECTION III – PARENT AND DEMOGRAPHIC INFORMATION

Name of Parent/Guardian/Surrogate Relation Home Address City Zip Code Home Phone Work Phone Other Date parent initially contacted about Home Instruction or Off-Site Instruction Services: Parent Signature X Date ____________________________________________________________________________________________

SECTION IV

Signature/Title of Person Completing this form ______ Signature or Initials of Special Education Administrator:

SPECIAL EDUCATION VOCATIONAL PROGRAM

The Special Education Vocational Program provides a variety of services to middle and high school students with disabilities. The program is divided into two service-delivery components: Vocational Services and Transition Services. The following describes the services that are available for students with disabilities.

Vocational Services:

The Vocational Services component of the program is actually a four-step process leading to post-high school vocational and/or other placements in the community. Each of the four steps is outlined below.

Step 1: In-School Pre-Preparation. During this initial step in the process, Vocational Program staff

consult with teachers to provide in-school vocational assessment activities, in-school work experiences, and individualized instruction in the areas of career education, functional academics, and other work-related areas. Improving work-work-related behaviors is also a major focus of this step.

Step 2: Vocational Assessment. The purpose of a vocational assessment is to find out more about a

student’s interests and aptitudes relative to job placement. The Vocational Program offers two kinds of assessment: community-based and computerized. Community-based assessment provides a support structure under which students are placed on various job sites in the community with Vocational Program staff doing follow-up and gathering observation-based data on rate, accuracy, and independence.

Computerized assessment, by contrast, gathers the same kind of data using simulated work samples and student responses to a set of standardized questions.

Step 3: Training. During this step, students receive specific skills training in one or more vocational

areas, using information gathered from previous in-school and assessment activities. Training can be provided in the community, using the Vocational Program's enclave structure or a number of independent sites developed by staff. The Vocational Program also maintains an ongoing relationship with many agencies outside the District for purposes of training, including Portland Community College and the Vocational Rehabilitation Division. Efforts are also ongoing to involve more Vocational Program students in various vocational cluster programs offered at each high school.

Step 4: Placement. Increasingly, the Vocational Program is emphasizing paid employment as an

outcome for students, and staff members routinely develop job opportunities directly and/or refer students to outside agencies where job development services are offered. Vocational placements include both independent and supported employment. When appropriate, Vocational Program staff also assists students and families with post-high school placement opportunities other than employment, which can include alternatives such as continuing education, vocational training, volunteerism, or recreational pursuits.

These services are in addition to the general education vocational programs which are available to all students.

Transition Services:

The Transition Services component is not totally separated from the Vocational Services component, but is broader in scope and focuses on preparing students for life after high school in a number of specific areas. In addition to vocational opportunities, those areas include: post-high school education, residential issues, transportation, advocacy, recreation, income support, and medical support. Vocational Program staff take a lead role in

developing the Transition Services component of each student's IEP and in implementing the various activities and services described in each IEP. The overall goal of the Transition Services component is to prepare students and their families for the inevitable move out of high school and into life as adults, and to make sure that the move is as smooth as possible.

COMMUNITY TRANSITION CENTERS AND COMMUNITY RESOURCE CENTERS

It is the intent of the Department of Special Education that the quality of life and learning for students who are disabled be enhanced by the post-high school education process. The Community Transition Centers (CTC) and Community Resource Centers (CRC) recognize that every student can learn, but that learners progress at different rates and with different needs, and that learning is a lifelong process.

The CTC and CRC curricula, emphasizes skills, such as: vocational activities, independent living, problem solving, banking, budgeting, shopping, communication, community access, travel training, social skills, and health. It also focuses on life skills with a smooth transition and continuum from high school to adult life. Classroom instruction integrates skill development through a balance of classroom and community/vocational activities.

The program provides:

1. Individual transition planning to assist student/families in moving from school to adult life.

2. Functional instruction in the classroom to provide rehearsal for community/vocational experiences. 3. Instruction and skill acquisition to transfer from the classroom to the community and work

environment.

4. Instruction for student independence and personal responsibility.

5. Instruction in responsible adult social and safety interaction skills within the community. 6. Active recruitment of parent/guardian involvement.

7. Instruction in decision making and self advocacy (i.e., contact with adult service agencies such as Developmental Disabilities (D.D.), Department of Human Services, Vocational Rehabilitation Department (V.R.D.), etc.).

Program Goals

1. Community Living Skills: To provide training to improve students’ awareness of and ability to

access community resources utilizing self-advocacy skills.

2. Vocational Skills: To increase awareness of and ability to develop job skills to include work ethic,

resume writing, interviewing, independent work skills and appropriate behaviors.

3. Daily Living Skills: To increase self-management skills to help students achieve functional

independence in preparation for transition into the community.

4. Recreation/Leisure: To promote the benefits of physical exercise, and to increase students’

self-esteem by assisting them in their ability to develop various leisure skills, interpersonal communication and problem solving skills.

5. Social Skills: To increase students’ competence with basic adult social skills required to be

successful both in the community and in the workplace.

The Student’s IEP Identifies the Areas of Instruction, Including:

1. Vocational skills.

2. Functional independence in the community. 3. Independent use of community transportation. 4. Independent wheelchair use (if applicable). 5. Recreation/leisure skills.

Individual Student Factors to Consider

1. Student’s IEP and ITP reflect program goals and description. 2. Student has at least one semester of high school work experience. 3. Student is 18 years of age or older.

4. Student and parent desire community based and vocational placement stressing responsible independent adult behavior.

PORTLAND DART SCHOOLS

The Portland DART Schools serve students Pre-K to 12 who have been placed in residential or day treatment facilities within the Portland Public School District boundaries. Students come from throughout the state of Oregon and are placed in treatment facilities by Services to Children and Families (SCF) or the Oregon Youth Authority (OYA). The students receive individually tailored instruction aligned with state and District standards and

educational support services in special class programs which Portland Public Schools coordinates with the private treatment agencies.

PLACEMENT

Section 5

Portland Public Schools

Special Education

OREGON DEPARTMENT OF EDUCATION

EARLY INTERVENTION

EARLY CHILDHOOD SPECIAL EDUCATION

PROGRAM OPERATION GUIDELINE

Area: Evaluation Procedures

Date: November 16, 1993, Memo to EI/ECSE

Citation: OAR 581-15-960

Guideline: Reevaluation and Eligibility When a Child Transitions from ECSE to Public School

The school district is not required to reestablish eligibility if the child is already eligible under one of the disability categories recognized by Part B of the Individuals with Disabilities Education Act (IDEA) for school age students. A reevaluation and re-establishment of eligibility are required if the child was found eligible for Early Childhood Special Education (ECSE) under the disability category of “developmental delay.” This is not an eligibility category for school age students.

ELEMENTARY SCHOOL RESOURCE CENTER TEACHER’S

RESPONSIBILITIES FOR STUDENT TRANSITION TO MIDDLE SCHOOL

1. Understanding Program Characteristics

Elementary RC teacher will become acquainted with how the middle school special education service model meets the academic, organizational and behavioral needs of special education students within the full instructional program of the middle school.

This can be facilitated by doing one or more of the following

:

• a personal visit to the middle school to discuss the program with special education staff; • a classroom observation at the middle school; and/or

• a phone interview of the middle school teacher(s).

2. Involving the Student

Elementary RC teacher will involve 5th _{grade students in the IEP process to identify appropriate modification(s) and} support needed to help the student achieve success. The teacher will work with the student to be able to share his/her own strengths and styles in how he/she learns best.

Elementary RC teacher will directly teach students the skills identified for success and share the skills checklist with fellow teachers and parents from the 5th _{Grade Transition Skills List.}

3. Identifying RC Students Who Will Require Additional Transition Meetings

Elementary RC teacher will call the middle school RC teacher notifying him/her of any students who will require any additional transition time involving district itinerant staff and parents, if needed.

4. Obtaining Important Dates from the Middle School

Elementary RC teacher will contact parents of 5th _{grade students to make sure they are aware of the date for middle} school orientation night and encourage the attendance at this meeting. Parents may need a reminder phone call or letter.

Elementary RC teacher checks that all RC special education students go on the general education middle school site visit with their regular education classmates.

Elementary RC teacher goes on the middle school site visitation field trip, if possible, and helps facilitate introductions to the RC teachers.

Elementary RC teacher will complete the Student Summary Form listing each student’s academic achievement/grade level.

• Put the original in your file.

• Send a copy to the Middle School RC teacher.

Questions or concerns about this process and/or student placement questions should be directed to the Special Education Administrator.

6. End of the Year Procedures

Elementary RC teacher schedules Middle School RC teacher to come to the Elementary School to discuss RC students (optional).

Elementary RC teacher will complete the Student Profiles sent from the Data Clerks on all 5th _{grade students and} add them to student’s working file.

Pony or deliver the working files to the Middle School RC teacher. Schedule check-out with the area Special Education Administrator.

ELEMENTARY SCHOOL SLC TEACHER’S

RESPONSIBILITIES FOR STUDENT TRANSITION TO MIDDLE SCHOOL

1. February: Preliminary Communication and Projections

Give area special education administrator your class list projections for fall placement in February. This is needed to determine the student loads in each of the self-contained classrooms for next year. Write directly on your class list or use the attached “Transition Forecast List”. Write in “status” information for each student:

• continuing in your SLC;

• transitioning to another grade level same SLC program, such as elementary to middle or 3rd to K-3 to 3-5;

• change of placement to another program (i.e. SLC-B to SLC-A) – be sure to follow the change of placement procedures; and

• other information helpful to the successful transition of the student.

Consult with your school psychologist and area special education administrator to develop and implement plans for students who will require additional considerations or transition time involving district itinerant staff and parents.

Plan ahead in order to complete the transition process by May 1st_. 2. March: Change Of Placements and Transition Folders

Complete change of placement paperwork for student changing programs (see attached Change of Placement procedures). Change of Placement packets are due May 1st_.

3. April: Student Profiles and Transition Folders

Complete Student Profiles (this is sent to you by the data clerks) for transitioning SLC students. Prepare Transition Folders and send to the appropriate special education administrator by May 1st_. Insure that Folders include:

• Top copy of the Student Profile sheet (most legible)

• Current IEP, Placement Determination, and Prior Written Notice forms • Copies of current eligibility with reports

• Writing sample

• Other useful or necessary information (medical, motivational, etc.)

4. May: Meetings with Receiving Teachers

MAY 1st_{: Transition Folders DUE to special education administrator.}

Arrange and attend meetings with middle school SLC teacher(s) or conference by phone. Deliver 2nd _{copy of completed Student Profile sheet to receiving teacher.}

Contact special education administrator to verify completion of transition activities. Schedule check-out with Program Chairperson.

MIDDLE SCHOOL RESOURCE CENTER TEACHER’S

RESPONSIBILITIES FOR STUDENT TRANSITION TO HIGH SCHOOL

1. Understanding Program Characteristics

Middle School RC teacher will become acquainted with how the high school special education service model meets the academic, organizational and behavioral needs of special education students within the full instructional

program of the high school.

This can be facilitated by doing one or more of the following:

• a personal visit to the high school to discuss the program with special education staff; • a classroom observation; and/or

• a phone interview.

2. Involving the Student

Middle School RC teacher will incorporate the 8th _{Grade Transition Skills List into instruction. Middle School RC} teacher will involve 8th _{grade students in the IEP process to identify appropriate modification and support needed to} help the student achieve success. The teacher will work with the student to be able to share his/her own strengths and styles in how he/she learns best.

Individualized Transition Plan (C-7 TP) will be completed for all 14 year old students.

3. January High School Forecasting

Middle School RC teacher will contact the building forecasting person to discuss:

• “Current” forecasting timelines and appropriate electives for each high school. • Middle School RC teachers will define their respective role in the forecasting process. Middle School RC teacher will meet with each 8th _{grade student to:}

• Interview students with their General Education Forecasting Sheets for elective election after conferring with High School RC teacher.

• Explain High School RC service.

• Help facilitate all special education students visiting the High School with classmates in February, if scheduled by the school.

4. Immediately: Student Summary Form

Middle School RC teacher will fill out the Student Summary Form identifying students with IEP goals in reading, math, writing and/or behavior. Each academic area must show the student’s recent achievement/grade level.

Middle School Teachers: Please complete the Student Summary Form as soon as possible. List your students

that are transitioning to high school, their approximate grade level in all academic areas that are included on the current IEP, and put a check in the study skills and/or behavior boxes if those areas have written goals on the IEP. At this point in time, you would create a list for each receiving high school based on the student’s address. ( Many middle schools feed into only 1 high school so there will be only one list created. Some, however, feed into more than one high school and this will require the teacher to divide the list of students into the appropriate receiving high schools. When in doubt, ask the student.) The completed form(s) should be sent to the receiving high school RC teacher, and it would be helpful if a copy was sent to the high school counselor.

• Send copy to the RC teacher at each receiving school. • Put a copy in your file.

Questions or concerns about this process should be directed to your special education administrator.

5. February-March: Identify Students Who Will Require Additional Transition Meetings

Middle School RC teacher will identify students who need additional transition activities, if necessary.

Middle School RC teacher will call the high school RC teacher notifying him/her of any students who will require any additional transition time involving district itinerant staff and parents. Brief information concerning identified

students will be shared and tentative meeting dates will be chosen for team planning.

6. May: Verifying Which High School Student Will Attend

Middle School RC teacher will verify with each 8th _{grade student which high school they will be attending in the fall.} Middle School RC teacher will fill out a Student Destination Form listing high schools the student plans to apply to either through administrative transfer or application process. This information will give the home high school an idea of where the student is if they do not show up in class in September, or if they happen to register in the regular education program.

7. End of the Year Procedures

Middle School RC teacher schedules High School RC teacher to come to the Middle School to discuss RC students (optional).

Middle School teacher will complete the Student Profiles sent from the Data Clerks on all 8th _{grade students and} add them to students’ working file.

PONY or deliver the working files to the RC teacher at each receiving High School. Schedule check-out with your special education administrator.

MIDDLE SCHOOL SLC TEACHER’S

RESPONSIBILITIES FOR STUDENT TRANSITION TO HIGH SCHOOL

1. February: Preliminary Communications, Projections and Forecasting

Give special education administrator your class list projections for fall placement by mid February. This is needed to determine the student loads in each of the self-contained classrooms for next year.

Write directly on your class list or use the attached “Transition Forecast List”. Write in “status” information for each student:

• continuing in your SLC;

• transitioning to high school level same SLC program;

• change of placement to another program (i.e., SLC-B to SLC-A) – be sure to follow • the change of placement procedures;

• other information helpful to the successful transition of the student.

Consult with your school psychologist and special education administrator to develop and implement plans for students who will require additional considerations or transition time involving district itinerant staff and parents.

Plan ahead in order to complete the transition process by May 1st_.

Call high school SLC teacher(s) to arrange a visit to the high school program for the 8th _{grade students between} now and June. Discuss forecasting and students who have “high needs”.

Complete and turn in general education forecasting sheets for 8th _graders.

Respond to calls from elementary school SLC teachers to set up meetings and share information.

2. March: Change Of Placements and Transition Folders

Complete change of placement paperwork for student changing programs (see attached Change of Placement procedures). Change of Placement packets are due May 1st_.

3. April: Student Profiles and Transition Folders

Complete Student Profiles (this is sent to you by the data clerks) for transitioning SLC students. Prepare Transition Folders and send to special education administrator by May 1st_.

Insure that Folders include:

• Top copy of the Student Profile sheet (most legible)

• Current IEP, Placement Determination and Prior Written Notice forms • Copies of current eligibility with reports

• Writing sample

• Other useful or necessary information (medical, motivational, etc.)

• MAY 1st: Transition Folders DUE to special education administrator.

• Arrange and attend meetings with high school SLC teacher(s) for current 8th graders.

• Arrange meetings or conference by phone with sending elementary SLC teachers for current 5th graders.

• Deliver 2nd copy of completed Student Profile sheet to receiving teacher. • Contact assistant supervisor to verify completion of transition activities. • Schedule check-out with special education administrator.

HIGH SCHOOL RESOURCE CENTER TEACHER’S

RESPONSIBILITIES FOR STUDENT TRANSITION FROM MIDDLE SCHOOL

High School RC teachers will become acquainted with how the middle school special education service model meets the academic, organizational and behavioral needs of special education students within the full instructional program of the middle school.

This can be facilitated by doing one or more of the following:

• a personal visit to the middle school to discuss the program with special education staff; • a classroom observation; and/or

• a phone interview.

2. January: Forecasting Procedures

High School RC teacher will contact the high school counselors to identify the forecasting procedures for incoming 9th _{grade students and together they will determine the role the RC teacher will assume in this process.}

High School RC teacher will call the Middle School RC teacher to explain how special education students are forecasted in their building. Give a description of the elective classes that may be appropriate for students to select.

3. February: Coordination of Information within the Building

By the first week of February the High School RC teacher will receive the Student Summary Form from Middle School RC teachers.

Call middle school RC teacher if you have not received the Student Summary Form. Schedule classes and share information with counselors.

4. May: End of Year Procedures

High School RC teacher will visit the Middle School RC teacher to discuss students (optional).

High School RC teacher will receive the Student Destination Form from Middle School teachers and give a copy to the counselors.

High School RC teachers will receive student working files with Student Profiles from the Middle Schools. All IEP/ITP paperwork will be completed by check-out.

HIGH SCHOOL SLC TEACHER’S

RESPONSIBILITIES FOR STUDENT TRANSITION

FROM MIDDLE SCHOOL OR TO

A COMMUNITY TRANSITION CLASSROOM (CTC)

1. February: Preliminary Communications, Projections, and Forecasting

Attend orientation meeting for parents of 8th _{grade students.}

Respond to calls from middle school SLC teachers to discuss forecasting, set up meetings, plan 8th _{grade student} visits, and share information to facilitate the transition process.

Consult with IEP team, school psychologist and special education administrator regarding possible student candidates for the Community Transition Class (CTC).

Give special education administrator your class list projections for fall placement by mid February. This is needed to determine the student loads in each of the self-contained classrooms for next year.

Write directly on your class list or use the attached “Transition Forecast List”. Write in “status” information for each student:

• continuing in your SLC;

• returning 12th graders in your program;

• change of placement to another program (i.e., SLC-B to SLC-A) – be sure to follow the change of placement procedures.

Consult with your school psychologist and special education administrator to develop and implement plans for students who will require additional considerations or transition time involving district itinerant staff and parents.

Plan ahead in order to complete the transition process by May 1st_.

2. March - April: Student Profiles, Change of Placements and Transition Folders

Complete C-10 forms for students leaving high school in June.

Complete change of placement paperwork for student changing programs (see attached Change of Placement procedures). Change of Placement packets are due May 1st_.

3. May: Transition Folders Due, Meetings with Sending and Receiving Teachers

Verify that all C-10 forms for students leaving high school in June are provided to parents and turned in to the data clerks.

Attend meetings with middle school SLC teacher(s) or conference by phone. Receive 2nd _{copy of completed Student Profile sheet from middle school teachers.}

Contact special education administrator to verify completion of transition activities and advise of any issues. Schedule check-out with special education administrator.

PLACEMENT PROCEDURES

See Consultation Form for Required Documentation

Procedural Steps Staff Responsible

LEVEL I

1. Consult with TA, recognized expert, or job-alike facilitator to discuss interventions, strategies, instructional accommodations or modifications, data collection and behavior plans to assist the student in being successful in his or her current placement.

School Psychologist and/or Special Education Teacher at student’s current school. 2. After consultation, if appropriate, convene IEP meeting to discuss interventions and

revise student’s IEP. No decision regarding change of placement is made. Student’s current casemanager.

3. Implement the recommendations and collect data. Special Education

Teacher and/or School Psychologist.

LEVEL II

4. Discuss case with Special Education Supervisor of student’s current placement. The following documentation must be collected and given to the Special Education Supervisor:

a. Placement Procedures Consultation Form.

b. Current implemented IEP (with progress monitoring), any draft IEPs, IEP review summaries, FBAs, BIPs, and other documented interventions.

c. Current eligibility with criteria sheets and reports. d. If appropriate for the disability:

- Recent cognitive evaluation.

- Non-verbal cognitive evaluation for second language learners. - Adaptive measure to compare with the cognitive assessment.

e. Most recent (within one calendar year) academic assessment or curriculum based measures.

- A comparison with the previous academic assessment or curriculum based measures.

f. A dynamic assessment analysis of how the student learns for second language learners.

g. Most recent communication assessment, if appropriate.

h. All medical, psychiatric, or clinical psychological reports, if appropriate. i. All motor team reports (OT, PT, APE), if appropriate.

School Psychologist at student’s current school and Special Education Supervisor.

5. Discuss progress data and placement options with Special Education Supervisor. No decision regarding change of placement is made.1 _{A student’s placement may be} changed by an IEP team to a more restrictive setting only after the case and placement options have been discussed with the Special Education Supervisor.

School Psychologist at student’s current school and Special Education Supervisor.

LEVEL III

6. If more information is needed, Supervisor requests that a meeting be scheduled with the Consultation Team (CT).

Scheduled by School Psychologist at student’s current school.

7. Present case to the CT with the same documents submitted to the Special Education Supervisor. No decision regarding change of placement is made.1 _{Participants in CT:}

School Psychologist at student’s current school.