- Special education records
How long do you keep a student's IEP after they have graduated and left the school? Is there a release form or something that must be signed before you may destroy the records? All of the information regarding retention of special education records can be found on Local Government Retention Sche ...
- How does a student qualifies for special education services?
How does a student qualify for special education services? Montana’s procedures for the evaluation of students are contained in the Child Find and Evaluation guide that can be found at: http://www.opi.mt.gov/pdf/SpecED/guides/ChFdRefEval.pdf If you have further questions you may contact ...
- Reporting Referral and permission to test student
Question: We have a couple of students this year who are in need of an IEP who do notyet have one. They are coming in with extensive reports and there is no need for further testing. My question is about referral and permission to test. Do we still check all the areas on the form even if ...
- Is there somewhere on-line that I can find your procedural safeguards - Parental Rights Brochure?
The Parental Rights and other brochures can be found within the following page. It is available in three languages, English, Russian and Spanish: http://opi.mt.gov/Programs/SpecialEd/Index.html?gpm=1_7&pnl=2_2 The English version is located here: Procedural Safeguards in Special Education
- Who is the contact for your exceptional student education division?
The contact for exceptional students is Frank Podobnik, email@example.com
- Evaluation Information
When the evaluation has already been completed; but the team has decided to additionally select OT and perhaps SLP for additional testing; where is that information added? Do we need to hold another ER meeting? Or can these results be added as an amendment to the IEP? The student does not ne ...
- 504 Review TimeFrame
A 504 plan was written last year at this time for a student. It has not been modified since that time. Should a new plan be written at least on a yearly basis if the child continues to meet the criteria for a 504 plan? Section 504 regulations require a "periodic review" of the plan to ensure th ...
- Special Education Evaluation
I'm a Speech Pathologist - when communication has been checked on an evaluation plan, I have always assumed that a full and complete evaluation needed to be completed. My question: Is this a correct assumption or can a standardized screening tool, such as the CELF be given? OPI – The ...
- What is the “Summary of Performance”?
What is the “Summary of Performance”? The district is required to provide a Summary of Performance to students leaving school due to graduation or exceeding the age eligibility of the district. The Summary of Performance must contain a review of the measurable postsecondary goals, ...
- Must measurable annual goals be developed for each measurable postsecondary goal?
Must measurable annual goals be developed for each measurable postsecondary goal? Only if the IEP team determines that measurable annual goals are necessary to achieve the postsecondary goal. Measurable postsecondary goals may be achieved through measurable annual goals, courses of study, ide ...
- Can measurable postsecondary goals stay the same from year to year?
Can measurable postsecondary goals stay the same from year to year? Yes.
- Can measurable postsecondary goals be changed year to year?
Can measurable postsecondary goals be changed year to year? Yes. If the student’s strengths, preferences, and interests, student’s desired post-school activities change, postsecondary goals should be modified or changed.
- Does the student’s progress toward the measurable postsecondary goals need to be reported during the IEP?
Does the student’s progress toward the measurable postsecondary goals need to be reported during the IEP? There is no reporting requirement since the measurable postsecondary goals are reviewed at each annual IEP.
- How do you develop appropriate measureable postsecondary goals?
How do you develop appropriate measurable postsecondary goals? Through a review of the student’s strengths, preferences and interests, his or her desired post-school activities, and age appropriate transition assessments.
- Are appropriate measurable postsecondary goals required for all students age 16 and older?
Are appropriate measurable postsecondary goals required for all students age 16 and older? Yes.
- Who conducts the age-appropriate transition assessments?
Who conducts the age-appropriate transition assessments? Teachers, special education specialists, other school personnel, parents or family members, the student, or others may conduct the assessments.
- What are examples of age-appropriate transition assessments?
What are examples of age-appropriate transition assessments? Educational: individualized, classroom, grade or schoolwide academic assessments, observational reports by teachers, employers, and parents. Employment: readiness skills, vocational interest, functional skills, life skills, rating sc ...
- What are age-appropriate transition assessments?
What are age-appropriate transition assessments? Formal and/or informal assessments that provide information, indicate strategies, provide present levels of functional performance, suggest accommodations, and provide a basis for measurable postsecondary goals and measurable annual goals.
- When must Transition Services be addressed in a student’s IEP?
When must Transition Services be addressed in a student’s IEP? In the first IEP to be in effect when the student is age 16. This generally means that when the student is age 15 the IEP must address the secondary transition needed when the student turns age 16. The IEP may address seconda ...
- Are there other allowed methods of identifying a specific learning disability besides the discrepancy or response to intervention models?
Are there other allowed methods of identifying a specific learning disability besides the discrepancy or response to intervention models? No. The IDEA 2004 only allows the use of a severe discrepancy model or a Response to Intervention approach in the identification of a specific learning disa ...