BUL-4680.0
7/1/09
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PROCEDURES FOR ADDRESSING PARENTAL REVOCATION OF CONSENT FOR THE CONTINUED PROVISION OF SPECIAL EDUCATION AND RELATED SERVICES
In accordance with amendments to Federal Regulations, § 300.300 (b) (4), it is the District’s policy to inform parents of their right to revoke consent for the continued provision of special education and related services at any time subsequent to the initial provision of services. Prior to ceasing the services, the District must provide prior written notice to parents. This Bulletin provides District procedures for schools to follow when parents choose to revoke consent for the continued provision of all special education and related services for their child with disabilities. |
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BUL-4438.0
1/12/09 |
LIABILITY FOR SPECIAL EDUCATION STAFF SUPPORTING COMMUNITY BASED INSTRUCTION(CBI) ACTIVITIES
It is the District’s policy that students with disabilities, age 16 and older, participating in Community Based Instruction (CBI) activities will do so in groups of no more than four students to one adult. Employees that are responsible for supervising students off campus must adhere to all District guidelines covered under the District’s liability procedures. |
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BUL-4191.0
4/14/08 |
SPEECH AND LANGUAGE IMPAIRMENT (SLI) AND LANGUAGE AND SPEECH (LAS) ELIGIBILITY CERTIFICATION
It is the District’s policy that any student suspected of having a speech language impairment (SLI) or a student being considered for language and speech (LAS) related services has pre-referral strategies and interventions documented prior to the District completing a comprehensive evaluation by a credentialed or licensed speech therapist. This evaluation must be conducted for all initial, comprehensive and service completion IEPs that consider the eligibility for SLI or LAS related services. The purpose of this Policy Bulletin is to provide procedures to District staff regarding the required documentation of pre-referral strategies, interventions and assessment requirements as specified in the Modified Consent Decree Targeted Strategy Plan (Outcome 13). |
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BUL-4182.0
4/1/08 |
PARENT PARTICIPATION AT INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEETINGS FOR STUDENTS SUSPECTED OF HAVING EMOTIONAL DISTURBANCE (ED)
It is the District’s policy, in accordance with the Modified Consent Decree (MCD), that parent participation at Individualized Education Program (IEP) meetings for students suspected of having emotional disturbance (ED) may include alternative forms of participation such as teleconferencing, as with IEP meetings for all other disabilities. |
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BUL-4140.0
3/10/08 |
REVIEW AND CONSIDERATION OF REQUEST FOR SPECIAL EDUCATION EVALUATION
Federal regulations, CFR 300.503, permit local education agencies to review and consider the appropriateness of requests for special education evaluation. This Bulletin provides guidance and procedures to schools reviewing such requests for evaluation. |
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BUL-3958.0
10/1/07 |
DETERMINING THE NEED FOR BEHAVIOR INTERVENTION THERAPY AS A RELATED SERVICE FOR STUDENTS WITH DISABILITIES
This Bulletin establishes District policy on the required assessments and necessary information for determining the need for behavior intervention therapy (BIT) as a related service. |
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BUL-3835.0
8/20/07 |
SERVING PARENTALLY PLACED PRIVATE SCHOOL STUDENTS WITH DISABILITIES (AGES 5 THROUGH 21)
It is the policy of the Los Angeles Unified School District (LAUSD) that when parents of students with disabilities choose to place their child in a private school, whether or not the provision of a free, appropriate public education (FAPE) is an issue, to develop a Services Plan describing alternative services for consultation and/or professional development to private school personnel and parents. |
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BUL-3778.0
10/2/07 |
POLICIES AND PROCEDURES FOR IDENTIFYING STUDENTS WITH DISABILITIES AS LOW-VERBAL/NON-VERBAL AND AS POTENTIAL ENGLISH LEARNERS (ELs)
It is District policy that the guidelines and procedures outlined in this Bulletin must be followed when identifying English learners with a disability as low-verbal/nonverbal relative to language performance. |
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BUL-3666.0
7/23/07 |
POLICIES AND PROCEDURES FOR THE USE OF LOW INCIDENCE FUNDS
It is the policy of the Los Angeles Unified School District that all District staff follow the procedures stated in the “Special Education Policies and Procedures Manual, July 2007”: Appendix A, “Guidelines for the IEP Team: Assistive Technology and Low Incidence Programs,” Section IV, Low Incidence, pages 150 -151. All procedures are based on compliance with California Education Code (EC), Sections 56320 (g) and 56836.22. |
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BUL-3638.0
3/27/07 |
DISCIPLINE FOUNDATION POLICY: SCHOOL0WIDE POSITIVE BEHAVIOR SUPPORT
Every student, pre-school through adult, has the right to be educated in a safe, respectful and welcoming environment. Every educator has the right to teach in an atmosphere free from disruption and obstacles that impede learning. This will be achieved through the adoption and implementation of a consistent school-wide positive behavior support and discipline plan for every school in LAUSD. |
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BUL-2087.0
7/5/06 |
MOBILITY OPPORTUNITIES VIA EDUCATION (MOVE) PROGRAM
It is District policy that the policies and procedures outlined in this Bulletin must be followed in the implementation of the Mobility Opportunities Via Education (MOVE) Program. |
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BUL-2075.0
10/24/05 |
ESTABLISHMENT AND DOCUMENTATION OF INTERVENTION PROCEDURES FOR STUDENTS SUSPECTED OF EMOTIONAL DISTURBANCE
It is the District’s policy, in accordance with the Modified Consent Decree, that District staff complete the nine actions described in this Bulletin for all students suspected of having a disability under the category of emotional disturbance. |
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BUL-1686.0
4/12/05 |
ROLES, RESPONSIBILITIES
AND AUTHORITY OF INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAMS
The purpose of this policy bulletin is to (1) clarify
the roles, responsibilities and authority of IEP teams
in regards to provision of non-public agency services
and placements, (2) clarify the role of non-public agency
providers at IEP meetings, and (3) clarify the role and
authority of school site administrators in the development
of IEPs and reiterate the basic principle that no single
individual can control IEP team decisions. |
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BUL-1309
9/29/04 |
COMPREHENSIVE
EVALUATION FOR STUDENTS SUSPECTED OF EMOTIONAL DISTURBANCE (ED)
It is the District’s policy that any student suspected
of having an emotional disturbance
that may require special education services must have
a comprehensive evaluation. This evaluation must be conducted
for all initial referrals, three year re-evaluations and
whenever a more restrictive special education setting
is being considered. The purpose of this Policy Bulletin
is to provide procedures to District staff regarding the
comprehensive evaluation requirements under the Modified
Consent Decree (MCD). |
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BUL-1258.1
11/15/04 |
DESCRIPTION
OF THE RESOURCE SPECIALIST PROGRAM AND THE ROLE OF THE RESOURCE SPECIALIST TEACHER-REVISED
It is the District’s policy that the role of the
resource specialist program shall support students with
disabilities in accessing and progressing in standards-based
core curriculum. This Bulletin addresses the prevention
and special education intervention services provided by
the resource specialist teacher through the resource specialist
program. |
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BUL-1229.1
11/28/05 |
CARLSON HOME INSTRUCTIONAL PROGRAM AND HOSPITAL SCHOOL
It is the District’s policy, in accordance with state law, that students whose medical needs or other circumstances prevent them from attending school shall continue to receive an educational program. This Policy Bulletin provides information related to the provision of that program through the Carlson Home Instructional Program and Hospital School, when this option is appropriate. |
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BUL-971
5/3/04 |
MODIFIED CONSENT
DECREE REQUIREMENTS
IN SIS AND WELLIGENT IEP SYSTEMS
The purpose of this bulletin is to inform principals of
(1) the requirement to complete and maintain mandated
Elementary and Secondary SIS data fields for students
receiving special education services and (2) the requirement
to use the Welligent IEP System including the services
tracking system. |
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BUL-900
4/5/04 |
SHORTAGE OF SPECIAL EDUCATION
TEACHERS
It is the District’s policy to staff schools in
the area of special education with “highly qualified”
teachers. |
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H-66
1/27/03 |
NEW ELIGIBILITY CODE FOR
SPEECH OR LANGUAGE IMPAIRMENT (SLI) AND CLARIFICATION
OF ELIGIBILTY GUIDELINES RESTRICTIVE ENVIRONMENT BROCHURE
The purpose of this bulletin is (1) to establish an
eligibility code change from “LAS” (language
and speech) and “APH” (aphasia) to a single
eligibility code, “SLI” (speech or language
impairment), and (2) to clarify the guidelines for determining
eligibility as a student with a speech or language impairment
(SLI). |
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H-50
(rev)
2/17/03 |
BEHAVIOR INTERVENTION
REGULATIONS FOR STUDENTS WITH DISABILITIES WITH
SERIOUS BEHAVIOR PROBLEMS REPORTING
The The purpose of this bulletin is to provide information
and procedures to implement requirements regarding behavior
interventions for students with disabilities. The California
Education Code Section 56520, et seq, and the California
Code of Regulations, Title 5, mandate all the components
described in this bulletin. |
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H-43
(rev)
1/27/03 |
TEACHER ALLOCATION
AND CREDENTIAL REQUIREMENTS FOR ADAPTED PHYSICAL EDUCATION
(APE) SERVICE
This bulletin replaces Bulletin
No. 43 (Rev.), of the same subject, dated May 4, 1987,
issued by the Division of Special Education. The content
has been updated to reflect current credential requirements. |
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H-4
11/14/2000 |
USE OF MINI
TRAMPOLINES BY SPECIAL EDUCATION PERSONNEL
This bulletin replaces
Bulletin No. M-19, Use of Trampolines and Mini Trampolines
Prohibited, issued by the Office of the Deputy Superintendent,
Instruction and Curriculum dated 11-26-97. The content
has been updated to reflect the limited use of mini trampolines
for the provision of adapted physical education, occupational
therapy, and physical therapy. |
