CLARIFICATION OF SCHOOL SITE ADMINISTRATOR RESPONSIBILITIES AT AN INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEETING WHEN A STUDENT RECEIVES ONLY ONE RELATED SERVICE
The purpose of this Reference Guide is to provide clarification of the responsibilities of school site administrators at individualized education program(IEP) meetings when a student receives only one related service.

SCHOOL SELF REVIEW CHECKLIST, STUDENTS WITH DISABILITIES: 2009-2010
The purpose of this Reference Guide is to inform Site Administrators (1) of the requirement to complete the School Self Review Checklist, Students with Disabilities: 2009-2010, and (2) that the Local District Superintendent/Executive Director or Designee shall periodically conduct site level visits during the school year to determine the status of concerns identified by the Checklist as mandated by the Modified Consent Decree. The Checklist assists schools in determining compliance with the Individuals with Disabilities Education Act (IDEA) and the District’s special education policies and procedures.

SUPPORT FOR SPECIAL EDUCATION PROGRAMS FOR STUDENTS WITH ASSESSED BEHAVIOR AND/OR HEAlTH NEEDS
The purpose of this Reference Guide is to (1) provide guidance to schools in the process and procedures for providing support to special education programs for students with assessed behavior and/or health needs, and (2) assist schools in analyzing their resources to support programs for students with assessed behavior and/or health needs.

PERCENTAGE OF TIME IN GENERAL EDUCATION MODIFIED CONSENT DECREE (MCD) OUTCOME 7
The purpose of this Reference Guide is to provide Individualized Education Program (IEP) teams with a process to consider the appropriate amount of time to deliver special education supports and services within the general program to students with disabilities who meet the criteria for the eligibility categories of: Deafness, Hard of hearing , Visual impairment, Deaf-blind, Orthopedic impairment, Other health impairment, Traumatic brain injury, Emotional disturbance, Autism, Mental retardation or Multiple disabilities
This information does not apply to students who have special education eligibility because of a speech or language impairment or a learning disability only.

PROCEDURES FOR REQUESTING ADDITIONAL SPECIAL EDUCATION ASSESSMENT SUPPORT
The purpose of this reference guide is to provide procedures for school site administrators to follow when requesting additional support for the timely completion of special education assessments.

DEVELOPMENT AND IMPLEMENTATTION OF A LEARNING CENTER AT THE SECONDARY LEVEL
The purpose of this Reference Guide is to provide updated guidelines for the development and implementation of a Learning Center in secondary schools. The purpose of the Learning Center is to provide a range of supports for students with disabilities. All secondary schools are required to develop a Learning Center to support students in a collaborative methodology.

PRESCHOOL COLLABORATIVE CLASSROOMS (PCC) AT ELEMENTARY SCHOOLS AND EARLY EDUCATION CENTERS
The purpose of this reference guide is to provide guidelines for the Preschool Collaborative Classroom (PCC), a collaborative program supported by the Early Childhood Education Division and the Division of Special Education.

RESOURCE SPECIALIST PROGRAM SERVICE TRACKING IMPLEMENTATION AND TRAINING-REVISED
The purpose of this reference guide is to provide revised information and procedures for resource specialist teachers to access training in the use of the Welligent Service Tracking System and to inform resource specialist teachers and their principals that this training and use of the Welligent Service Tracking System is required.

INSTRUCTIONAL ROLES & RESPONSIBILITIES IN DELIVERING SPECIAL EDUCATION SERVICES
The purpose of this reference guide is to clarify the instructional roles and responsibilities of teachers and special education assistants/trainees in special education programs.

SCHEDULE OF MONTHLY INFORMATIONAL MEETINGS FOR PARENTS OF STUDENTS WITH DISABILITIES
The purpose of this annual Reference Guide is to inform school site administrators about the Monthly Informational Meetings for Parents of Students with
Disabilities, and the administrator’s responsibility to distribute the schedule(Attachment A) and announcements of these meetings to the parents of their students.

DISTRIBUTION AND USE OF REVISED SPECIAL EDUCATION POLICIES AND PROCEDURES MANUAL (JULY 2007): REVISION TO DISTRICT POLICY
The purpose of this Reference Guide is to (1) inform staff regarding the distribution and required use of the newly revised Special Education Policies and Procedures Manual (July 2007) which reflects recent changes in District policy, and (2) inform staff of the availability of online training regarding the Manual
revisions.

EFFECTIVE INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEETINGS" WEB_BASED TRAINING AND DELIVERY OF REUSABLE IEP CHARTS
The “Effective Individualized Education Program (IEP) Meetings” training module located on the Division of Special Education website was developed to assist IEP Teams in conducting effective IEP meetings. The purpose of this Reference Guide is to inform Principals that all school staff members who will participate on IEP teams are required to view the training module. Certification of completion of the training module is required.

ORAL INTERPRETATION AT AN
INDIVIDUALIZED EDUCATION PROGRAM
(IEP ) TEAM MEETING
The purpose of this Reference Guide is to: (1) inform school administrators of District nonpublic and dependent charter schools of their responsibility to provide parents with oral interpretation in the home language of the parent, when requested, at an Individualized Education Program (IEP) team meeting; and (2) provide procedures, forms and resources to assist schools in providing oral interpretation at IEP team meetings when requested by a parent.

IDENTIFICATION AND INTERVENTION OF
AT RISK FACTORS FOR SECONDARY STUDENTS WITH DISABILITIES
The The purpose of this Reference Guide is twofold:
1. To inform school and Local District personnel about the process and procedures for accessing student data to identify and intervene with students with disabilities who demonstrate potential dropout factors; and 2. To monitor progress toward graduation for students with disabilities.

DEDICATED CLERICAL SUPPORT FOR SPECIAL EDUCATION AND SECTION 504 RESPONSIBILITIES
The purpose of this Reference Guide is to clarify the specific roles and responsibilities of the dedicated Special Education and Section 504 clerical support position. The provision of this additional clerical support by the District at this time does not release certificated staff from their ultimate responsibility related to all aspects of special education and Section 504 compliance in their roles as administrators and teachers.

REQUESTS RELATED TO PROGRAM ACCESSIBILITY UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) AND SECTION 504 OF THE REHABILITATION ACT OF 1973 - REVISED
The purpose of this Reference Guide is to remind school and Local District staff of the existence of a unit within the Division of Special Education which addresses “on demand” requests related to program accessibility for students covered under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973..

SPECIAL EDUCATION DISPUTE RESOLUTION - THE THREE OPTIONS FOR PARENTS WITH IEP DISPUTES: (1) INFORMAL DISPUTE RESOLUTION, (2) STATE MEDIATION ONLY, AND (3) FORMAL DUE PROCESS PROCEEDINGS - REVISED
The purpose of this Reference Guide is to provide schools with updated information and instructions regarding the three options available to parents for resolving special education disputes: Informal Dispute Resolution, State Mediation Only, and Formal Due Process Proceedings.

DISTRIBUTION AND USE OF LEAST RESTRICTIVE ENVIRONMENT (LRE) BROCHURE (REVISED JULY 2008)
The purpose of this Reference Guide is to inform all schools and IEP teams that the Least Restrictive Environment (LRE) brochure has been revised, how to access it, and it’s required use.

“THE ITP AND YOU BOOKLET”
The purpose of this Reference Guide is to provide procedures for school site administrators to follow in meeting the Modified Consent Decree requirement to articulate the school vision of integrated instructional services for students with disabilities.

DISTRIBUTION AND USE OF "THE ITP AND YOU" BOOKLET (FORMERLY "THE ITP AND YOU” POCKET GUIDE) (REVISED JULY 2008)
The purpose of this Reference Guide is to inform all schools that “The ITP and You” pocket guide has been revised to a booklet format and has been updated to reflect changes in District policy and federal law related to educating students with disabilities and the Individual Transition Plan (ITP). “The ITP and You” booklet is available for order from the Stores Warehouse.

COMPLAINT RESPONSE UNIT FOR PARENTS OF STUDENTS WITH DISABILITIES
The purpose of this Reference Guide is to provide updated information to schools and offices regarding the function of the Complaint Response Unit (CRU) / Parent Resource Network.

POSITION PAPER NO. 4: “SECONDARY
INSTRUCTION AND SERVICES-STUDENTS WITH DISABILITIES ACCESSING THE CORE CURRICULUM”
The purpose of this Reference Guide is to provide Division of Special Education Position Paper No. 4: Secondary Instruction and Services—Students with Disabilities Accessing the Core Curriculum which clarifies the position of the District in regard to the participation of students with disabilities in the instructional programs at the secondary level. This paper describes the tiered approach to instruction, intervention, and services for secondary students with disabilities who are using the core curriculum..

SUBSTITUTE POLICY FOR SPECIAL EDUCATION ASSISTANTS/TRAINEES - REVISED
The purpose of this Reference Guide is to: (1) provide procedures for schools to determine when a substitute may be requested for a special education assistant; (2) explain the process for requesting a substitute; and (3) provide a log to track coverage for an absent assistant who provides additional adult assistance, health care assistant (AAA/HCA).

ALLOCATION OF SCHOOL PERSONNEL TO SUPPORT STUDENTS WITH DISABILITIES
The purpose of this Reference Guide is to inform schools of the norm changes for special education programs beginning July 1, 2009.

ENGLISH/SPANISH GLOSSARY OF SPECIAL
EDUCATION TERMS FOR SCHOOL USE
The purpose of this Reference Guide is to provide schools with a copy of the District’s “English/Spanish Glossary of LAUSD Terminology” which includes special education terms and phrases for schools to use in oral or written translation for Individualized Education Program (IEP) meetings, IEP documents and other communication with parents where
translation from English to Spanish is necessary. In addition, a web address is provided so that this valuable glossary can be downloaded at no cost from the internet.

MIGRATION OF SPECIAL EDUCATION IEP DATA FROM WELLIGENT TO ELEMENTARY AND SECONDARY SIS
District policy requires schools to use the Welligent IEP System in real time mode as a management tool for all functions related to the IEP process including referral information, notifications, assessments and the actual conduct of the IEP meeting. District policy further requires schools to enter and maintain demographic and other data for every student with an Individualized Education Program (IEP) in the Welligent IEP System and in SIS (see BUL-971 dated May 3, 2004).

SCHEDULING, NOTIFICATION, AND COMPLETION OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPs)
The purpose of this Reference Guide is to provide information to remind all District staff of their obligation to meet the following requirements
• To complete the special education assessment and conduct an Individualized Education Program (IEP) meeting within legally required timelines
• To document the type and number of attempts to contact the parent to
schedule the IEP meeting; and
• To complete annual reviews within legally required timelines

SCHOOL SITE CHANGES IN ASSIGNMENT HOURS OF SPECIAL EDUCATION ASSISTANTS/TRAINEES
The purpose of this Reference Guide is to provide procedures for school site administrators to follow when requesting a change in assignment hours of a special education assistant or trainee at a school site.

ASSESSMENT PLANS FOR RELATED SERVICES
The purpose of this Reference Guide is to provide information to schools regarding tracking special education assessment plans requesting assessment in any related services area.