February 13, 2012

Vol. 1, Issue 22

The Special Edition
SFUSD's Special Education Newsletter
In This Issue
Announcements
Transportation Guidelines
SEIS FAQ
Case Manager Assignment
Articles for Reflection and Professional Development
Quick Links



















weareteachers.com

 

e-soccer.org

 

Upcoming Events

PD for Paraprofessionals

February 11, 2012

9:00 - 12:00

John O'Connell HS 

registration:

http://sfusd.k12oms.org/eventdetail.php?id=56393 

 

 

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Belonging to a group can provide the child with a variety of resources that an individual friendship often cannot - a sense of collective participation, experience with organizational roles, and group support in the enterprise of growing up. Groups also pose for the child some of the most acute problems of social life - of inclusion and exclusion, conformity and independence.
~Zick Rubin, Children's Friendships, ch. 7, 1980

As we continue to share news within SFUSD and beyond, please consider submitting an article for publication. Simply email spedfeedback@sfusd.edu, and we will be delighted to showcase your school or classroom.

Announcements

  • Cal-Tash's 30th Anniversary conference and membership meeting will be March 2-3, 2012 in Oakland.  Click here for more information.
  • Previous Special Edition Newsletters are now accessible online. Please click here to access them.

Transportation Guidelines

 

In an effort to support IEP team discussions on special transportation, Special Education Services has created some guildelines.  Please click here to review.

SEIS Frequently Asked Questions

  

The questions below are common questions received by the SFUSD SEIS Help Desk in the past few weeks.  We hope you find the answers helpful in assisting with the transition from Goalview to SEIS.

   

Reporting On Progress

How do I report progress on GoalView IEP's? 

  • Print/Copy Goal Page from GoalView and hand write progress. Attach. (Additional: Scan and attach to SEIS record).
  • Access Intranet "Interim" Goal page, enter goal and type/write progress. (Additional: Attach or scan and attach to SEIS).

Accommodations/Modifications 

Where can I find a list of accommodations and modifications?

  • We will have a list of common accommodations and modifications in the Document Library in SEIS. 

Listing Services 

How do I list services for students receiving in class para support and "pull-out" support?

  • Services with a Credentialed Sped Teacher should be coded as Specialized Academic Instruction (330) and indicate the location accurately.
  • Para Professional Support should be coded as  Other Special Education/Related Service (900).
  • Please review the Paraprofessional Guidelines for further information on paraprofessional service documentation. 

Goals

Am I still required to have grade level goals? 

 

SLI Case Management 

What is my "role" now that I am no longer the case manager for SLI students? 

Access to Students you are NOT the Case Manager

What if I provide services to a student but I am not the case manager? Can I still have access to the students IEP in SEIS? 

  • You will need to be added as a "Service Provider".  Fill out a "Student Change Form" on SEIS. In the comments box please write the service you provide.

Mandatory IEP Forms

What are the required forms for a legal IEP? 

  • Necessary forms are dependent on the purpose of the IEP. Contact your coordinator if you are unsure of appropriate forms to use. 

Service Minutes

What are the total minutes in a school day? 

Click on Link Below, also on the SEIS Intranet, Documents Library

SFUSD Percentage/Minutes Breakdown

 

"Go Live"  

Can I "Go-Live" with SEIS? 

  • Once you have attended a training and received a username and password you are ready to Affirm/Attest & write IEP's in SEIS! Yes, you can "Go Live"!     

Scanning Signature Page

Are we still required to scan the signature page and attach it to the student's IEP? 

  • Yes. The expectation is that you attached the signature page to the student record in SEIS. 

Contact Info 

If I update a students contact information will it be overridden? 

  • Parents must go to EPC to change CASEMIS information. If they inform you, make note of this change in the meeting notes section only.  The update will occur automatically once parents have submitted to EPC.  

Brownfiles 

Are Brownfiles still required? 

  • Printed documents represent the official IEP. Brownfiles are mandatory and must include all IEP documents.

Unsigned Affirmed/Attested IEP's

If we have A/A an IEP but it is unsigned, should we implement that or the previous signed IEP? 

  • "Signed" means something different than "consent."  If you have Affirm/Attested an IEP, but parents have not "consented" then you must implement the last consented to IEP.  Parents can "sign" in attendance, but that does not equate to "consent."  

Data Director & SEIS

Will Data Director upload into SEIS?

  • No. This is not a possibility.

Changing Information when Affirming/Attesting

If I notice that information is wrong during the A/A process should I change it? 

  • Yes. Change information so that it matches what it on the most current consented copy of the IEP. Remember, only Case Managers can Affirm/Attest in SEIS.

Parent Rights

Where can I find the Parental Rights Document?  

  • Parent Rights is located in the Document Library in SEIS and on the Intranet. 

 

SEIS Transition: Assignment of Case Managers

  

Case managers (CM) are being assigned based on the student's primary eligibility.  If a student's primary and/or only eligibility is Speech Language Impairment, the Speech Language Pathologist will be assigned as the case manager even if the student receives specialized academic instruction from a special education teacher in addition to speech services.

 

This policy is necessary in order to be in compliance with credential requirements.

 

Click here to review the Case Manager Responsibilities document for further clarification.

 

Thank you for your dedication and hard work during this transition. If you have any questions please contact Sarah Ashton (ashtons@sfusd.edu) the SEIS Implementation Coordinator.

Articles for Reflection and Professional Development

 

 

This is an ongoing section where we will provide a current and relevant research article. The goal is to promote discussion and intellectual stimulation amongst SFUSD staff, schools, and the community.

 

FROM UCLA CENTER -- Planning for next year is underway

 

Districts and schools are considering their priorities in planning for next year. Priorities will determine what changes are implemented, allocations of resources (budget, personnel, space), professional development, and more. Given the need to do more with less, it is more imperative than ever to focus on unifying and systematizing student and learning supports in ways that enable better student outcomes and teacher success.

 

As a planning aid, see the brief (2 page) Guide to Enhance School Improvement Plans Related to Three Critical Facets for Improving How Schools Address Learning and Behavior Problems  -- http://smhp.psych.ucla.edu/pdfdocs/impguide.pdf

 

It provides resources related to three critical questions planners should consider at all system levels to ensure schools are more effective in addressing barriers to learning and teaching and re-engaging disconnected students. The questions are:

 

(1) Does the plan delineate a cohesive and extensive system of student and learning supports? That is, does the plan outline a unified and comprehensive framework for addressing barriers to learning and teaching and re-engaging disconnected students in classrooms and schoolwide?

 

(2) Does the plan outline how to rework the operational infrastructure to guide development of a unified and comprehensive system of student and learning supports over several years?

 

(3) Have the capacity building implications of developing such a system been addressed (e.g., weaving together and redeploying resources, staff development)?

 

The answers to these questions bear directly on student achievement, dropout reduction, and teacher retention.

 

 

  Click here to read more.

 



Sincerely,

Communications Team
Special Education Services, SFUSD

 

 

 

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