Los Angeles Unified Janet Montoya, Unit Administrator

School District Secondary

Division of Monique Arbuckle, Coordinator

Psychological Services
Special
Education

Support Unit East

Local Districts 4 & 5
2009-2010
 Today’s Overview

Introduction of Support Staff

Support Staff Roster
Self-Review Checklist
MCD Outcomes: 10, 13, & 18

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Outcome #10: Timely Completion of
Evaluations: Outcome Met
Maintenance of Effort Lagging
• 90% of all initial evaluations shall be
completed within 60 days.

• 95% of all initial evaluations shall be

completed within 75 days.

• 98% of all initial evaluations shall be

completed within 90 days.
– Maintenance of Effort lagging behind at 97.4%
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Maintenance of Effort in Outcome 10

•Hold IEP meetings within 60-day timeline

•Close and Lock IEPs when
appropriate.
•Document on IEP meeting screen:
“Meeting recessed pending
placement.”
•Cancel IEPs when needed
 Outcome #13: Delivery of Services:
Outcome not Met
• 93% of the services identified on the IEPs of
students with disabilities in all disability
categories except specific learning disability
will show evidence of service provision.
• In addition, 93% of the services identified on
the IEPs of students with specific learning
disability will show evidence of service
provision.

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Welligent Report: #306

• Identifies all students enrolled in your school who are

receiving related services.
• Identifies students who are receiving DIS counseling
(Codes 04 & 20).
• Report can only be run by school administrator.
• Psychologists and School Mental Health providers do
not have access to run #306 Report.
• #306 Report should be run every other week.
• Report #306 will assist keeping you in compliance.

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Modified Consent Decree Outcome #18
90% of African American students
identified as emotionally disturbed
during an initial or triennial evaluation,
will demonstrate evidence of a
Comprehensive Evaluation (CE) as
defined by the Independent Monitor and
consideration for placement in the least
restrictive environment as determined
by the Independent Monitor.
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 Progress in Achieving the Comprehensive
Evaluation (CE) Components by Year:
What progress we have made since 2004!!
90 90
82 82
80 76
BENCHMARK = 90%
70
60 51.7 55.3
50.5 Bench
50 2004-05
40 33.3 35.4 2005-06
30 25.3 2006-07
2007-08
20
9 8
10 3
0
Bench White African Latino
American
oC EC %

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 Pre-referral and Referral Interventions:
Initially Referred Students

97% of All Students

90% of African Americans

Process Areas where LAUSD Failed to Meet Benchmark

• Initial intervention meeting (SST, intervention team,
other).
• Follow-up meeting.
• Parent involvement in the intervention process
(attended SST, attended intervention meeting, parent
conference).
• Assessment Plan Documentation: “Assess for ED”
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Students Already Receiving Special Ed Services

Process Areas where LAUSD Failed to Meet the

90% Benchmark

All Students 82.3%

African Americans 79.2%

• Consideration of a Behavior Support Plan (which

means that the student should have already had one
on the existing IEP)
• Consideration of Counseling/Referrals to school-wide
Discipline programs
• Assessment Plan: Assess for ED
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What can we use to assist us in
reaching the benchmark for
Part 1,
Pre-referral and referral
interventions?

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Outcome 18 of the Modified Consent Decree
requires that systematic interventions
be implemented with a student suspected
of Emotional Disturbance.

Bulletin 1309;
Comprehensive Evaluation for Students
Suspected of Emotional Disturbance (ED)

Bulletin 2075:
Establishment and Documentation of
Intervention Procedures for Students
Suspected of Emotional Disturbance
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 Documentation of Interventions
Bulletin 2075: Attachment A for Each Intervention
Document These Areas for Each Intervention
• Area of concern

• Referred by
Refer to Bulletin 2075
• Review date Attachment A
♦ Parent Participation
--Attended SST ---Conference ---Other

• Method of review of data

♦ SST meeting(s) ♦ Dept Meeting
♦ Grade level meeting ♦Other
♦ Small learning community meeting

• Specific intervention proposed

♦ Beginning date ♦ Ending date 14
What can we use to assist us in
reaching the benchmark for

Students Already Receiving

Special Ed Services?

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 PART 1-B
Students Already Receiving Special Ed Services
When students who are already in special
education begin to have behavior problems:
1. Amend the IEP and add a meaningful
Behavior Support Plan
2. Refer to a program that is in your School-
wide Discipline Plan
3. Consider Counseling, document your
considerations, and amend IEP if needed

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Remember that a formal academic
assessment is required by psychologist,
nurse and special education teacher.

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The next section is the area
of greatest need for
improvement

IEP Team Meeting and

recommendations
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 IEP Team Recommendations

Components of the Comprehensive Evaluation:

Areas where LAUSD Failed to Meet the 90% Benchmark

All Students 87.8%

African Americans 79.6%

• Parent participation at IEP meetings

• Attendance is preferred

• Parents may now participate via teleconference

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 Outcome 18 of the Modified Consent Decree
requires that parents participate in the IEP
meeting

Bulletin 4182.0
Parent Participation at Individualized
Education Program (IEP) Meetings for
Students Suspected of Having
Emotional Disturbance

Read and discuss the steps required to

Follow this bulletin accurately at IEP meetings
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 We have almost achieved the 90%
target! This year is the year!
90 90
80 76
70
60 50.5 Bench
50 2004-05
2005-06
40
2006-07
30 25.3
2007-08
20
8
10
0
Benchmark African American
oC EC %

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The essence of our effort to see that every
child has a chance must be to assure each
an equal opportunity, not to become equal,
but to become different—to realize
whatever unique potential of body, mind
and spirit he or she possesses. 
John Fischer, Author

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