Assessments
All assessment reports must include this section, which helps guide the IEP team’s decisions and outlines strategies, services, or supports based on the evaluation results.
What are
Recommendations
CSTP Standard 1 calls on teachers to understand their students’ backgrounds to build connection and belonging. This concept from Tara Yosso helps teachers recognize the strengths students already bring from their families and communities.
Hint: Breakout session with Lauren and Shay
What is
Community Cultural Wealth
If a student is struggling with
attendance problems and/ or, multiple behavior concerns, and / or just returned from juvenile hall, and/ or hospitalization etc....
we must hold an _____ meeting.
What is IEP
If site admin pressures the team to determine that the behavior was not a manifestation in order to support removal, the psychologist should do this.....
What is
CALL TEXT REACH OUT to Christie, Lauren, or Tess and ensure the team follows federal law (IDEA), not administrative preference
Can a psychologist review the continuum of placement supports and services during an IEP?
What is YES.
Remember to consult with your Program Specialist and Christie/ Tess
Why did the Program Specialist bring a map to the IEP?
What is to help the team find the Least Restrictive Environment
What phrase must be watermarked on draft reports?
what is
DRAFT
In AUHSD, this school model connects classroom instruction to real-world issues through strong partnerships with families, businesses, and community organizations. It is used to support the Whole Child by providing access to mental health services, paid internships, culturally relevant curriculum, and reflective learning walks. AUHSD uses this model to strengthen college and career readiness and foster equity, engagement, and student voice.
What is a
Community School
In AUHSD, assessment recommendations must align with the Present Levels, which connect to the Goals, which then drive the Services page. Who is responsible for ensuring this alignment is accurately entered in SEIS?
Who is the school psychologist?
In AUHSD, _________ are expected to go beyond initiating, writing, entering into SEIS the Behavior Intervention Plan (BIP).
They are responsible for developing behavior goals that tied to the BIP, reviewing the plan with staff, teach the strategies, and ensuring it’s being carried out as intended.
Hint: Not just the case carrier
Psychologists!
When a team feels a student needs a more restrictive placement, the psychologist completes this form and uses the data when consulting (1-1 conversation) with the Program Specialist.
What is the
STAFFING FORM
Why did the IEP team bring string to the meeting?
What is
to tie the PRESENT LEVELS to the GOALS and SERVICES page
During a Manifest Determination, we need to gather input from the student and the parent / caregiver even if they are no longer on campus.
True or False?
What is
TRUE
AUHSD defines this as a student missing 10% or more of school days—whether absences are excused or not.
Psychologists and Program Specialists can help address it by identifying barriers such as mental health needs, social isolation, or housing insecurity.
What is
CHRONIC ABSENTEEISM
To authorize reimbursement for special education transportation, this documentation (blurb) must be included in the IEP .
What is documentation of medical necessity?
In AUHSD, psychologists are responsible for coaching these school staff members—especially those working closely with the student—on how to implement behavior supports with fidelity.
Who are teachers and instructional aides?
Psychologists and Program Specialists must remind teams that placement decisions must be based on ____ not staffing, space, or parent request.
What are
THE STUDENT'S UNIQUE NEEDS
**Note: We never say... "there is no room"
Psychologists and Program Specialists know they need support when they say this phrase more than twice in one day:
What is
“Let me follow up on that…”
This assessment tool—required for all AUHSD students who are being considered for, or may potentially transition into, the Adult Transition Program—helps determine support needs in daily living, communication, and self-care, and includes input from teachers, parents, and students.
What is the ABAS-3
Our LCAP goals drive the ______ _______ _______ that our district has identified as the important student outcomes we strive to meet. They are credit accumulation (graduation rates and graduation readiness), grade distribution (A-G and A-G readiness), and attendance. These reflect our key accountability indicators.
Not to be confused with something worn on your head!
What is
WILDLY IMPORTANT GOALS
When a parent requests a non-public school, the IEP team must document that these options within the district have already been tried and found insufficient.
What is the continuum of district placements and supports
Where should reports, signed APs and protocols be sent immediately after the IEP?
To your SYS Secretary.
Also, upload and attach under "Future" in SEIS
Placement Change
After the psychologist consults with the Program Specialist about placement change, and the Program Specialist of the sending team feels that change of placement is appropriate based on the data presented, what is the next step?
What is
The Program Specialists of the sending team contacts the Program Specialist of the receiving team to discuss and determine placement
Why did the Program Specialist bring duct tape to the team meeting?
What is
to help HOLD the IEP team together?