Caddo Parish Public Schools
Department of Exceptional Children
Protocol Review Procedures
Academic Educational Benefit/LRE, FBA, BIP and Related Services Review
The Instructional Specialist (Speech Language Pathologist if student is Speech Only) will initiate the protocol for failing grades and/or less than 80% attendance by notifying personnel required to complete the protocol via email.
The Behavior Intervention Specialist will initiate the protocol for suspensions and students with the exceptionality of ED by notifying personnel required to complete the protocol via email.
The protocol is to be completed by Pupil Appraisal Personnel, Instructional Specialist and Behavior Intervention Specialist as applicable.
A signature is required by each person upon completion of the protocol review.
The protocol will be completed during the following timeframe:
- 1st 9 week period: October 19-26 (Elementary and Middle School only)
- 2nd 9 week period: January 17-25 ( Elementary , Middle and High School)
- 3rd 9 week period: March 13-22 (Elementary and Middle School only)
Once the protocol has beencompleted, scored and signed, a copy of all pages must be placed in the IEP folder.
The Behavior Intervention Specialist will have the responsibility to turn a completed copy of the protocol into the Compliance Department if there are behavior concerns.
If there are no behavior concerns, the Instructional Specialist will have the responsibility to turn in a completed copy of the protocol to the Compliance Department.
The protocol will be turned into the Compliance Department by the following dates:
- 1st 9 week period: October 27, 2017
- 2nd 9 week period: January 26, 2018
- 3rd 9 week period: March 23, 2018
Failing Grades/Less than 80% Attendance
Elementary and Middle School Students- The Academic Educational Benefit/LRE Protocol must be completed at the end of the 1st, 2nd and 3rdnine weekperiod for any elementary or middle school student who has failed 1 or more core content areas and/or has less than 80%attendance for the nine week period.
High School Students - The Academic Educational Benefit/LRE Protocol must be completed at the end of the fall semester for any high school student who has failed 1 or more core content areas and/or who has over3 unexcused absences in any core content area.
Suspensions
The Functional Behavioral Assessment Review and Behavior Intervention Plan Review sections of the protocol must be completed for all special education students who are suspended at the 4th, 7th, and 10th day of Out of School Suspension. If the school does not have an approved In-School Suspension Room, each day will count as one Out of School Suspension day. Approved ISS Room YES NO
Related Services
If a student is receiving Counseling as Related Service, the entire protocol must be completed.
Students with the Exceptionality of ED
This protocol must be completed at the end of the 1st, 2nd and 3rd Nine week period for any student with the exceptionality of ED, regardless of their grade level, grades, attendance, or discipline.
Caddo Parish Public Schools
Department of Exceptional Children
Academic Educational Benefit/LRE, FBA, BIP, Related Services Protocol Review
School: ______IEP Teacher Name: ______Date: _____/_____/_____
Student Name: ______Student Number: ______Exceptionality: ______LRE: ___ Inclusion ___ RR ___SC
Protocol completed to document: Failing Grades Suspensions (# of days___) < 80% Attendance ED/Other
Assessment Type: □ LEAP □ LEAP Connect □ EOC
9-week grading period: 1st 2nd 3rd Core Subject(s) Failed: ELA Math Science S. Studies
Evaluation Date: ______/_____/_____ IEP Type: InterimInitialReview IEP Date: _____/_____/_____
Reconvened/Amended IEP Dates: ____/____/______/____/______/____/______/____/____
Reason IEPsabove Reconvened:______
1: Evidence is observed/documented 0: Evidence is NOT observed/ documented NA: Not Applicable
Evaluation/Re-evaluation ReportSignature of PA Personnel completing the review: / Comments
1. / Evaluation/Re-evaluation report identifies impairments, conditions, and/or academicneeds / 1 / 0 / NA
Individual Education Plan
Signature of Instructional Specialist completing the review: / Comments
2. / GSI identifies student strengths, academic, developmental, and functional needs / 1 / 0 / NA
3. / Educational need areas are in alignment with identified academic, developmental, and functional needs / 1 / 0 / NA
4. / Present Levels of Academic Achievement and Functional Performance (PLAAFP) on the instructional page(s) are based on data and tied to the Goal: □Academic □Behavior/Social / 1 / 0 / NA
5. / The goals are measurable and specifically address the impairments, conditions, academic,and/or behavior needs listed on the evaluation/re-evaluation report, FBAs or other assessment data / 1 / 0 / NA
6. / The IEP reflects changes to accommodations, strategies, or interventions being implemented each 9 week period, if the student has: □Academic failures □New Behavior/Social concerns / 1 / 0 / NA
7. / If student requires remediation, the research based interventions are administered at the student’s instructional level and are documented on the GSI page (Progress in Gen Ed Curriculum section) / 1 / 0 / NA
8. / Progress monitoring towards IEP goals and objectives is being conducted every 3 weeks and charted/graphed results are placed in the IEP folder: □AIMSWEB, DIBELS, CLASSWORKs □Behavior/Social / 1 / 0 / NA
9. / Actual number of minutes per day and sessions per week are accurately documented on the Services/Placement page in the Regular Class, Community, or Special Class sections / 1 / 0 / NA
10. / If applicable, the LRE justification is correctly documented on the Services/Placement Page / 1 / 0 / NA
11. / If the student is in the defined class (<80% attn.; alt. setting; 4+ OSS) and/or ED and meets criteria for counseling as a related service, the appropriate number of related services minutes and service provider are correctly documented on the IEP in the following places: 1) GSI under the behavior section and 2) Services/Placement page with appropriate minutes of counseling services from a related service provider documented in the minutes box / 1 / 0 / NA
12. / Special Education Teachers are collaborating every 2 weeks with General Education Teachers to review student progress and Parents were notified of the lack of progress when indicated as evident by completed and signed“Collaboration/Planning/Progress Monitoring Logs” located in a separate folder / 1 / 0 / NA
13. / “Caddo Parish MFP Inclusion Support Services Documentation Logs” are fully completed daily and for each general education core content area / 1 / 0 / NA
14. / Current SER Progress Reports are in the IEP folder / 1 / 0 / NA
15. / Current Report Cards and School Based Progress Reports are in the IEP folder / 1 / 0 / NA
16. / Accommodations and other pertinent information (Behavior Intervention Plan, etc.) were provided to General Education Teachers as documented on the IEP Dissemination Verification Form / 1 / 0 / NA
17. / If student has child specific paraprofessional, there is documentation in the comment section on the Services/Placement Page / 1 / 0 / NA
If the student has a Behavior Intervention Plan and/or Related Services in the area of Counseling, the entire protocol must be completed. If the student does not have a BIP or counseling, then proceed to the bottom of page 3 and complete the Protocol Review Results Section for Academic Educational Benefit/LRE.
1: Evidence is observed/documented 0: Evidence is NOT observed/ documented NA: Not Applicable
Functional Behavior Assessment ReviewSignature of Behavior Intervention Specialist completing the review: / Comments
1. / Evidence of record review is documented (e.g., attendance, discipline, academic progress, reviews of any formal reports, etc.) / 1 / 0 / NA
2. / FBA is developed using teacher, parent, student interviews and maintained in the IEP folder / 1 / 0 / NA
3. / Evidence that direct observation(s) designed to identify functional relationships were conducted is documented with objective data / 1 / 0 / NA
4. / Behavior of concern, antecedents, triggers, time, location, and empirically based function of behavior is documented on “Summary of Findings” / 1 / 0 / NA
5. / Summary Statement/Function-Based Hypothesis is documented on “Summary of Findings” / 1 / 0 / NA
6. / Summary of Findings is completed (one for each behavior): □ Goal 1 □ Goal 2 / 1 / 0 / NA
Behavior Intervention Plan Review/Documentation/Monitoring
Signature of Behavior Intervention Specialist completing the review: / Comments
1. / Behaviors of Concern, infractions, and referrals are documented on the behavior intervention plan / 1 / 0 / NA
2. / Observable/Measurable Replacement behaviors developed from Hypothesis/ Summary of Findings (including:Prevention/Teaching strategies, interventions, supports for desired replacement behaviors; documented Parent/Guardian Coordination; specific incentives are listed including frequency, location; and who is responsible for implementation) / 1 / 0 / NA
3. / Consequence/Corrective Strategies (De-escalation methods) for implementation for continued display of problem behavior are identified on Behavior Intervention Plan / 1 / 0 / NA
4. / Crisis Management Plan is attached (if applicable) / 1 / 0 / NA
5. / Replacement Behaviors and Incentives are recorded, monitored and graphed on monthly progress report / 1 / 0 / NA
6. / Observable/Measurable Replacement behaviors developed from Hypothesis/ Summary of Findings form the basis for the goals/objectives on the behavior instructional plan page(s) of the IEP: □ Goal 1 □ Goal 2 / 1 / 0 / NA
Related Services
Signature of Related Service Personnel completing the review: / Comments
1. / Student was provided the opportunity for counseling related service sessions at least 85% of the time (related service documentation log) / 1 / 0 / NA
2. / Related Services were provided based upon COUNSELING assessment results and number of suspension days and/or attendance rate
□ 7-10 days Counseling Assessment (If not previously administered) / 1 / 0 / NA / □ No services identified/DECLINED
□ 30 minute session
____ sessions per week
□ 60 minute session
____ sessions per week
□ Other
____ minute session
____ sessions per week
Academic Educational Benefit/LRE, FBA, BIP, and Related Services Protocol Review Results: Total Percentage of Integrity for Each Area
Academic Educational Benefit/LRE ____/ 17 =_____% (points earned ÷ points possible ×100)
FBA ____/ 6 =_____% (points earned ÷ points possible ×100)
BIP ____/ 6 =_____% (points earned ÷ points possible ×100)
Related Services ____/ 2 =_____% (points earned ÷ points possible ×100)
Is the integrity adequate for each area? (80% or above)
Academic Educational Benefit/LRE: YES NO FBA: YES NO NA BIP: YES NO NA Related Services: YES NO NA
If Below 80%, the Instructional Specialist will have the responsibility of schedulingan IEP meeting to amend any area that does not indicate integrity.
Print Names of the Reviewers: ______
Pupil Appraisal Personnel Instructional Specialist Behavior Intervention Specialist
Revised July 2017 Page 1 of 3