Special Education

Resources:

What is North Los Angeles County Regional Center?

NLACRC is a private, nonprofit corporation and one of 21 regional centers in California that is funded by the California Department of Developmental Services (DDS). NLACRC has supported persons with developmental disabilities in the San Fernando, Santa Clarita and Antelope Valleys for more than 35 years. Currently, we serve over 18,000 individuals and their families. Each regional center is governed by a Board of Trustees including persons with developmental disabilities, their family members, service providers, and other interested individuals.

  What can the regional center do for me?
  Regional center helps plan, obtain, coordinate and monitor services and supports that are needed because of a developmental disability.

  What type of services does NLACRC offer?
  Regional centers provide or coordinate the following services and supports, as they relate to a person’s developmental disability:

Information and referral

Assessment and diagnosis

Individualized planning and service coordination

Purchase of services included in the Individual Program Plan

Assistance in finding and using community and other resources

Advocacy

Early intervention services for at-risk infants and their families

Family support

Planning, placement, and monitoring of 24-hour out-of-home care

Training and educational opportunities for individuals and families

Community education about developmental disabilities

IEP Meeting Agenda

Welcome

Introductions

IEP Team Meeting Introductory Statements

IEP Team Meeting Introductory Statements

A new requirement of the Modified Consent Decree (MCD) mandates that Individualized Education Program (IEP) teams read aloud the following statements at every IEP team meeting, regardless of parent attendance:

  • An IEP meeting is a collaborative process, and all participants will be provided the opportunity to ask questions and provide recommendations and suggestions;
  • The IEP team has the authority and responsibility to design a program in which the child can derive meaningful benefit;
  • The draft IEP, behavior intervention plan, or assessment plan might change as a result of the IEP team’s deliberations;
  • The decision on related services and placement will occur during the IEP meeting, unless the team agrees that there is not sufficient information to make a placement determination;
  • The District considers the family equal partners in the educational decision-making process; and
  • Any team member may propose an objective or goal in the IEP, even if it is not included in the Welligent goal bank

This statement must be read after the Welcome and Introductions are complete at the IEP team meeting.

 

Outcomes

Overview/Time Constraints

Ground Rules

Decision Making Process

Rights

IEP DEVELOPMENT

Present Levels of Performance

Cognitive*

Communication*

Health*

Academics*

Motor Functioning*

Prevocational/Vocational*

Social-Emotional/Socialization/Behavior*

Self Help*

Eligibility

Recommend/Establish Goals & Objectives

Supports and Services

Least Restrictive Environment Analysis

Placement

Offer of FAPE

Next Steps

Signatures

Consent

*As Applicable

Orden del día para la reunión del IEP

INICIO

Bienvenidas

Presentaciones

Declaraciones introductorias de la reunión del comité del IEP

Declaraciones introductorias de la reunión del comité de IEP.

La reunión de IEP es un proceso de colaboración en el que a todos los participantes se les facilitará la oportunidad de hacer preguntas y proveer recomendaciones y sugerencias;

  • El comité del IEP tiene la autoridad y responsabilidad de diseñar un programa en que el niño pueda obtener beneficios significativos;
  • El texto preliminar del IEP, el plan de intervención de la conducta, o el plan de evaluación pueden cambiar como resultado de las deliberaciones del comité de IEP;
  • La decisión relacionada con los servicios afines o la asignación a un programa se realizará durante la reunión del IEP, a menos que los miembros del comité coincidan en que no se tiene la suficiente información para tomar una determinación;
  • El Distrito considera la familia como asociados de igual rango durante el proceso de tomar las decisiones educativas; y
  • Cualquier miembro del comité puede proponer una meta u objetivo en el IEP, aun si no están incluidas en el banco de meta de Welligent.

 

Resultados

Revisión general – Restricciones de tiempo

Reglas básicas

Proceso para la toma de decisiones

Derechos

DESARROLLO DEL IEP

Nivel Actual del Rendimiento Académico

Cognitivo*

Comunicación*

Salud*

Académico*

Destrezas Motoras*

Formación vocacional preliminar -Vocacional*

Socioemocional-Adaptación al Medio Social-Conducta*

Autosuficiencia*

Clasificación

Recomendaciones- Establecer Meta y Objetivos

Apoyos y Servicios

Análisis del Entorno Académico de Restricción Mínima

Asignación de Programa (s)

Oferta de FAPE

Próximos pasos

Firmas

Consentimiento

 

*En caso de que corresponda