Common use of Evaluation and Placement Clause in Contracts

Evaluation and Placement. A. Spark is a school of its authorizer, the Santa Clara County Office of Education (SCCOE), for purposes of special education. SCCOE and Spark work collaboratively to schedule IEP meetings for Spark students. B. XXXXX and Xxxxx will convene an IEP team meeting by December 22, 2017, or at a mutually agreed-upon date between the school and the Complainant. The meeting is to be attended by a team of individuals knowledgeable about the Student, and about evaluation data concerning the Student. The purpose of the meeting, and subsequent meetings if necessary, is to ensure that the Student’s disabilities are fully and correctly identified; to review the goals, accommodations, placement and services provided for in the Student’s October 3, 2017 IEP; and to ensure that the Student’s IEP provides a placement and services that are adequate to meet all of the Student’s individual disability-related needs. C. The Complainant will be given reasonable notice of the date on which the team will meet and be given an opportunity to attend and to submit records or other information. D. At the meeting, the IEP team will: a. Review the results of the Functional Behavior Assessment (FBA), Assistive Technology, and Educationally Related Mental Health Services assessments. b. Make any necessary revisions to the Student’s Behavioral Intervention Plan, as appropriate. c. Determine whether the services, accommodations and modifications currently in place for the Student are appropriate and sufficient to meet his individual needs, or whether additional or alternate services, accommodations or modifications are needed. d. Determine whether additional evaluation of the Student is needed to fully and accurately identify the Student’s disabilities. The team will review all existing records pertinent to these determinations, including the independent educational evaluation, and all prior assessments conducted by the school. If additional evaluation data are necessary to fully and accurately identify the Student’s disabilities, Spark will complete the necessary assessments within 60 days of the Complainant’s consent to the assessment, and the date for completing the placement process may be extended for an additional ten days. e. All decisions concerning whether or not services, accommodations or modifications are needed, or whether or not additional assessment is needed, and the basis for the decisions, will be documented in the Student’s IEP or an addendum. E. The Student’s parent will be provided with written notice of procedural safeguards at the IEP team meeting referenced in Section II.A. F. By January 12, 2018, Spark will provide OCR a copy of the IEP developed pursuant to the meeting described in Section II.A., the IEP meeting notes, and any documentation reviewed at the meeting, including completed assessments.

Evaluation and Placement. A. Spark is a school of its authorizer, the Santa Clara County Office of Education (SCCOE), for purposes of special education. SCCOE and Spark work collaboratively to schedule IEP meetings for Spark students. B. XXXXX and Xxxxx The District will convene an IEP team a Section 504 meeting by December 22August 21, 20172015, or at a mutually agreed-upon date between the school School and the Complainant. The meeting , which is to be attended by a team of individuals knowledgeable about the Student, and about evaluation data concerning the Student. The purpose of the meeting, and subsequent meetings if necessary, is to ensure that the Student’s disabilities are fully and correctly identified; to review the goals, accommodations, placement and services provided for in the Student’s October 3May 13, 2017 2015 IEP; and to ensure that the Student’s IEP provides a placement and services that are adequate to meet all of the Student’s individual disability-related needs. C. B. The Complainant Student’s family will be given reasonable notice of the date on which the team will meet and be given an opportunity to attend and to submit records or other information. D. C. At the meeting, the IEP team will: a. Review the results will review whether additional evaluation of the Functional Behavior Assessment (FBA), Assistive Technology, Student is needed to fully and Educationally Related Mental Health Services assessments. b. Make any necessary revisions to accurately identify the Student’s Behavioral Intervention Plandisabilities. The team will review all existing records pertinent to these determinations, as appropriateincluding the evaluation done of the Student in July 2014, in which he was determined ineligible for special education services under an IEP. c. Determine D. If the team determines that additional or more recent evaluation data are necessary to fully and correctly identify the Student’s disabilities, the District will complete the necessary assessments within 30 days of parent consent to the assessment, and the date for completing the placement process may be extended for an additional 10 days. If the team determines that additional assessment is not needed, the team will document the reasons for that determination in the Student’s IEP or an addendum. X. Xxxxxx (a) at the IEP team meeting referenced in paragraph I.A. if the team determines that no additional assessments are needed or (b) at a subsequent meeting held within five days of the date of completion of any additional assessments, the team will review whether the services, accommodations and modifications currently in place for the Student are appropriate and sufficient to meet his individual needs, or whether additional or alternate services, accommodations or modifications are needed. d. Determine whether additional evaluation of the Student is needed . The District will also determine appropriate compensatory educational services to fully and accurately identify account for the Student’s disabilitiesaccumulated academic deficits during the period of May 31, 2013 and January 30, 2015 in a manner and process consistent with the FAPE requirements under Section 504. The team This discussion will review all existing records pertinent to these determinations, including include consideration of summer academic support services and additional tutoring during the independent educational evaluation, and all prior assessments conducted by the schoolschool year. If additional evaluation data are necessary to fully and accurately identify the Student’s disabilities, Spark will complete the necessary assessments within 60 days of the Complainant’s consent to the assessment, and the date for completing the placement process may be extended for an additional ten days. e. All decisions concerning whether or not services, accommodations or modifications are needed, or whether or not additional assessment is needed, and the basis for the decisions, will be documented in the Student’s IEP or an addendum. E. F. The Student’s parent family will be provided with written notice of procedural safeguards at the IEP team meeting referenced in Section II.A. F. By January 12, 2018, Spark will provide OCR a copy of the IEP developed pursuant to the meeting described in Section II.A., the IEP meeting notes, and any documentation reviewed at the meeting, including completed assessments.I.A..

Evaluation and Placement. A. Spark is a school of its authorizer, the Santa Clara County Office of Education (SCCOE), for purposes of special education. SCCOE and Spark work collaboratively to schedule IEP meetings for Spark students. B. XXXXX and Xxxxx The District will convene an IEP Individualized Education Program (IEP) team meeting by December 22October 19, 20172018, or at a mutually agreed-upon date between the school School1 and the Complainant. The meeting Student’s parent (Parent), which is to be attended by a team of individuals knowledgeable about the Student, and about evaluation data concerning the Student. The purpose of the meeting, and subsequent meetings if necessary, is to ensure that the Student’s disabilities are fully and correctly identified; to review the goals, accommodations, placement and services provided for in the Student’s October 3, 2017 current IEP; to discuss any concerns of harassment of the Student that the Parent may have; and to ensure that the Student’s IEP provides a placement and services that are adequate to meet all of the Student’s individual disability-disability- related needs. C. B. The Complainant Parent will be given reasonable notice of the date on which the team will meet and be given an opportunity to attend and to submit records or other information. D. C. At the meeting, the IEP team will: a. Review the results will review whether additional evaluation of the Functional Behavior Assessment (FBA), Assistive Technology, Student is needed to fully and Educationally Related Mental Health Services assessments. b. Make any necessary revisions to accurately identify the Student’s Behavioral Intervention Plan, as appropriatedisabilities. The team will review all records pertinent to these determinations. c. Determine D. If the IEP team determines that additional or more recent evaluation data are necessary to fully and correctly identify the Student’s disabilities, the School will complete the necessary assessments within 60 days of parent consent to the assessment, and the date for completing the placement process may be extended for an additional 10 days. If the team determines that additional assessment is not needed, the team will document the reasons for that determination in the Student’s IEP or an addendum. X. Xxxxxx (a) at the IEP team meeting referenced in Section I.A. if the team determines that no additional assessments are needed or (b) at a subsequent meeting held within twenty days of the date of completion of any additional assessments, the team will review whether the services, accommodations and modifications currently in place for the Student are appropriate and sufficient to meet his individual needs, or whether additional or alternate services, accommodations or modifications are needed. In particular, the IEP team will discuss: 1 OCR previously notified the District of the name of the school. d. Determine whether additional evaluation of a. Whether to conduct a Functional Behavior Assessment (FBA), and develop a Behavior Intervention Plan (BIP); and b. Whether the Student is needed needs additional services or supports to fully and accurately identify the Student’s disabilitiespromote social skills development. The team will review all existing records pertinent to these determinations, including the independent educational evaluation, and all prior assessments conducted by the school. If additional evaluation data are necessary to fully and accurately identify the Student’s disabilities, Spark will complete the necessary assessments within 60 days of the Complainant’s consent to the assessment, and the date for completing the placement process may be extended for an additional ten days. e. All decisions concerning whether or not services, accommodations or modifications are needed, or whether or not additional assessment is needed, and the basis for the decisions, will be documented in the Student’s IEP or an addendum. E. F. The Student’s parent Parent will be provided with written notice of procedural safeguards at the IEP team meeting referenced in Section II.A. F. By January 12, 2018, Spark will provide OCR a copy of the IEP developed pursuant to the meeting described in Section II.A., the IEP meeting notes, and any documentation reviewed at the meeting, including completed assessments.

Evaluation and Placement. A. Spark is a school If one or both of its authorizerthe students return to the District, the Santa Clara County Office District will, within one week of Education (SCCOE)their reenrollment, for purposes extend a written offer to the Complainants to convene a group of knowledgeable persons, including the Complainants, to consider existing information in the District’s possession, along with any other information presented by the Complainants, and decide whether additional evaluations are necessary to determine whether Student A and Student B are disabled and in need of special education. SCCOE education or related aids and Spark work collaboratively to schedule IEP meetings for Spark studentsservices under Section 504 and Title II and their implementing regulations. B. XXXXX and Xxxxx If the Complainants agree, the District will convene a meeting for each student within two weeks of receiving notice of that agreement. The information considered at each meeting will include, but not be limited to, the following: assessments performed while the students were enrolled in the California Virtual Academy (CAVA); individualized educational programs (IEPs) developed by CAVA; information obtained from the students’ participation in the District’s Home and Hospital Instruction program (HHI) during the 2015-16 school year; any assessments performed while the students were enrolled in XXXXXXX Unified School District (XXXXXXX USD); and any IEPs developed by XXXXXXX USD. 1) If the group concludes that additional evaluations are not necessary for either student it will also determine, based on existing information, whether the specified student is disabled and in need of special education or related aids and services under Section 504 and Title II standards. If so, the group will develop an IEP team meeting by December 22appropriate placement for the student. 2) If the group concludes that additional evaluations are necessary for either student, 2017it will also determine the following: what type of additional evaluations are necessary, or at a mutually agreed-upon date between and why; the school title of the trained personnel who will conduct the evaluations; and the Complainant. The meeting is conditions under which the evaluations will be conducted validly and reliably, including consideration of the Complainants’ ongoing request, and any supporting documentation, to be attended by present during testing. 3) Within two weeks of a team determination that either student needs additional evaluations, the District will extend a written offer to the Complainants to conduct such evaluations for the specified student. If the Complainants agree and present the specified student for the evaluations, the District will conduct and document them within sixty days of individuals notice of the Complainants’ agreement. 4) Within sixty days of Complainants’ agreement in 3) supra, the District will extend a written offer to again convene a group of knowledgeable about persons, including the StudentComplainants, to consider whether, based on the new evaluations or assessments, the specified student is disabled and in need of special education or related aids and services under Section 504 and Title II standards and, if so, to develop an appropriate placement for the student. If the Complainants agree, the District will convene the meeting for the specified student and make these determinations within two weeks of receiving notice of the Complainants’ agreement. 5) In developing an appropriate placement for the student(s) in meetings under 1) or 4) supra, the group will: draw upon information from a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and about evaluation data concerning the Student. The purpose of the meeting, adaptive behavior; ensure that information obtained from all such sources is documented and subsequent meetings if necessary, is to carefully considered; and ensure that the Student’s disabilities specified student is placed in an educational setting with persons who are fully nondisabled to the maximum extent appropriate to the needs of the specified student. The placement will provide for regular or special education and correctly identified; to review the goals, accommodations, placement and services provided for in the Student’s October 3, 2017 IEP; and to ensure that the Student’s IEP provides a placement related aids and services that are adequate designed to meet all the individual educational needs of the Student’s individual disability-specified student as adequately as the needs of nondisabled students are met. The group will also specifically consider whether the specified student needs compensatory and/or remedial services because he or she received no special education or related needsaids and services after reenrolling in the District in November 2015 and prior to leaving the District in October 2016. If so, the group will develop and document a plan for providing the specified student timely compensatory and/or remedial services. C. 6) The Complainant District will be given reasonable notice of fully document the date on which the team will meet and be given an opportunity to attend and to submit records or other information. D. At the meeting, the IEP team will: a. Review the results of the Functional Behavior Assessment (FBAgroup’s determinations under 1), Assistive Technology2), 4), and Educationally Related Mental Health Services assessments. b. Make any necessary revisions to the Student’s Behavioral Intervention Plan, as appropriate. c. Determine whether the services, accommodations and modifications currently in place for the Student are appropriate and sufficient to meet his individual needs, or whether additional or alternate services, accommodations or modifications are needed. d. Determine whether additional evaluation of the Student is needed to fully and accurately identify the Student’s disabilities. The team will review all existing records pertinent to these determinations, including the independent educational evaluation5) supra, and all prior assessments conducted by will provide the school. If additional evaluation data are necessary to fully and accurately identify the Student’s disabilities, Spark will complete the necessary assessments within 60 days of the Complainant’s consent to the assessment, and the date for completing the placement process may be extended for an additional ten days. e. All decisions concerning whether or not services, accommodations or modifications are needed, or whether or not additional assessment is needed, and the basis for the decisions, will be documented in the Student’s IEP or an addendum. E. The Student’s parent will be provided with Complainants written notice of procedural safeguards at safeguards, including the IEP team meeting right to challenge the determinations through an impartial Section 504 due process hearing. If one or both of the students return to the District within one calendar year of the date of this Agreement, the District will, within two weeks of their reenrollment, provide OCR a copy of the written offer referenced in Section II.A. F. By January 12I.A., 2018above, Spark along with the date that it was sent to the Complainants by hard copy and/or electronically. If the Complainants accept the offer to meet, the District will, within three weeks of the date of acceptance, provide OCR with a copy of all documentation of the meeting(s) convened under Section I.B.1) and I.B.2), above, including notice of procedural safeguards. If the group determines that additional evaluations are necessary for either student, within three weeks of the meeting for the specified student, the District will provide OCR a copy of the IEP developed pursuant written offer to evaluate, under Section I.B.3), above, and will confirm the date the offer was sent. If the Complainants accept the offer to evaluate and present the specified student(s) for evaluation, the District will provide OCR with all documentation of the evaluation(s) and with the written offer to meet and consider the evaluations under Section I.B.4), above, within sixty days of notice of the Complainants’ agreement. If the Complainants accept the offer to meet and consider any new evaluations conducted, the District will provide OCR with a copy of all documentation of the meeting(s) convened, including notice of procedural safeguards, within three weeks of the Complainants’ agreement. The documentation submitted shall include the participants in the meeting(s), the information considered, an explanation for decisions made, and a description of and schedule for providing compensatory and/or remedial services (if any) to Student A and/or Student B. OCR will, prior to approving the District’s decision and plan for providing the proposed services, if any, review the documentation to ensure that the District met the requirements of the Section 504 and Title II regulations in making these determinations. Once approved, the District will implement the services according to the meeting described in Section II.A.schedule and will report to OCR when the services have been fully implemented. In reporting implementation to OCR the District will provide documentation of the dates, the IEP meeting notestimes and locations that any compensatory and/or remedial services were provided, a description of what was provided, and any documentation reviewed at the meeting, including completed assessmentsname(s) of the service provider(s).

Evaluation and Placement. A. Spark is a school of its authorizer, the Santa Clara County Office of Education (SCCOE), for purposes of special education. SCCOE and Spark work collaboratively to schedule IEP meetings for Spark students. B. XXXXX and Xxxxx The District will convene an IEP team a Section 504 meeting by December 22, 2017, or at a mutually agreed-upon date between the school School1 and the Complainant. The meeting is to be held no later than June 8, 2018. The meeting is to be attended by a team of individuals knowledgeable about the Student, and about evaluation data concerning the StudentStudent at the school the Student currently attends (School). The purpose of the meeting, and subsequent meetings if necessary, is to ensure that the Student’s disabilities are fully and correctly identified; to review the goals, accommodations, placement and services provided for in the Student’s October 3September XX, 2017 IEPSection 504 plan; and to ensure that the Student’s IEP Section 504 plan provides a placement and services that are adequate to meet all of the Student’s individual disability-disability- related needs. C. B. The Complainant will be given reasonable notice of the date on which the team will meet and be given an opportunity to attend and to submit records or other information. C. The District will extend an invitation via e-mail to the Section 504 meeting to the Section 504 Coordinator of the District in which the Student will be enrolled in the 2018-2019 school year (District 2), and an individual from the school in which the Student will be enrolled in the 2018-2019 school year (School 2) who is knowledgeable about School 2’s processes for implementing students’ Section 504 plans and Individualized Education Programs (IEPs). D. At the meeting, the IEP Section 504 team will: a. Review the results of the Functional Behavior Assessment (FBA), Assistive Technology, and Educationally Related Mental Health Services assessments. b. Make any necessary revisions to the Student’s Behavioral Intervention Plan, as appropriate. c. Determine whether the services, accommodations and modifications currently in place for the Student are appropriate and sufficient to meet his individual needs, or whether additional or alternate services, accommodations or modifications are needed. d. b. Determine whether additional evaluation of the Student is needed to fully and accurately identify the Student’s disabilities. The team will review all existing 1 OCR previously notified the District of the School’s name. records pertinent to these determinations, including the independent educational evaluation, and all prior assessments conducted by the school. If additional evaluation data are necessary to fully and accurately identify the Student’s disabilities, Spark the District will complete the necessary assessments within 60 days of the Complainant’s consent to the assessment. c. Determine whether a Behavioral Intervention Plan (BIP) is needed for the Student and if so, develop the BIP and attach it to the date Student’s Section 504 plan. d. Determine whether a Functional Behavior Analysis (FBA) is needed for completing the placement process may be extended for an additional ten daysStudent. If the Section 504 team determines that such assessment is needed, the Section 504 team will obtain consent from the Complainant and proceed with the assessment. The Section 504 team will reconvene once the assessment is conducted to review the results of the assessment. e. All decisions concerning whether or not services, accommodations or modifications are needed, or whether or not additional assessment is needed, and the basis for the decisions, will be documented in the Student’s IEP Section 504 plan or an addendum. E. The Student’s parent will be provided with written notice of procedural safeguards at the IEP team Section 504 meeting referenced in Section II.A.I.A. F. By January 12May 23, 2018, Spark the District will provide OCR distribute the Student’s current Section 504 plan (Plan) via e-mail to all staff responsible for implementing the Plan, highlight the Student’s accommodations in the Plan and offer feedback to support staff’s understanding of their responsibility to implement the Plan. The District will also include the contact information for the District’s Section 504 Coordinator or another individual with relevant knowledge and experience should staff have any questions about the Student’s accommodations or their responsibilities under Section 504. G. By August 15, 2018, the District will contact District 2’s Section 504 coordinator and an individual knowledgeable about School 2’s processes for implementing students’ Section 504 plans and IEPs, e-mail a copy of the IEP developed pursuant to the meeting described in Student’s current Section II.A.504 plan, the IEP meeting notesupdated assessment data, as applicable, and any documentation reviewed a copy of the BIP, if developed, and request that it/they be distributed to all staff responsible for implementing the Plan at the meeting, including completed assessmentsSchool 2.

Evaluation and Placement. A. Spark is a school of its authorizer, the Santa Clara County Office of Education (SCCOE), for purposes of special education. SCCOE and Spark work collaboratively to schedule IEP meetings for Spark students. B. XXXXX and Xxxxx The District will convene an IEP team a Section 504 meeting by December 22June 7, 20172019, or at a mutually agreed-agreed- upon date between the school School1 and the Complainant. The meeting Student’s parent (Parent), which is to be attended by a team of individuals knowledgeable about the Student, and about evaluation data concerning the Student. The purpose of the meeting, and subsequent meetings if necessary, is to ensure that the Student’s disabilities are fully and correctly identified; to review the goals, accommodations, placement and services provided for in the Student’s October 3, 2017 IEP; and to ensure that the Student’s IEP provides a placement and services that are adequate to meet all of the Student’s individual disability-related needs. The team will also review the March 2019 assessment of the Student, in which the Student was found ineligible for an Individualized Education Program (IEP), and will determine whether additional assessment of the Student is needed. The team will review all records pertinent to these determinations. B. If the Section 504 team determines that additional assessments or evaluation data are necessary to fully and correctly identify the Student’s disabilities, the School will complete the necessary assessments within 60 days of parent consent to the assessment, not including breaks in the regular school sessions of over 5 school days. The date for completing the placement process may be extended for an additional 10 days. If the team determines that additional assessment is not needed, the team will document the reasons for that determination in the Student’s Section 504 plan or an addendum. C. The Complainant will be given reasonable notice Either (a) at the Section 504 team meeting referenced in Section I.A. if the team determines that no additional assessments are needed or (b) at a subsequent meeting held within twenty days of the date on which of completion of any additional assessments, the team will meet and be given an opportunity to attend and to submit records or other information. D. At the meeting, the IEP team will: a. Review the results of the Functional Behavior Assessment (FBA), Assistive Technology, and Educationally Related Mental Health Services assessments. b. Make any necessary revisions to the Student’s Behavioral Intervention Plan, as appropriate. c. Determine review whether the services, accommodations and modifications currently in place for the Student are appropriate and sufficient to meet his individual needs, or whether additional or alternate services, accommodations or modifications are needed.. In particular, the Section 504 team will discuss: d. Determine whether additional evaluation of 1. Whether a Behavior Intervention Plan and/or Functional Behavior Assessment is/are needed for the Student; 2. The home hospital arrangement currently in place for the Student, including the Parent’s concerns that the Student is needed falling behind in his schoolwork; as well as 1 OCR previously notified the District of the name of the school. the Parent’s request for consideration of modified grades and/or modified assignments for the Student; 3. Whether compensatory education services are appropriate to fully account for the period of time in late January 2019 and accurately identify early February 2019 during which the Student was not attending school due to health complications; and 4. Whether the language in the Student’s disabilities. The team will review all existing records pertinent Section 504 plan regarding teacher-parent communication with respect to these determinations, including the independent educational evaluation, and all prior assessments conducted by the school. If additional evaluation data are necessary to fully and accurately identify the Student’s disabilities, Spark will complete the necessary assessments within 60 days of the Complainant’s consent missed or late homework or schoolwork is sufficiently clear and understandable to the assessment, and the date for completing the placement process may all parties or needs to be extended for an additional ten daysmodified further. e. D. All decisions concerning whether or not services, accommodations or modifications are needed, or whether or not additional assessment is needed, and the basis for the decisions, will be documented in the Student’s IEP or an addendumSection 504 plan. E. The Student’s parent Parent will be provided with written notice of procedural safeguards at the IEP team Section 504 meeting referenced in Section II.A. F. By January 12, 2018, Spark will provide OCR a copy of the IEP developed pursuant to the meeting described in Section II.A., the IEP meeting notes, and any documentation reviewed at the meeting, including completed assessments.I.A.