Common use of Evaluation and Placement Clause in Contracts

Evaluation and Placement. A. The District will convene a Section 504 meeting by June 7, 2019, or at a mutually agreed- upon date between the School1 and the 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 placement and services 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. 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 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 Section 504 team will discuss: 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 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 account for the period of time in late January 2019 and early February 2019 during which the Student was not attending school due to health complications; and 4. Whether the language in the Student’s Section 504 plan regarding teacher-parent communication with respect to the Student’s missed or late homework or schoolwork is sufficiently clear and understandable to all parties or needs to be modified further. D. All decisions concerning whether services, accommodations or modifications are needed, and the basis for the decisions, will be documented in the Student’s Section 504 plan. E. The Parent will be provided with written notice of procedural safeguards at the Section 504 meeting referenced in Section I.A.

Evaluation and Placement. A. The District will convene a Section 504 meeting by June 7, 2019, or at a mutually agreed- agreed-upon date between the School1 and the Student’s parent (Parent)Complainant. The meeting is to be held no later than June 8, which 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 September XX, 2017 Section 504 plan; and to ensure that the Student’s Section 504 plan provides a placement and services that are adequate to meet all of the Student’s individual disability-disability- related needs. . B. The Complainant will be given reasonable notice of the date on which the team will also review 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 March 2019 assessment Section 504 meeting to the Section 504 Coordinator of the Student, District in which the Student was found ineligible for an Individualized Education Program will be enrolled in the 2018-2019 school year (IEPDistrict 2), and will determine whether additional assessment of an individual from the school in which the Student will be enrolled in the 2018-2019 school year (School 2) who is needed. The team will review all records pertinent to these determinationsknowledgeable about School 2’s processes for implementing students’ Section 504 plans and Individualized Education Programs (IEPs). B. If D. At the meeting, 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.will: C. 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 of completion of any additional assessments, the team will review a. 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. In particular, the Section 504 team will discuss:. 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 b. Determine whether additional evaluation of the Student is falling behind in his schoolwork; as well as needed to fully and accurately identify the Student’s disabilities. The team will review all existing 1 OCR previously notified the District of the name School’s name. records pertinent to these determinations. If additional evaluation data are necessary to fully and accurately identify the Student’s disabilities, the District will complete the necessary assessments within 60 days of the school. Complainant’s consent to the Parent’s request for consideration of modified grades and/or modified assignments assessment. c. Determine whether a Behavioral Intervention Plan (BIP) is needed for the Student; 3. Whether compensatory education services are appropriate Student and if so, develop the BIP and attach it to account for the period of time in late January 2019 and early February 2019 during which the Student was not attending school due to health complications; and 4. Whether the language in the Student’s Section 504 plan regarding teacher-parent communication with respect to plan. d. Determine whether a Functional Behavior Analysis (FBA) is needed for the Student’s missed or late homework or schoolwork . If the Section 504 team determines that such assessment is sufficiently clear needed, the Section 504 team will obtain consent from the Complainant and understandable proceed with the assessment. The Section 504 team will reconvene once the assessment is conducted to all parties or needs to be modified furtherreview the results of the assessment. D. 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 Section 504 planplan or an addendum. E. The Parent Student’s parent will be provided with written notice of procedural safeguards at the Section 504 meeting referenced in Section I.A. F. By May 23, 2018, the District will 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 Student’s current Section 504 plan, updated assessment data, as applicable, and a copy of the BIP, if developed, and request that it/they be distributed to all staff responsible for implementing the Plan at School 2.

Evaluation and Placement. A. The District will convene a Section 504 an Individualized Education Program (IEP) team meeting by June 7October 19, 20192018, or at a mutually agreed- agreed-upon date between the School1 and the 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 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. . B. The Parent will be given reasonable notice of the date on which the team will also meet and be given opportunity to attend and to submit records or other information. C. At the meeting, the IEP team will 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 evaluation of the Student is neededneeded to fully and accurately identify the Student’s disabilities. The team will review all records pertinent to these determinations. B. D. If the Section 504 IEP team determines that additional assessments 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, not including breaks in and 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 IEP or an addendum. C. E. Either (a) at the Section 504 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 Section 504 IEP team will discuss: 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 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. a. Whether compensatory education services are appropriate to account for the period of time in late January 2019 conduct a Functional Behavior Assessment (FBA), and early February 2019 during which the Student was not attending school due to health complicationsdevelop a Behavior Intervention Plan (BIP); and 4. b. Whether the language in the Student’s Section 504 plan regarding teacher-parent communication with respect Student needs additional services or supports to the Student’s missed or late homework or schoolwork is sufficiently clear and understandable to all parties or needs to be modified further. D. promote social skills development. All decisions concerning whether or not services, accommodations or modifications are needed, and the basis for the decisions, will be documented in the Student’s Section 504 planIEP or an addendum. E. F. The Parent will be provided with written notice of procedural safeguards at the Section 504 IEP team meeting referenced in Section I.A.II.A.

Evaluation and Placement. A. The District will convene a Section 504 meeting by June 7August 21, 20192015, or at a mutually agreed- agreed-upon date between the School1 School and the Student’s parent (Parent)Complainant, 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 May 13, 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. . B. The Student’s family will be given reasonable notice of the date on which the team will also meet and be given opportunity to attend and to submit records or other information. C. At the meeting, the IEP team will 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 evaluation of the Student is neededneeded to fully and accurately identify the Student’s disabilities. The team will review all existing records pertinent to these determinations, including the evaluation done of the Student in July 2014, in which he was determined ineligible for special education services under an IEP. B. D. If the Section 504 team determines that additional assessments or more recent evaluation data are necessary to fully and correctly identify the Student’s disabilities, the School District will complete the necessary assessments within 60 30 days of parent consent to the assessment, not including breaks in and 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 IEP or an addendum. C. Either ▇. ▇▇▇▇▇▇ (a) at the Section 504 IEP team meeting referenced in Section paragraph I.A. if the team determines that no additional assessments are needed or (b) at a subsequent meeting held within twenty 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. In particular, the Section 504 team The District will discuss: 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 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 also determine appropriate compensatory education educational services are appropriate to account for the Student’s accumulated academic deficits during the period of time May 31, 2013 and January 30, 2015 in late January 2019 a manner and early February 2019 process consistent with the FAPE requirements under Section 504. This discussion will include consideration of summer academic support services and additional tutoring during which the Student was not attending school due to health complications; and 4year. Whether the language in the Student’s Section 504 plan regarding teacher-parent communication with respect to the Student’s missed or late homework or schoolwork is sufficiently clear and understandable to all parties or needs to be modified further. D. All decisions concerning whether or not services, accommodations or modifications are needed, and the basis for the decisions, will be documented in the Student’s Section 504 planIEP or an addendum. E. F. The Parent Student’s family will be provided with written notice of procedural safeguards at the Section 504 IEP team meeting referenced in Section I.A.I.A..

Evaluation and Placement. A. The District 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. ▇▇▇▇▇ and ▇▇▇▇▇ will convene a Section 504 an IEP team meeting by June 7December 22, 20192017, or at a mutually agreed- agreed-upon date between the School1 school and the Student’s parent (Parent), which 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 also review meet and be given an opportunity to attend and to submit records or other information. D. At the March 2019 assessment meeting, the IEP team will: a. Review the results of the Student, in which the Student was found ineligible for an Individualized Education Program Functional Behavior Assessment (IEPFBA), Assistive Technology, and will determine whether additional assessment of the Student is needed. The team will review all records pertinent to these determinationsEducationally Related Mental Health Services assessments. B. If the Section 504 team determines that additional assessments or evaluation data are b. Make any necessary revisions to fully and correctly identify the Student’s disabilitiesBehavioral Intervention Plan, 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 addendumas appropriate. C. 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 of completion of any additional assessments, the team will review 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. In particular, the Section 504 The team will discuss: 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 Studentreview all existing records pertinent to these determinations, including the Parent’s concerns that the Student is falling behind in his schoolwork; as well as 1 OCR previously notified the District of the name of independent educational evaluation, and all prior assessments conducted by the school. the Parent’s request for consideration of modified grades and/or modified assignments for the Student; 3. Whether compensatory education services If additional evaluation data are appropriate necessary to account for the period of time in late January 2019 fully and early February 2019 during which the Student was not attending school due to health complications; and 4. Whether the language in accurately identify the Student’s Section 504 plan regarding teacher-parent communication with respect disabilities, Spark will complete the necessary assessments within 60 days of the Complainant’s consent to the Student’s missed or late homework or schoolwork is sufficiently clear assessment, and understandable to all parties or needs to the date for completing the placement process may be modified furtherextended for an additional ten days. D. 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 Section 504 planIEP or an addendum. E. The Parent Student’s parent will be provided with written notice of procedural safeguards at the Section 504 IEP team meeting referenced in Section I.A.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. The If one or both of the students return to the District, the District will will, within one week of their reenrollment, 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 or related aids and services under Section 504 meeting by June 7, 2019, or at a mutually agreed- upon date between the School1 and the Student’s parent (Parent), which is to be attended by a team of individuals knowledgeable about the Student, Title II and about evaluation data concerning the Student. The purpose of the meeting, and subsequent meetings if necessary, is to ensure that the Student’s placement and services 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 determinationstheir implementing regulations. B. 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 team determines and Title II standards. If so, the group will develop an appropriate placement for the student. 2) If the group concludes that additional assessments or evaluation data evaluations are necessary for either student, it will also determine the following: what type of additional evaluations are necessary, and why; the title of the trained personnel who will conduct the evaluations; and the conditions under which the evaluations will be conducted validly and reliably, including consideration of the Complainants’ ongoing request, and any supporting documentation, to fully and correctly identify the Student’s disabilitiesbe present during testing. 3) Within two weeks of a determination that either student needs additional evaluations, the School District will complete the necessary assessments within 60 days of parent consent extend a written offer to the assessment, not including breaks in Complainants to conduct such evaluations for the regular school sessions of over 5 school days. The date for completing the placement process may be extended for an additional 10 daysspecified student. If the team determines that additional assessment is not neededComplainants agree and present the specified student for the evaluations, the team District will conduct and document them within sixty days of 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 persons, including the Complainants, 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 adaptive behavior; ensure that information obtained from all such sources is documented and carefully considered; and ensure that the specified student is placed in an educational setting with persons who are nondisabled to the maximum extent appropriate to the needs of the specified student. The placement will provide for regular or special education and related aids and services that are designed to meet the individual educational needs of the 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 aids 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. 6) The District will fully document the reasons for that determination in group’s determinations under 1), 2), 4), and 5) supra, and will provide the Student’s Complainants written notice of procedural safeguards, including the right to challenge the determinations through an impartial Section 504 plan due process hearing. If one or an addendum. C. Either (a) at both of the Section 504 team meeting referenced in Section I.A. if students return to the team determines that no additional assessments are needed or (b) at a subsequent meeting held District within twenty days one calendar year of the date of completion of any additional assessmentsthis Agreement, the team will review whether the servicesDistrict will, accommodations and modifications currently in place for the Student are appropriate and sufficient to meet his individual needswithin two weeks of their reenrollment, or whether additional or alternate services, accommodations or modifications are needed. In particular, the Section 504 team will discuss: 1. Whether provide OCR 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 falling behind in his schoolwork; as well as 1 OCR previously notified the District copy 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 account for the period of time in late January 2019 and early February 2019 during which the Student was not attending school due to health complications; and 4. Whether the language in the Student’s Section 504 plan regarding teacher-parent communication with respect to the Student’s missed or late homework or schoolwork is sufficiently clear and understandable to all parties or needs to be modified further. D. All decisions concerning whether services, accommodations or modifications are needed, and the basis for the decisions, will be documented in the Student’s Section 504 plan. E. The Parent will be provided with written notice of procedural safeguards at the Section 504 meeting offer referenced in Section I.A., above, 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 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 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, times and locations that any compensatory and/or remedial services were provided, a description of what was provided, and the name(s) of the service provider(s).