Review of Special

Policy 3-402e

3: Student Well-Being and Learning

 

Review of Special

Education Assignments

Policy 3-402e

 

Scope:

The District shall implement procedures for both the regular evaluation of special education programs and for allowing teachers to initiate a review of individual student placements when concerns arise.

Evaluation

Evaluations shall occur to ensure all students receive services in the most appropriate setting and allow staff to help maintain high-quality and legally compliant programs.

SELPA Involvement

The District shall also collaborate with the SELPA while conducting and responding to reviews requested by teachers.

 

 

 

Administrative Regulations

  1. 1. Program-Wide Evaluation and Monitoring 

    • All special education programs shall be reviewed at least annually to assess: 

      • Legal compliance 

      • IEP implementation fidelity 

      • Service delivery effectiveness 

      • Student outcomes 

    • Reviews shall include input from staff, administrators, families, and students where appropriate. 

  2. 2. Monitoring Tools May Include: 

    • Classroom observations 

    • File and IEP audits 

    • Stakeholder surveys 

    • Self-assessment rubrics 

    • Analysis of service logs and outcomes data 

  3. 3. Corrective Action Plans 

When noncompliance or systemic deficiencies are found:

    • A Corrective Action Plan (CAP) shall be developed, including: 

      • Description of the problem 

      • Steps to remedy the issue 

      • Responsible parties 

      • Timelines for completion 

    • Follow-up monitoring will ensure implementation. 

    • Findings and resolutions shall be documented and reported to the SELPA and the Board as appropriate. 

  2. 4. Teacher-Initiated Placement Review Process 

Regular and special education teachers may request a District-level review of the classroom assignment of a student receiving special education services.

    • Procedures: 

      • The teacher submits a written request for review to their supervisor and/or the Special Education Director. The request must include: 

        1. a. Student’s name; and 

        2. b. Specific concerns regarding placement 

      • The designated administrator will initiate a review within 30 school days of receipt. 

      • The review may involve consultations with related service providers (e.g., school psychologist, SLP, OT). 

      • The District shall issue a written finding that includes: 

        1. a. Whether current placement is appropriate; 

        2. b. Whether an IEP team meeting should be convened to address concerns; 

        3. c. Basis for the findings; and 

        4. d. Recommended non-IEP changes (e.g., classroom setup or supports) 

      • If referral to the IEP team is warranted, the District shall begin the process immediately. 

Note: This policy does not change statutory timelines for requesting an IEP meeting or the requirements for teacher participation in IEPs under federal or state law.

  1. 5. Documentation and Reporting 

    • A summary of reviews and corrective actions shall be included in an annual report to the Board and shared with the SELPA. 

    • Records related to teacher-initiated placement reviews will be maintained in the student’s file, with a copy provided to the requesting teacher upon conclusion. 

    • Documentation of findings, corrective actions, and follow-ups shall be maintained for a minimum of five years. 

  2. 6. Continuous Improvement 

    • Data collected through program monitoring shall inform professional development planning, staffing decisions, and budget development. 

    • The District shall engage in regular collaboration with the SELPA to identify shared needs, improve procedures, and develop regional resources.