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Special Education January 2016 Newsletter – Prior Written Notice Upcoming Events

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Special Education January 2016 Newsletter – Prior Written Notice Upcoming Events
January 2016 Newsletter – Prior Written Notice
Special Education
1025 N Country Club Dr., Mesa, AZ 85201
http://www.mpsaz.org/special_ed
T: 480-472-0685
Upcoming Events
January 4
Happy Monday! Hope everyone had a wonderful and restful
break. Welcome to our first Newsletter for Meaningful IEP
Compliance. This first issue will be dedicated to writing Prior
Written Notices.
Prior Written Notices are typically an area of concern when I
review paperwork. I think of a Prior Written Notice (PWN) as a
summary of the decisions the team proposed and considered.
If you have any questions or would like to write a PWN
together, just let me know.
Thanks,
Trish
[email protected]
472-0685
Here are the critical components:
1. The PWN must be specific to the child and situation. Give
details that make this situation unique.
2. If this PWN reflects decisions made at a meeting, give
specifics about what was discussed at the meeting.
3. Relate the PWN to the specific disability of this student. This
can include specifics about where the student is having
difficulties in the general curriculum.
SynergySE Open Lab
January 5
LETRS Training (3-Days)
January 8
ELA Secondary SID Training
Important
Announcement
As a reminder, all IEP
paperwork must be turned in
and finalized within 2 weeks
of a meeting.
Look for our new monthly
newsletter to be published
by the Special Education
Department. Each edition
will focus on an important
topic(s) and will offer helpful
tips and advice.
For future issues, please feel
free to contact us at 480-4720727, as we would love to
hear your thoughts and
suggestions.
Page 1 of 3
Eight Times to Provide the PWN
1. When the public agency proposes to initiate or change
identification of a student.
2. When the public agency proposes to initiate or change the
evaluation of a student.
3. When the public agency proposes to initiate or change the
educational placement of a student.
4. When the public agency proposes to initiate or change the
provisions of free, appropriate public education (FAPE) to a
student.
5. When the public agency refuses to initiate or change
identification of a student.
6. When the public agency refuses to initiate or change the
evaluation of a student.
7. When the public agency refuses to initiate or change the
educational placement of a student.
8. When the public agency refuses to initiate or change the
provision of FAPE to a student.
Items the Prior Written Notice Must Contain
1. A description of the action proposed or refused by the
agency.
Example: The IEP team reviewed Jane’s progress and current
program. A new IEP was developed with an update of Jane’s
PLAAFP and appropriate goals. The team decided to increase her
level of service.
2. An explanation of why the agency proposed or refused to
take the action.
In the Special
Education Community
NCI Training
Learn all about the “Care,
Welfare, Safety, and
Security” for all students and
staff through a Nonviolent
Crisis Intervention Course.
Being offered in January.
CPR / Medicaid Certification
Do you need to learn more
about CPR, First Aid, and
Medicaid? Be sure to sign up
for one of our classes to
obtain your certification or
renewal of current
certification. Upcoming
classes on January 13th and
28th.
Example: Jane didn’t achieve the level of progress needed to
meet her IEP goals.
3. A description of each evaluation procedure, assessment,
record, or report the agency used as a basis for the proposed
or refused action.
Example: The review of progress, goal achievement, and success
in the general classroom indicated that Jane still requires resource
pull-out services for reading. The team determined that resource
Page 2 of 3
services and speech therapy are still necessary for Jane to make adequate progress.
4. A description of any other options that the IEP Team considered and the reasons why those
options were rejected;
Example: The IEP team considered maintaining Jane’s level of special education resource
assistance. Discussion by the team of her current reading level and needs in the general classroom
clearly demonstrated the need for increasing the previous IEP’s level of support and service time.
5. A description of the other factors relevant to the agency’s proposal or refusal.
Example: The district will implement an additional research-based reading program next year. She
will also be provided ESY services for one hour three times a week for reading comprehension, due
to the significant and severe regression without recoupment during breaks of more than one
week.
Examples provided by ADE can be found at:
http://www.azed.gov/wp-content/uploads/PDF/PriorWrittenNoticeComments.pdf
Page 3 of 3
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