To better communicate with parents and future IEP teams about reasons for any changes to student services, including changes to mental health services and student placements, Long Beach should develop a process to ensure that IEP teams record these reasons in student IEP documents.
We have reviewed individual student IEP's for specific language on the need to change related services. After training the teachers on the content of the language, we did a review of documents and determined that the stated language is being included.
Although we made a specific request, Long Beach did not provide any documentation to support its claim that it has fully implemented this recommendation. Accordingly, we continue to assess the recommendation as partially implemented.
We have sought feedback from parents on the referral process and have made refinements that reflect an earlier point of communication when there are concerns. We have provided training to teachers on the IEP process and how to record concerns/conversations as they are taking place in IEP meetings. A random review of IEP's (done internally) reveals that teachers are beginning to use new and more specific language in documenting processes within the IEP.
Long Beach held a special education teacher meeting in February 2017, and the assistant superintendent of school support services distributed a memorandum communicating the discussion from the meeting regarding documentation of related service changes, including mental health services. As part of that communication, Long Beach indicated that the notes in the IEP should include reasons for changes. However, Long Beach did not provide any evidence of the random review of IEPs it performed to substantiate the new and more specific language used within the IEP.
We are working on a process with our Community Advisory Committee (parent group) to align the documentation that takes place for mental health services in IEP's
Long Beach has updated its status from its 60-day response by now stating that it is working on a process. Accordingly, we have revised our assessment to indicate that the status is pending.
In combination with required CDE monitoring and training, the District has implemented additional teacher trainings to review and train on applicable state and federal laws.
In March 2016 Long Beach provided training to its teachers on the continuum of placement options for students in special education. Although the training provided information on how to use the continuum of placement form, it did not communicate that the reasons for any changes to student services need to be documented and where those reasons should be documented.
†Response Type refers to the interval in which the auditee is providing the State Auditor with their status in implementing recommendations made in an audit report. Auditees must submit a response regarding their progress in implementing recommendations from our reports at three intervals from the release of the report: 60 days, six months, and one year or subsequent to one year.
*Agency responses received after June 2013 are posted verbatim.