Activity Matrix CAPTAIN

The Activity Matrix is designed to infuse IEP Goals into each activity of the student's day. It ensures that IEP goals are addressed throughout the day and offers a way for service providers to collaborate. It is a tool to be used with the EBP Naturalist Intervention.

An Administrative Designee's Checklist for IEP Meetings

IEP planning checklist from the High Quality IEPs project for the before, during, and after an IEP (Administrative Designee Edition)

Assistive Technology Consideration Guide

Brief #1: State and District Obligations to Locate, Evaluate, and Serve Children With Disabilities"

This brief discusses core components of IDEA that districts must keep in mind when making decisions about referring a child for special education and when determining the appropriate placement and services for each child deemed eligible for special education.

Building on My Strengths (Educator Edition)

An easy-to-use tool for educators from the High Quality IEPs project to use at the beginning of the year to know who their student is as a learner to best support their educational experience. This tool can be updated before an IEP meeting as well to support student participation during the IEP process.

CALPADS Transaction Submission Process

Checking for Incorrect "Next" Dates(SEIS)

In SEIS, the "Next" dates are used to trigger alerts on the Dashboard, and they are also used for the IEP Data Visualization tool. As the "Next" dates are the only way staff know when the IEP is due, the correct entry of these dates is important. These directions help LEAs review the dates for accuracy.

Compliance and Improvement Monitoring (CIM) Process Overview

Decision Tree for Reporting Education Environments for 3-4 year olds

As LEAS and SELPAs within California are using CALPADS to monitor local special education data, here is a “How-to” Guide for using CALPADS report 16.8.

Decision Tree for Reporting Education Environments for 5-22 year olds

Decision Tree for Reporting Educational Environments for Children with IEPs Ages 5 (in Kindergarten1) up to 22

Definitions of Task Types for the English Language Proficiency Assessments for California

The Definitions of Task Types for the English Language Proficiency Assessments for California (ELPAC) provides context for the Test Blueprints for the Initial ELPAC and the Test Blueprints for the Summative ELPAC.

Documenting Assistive Technology on the IEP Quickguide

This resource can be used by IEP teams to evaluate whether the student needs Assistive Technology to access their education and make progress toward goals. The accompanying worksheet linked is a step by step way to work through those questions

IEP Compliance Monitoring

Across California, there are four common themes that have been identified when Individualized Education Program (IEP) meetings are overdue due to data reporting. LEAs may consider the strategies below to assist in accurate reporting of timely IEPs.

IF/Then Scenarios for IEP Compliance

When looking at potential causes for chronically overdue IEPs, LEAs that have gone through a Root Cause Analysis (RCA) have shared some common struggles in their processes. This document takes some of the most common bottlenecks and gives suggestions to help your LEA move through challenges.

Quality Indicators of Exemplary Transition Program Needs Assessment (QI-2)

The Quality Indicators of Exemplary Transition Program Needs Assessment (QI-2) is designed to help determine the most critical needs within transition programs.

SEIS directions for using the Data Visualization Tool

In collaboration with the System Improvement Leads, The IEP Technical Support and Assistance Network has created an easy button to creating data visualization for overdue IEPs in SEIS to help monitor IEP timeliness.

Student Checklist for IEP Meetings

Student IEP checklist for student led IEPs.

The IEP Process: Guiding Questions

In order to assist IEP teams to have meaningful discussion during the development of each student's IEP team, the following questions have been developed as guidance. These guiding questions assist the IEP team in ensuring the IEP is reasonably calculated to provide educational benefit to the student.

Transition Coalition Modules

The Transition Coalition Learning Modules are developed using up-to-date research, effective practices in professional development, and materials and resources for implementation. They are for anyone involved in transition planning. The include topics like best practices and engaging with families.

Transition Coalition Study Guides

Transition Coalition Study Guides are comprehensive, free, and research based. Organized around each module, the study guides are intended to help you further harness the concepts. Study guides help you to: Reflect on your practices; Apply module content to enhance your practices; Identify strengths and areas of improvement; Make plans for school/district improvement.

Why doesn't my 16.8 match my IEP System?

As LEAs review the CALPADS Accountability and Monitoring 16.8 report and compare to their data in their IEP system (or Special Education Data System "SEDS"), there may be discrepancies. Some of the most common factors for those discrepancies are shared below.