LAUSD | Division of Special Education

10/24/11

TIMELINE FOR COMPLETION OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPs)
The purpose of this Bulletin is to inform school site administrators, teachers, and related services providers of the required timelines for completing Individualized Education Programs (IEPs).

BUL-5616.0

10/10/11

ADDITIONAL TIME AND OVERTIME POLICY – CLASSIFIED STAFF WORKING WITH STUDENTS WITH DISABILITIES
This Bulletin is an expansion of and a supplement to BULLETIN No. DB-31 (REV.) dated October 31, 2001, and outlines the required process for approval of additional time and overtime for classified staff working with students with disabilities.

BUL-5577.0

10/10/11

EDUCATIONALLY RELATED MENTAL HEALTH SERVICES (ERMHS) FOR STUDENTS WITH DISABILITIES
The purpose of this Bulletin is to inform IEP teams of the changes regarding referral and assessment for Educationally Related Mental Health Services (ERMHS) for students with disabilities.

BUL-5540.0

8/16/11

ASSISTIVE TECHNOLOGY LENDING LIBRARIES
The purpose of this Bulletin is to establish policies and procedures for accessing the Assistive Technology Lending Libraries. It is the policy of the Los Angeles Unified School District (the District) that as part of a Free Appropriate Public Education (FAPE), assistive technology devices and/or services are made available to a student with a disability, if required as part of the student’s special education program and/or related services, as specified in his/her Individualized Education Program (IEP), at no charge to the family.

BUL-5526.1

11/21/11

PROCEDURES FOR REQUESTING EDUCATIONALLY RELATED RECORDS OF STUDENTS WITH OR SUSPECTED OF HAVING DISABILITIES
The purpose of this Bulletin is twofold: (1) to outline the District’s policy for responding to requests for educationally related records for students with or suspected of having disabilities; and (2) to provide staff at District and Charter-operated schools and offices with information and procedures for responding to requests for educationally related records for students with or suspected of having disabilities.

BUL-5412.1

7/25/11

GUIDELINES FOR STUDENTS WITH DISABILITIES PARTICIPATING IN CITY OF ANGELS INDEPENDENT STUDY PROGRAM
The purpose of Independent Study is to provide the opportunity to design a program of study that is more responsive to the academic, personal and social needs and interests of individual students including students with disabilities. Independent Study may be used by all students who are motivated to achieve educationally.

BUL-5376.0

1/17/11

BEHAVIOR INTERVENTION REGULATIONS FOR STUDENTS WITH SERIOUS BEHAVIOR PROBLEMS
It is the District’s policy to implement legal requirements regarding behavior interventions for students with disabilities who have serious behavior problems. California Education Code Section § 56520, et seq, and California Code of Regulations, Title 5, mandate the components described in this Bulletin

BUL-5003.3

1/25/10

TRANSPORTATION GUIDELINES FOR INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAMS
The Individuals with Disabilities Education Act 2004 (IDEA) conveys to the IEP team the authority to determine if transportation is necessary for a student to receive FAPE. In making this determination the IEP team must consider: (1) the needs of the student; and (2) the least restrictive form of transportation appropriate for the student.

BUL-5002.0

1/13/10

ALLOCATION AND RELOCATION OF CLASSROOM SPACE FOR SPECIAL EDUCATION PROGRAMS
With the reauthorization of the Individuals with Disabilities Education Act in 2004, Congress reaffirmed the requirements that students with disabilities are to be educated, to the maximum extent possible, in the same environment as their nondisabled peers. The California Education Code also affirms this requirement. The Special Education Policies and Procedures Manual provides IEP teams with guidance on the implementation of this requirement for individual students.

BUL-4680.0

7/1/09

PROCEDURES FOR ADDRESSING PARENTAL REVOCATION OF CONSENT FOR THE CONTINUED PROVISION OF SPECIAL EDUCATION AND RELATED SERVICES
In accordance with amendments to Federal Regulations, § 300.300 (b) (4), it is the District’s policy to inform parents of their right to revoke consent for the continued provision of special education and related services at any time subsequent to the initial provision of services. Prior to ceasing the services, the District must provide prior written notice to parents. This Bulletin provides District procedures for schools to follow when parents choose to revoke consent for the continued provision of all special education and related services for their child with disabilities.

BUL-4438.0

1/12/09

LIABILITY FOR SPECIAL EDUCATION STAFF SUPPORTING COMMUNITY BASED INSTRUCTION(CBI) ACTIVITIES
It is the District’s policy that students with disabilities, age 16 and older, participating in Community Based Instruction (CBI) activities will do so in groups of no more than four students to one adult. Employees that are responsible for supervising students off campus must adhere to all District guidelines covered under the District’s liability procedures.

BUL-4191.0

4/14/08

SPEECH AND LANGUAGE IMPAIRMENT (SLI) AND LANGUAGE AND SPEECH (LAS) ELIGIBILITY CERTIFICATION
It is the District’s policy that any student suspected of having a speech language impairment (SLI) or a student being considered for language and speech (LAS) related services has pre-referral strategies and interventions documented prior to the District completing a comprehensive evaluation by a credentialed or licensed speech therapist. This evaluation must be conducted for all initial, comprehensive and service completion IEPs that consider the eligibility for SLI or LAS related services. The purpose of this Policy Bulletin is to provide procedures to District staff regarding the required documentation of pre-referral strategies, interventions and assessment requirements as specified in the Modified Consent Decree Targeted Strategy Plan (Outcome 13).

BUL-4182.1

8/9/10

PARENT PARTICIPATION AT INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEETINGS FOR STUDENTS SUSPECTED OF HAVING EMOTIONAL DISTURBANCE (ED)
It is the District’s policy, in accordance with the Modified Consent Decree (MCD), that parent participation at Individualized Education Program (IEP) meetings for students suspected of Emotional Disturbance (ED) may include alternative forms of participation such as teleconferencing.

BUL-4140.1

9/29/10

REVIEW AND CONSIDERATION OF REQUEST FOR SPECIAL EDUCATION EVALUATION
Federal regulations, CFR 300.503, permit local education agencies to review and consider the appropriateness of requests for special education evaluation. This Bulletin provides guidance and procedures to schools reviewing such requests for evaluation.

BUL-3958.0

10/1/07

DETERMINING THE NEED FOR BEHAVIOR INTERVENTION THERAPY AS A RELATED SERVICE FOR STUDENTS WITH DISABILITIES
This Bulletin establishes District policy on the required assessments and necessary information for determining the need for behavior intervention therapy (BIT) as a related service.

BUL-3835.0

8/20/07

SERVING PARENTALLY PLACED PRIVATE SCHOOL STUDENTS WITH DISABILITIES (AGES 5 THROUGH 21)
It is the policy of the Los Angeles Unified School District (LAUSD) that when parents of students with disabilities choose to place their child in a private school, whether or not the provision of a free, appropriate public education (FAPE) is an issue, to develop a Services Plan describing alternative services for consultation and/or professional development to private school personnel and parents.

BUL-3778.0

10/2/07

POLICIES AND PROCEDURES FOR IDENTIFYING STUDENTS WITH DISABILITIES AS LOW-VERBAL/NON-VERBAL AND AS POTENTIAL ENGLISH LEARNERS (ELs)
It is District policy that the guidelines and procedures outlined in this Bulletin must be followed when identifying English learners with a disability as low-verbal/nonverbal relative to language performance.

BUL-3666.0

7/23/07

POLICIES AND PROCEDURES FOR THE USE OF LOW INCIDENCE FUNDS
It is the policy of the Los Angeles Unified School District that all District staff follow the procedures stated in the “Special Education Policies and Procedures Manual, July 2007”: Appendix A, “Guidelines for the IEP Team: Assistive Technology and Low Incidence Programs,” Section IV, Low Incidence, pages 150 -151. All procedures are based on compliance with California Education Code (EC), Sections 56320 (g) and 56836.22.

BUL-3638.0

3/27/07

DISCIPLINE FOUNDATION POLICY: SCHOOL0WIDE POSITIVE BEHAVIOR SUPPORT
Every student, pre-school through adult, has the right to be educated in a safe, respectful and welcoming environment. Every educator has the right to teach in an atmosphere free from disruption and obstacles that impede learning. This will be achieved through the adoption and implementation of a consistent school-wide positive behavior support and discipline plan for every school in LAUSD.

BUL-2087.0

7/5/06

MOBILITY OPPORTUNITIES VIA EDUCATION (MOVE) PROGRAM
It is District policy that the policies and procedures outlined in this Bulletin must be followed in the implementation of the Mobility Opportunities Via Education (MOVE) Program.

BUL-2075.0

10/24/05

ESTABLISHMENT AND DOCUMENTATION OF INTERVENTION PROCEDURES FOR STUDENTS SUSPECTED OF EMOTIONAL DISTURBANCE
It is the District’s policy, in accordance with the Modified Consent Decree, that District staff complete the nine actions described in this Bulletin for all students suspected of having a disability under the category of emotional disturbance.

BUL-1686.0

4/12/05

ROLES, RESPONSIBILITIES AND AUTHORITY OF INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAMS
The purpose of this policy bulletin is to (1) clarify the roles, responsibilities and authority of IEP teams in regards to provision of non-public agency services and placements, (2) clarify the role of non-public agency providers at IEP meetings, and (3) clarify the role and authority of school site administrators in the development of IEPs and reiterate the basic principle that no single individual can control IEP team decisions.

BUL-1309

9/29/04

COMPREHENSIVE EVALUATION FOR STUDENTS SUSPECTED OF EMOTIONAL DISTURBANCE (ED)
It is the District’s policy that any student suspected of having an emotional disturbance
that may require special education services must have a comprehensive evaluation. This evaluation must be conducted for all initial referrals, three year re-evaluations and whenever a more restrictive special education setting is being considered. The purpose of this Policy Bulletin is to provide procedures to District staff regarding the comprehensive evaluation requirements under the Modified Consent Decree (MCD).

BUL-1258.1

11/15/04

DESCRIPTION OF THE RESOURCE SPECIALIST PROGRAM AND THE ROLE OF THE RESOURCE SPECIALIST TEACHER-REVISED
It is the District’s policy that the role of the resource specialist program shall support students with disabilities in accessing and progressing in standards-based core curriculum. This Bulletin addresses the prevention and special education intervention services provided by the resource specialist teacher through the resource specialist program.

BUL-1229.1

11/28/05

CARLSON HOME INSTRUCTIONAL PROGRAM AND HOSPITAL SCHOOL
It is the District’s policy, in accordance with state law, that students whose medical needs or other circumstances prevent them from attending school shall continue to receive an educational program. This Policy Bulletin provides information related to the provision of that program through the Carlson Home Instructional Program and Hospital School, when this option is appropriate.

BUL-971

5/3/04

MODIFIED CONSENT DECREE REQUIREMENTS
IN SIS AND WELLIGENT IEP SYSTEMS
The purpose of this bulletin is to inform principals of (1) the requirement to complete and maintain mandated Elementary and Secondary SIS data fields for students receiving special education services and (2) the requirement to use the Welligent IEP System including the services tracking system.

BUL-900

4/5/04

SHORTAGE OF SPECIAL EDUCATION TEACHERS
It is the District’s policy to staff schools in the area of special education with “highly qualified” teachers.

H-66

1/27/03

NEW ELIGIBILITY CODE FOR SPEECH OR LANGUAGE IMPAIRMENT (SLI) AND CLARIFICATION OF ELIGIBILTY GUIDELINES RESTRICTIVE ENVIRONMENT BROCHURE
The purpose of this bulletin is (1) to establish an eligibility code change from “LAS” (language and speech) and “APH” (aphasia) to a single eligibility code, “SLI” (speech or language impairment), and (2) to clarify the guidelines for determining eligibility as a student with a speech or language impairment (SLI).

H-50 (rev)

2/17/03

BEHAVIOR INTERVENTION REGULATIONS FOR STUDENTS WITH DISABILITIES WITH
SERIOUS BEHAVIOR PROBLEMS REPORTING
The The purpose of this bulletin is to provide information and procedures to implement requirements regarding behavior interventions for students with disabilities. The California Education Code Section 56520, et seq, and the California Code of Regulations, Title 5, mandate all the components described in this bulletin.

H-43 (rev)

1/27/03

TEACHER ALLOCATION AND CREDENTIAL REQUIREMENTS FOR ADAPTED PHYSICAL EDUCATION (APE) SERVICE
This bulletin replaces Bulletin No. 43 (Rev.), of the same subject, dated May 4, 1987, issued by the Division of Special Education. The content has been updated to reflect current credential requirements.

H-4

11/14/2000

USE OF MINI TRAMPOLINES BY SPECIAL EDUCATION PERSONNEL
This bulletin replaces Bulletin No. M-19, Use of Trampolines and Mini Trampolines Prohibited, issued by the Office of the Deputy Superintendent, Instruction and Curriculum dated 11-26-97. The content has been updated to reflect the limited use of mini trampolines for the provision of adapted physical education, occupational therapy, and physical therapy.