Welcome to the SCPCSD Now fasten your seat belts!

The SCPCSD As LEA Provides programmatic assistance/support services in the areas of assessment, curriculum and instruction, federal programs, finance, human resources, public relations, special services, and technology Distributes federal and state funds

In a traditional district, your responsibilities would be divided among: School Psychologists Curriculum Coordinators LEA reps Special Education Coordinators Special Education Director Guidance Counselor Data clerks And, oh yeah, Special Education Teachers

Sum of the Parts… Child Find activities Referrals Evaluations Eligibility Determinations Service Provision Special education services as written in the IEP Related service providers Reevaluations Compliance All deadlines are met All IEPs are compliant All documentation accessible Data Reporting State and federally required data PowerSchool Enrich

Service Provision Ensuring services are provided as written in the IEPs Comparable services for transfers Progress monitoring Appropriate type and amount of services Communication with parents, teachers, staff, and students Securing related service providers School Psychologist OT PT Vision teacher Counselor

Coordination Ensure appropriate service providers are in place. Coordinate the delivery of services from various service providers (OT, PT, SLT,...). Ensure service providers are knowledgeable about district-related processes, Enrich, progress monitoring, IEP development,....

Continuum of Services The school must provide a continuum of services and be prepared to serve all students who enroll. The school cannot deny enrollment to any student on the basis of the student’s disability. Contact your school’s District Special Education Coordinator immediately when you have had a child enroll and been accepted to your school who is coming with intensive services and supports.

Compliance All IEPs are compliant. All paperwork is complete, finalized, and uploaded into Enrich. All deadlines are met (initial evaluations, reevaluations, annual reviews, data reporting,...).

Data Reporting Verification and submission of all required data, including data due in June, July, and early August

Comprehensive Program Review

Support Triangle New schools Adequate scores on CPR Informal warnings High Risk Schools Low Risk Schools New schools Informal warnings Letters of caution Letters of noncompliance Revocation District/State/OCR findings Adequate scores on CPR Returning schools with no warnings/findings No findings or reasons for concern

Support Triangle Low risk schools Modified CPR Transfer IEPs IEPs Reevaluations Initial evaluations Run-of-the-mill questions

Support Triangle High risk schools New schools/new coordinators/informal warnings/letters of caution Full CPR Corrective action plan developed with sp ed coordinator Targeted technical assistance via sp ed coordinator Letter of noncompliance District involvement (Robbie or Beckie) Revocation Legal involvement

Special Education Compliance is a BIG DEAL The most recent revocation was related primarily to systemic, persistent special education noncompliance that had not been corrected within a year A neighboring school district revoked the charter of a school for failure to issue progress reports

Comprehensive Program Review (CPR) The Comprehensive Program Review (CPR) is a transparent and collaborative process used by the South Carolina Public Charter School District (District) to monitor schools' compliance with the various rules and regulations governing the education of students with disabilities under the Individuals with Disabilities Education Act 2004. The CPR will consist of the following: Onsite visits to the school or telephone/video conference; Review of documentation: records, resources, materials, policy/procedures; and Consultation with staff

Comprehensive Program Review (CPR) The CPR occurs annually during the Fall semester. District staff and/or Regional Coordinators will schedule the CPR with each assigned school. How: School Procedures: Prepare and describe evidence for the various compliance requirements to be reviewed by District staff and/or Regional Coordinators District Procedures: Examine the school's ratings and evidence for each rating Provide justification for each rating of 0 or 1 Determine the level of priority: Low and Medium levels require an Improvement Plan (IP)* developed in conjunction with the Regional Coordinator High level requires an Action Plan (AP) developed in conjunction with District staff

District CPR Summary 32% of schools ended the year with a “2” in every area 23% of schools ended the year with an average score of 1.90-1.99 10% of schools ended the year with an average score of 1.80-1.89 35% of schools ended the year with an overall average 1.75 or less, all the way down to 1.120 There was an average of 19% growth at schools during the school year. 65% of schools ended the year with overall positive results on the Comprehensive Program Review.

District Corrective Action Plan vs. School Corrective Action Plan

Policies and Procedures Procedural Safeguards Enrich 1st 30-day process Enrollment Records Transfers

Policies and Procedures As previously discussed, this year’s policies also include a section for the insertion of school-level procedures. Schools must adopt our policies. By this time, all schools should have District- approved P&Ps

Policies and Procedures

Compliance in the IEP Process

Transfers Procedures to identify Comparable services within 5 days of enrollment IEP meeting (SR or AR) within 30 days of enrollment

School Requirements Verify the student’s special education status with the previous school district – even if the parent “marks no” Make this verification call to the former school If you find out that the child has an IEP: Request full records: At a minimum: Current IEP Most current evaluation/reevaluation report Make this request to the former district’s director of special education, not the school (contact list located in SharePoint) If, after a few attempts and reasonable amount time, you do not receive IEP records, contact Robbie for assistance

Written, school-level procedures How do you identify newly-enrolled students who have IEPs? How/who requests records? Where do you request records from – school or district office? What happens if you don’t get records within 5 days? Once you get records, what happens?

Reminders for Comparable Services The CPR SAYS: Comparable services meetings occur within the first 5 school days after enrollment and services that are similar or equivalent to those that were described in the previous IEP are provided. YOU DO NOT HAVE DATA TO MAKE CHANGES AT THIS TIME. Comparable means: similar is size, amount, or quality to something else. What do your Policies and Procedures say about transfers? Is your procedure working?

Comparable Services Comparable means comparable means similar means equivalent means…. Must take place within 5 days of enrollment Must be either a face-to-face meeting (all documentation required) or an “agree to amend without a meeting”

Comparable Services Not going from 1950 minutes of special education services to 60 minutes Not dropping the behavior/counseling goal because “we don’t do that here” Not dropping the fine motor goal because “we don’t have an OT”

Reminders for Transfer Meetings The CPR SAYS: Transfer IEP meetings are conducted within 30 calendar days of enrollment. YOU MUST HAVE COLLECTED DATA TO MAKE CHANGES AT THIS TIME AND IT MUST BE REFLECTED IN THE PRESENT LEVELS. What is the school’s internal procedure to track these deadlines? Note that they must be done in 30 CALENDAR days. Who is tracking this? How is it being tracked? Who is following up to ensure deadlines are met?

IEPs (Transfers) VI (F)(1) Within thirty calendar days from the date of enrollment the South Carolina Public Charter School District will: adopt the child’s IEP from the previous LEA, amend the child’s IEP from the previous LEA, or develop and implement a new IEP.

30-day meetings Between the transfer/comparable services meeting and the 30-day (SR or AR) Gather data . . . . . Monitor/adjust . . . . Try interventions . . . . . Gather Data . . . .

30-day IEP meeting Team can only make changes if there are new data to support making changes

Accommodations The CPR says: The school has a means to document the provision of all accommodations and modifications required in IEPs. Are ALL accommodations being documented? How is the school documenting accommodations? Not just that accommodations were communicated to staff, but that accommodations are taking place, and EVERY TIME accommodations take place. Who is training staff? Who is following up to make sure there is fidelity with documentations of accommodations? Where is this documentation being kept?

Finalizing Documents in Enrich The CPR says: All required information are finalized and attached in Enrich in a timely manner. The school will need a procedure for compliance to include the time frame in which all documents are UPLOADED and FINALIZED. Reminder that all outcome dates in Enrich are the dates on which the action actually occurred, not the date you are finalizing the action. Per Policies and Procedures PWN must be sent in no less than seven days. Legally this must be a finalized document (no drafts), this gives the school three additional days to upload documents, since the documents need to have been finalized prior to sending the parent their copies.

IEP Compliance The CPR says: All IEPs are compliant as demonstrated by a review of (2-Returning and Low-Risk) (5-New or At-Risk) IEPs (transfer, annual, special/amended). Who is checking IEP compliance? When is it being checked? Before meetings? After meetings? What is the school’s internal policy? Is it being followed? For CPR Evidence all schools MUST use the IEP Review Tool for EVERY IEP reviewed.

Reevaluation The CPR says: All reevaluations have been conducted within appropriate timelines. What is the school’s internal procedure to track these deadlines? Who is tracking this? How is it being tracked? Who is following up to ensure deadlines are met? Who is checking the compliance of the contents? What is the school’s internal policy? Is it being followed?

Current Summary Report

Current Summary Report What is coming up What you have open What is OVERDUE

The top line will show you IEPs and service plans that are overdue To figure out who is overdue, or coming up, click the number under that item

Click ‘view’ to be taken to the student’s plan

Scroll down to see things such as upcoming reevaluations and eligibility determinations-this will also show things that you have in draft form, such as evaluation reports

Expired IEPs For expired IEPs that are within the 3-year reevaluation period, provide comparable services May or may not need to initiate a reevaluation depending on how current the “present” level info is For expired evaluations (past the 3 year deadline), provide comparable services and initiate a reevaluation to gather additional information to determine educational needs

Prior Written Notice

Generally the PWN must: be comprehensive enough to address each of the LEA ’s proposed and/or refused actions. The PWN should eliminate all doubts and/or misunderstandings. provide support for decisions communicated within the notice. specify the reasoning behind any proposed and/ or refused action. include and describe the facts of the meeting in a neutral tone and should be void of emotional, judgmental, or speculative statements. avoid the use of acronyms, such as, IDEA, LRE, and IEE, without proper explanation.

PWNs Changes in an IEP cannot be implemented until the parent has received the PWN

Prior Written Notice You will live and die by your PWN

Documentation of Services Service logs in Enrich Other logs Grade books Student folders Work samples Sign-in sheets

You’re Not Alone

SharePoint/Book Shelf http://sccharter-public.sharepoint.com/ All policies and resources are on The Bookshelf Enrich resources Samples Other guidance and resources

Monthly Web Coordinator Meetings It is expected that schools’ special education coordinators are in attendance. The calendar is found on SharePoint. The meetings are on the 2nd Monday of the month at 2:30pm. Optional professional development during the morning.

Resources – SharePoint, Enrich District Staff District Special Education Coordinators

Resources We have plenty of resources for you: Any previous training, PPT, handout Other people’s training materials Specifics about Enrich/data reporting http://sccharter- web.sharepoint.com/Pages/IDEAResources.aspx Many “special education” books and resource guides (just ask) OSEP, OCR, and Court rulings Years and years of special education experience

Special Education Coordinators Each school has been assigned a special education coordinator. This person is the school’s first point of contact. The sp ed coordinator works specifically with the school to provide targeted technical assistance. The sp ed coordinator works with the school to develop individualized improvement plans.

Who we are – Beckie Davis Director of Special Services 803-734-8050; 803-603-9721 (cell) Kendall Stewart Student Information Coordinator (Enrich/data) In addition to PowerSchool 803-734-0164

Who we are – District Special Education Coordinators Emily Paul 803-960-9686 (cell) epaul@sccharter.org Nichole Adams 803-603-6590 (cell) nadams@sccharter.org Mary C. Scott 803-603-4065 (cell) mscott@sccharter.org