April’s School Special Education Coordinators’ Monthly Meeting April 13, 2015

Agenda  Annual Reviews  Disciplining Students with Disabilities  Referrals  Summer Reporting Plan:  ESY  Seniors/Exiting (Table 4)  60-Day Timeline (Indicator 11)  Discipline (Table 5)  Childhood Outcomes Summary Form (COSF)  Summer Planning  Closing

Annual Review

Annual Review Agenda Annual Review Review progress toward annual goals for last 9 weeks of the IEP Determine whether these annual goals have been met Discuss Present Levels of Academic Achievement and Functional Behavior Discuss annual goals and services (including accommodations) for next IEP Annual Review + Reevaluation Determination Review existing data for reevaluation planning portion; this will include: Review progress toward annual goals for last 9 weeks and discuss all other existing/new information Determine whether these annual goals have been met Determine whether student continues to be eligible for and need special education services Discuss Present Levels of Academic Achievement and Functional Behavior briefly again Discuss annual goals and services (including accommodations) for next IEP

Present Level Data If you’re using CBM data to write annual goals on, make sure you’re looking at several data points and not just one measure You should have been using CBM measures to progress monitor throughout the year, so your PLPs/Findings should reflect a year’s worth of data/progress Give 3 different measures and take the average or median score For example, if you’re assessing present levels in reading fluency at the 4 th grade level, give 3 different 4 th grade passages and take the average of the 3 scores or use the median (middle) score Don’t write annual goals based on 1 data measure/data point

Disciplining Students with Disabilities Reminders

Disciplining Students with Disabilities  Students with IEPs are given 10 “free and clear” days at the beginning of the year which may be used by the school/district for OSS and that is all for the whole school year! OSS days transfer with students from school to school and district to district.  Administrators and IEP teams should consider those 10 days a barometer for program effectiveness, including behavior plan needs. As the student begins to “use up” the 10 days, IEP teams must respond to instructional and behavioral needs by calling IEP meetings, completing FBAs, writing BIPs, and making changes to IEPs or placements.  Rule of Thumb: If a student has 6 or more OSS days, an IEP meeting should be held. The administrator may contact the case manager and request the IEP team meet.

Disciplining Students with Disabilities  In more cases than not, when situations rise to our office, children have received more then 10 days out of schools suspensions without being afforded any of their procedural safeguards.  It’s imperative that each school has a procedure in place that alerts administrators to the face that the student is a child with a disability AND the number of days out of school (not providing the services of the IEP as stated by the IEP).  Check your School’s P&Ps to see how you’re supposed to be tracking OSS days.  Be familiar with your School’s Student Handbook concerning discipline, suspension, and expulsion processes.  ISS counts as OSS if the student IS NOT provided access to coursework or Special Ed. teacher support/supervision.

Disciplining Students with Disabilities  Once 10 days have been exceeded, a manifestation meeting must be held for each and every infraction/disciplinary action in which OSS is considered again.  If there is a change in placement due to a disciplinary reason, the child may be suspended again, but must receive services that will enable him to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting his annual goals.  Incidents must be logged into PowerSchool in a timely fashion. Table 5 (discipline data) will once again be pulled from PS. It is critical you are coordinating with your PS person to make sure all discipline incidents are entered correctly.

Referrals

 Just a few reminders about referrals:  There is no summer cut-off for submitting referral packets  If you receive a referral at the end of the school year, you must schedule an evaluation planning meeting within a reasonable amount of time from the parent request/SIT team referral, conduct the evaluation, and determine eligibility - EVEN IF THIS MEANS CALLING STAFF BACK IN DURING THE SUMMER  Be aware of that phrase “within a reasonable time”  At this point, as a District, we have not defined what that time period should be;  The average time for districts/states that have defined this seems to be 20 school days to 30 calendar days  Please don’t make us define it for you

Summer Data Reporting

Summer Reporting Indicator 11 – 60-day timeline Includes an explanation for all students for whom the 60-day timeline was exceeded COSF – Childhood Outcome Summary Form Entry and exit data ESY Table 5 – discipline Pulled from PowerSchool Table 4 – exiting Summary of Performance

Upcoming Reporting Dates DateReportPurpose June 3ESY June 17Table 5 June 25COSF July 22Indicator 11 August 5Table 4 We do not know what the reporting dates will be yet. The above dates are tentative and based on last year’s reporting calendar; please keep checking the data calendar on the BookShelf for benchmark/feedback dates.

 These data are required reporting from the schools to the District and then from the District to the state and then from the state to the feds.  Make sure you’ve discussed with your school leader how this will happen.  There must be someone at the school who is knowledgeable about these data, can answer questions, and can make corrections upon request.

Indicator 11

Indicator 11 – 60-day Timeline At this point we have no idea how the OSES will pull these data – “we are still developing the report” We are trying to create some sort of compliance check report to help with this Start looking at Enrich to make sure dates are correct Date signed consent to evaluate was received Date evaluation was completed (all new info gathered) Date eligibility was determined It may be helpful (not required) to keep a spreadsheet Student’s name Date signed consent to evaluation received Date evaluation completed Date eligibility determined

COSF

Summer Reporting - COSF  Percent of preschool children (age 3 – 5) with IEPs who demonstrate improved outcomes in the following areas:outcomes in the following areas A. Positive social-emotional skills (including social relationships); B. Acquisition and use of knowledge and skills (including early language/communication and early literacy; C. Use of appropriate behaviors to meet their needs.

COSF Don’t forget that every child that is served by us for at least 6 months before they turn 6 years old must have an entrance and exit COSF competed. Within the next few weeks, I’ll follow-up with specific schools about kids who meet the above profiles so you can begin verifying the data. If you have a child who is preschool aged and was served for at least 6 months prior to turning 6, please check out the COSF resources found on the BookShelf under Resources.

ESY

ESY Determination  Eligibility must be discussed annually  Make this decision at AR regardless of when AR occurs  Not necessarily in “May” What must be considered: 1)REGRESSION/RECOUPMENT 2)CRITICAL POINT IN INSTRUCTION/EMERGING SKILLS 3)INTERFERING BEHAVIOR 4)TRANSITION 5)SPECIAL CIRCUMSTANCES AND what data do you have to support these?

ESY  ESY  For any student who will be receiving ESY services, begin gathering that information; you will need to send it to the District toward the end of May.  The purpose is for potential additional funding for ESY services (100% goes back to the school – historically it’s around $ per student).  Kendall will send out the reporting template soon.

ESY Guidelines  Information is on the BookShelf

Table 5 – Discipline

Summer Reporting – Table 5  Table 5 (Discipline)  This is a required Federal/State report (must be accurate).  Kendall will send out the template.  It was due last year on June 13,  The data are pulled from PS. Your PS person has/will receive information on incident reports from Zee. Make sure you are following your school’s P&P as to how you’re tracking this information.

Exiting: Seniors with and without a diploma and those who Age-Out.

Seniors – Exiting  Please see “SCPCSD Seniors who are Exiting” file on the BookShelf for specific end of the year instructions.  You must complete a Summary of Performance for these students.

Reevaluations for Seniors: College/SAT  OSEP is clear to say that LEAs do not need to conduct full reevaluations on the basis of meeting a requirement for another agency (see Federal Register / Vol. 71, No. 156 p & OSEP Letter to Moffett 2009). Therefore, DO NOT agree to conduct further testing or submit a referral packet to the district on the basis of fulfilling such a request. The only reason to conduct further testing as part of a reevaluation is when the team needs additional data to determine (§ ): 1) whether a child continues to have a disability, 2) the educational needs of the child, 3) the present levels of academic achievement and related developmental needs of the child, 4) whether the child continues to need special education and related services, and/or 5) whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general education curriculum.

Aging Out  At the conclusion of the school year of when the child will turn 21 PRIOR to September 1 of the next school year, the child can be considered “aged-out.”  This group of students may be eligible for ESY services.  These students must have a Summary of Performance.

Non-Graduates  For students who have not received a “state certificate” or “diploma” AND are still eligible to return for another school year, an IEP must be in place and ready for the student on the first day of school.  Even if they have told you “I’m not returning.”

Summer Planning

 Start the conversation now with your school leader about how summer data reporting will be handled.  Trainings will begin in late July for new and returning coordinators.

In Closing....

Next Meeting  May 11, 10:00 optional PD  Working with outside service providers (Mariann Carter, Jamie Hubbard, Brittany McCutcheon)  May 11, 2:30  Topics:  Summer Reporting Templates (ESY/Table 5)  COSF Lists  Ind 11/Table 4  Seniors/Closing Records