Special Education School Coordinator Monthly Webinar September 14, 2015

Agenda Referrals Childhood Outcomes Summary Form (COSF) Seniors/Exiting (Summary of Performance) New comparable services directions 30-day transfers Records Finalizing documents & finding drafts Enrich Glitches/Hints Reminders Resources Closing

Referrals

Just a few reminders about referrals: ○ You must submit referral packets to your DSEC until instructed otherwise by your DSEC ○ If you receive a referral, 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 ○ Be aware of that phrase “within a reasonable time” ○ 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

Childhood Outcome Summary Forms

COSF ○ Percent of preschool children (ages 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 You are comparing where the child entered the “preschool program” in each of the 3 areas with where he exited the “preschool program” “Preschool program” is defined as any sped service for children ages 3 through 5; “preschool program” ends when the child turns 6 (even if he/she continues on in sped) or prior to age 6 if the child is reevaluated and determined no longer eligible for sped

COSF The team puts in entry data for all 3 areas when the child is initially determined eligible for sped for all children aged 3 years through 5 years, 5 months If the child is served for more than 6 months, the team will put in exit data for all 3 areas when the child either: turns 6 or is reevaluated and exits all sped services prior to age 6

COSF Don’t forget that every child who is served by us for at least 6 months before he/she turns 6 years old must have COSF entry and exit data competed. If the child is transferring with an IEP from another district, you must contact the previous school for ENTRY data. You should do this NOW. Use the COSF guides on the bookshelf under IDEA resources to help you. As soon as you determine initial eligibility for a child aged 5 years, 5 months or younger, go ahead and open a COSF and put in entry data. Do not wait until the end of the year or the end of the child’s time in the “preschool program”.

Summary of Performance

SOP Purpose is to provide the student with a summary of the his/her academic achievement and functional performance, including recommendations on how to assist the student in meeting the his/her postsecondary goals. Student will use the SOP to assist in planning for accommodations and needs in the postsecondary world - work, college, military, independent living,....

Exiting: Seniors graduating with a regular HS 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. Identify who these students are now, so that you have all the necessary information at the end of the year.

Aging Out ○ At the conclusion of the school year 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. ○ Identify who these students are now, so that you have all the necessary information at the end of the year.

Aging Out The SDE is proposing a change in the language that would define a student who is “aging out”. The new language will say that a student who turns 21 on or before September 1 is not eligible to return. This may be the last year your school has the option to allow these students to continue as defined in your Policies & Procedures.

Transfer/Comparable Services

1.Once enrolled, the school may begin gathering the needed information (records from previous district). The school must verify whether the child had an IEP; this should be as simple as a phone call to the sending school. 2.Special education records need to be requested from the former district’s director of special education (list provided), not from the school. 3.Once the child “sits for the first class” (or right before), without delay (up to 5 days), the IEP team will meet to determine “comparable services.”comparable services These services are comparable (similar or equivalent to) those in the “sending IEP” 4.Within 30 days of enrollment, the IEP team will meet to either accept (rare), revise, or create a new IEP (annual review). All decisions for this IEP MUST be data-driven. So use these 30 days to gather data. The first 30 days

Transfer/Comparable Services

The transfer/comparable services meeting/agreement to amend without a meeting may take place prior to the student actually attending/logging into class the first day, but can take place no sooner than 5 business days prior to the projected enrollment date (see example on next slide) This should help schools in August and throughout the school year get schedules set more quickly and should keep the first week students are back from being quite so hectic

Example: Parent completes enrollment process and student is accepted to school on August 3 Students’ first day is August 17 School may hold transfer/comparable services consultation with parents beginning on August 10

30 Day Transfers

IEP Meeting following transfer/comparable services 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. This meeting must take place no later than 30 days from enrollment, but may take place as soon as the team has the required data.

The first 30 days You cannot make any changes to any IEP that you don’t have data to support

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

Finalizing Documents

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 more 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.

Running a Draft Report in Enrich... Step 1: Click Create/Manage Reports

Running a Draft Report in Enrich... Step 2: Click the plus sign next to “Sharted with me”

Running a Draft Report in Enrich... Step 3: Click on “Current Draft Plans Report”

Running a Draft Report in Enrich... Step 4: Select YES Select your School Click Run Report

Running a Draft Report in Enrich... Step 5: Click Export This will put the data in an Excel file. Save the Excel file and it to your DSEC.

Records Requests

Excent Records We still have read-only access to Excent until June 30, 2016 Many schools have attachments in Excent (reevals, prior psych reports, signature pages, minutes/PWNs,...) If you don’t have the current Excent URL or have forgotten your Excent user name and password and need something from Excent, contact your DSEC to ask her to send you the Excent records We’re working on a method with Excent to retrieve and store these records

Records Request When a school/district is requesting records, please make sure to send the current IEP with signature page, the PWN that goes with that IEP, any progress reports for the current IEP, any amendments that have been made to the IEP, and the most recent evaluation/reevaluation

You will get more records with honey than with vinegar - find out who handles records in the sending districts and cultivate a relationship with that person; also remember if you send requests quickly, you will more likely receive records quickly

Enrich Glitches/Hints

Reevaluations Enrich glitch #3,654 Reevaluation review, no additional data needed-eligibility (final action with date at bottom) no longer auto-generates the eligibility determination report. You must now go back to Programs tab, click Add Action, choose Eligibility Determination in the dropdown

Meeting Notice Remember to make sure you have at least 1 guardian listed on the Profile tab; click “Manage guardians”, type the person’s name, indicate relationship, click save To have something show up on the meeting notice, you either must have a guardian listed on the Profile tab or when you are setting up the meeting in Enrich, you must check the box next to ”Invite all guardians with a single meeting notice”

No guardian and box not checked

Reminders... For all special reviews, even if no changes are made to the IEP, complete an IEP Amendment (cover page) to document the IEP meeting 1.Then go to Program tab 2.Edit details 3.Amend Save 4.Finalize – this creates a breadcrumb trail of special reviews DO NOT use the “amend” function to correct mistakes. “Amend” means you have held a meeting and there are other amendment documents as shown above to go with this amendment. Administrative Edit is for correcting clerical errors. Contact your DSEC to understand the difference and they can give you the correct permissions.

ResourcesResources ** One-stop shopping for RtI information; wthin that website, there are modules for learning about and implementing RtI (even at the secondary level), training videos, an e-newsletter, and great resources - learning-moduleswww.rti4success.orghttp:// learning-modules (information on RtI, progress monitoring, teaching reading and math) (CBM measures for reading, math, and writing as well as information on a host of other things including behavior intervention) (CBM measures for reading, math, and writing) (progress monitoring for reading grades K-6) (progress monitoring J) (good review of intervention programs) ** (wonderful resource!) (good progress monitoring tools) ** (great information for reading; good review of intervention programs) ** (great information on reading) ** (school-wide positive behavior information) (specific program to teach positive, appropriate behavior) (good general information about school-wide PBIS in Michigan) ** My favorites

Next optional PD is Monday, October 12; topic is hands-on CPI (part 2); must have already taken part 1 and limited to the first 20 people (1 from each school) Mandatory monthly webinar to follow that afternoon