1. Welcome to the SCPCSD Now fasten your seat belts!

2. 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

3. 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

4. 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

5. 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

6. 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,....

7. 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.

8. 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,...).

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

10. Comprehensive Program Review

11. 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

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

14. 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

15. 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

16. 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 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

17. 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

18. 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
10% of schools ended the year with an average score of
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.

19. District Corrective Action Plan vs. School Corrective Action Plan

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

21. 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

22. Policies and Procedures

23. Compliance in the IEP Process

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

25. 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

26. 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?

27. 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?

28. 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”

29. 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”

30. 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?

31. 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.

32. 30-day meetings
Between the transfer/comparable services meeting and the 30-day (SR or AR)
Gather data
Monitor/adjust
Try interventions
Gather Data

33. 30-day IEP meeting
Team can only make changes if there are new data to support making changes

34. 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?

35. 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.

36. 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.

37. 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?

38. Current Summary Report

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

40. 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

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

42. 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

43. 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

44. Prior Written Notice

45. 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.

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

47. Prior Written Notice
You will live and die by your PWN

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

49. You’re Not Alone

50. SharePoint/Book Shelf
All policies and resources are on The Bookshelf
Enrich resources
Samples
Other guidance and resources

51. 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.

52. Resources – SharePoint, Enrich
District Staff
District Special Education Coordinators

53. Resources We have plenty of resources for you:
Any previous training, PPT, handout
Other people’s training materials
Specifics about Enrich/data reporting
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

54. 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.

55. Who we are – Beckie Davis Director of Special Services
; (cell)
Kendall Stewart
Student Information Coordinator (Enrich/data)
In addition to PowerSchool

56. Who we are – District Special Education Coordinators
Emily Paul
(cell)
Nichole Adams
(cell)
Mary C. Scott
(cell)