1. Welcome to the SCPCSD Now fasten you seat belts! Special Education Coordinators new to the role 1/7/2015

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. 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 Sum of the Parts…

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. All IEPs are compliant All paperwork is complete and attached in Enrich All deadlines are met Sp Ed Police Compliance

7. Comprehensive Program Review

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

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

11. 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

12. 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

13. 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)

14. 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: Complete the Self-Assessment rating –0-Does not meet - No evidence of any degree of implementation or compliance –1-Partially meets - Partial plan in place to meet legal requirements –2-Meets - Plan is 100% in place and meets legal requirements 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 Comprehensive Program Review (CPR)

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

16. 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. July 2014: changes indicated by orange font The areas that schools have addressed and individualized are: –Cover page (including school logo) –Assurances (p. 4) –Child Find (p. 12) –Procedural Safeguards (p. 15) –Monitoring of Suspensions (p. 21) –IAES (p. 22) –Serving students aged 21 (p. 35) –Sending Paperwork (p. 35) –LEA Designee (p. 36) –Meeting Notices (p. 37) –Transfers (p. 43) By this time, all schools should have District-approved P&Ps –However, 2 schools do not

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

18. 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 versus district office? –What happens if you don’t get records within 5 days? –Once you get records, what happens?

19. 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

20. Expired IEPs For IEPs expired within the past 6 months, provide comparable services –May or may not need to initiate a reevaluation For IEPs expired more than 6 months, provide comparable services and initiate a reevaluation to gather additional information to determine educational needs

21. 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”

22. 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”

23. 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.

24. 30-day meetings Between the transfer/comparable services meeting and the 30-day (SR or AR) –Gather data..... –Monitor/adjust.... –Try interventions..... –Monitor/adjust.... –Gather Data....

25. 30-day IEP meeting Team can only make changes if there are new data to support making changes

26. Prior Written Notice

27. Mandated Requirements of Prior Written Notice 1. a description of the action proposed or refused by the LEA. 2. an explanation of why the LEA proposes or refuses to take action. 3. a description of any other options the IEP team considered and the reasons for the rejection of those options. 4. a description of each evaluation procedure, assessment, record or report the LEA used as a basis for the proposed or refused action. 5. a description of any other factors that are relevant to the LEA ’s proposal or refusal. 6. a statement that the parent(s) of a child with a disability have protection under the procedural safeguards. 7. sources for the parent to contact in order to obtain assistance in understanding the provisions of the notice requirements.

28. 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.

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

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

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

32. Continuum of Services The district has the responsibility to provide a full continuum of services. This is a IEP team decision that involves district office staff. These are handled case-by-case. Contact Robbie immediately when you have had a child enroll and been accepted to your school who is coming with intensive services and supports.

33. You’re Not Alone

34. SharePoint http://sccharter-public.sharepoint.com/ We’ve migrated from SharePoint to The Bookshelf All policies and resources are on The Bookshelf –Enrich resources –Samples –Other guidance and resources

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

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

37. 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.aspxhttp://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 Resources

38. Each school will be 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. Special Education Coordinators

39. Who we are – Robbie Compton, Ph.D. –Director of Federal Programs and School Safety –803-734-8067; 803-230-9593 (cell) 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 Vamshi Rudrapati (Mr. V) –Assistant Director of Federal Programs –In addition to Title I, Title III, and homeless –803-734-1105; 803-603-6433 (cell)

40. Who we are – District Special Education Coordinators Mariann Carter –803-960-9686 (cell) –mcarter@sccharter.org Nichole Adams –803-603-6590 (cell) –nadams@sccharter.org Mary C. Scott –803-603-4065 (cell) –mscotts@sccharter.org