1. Enrich At Last July 30, 2014

2. Topics Roles and access Converted IEPs Transfers/Comparable Services Referral to Evaluation to Eligibility to Initial IEP Reevaluations Exiting Progress Monitoring

3. Roles and Access

4. Related Services Provider Caseload specific Special Education Teacher Caseload specific Class specific Special Education Coordinator School Specific Can log in as others Access audit log Regular Education Teachers Class specific Read only District Administrative edits

5. Converted IEPs

6. Don’t forget that this MUST BE DONE – preferably before school starts Special Education Teacher task The child’s most current IEP, as a PDF, will be placed (can see via files tab). Progress Monitoring (probe data) is not required (at this point) Will have to do progress reports on the goals

7. Transfers/Comparable Services

8. When an eligible child transfers (see policy for definition): 1.Either through 2.IEP meeting (step one to set up meeting notice), or 3.Agreement (go to step 4) 4.Add IEP  Transfer Student IEP 5.All areas must be completed: 1.Goals (interim goals that correlate to child’s PLOP that allow you to gather data) 2.Accommodations 3.Services 4.Assessment 5.LRE 6.No signature Page

9. Referral to Evaluation to Eligibility to Initial IEP How to get started with a new referral

10. Special Education Referral Click Program Tab Click Start Program Select Special Education from drop-down Select Referral for Special Education from drop-down Select Reason Parent/Guardian Request Intervention Team Request Teacher Request Student Request Click Next

11. Referral Create a new meeting (when you’re ready to schedule the Evaluation Planning meeting; must include membership similar to an IEP team) and complete next section prior to the meeting (Special Education Referral) Enter required info, save, and print Notice of Meeting to give to parent Document parent response Special Education Referral Instructional concerns Include current grades, CBM information, previous grades, MAP scores, Study Island results,… Behavioral concerns Include functional performance information such as attention/concentration problems, discipline data, Parent concerns Review of medical information (from the Social/Developmental History) Pre-referral interventions (with any accompanying data) In addition to instruction in the general curriculum, what additional instruction has the student received and how has the student responded to the instruction; how have you tried to address the problems/concerns Other relevant information Print out this document to take to meeting since it has to be signed

12. Referral for Special Education/Evaluation Planning meeting At the Evaluation Planning meeting Review existing information and determine The team has EVERYTHING needed to determine eligibility for sp ed and to write an IEP if the student is eligible (info on educational needs for PLPs/Findings) or The team needs to gather additional information to determine eligibility for sp ed and to write an IEP If the team has everything, make the eligibility determination (skip to Slide x) If the team needs additional info, determine what areas additional info will be needed in Sign Special Education Referral Complete PWN (generic info on this) Referral Team Recommendations Recommendations based on Other options Reasons rejected Other factors Sources

13. Referral for Special Education/Evaluation Planning meeting Back in Enrich Outcome Continue Evaluate – new info needed Evaluate – no new info needed Exit (District action) No eval needed Exited district Finalize click generates Meeting Notice Contact Log Referral for Special Education – this gets signed by Evaluation Planning team PWN Close Referral for Sp Ed

14. Referral for Special Education/Evaluation Planning meeting At the end of this first step, you will have Held an Evaluation Planning meeting and determined whether you need additional information 3 pieces of paper Meeting Notice Signed Referral/Evaluation Plan PWN

15. Consent for Evaluation On Programs tab Find Pending: Consent for Evaluation and chick Create Choose Initial Evaluation in drop-down and click Next Put in Parent’s name Areas to be evaluated as determined by Evaluation Planning team MAKE SURE THESE CORRESPOND TO WHAT THE TEAM ACTUALLY DECIDED Print out the Consent for Evaluation and get consent from parent Outcome Consent received-Initial Consent refused Consent refused due to non-response (must have multiple documented attempts via different methods over the course of 2 weeks; notify DO and a letter will be sent to parent; DO will then notify you to choose this option) Finalize and close consent for evaluation

16. Evaluation Program tab now has 3 actions pending Evaluation Eligibility Determination IEP Complete the evaluation (gather all additional information team determined was needed) All information must be gathered in order to consider the evaluation complete If the team has requested/is requiring a medical doctor’s verification of a health or orthopedic impairment or clearance by an optometrist/ophthalmologist or ENT, team must have this prior to considering the evaluation completed; this may mean the school has to arrange the appointment, pay for the appointment, and facilitate the appointment (transport the child) all at no cost to the parent

17. Evaluation Report Find Evaluation and click Create Choose initial evaluation Under Evaluation heading, you should have a date of consent Reenter info from referral and new info gathered Reason for referral Previous test results (this is more pertinent to a reeval) Response to intervention Test session observations School/classroom observations Click all areas where info was requested MAKE SURE ALL AREAS ON THE CONSENT THAT WERE MARKED ON THE PARENT CONSENT HAVE INFO ENTERED HERE

18. Evaluation Report Each area begins with the question, “Were xxx assessments required for this evaluation?” and so each area must be addressed with a Yes or No Evaluator names SKIP TO INTERPRETATION OF RESULTS - names of tests administered and strengths, weaknesses, error analysis, implications DO NOT COMPLETE Is the Assessment Result contained in the Diagnostic Library? Name of Assessment Date completed What were the results of the assessment? Evaluation Summary and Recommendation - For everyone, put “The information gathered is from a variety of sources and is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category being considered for the child. “ We will do a Text Asst. box for this DO NOT MAKE AN ELIGIBILITY CALL HERE

19. Evaluation Report Date Evaluation Report Completed – won’t let you finalize without a date here Date Evaluation Report Completed – won’t let you finalize without a date here Outcome Outcome Date evaluation complete – date all info requested by eval planning team has been gathered, scored, and interpreted; Date evaluation complete – date all info requested by eval planning team has been gathered, scored, and interpreted; Must occur within 60 days of receipt of signed consent to eval Must occur within 60 days of receipt of signed consent to eval Finalize click yields Evaluation Report DO NOT SIGN EVALUATION REPORT

20. Eligibility Program tab now has 2 actions pending (bottom to top order) Eligibility determination IEP (if any) Go to Eligibility Determination and click Create Reason is initial eligibility determination and Next Click Create a new meeting, enter required info, save, and print copy to give to parent Document parent response

21. Eligibility Determination Click Add Disability (or No disabilities were suspected if child was determined not eligible Each disability category has a drop-down and will require you to enter info similar to what the eval report has and requires: Strengths and weaknesses Documentation of Impairment Adverse Effects on Educational Performance Need for Specialized Instruction Each category ends with the question, “Does the student meet the criteria to be eligible for the selected disability?”

22. Eligibility Determination 3 questions Meets criteria Adverse effect Require specially designed instruction Rule outs – not result of Lack of appropriate instruction in reading Lack of appropriate instruction in math Limited English proficiency PWN Outcome Date Recommendation Eligible, initial Not eligible Finalize click yields Contact log Outside Agency Permission Notice of Meeting Prior Written Notice Eligibility Determination Must be printed and take to Eligibility Determination meeting Must be signed

23. Products Referral/Evaluation Planning Report (review of existing information and determination of need for additional info)– will be signed Parent consent to evaluate (contains areas to be assessed) Evaluation Report (description of additional info gathered) – will not be signed Eligibility Determination Report (documents determination of eligibility) – will be signed IEP

24. Reevaluation Questions to be answered 1.Does the student continue to have a disability? 2.If so, does the student continue to need specialized instruction? 3.Do you know what the student’s current educational needs are? 4.Do you need to make any changes to the IEP based on any of this information?

25. Reevaluation Add Action Choose Reevaluation Review from drop down Create new meeting Reevaluation Review Indicate information reviewed – CHECK ALL (view this as a checklist reminder like Special Factors) Is additional information needed? Yes/No

26. Reevaluation – no info needed so doing all this in the same meeting Complete PWN Outcome End date is date team completed process (determined continued eligibility, discussed educational needs, and made any changes to IEP) Pending: Eligibility Determination due to Reevaluation Review Select meeting below to link to Eligibility Determination Eligibility Determination This brings up current disability category(s) and asks if you want the worksheet Does student meet criteria? Primary/secondary Skip parent notification

27. Reevaluation – no info needed Multidisciplinary Team Determination Meets criteria Adverse effect Specially designed instruction IEP team’s conclusions (exclusionary factors) Print reeval eligibility report for all to sign PWN date is same as reeval review (doing all this in the same meeting) Enclose is copy of IEP and Reeval Report Outcome Eligible – reeval or Not eligible Finalize

28. Reevaluation – no new info needed At this point, you either must Amend the current IEP (SR) or Conduct an AR To amend the current IEP (you’re making minor changes like updating PLPs/Findings, AGs, accommodations,…) Add Action IEP Amendment (cover page) To conduct an AR Add IEP

29. Products – Reeval, no new info Reevaluation Review/PWN (review of existing info and determination no additional info is needed) – not signed Eligibility Determination – reevaluation (determination of continued eligibility) – signed PWN IEP (amended or AR) ALL OF THIS IS DONE IN THE SAME MEETING

30. Reevaluation – yes info is needed Choose Reason for Determination to gather additional data Whether child continues to be eligible/need special education services Current educational needs PLAAFPs Whether any changes need to be made to IEP Complete PWN Outcome End date is date team completed Reevaluation Review and determined additional data were needed before making eligibility determination

31. Reevaluation – yes info is needed Pending: Consent for Evaluation Reason – reevaluation Areas to be assessed (must match those discussed at reeval review) Consent received – reeval or Consent refused or Consent refused due to non-response (District action that requires documentation of at least 2 attempts via different methods) Finalize and close

32. Reevaluation – yes info is needed Gather your additional information Pending: Evaluation – reevaluation Reason for referral is reevaluation to (see your consent form for reasons) Previous test results – if you have previous evaluation or reevaluation results, you can list those here; if not, just put “See PLAAFP in IEP dated xx/xx/xxxx” Response to interventions – put “See PLAAFP in IEP dated xx/xx/xxxx Test session observations - typically provided by anyone assessing one- on-one (school psych, OT, PT, SLT,…) School/Classroom Observations

33. Reevaluation – yes info is needed Evaluation: health, educational, psychological, social developmental history, behavioral/emotional, speech/language/communication, observations, motor, adaptive behavior, vocational evaluation, other Only mark Yes for areas the team asked for additional info in; leave all others unchecked (don’t check no) Skip Is the assessment contained in the diagnostic library Evaluators – list all persons assessing in that area Interpretation of results – each person who collected additional information should either enter their info in this section or send it to you in a Word document so you can copy and paste; this is a summary of the results with strengths, weaknesses, and error analysis

34. Reevaluation – yes info is needed Evaluation summary and recommendations section For everyone put this statement “The information gathered is from a variety of sources and is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category being considered for the child.” Date Evaluation Report Completed will be the same as Outcome End Date – this marks the completion of the gathering, scoring, and interpreting of all additional information requested by reevaluation team Recommendation Continue – evaluation complete Finalize and close Print to give parent at copy – DO NOT SIGN

35. Reevaluation – yes info is needed Pending: Eligibility Determination due to Reevaluation Review Create – Reevaluation Must create new meeting; you cannot link to previous meeting since this is a separate meeting Scroll down to Eligibility Determination Brings up current disabilities and asks if you want the worksheet Does the student meet the criteria for the selected disability? Primary/Secondary Skip Parent Notification Multidisciplinary Team Determination Meets criteria Adverse effect Specially designed instruction IEP team concludes (exclusionary factors) Print reevaluation eligibility report for all to sign PWN – date is same as Reeval Review Enclosures – copy of IEP and reevaluation report Outcome – eligible, reeval or not eligible Finalize and close

36. Reevaluation – yes info is needed Pending: IEP Link to eligibility determination meeting Complete similar to an annual review

37. Products – reeval yes info needed Reevaluation Review/PWN (review of existing info and determination additional info is needed) – not signed Parent consent to reevaluate (contains areas to be assessed) Reevaluation Report (description of additional info gathered) – will not be signed Eligibility Determination Report (documents determination of continued eligibility) – will be signed IEP

38. Progress Monitoring

39. Purpose “When the cook tastes the soup, that formative; when the guests taste the soup, that’s summative.” Robert Stake

40. “As the cook, or teacher, we need to stop and taste the soup before we move forward with instruction. We need to design instruction so students can press the reset button and go back to learn what they missed the first time. We can use many techniques to assess student achievement and understanding.”

41. If you wait until the end of the year to monitor progress, you have run out of time to change instruction. Collecting progress monitoring data drives/guides instruction.

42. Examples Updates of baseline data from PLPs CBMs Data sheets for time on task, assignments completed Discipline referrals Description of progress (more than “progressing”) Answer the question “Where is Robbie now?”

43. Progress Monitoring

44. Two types: Progress towards annual goal Progress monitoring (probe data)

45. Progress Monitoring Progress towards annual goal From child’s dashboard, Goal Progress Edit progress report Goal Status 1 st Interim Remarks

46. Progress Monitoring Progress monitoring (probe data) From dashboard or student dashboard Score Entry: date/score

47. Exiting

48. Exiting* Program Tab  end special education End date End status in order to exit, all programs need to be closed (iep, reevals) *exit due to “transferred to regular education” requires what first?