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
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:
A. Positive social-emotional skills (including social
relationships);
early
B. Acquisition and use of knowledge and skills (including
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 “agedout.”
○ 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
The first 30 days
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.”
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.
Transfer/Comparable Services
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 email 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.
R
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**www.rti4success.org 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 -http://www.rti4success.org/rti-implementer-series-self-pacedlearning-modules
http://iris.peabody.vanderbilt.edu/index.html (information on RtI, progress monitoring, teaching reading and math)
www.interventioncentral.com (CBM measures for reading, math, and writing as well as information on a host of other things including
behavior intervention)
www.easycbm.com (CBM measures for reading, math, and writing)
http://dibels.org (progress monitoring for reading grades K-6)
https://dibels.org/next/index.php
www.progressmonitoring.org (progress monitoring J)
http://ies.ed.gov (good review of intervention programs)
**http://oregonrti.org/ (wonderful resource!)
www.rateofimprovement.com (good progress monitoring tools)
**http://oregonreadingfirst.uoregon.edu (great information for reading; good review of intervention programs)
**www.fcrr.org (great information on reading)
**http://www.pbis.org/ (school-wide positive behavior information)
http://www.skillstreaming.com/ (specific program to teach positive, appropriate behavior)
http://miblsi.cenmi.org/Home.aspx (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