1. Special Education School Coordinator Monthly Webinar October 12, 2015

2. Agenda EFA Progress Reports Training Videos Finalizing and Uploading Documents Tracking Accommodations Tracking Discipline Reminders Closing

3. EFA The student databases used at the SCPCSD are PowerSchool and Enrich. These tools are only as good as the information that is put into them. It is essential for funding, documentation of services, discipline tracking, and more that the student databases are up to date and accurate. Staff at the school level are responsible for inputting data and ensuring accuracy. The accuracy of the student databases is an essential piece of how the state determines IDEA funds for schools. If the database is not current, funding will not accurately reflect the school’s student population. The school needs a reliable procedure in place to ensure communication between Power School and Special Education staff.

4. EFA

5. In PS, students receive an EFA code only if they meet the one of the following criteria:  Have SLI as a disability and receive at least 50 minutes of services a week or  Have a disability other than SLI and receive at least 250 minutes of services a week DECISIONS ABOUT THE AMOUNT OF SERVICES MUST NEVER BE MADE BASED ON EFA CODES

6. EFA IEP teams cannot make decisions based on the weighting All decisions must be made based on data

7. EFA You cannot convene an IEP team meeting (or change an IEP with LEA rep/parent agreement) to change the number of service minutes in the IEP unless there are data to support this is what the student needs. If your data support the student with LD needing only 150 a week of services, then the student does not have a sped EFA code; he would only have the ELE or HS code.

8. EFA For PS and EFA reporting purposes, the EFA code in PS that carries the highest weight is reported first. For example, if the student’s IEP says LD as primary and SLI as secondary, PS will report SLI as the first EFA code since SLI carries a higher weight. This is for funding purposes only and does not override the IEP. If you are trying to figure out students’ primary disabilities, always refer to the IEP; do not depend on PS.

9. Progress Reports The dates set are 10/20/15; 1/19/16; 3/23/16; and 6/3/16. The ranges should include the 2 weeks before and the 2 weeks after each date. These dates were chosen as being as representative as possible for all schools since our schools all set their own calendars.

10. Progress Reports Please see the attached directions for students who have IEPs that began last year and are continuing this year. Directions These can also be found on the Book Shelf: https://sccharter-public.sharepoint.com/Pages/Enrich.aspx https://sccharter-public.sharepoint.com/Pages/Enrich.aspx

11. IEP Compliance and Training Videos Remember to use the IEP training videos. These are tools to help your school to write compliant IEPS. They can be found here: https://sccharter-public.sharepoint.com/Pages/P%26P.aspx

12. Follow up and clarification from the evidence from the last round of the CPR:  Finalizing and Uploading Documents  Tracking Accommodations  Tracking Discipline

13. Finalizing and Uploading Documents A review of CPR data shows us many schools are struggling with finalizing and uploading documents. Be sure your school has a system in place to check during the IEP process to ensure these final two steps occur. Under the files tab, use the “Upload Attachment” function to add all documents to the student file. Documents to be uploaded include the transfer IEP (from the previous district), signature pages, handwritten changes made on documents, signed consents, etc. File names should include the document name and date, so they are easy to find.

14. Tracking Accommodations and Modifications ●You need to provide evidence that accommodations are actually being given, not just the general education teacher’s receipt of them ●The evidence you provide needs to be for accommodations across ALL settings, not just in the special education room ●The accommodation logs can be whatever works for your school, as long as an outside person can look at it and see clearly that an accommodation was provided

15. Examples of Evidence of Accommodations Accommodation 1.Small Group Testing 2.Preferential Seating 3.Reduced Work 4.Oral Administration 5.Use of calculator 6.Repeated directions Evidence 1.Sign in sheet that includes name, date, and test taken 2.Seating chart that indicates the student’s seat 3.Regular assignment attached to reduced assignment 4.Test with statement at the top ‘I read this test to Johny on xx/xx/xxxx” and teacher’s initials. 5.Calculator sign in/sign out sheet 6.Copy of lesson plan with teacher’s initials where directions were repeated

16. Sample Tracking of Discipline Referrals Each time a student with a disability receives a discipline referral, the administrator is to notify the Special Ed Coordinator immediately. The Coordinator establishes a log to keep up with the date of the infraction, the violation, and the discipline action taken (ISS? OSS? Parent Conference?). It is important to monitor Incident Management in PowerSchool. If a pattern of problem behavior occurs (or the student reaches 5 days of ISS or OSS), the IEP team needs to meet to determine if the IEP needs revision, including initiating a re-evaluation to include a Functional Behavior Assessment (FBA) if needed.

17. Discipline The Special Ed Coordinator in this way monitors the number of days excluded from services, the nature of the problem behavior(s), and the interventions taking place. A school has 10 “free” days in a school year during which the student may be suspended out of school for any behavior that carries this consequence in the school’s handbook. Once the student has reached the 10-day mark, any other OSS requires the IEP team to conduct a Manifestation Determination Review (MDR). Additional guidance on MDRs is on the BookShelf.

18. Reminders  Make sure you are uploading signature pages into Enrich and tying them to the correct IEP  Make sure you are requesting signature pages/copies of signed IEPs from previous districts as well as the most recent evaluation/reevaluation

19. Reminders  Make sure you are sending signed copies of IEPs and the most current reevaluation to districts when students transfer out  Make sure you are “ending special education” for students who have withdrawn from your school  PS does not automatically do this for Enrich  You must go into Enrich and click End Special Education (follow the procedures on the BS)  Be sure your date for ending sped in Enrich matches the date the student was withdrawn in PS

20. Next optional PD is Monday, November 9; topic is Advanced Use of Enrich (specific topics to follow) Monthly webinar to follow that afternoon