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2016

KSDE Summer Leadership Conference

Pre-Conference

Management Information System Workshop

SpecialEducationStudentDataMIS MasonVosburgh

EarlyChildhoodSpecialEducationAPRIndicators6,7and12

VeraStroup‐Rentier,BarbaraDayal,MasonVosburgh,TimBerens

ChildFindAPRIndicator11 StacieMartinandTimBerens

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MIS

Mason Vosburgh, 7/26/2016

LEADERSHIP 2017

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MIS SPECS & DATES

• File specifications and layout

• No Changes

• Submission Schedule and deadline

• No Changes

• February 28 – December 1 data pull

• Catastrophic and NPE

• April submissions are unchanged

• September 1 – Target initial FY17 submission

• September 15 – EOY data pull

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DIRECTORY DATA FOR IEP SYSTEMS

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DIRECTORY DATA FOR IEP SYSTEMS

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TIPS FOR YOUR DATA CLERK

• Looking at the Data• Looking for anomalies

• Reporting students under another student KIDS ID• Age, gender, race / ethnicity do not match

• Active students not claimed• Closed building imported in as neighborhood or responsible

school• Missing demographic data because KIDS records are not

reported.

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• Apply the same business rules to the MIS and local IEP system

• Neighborhood school

• Responsible school

• Closed buildings

• Educator ID

• Managing programs vs. buildings

• In-Servicing providers on MIS business rules.

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• Retaining training materials and handouts

• Handouts intended to be used as reference

• Reference Data Dictionary and User Guide

• Examples of how to code common and uncommon situations are clarified

• Review the Projected December 1 final report.

• Use filters to find

• Missing data - Race / ethnicity, buildings,

• Unsound data – wrong ages, unintended start and end dates

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DATA DICTIONARY UPDATES

• Assigning correct buildings – examples

• Responsible School – as claimed by the LEA in KIDS

• Responsible School – aligned as point in time within the range of services dates

• Assign child count – current responsible organization

• Determination of total days explanation

• Keyboard entry selection

• Imported records rank order selection

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• Service location definition update –

• Expanded - Early Childhood Locations to include

• District run universal preschools offering early childhood programming to 3, 4, and 5 year olds

• This program is reported under the “B” setting.

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• September 1 – Initial submission

• Using the Unresolved Exit report will require initial submission of active students for the current school year by September 1. Active students from the prior year not found will be flagged as unresolved exits.

• Process – Checks active FY2016 students not found in FY2017

• The intent is to catch students who qualify for the OSEP exit report but are not reported with an exit date or inactive status code.

• Graduates

• Summer move outs

• Objectives complete – return to general education

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NEW CATASTROPHIC ITEMIZATION

• Catastrophic aid expenditure categories have been reclassified for better identification of where cost were accrued

• Student transportation

• Vehicle Operation

• Trans services purchased by outside company

• Mileage Paid in lieu of transportation

• Insurance Services

• Monitoring Services

• Vehicle Service and Maintenance

• Other Transportation Services

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NEW CATASTROPHIC ITEMIZATION

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Debt Service and Miscellaneous = Amounts for goods and services not classified above

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MIS


MIS WORKSHOPS

• Troubleshooting 101

• Why students do not show up

• Why imports fail

• How to find missing buildings

• Zero days of service

• Missing providers

• How to review reports

• Reporting problems

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MIS WORKSHOPS

• Reporting problems• Do not let issues go unreported to KSDE

• You may be the only one with this problem

• There may be a pattern of causes

• If unreported, then a pattern goes undiscovered

• If clerks tells of a problems ask if it has been reported to KSDE.

• IT will have many follow up questions regarding the issue, be sure the clerk responds to all of the questions

• Document the details, what page, what time, what action was taken, screen shots help a lot

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www.ksde.org

MANAGEMENT INFORMATION SYSTEM (MIS) WORKSHOP

July, 2016Vera Stroup-Rentier, Barbara Dayal,

Mason Vosburgh, Tim Berens

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org

DATA COLLECTION INDICATORS 6, 7, AND 12

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Indicator 6 was publicly reported in 2014 for the first time in several years using new definitions of early childhood educational environments and new state targets

Measuring and Reporting Preschool LRE: Indicator 6


• Percent of children aged 3 – 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program

6A:

• Percent of children aged 3 – 5 with IEPs attending a separate special education class, separate school or residential facility.6B:

INDICATOR 6 MEASUREMENT

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Definitions:

Early childhood program: a program that includes at least 50 percent nondisabled children.

Special education program: a program that includes less than 50 percent nondisabled children.

Current Early Childhood Educational Environments Data Collection


Current Early Childhood Educational Environments Data Collection

What?

• Regular early childhood program

• Special education program

• Neither regular nor special education program (e.g. home)

Where?

• Where the majority of special education and related services are delivered

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Indicator 6 FFY 2014 Data

6A•State data:

• 37.76%

•State target:

• 38.40%

6B•State data:

• 34.04%

•State target:

• 33.21%


Identify the type of program the child

attends

Identify the number of hours

per week in attendance

Identify the setting in which the child

receives the majority of special

education & related services

Determining Educational Environments of Children ages 3-5

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KSDE uses two sources of data for Indicator 6

1) The service setting codes reported on each child’s IEP

2) The time in service for each service code

Indicator 6 and IEP Coding


A- Home-Based

B- Early Childhood Locations*

C- Regular Ed Classroom (KG)

G- Special Ed Direct Services Outside Regular Ed Classrooms/Locations

K- Early Childhood Program Time Without Services

R- Integrated Special Education

W- Reverse Mainstream ECSE Classroom

X- Indirect Services

Early Childhood IEP Service Setting Codes

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* B: Updated definition• Early childhood locations: Includes programs for preschoolers

or kindergarteners with disabilities that receive special education or related services in educational programs designed primarily for students without disabilities. Also includes district run universal preschools offering early childhood programming to 3,4, and 5 year olds. (See regular EC programs).

Codes: B


• B – Universal PK:• Funded/controlled/directed by LEA and/or SEA

• Serves 3 and/or 4 year olds

• Serves at least 1% of PK population

• EC education primary focus

• At least 2 days/week

• Distinct from subsidized child care (but may coordinate with)

• Includes non-disabled as well as disabled children

• State funding not equivalent to a state PK program

Codes

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K Time

Early Childhood Program Time without Services

• Includes the amount of time the child spends in a regular early childhood program, excluding time when special education services are delivered.

Head Start Kindergarten Community based or private

preschool Group child care facilities 4 year old at risk program Other district administered

preschool


Decision Tree (OSEP Reporting Categories)

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B6 Data Reporting Tools: Educational Environments, Ages 3-5

www.ideadata.org

Decision Tree for Reporting Educational Environments for Children Ages 3-5 with IEPs

YES NO

Does the child attend a regular early childhood program?

B2

Regular early childhood program

B1

Some other location

Where does the child receive the majority of hours of special education and related services?

Home

D1

In service provider location or other location not in any other category.

D2

Is the child receiving the majority of special education and related services in the

residence of the child’s

family or caregiver?

Separate class

Separate school

Residential facility

C1 C2 C3

*Regular Early Childhood Program

is a program that includes a majority (atleast 50 percent) of nondisabled children(i.e., children not on IEPs). This categorymay include, but is not limited to:

• Head Start• Kindergarten, (public or private)• Preschool classes (public or private)• Group child development center

or child care

**Special Ed Program

requirements when using this decision tree. Report each child in only one category.

Is the child attending a special education program?**

YES

NO

NOYES

Where does the child receive special education and related services?

A2

Regular early childhood program

A1

Some other location

Where does the child receive the majority of hours of special education and related services?

At least

10 hours/week

Less than

10 hours/week

How many hours does the child attend a regular early childhood program?*

is a program that includes less than 50 percent nondisabled children (i.e., children not on IEPs). This may include, but is not limited to the following:

• Special education classes in° Regular school buildings° Trailers/Portables outside regular

school buildings° Child care facilities° Hospital facilities on an outpatient basis° Other community-based settings

• Separate schools• Residential facilities

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Jackie attends a community early childhood program 3 days a

week for 4 hours each session. Her dad brings her to speech-

language services twice a week for an hour each session at the

neighborhood school.

• Jackie attends a regular early childhood program(community early childhood program).

• Jackie attends the regular early childhood programmore than 10 hours per week (12 hours per week).

• Jackie receives the majority of special educationand related services in some other location

(neighborhood school).IDC: Scenarios for B6 Reporting Tools for Educational Environments for Children Ages 3-5

Scenarios for B6 ReportingChildren 3 - 5


Jody participates in a private mother’s day out preschool

program. She attends this program 9 hours per week and

receives all special education and related services in her

mother’s day out classroom.• Jody attends a regular early childhood program

(mother’s day out preschool program).

• Jody attends a regular early childhood program less

than 10 hours per week (9 hours per week).

• Jody receives the majority of hours of special

education and related services in the regular early

childhood program (all special education and related

services in mother’s day out preschool program).IDC: Scenarios for B6 Reporting Tools for Educational Environments for Children Ages 3-5


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Trish is 5 years old and goes to the neighborhood school 3 days a week for 4 hours a day to receive her special education services. She attends a classroom where there are 10 children. Six children have IEPs.

• Trish does not attend a regular early childhood

program (neighborhood school, separate class).

• Trish attends a special education program

(neighborhood school, separate class).

• Trish receives special education and related services

in a separate class (special education classroom).

IDC: Scenarios for B6 Reporting Tools for Educational Environments for Children Ages 3-5



INDICATOR 7

EARLY CHILDHOOD OUTCOMES

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The Outcome Web System is now a separate system for Part C and Part B-ECSE. Children who came into the Part C

program July 1, 2015 and after will have only the KSITS ID number.

Early Childhood Outcomes: Recent Changes


7A - Positive social-emotional skills (including

social relationships)

7B - Acquisition and use of knowledge and skills

(including early language/communication

[and early literacy*])

7C - Use of appropriate behaviors to meet their needs

* 3 – 5 year olds

The Three Early Childhood Outcomes

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All children entering B (3-5) services must have a COSF rating completed if they can be in the program for at least 6 months.

All children who have been in a Kansas Part C or B program for 6 months or longer and permanently exit Kansas Part C or B services must have a COSF exit rating completed

Timelines


Timelines

COSF Ratings must be completed within 30 calendar days of:

• The first day of services for program entry• You may enter this rating before 1st date of service or after. Date

of Rating must be within 30 days.

• The last day of services for a permanent exit• You may enter this rating prior to or after last date of service as

long as Date of Rating is within 30 days.

Last date of service must always be before their 6th birthday.

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Timelines


Organizational Exits and Entries Once a child has an entry COSF

completed, each move into or out of an organization (district) is entered into the OWS regardless of how long he/she was receiving services in that organization.

Timelines

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July 31st

• Last date for submitting COSF rating data to KSDE for all newly identified children entering a B Program

• Last date for submitting child outcome exit summary ratings data for children permanently exiting a Part B Program between July 1st and June 30th of the current year

• Verification period from August 1-31st allows changes to be made to data entry errorsonly

Timelines


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Required Summary Statement 1: Of those children who entered or exited the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program.

c+d __ a+b+c+d

Required Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.

d+e __ a+b+c+d+e

Summary Statements For Reporting Progress on Targets


OUTCOME ASocial/Emotional

OUTCOME BKnowledge/Skills

OUTCOME CAppropriate

Behavior

Summary Statement1

% of children who movedCloser to same age

peers

Target: 86.50%

Kansas: 87.74%

Target: 86.45%

Kansas: 86.78%

Target: 87.40%

Kansas: 87.66%

Summary Statement2

% of children who exitedat age level

Target: 66.40%

Kansas: 65.61%

Target: 63.00%

Kansas: 63.90%

Target: 78.80%

Kansas: 77.89%

State ECO Targets FFY 2014 (reported on March 15, 2016)

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INDICATOR 12 PART C TO B TRANSITION


Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.

Compliance Indicator with a target of 100%

Indicator 12

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The Indicator 12 FAQ can be found at http://www.ksde.org/Agency/Division-of-Learning-Services/Early-Childhood-Special-Education-and-Title-Services/Special-Education/KIAS/SPP-and-APR#indicators

Scroll down to the Indicator 12 section and click on the Indicator 12 FAQ link. A copy of the FAQ is found in your handout from today.

A copy of the C to B Transition Data Entry Process chart is found in your handout from today.

Indicator 12 FAQ and Flowchart


What is the source of the Indicator 12 data and how does it get in the system?• The Indicator 12 population source is data from the Kansas Department

of Health and Environments Part C Lead Agency and its local networks. It is obtained from KDHE by KSDE and uploaded into the system. It contains all the children for the FFY in question where a Part C Network has indicated the child was referred to Part B.

Indicator 12 Population Source

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How do I remove/delete a student from my Indicator 12 population?• KSDE and KDHE must be consistent in reporting the students who

transitioned from Part C to Part B. The KSDE Indicator 12 team may remove a child from the population only when an LEA has provided KSDE with evidence that the child was not a referral from Part C to Part B.

Removing a Student from Ind 12 Population


A child was referred to the part B program and there were several attempts to contact the mother to schedule the evaluation. The mother responded that she had decided not to have the child evaluated. Paperwork was obtained after the child’s third birthday with signature on "Do not give consent" section. • This is covered by one of the two federal exceptions as noted in our

Indicator 12 FAQ: • #8. An LEA received a referral from a Part C tiny-k program and

obtained consent for an evaluation. Then the family did not respond to contact attempts to set up dates for evaluating the child before the toddler’s third birthday

Parent Does Not Consent

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Will the LEA be noncompliant on indicator 12 in these circumstances?• Answer: No, an LEA would not be considered noncompliant. The parent’s

repeated refusal to make the student available for an evaluation (K.A.R. 91-40-8(g)(1) and 34 CFR300.301(d)((1) is a federal exception to the evaluation timeline.

• Although a signature was not obtained on the PWN/consent form until after the child’s third birthday, attempts were made prior to this to obtain consent. Documentation needs to be maintained (e.g. letters, phone logs) to verify attempted contacts.

Parent Does Not Consent (cont.)


How do I go about finding the information needed for Indicator 12?• Collaborate with the appropriate evaluation staff (e.g. school psych,

ECSE, EC coordinators)• Search in your IEP data base for an IEP• If no IEP: verify if an evaluation was completed and child was not eligible

for services. The record of the evaluation report should be found in your IEP data base.

• Verify the date of the IEP (or date of evaluation if child did not receive an IEP)

See C to B Transition Data Entry Process chart

Data Entry Source Documents

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Where do I go to learn if a student was referred to a district in my catchment area? Which document in a child’s file would tell me if a student was referred to a district in my catchment area?• Kansas uses an electronic system to track referrals from Part C to Part

B. (C to B Electronic Referral = CBER). You would need to locate the person in your program (district/coop/interlocal) who is responsible for checking CBER on a regular basis. This system will give information for your district(s) on referrals received from Part C such as the referral date and sending Part C agency.



Which document would tell me the Parent decided that they did not want child evaluated? Which document would tell me the district decided that they were not proposing to evaluate the child?• Districts should provide a Prior Written Notice (www.ksde.org: Kansas

Special Education Process Handbook) to parents when proposing to or rejecting to conduct an evaluation. This form contains a Request for Consent for Special Education Action, which has a place for parents to sign to “Give Consent” or “Do Not Give Consent”.


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Which document would tell me the Parent decided that they did not want child evaluated? Which document would tell me the district decided that they were not proposing to evaluate the child? (cont.)• Provide documentation to show your attempts to contact this person

prior to the third birthday. This would be the federal exception of parent refusing the evaluation.



Which documents are required for verification?• Examples of documentation:

• Evaluation Report (to include pages reflecting completion date, and result of the evaluation)

• IEP (to include the date the IEP was written, or in other words, the IEP meeting date – not to be confused with the date services will begin)

• Phone logs, letters sent, etc (to document attempts to contact parents to begin an evaluation or to obtain consent).


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When there is a discrepancy between your Indicator 12 data verification report and your district records:• Contact your district staff person who maintains your CBER records to

determine if this child was referred and either accepted or rejected by your district

• Contact your local Part C program to determine what steps they have taken in their referral process

• Contact your state Part B 619 coordinator if you still believe there is an error.

Child Not Referred to our District


If the KIDS # on the Indicator 12 report is different from what I show in our district or the KIDS # has been retired, do I change the number on the screen?• Editing of the KIDS ID is not allowed on the Indicator 12 report:• Contact your state Part B 619 coordinator• Provide the information from your Indicator 12 report

KIDS ID Discrepancy

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Kansas Early Childhood Transition (SPP Indicators C8/B12) Part C to B Frequently Asked Questions

July 2016 _____________________________________________________________________________________________________________________

Kansas Early Childhood Transition FAQs July 2016 Page 1

1. If a parent does not want to participate in the transition process does Part C still need to make a referral?

Answer: Yes, a referral to an LEA is required for every child, receiving Part C services (90 days before the child’s third birthday), who is potentially eligible for Part B services.

2. Sometimes it is difficult for LEA staff to arrange all the meetings required to

determine eligibility, develop an IEP, and implement services by a child’s third birthday, even when the child is referred from a Part C tiny-k program within the 90 day timeline. Can children be referred to an LEA before 90 days?

Answer: At the discretion of all parties, the local Part C tiny-k program may hold a transition conference up to nine months, but no later than 90 days before a child’s third birthday. It is recommended that LEAs and local tiny-k programs develop Memorandums of Understanding (MOU) around transition to address the transition process, including referral timelines.

3. Can a Part C tiny-k program make a referral to an LEA prior to 9 months?

Answer: No, all compliance requirements related to transition must occur not fewer than 90 days, but at the discretion of all parties up to 9 months prior to the toddlers 3rd

birthday. (Sec. 637(a) (9) (C) and 34 CFR 303.209 (d) (2)).

4. When a child is referred to Part C 120 days before the child’s third birthday, but 90 days prior to the child’s birthday the child’s eligibility for Part C has not yet been determined, is the Part C tiny-k program required to make a referral to an LEA at 90 days? What if the child is then determined not to be eligible for Part C services?

Answer: Section 303.209(b)(1)(ii) of IDEA clarifies that if the local tiny-k program determines a child to be eligible for Part C services between 45 and 90 days prior to the toddlers’ third birthday, the tiny-k program must provide the LEA/SEA referral as soon as possible after the toddler’s eligibility for Part C has been determined.

5. Some children are not referred from a Part C tiny-k program to an LEA at least 90

days before the child’s third birthday. Will an LEA still be held accountable for meeting the third birthday transition timelines for this child under Indicator 12?

Answer: It depends on when the child was referred to Part C, not Part B.

a. If the child was referred to Part C less than 90 days before the child’s third birthday, the child is not considered when determining LEA compliance on Indicator B12.

b. If the child was referred to Part C at least 90 days prior to the child’s third birthday (even if Part C referred the child to Part B LEA less than 90 days prior) and the LEA did not determine eligibility and develop the IEP, if appropriate, by the child’s third birthday, the LEA would be considered noncompliant on Indicator 12.

Note: If an LEA is receiving referrals from a Part C tiny-k program less than 90 days

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before the child’s third birthday, then it is recommended that the LEA address this issue locally with the Part C tiny-k program and may consider addressing the issue in a local MOU.

6. What documentation is required when families do not respond to contact

attempts during the 9 month to 90 day transition period from Part C to Part B?

Answer: The Part C local tiny-k program would still make a referral to Part B letting them know that the family is not responding to contact attempts and provide the last available information the tiny-k program had about the family. The tiny-k program would document the situation as “exceptional family circumstances” in the child’s file and ITS database.

LEAs would document their attempts to locate the family at the last known address and attempts made to locate a forwarding address. After a good faith effort to locate the parents, the school should send the request for consent to the address it believes is most likely to reach the parents. If the parents do not respond, the school could consider it a failure to respond to the request for consent. Failure to respond also relieves a district of its child find and evaluation responsibilities.

7. A child served in a Part C tiny-k program was referred to an LEA, but then moved

out of district before the child was evaluated to determine eligibility for Part B. How will that impact the LEA’s compliance on indicator 12?

Answer: When a child moves from an LEA, after a referral is made but before eligibility is determined, there is a federal exception to the evaluation timeline (CFR300.301 (d) (2) that exempts this child from being considered in indicator 12 data. An LEA would report the child had moved between referral and evaluation for Part B eligibility when reporting to KSDE for indicator 12, and the child would not be considered when determining compliance on indicator 12.

8. An LEA received a referral from a Part C tiny-k program and obtained consent for

an evaluation. Then the family did not respond to contact attempts to set up dates for evaluating the child before the toddler’s third birthday. Will the LEA be noncompliant on indicator 12 in these circumstances?

Answer: No, an LEA would not be considered noncompliant. The parent’s repeated refusal to make the student available for an evaluation (K.A.R. 91-40-8(g)(1) and 34 CFR 300.301(d)((1) is a federal exception to the evaluation timeline.

9. How soon after a referral from Part C does Part B need to provide parents with

their parent rights/procedural safeguards? Can the LEA wait until the transition conference to provide the notice of procedural safeguards?

Answer: The notice of Procedural Safeguards (Parent’s Rights) must be given to parents upon initial referral or parent request for evaluation. When an LEA receives a Part C referral, it has a reasonable time in which to provide parents with the notice of procedural safeguards, as well as a prior written notice and if appropriate request consent to conduct an initial evaluation. Each LEA adopts its own policies and procedures regarding how these documents are delivered to parents. If the transition

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conference is scheduled within a reasonable time from the date of the Part C referral, an LEA may wait for the transition conference to deliver these documents to the parents. KSDE interprets a reasonable time to be within 15 school days, unless there is a reasonable justification for further delay. Consequently, if Part C sends the referral 6 months prior to a child’s third birthday and a transition conference is not scheduled for another 60 days, the LEA should mail the notice of procedural safeguards to the parents and not wait for the transition conference.

10. Transition-aged children’s needs and progress change rapidly. If a Part B LEA

receives a referral from Part C well in advance of the child’s third birthday (6 – 9 mos prior), is it advisable for the LEA to wait to initiate the initial evaluation of the child?

Answer: Understanding that a child’s development changes rapidly at this age, the LEA may have concerns about the appropriate timing of the initial evaluation and IEP development. However, the LEA must carefully weigh the benefits and risks of initiating the evaluation at a later date to ensure that in no case such practice would result in not meeting the timeline for completion of the initial evaluation, and if eligible, implementing the IEP by the child’s third birthday. In deciding whether delaying the initial evaluation to a later date would be appropriate, the LEA should consider the referral date, the estimated 60 school day timeline in relation to the child’s third birthday, and the individual child’s development. If initiating the evaluation upon referral would result in a significant amount of time between the completion of the evaluation/IEP and the third birthday, then there are a few options for the LEA to respond to the referral with prior written notice to the parent within a reasonable time (15 school days), but time the evaluation in a way that addresses the LEAs concerns about the evaluation and IEP accurately reflecting the needs of the transitioning child (the evaluation timeline starts upon the LEA obtaining parent consent for the evaluation):

• The LEA could respond with prior written notice agreeing with the need for an evaluation, but proposing to conduct that evaluation at a later date certain. The LEA would present a prior written notice and request for consent to the parent accordingly for the proposed date.

• The LEA could respond with prior written notice proposing to conduct the initial evaluation and requesting parent consent, but ask the parent to provide a consent effective later, on a certain specific date.

• The LEA could respond with prior written notice proposing to conduct the initial evaluation and requesting parent consent, but also ask the parent to agree to extend the timeline for the evaluation. (K.A.R. 91-40-8(f))

Remember, none of these three methods can be used to extend the completion of the evaluation and IEP beyond the child’s third birthday.

11. If a child with a suspected disability becomes known to Part B before their 3rd

birthday and has not been receiving Part C services, does Part B have a responsibility to proceed with screening and/or evaluation? Can they have a policy that they do not screen or evaluate before a child turns three?

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Answer: Part B has a Child Find duty to proceed with screening or evaluation. Kansas regulations, at 91-40-7(b)(3), require LEAs to implement procedures ensuring the early identification and assessment of children with disabilities. Moreover, comments to the federal regulations state that the Part B Child Find requirements begin at birth and overlap with Part C Child Find requirements (Federal Register, Aug. 14, 2006, p. 46584). LEAs should work with their local Part C tiny-k programs to develop Child Find activities for children from birth through 2 years to ensure that all children have access to screening in a timely manner. Each tiny-k program must have a local interagency coordinating council (ICC), which is one avenue for LEAs and tiny-k program to develop collaborative efforts for Child Find in their community.

12. Are there exceptions to Part C’s timeline for the Transition Conference?

Answer: There is one exception. If the program can mark “Exceptional Family Circumstances”, as identified in the ITS database and ITS Procedural Manual, a late transition conference will not be found to be out of compliance with Indicator 8.

13. What does it mean to provide information to parents at the transition conference about Part B preschool services?

Answer: Families should be provided a description of the Part B eligibility process (i.e. timelines, informed consent, and eligibility definitions), as well as a description of the special education and related services that are available within the district. LEAs and tiny-k programs are encouraged to work collaboratively to determine who will share this information and specifically what information will be shared. Written descriptions are a useful method to ensure that all families receive the same information.

14. When an LEA is not invited to attend a transition conference and a parent

indicates they are not interested in an initial Part B evaluation, what happens if the parent changes their mind at the last minute?

Answer: If a child is referred from Part C to Part B, and the LEA requests consent for an initial Part B evaluation, and the parent refuses to consent to a Part B evaluation, or the parent fails to respond to the school’s request for consent for evaluation within a reasonable time (15 school days from the date the request for consent was sent to the parent and documentation that procedural safeguards have been provided); the LEA may conclude that the parent has rejected the school district’s proposal to conduct an initial Part B evaluation.

In that event, pursuant to federal regulations, at 34 C.F.R. 300.300(a)(3)(ii), if the school takes no further action, it is not in violation of its child find and evaluation responsibilities under the law. If, subsequently, the parent requests an initial evaluation, less than 90 days before the child’s 3rd birthday that request should not be considered a Part C to B referral. Instead, it should be considered a parent referral. Districts may choose to add a statement to their requests for consent for an initial Part B evaluation that clarifies this expectation. An example of such a statement might be:

“ If you choose not to consent to an initial evaluation or if you fail to respond to this request for consent within a reasonable amount of time (15 school days), the school

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July 2016 _____________________________________________________________________________________________________________________


district will conclude that you have rejected its proposal to conduct an initial Part B, Special Education evaluation for your child. If, at a later date, you change your mind and request that an initial Part B evaluation be conducted, your request will be considered to be a parent request for evaluation rather than a Part C to B referral, and the Kansas 60 school day evaluation timeline will apply to any resulting evaluation.”

15. What about children who are receiving Part C services who are functioning at

or close to age level, but have not yet been dismissed from Part C services 90 days prior to their third birthday? If a referral was provided to Part B prior to the 90 days, is the LEA still obligated to have the parents sign they do not give consent for an initial evaluation; or, can the LEA send procedural safeguards and a letter describing the services available and who to contact should they change their mind?

Answer: The LEA cannot reply to this referral with procedural safeguards and a letter. Part C tiny-k programs are required to make a referral to Part B for all children who meet the definition of “potentially eligible”. When a referral has been made, an LEA is obligated to respond to that referral. The LEA must provide the parents with their parent rights/procedural safeguards, and provide prior written notice to the parents with its response (proposal of an initial evaluation or refusal to conduct an initial evaluation) within 15 school days. If the LEA’s response is a proposal to conduct an initial evaluation, a request for consent to conduct an evaluation must be sent along with the prior written notice.

16. Can a school district decide not to send staff to a home for a transition

meeting? Can they refuse to send staff to meetings scheduled after their contracted school day?

Answer: Federal regulations, at 34 C.F.R. 300.124(c), state: “Each affected LEA will participate in transition planning conferences arranged by the designated lead agency…” This regulation does not require school staff members to attend these conferences in person. Staff members may participate in conferences through alternative methods, such as telephone conference calls. OSEP guidance regarding IEP meetings also indicates that staff members are not required to attend meetings outside the contracted school day. It is important that LEAs and tiny-k program personnel work together to schedule transition conferences at times and places that will enable parents and all other parties an opportunity to participate in the conference. Accordingly, it is recommended that LEAs and local tiny-k programs develop a Memorandum of Understanding (MOU) on transition to address the transition process including school hours, dates, and times of availability for conferences.

17. What information should be released from Part C to Part B during the

transition process?

Answer: At referral the only information required is the child’s name, date of birth and parent contact information. At the time the parents agree to the transition conference and have signed consent to release records, any information generated by the tiny-k program or its contractors that may be helpful in determining eligibility for Part B and/or in designing appropriate interventions should be released (e.g. a copy of the IFSP, initial Part C eligibility information, home visit notes).

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July 2016 _____________________________________________________________________________________________________________________


18. Clarify 90 calendar days versus 60 school days

Answer: Part C has a 90 calendar day requirement, as specified in the Part C regulations, at 34 C.F.R. 303.209, regarding the referral process that occurs between 9 months and 90 calendar days before a toddler turns three. This same 9 months to 90 calendar days is also the period in which a Transition Planning Conference must be convened. There is no mention of 60 school days in Part C of IDEA. However, in Kansas, Part B has 60 school days to complete an evaluation after a parent has given consent. This 60 school day timeline is in addition to the requirement that the child be evaluated and, if eligible, have an IEP developed and implemented by the child’s third birthday. So, for children referred from Part C to Part B, the LEA must meet both requirements by: (1) completing the evaluation within 60 school days; and (2) by completing the evaluation, and if the child is eligible, developing and implementing an IEP by the child’s third birthday.

19. In Kansas, there is a State exception that allows LEAs to extend the state’s

evaluation timeline beyond 60 school days if the LEA has received written parental consent to extend the timeline (K.A.R. 91-40-8(f)). Can the LEA use this exception to extend the timeline for IEP development beyond a child’s third birthday and still be compliant?

Answer: No, an LEA cannot use this state exception to extend the timeline beyond a child’s third birthday when there is a Part C to B transition. There are only two federal exceptions allowed for indicator 12: (1) The parent’s repeated refusal to make the child available for an evaluation; or (2) the child moved out of the district before completion of the child’s evaluation to determine initial eligibility for Part B.

20. Where should Part C infant/toddler tiny-k programs document that the parents of

a child, who was referred to Part C fewer than 45 days before the child’s third birthday, chose to skip Part C and go directly to Part B services?

Answer: Since the referral was less than 45 days Part C would still need to refer to Part B with parent consent, if this is a child who might be potentially eligible for Part B. Part C tiny-k programs are not required to serve the child since it is less than 45 days and they will not have time to meet their assessment/evaluation/IFSP timelines. Tiny-k programs will need to keep written documentation regarding the parent’s decision in the child’s file and mark the appropriate reason for not conducting an evaluation in the ITS Database.

21. An LEA scheduled a child’s IEP meeting with the parent before the child’s third

birthday at a mutually agreed upon time. The parent cancelled that meeting or did not come due to a family circumstances (i.e. illness, death in the family, work schedule changed, family moved within district) and the LEA did not develop an IEP because it could not find another mutually agreed upon time to reschedule the IEP meeting before the child’s third birthday. Would the LEA be noncompliant on indicator 12 even though the IEP meeting was originally scheduled before the child’s third birthday?

Answer: Yes, an LEA would be considered noncompliant in not meeting the third

36


July 2016 _____________________________________________________________________________________________________________________


birthday timeline for indicator 12. This example would not fall under one of the two federal exceptions (see question 19). Strategies that may support an LEA in meeting the 3rd birthday timeline include:

• Scheduling the meeting earlier so there is time to reschedule if an unexpected event occurs,

• Offering to allow the parents to participate in the IEP meeting through alternate methods, such as through conference calls, video conferencing, etc. in accordance with K.A.R. 91-40-17(c)

• Developing the IEP without parent participation in accordance with K.A.R. 91- 40-17(e) and presenting the parents with the proposed IEP and prior written notice and consent for services. This strategy should only be used infrequently, and only when the strategies listed above are not available.

22. LEAs often do not have staff available to complete evaluations and IEPs in the

summer. Will an LEA be noncompliant on indicator 12 if an LEA waits until school is back in session after a child’s third birthday to determine eligibility or develop and implement an IEP?

Answer: Yes, an LEA would be considered noncompliant on indicator 12. When children’s third birthdays are in the summer or early fall, LEAs must plan ahead so that eligibility for Part B is determined and, if the child is eligible, an IEP is developed before the child’s third birthday. For children with summer birthdays, the IEP team must determine that the date for the initiation of services will be no later than the beginning of the school year. The LEA and local tiny-k program may consider using the 90 calendar day timeline to be at least 90 calendar days before the end of the school year, to help ensure the IEP will be in place by the third birthday. The IEP team must also determine whether extended school year (ESY) services prior to the beginning of the school year are necessary for the provision of FAPE.

23. The process handbook states: Services on the IEP are to be implemented no later

than 10 school days after written parent consent for the provision of special education services is granted, unless reasonable justification for a delay can be shown (K.A.R. 91-40-16(b)(2)); How does this apply for children transitioning from Part C?

Answer: This state regulation has been incorrectly interpreted to mean that if an LEA developed an IEP and obtained parent consent well before a child’s third birthday, the LEA would be obligated to begin providing services within 10 school days, even if the child had not yet reached age three. This interpretation of our state regulation is incorrect because an LEA always has reasonable justification for delaying services to a child who has not reached their third birthday, as the child is not formally eligible for services until their third birthday. Meeting with parents, developing IEPs and obtaining parent consent well before a child reaches their third birthday is encouraged by KSDE as a reasonable approach for LEAs to use to meet their responsibility and complete their work, but also allowing additional time to complete the work in case unexpected circumstances and delays occur. Kansas’s regulation 91-40-16(b)(2) should not be interpreted to make this responsibility more difficult.

24. If a child’s third birthday is on a Friday, Saturday, Sunday or Monday but the

child’s IEP specifies that the child will receive services on Tuesday and Thursday,

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July 2016 _____________________________________________________________________________________________________________________


may the LEA wait until the first Tuesday after the child’s third birthday to begin services? Similarly, if a child’s third birthday occurs during a weekend or a school break period, may the LEA wait until school is back in session to begin providing special education services?

Answer: Yes. An IEP is considered in effect when the special education and related services are available as specified in a child’s IEP. Therefore, if a child’s third birthday occurs on a Sunday and the special education and related services are specified in the IEP to be provided on Tuesday and Thursday and those services are available to the child on those days, the IEP is in effect on the child’s third birthday (Sunday) to the same extent any child’s (regardless of age) IEP is in effect on a day when services are not scheduled. For the same reason, when a child’s third birthday occurs during a weekend or during a school break, an LEA may wait until school is back in session before providing that student with the special education services specified in their IEP. In these cases, the IEP will document that an IEP was developed on or before the child’s third birthday.

25. Can an LEA provide services prior to a child’s 3rd birthday?

Answer: Yes. Federal regulations (34 C.F.R. 300.323(b)) provide discretion for schools to provide Part B services to a two year-old child with a disability who will turn age three at any time during that school year.

26. Who do I contact when I have questions?

Answer: For Part C guidance, please contact: Heather Staab at [email protected] or 785-296-2245

For Part B guidance, please contact: Barbara Dayal at [email protected] or 785-296-5081

For questions regarding Training or Technical Assistance contact: Birth to three years old: KITS at www.kskits.org or 620-421-6550 ext. 1618 Three to five years old: Kansas Technical Assistance System Network (TASN) www.ksdetasn.org

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mailto:[email protected]

mailto:[email protected]

http://www.kskits.org/

http://www.ksdetasn.org/

Data Entry Process Begins

Was Eligibility Determined?

Child moved or the Parent refused or revoked consent for the evaluation

[Status 1.1.1]

Other[Status 1.1.3]

Enter Other Text Description

Result of Eligibility Determination.

Clerk select one of these three results.

Yes

Eligible, IEP Was Written

Eligible, IEP Was NOT Written

Not Eligible

IEP is on or before 3rd birthday

Clerk Selects one of the following Reasons:1. Child moved after eligibility determination and before 3rdbirthday.[Status 2.2.1]2. Parent refused or revoked consent for services.[Status 2.2.2]3. Staff error: [Status 2.2.3] Clerk must also enter a text description of the Staff Error in the Staff Error text box. 4. Other: [Status 2.2.4]Clerk must also enter a text description of the Other reason in the Other text box.

Clerk Selects one of the following Reasons:1. Parent refusal to provide consent caused delays in evaluation or initial services.[Status 2.1.1]2. Parent repeatedly failed or refused to produce the child for evaluation.[Status 2.1.2]3. Staff error: [Status 2.1.3] Clerk must also enter a text description of the Staff Error in the Staff Error text box. 4. Other: [Status 2.1.4]Clerk must also enter a text description of the Other reason in the Other text box.

No

IEP is on or before 3rd birthday

Clerk Selects one of the following Reasons:1. Parent refusal to provide consent caused delays in evaluation or initial services.[Status 2.3.1]2. Parent repeatedly failed or refused to produce the child for evaluation.[Status 2.3.2]3. Staff error: [Status 2.3.3]Clerk must also enter a text description of the Staff Error in the Staff Error text box. 4. Other: [Status 2.3.4]Clerk must also enter a text description of the Other reason in the Other text box.

No

Data Entry Process Ends

Yes Yes

Eligibility not determined, Clerk supplies a reason

NoChild was not referred

to this district. [Status 1.1.2]

Optional‐ Enter District Child was referred to in a text

box.

Eligible and IEP On Time

[Status 2.1.0]

Not Elig and On Time

[Status 2.3.0]

Indicator 12 C to B

Transition Data Entry Process

39

MIS



Tim Berens: [email protected]

Mason Vosburgh: [email protected]

Vera Stroup-Rentier: [email protected]

Barbara Dayal: [email protected]

KSDE CONTACTS


IDC IDEA Data Center B6 Data Reporting Tools:

https://b6tools.ideadata.org/

2016-17 Special Education Data Dictionary:

http://www.ksde.org/Portals/0/SES/MIS/MIS-DD.pdf

Indicator 7 FAQ:

http://www.ksde.org/Portals/0/SES/KIAS/indicators/Ind7-ECO_FAQ.pdf

Outcomes Web System User Guide:

http://www.ksde.org/Portals/0/SES/KIAS/indicators/Ind7-OWSguide.pdf

Indicator 12 FAQ:

http://www.ksde.org/Portals/0/SES/KIAS/indicators/Ind12-FAQ-KS.pdf

KITS (Kansas Inservice Training System):

www.kskits.org

ECTA (Early Childhood Technical Assistance):

www.ecta.org

References

40

MIS


INDICATOR 11 CHILD FIND FREQUENTLY ASKED

QUESTIONSStacie Martin

KSDE Educational Program Consultant Indicator 11 [email protected]

Tim BerensKSDE TASN GSTAD Project Coordinator

Indicator 11 Team [email protected]

7/26/2016 Indicator 11- Child Find 59

What is Child Find?

■ Child Find is Indicator 11 of the State Performance Plan (SPP).

■ Indicator 11 measures the percent of children with parental consent to evaluate, who were evaluated and eligibility determined within 60 school days.


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MIS


Indicator 11 Students

■ What students are included in the Indicator 11 population?

– The review must include all children, early childhood through high school, who were suspected to be a child with a disability. Include both eligible and not eligible children suspected to be a child with a disability who had an initial evaluation completed between July 1, 2015, and June 30, 2016 (i.e., FFY 2015, SY 2015-16)



■ What evaluations should be included in the random sample?

– Include Initial Evaluations where the Initial Evaluation Determination Date is between July 1, 2015, and June 30, 2016, inclusive.

■ Will students who transition from Part C with a current IFSP be included in the review?

– Yes, children who have a current IFSP must have an initial evaluation to determine eligibility for Part B services.


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MIS



■ Do we include students whose Eligibility Determination Date is in the school year that just ended (e.g., SY 2015-16), but will not start services until next school year (e.g., SY 2016-17) in the Indicator 11 population?

– The students in this scenario would be included in the SY 2015-16 data collection.

■ Once a child has been exited from special education services, must you complete an initial evaluation upon a referral to determine need for special education?

– Yes. Once a child who has been identified as a child with an exceptionality has been exited, either through revocation of consent or a reevaluation resulting in a determination that the child is no longer eligible, a subsequent evaluation would be an initial evaluation.


School Day

■ What does the term “school day” mean?

– School day means any day, including a partial day that children are in attendance at school for instructional purposes, and has the same meaning for all children in school including children with and without disabilities. (34.C.F.R. § 300.11, (c).


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MIS


How is the number of school days determined?

■ Count the number of school days between the date the Initial Evaluation Consent for Evaluation was received and the date of the Initial Evaluation Eligibility Determination

■ The Initial Evaluation Consent for Evaluation Received Date is the date when the agency receives written parental consent to the Prior Written Notice to conduct an initial evaluation.


How are the number of school days entered in the collection system?

■ The system calculates the Approximate Number of School Days by counting the number of calendar days,

– between Monday and Friday, inclusive

– within the range of dates between the Initial Evaluation Consent for Evaluation Received Date and the Initial Evaluation Eligibility Determination Date, inclusive.

■ The Approximate Number of School Days calculation does not use a school calendar.


44

MIS


How are the number of school days entered in the collection system?

■ If the Approximate number of days is greater than or equal to 60, count the number of school days on the school district calendar between the Initial Evaluation Consent for Evaluation Received Date and the Initial Evaluation Eligibility Determination Date, inclusive.

■ Enter the actual number of school days in the Actual Number of School Days field.

■ If the Actual Number of Days is greater than 60, select one of the reasons from the list of reasons provided on screen.


Which school calendar to use?

■ Our district has buildings and/or programs with calendars that differs from the district calendar. Which calendar should be used to count the number of school days between the Consent Received date and the Eligibility Determination date?

– The building calendar should be used in the event it differs from the district calendar.

– The program calendar should be used in the event the child attends a program with a calendar that is different from the building and/or district calendar.

– In any event, parents whose child is receiving an initial evaluation should be made aware of which calendar the district intends to use when calculating the 60 school day timeline for an initial evaluation.


45

MIS


Snow Days

■ How are snow days counted?– The original district calendar may have been modified to reflect the day(s) that

school was not in session due to snow. Using the same process as using the original school calendar, before the school calendar may have been modified,count only the number of days the school was in session beginning with the InitialEvaluation Consent for Evaluation Received Date and the Initial EvaluationEligibility Determination Date.


Are there any exceptions if an initial evaluation goes beyond the timeline?

■ Federal

– A. The parent of a child repeatedly fails or refuses to produce the child for the evaluation.

– B. A child enrolls in a school of another district after the timeframe for initial evaluation has begun and prior to determination by the child’s previous public agency as to whether the child is a child with a disability

■ State

The district has obtained written parental consent to an extension of time.


46

MIS


LESSONS LEARNED Noncompliance reasons


Past Reasons why the initial evaluation timeline was late

■ Miscalculation of school days

■ The speech pathologist was on medical leave

■ The eligibility meeting was scheduled for the 59th day and there was an emergency at school

■ Attempts to reach parents were unsuccessful

■ Parent consent to extend the evaluation was not in writing

■ There was a contracted psychologist

■ The evaluation took longer than expected


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7/11/2016 FFY 2015(SY 2015‐16) Indicator 11 FAQs

KansasStatePerformancePlan:Indicator11:ChildFindFrequentlyAskedQuestionsFFY2015

About Indicator 11

1) What is Child Find? Child Find is Indicator 11 of the State Performance Plan (SPP), which is the percent of children with parental consent to evaluate, who were evaluated and eligibility determined within 60 days (or the State established timeline).” 20 U.S.C. § 1416(a)(3)(B). In Kansas 60 days is 60 school days per K.A.R. § 91-40-8(f)–(g). In Kansas, the dates measured to determine compliance w i t h Indicator 11 are the number of days between the date that consent for an initial evaluation is received and the date that eligibility is determined, inclusive. However, please note that Kansas law at K.A.R. 91-40-8(f) requires that if the child is determined to be an exceptional child and eligible for special education services that the child’s IEP be developed and implemented within 60 school days.

2) What is the data collection timeline for the review? The Indicator 11 data submission window opens on July 1, 2016, and closes on September 1, 2016.

3) How often does this review occur? Data will be reviewed every year for every district.

4) Why is a description required when the staff error reason is selected? This information is required for reporting purposes in the Annual Performance Report.


5) What students are included in the Indicator 11 population? The review must include all children, early childhood through high school, who were suspected to be a child with a disability. Include both eligible and not eligible children suspected to be a child with a disability who had an initial evaluation completed between July 1, 2015, and June 30, 2016 (i.e., FFY 2015, SY 2015-16)

6) What students are not included in the file review? Students evaluated for “Gifted” as the primary exceptionality shall not be included in the population or the sample.

48


7) How is it determined how many files a district must review? The number of files reviewed is determined on the total enrollment of a school district.

Number of files to be reviewed:

Size Total Enrollment of the District Number of Files to Review

Small Up to 5,000 students 10 Files

Medium 5,001 to 24,999 students 15 Files

Large 25,000 students and up 20 Files

8) How many students will be selected if there are fewer than 10 evaluated? If there are fewer than 10, the system will provide you with all of the students available. When fewer than ten students are available, all of the students will be submitted.

9) What evaluations should be included in the random sample? Include Initial Evaluations where the Initial Evaluation Determination Date is between July 1, 2015, and June 30, 2016, inclusive.

10) When does an evaluation occur for children transitioning into Part B, even if the district does not have a Part C program? Eligibility for Part B must be established for children following the same requirements for initial evaluation as any child that would be referred for Part B eligibility determination.

11) Will students who transition from Part C with a current IFSP be included in the review? Yes, children who have a current IFSP must have an initial evaluation to determine eligibility for Part B services.

12) What happens when a student in the random sample is not a student who had an initial evaluation completed during the current school year? Delete the student from the random sample list of eligible or not eligible students when the student did not have an initial evaluation during the school year. If additional eligible or not eligible students are available within the population, one of those students will be randomly selected and added to the Random Sample.

13) What happens when a student who should be in the population is not found in the population? The student can be added to the Indicator 11 population via the Keyboard or Excel file.

14) Do we include students whose Eligibility Determination Date is in the school year that just ended (e.g., SY 2015-16), but will not start services until next school year (e.g., SY 2016-17) in the Indicator 11 population? The students in this scenario would be included in the SY 2015-16 data collection.

49


15) Once a child has been exited from special education services, must you complete an initial evaluation upon a referral to determine need for special education? Yes. Once a child who has been identified as a child with an exceptionality has been exited, either through revocation of consent or a reevaluation resulting in a determination that the child is no longer eligible, a subsequent evaluation would be an initial evaluation. A reevaluation is used to determine continued eligibility and continued need for special education and related services. As such, a reevaluation only applies to a child currently identified as a child with an exceptionality. However, this does not necessarily mean the initial evaluation must include new assessments. If appropriate as a part of the initial evaluation, the team must conduct a review of existing data. If there is enough current data available, the team may determine there does not need to be any further assessments conducted. See Kansas Special Education Services Process Handbook, page 61, question 17)

16) If the initial evaluation was completed between the first day and last day of the school year and the student is no longer receiving services, do we include the initial evaluation in the population? Yes, the district would include this student in the initial evaluation population.

School Day

17) What does the term “school day” mean? School day means any day, including a partial day that children are in attendance at school for instructional purposes, and has the same meaning for all children in school including children with and without disabilities. (34.C.F.R. § 300.11, (c).

18) How is the number of school days determined? The Indicator 11 & 12 District Data System website Indicator 11 feature will calculate the Approximate Number of Days between the Initial Evaluation Consent for Evaluation Received Date and the Initial Evaluation Eligibility Determination Date, inclusive.

The Initial Evaluation Consent for Evaluation Received Date is the date when the agency receives written parental consent to the Prior Written Notice to conduct an initial evaluation.

The Approximate Number of School Days is the days between Monday and Friday, inclusive within the range of dates, between the Initial Evaluation Consent for Evaluation Received Date and the Initial Evaluation Eligibility Determination Date, inclusive. The Approximate Number of School Days calculation does not use a school calendar. If the Approximate number of days is greater than or equal to 60, count the number of school days on the school district calendar between the Initial Evaluation Consent for Evaluation Received Date and the Initial Evaluation Eligibility Determination Date, inclusive. Enter the actual number of school days in the Actual Number of School Days field. Select one of the reasons from the list of reasons provided on screen. (See K.A.R. § 91-4-8(f)–(g))

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19) How are the number of school days counted when the consent for evaluation was received in one school year and the evaluation was completed in the next school year? If the Initial Evaluation Consent for Evaluation Received Date was obtained in one school year and the Initial Evaluation Eligibility Determination Date occurs in a subsequent school year, Indicator 11 & 12 District Data System will calculate the Approximate Number of Days to be greater than or equal to 60. Enter the actual number of school days and enter the number in the Actual Number of School Days field when the Approximate Number of Days is greater than or equal to 60. To calculate the Actual Number of School Days:

1. Count the number of school days on the school district calendar between the Initial Evaluation Consent for Evaluation Received Date at the end of the regular term of the school year when the Initial Evaluation Consent for Evaluation Received Date was received.

2. Count the number of school days on the school district calendar between the first day of

the subsequent school year and the Initial Evaluation Eligibility Determination Date.

3. Add the number of school days spent conducting the evaluation from both years. Enter the actual number of school days in the Actual Number of School Days field.

20) How are snow days counted? The original district calendar may have been modified to reflect the day(s) that school was not in session due to snow. Using the same process as using the original calendar, before the calendar may have been modified, count only the number of days the school was in session beginning with the Initial Evaluation Consent for Evaluation Received Date and the Initial Evaluation Eligibility Determination Date. The definition of “school day” is defined in the federal regulations as “any day, including a partial day that children are in attendance at school for instructional purposes”.

21) Our district has buildings and/or programs with calendars that differs from

the district calendar. Which calendar should be used to count the number of school days between the Consent Received date and the Eligibility Determination date?

The building calendar should be used in the event it differs from the district calendar. The program calendar should be used in the event the child attends a program with a calendar that is different from the building and/or district calendar. In any event, parents whose child is receiving an initial evaluation should be made aware of which calendar the district intends to use when calculating the 60 school day timeline for an initial evaluation.

51

InitialData Entry Process Begins Random Sample Selected

Initial Eval Completed within 60 School Day Timeframe?

Yes

Clerk Selects one of the following Reasons:1‐ The parent of a child repeatedly fails or refuses to produce the child for the evaluation. 2‐ A child enrolls in a school of another district after the timeframe for initial evaluations has begun and prior to a determination by the child's previous public agency as to whether the child is a child with a disability.

3‐ The district has obtained written parental consent to an extension of time.

4‐ The parent has revoked written parental consent to conduct the evaluation.

5‐ Staff Error. Clerk must also enter a text description of the Staff Error reason in the text box.

6‐ Other. Clerk must also enter a text description of the Other reason in the text box.

InitialData Entry Process Ends

No

Indicator 11 Timely Evaluations Data Entry Process 52