Winter Whiteland

Mid-Year Coordinators MeetingKWL: W What do you want to learn today? Write your W on the notecard and turn in to the front.AgendaWelcomeDistrict UpdatesCompliance Hot TopicsServices versus CompliancePresent Levels of PerformanceCPRChance to reflectRemindersExcentSpring/Summer 2014 PlanningClosing

Re-introductions

Our Jobhttps://www.youtube.com/watch?v=Pk7yqlTMvp8All kidding aside . . .

UPDATESUpdatesOEC on-site monitoringVisit last fall with 24 folders pulled initially; all IEPs from 2 schools (total of 39 IEPs)Noncompliance identified14/24 AGs not related to disability11/20 other issues with AGs 19/24 PWN incorrect8/12 transition not included on Notice9/24 no disability statement8/24 PLPs noncompliant8/24 no progress reports100% noncompliant from 2 schoolsOEC on-sitePassed Prong 1 with individual student corrections (19 students were still active) on 1/8/14

Prong 2 requested 8 additional files to verify systemic correction (2 preschool, 2 elementary, 2 middle school, 2 high school); submitted 1/14/14

OEC on-siteThis will be a snap!

Took most of the day to find 8 compliant IEPs

ComplaintsComplaint resolutionsReviewed all IEPs at the school95% of IEPs were noncompliantCorrection actionsHiring outside sp ed consultantProfessional development/trainingsWritten proceduresWorking with regional coordinatorRandom review of IEPs showed compliance and complaint closed on 12/16/13

As of today, Thursday, January 16, 2014 at 10:30am, there are no open complaints or due process hearings pending in the District.

This could change before we get to lunch.

ISSUESIssuesServices versus ComplianceCompliance: ServicesIEP is written appropriately, but services are not being delivered as written in the IEPNo OT services for 3 months because OT quit

Accommodations not being providedCompliance additional Additional issues:Progress reports not being providedEvery nine weeks minimum More substance than may meet goal . . ..ESY deferred so not determined annuallyGo ahead and take care of this at the annual review for 95% of your students Save yourself two meetings

Compliance additional Additional Issues:Notification of IEP meeting for 12 year olds and older do not include transition services.

Compliance NON-NEGOTIABLEExpired Annual Review

Big Compliance Issue ComplianceIEP is not written to be even minimally compliantNo baseline dataSections left blankNo link between accommodations and PLPsNo disability statementNo strengths and weaknesses within each area of disabilityIf there are no baseline data, annual goals are not measureable.

Where is the student right now? (PLPs/Findings)Where do we want him to be by the end of the IEP? (AG)How are we going to get him there? (accommodations and services) Everything hinges on the Present Levels

PLPsPLPs are a description of the studentWhat his disability is,How it affects his access and progress in the general curriculum (including strengths and weaknesses within each disability area),Sets up the need for accommodations and servicesFindingsBaseline data (numbers)How many words can he read a minute?What percentage of math word problems does he typically get correct?How many correct word sequences does he typically write?In a weeks time, what percentage of his assignments does he turn in?FindingsFor initial placements, you can use standardized test scores (GE, AE, SS) as descriptors in the PLPs, but not for baseline data in the Findings since you cannot re-administer these standardized measures to monitor progress. You may have to administer some type of CBM or other assessment during the evaluation process so you will have baseline data if the student is found to be eligible. Annual GoalsIf you want him to read 118 words per minute correctly from a 5th grade passage by the end of the year, how many words can he read correctly now in a 5th grade passage?If you want him to turn in 95% of his assignments on time by the end of the year, what percentage does he turn in now?AccommodationsWhy does he need oral administration of assessments?

How do you know he needs to have notes provided to him?The answer IS NOT because he came in with that.

AccommodationsSo what should the PLPs say about accommodations?

NOT he needs to have the accommodation because .. . . . . Thats a team decision.

He continues to struggle with his reading comprehension, however, when the passage is read to him, hes able to demonstrate mastery with his other subjects. Highlighter testStart with the AG and highlight the ending measure (where do you want him to end)Turn to PLP/Findings and highlight the baseline data (where is he starting)Start with the accommodations (what does he need)Turn to PLP/Findings and highlight the weakness that creates the need for the accommodation (why does he need it)The $64,000 Question How do you knowhe needs oral admin or she needs 50 minutes of reading a day orshe needs OT weekly orhe will be able to read 87 wpm by the end of the IEP orhe needs to improve the percentage of assignments he turns in

because in the Present Levels, it says

EVERY QUESTION about ANYTHING related to the IEP should be answered with the above quote.

Test me . . . . .Group Activity

SolutionsDistrict staff will be spot checking randomly-pulled IEPsCommunication will begin with you and your regional coordinatorSchool-level staff should review all IEPs to ensure complianceComplete IEP review toolAn opportunity to correct problems will be providedSolutionsNext communication will be with school leader

Lack of compliance/correction will result in possible sanctions for the schoolCorrectionsDiscuss issues with your regional coordinatorIf the issue is procedural, you may just need to correct itSend a corrected Meeting NoticeSend a corrected PWNComplete the section left blank (but discussed at the meeting) on the IEP and send a corrected copy to the parentIf the issue is service-related, you will need to have a special review to discuss a possible denial of FAPE and determine the need for compensatory services.If there was a denial of FAPE, the team will need to develop a plan to deliver the compensatory services that will include another IEP meeting at the conclusion of the provision of compensatory services to review progress.

Possible denial of FAPEWhere is the student now?Based on his typical rate of progress, where does the team think he would have been if he had received the services as described in his IEP?What will it take to get him back to that point?Compensatory ServicesAmount neededPerson providingLocationMeasure of progressDocumentation of provision of servicesIEP meeting to discuss progress data and conclusion of compensatory servicesCOMPREHENSIVE PROGRAM REVIEWCPR Feedback

CPR PurposeTo help schools develop a written process for the different aspects of their special education programs before it gets too late.Specifically pinpoint areas where other schools have struggled.

CPREvidence

Proof

Indications

Confirmation

Examples of EvidenceLog of service provisionDocumentation of accommodationsLog of indirect service provisionSchools Policies & ProceduresIEP Review ToolExcent ReportsComparable services formsClichDocumentation: If its not written, it didnt happen!

RemindersAgreement to Amend Parent agrees to amend IEP without a meetingDiscuss changes to be made and complete Agreement to Amend an IEP formMake the agreed upon changes in the IEP in Excent; this will be listed as a Special Review with the same date as the Agreement to Amend form so this changes the IEP Implementation dateNotify all team members of the changesSend parent a copy of the IEP with the changes

Remember you cannot amend an IEP without a meeting for an annual review

Direct and Indirect servicesDirect services - usually refer to hands-on, face-to-face interactions between the teacher and studentIndirect services - may involve teaching, consulting with, and/or directly supervising other personnel (including paraprofessionals and parents) so that they can carry out appropriate activities.Indirect services are not provided directly to a child. Instead, a special education teacher or related service professional provides these services to others who are working directly with a child. Indirect services could include activities such as staff consultation with a regular education teacher on situations resulting from a childs disability, modifying curriculum or environment for a child, observing a child, monitoring a childs progress in a specific area, or monitoring equipment or assistive technology used by a child.

The type of service provided depends upon the individual needs of the student and his or her educational goals. Decisions about direct or indirect service delivery, therefore, are made on an individual, case-by-case basis.

You would need to be able to provide documentation of the indirect service provisionLogsContact sheets

If a students IEP calls for 100 minutes a week of indirect services, you must be able to provide documentation of how those minutes are provided each week.

Progress ReportsProgress reports are due as per IEPs, but at least every 9 weeks (can run report in Excent)Progress reported must be based on dataMust have data to backup why youve said May meet annual goal by end of year

ConfidentialityConfidentialityBe careful of teacher lounge conversations

Be careful in discussions with parents about other children

Use the need to know approach

Remember all emails are subject to FERPA requestsEvaluations and reevaluationsContinue sending new referral packets to your regional coordinator

All initial referrals and all reevaluations have the following:Team meeting to review existing information (complete Sections I-IV of report)Team meeting to determine eligibility/continued eligibility (complete Sections V-VII and sign report)

Report gets signed when eligibility/continued eligibility decision is made (when the process is completed)Evaluation Evaluation is defined as the gathering of information (review of records, interviews, observations, testing/assessment) to answer specific questions. The evaluation is complete when all observations, rating scales, assessments, interviews, forms (like the OHI form from the doctor), outside evaluations, have been gathered, scored, and interpreted. Evaluation timelineThe evaluation (testing, observing, rating scales, getting other info from outside folks, scoring, and interpreting) must be completed within 60 calendar days of receiving the signed parent consent.The team then has 15 business days to determine eligibility. If the student already has an IEP (even if its speech-only), its a reevaluation, NOT a new referral; you do not need to gather a referral packet. You simply schedule a reevaluation planning meeting with the required team members.

The key is the answer to the question: Does the student already have an IEP.

ReevaluationsAll reevaluation determination meetings will also be a Special ReviewMeeting Notice will include To review existing info and develop reeval planTo conduct special reviewTo discuss findings of recent eval/reeval and determine continued eligiblityTo discuss transition (if age-appropriate)ReevaluationsThe PLPs should change for all reevaluations to reflect the information discussed at the meeting.

The Findings may change to reflect any current progress monitoring data that has been gathered.ALL DECISIONS ARE MADE BY THE IEP TEAM (except revocation of consent)EXCENTChanges are a-coming

EnrichAs indicated in our memorandum dated October 3, 2013, the South Carolina Department of Education (SCDE), Office of Exceptional Children (OEC), is pleased to announce that Excent and the OEC will be rolling out the new individualized education program (IEP) system, Enrich IEP, so that it will be in place for the 20142015 school year.

Excent: Indicator 11InitialsThere will be two actionsAction 1: code in todays date under action dateState and District Action types (referral/referral)Date the school physically received the consent to evaluate (not the date they signed)Yes 60 daysNo conclude 60 days

Action 2:Code in todays date under action dateTeam meeting date is the date the eligibility meeting took placeState/District action type (eligibility review)Program modelLREStatus (result of the determination meeting)Initial Date (date of meeting)Eligibility/Reevaluation determination dateDate Comprehensive Eval Complete (NOT the date of the meeting)Date parent consent received (same as action type 1)Yes 60 daysYes ConcludeAny notations (i.e attempts to schedule, responses from parents)Quick Check for DatesReceipt of signed consent to eval triggers first entry in ExcentDate is the date of the eval planning meetingDate of eval completion is date all info has been gathered, scored, and interpretedDate of eligibility/initial placement is date team determines child is eligible

DatesDate of initial IEP meeting is date IEP developedDate of IEP implementation may be different from date of meeting if parent does not leave with PWNDate EFA classification changed in PS is date of implementationExcentPlease do not upload forms page-by-page

Upload only essential forms (no work samples or MAP scores)

Accommodations State-Wide TestingWere approaching several state-wide testing windows.

Please make sure your testing coordinator has an accurate and up to date list of each students accommodations for state-wide testing.

Make sure youve worked with your testing coordinator to train your staff on the provision of accommodations on state-wide testing.Roles and ResponsibilityRoles and ResponsibilitiesDistrict Staff

Regional Coordinators

School Leaders

School Special Education CoordinatorsLooking AheadSpring 2014 PlanningCPR Follow-up/Round 2: -March 2014Summer 2014 PlanningTable 2 Due: 1/20/2014June 2014:ESYTable 5 (discipline)COSFJuly 2015Table 4 (exit)Indicator 11 (60-day timeline)

As you can see, there are reports due in the summer . . . You need to make sure youre available.

Wrap-upQuestions?