Special Education
School Coordinator Monthly Webinar
October 12, 2015
Agenda
EFA
Progress Reports
Training Videos
Finalizing and Uploading Documents
Tracking Accommodations
Tracking Discipline
Reminders
Closing
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.
EFA
EFA
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
EFA
IEP teams cannot make decisions based
on the weighting
All decisions must be made based on data
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.
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.
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.
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
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
Follow up and clarification from the evidence
from the last round of the CPR:
Finalizing and Uploading Documents
Tracking Accommodations
Tracking Discipline
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.
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
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
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.
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.
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
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
Next optional PD is Monday, November 9; topic is Advanced
Use of Enrich (specific topics to follow)
Monthly webinar to follow that afternoon