Issues Related to State Class Complaint
1. The State Department of Education found that the District failed to consistently and systemically
revise IEPs to address the students‘ lack of behavioral or academic progress, and provide the
appropriate special education and related services, which include sufficient counseling, social work,
and psychological services; parent counseling and training; and assistive technology to enable these
students to benefit from their special education programs.
a. Steps taken to correct any deficiencies
 Implementation of Enrich IEP Program
 Addition of Compliance Office position
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Training Plan
Comprehensive training for teachers, therapist, and other staff members
o State Department of Education and internal training
o IEP Peer Folder Reviews
o Revision of Special Education Procedures
o State Department of Education Special Education Process Guide for South
Carolina
Monitoring Plan
o Peer Monitoring of IEP development
o Assigned peer teachers
o Enrich Clerk checklist
o Improved communication between teachers/case managers and Office of
Special Services through documentation
o Paperwork verified by Enrich clerk including meeting letters and prior written
notice document
o All documents are reviewed by the either the Compliance Officer or the
Executive Director – Office of Special Services for completeness
o Notices are reviewed and marked complete only after forms are adequately
completed
o Office of Special Services will conduct monthly random audits and provide
correction and feedback as needed
o Office of Special Services staff will conduct monthly random observations of IEP
meetings
o Quarterly progress report review - Conducted by Office of Special Services staff
o District personnel will monitor student progress. The case manager will convene
an IEP team meeting to review the program when appropriate based on
progress data.
o IEPs that need improvement will be corrected in a timely manner.
o Patterns of errors will be addressed through meetings and additional training
provided by the Instructional Facilitator of Special Services to correct procedural
errors.
2. The State Department of Education found that the District failed to comply with the disciplinary
procedures in the IDEA by failing to: comply with the IDEA disciplinary procedures, including the
development and implementation with fidelity of PBIS for students who have behavior marked as a
special factor on their IEPs; by engaging in ongoing and systemic patter of subjecting students with
disabilities to repeated ISS and OSS disciplinary removals without conducting MDRs; by failing to
conduct FBAs; by failing to develop and implement BIP; and failing to provide parental notifications
of disciplinary removals.
a. Steps taken to correct any deficiencies
 Random reviews of IEP meetings held during annual reviews from April 27 – May
22, 2015 and each year thereafter
 Addition of Compliance Office position
 Implementation of Enrich IEP Program
 Training Plan
 Comprehensive training for teachers, therapist, and other staff
o SDE training
o District Level Training
 Procedures Revised
o Overall procedures can be found in the Revised Special Education
Procedures Handbook
o Improved procedures of students on home-based placements or at JCAP
including transition meetings, behavioral goals where appropriate, and
referrals where appropriate
o Transitional “Bridge” Program from JCAP to RHHS, available
o Conducting a Functional Behavior Assessment and behavior intervention
plan procedures improved(revised process)
 Monitoring
o Student progress will be monitored and addressed at the start of JCAP
or home-based placement and at the IEP meeting prior to returning to
less restrictive environment.
o Student IEPs at Jasper County Alternative Program or Home-based
placement will be reviewed. All IEPs will be subject to a peer folder
review.
3. The State Department of Education found that the District failed to provide students with disabilities
free appropriate public education in the least restrictive environment.
a. Steps taken to Correct any Deficiencies
 Implementation of Enrich IEP Program
 Addition of Compliance Office position
 Training Plan
 Comprehensive training for teachers, therapist, and other staff
o SDE training
o District Level Training
 Reviewers will be assigned to review each IEP this spring for quality
assurance benchmarks.
 During fall 2015, the District will begin training and implementation
of the FBA and BIP Technical Adequacy Tool for Evaluation (TATE).

Monitoring Plan
o Peer Monitoring of IEP development
o Assigned peer teachers
o Enrich Clerk checklist
o Improved communication between teachers/case managers and Office of
Special Services through documentation
o Paperwork verified by Enrich clerk including meeting letters and prior written
notice document
o All documents are reviewed by the either the Compliance Officer or the
Executive Director – Office of Special Services for completeness
o Notices are reviewed and marked complete only after forms are adequately
completed
o Office of Special Services will conduct monthly random audits and provide
correction and feedback as needed
o Office of Special Services staff will conduct monthly random observations of IEP
meetings
o Quarterly progress report review - Conducted by Office of Special Services staff
o District personnel will monitor student progress. The case manager will convene
an IEP team meeting to review the program when appropriate based on
progress data.
o IEPs that need improvement will be corrected in a timely manner.
 Patterns of errors will be addressed through meetings and additional
training provided by the Instructional Facilitator of Special Services to
correct procedural errors.