SCPCSD

• Welcome and Introductions
• Statewide Testing
• Guest Speaker
• Lunch and Discussions
• Evaluation/Reevaluation in Enrich
• Other topics as time allows

• 33 schools
– Several schools have appointed
“assistant sp ed coordinators”
– Several schools with outside consultants
– 8 schools with coordinators who came on after school started
• District special education coordinators
• Other supports

• Difference between ACT-approved accommodations and state-approved accommodations
– Need consent form
– Only ACT-approved scores will be reported to colleges/tech schools
• Deadline for submitting these to ACT is 1/30/15
• No oral admin for reading portion of Aspire for anyone
• More info on WorkKeys and Aspire accommodations expected end of January
• See handout Jean provided for more detailed info

• Learning Disabilities Specialist for
Richland School District 2
• Professional developer for Strategies
Intervention Model (SIM)
• Deeply committed teacher of both adults and children
– SIM
– Intervention curriculum
– At-risk youth
• PointPoint is on the BookShelf

Enrich Process and Reports will now mirror the ones we’ve been using

• Initial – evaluation that determines eligibility for sp ed and educational needs
• Referral/Evaluation Planning meeting – 1 st meeting that occurs after referral packet has been approved by DSEC; existing info is reviewed and team decides if additional info is needed to answer eligibility questions (does child meet criteria; if so, does the disability have adverse effect; if so, does it require sp ed)
• Reevaluation Review – 1 st meeting that occurs for a reevaluation; existing info is reviewed and team decides if additional info is needed to answer reeval questions (does child continue to have disability (or an additional disability); if so, does he continue to need sp ed; if so, do you know what his PLPs are; if so, do you need to make changes to IEP)

• Evaluation – gathering additional info that team determined was needed; this closes the 60-day timeline for an initial
• Eligibility Determination – review of all info (old and new) and answering of initial or reeval questions; this finishes the initial or reeval
• Initials typically have 3 parts (referral/eval planning, evaluation, and eligibility determination); these 3 parts occur during 2 meetings
(referral/eval planning and eligibility determination)
• Reevaluations have either 2 or 3 parts
– 3 parts when additional info is needed (reeval review, evaluation, eligibility determination); these occur during 2 meetings (reeval review and eligibility determination)
– 2 parts when no new info is needed (reeval review, eligibility determination); these occur during 1 meeting

• If the child is eligible or continues to be eligible, an IEP always follows an initial and a reevaluation
– For an initial, the IEP may be developed at the eligibility determination meeting or may be developed within 30 calendar days of the eligibility determination
– For a reeval, the SR or AR occurs during the same meeting as the eligibility determination

• Initial
– 1 st meeting referral/eval planning
– 2 nd meeting eligibility determination
– 3 rd meeting IEP development or
• Initial
– 1 st meeting referral/eval planning
– 2 nd meeting eligibility determination and
IEP development

• Reevaluation
– 1 st meeting reeval review (new info needed)
– 2 nd meeting eligibility determination AND
SR/AR
• Reevaluation
– Only 1 meeting reeval review (no new info needed) AND eligibility determination AND
SR/AR

Initial evaluation and Reevaluation, yes need more info are same processes

• Initial
• Reeval
– Eval planning is review of existing information
– Reeval Review is review of existing info
– Evaluation (if needed) is – Evaluation (if needed) is gathering new/additional gathering new/additional information information
– Eligibility Determination is determining if meets eligibility criteria, needs sp ed, and present levels/educational needs
– Eligibility Determination is determining if continues to be eligible for and need sp ed and present levels/educational needs

Initial
• Start Program
• Special Education
• Referral/Evaluation
Planning
• Reason
Reevaluation
• Add Action
• Reevaluation Review

• Create a new meeting
• Enter information for each area (Section I of “old” Word document)
– Health, Medical, Developmental
– Educational Background
– ELP
– Cognitive Processing
– Academic Achievement-reading, math, writing
– Adaptive Behavior
– Motor/Sensory-gross, fine, sensory
– Social/Emotional/Behavioral
– Transition/Vocational
– Parent/Outside Agency/Private Provider
Information
– Other/Miscellaneous

• Each of those areas will require you to enter a description of what you already know about the student
• Each of those sections will require you to answer “Additional data needed?”
• Each section in which you’ve answer
Yes, additional data are needed will autopopulate on the parent consent!

• PWN with procedural safeguards enclosure
• From the menu on the left:
– Print and sign the Referral/Evaluation
Plan or Reevaluation Review form
– Print and get parent consent to eval/reeval signed
• Outcomes
– Date received signed consent to eval/reeval
– This date starts the clock for all initial evals
• Reevals have different timelines

Initial
• Evaluation Report
• Eligibility
Determination
• IEP (any)
Reevaluation
• Evaluation Report
• Eligibility
Determination

• Gather your new/additional information
– This is where as the sp ed coordinator, you will nag, nag, nag others to get their info to you within the timeline
• Click Create next to Evaluation Report
• Reason (initial or reevaluation)
• Check Yes/No under each area (Health,
Educational,…) to indicate whether you requested additional data

• When you click Yes, additional data were requested, you’ll get the following boxes:
– Evaluator(s) – who administered/gathered the info
– Name of Assessment(s) – can list all together or use Add Assessment to list separately
– Date Completed
– Results
• Put both narrative descriptions of performance and quantitative scores in this section
• Can copy and paste from compuscore program
• You have the option of putting all assessments for that area together or listing them one at a time (click Add Assessment)

• If you requested additional data/information in an area during the evaluation planning/reevaluation review meeting and it’s listed on the parent consent, you must click yes and enter the results
• Evaluation Summary – briefly describe the strengths and weaknesses noted in the additional data
– DO NOT MAKE AN ELIGIBILITY
DETERMINATION HERE

• Include evaluator signature page? NO
• Compliance checks – if the initial was not completed within the 60-calendar days, put your reasons
• Outcome – end date is date all additional information was gathered, scored, and interpreted
– This date stops the initial eval clock

• Click Pending: Eligibility Determination
• Reason
• Create a new meeting
• Parent Receipt of Evaluation Report – at or shortly after the meeting, parent must receive copy of the evaluation report

• If this is a reeval, the current disability(s) will already be listed
• Add Disability
– Choose category from dropdown menu
– Enter worksheet data? YES

• Must use worksheet when determining eligibility for the first time in a new/different disability category even for reeval
• Required evidence varies by disability category
• Taken directly from the SEED
• Some disabilities have Additional information required
• Some disabilities have Additional information which may yield evidence, but is not required

• Definition of disability begins each worksheet
• Required evidence is disability-specific
• Requires does/does not, is/is not, do/do not decision
• Both Additional requirements and
Additional information sections are check boxes
• Some disabilities have rule outs
– Ex: AU has “The characteristics identified as consistent with Autism cannot be attributed to an emotional disturbance” – check Yes

• May complete this after the meeting
• Can finalize eligibility determination if worksheet has not yet been completed
• Will add compliance check to CPR for worksheets when reviewing initial evaluations and reevaluations (when additional/new disability category is added)

Based on information from a variety of sources that have been documented and carefully considered, the team has determined:
• The student demonstrates characteristics consistent with ____(disability)?
• The disability has an adverse effect on educational performance?
– Yes has a box appear to describe HOW the disability affects educational and/or functional performance
• The student requires specially designed instruction due to the disability?
– Yes has a box appear to describe the evidence that supports the need for specially designed instruction

• Does the student meet the criteria to be eligible for the selected disability?
• Additional considerations:
– Not the result of lack of reading instruction
– Not the result of lack of math instruction
– Not the result of limited English proficiency
• ALL 3 MUST BE CHECKED YES TO BE
ELIGIBLE
• Conclusion – student is eligible
• PWN
• Outcome date is date determined eligibility/continued eligibility
• Print and sign Eligibility Report

Move into IEP portion at this point as a
Special Review (IEP Amendment
(cover page)) or Annual Review
• Initial – click Pending: IEP (any) on
Program tab
• Reevaluation -
– SR click Add Action, IEP Amendment
(cover page)
– AR click Add IEP

• Signed Referral/Evaluation Planning or
Reevaluation Review
• Evaluation Report (no signatures)
• Signed Eligibility Determination
• Signed SR or AR IEP
• Parent does not have to receive copy of disability worksheet(s) unless requested

Initial – 2-3 meetings
• 1 st meeting is referral/eval planning
• 2 nd meeting is eligibility determination and may also be IEP development
• 3 rd meeting is IEP development (within 30 days of eligibility determination) if not done in conjunction with eligibility determination
Reevaluation – 2 meetings
• 1 st meeting is reeval review
• 2 nd meeting is eligibility determination and either
SR or AR

Consent for initial provision of special education services is obtained AFTER eligibility determination but BEFORE
IEP development

• Add Action – reeval review
• Create meeting
• Reeval review is same as others; enter existing info in all categories
(Health, Ed Background, ELP, …); describe current annual goals, progress, grades,…
• Additional data needed? Check No for each area

• Determination Regarding Additional
Data
– Is additional info needed? No
– What types of data were used to make determination? Check all
• PWN
• Outcome – date of meeting
– No additional info needed – eligibility determination
• Finalize
• Print and sign Reeval Review Report
• Program tab now has 1 pending action
– Eligibility Determination

• Click Create for Eligibility
Determination
• Reason – Reevaluation
• Link to existing meeting
• Note previous comment about parent receiving copy of reports

• Disabilities Considered
– Current disability(s) already there
– You do not need the disability worksheet
– Eligibility criteria question is already answered
Yes
• Additional considerations (rule outs)
– Lack of reading instruction
– Lack of math instruction
– Limited English proficiency
• Conclusion
• PWN
• Outcome – end date is same as reeval review date
• Print and all sign Eligibility Determination
• Move into either AR or SR
– Will need to click Add Action-IEP Amendment
(SR) or Add IEP (AR)

For a reevaluation where no additional information is collected, all of this is done in 1 meeting:
– Reevaluation review
– Eligibility determination
– SR or AR

NOTE: THIS IS ONLY WHEN
YOU ARE DROPPING A
DISABILITY OR DISMISSING
FROM SP ED ALTOGETHER
• Does not apply to dropping related service (OT, PT)

• Go through the steps as usual for
Reevaluation Review with or without needing additional information
• When you get to Eligibility
Determination – disabilities considered during meeting
– Change Disability Worksheet Needed to
Yes
– Enter worksheet data? No
– You will then answer the following 3 questions

Based on info from…the team determines:
– The student demonstrates characteristics consistent with (disability)? Yes, if he continues to have the disability; No, if he no longer has the disability (probably only for artic)
– The disability adversely affects educational performance? Probably will be No
– The student requires specially designed instruction? Probably will be No
– Does the student meet criteria? No

• Additional Considerations
– Just check yes for all 3
• Conclusion – The student is eligible
No
• PWN
• Outcome – Not Eligible (Reeval) –
End Sp Ed, transfer to gen ed
• Remember to go back to Program tab and End Special Education

• CPR reminders
• Data requests – Table 2 (Personnel)
• Enrich problems
– Technical issues (locked out, forgot password, error messages,… - Kendall Steward
– Process issues – your DSEC
• Next webinar – Monday, February 9 th at 2:30 via Go-to-Meeting
– Remember link is on Calendar (Word document)