Monthly Special Education Coordinator Meeting

October 13, 2014

Topics• Enrich

– Progress Reports– Logging Services (service providers)– Direct vs Indirect (LRE section)– Other

• Add placement date• Alt assessment

• IEP Amendments • Compensatory Services Meetings• Tracking Removals for Discipline • FBAs• Reevaluations

ENRICHProgress Reports

5 options for reporting progress

1. N/A for Comparable Services2. 4.5 weeks with school interim reports3. Quarterly with school

quarterly reports4. Every 4.5 Weeks5. Every 9 Weeks

• There is a differenceBetween numbers2 and 3 with 4 and 5.

Progress Reports

• 4.5 weeks with school interim reports• Quarterly with school quarterly reports

• The District sets theapproximate date fordashboard reminders

Progress Reports

• Every 4.5 Weeks• Every 9 Weeks

• There is not “set date” for thisoption for this, so there isnot a dashboardreminder

Progress Reports

• Sample of “every 9” – to edit, click “goal progress”

To edit (add a progress report data) – click edit progress report

Edit

Probe Scores

Annual Goal

Progress towards Goal

IGNORE THE DATES

Goal 1

Report #1

Report #3

Report #1 Comments

Report #2 Comments

Report #3 Comments

Report #2

Enter the Data – manually add a date

How it looks – now click print

Print

The printed version (PDF) – notice, the dates assigned by the district does not

appear – that’s why you’ll need to manually add a date in description.

ENRICHService Logs (assigning Service Providers)

Service Logs

• Enrich has a feature that allows a service provider to log services.

• This can also be used to log the provision of accommodations.

• The use of the service log isn’trequired at theDistrict level.

Service Logs

• By assigning providers, this helps tremendously with reports and dashboard reminders.

• There are a few steps that need to be done to allow for service log provision:

1) Set the permissions of the provider to be able to provide

that particular service(see next slide)

Service Log

• School Coordinators:– Click administration – Click view all users roles– Edit the role of that user• Only edit:

– Team Responsibility– Service Provider Title– “provide” under

Services

– Click save

Service Logs: The Roles Page

Service Logs

2a) Assign them as a provider under the student’s dashboard

1 2

3

4

5

Service Logs

2b) Assign them as a provider under the student’s dashboard – but it’s gray-ed out

this will only happenfor converted data

at first Annual review, itwon’t be anissue

Click View Details

Issue

Administrative Edit

Switch from what came from Excent to one of the Enrich options

from English Lang Arts to ELA

Click Save

Problem Solved . . . Go back to Step 2a =)

Fixed

Every 4.5 or 9 weeks• Reminder that this will reset with every

Special Review or amendment to the IEP since it isn’t tied to the report card date, but is tied to the implementation/start date of the IEP

ENRICHDirect vs Indirect

Direct vs Indirect: Total Minutes

• Let’s say you want to add 15 minutes of indirect services . . . Where does this get calculated?

LRE Section

• DO NOT use “additional time outside general ed” to show your indirect minutes time.

Not here . . .

Services Section

• Indirect time is auto calculated here:

• This is where you look for EFA funding

Here . . . .

ENRICHRunning Draft Reports

Other - Enrich

Reports

• One of the CPR requirements is to run a draft report from Enrich. The next few slides show you how:

From the dashboard – click “create/manage reports”

Click the + by New Blank ReportFind Draft Plans

Add “fields” to the report(i.e. student name/case manager)

Add the fields . . . Click add

Student Name Case Manager

12

3

Click Run

Print or Export

List of everything in

draft

ENRICHOthers

Enrich: Other

• Adding new users in Enrich

• Use this link to either:– Add– Delete

https://adobeformscentral.com/?f=xOyRfq9KCef45iR-Rn0rvg

Other – Add Placement Date

Other• Add Placement Date explanation – sort of a

“misnomer” and isn’t what it sounds like– Semester 1 will have 250 minutes/week of resource

math support/instruction because of Algebra 2 class– Semester 2 will have 15 minutes/week consult because

no math class– Add Placement Date for the beginning of Semester 2 to

reflect different servicesOR

– IEP is written for 2/2014 through 2/2015 so needs to reflect schedule for Semester 2 of 2013-14 and also Semester 1 of 2014-15

Other – Alternate Assessment

• Mark either Yes or NA • No should never be marked and will be

removed by Enrich as an option in the future• Don’t go back to “fix” now; just be aware for

the future

IEP Amendments/Special Reviews

• Changes made to IEP• No changes made to IEP

IEP Amendments/Special Reviews• For all special reviews, even if no changes are made

to the IEP, complete an IEP Amendment (cover page) to document the IEP meeting– Then go to Program tab– Edit details– Amend Save– Finalize – this creates a breadcrumb trail of special

reviews

IEP Amendments/Special Reviews• IEP Amendment (cover page)

– Yes, meeting/No, meeting– Sections changed (put “None” if no changes were made)

• Make handwritten changes on “real” IEP and upload• Program tab

– Edit Details of converted data– Amend– Make changes and save, validate, finalize or if no changes were made, just save, validate,

and finalize

• Once you’re done, you an click Edit details again and see the breadcrumb trail of Special Reviews

Possible Denial of FAPE/Compensatory Services

meetings

Reasons for denial of FAPE meetings• Comparable services were not begun within 5 days of

enrollment• Related services have not been provided• Significant changes were made to services without supporting

data when student transferred into school• Evaluation was not completed within 60-day timeline• Reevaluation or Annual Review was late• Portion of the IEP was not implemented as written• Progress report not issued as required by IEP• Failure to provide accommodations as required by IEP• School fails to write a minimally compliant IEP

Discussion of Possible Denial of FAPE/Compensatory Services Meetings

• All decisions regarding the possible denial of FAPE and need for compensatory services are made by the IEP team

• Decisions are made based on data• Compensatory services plan is developed• Follow-up IEP meeting is held once compensatory

services are provided to discuss progress/outcomes

Process for discussion• Purpose-to determine whether there was a

denial of FAPE and if so, what compensatory services are owed

• Review of data• Determination of denial of FAPE– If yes, development of compensatory services plan

Review of data• Review of what the current issue is (i.e. discuss what

should have happened and what didn’t happen like “didn’t provide progress reports in a manner consistent with the frequency stated in the IEP).

• discussion of the present levels of academic achievement and functional performance (PLAAFP)

• discussion of the current progress towards the annual goals

• Discussion of negative impact, if any, due to (insert the compliance issue)

• What would the current present levels look like if the student had gotten what he was supposed to have gotten?

• Based on:– parent input– teacher/staff input

Compensatory Services Plan• amount of services needed to make up the

deficit • location of services• person providing services• measurement of progress• documentation of provision of services (see

cheat sheet for use of Services Log)

Follow-up IEP meeting• Team must meet after compensatory services

have been delivered to review progress and determine if the obligation has been met – Is the student “caught back up”?– Do any changes need to be made to IEP as a result

of the completion of the compensatory services (such as updating the PLPs/Findings)?

Samples for denial of FAPE discussions

• BookShelf under Resources–Agenda to guide discussion–Sample PWN

Functional Behavior Assessment

Functional Behavior Assessment

• A Functional Behavior Assessment (FBA) is a process that identifies specific target behavior, the purpose of the behavior, and what factors maintain the behavior that is interfering with the student's educational progress.

• Note the word “Assessment”

FBAs• A FBA means you are gathering additional

information to figure out exactly what the student is doing, why he is doing it, and what you can do to change the behavior (BIP)

• Any time you gather additional information outside of typical progress monitoring, this must be done through a reevaluation and parent consent to reevaluate

FBAs• Very rarely would you go into a reeval/FBA

and already have enough info to do the BIP without needing to gather additional information

Evaluations and Reevaluations

Evaluations and Reevaluations

• Remember we are now using a combination of the Enrich process and out “old” eval/reeval forms

• The Enrich directions on the BookShelf under Process, Procedures,… will walk you through how to do this

Evaluations and Reevaluations

• You will begin each process in Enrich – Setting up the meeting and documenting the

process– Move to the paper forms– Then end the process in Enrich• Eligibility• IEP Amendment (cover page)/SR or AR

LATER THIS MONTH

Later this month

• Be on the lookout for instructions regarding your Table 1 & 3 (child count).

• For most, this is your firstofficial report you’llrun for the StateDepartment of Education

Next Meeting

• Monday, November 10, 2014

Thank you!