The Official Record: Quality Section 504 · 2019-07-30 · Plan 1 (continued) One more thing in...
Transcript of The Official Record: Quality Section 504 · 2019-07-30 · Plan 1 (continued) One more thing in...
The Official Record: Quality Section 504 Documentation eSped / eStar: Same program ‐ New Name
FRONTLINE ONLINE SOFTWARE
Practices, Procedures, and Guidelines for Standardized Systematic Documentation
Jan Greer DeHavenDirector for Section 504 Protections, Supports, and Services
2019‐2020
Frontline has two primary sections in which the Campus Designee works
504 PLAN LIVE DOCUMENTS
Working / Drafting area
Always live
“Saves” when you tell it
Allows you to “ARCHIVE” officially completed documentation
ARCHIVE MANAGER
Official Record
File Cabinet
Auto Archives do NOT link to data reports or allow preview of information. This causes errors in
record keeping
The Archive is the permanent record folder for all Section 504 documentation.
SEND TO ARCHIVE WHEN ORIGINALLY COMPLETED:
Notice of Meeting
Consent for Evaluation
Annual Meetings
Manifestation Determination Meetings
Review Meetings
UPLOAD TO THE ARCHIVE
(SCANNED OR ELECTRONIC RECORDS)
Signed Notices
Signed Consent to evaluate
Signature pages from meetings
Signed Receipts of Rights
Diagnostic information
Other relevant information
Accommodations Monitoring
Unsigned and Signed
Just the signature page. The meeting is already archived
Treat the Archive like a Filing Cabinet“Begin with the end in mind.” S. Covey
Completing the labeling boxes in the Archive Process allows you to:
Organize data / documentsRetrieve data / documents with ease!
NEISD STANDARDIZED PRACTICE
Title the Document with a recognizable name◦ Annual meeting◦ Medical Documentation◦ Meeting Signatures◦ ETC.
Select Folder: 504 Documents with the current school year
Select the correct document type
Put a specific descriptor in the comment box
Paperless record keeping: If you put it there, it will be there!(It also saves printer and paper costs)
The student name does not need to be in the title. It is their file.
YOU ARE IN CONTROL
Practice TASK: Open the ArchiveTo Upload Documents use this button
Analyze / CritiqueoDid the archiver pick a folder?
oDoes the name of the document inform?
oWhat is this?
SELECT A STUDENT TO VIEW
These first few screens are essential Background and Referral information that document the §504 process.
INITIAL PROCESSES
(sometimes you don’t value something until you actually need it…. Be proactive for the future by doing each step in the present!)
Practice Task: How to Archive StepsFROM ANY PAGE IN THE LIVE DOCUMENTCLICK
DO NOT USE THIS SECTION…IGNORE IT.
1. SELECT WHAT YOU WANT TO ARCHIVE
2. USE THE CONTROL KEY IF YOU WANT MORE THAN ONE ITEM
3. CLICK PRINT FINAL COPY
4. WAIT FOR IT….PREVIEW, PROOFREAD
1. Make an appropriate short comment
2. Select 504 Doc of current year3. Select from list
The WORK ZONEThe DRAFTING AREAThe MEETING ACTIONS
OPEN DOOR ICON = §504
Screen 1: Student InformationSOME DATA ON THIS PAGE IS AUTO LOADED FROM SKYWARD
1. Indicate 504 Status using drop down (Must be up‐to‐date)
2. Check accuracy of demographic information
3. Indicate campus information a. Residence DON’T – confuses Skywardb. Enrolledc. Part Time DON’T – confuses Skywardd. Next Year
4. Indicate case manager as the 504 coordinator
5. Indicate the IIT or teacher responsible for dyslexia IF APPROPRIATE.
6. Dates at the bottom auto‐populate ‐connected to the dates you put onto the plans. DON’T change them here
Student Demographics
Screen 2: Contact InformationMOST OF THIS IS AUTO‐LOADED
WITH THE STUDENT, HOWEVER, YOU CAN EDIT THE INFORMATION.This is where the PARENT CONTACT LOG link is located!
Click the blue arrow to access this supplemental page.
Student DemographicsScreen 2
Arrival at the Parent Contact Log (Screen 44)
• Use this screen to document phone, email, in person, or other contacts with parents that are relevant to the Section 504 plan.
• A series of contacts can be archived in relationship to a meeting then deleted from this live screen.
Step one:Click on the
BUTTONAdd Documentation
Record Keeping Procedure
Completing a Parent Contact Log
Janice Greer DeHavenRAMEC2018‐2019 July 4, 2019
X
Received email from Vida Quaife concerning request for a review meeting after a recent doctor appointment. Returned email with suggested dates.
NO English
X
Changes in medication may have side effects. Agenda will be discussion with the committee about what to expect and potential changes in accommodations
Archiving a series of Parent Contact Log1. Click Print/Archive
Email communication after medical appointment
504 2019‐2020Parent Contact Log
archive
Once you have archived a note or series of notes it is ok to delete it from the live
document.
2. Select Parent Contact Log
3. FILL OUT THE BOXES TO KEEP THE ARCHIVE ORGANIZED
Section 504 Review Committee Referral (Screen 3)
Referral
Say something if you click this!
Input forms have been adapted and are posted on the 504 district website. These are not recommended for use.
If Student Withdraws from the District or is Dismissed from §504
INITIAL PROCESS
Screen completed ONCE when the student is first considered for a 504 Evaluation
Complete Each Box!
1. Date: The date the individual first initiates a request for consideration / list who referred the student.
2. The status will duplicate from screen one. At this point it is REFERRAL.
3. Click the radial boxes for the areas of concern indicated in the original conversation.
4. Use descriptive words to note the area of concern that is presented for consideration.
This essential information is required!
District Withdrawn or Dismissed from 504
Withdrawn or Dismissed
1. Change Status on Screen One2. Screen 3, Enter date and click
withdraw or dismissal3. Complete the pop up box4. SAVE
Notice and Consent for 504 Evaluation
(Screen 4)
This form is only completed when a student is initially referred for consideration for services.It is the official consent form allowing
discussions about the disability.1. Complete all boxes2. Archive as INTITIAL CONSENT3. Obtain parent signature4. Scan and upload signed copy as
SIGNED INITIAL CONSENT
Provide Date met with parent / Referral Referral
Prepopulated from Referral (Screen 3)
Section 504
Say something if you click this!
Prepopulated from Referral (Screen 3) but you can edit /update
List what you will be considering for evaluation (medical/psychological report, etc.)
Ensure correct information is entered
Parent marks YES/NO and Signs/Dates
INITIAL PROCESS
THE MEETING
STANDARDIZED DOCUMENTATION PROCEDURES
Just like Jan said,
So wise and full of
knowledge
“WHEN OUR PURPOSE IS CLEAR, THOSE ARE THE GOOD DAYS…”
MEETING NOTICE (Screen 5)
An official NOTICE of MEETING is required for every meeting
Do a new NOTICE of MEETING when rescheduling is necessary
Pre‐arrangements by phone or email: DOCUMENT IN PARENT LOG
ARCHIVE each notice as you fill it out (RECORD OF ATTEMPT!)
Upload signed copies with the signature pages in ARCHIVE
Date of Notice = date sent
Date of Meeting = proposed date / time / location
Ensure information matches
Include YOUR NAME in the return boxes and the bottom of the page
ARCHIVE all Originals
Upload Signed Copy
Plan 1 (Screen 6)Date and Reason for meeting must be updated at each meeting
Data to inform the committee is in 2 text boxes
◦ Evaluation Information Reviewed = School data addressing the area of concern (Teacher reports, etc.)
◦ Information from Parents and other outside sources = Medical or private provider name and diagnostic information or other relevant information provided by the parents about the condition◦ ALWAYS IDENTIFY THE TREATING PROFESSIONAL,
THE DIAGNOSIS AND THE RECOMMENDATIONS FROM THE PROFESSIONAL
◦ Parent voice = The parent stated …..
Plan 1 continued
The discussion of the meeting takes place and is recorded in these two text boxes. This is the evaluation process.
Plan 1 (continued)
Part A: Eligibility DeterminationThe YES/NO is selected based on the diagnostic data reviewed in the INFORMATION BOXES
EXPLAIN = NAME THE CONDITION OR DISABILITY ◦ verified by the professional or assessment process◦ Name ONLY the conditions / disabilities being protected ◦ If it is named here it is considered protected◦ If it is named here it is to be addressed by accommodations
More Plan 1
Plan 1 (continued)
More Plan 1
The YES/NO is selected based on the diagnostic data reviewed in the INFORMATION BOXES
If the committee says YES, click on the appropriate areas of major life activities or bodily functions that are limited BASED ON THE IDENTIFIED CONDITION.
If the OTHER box is used, label the area of concern.
PART B
THEN! Open this box and DESCRIBE how the condition manifests for the student.
This will guide the selection of accommodations now, and support a decision in an MDR later!
Plan 1 (continued)
More Plan 1
If the committee says NO, explain in the text box and go to Part C.
NO means NO Plan/ No Protections
Eligibility considers the condition WITHOUT Mitigating Measures.
PART B
Plan 1 (continued)
Part C: The DECISION: If Parts A/B indicate YES, most likely, the answer here will be YES.
(NO is marked, if A or B is a NO)
Then select a CATEGORY of Impairment
More Plan 1
Academic/Learning or Dyslexia must be identified through assessment
Auditory or Visual Impairment require Medical Documentation
ADHD, Anxiety, Depression, etc. are Behavior / Emotional
Other Medical Conditions are Health / Physical
Temporary Impairments heal ‐ relatively short term
Plan 1 (continued)
More Plan 1
Students may be in more than one category.
MYTHS:Students have to have academic challenges to be eligible.
Students with behavior/emotional disorders can not be disciplined.
Plan 1 (continued) One more thing in this section!
The Section 504 committee must address attendance.
There are only two options. ◦ NO ISSUE, if the student is present for attendance regardless of the identified condition, at a rate similar to other students.
◦ If the student’s absenteeism reaches a level of concern, BEING ADDRESSED is chosen and needs to be discussed and reported in the school information box at the top of the screen. ◦ If absences are condition related, this should be in the discussion of the manifestation of the condition in Part B; accommodations will address a plan of action for missed instruction and assignments.
Now to the supplemental screens
The supplemental screens links, indicated by the “blue arrow” reside at the lower end of Plan 1 (Screen 6)
IF YOU SEE RED TEXT NEAR THE LINKS IT MEANS YOU MUST REMEMBER TO CLICK THE BOX TO INCLUDE THE SUPPLEMENTAL SCREEN IN THE FINAL ARCHIVED PLAN!
Dyslexia Screen: Initially completed by IIT or district evaluator, reviewed annually for students with dyslexia who receive direct instructional services. Check the box. Keep attached to the plan.
GE Homebound: Use when student is considered for Homebound Services. The meeting is a collaboration with Guidance and Counseling Department. Check the box when services are in place.
HERE’S THE HOW TO…
Answer YES / NO
Include the ORIGINAL date of assessment.
Click NEW and complete the table
the assessment results
When services Change document the history for the record
Categorical Descriptors: NO Blanks
Include Service hours if eligible for direct instruction
High School students need this when registering for college board!
Upload Diagnostic Results to the ARCHIVE (DO NOT COPY PASTE)
This goes directly to STAAR Acc. Or you can go back to Plan 1 to access
HERE’S THE HOW TO
When a student is considered for HOMEBOUND, the §504 committee includes a district representative from Guidance and Counseling.
Review the disabling condition adding new information in the appropriate evaluation boxes and descriptions in Plan 1 (Screen 6).
When the supplemental forms are reached, select HOMEBOUND.
Guidance and Counseling take over leadership in the meeting here.
Complete this form based on the results of the discussion. Update Accommodations as appropriate
Respond after Review of Plan 1
504 InstructionalAccommodations
All Accommodations are documented on this screen. The word instructional is a software
system error that we ignore…
Completed for every student with a condition identified for support from §504.
The supplemental screens links, indicated by the “blue arrow” reside at the lower end of Plan 1 (Screen 6)
HERE’S THE HOW TO FOR EACH SUPPLEMENT TO THE IAP: Select BUNDLE (Elementary or Secondary)
Select TOPIC
Click in the BLANK area at the top of the box, then click Add custom accommodation. Create, then click Add custom accommodation
Click the boxes to indicate which subject areas apply. Click ALL to activate all the courses at once.
Adapt InstructionAdapt/Additional MaterialsAlter Assignments/AssessmentEnvironmental AccommodationsManage Behavior
The drop down list is very generic. District Recommendation to draft an individualized and detailed phrase to capture the accommodation clearly
The EDIT button allows you to make changes without completely
starting over!
Guess what this one does?
This is a action button that clicks all the boxes for you. It does not simply mean all are checked.
TEA Webinar … they agree with me!Almost like they read my mind… or looked at plans I’ve written…
Student will have access to extra time to complete assigned work with a
writing component after a check‐in with the teacher to review progress, provide feedback and agree upon extended time required to
complete the task.
Extra time to complete assignments and assessments.
Accommodations must be specifically tailored to the student and include details for implementation!
Jan’s version:
When Boy Wonder is unable to complete a written task within the typically expect timeline, a student conference with the teacher allowing BW to demonstrate progress on the assignment, determine what needs to be done to meet expectations for the TEKS, and set an extended deadline. The new due date will be written by the teacher at the top of the page. Grading penalties will not be applied unless work is turned in after the extension date has passed.
TEA Webinar … another example!Almost like they read my mind… or looked at plans I’ve written…
During independent work time, monitor and
provide frequent verbal or nonverbal reminders
to return to task. (Student will put his head down or take out his phone when
off task.)
Cue student to return to task.
Reminders to stay on task.
Accommodations must be specifically tailored to the student and include details for implementation!
Jan’s version:
When Boy Wonder is distracted from an assigned task with his phone or by the activity of other students, provide private verbal redirection concerning classroom rules and refocus to the task by asking open ended questions about his progress on the assignment.
The supplemental screens links, indicated by the “blue arrow” reside at the lower end of Plan 1 (Screen 6)
Assessment Results Screen allows the committee to report which STAAR / EOC assessments have met the standard for passing. Check the box.
504 STAAR Accommodations: Completed for every student for whom the STAAR / EOC is appropriate. Check the box.
Select Test format for the current plan year and the next year.
Select current year accommodations for STAAR.
Assessment Results
HERE’S THE HOW TO
Using the drop down arrows, select the current year and the tests that the student will be taking during the current year.
Using the drop down arrows, predict the next year. This can be changed as needed in future meetings.
STAAR ACCOMMODATION Notes: include any anecdotal notes that the test administrator or campus test coordinator will need to know.
Update STAAR Accommodations links to the working screen.Update STAAR Accommodations
If you type here, the text only appears when you print the accommodations: NOT TEACHER BUNDLE
If you type here, the text appears when you print the accommodations and on the TEACHER BUNDLE
HERE’S THE HOW TO Review what has been previously
selected. Delete if no longer correct.
Using the work zone, click the boxes to indicate which accommodations will be offered to the student for each test.
Address identified condition
TEA eligibility for condition
Tests that will be taken in current year
After selecting, CLICK ADD ALL to make selections move to the top box.
Update STAAR Accommodations
USE THE TEA WEBSITE TO VERIFY!
READ CAREFULLY WHEN SELECTING
The supplemental screens links, indicated by the “blue arrow” reside at the lower end of Plan 1 (Screen 6)
A Behavior Intervention Planmay be implemented when the identified condition requires intentional interventions to reduce inappropriate behaviors and/or increase appropriate behavior.Check the boxes and add a date.
If the identified condition is not behavioral, but the need exists, RTI would intervene or a
referral for assessment may be made…
NOTE: The committee must determine the difference between an accommodation and an intervention plan. This template does not offer more than a framework. If a plan is needed and put in place, it means instructional action and monitoring are required!
HERE’S THE HOW TO
The §504 BIP has 3 pages in which to document the interventions intended for the student.
The system allows for 2 sets to be created implying that targeting 2 behaviors at a time is advisable.
DATE IT
INDIVIDUALIZE Don’t like the options? WRITE YOUR OWN
HERE’S THE HOW TO
The first page identifies the individuals who will be responsible for the implementation of the behavior plan.
Be intentional in your selections as this creates an obligation
The text box beside the red letters gives you a CHOICE to script out your exact plan in your own terms rather than use the targeted screens that follow.
HERE’S THE HOW TOIf the committee chooses to use the Target Behavior form this is page 2
Identify the targeted behavior in terms that can be observed and measured
Use the check boxes to identify positive actions of the plan for each appropriate area. (Interventions)
Use the OTHER box to add individualization or to clarify the checked boxes.
Don’t like the options? WRITE YOUR OWN
HERE’S THE HOW TOIf the committee chooses to use the Target Behavior form this is page 3
The target behavior auto populates from the last screen
Use the check boxes to identify consequences if this is recommended by the committee
OTHER is an option
Be careful. Nationally used. Not all are considered appropriate in NEISD and/or Texas.
Don’t like the options? WRITE YOUR OWN
The supplemental screens links, indicated by the “blue arrow” reside at the lower end of Plan 1 (Screen 6)
The Manifestation Determination Review (MDR)
This supplement is completed in the specialty meeting when a student has participated in a violation of the student code of conduct that may result in a disciplinary change of placement for more than 10 days out of the entire school year.
Check the box.
HERE’S THE HOW TO
After indicating the date & MDR meeting on Plan 1 (Screen 6), use the
to access this screen.
1. Describe the incident/behavior/ violation exactly like it is in the discipline report.
2. Make statements in each box to specify the data being considered.
3. Following the discussion of the data answer the two questions.
4. Obtain participant signatures
5. ARCHIVE
6. Provide conclusion of MDR to PPS
Diagnosis from eligibility New information from parents Professional observations on behavior/condition Accommodations with supporting data on usage Information not included elsewhere
Plan 2 (Screen 7)
Let’s finish the meeting!
This screen documents the committee decision on placement. UPDATE AT EACH MEETING
1‐2‐3 indicate placement for currently served students:
• Monitor: Still requires Annual meeting and monitoring
• Initial Placement • Continued placement
4. Dismissal during a meeting5 & 6. Referral to other committees: Explain in NOTES
7. Dismissal to SE during a meeting
Status of Deliberations: DON’T…◦ Delete old text from this box.◦ There is NO NEED to be excessive in restating data from the plan into this box.◦ IF you record everything during the meeting into the correct boxes on Plan 1 ….NO NEED to do deliberations. (Not legally required)
◦ If you need to document something that fits nowhere else you may use this box
Rationale: Deliberations have cause more confusion than they have been helpful
Plan 2 (Screen 7)continued…
The Committee Deliberations: This is ONLY for information that is not covered in any other box in the document
I’m so excited to stay in Nebraska longer…
System links to reports
System is organized
System encourages accuracy
Deliberations do not
Deliberations are not
Deliberations can not
It’s only thing worse than delayed flights and missed
connections…
Using the drop down add the names of the individuals and their roles in the committee. Include all who attended at any point during the meeting.
Print/Archive – Proof read on screen – Print
Committee Membership - Screen 8
Print this page with the final document
Committee members sign
Someone Left early? Chair prints “partial attendance” on the line & initials it
Parent(s) not in attendance: Chair prints why, initials, and has previously stated rationale for meeting without parent in the parent input section on Plan 1.◦ Meeting notice will also indicate permission to proceed◦ Documentation of at least 3 valid attempts prior to a proceed without parent meeting in archive
Most of the time: • Click NEW • Add the First and Last name• Select or add position
representation
A COPY OF 504 RIGHTS ARE INCLUDED IN THIS PLAN
Save 1 PAGE PER STUDENT!Type this at the end of the list and have the parent sign beside it when they sign the
participation!
Closing up detailsSCAN THE SIGNATURE PAGE TO BE UPLOADED: DO IT NOW
BEFORE YOU LEAVE Archive the entire planUpload signature pagesUpload any other documentation for the meeting
GIVE PARENT(S) THE PRINTED COPY AND SIGNATURE PAGE.
(IF YOU SCANNED, YOU DON’T NEED IT AND CAN SAVE PAPER AND INK!)
NEVER AUTO ARCHIVE
• The document may be printed in multiple languages. Select that language here. The information you typed in will be in the language in which you typed.
• From the drop down menu, select the report you want to archive
• Click on PRINT FINAL COPY
• WAIT! A PDF is being saved of your selection
AT THE TOP OF EACH SCREEN THERE IS A PRINT/ARCHIVE BUTTON.
Proper Archive Procedures1. Alongside a PDF preview of the Document, this
action screen appears◦ Wisdom says to proofread the document to be sure all intentions are
covered. (Save paper and ink by doing this on screen!)
2. ARCHIVE COMMENT: Short phrase such as, “Review meeting with additional diagnosis,”
3. FOLDER: Select a 504 with the current school year
4. ARCHIVE TYPE: Select from the drop down the best descriptor
5. Click ARCHIVE (There are no lightning bolts, just believe. A small signal box will pop up to tell you that it has been archived. If in doubt….go to archive and look! . You will get millions of copies of the same thing!)
This is how to organize the file cabinet!
Screen by Screen, the basics are done. There are reports that you can run to have all sorts of data and fun!
Working together, this race will be won!
Concerned about it?Call me and I will assist you!Review a draft before a meetingCreate a draft with you before a meetingOJT in a meetingChallenging situationJust Ask! I’ll work with you!
Jan Greer [email protected]‐407‐0249