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LEA Special Education Points of Contact Monthly Webinar May 6, 2020
Agenda • Shared Assumptions and Foundation • Extended School Year Updates • Announcements and Reminders 5/12/2020 3
Division of Systems and Supports, K-12
Shared Assumptions and Their Foundations
Key Principles and Takeaways IDEA = flexibility LEA Discretion and Flexibility Partner with parents Identify solutions for barriers to service delivery Transparent Communication with Students and Families Document TEAM decisions and provide to families Data-driven = Student-specific Data-driven Efforts to Address Students’ Needs for Support Consider receipt of educational benefit
IDEA allows for flexibility. ▪ The determination of how FAPE is to be provided may need to be different in this time of LEA Discretion and unprecedented national emergency. Flexibility (USED Supplemental Fact Sheet, p. 2) ▪ In the absence of federal or local guidance, Key Principles: LEAs should establish policies and 1. IDEA = flexibility procedures consistent with IDEA requirements. 2. Partner with parents (OSSE FAQs (3/25/2020) (4/15/2020), p. 1)
Partner with parents in planning. ▪ As a general principle . . . public agencies are encouraged to work with parents to reach mutually agreeable extensions of time, as LEA Discretion and appropriate. (USED Supplemental Fact Sheet, Flexibility p. 4-5) (OSSE FAQ (3/25/2020) Q8) ( Emphasis added ) Key Principles: 1. IDEA = flexibility ▪ IEP team meetings shall be considered on a 2. Partner with parents case by case basis when a student receiving distance learning requires special considerations to equitably access the educational opportunities provided to all students. (OSSE FAQ 4/15/2020, Q2)
Identify Solutions for barriers to service delivery In instances where it is prohibitive or Transparent impracticable to provide in-person services . . . the Communication with IEP team should consider alternative means of Students and providing supports . . . . (OSSE FAQ 3/25/2020, Q7) Families Clearly communicate the barrier to families and partner to identify solutions. Key Principles: Explain why health and safety make in- 1. Identify solutions for barriers to service delivery. person services for THIS student impossible. 2. Document TEAM decisions & provide to families. The IEP Amendment process may be used. (OSSE IEP Amendment Policy) (OSSE FAQ (4/15/2020) Q2)
Document IEP Team decisions & provide to families. Transparent • Distance Learning plans are Communication with an opportunity to reach agreement as to Students and what services would be provided during Families school closure. (OSSE Guidance Letter 3/12/2020) Key Principles: 1. Identify solutions for barriers • PWNs must be used to document IEP Team to service delivery. decisions about extensions, including the 2. Document TEAM decisions flexibilities considered and determined & provide to families. unavailable, and any mutually agreed to extensions of time. (OSSE FAQ (4/15/2020) Q6)
Document IEP Team decisions & provide to families. Transparent • Document student related service refusal . Communication with (OSSE FAQ (3/25/2020)) Q4) Consider Students and practices that increase receipt of services: Families ▪ Ensure parents receive contact information their special education Key Principles: PoC for scheduling and other questions. 1. Identify solutions for barriers to service delivery. Consider making a back-up contact available. 2. Document TEAM decisions & provide to families. ▪ Seek to identify mutually agreed upon appointment times. ▪ Provide options for parents to choose from when scheduling.
Data-driven Efforts to Data Driven = student specific. Describe and Address • . . . [R]eview the impact of the lapse in Data-driven Efforts to Students' services for each student with a Describe and Address Evolving Circumstances disability. . . . (OSSE FAQ Students' and Needs for Support (3/25/2020) Q11) Evolving Circumstances and Needs for Support Key Principles: 1. Data driven = student specific 2. Consider receipt of educational benefit.
Data-driven Efforts to Consider receipt of educational benefit. Describe and Address Data-driven Efforts to • Diminished educational benefit could Students' Describe and Address result from: Evolving Circumstances Students' ▪ Extended school closure , and Needs for Support Evolving Circumstances ▪ IEP services that could not be and Needs for Support Key Principles: provided remotely, 1. Data driven = student ▪ delay in provision of services , or specific ▪ student’s unavailability to receive 2. Consider receipt of educational benefit. services (OSEP Guidance A-1, A-2, A-3, A-4, USED Supplemental Fact Sheet p. 2) (OSSE FAQ (4/15/2020) Q3)
IDEA Monitoring
IDEA Part B Monitoring Updates OSSE continues to acknowledge that LEAs and schools are operating in a rapidly changing environment, under unprecedented circumstances lasting for unpredictable timeframes. We remain committed to being flexible and accommodating where possible. Therefore, OSSE will modify its monitoring schedule for the 2019-20 school year for monitoring activities under the IDEA, Part B. Please reference this guidance for an updated monitoring schedule and updated monitoring procedures. 5/12/2020 15
Extended School Year Updates
Extended School Year Reminders • ESY Calendar in eSchoolPLUS • Reporting Periods in SEDS • ESY Transportation & TOTE • ESY Statewide Longitudinal Educational Data (SLED) • Documenting ESY in SEDS 5/12/2020 17
Create ESY Calendar 5/12/2020 18
Enter ESY Reporting Period in SEDS 5/12/2020 19
ESY Certification Per the OSSE ESY Policy, each spring all LEAs must certify ESY data to OSSE. Deadline: June 1, 2020 • Purpose of Certification : • Assists LEAs and nonpublic programs in appropriate planning • Inform staffing for the summer months. • Assists OSSE in anticipating state-level expenses and transportation needs. 5/12/2020 20
ESY Certification An LEA has completed ESY certification when: • • Student-level decisions on ESY eligibility status, goals and services, and transportation are updated and accurate in SEDS as part of a finalized current IEP. • If Providing On-Site ESY ▪ calendar and bell times are updated and accurate in TOTE. ▪ Student demographics, eligibility and ESY location information is confirmed in TOTE . ▪ Transportation requests for all students requiring services have been submitted in TOTE . Deadline: June 1, 2020 5/12/2020 21
Reminder: ESY Required Tasks for 2020 Data ESY Required Tasks Earliest date LEA Final deadline to complete task System can begin task SEDS Finalize ESY eligibility & ESY Fall 2019 Monday, June 1, 2020 transportation eligibility status on IEP (shows in TOTE next business day) Enter ESY calendar & ESY progress Fall 2019 Monday, June 1, 2020 report dates Enter Service Trackers Last day of ESY Within 5 business days after ESY Enter Progress Reports Last week of ESY ends for LEA TOTE Complete transportation request form Mid-March 2020 (TBD) Monday, June 1, 2020 (TRF) for each student eligible for ESY transportation eSchool Create ESY calendar March 23, 2020 Monday, June 1, 2020 PLUS (LEA Data Managers) SLED ESY Input ESY site location(s) for LEA April 6, 2020 Monday, June 1, 2020 Module Assign each ESY-eligible SWD to ESY April 6, 2020 Two days prior to the first day of ESY for the LEA site location Indicate overall ESY attendance for Can be completed Within 5 business days after ESY Student as early as first day of ESY, if ends for LEA parent/ guardian /student ONLY REQUIRED IF PROVIDING ONSITE ESY indicates the student will not attend ESY. 5/12/2020 22
ESY Resources • Extended School Year (ESY) Services Policy http://osse.dc.gov/node/1555 • Extended School Year (ESY) Services Frequently Asked Questions: • LEA SE POC Webinar that provides more detailed overview of ESY eligibility determinations and SEDS documentation https://osse.dc.gov/multimedia/february-2019-special-education-point- contact-webinar • Contact the policy team in the Division of Systems and Supports, K-12 at osse.dsepolicy@dc.gov 5/12/2020 23
ESY Resources • Module I: ESY Eligibility Determinations (Policy) ▪ Audience: IEP team members and special education administrators • Module II: Documentation of ESY in the Special Education Data System (SEDS) ▪ Audience: IEP team members and special education administrators • Module III: ESY and the Transportation Online Tool for Education (TOTE) ▪ Audience: TOTE users and special education administrators • Module IV: ESY Module in the Statewide Longitudinal Education Data system (SLED) ▪ Audience: SLED administrators and special education administrators 5/12/2020 24
Reminders and Announcements
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