The LEA Special Education Point of Contact Monthly Webinar will begin momentarily. A copy of today’s presentation is available for download through Go To Webinar. To access, expand the ‘Handouts’ menu.
LEA Special Education Point of Contact Monthly Webinar Sept. 16, 2020 OSSE Division of Systems and Supports, K-12 (K12SS) OSSE Division of the Chief Information Officer (CIO) OSSE Office Division of Teaching the Chief Information Officer and Learning (TAL)
AGENDA • Introduction • Policy Reminders and Updates • IDEA Monitoring Updates • Preparing for Child Count • SEDS Updates • Transportation Updates • Nonpublic Updates • Special Education Continuous Learning Community of Practice • Announcements & Reminders 9/14/2020 3
The Role of the LEA Special Education POC (LEA SE POC) Policy & Guidance Monitoring & Compliance • Act as the LEA’s liaison with OSSE for • Act as the LEA’s liaison with the OSSE IDEA special education policy and guidance Part B Monitoring and Non-Public Team. updates and clarifications. • Ensures implementation of dispute resolution • Identifies key areas of need for TA & PD. correction of noncompliance. Evidence-Based Practice Data Apps & Systems • • Support LEA staff in leveraging OSSE Serve as the SEDS administrator and trainer resources on evidence-based practices in on behalf of all LEA staff. serving students with disabilities. • Access and leverage student-level data from • Share training opportunities with staff. multiple OSSE systems (Qlik, SLED, etc.) • LEA leaders may assign one or multiple staff members to serve in this role, and may divide duties as they see fit to best meet the needs of the LEA. • Must be listed in the eSchoolPLUS contact list in the LEA SE POC role in order to receive official OSSE communications intended for LEA SE POCs. (LEA Data Manager controls this list.) 9/14/2020 4
LEA SE POCs must work together with other key LEA POCs LEA Assessment POC LEA Transportation POC • Work together to ensure students with disabilities • Keep up to date on all transportation policies, guidance, receive appropriate assessment accommodations, and eligibility criteria. as documented in IEPs. • Support the LEA Transportation POC to ensure timely • Work together to determine Alternate Assessment submission of all Transportation Request Forms (TRFs). eligibility for students with cognitive disabilities. Pre-K Special Education POC LEA Data Manager • • Work together to serve 3- to 5-year-old students with Ensure accurate enrollment data to allow transfer of disabilities. records in SEDS for students with disabilities. • • Support Pre-K SE POC in Child Outcomes Summary Access and leverage student-level data from multiple data collection, as needed. OSSE systems (Qlik, SLED, SIS, etc.) LEA English Learner Coordinator Early Childhood Transition Coordinator • Work together to serve students who are dually • Coordinate a smooth C to B Transition for newly identified as English learners with disabilities, including enrolled 3- or 4-year-old children coming from DC appropriate assessment accommodations, evaluations Early Intervention Program (‘Strong Start’). and service provision in other languages, family • Coordinate child find duties for young children. engagement and communication, etc. 5 9/14/2020
OSSE Contact Information for LEA Special Education POCs Data Apps & Systems Policy & Guidance OSSE Special Education Policy Team Use the OSSE Support Tool for questions or support OSSE.DSEpolicy@dc.gov with special education data systems and applications Preschool Special Education Monitoring & Compliance Dawn Hilton, Special Education Supervisory Karen Morgan-Donaldson, IDEA Part B Coordinator, Division of Early Learning, Monitoring and Compliance Team Dawn.Hilton@dc.gov Karen.Morgan-Donaldson@dc.gov Child Outcomes Summary Data Collection Edgar Stewart, Nonpublic Monitoring Team Edgar.Stewart@dc.gov OSSE.COSFAQ@dc.gov Evidence-Based Practice Assessment Accommodations Jennifer Carpenter, Professional Development Michael Craig, Assessment Specialist, Special Specialist Jennifer.Carpenter@dc.gov Populations, Michael.Craig@dc.gov Student Transportation: TOTE Support Team: (202) 576-5520 or DOT.Data@dc.gov School Liaisons and Parent Resource Center: (202) 576-5000 (follow prompt for school officials) 6 9/14/2020
Policy Reminders and Updates
Reminder: IDEA Part B Consolidated Guidance for Remote and Blended Learning • On July 21, 2020, OSSE issued the IDEA, Part B Provision of FAPE: Guidance Related to Remote and Blended Learning to address: ▪ Consolidation of guidance issued on Individuals with Disabilities Education Act (IDEA) Part B and nonpublic school procedures; ▪ Parent training and counseling as a related service ▪ The distinction between homebound instruction and option distance learning, and ▪ Serving students who are medically fragile 9/14/2020 8
Reminder: C-to-B Transition FAQ • On July 28, 2020, OSSE provided LEAs notification of issuance of the Early Childhood Transition: Frequently Asked Questions (FAQ) to address : ▪ Charter LEA responsibility to participate in transition conferences for all students who are Stage 4 or 5 enrolled in their LEA. (Q6) ▪ Referral = transition conference notification for children transitioning from Part C to B. (Q11) ▪ Children referred to your LEA but not yet enrolled or enrolling – LEAs are responsible for conducting reasonable efforts to obtain consent for evaluation. (Q3) 9/14/2020 9
Reminder: Tracking the First Provision of Specialized Instruction For the 2020-21 school year, LEAs continue to be required to document the first provision of specialized instruction for the following students: • Students at/ around the age of 3 transitioning from Part C; • Students at/ around the age of 4 transitioning from an Extended IFSP; and • Students ages 3 through 5 newly determined eligible for special education, including children transferring from out of state. LEAs are NOT required to document specialized instruction: • On an ongoing basis; • After a student’s IEP has been revised or amended if the LEA has previously documented the provision of specialized instruction under the priorIEP; • Students younger than age 6 continuing within the LEA with a current eligibility determination and who have previously received specialized instruction; and • Students younger than age 6 transferring from another LEA who have previously received specialized instruction. Please see OSSE Dear Colleague Letter and training . 9/14/2020 10
IDEA Monitoring Updates
IDEA Monitoring Updates – IDEA Part B Determinations • Determinations for FFY 2018 (2018-2019) will be issued in September • Overview of LEA Determinations Process ▪ OSSE conducts various monitoring activities and collects a variety of data from LEAs each school year. ▪ The determinations process compiles the data from those monitoring activities and data collection processes into “elements” or criteria used to calculate determination scores. ▪ Each element is worth a pre- determined number of points. Each LEA’s level of compliance and/or performance for each element is weighed and, as a result of each LEA’s ability or failure to meet the requirements of each element, a determination level is assigned based on overall score. • A Webinar outlining the Determinations process and the QuickBase application will be held on Sept. 22nd, 2020. Please register here. 9/14/2020 12
Preparing for the 2020-21 School Year Child Count
Preparing for Child Count • Overview of the Child Count Process • 2020 Child Count Timeline • Ways to Prepare in Advance • Resolving Common Data Errors • IEP Amendment Process for Child Count Errors • Using the Qlik Unified Data Errors App • Troubleshooting Support for Child Count 9/14/2020 14
Overview of Child Count Process • Child Count is a federally mandated activity under 34 CFR §300.641(a) that is reported annually and serves as the official special education enrollment number for the District of Columbia. • In accordance with the Individuals with Disabilities Education Act (IDEA) and all applicable District of Columbia laws and regulations, each local education agency (LEA) is required to certify the accuracy and reliability of its data to the state education agency (SEA), the Office of the State Superintendent of Education (OSSE). 9/14/2020 15
Overview of Child Count Process • Accuracy of SEDS data impacts funding for special education. • All special education data to be reviewed for Child Count is provided via the Special Education Data System (SEDS). • If any of the student special education information is inaccurate, the data must be corrected in the source system, which is SEDS. Student Population: • Students enrolled as of Oct. 5, 2020. • Must have current IEP and current eligibility. • IEP amendments directly relating to Child Count must be completed by Thursday, Nov. 12 in time for certification on Nov. 13, 2020. 9/14/2020 16
Student Populations Included in Child Count Only students that have a current IEP and eligibility status will be included in Child Count: 9/14/2020 17
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