USING THE OSP QUICK REFERENCE TOOL PRACTICE QUESTIONS AND ANSWERS

QUESTION #1: When a student moves into a district from out of state, what timelines are followed for initiating services?

ANSWER # 1: Policy 2419 Section 4B - Also found in frequently asked questions.

Rather than following the five day timeline for PWN, timelines specific to provision of services in Chapter 5, Section 4 are followed for students moving into the district from another state. Chapter 5, Section 4 requires the following when a student with an IEP transfers into the district from another state: When a student with a disability transfers from out of state to a West Virginia school district within the same school year, and enrolls in a new school, and had an IEP that was in effect in that other state, the district shall make reasonable efforts to consult with the parent within two school days of initial enrollment and to initiate FAPE for the student within one school day of the parent consultation. FAPE includes services comparable to those described in the previously held IEP, in consultation with the parent or adult student, until such time as the district conducts an evaluation, if necessary, determines eligibility, develops and implements a new IEP, if appropriate. Within two school days of enrollment, the receiving district shall request records and supporting documents and any other records related to the provision of special education and related services from the sending district. If the district decides an evaluation is necessary to determine the transfer student’s eligibility under West Virginia eligibility criteria, the district must conduct the evaluation using the requirements and timelines for initial evaluation, including obtaining parental consent. In conducting its evaluation, eligibility and IEP process, the district would observe the same timelines as for students within the state, including the five day timeline for PWN.

The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in placement.

QUESTION #2: What are the required data sources for verifying compliance indicator 1.10?

ANSWER # 2:

District Special Education Data Profile

 Most Recent 10th Month Discipline Report

 Discipline File Review Checklists

 Discipline File Review http://wvde.state.wv.us/specialeducationcompliance/documents/ContinuousImprovementandFocused MonitoringCIFMSManual_000.pdf

QUESTION #3: What is the process for ensuring that your district has agency participation at the age of transition? What agency resources are available in your area?

ANSWER # 3: IEP Instructions http://wvde.state.wv.us/teachiep/ieplesson.php?m=2&s=8 http://wvde.state.wv.us/osp/Transition/agencylinks.html

QUESTION #4: What was my district’s performance on the Annual Performance Targets for Indicator 5 in 2008-2009? And, did my district improve its performance on Indicator 5 in 2009-2010, based on the publicly reported educational environments data for my district?

ANSWER #4: Access http://wvde.state.wv.us/osp/datareports.html; then select WV District Special Education Data Reports (District Data Profiles) http://wveis.k12.wv.us/nclb/OSEcf/Data/replist1.cfm; Annual Performance Targets for 2008-2009 are listed in the blue box in the upper left hand corner of the Main Page. Click Annual Performance Targets 2008-2009; on this screen, select the appropriate district from the dropdown box. Scroll down to Indicator 5 to see the percentage in each educational environment included in the indicator and whether the target was met (yes or no).

On the WV District Special Education Data Reports 2009-2010 Main Page, select the appropriate district. Scroll down to the Educational Environments display to find the percentage of students in each educational environment. How does the district’s percentage compare with the 2008-2009 data found in the APR Targets?