• Set up caseload in Enrich IEP


• Locate and Review Special Education File for each student on caseload. If you are unable to locate a file for a student work with your school staff member who handles student records.


• Identify upcoming IEP and Evaluation events. (All system users are able to run reports related to upcoming annual and reevaluation due dates.)


• Consult with appropriate school personnel related to classroom accommodations , modifications, supplementary services and/or Behavior Intervention Plans. The Accommodations/Modifications/Supplementary Services/BIP Acknowledgement Form (Sample Enrich Form) must be completed for each student with an IEP. The information in the form must be provided to all general education teachers, including related arts teachers, and paraprofessionals as appropriate, prior to the first day of student instruction. Throughout the school year this form must be completed for any new student with an IEP and after Special Review meetings in which there are changes in these areas. Additionally, the same process must be followed if there is any change to the student’s schedule during the school year including any changes due to a school operating on a block schedule, the form must be provided to the appropriate general education teachers, or paraprofessionals, if appropriate.
  
  By signing the Accommodations/Modifications/Supplementary Services/BIP Acknowledgement Form (Sample Enrich Form), appropriate school personnel, as mentioned in the previous paragraph, acknowledge they have received the form from the Special Education Team Lead/Case Manager, and understand the components of the student’s accommodations/modifications/ behavior intervention plans, and supplementary services. This includes understanding their responsibilities as mandated under the Individuals with Disabilities Education Act (IDEA) to read, understand, and implement with fidelity the accommodations/modifications/ behavior intervention plans, and supplementary services (example: Hearing Assistive Technology (HAT)/FM system) as designated in the IEP. Furthermore, it is understood these components of each student’s IEP will be provided to the student and implemented on the student’s first day of instruction. This process applies to staff teaching in Greenville County Schools traditional and virtual school programs.

Roster Reconciliation and Student Count

An accurate count of students requiring special education services is required to ensure that appropriate personnel are in place to provide services. Each year, prior to the first day of attendance for students, Special Education Case Managers will receive an email from the Special Education Specialist for their school with information for completing the Roster Reconciliation and Student Count. Case Managers are responsible for ensuring that the roster Reconciliation and Student count are completed accurately and within required timelines.

• Special Education contact teachers will receive an e-mail containing directions for completing the Beginning of Year Student count. The email includes the following attachments:
  
  
  • Attachment 1: Directions for Completing the Student Count
  
  
  • Attachment 2: Instructions for teachers to view and update their own rosters in Enrich IEP
  
  
  • Attachment 3: Caseload Additions and Removals template
  
  
  • Attachment 4: Special Education Enrollment Summary (to be used by the Special Education Contact Teacher in each school to summarize enrolled students by class)
  
  
• The Special Education Contact teacher must review all special education students in his/her school to ensure they have been assigned a Case Manager in that school. Caseloads may be viewed online in Enrich IEP.


• All Special Education students in Enrich IEP must be assigned a Team Lead. Case Managers are responsible for adding students to their caseloads and adding themselves as the Team Lead as soon as students are enrolled and active in Enrich IEP.


• If a Special Education student is enrolled and being served by a Case Manager but has not yet been added to PowerSchool and/or Enrich IEP, list the student on the Caseload Additions and Removals form under the Additions section.


• If a Special Education student is no longer attending your school but is still active in Enrich IEP in your school, list this student on the Caseload Additions and Removals form under the Removals section.


• Document any students with pending eligibility meetings in the Students with Pending Eligibility Meetings section.


• The Special Education Contact Teacher will complete the Special Education Enrollment Summary and return it along with Caseload Additions and Removals form to his/her Special Education Specialist. This email may also contain any pertinent comments.

During the School Year

• Provide and/or coordinate specialized instruction as outlined in students’ IEPs


• Coordinate any required special reviews, reevaluation review plans, and/or annual reviews for all students on caseload.


• Ensure parent/guardian/age of majority student receipt of Prior Written Notice, final IEP, and all related documents


• Complete IEP Progress Reports (see “Reporting Progress on IEP Goal(s) and Objectives”) for each student on your caseload according to the reporting frequency documented on the student's IEP on the dates on which district interim and quarterly reports are sent home.