In State Transfers

When a student with a disability transfers from another South Carolina school district, including students transferring from any South Carolina Public Charter School District (SCPCSD) into Greenville County Schools Greenville County personnel, in consultation with the parents, must provide a FAPE to the child.
Within 3 business days of registration of a student that has been previously identified as a student with a disability and has an IEP, the Contact Teacher at the homebased school will complete the Transfer Information and Statement of Comparable Services in Enrich AND provide a copy to the parent along with Prior Written Notice. The Prior Written Notice must explain the comparable services decisions, indicate that these comparable services will be provided beginning the first day of active enrollment (08.20.2019), and an IEP team will convene within 15 instructional days of this date. The Procedural Safeguards (Parent Handbook to Special Education) must be provided to the parent at the same time they receive the Statement of Comparable Services and Prior Written Notice.
When providing Prior Written Notice explaining the comparable services decisions, the comparable services will be provided without delay. This is the only situation that Prior Written Notice may not be received by the parent prior to the implementation of special education and related services. It should be noted that this Prior Written Notice is sent without the IEP team convening.

After receiving and reviewing the new student’s information the District may adopt the student’s IEP from the previous district, develop and implement a new IEP, or convene the IEP team to develop a reevaluation plan.

When a student moves within the state, eligibility in South Carolina has already been established; therefore a Reevaluation Review/Eligibility Planning Meeting is not required, unless the reevaluation date has expired and there are no documents supporting a timely reevaluation from the previous district.

If a student with a disability who received special education and related services in a previous SC district, but whose previous district failed to conduct a timely annual review of the IEP, transfers into Greenville County Schools the District must provide a FAPE to the student (including services comparable to those described in the student’s expired IEP from the previous district), until the District either:

• adopts the student’s IEP from the previous district (if available); or


• develops, adopts, and implements a new IEP that meets the applicable requirements in the regulations.

The Case Manager will send copies of the following documents to the Parent(s)/Guardian(s)/Age of Majority Student:

• Transfer Information and Statement of Comparable Services


• Prior Written Notice


• Parent Handbook to Special Education/Procedural Safeguards

It is recommended that the Prior Written Notice indicate a tentative IEP meeting date which should be no later than 15 instructional days following the student’s enrollment.

If the academic/functional data from the sending district IS NOT current and comprehensive, the IEP team will conduct a reevaluation planning meeting.

The student will receive the services as described in the IEP throughout the duration of the reevaluation period. Upon completion of the reevaluation, the team will reconvene to discuss the results of the reevaluation and to develop an IEP to be implemented upon parent’s receipt of Prior Written Notice identifying the proposal(s)/refusal(s) related to Identification, Educational Placement, and the Provision of FAPE. The IEP developed may be an annual review or a special review IEP based on the following guidelines:

• Annual Review IEP: All of the data included in Present Levels of Academic Achievement and Functional Performance, which provides the baseline data for the remainder of the IEP have been obtained since the student’s arrival in the current school or were obtained recently (within 60 days) by the previous district. The “IEP End Date” will be no more than 364 days from the IEP meeting date.


• Special Review IEP: Data included in Present Levels of Academic Achievement and Functional Performance, which provides the baseline data for the remainder of the IEP. This data is primarily data from the previous district's IEP, with some updates obtained since the student’s enrollment in Greenville County Schools. The IEP team must retain the original IEP End date indicated on the IEP from the previous district. If the IEP team wants to conduct an Annual Review, current data is required in order to develop a meaningful IEP that may be implemented for up to 364 days. The IEP team must retain the original IEP End Date indicated on the IEP from the previous district.

Out-of-State Transfers

When an out-of-state student with a disability, transfers into Greenville County Schools, the District in consultation with the parents, must provide the student with a FAPE, including services comparable to those described in the student’s IEP from the previous state.

Within 3 business days of registration of a student that has been previously identified as a student with a disability and has an IEP, the Contact Teacher at the homebased school will complete the Transfer Information and Statement of Comparable Services in Enrich AND provide a copy to the parent along with Prior Written Notice. The Prior Written Notice must explain the comparable services decisions, indicate that these comparable services will be provided beginning the first day of active enrollment (08.20.2019), and an IEP team will convene within 15 instructional days of this date. The Procedural Safeguards (Parent Handbook to Special Education) must be provided to the parent at the same time they receive the Statement of Comparable Services and Prior Written Notice.

NOTE: In a situation where an IEP has been fully developed upon student registration and prior to the student’s attendance in Greenville County, the Transfer Information and Statement of Comparable Services is still required.

After reviewing the student’s information, Greenville County Schools may adopt the current IEP, conduct an initial evaluation to determine eligibility in South Carolina, and subsequently develop and implement a new IEP. If, after reviewing all available information, the IEP team does not have the documentation necessary for establishing eligibility criteria in South Carolina, the team will need to conduct an initial evaluation to determine eligibility. The purpose of the evaluation conducted by GCS will be to determine if the student is a student with a disability under South Carolina’s eligibility criteria and to determine the educational needs of the student. Therefore, the evaluation will be an Initial Evaluation and parent Consent for Evaluation will need to be obtained prior to the initiation of the evaluation. If, however, the IEP team has the supporting evidence from the previous state to establish the student’s eligibility under South Carolina’s criteria, the team will complete the Eligibility Determination form and develop an Initial IEP.

In the event the parent is unable to provide the student’s information from the previous district or the District is unable to obtain the requested information, Greenville County Schools may decide that an evaluation is necessary because the District has reason to suspect that the child has a disability, nothing in the IDEA or its implementing regulations would prevent the District from providing special education services to the student while the evaluation is pending, subject to an agreement between the parent and the District. However, if the student receives special education services while the evaluation is pending, the District still must ensure that the student’s evaluation, which would be considered an Initial Evaluation, is conducted within 60 days of receiving parental consent for the evaluation. If the District conducts an eligibility determination meeting and concludes that the student has a disability under 34 CFR §300.8 and needs special education and related services, the District must develop an Initial IEP and obtain Consent for the Initial Provision of Special Education Services. The initial IEP for the student will be implemented in accordance with applicable requirements in 34 CFR §§300.320 through 300.324 even though the child is already receiving special education services from the new district.

If the parent refuses to provide consent for the evaluation under these circumstances, the District may, but is not required to, pursue the initial evaluation by utilizing the procedural safeguards including mediation or due process procedures. If the District chooses to pursue a due process hearing to override the parent’s refusal for Consent to Evaluate, the stay-put provision does not apply. The district would treat the child as a general education student and would not be required to provide the student with comparable services while the due process complaint is being resolved. In this situation when the Parent/Guardian/Age of Majority Student refuses to provide consent for the initial evaluation, the District does not violate its obligation under Child Find if it declines to pursue the evaluation; the District would then treat the student as a general education student.

Note: In a situation where an IEP has been fully developed upon student registration and prior to the student’s attendance in Greenville County, the Transfer Information and Statement of Comparable Services is still required.

Within 15 instructional days of the student’s enrollment in Greenville County:

• The IEP team, including a School Psychologist, must convene to determine eligibility in South Carolina.


• If the academic/functional data from the previous district ARE current and comprehensive, the IEP team will convene to determine eligibility in SC. To establish SC eligibility, the IEP Eligibility team including a School Psychologist, will follow the steps for the Initial Eligibility process beginning with the Evaluation Planning Meeting, and subsequently completing the applicable Eligibility Determination document in the Initial Evaluation system in Enrich IEP. Once SC eligibility has been established, the IEP team will develop an Initial IEP to be implemented upon the parent’s receipt of Prior Written Notice identifying the proposals/refusals related to Identification, Educational Placement and the Provision of FAPE and upon the district’s receipt of the Parent/Guardian/Age of Majority Student’s signed Consent for the Initial Provision of Special Education and Related Services.
  
  The IEP developed will be an Initial IEP and will retain the original annual review date indicated on the IEP from the sending district. However, if all of the data included in Present Levels of Academic Achievement and Functional Performance which provide the baseline data for the remainder of the IEP have been obtained since the student’s arrival in the current school or were obtained recently (within 60 days) by the previous district, the annual review date may change to reflect no more than 364 days.


• If the academic/functional data from the previous district ARE NOT current and comprehensive, the IEP team will conduct an Evaluation Planning Meeting. The evaluation will begin upon the Parent’s/Guardian/Age of Majority Student’s receipt of Prior Written Notice and the school’s receipt of signed Consent to Evaluate. The student will receive the services as described in the Transfer Information and Statement of Comparable Services throughout the duration of the evaluation period. Upon completion of the evaluation, the team will reconvene to discuss the results of the evaluation and to develop an Initial IEP, if appropriate, to be implemented following the parent’s receipt of Prior Written Notice relating to Identification, Educational Placement, and Provision of FAPE and upon the district’s receipt of Parent/Guardian/Age of Majority Student’s Consent for the Initial Provision of Special Education and Related Services.
  
  The IEP developed will be an Initial IEP. If all of the data included in Present Levels of Academic Achievement and Functional Performance which provide the baseline data for the remainder of the IEP have been obtained since the student’s arrival in the current school or were obtained recently (within 60 days) by the previous district, the annual review date may change to reflect no more than 364 days. If additional data would be required for the IEP team to develop a meaningful IEP, the IEP team must retain the original IEP End Date indicated on the IEP from the sending district.

Completing a Transfer Comparable Services in Enrich

To complete the Transfer Information and Statement of Comparable Services document in the IEP software system, users will select “Start Program” after selecting the student.

Complete the fields in the dialog box as outlined below.

Program = Special Education
Item = Transfer Info/Comp. Services Statement
Transfer Date = Date of registration at homebased school

Enrollment
Service District = Greenville School District
Service School = Assigned Elementary, Assigned Middle OR Assigned High
Home District = Greenville School District
Home School is not required, but can be entered.
IEP Grade(s) is not required, but can be entered.

The Case Manager will complete the remainder of this document using information from a review of the IEP from the sending district (if available) or by confirming information in the student’s IEP through communication with a representative of the student’s previous district.

Dates
Dates should always be completed from the top down.

Start Date = Start date of IEP from previous district
Planned End Date = Updates based on the date entered in Start Date field.
Next Review Due By = Updates based on the date entered in Start Date field.
Initial Eligibility Date = Initial Eligibility Date OR Most recent eligibility date
Initial Consent for Services = Initial Consent OR Most recent eligibility date

Eligibility Determination
Date Determined = Most recent reevaluation review IEP/eligibility determination

Enter the area(s) of disability.

Goals
Add all goals as listed on the IEP from the previous district.

Progress Report Frequency – select from the dropdown box
Area of Need – select from the dropdown box
Start Date – use date-picker tool to select start date on IEP from the previous district.
Projected Achievement Date – use the date-picker tool to select the end date on IEP from previous district.
Measurable Goals – enter the goal as written on IEP from previous district.

Uncheck “Collect detailed progress monitoring data at the goal level."

Click Add Goal to add additional goals.

Accommodations & Modifications
Select accommodation(s) from the dropdown.

If there are no accommodations, check the box indicating no accommodations.

If modifications are indicated on the received IEP, select Custom Modifications from the dropdown box.

If there are no modifications, check the box indicating no modifications.

Completing the “Custom modifications” and “Specific Instruction for accommodations and/or modifications” fields is not required.


Services
Use the dropdown boxes and date-picker tools to enter the services as listed on the IEP received from the previous district.

Check the box to Exclude Summer Months.

Indicate whether transportation is being provided as a related service.

If yes, complete the Transportation Form found in the Add Action Menu accessed from the Programs Tab.

Completing the text box describing specific directions, considerations or delivery methods is not required.

Assessment Participation
Do not complete except for: “Parent has been informed of all differences and their effects on any alternate participations.” This should be N/A unless the student is participating in Alternate Assessment.

Least Restrictive Environment
Do not complete this section, except for “Placement Options”.

Select the correct Placement Option corresponding to the “Percent of time inside general ed” calculated by the system.


Extended School Year
Select “Yes” or “No” from the dropdown box based on decision made by previous district.

If Yes is selected, describe the ESY services in the text box. Then, return to the Goals & Services sections, and using the radio buttons indicate whether each Goal & Service is addressed/provided during ESY.


Statement of Comparable Services
Select the Date Statement of Comparable Services Provided to Parent.

Describe any differences between the program that will be provided and the IEP from the previous district. Include any differences in the goals, services, LRE or assessment participation.

PWN
Complete the Prior Written Notice explaining comparable services decisions.

Consent for Special Education Services
Consent Granted =Yes

Date Response Received = Initial date of parental consent for services if provided by previous districts OR most recent eligibility date.

Upload & Attach the IEP from previous district.

Save, Validate, Correct any errors (highlighted in pink), and Finalize.

The Case Manager will send copies of the following documents to the Parent(s)/Guardian(s)/Age of Majority Student:

• Transfer Information and Statement of Comparable Services
• Prior Written Notice
• Parent Handbook to Special Education/Procedural Safeguards

It is recommended that the Prior Written Notice indicate a tentative IEP meeting date which should be no later than 15 instructional days following the student’s enrollment. Note: If an IEP for a transfer student will be completed on the same day as the Transfer Information and Statement of Comparable Services, the Transfer Information and Statement of Comparable Services must be finalized before the IEP meeting. In the section “Describe any differences…” the user will include a statement that the IEP team will complete an IEP for the student on that day; therefore data is not required in this section.

Students re-enrolling in Greenville County who were eligible and receiving services at the date of their exit, and who have not attended school or received special education services since their withdrawal.

The above process for completing the Transfer Information and Statement of Comparable Services must be followed for eligible students who have received special education services in Greenville County Schools prior to withdrawing and have now re-enrolled. Any Special Education student returning to Greenville County from either an out-of-state school or from a private/home school must be re-activated in Enrich prior to finalizing the Statement of Comparable Services. Teachers may review history in Enrich to determine whether or not students have previously received service in GCS. In the student’s Programs tab, Previous Programs listed can be viewed, as shown below. This applies to all students who have been withdrawn from school for 10 consecutive days or who have 10 consecutive days of non-attendance to school.

Students Enrolling in Greenville County Schools with an Expired Annual Review

If a student with a disability who received special education and related services in a previous SC district, but whose previous district failed to conduct a timely annual review of the IEP, transfers into Greenville County Schools the District must provide a FAPE to the student (including services comparable to those described in the student’s expired IEP from the previous district), until the District either:

• obtains additional information from the previous district (if available); or


• develops, adopts, and implements a new IEP that meets the applicable requirements in the regulations.

Students re-enrolling in Greenville County after services were discontinued in another district or state

When a student receiving special education services withdraws from GCS to another district or state for a period of time and special education services are discontinued, the student is not eligible for services upon their return to GCS. The Contact teacher for the school in which the student enrolls should immediately obtain documentation from the previous school of the discontinued services, upload this documentation in Enrich IEP, and submit a Special Education Support Request to have the student’s Special Education and Related Services discontinued in Enrich IEP. Because the Enrich IEP system maintains eligibility status for students even when they withdraw from the district, it is necessary to complete this task as the student will continue to appear active and eligible in the system. Prior Written Notice is not required for this action.

The following procedural workflows give an overview of the processes and procedures related to students with disabilities transferring into the school district.