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Special Education Data Reporting FAQ & Use Cases

Special Education FAQ Item Index
How special education data is submitted Accountable vs. Attending School Data Elements
Three-year-old Children Oct. 1 CC & MOE Special Education Graduates
sSEPA Begin Date vs. IEP Begin Date Parent Placed Private Flag sSEPA End Date Special Circumstance
Last Evaluation Date sSEPA Record Scenarios Student First Becomes IDEA Eligible
Under Age 3 on IEP Begin Date Continuing IDEA Eligible Student Annual IEP Meeting or Review of IEP
Revoke/No Longer Eligible/Student Exiting Student moves agencies during school year, still receiving services Student moves schools within agency during school year

 

  1. How is special education data submitted? Special education data from public schools is sent to WISEdata as a separate record, the Student Special Education Program Association (sSEPA), with dates that determine which record covers a specific period of time. An array of disabilities is also sent with the sSEPA record, one of which is identified as the reporting disability (primary disability). Any others are now known as ‘other disabilities’ (previously secondary disabilities).
    • Choice schools send up disability information in the Student Resource because the students are not technically IDEA eligible. Choice schools can choose to send disability information if the student was previously IDEA eligible. In the Choice disability array, schools indicate an order of disability (1- Primary, 2-Secondary, etc). Only the Choice student's primary disability is stored and displayed in the data warehouse; the secondary disability information is not captured.
  2. Accountable vs. Attending School: For students without disabilities, the attending school should always be the accountable school. For students with disabilities, sometimes the attending school will not be the school that is accountable. Typically the district of the accountable school is where the student resides. The district of the accountable school is responsible for the IEP, and the IEP team will write the IEP so that the student is placed in another district if needed. Accountable school or district information only applies to private school students if the student is parentally-placed in the private school but receives special education services from the accountable public school/district. In that scenario, the student will be counted for Third Friday of September at the private school and for October 1 Child Count at the public school.
  3. Which special education-related data elements are collected?
    • IEP Begin and End Date
    • Accountable School (School keys for TFS and Oct. 1)
    • Submitting School (Derived from the School Agency key for TFS and Oct. 1)
    • Reporting Disability code for Primary and Other Disabilities for TFS and Oct. 1
    • Educational Environment
    • Parent Placed Private indicator
    • Alternate Testing (State Assessment Type)
    • sSEPA Effective Begin and End Dates
    • School ID
    • Last Evaluation Date
    • Reason Exited Special Education
  4. Should I submit three-year-old children? Yes. Three-year-old children should be submitted to WISEdata as of their third birthday, or with an enrollment beginning the first day of the school year, if the child has already turned three. Their IEP and student special education program association records should also be submitted to WISEdata starting at age three, as well as any other required student documentation.
  5. Oct. 1 Child Count and IDEA MOE: The October 1 Child Count data is used by the Special Education team for the purposes of Maintenance of Effort (MOE) reporting. An LEA’s compliance with IDEA MOE establishes that state and local funding of special education remains relatively constant from year to year. As part of the MOE testing, LEAs can demonstrate compliance using an annual comparison of per pupil expenditures. This test uses the Oct. 1 Child Count as the source. Failure to meet MOE compliance will result in the LEA having to repay local funds (not IDEA funds) back to the U.S. Department of Education (through DPI).
  6. Special Education Graduates: When a student with disabilities graduates, the student's special education record must show that special education services continued until at least the exit date. Even if the student graduates prior to the last school year day, as seniors often do, the student will be documented properly as graduating with a disability so long as services continue through the exit date and the exit type is marked as High School Completion.
    • Though the HSC exit type is used for all high school completers, only use the HSC exit type for special education graduates once the student receives a regular diploma and will no longer return to school for any services, as the HSC exit code removes the student from being eligible for FAPE. Enter the highest credential type earned.
    • If the student walks in a senior graduation ceremony but will continue on for services temporarily or until reaching the max age, use the TC exit type until officially completing high school, which is for continuing or transferring students known to be continuing. If the student is still receiving educational services into the following school year(s), then the district should create a new enrollment and sSEPA record for the student. Code the awarding of the diploma for the school year when the student no longer receives services.
    • If students with disabilities continue attending a work program course past the twelfth grade, mark them as “retained” for the years after they meet their graduation requirements. Though you will identify the students as repeating grade 12, a repeat in grade 12 is not publicly reported for students with disabilities.
    • See the Graduation FAQ for more information about graduation requirements.
  7. sSEPA Begin Date vs. IEP Begin Date: The sSEPA Begin Date can be in the future compared to the IEP Begin Date. For example, IEP services began in the prior school year, but the sSEPA record has to be sent again in the subsequent school year. IEP Begin Date would be 2/15, and and the sSEPA Begin Date is 9/4.
    • Summer IEP Evaluations: If you have an IEP evaluation in the summer for the next school year, rather than creating a new sSEPA right away in the summer, hold off submitting the sSEPA record until there is a valid enrollment created for the upcoming year. If you submit a new sSEPA in the summer without a corresponding enrollment record, you may receive error 6725 in WISEdata.
  8. sSEPA End Date Special Circumstances: In the scenario of a parent revoking consent or the IEP team determining the child is no longer eligible, a notice is sent to the parent indicating the date the services will end. This date should be used as the sSEPA End Date. In the scenario where the student exits the district while receiving special education services, the sSEPA End Date should equal the Exit Withdrawal Date. In this case, you would also submit a Reason Exited of 'Revoked Consent for Special Education Services'.
  9. Last Evaluation Date: The Last Evaluation Date is the date of the last special education evaluation (Form ER-1), or, if the parents and districts agree to waive the re-evaluation, then it would be the date of the notice of agreement that a three-year re-evaluation is not needed(Form RE-3).
  10. sSEPA Record Submission Scenarios:
    • If a student resides in resident District A and receives services in the same district, then Resident District A submits a) the enrollment record and b) the sSEPA record. They identify the school in the sSA (enrollment) as FAPE Responsible School ID.
    • If a student resides in Resident District A, but receives primary and special education services in accordance with an IEP/ISP in Placed District B, then Placed District B submits a) the enrollment record and b) the sSEPA record and identifies a school within Resident District A as FAPE Responsible School ID. Resident District A should not do any reporting at all for the student.
    • Student resides in another state and is crossing the border to receive primary and special education services in Wisconsin district. The records are submitted by the WI district as if the student is a resident of the district for both a) sSA (enrollment) and b) sSEPA record. The FAPE Responsible School ID will be within the WI district.
    • If a student resides in Resident District A, but is open enrolled in District B and receives primary and special education services in District B, then District B submits a) Enrollment and b) sSEPA record. FAPE Responsible School ID will be a school within District B. The district of residence will be Resident District A.
    • If a student resides in Resident District A and is open enrolled in District B and receives special education services in District C, then District B submits a) Enrollment record and b) sSEPA record. The FAPE Responsible School within the record would be a school in District B. The district of residence will be Resident District A.
    • If a student with a disability was placed by a court in a Residential Care Center (RCC) receiving primary educational services on grounds within the boundaries of District A while the family resides in District B and the family moves to now reside in District C, then District B submits the enrollment record and sSEPA record and identifies a school in District B as the FAPE-responsible school. FAPE responsibility guide RCC District Submission Guide
    • If a student with a disability was placed by a court in a Residential Care Center (RCC) receiving primary educational services on grounds within the boundaries of District A while the family resided in District B and the child was in DOC or DHS at the time of placement, then District A submits the enrollment record and sSEPA record and identifies a school in District A as the FAPE-responsible school.
    • If a student with a disability was placed by a parent or guardian in a Residential Care Center (RCC) receiving primary educational services on grounds within the boundaries of District A, then this student is a private school student. If District A has an ISP, then District A submits the enrollment record and sSEPA record and identifies a school in District A as the FAPE responsible school.
    • If a student residing in Resident District A was placed by a parent or guardian in a private school and receives special education services from Resident District A, Resident District A submits an enrollment record and the sSEPA. If the student either takes part in the Choice program or attends a Choice School which has opted into the Private Schools - All Student Report card, then the Choice school will also send an enrollment record and disability in the student record but not a sSEPA record. The Choice school receives credit for Third Friday September count inclusion and the public school receives credit for the October 1 Child Count.
  11. Student First Becomes IDEA Eligible: When a student first becomes IDEA eligible to receive special education services, a sSEPA (special education) record has to be submitted with the sSEPA Begin Date the same as the IEP Begin Date for students at least age three on the IEP Begin Date. (Note, in this case when the student is over or at least age 3 on the IEP Begin Date, the sSEPA Begin Date will always be the same as the IEP Begin Date.)
    • Example: Student first becomes IDEA eligible in the middle of the school year 2018-19. IEP meetings are held that dictated IEP Begin Date as 10/15/18 and IEP End Date as 10/14/19. Submit the following sSEPA records:
      Record  sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date
      sSEPA 1 10/15/18 If this is the only active record, the sSEPA End Date should not be submitted. 10/15/18 10/14/19
  12. Student Receiving Special Education Services but Under Age Three on IEP Begin Date: The only scenario when the sSEPA Begin Date would be after the IEP Begin Date for a student who becomes IDEA eligible for the first time is when the student is under age three on the IEP Begin Date but is receiving special education services. In this case, the student can be under age three on the IEP Begin Date, but the sSEPA Begin Date is submitted on the third birthday.
    • Example: Student started receiving special education services on 9/15/18. His DOB is 9/30/15. On 9/30/18, he turns three, so the sSEPA Begin Date should be submitted as 9/30/18.
      Record sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date
      sSEPA 1 9/30/18 If this is the only active record, sSEPA End Date shouldn't be submitted. 9/15/18 9/14/19
  13. Continuing IDEA Eligible Student: For a continuing IDEA eligible student, a sSEPA record should be submitted with the sSEPA Begin Date as the first day of the school year.
    • Example: Student started receiving special education services in the 2017-18 school year. The student continues to receive special education services in 2018-19 in the same district.
      • 2017-18
        Record sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date Reason Exited
        sSEPA (2017-18) 4/15/18 For a student who would continue to receive special education services in the next school year, the sSEPA End Date should be the student's exit date or 6/30.  4/15/18 4/14/19 Not required for 2017-18 records
      • 2018-19
        Record sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date
        sSEPA (2018-19) 9/4/18 (First day of school in the school year) If this is the only active record, the sSEPA End Date shouldn't be submitted. 4/15/18 4/14/19
  14. Changes Triggered by Annual IEP Meeting OR Review/Revision/Change to the Existing IEP:
    • Annual IEP Meeting: A new sSEPA record should be submitted when an annual meeting is held which dictates the new IEP Begin Date and IEP End Date and any changes to any other fields. Here the sSEPA Begin Date will be same as the new IEP Begin Date.
    • Meeting to Review, Revise, or Change the Existing IEP: A review/revision/change to certain parts of an IEP may occur outside of an annual IEP meeting where changes could be made to one or more of the below listed data fields on the sSEPA. In this case, a new sSEPA record should be submitted whenever the IEP is ‘Reviewed’ OR ‘Revised’ or ‘Changed’. Note, a new sSEPA should not be submitted if there is no change to any fields as a result of this meeting. Also note that when the flag for Parent Placed Private changes, new IEP/ISP dates are triggered.
    • One or more fields could change as a result of either of the above meetings. In any case, a new sSEPA record has to be submitted with the sSEPA Begin Date as the date of change to one of the following sSEPA elements:
      • WI DPI FAPE Responsible School Reference
      • Special Education Setting (Education Environment)
      • Last Evaluation Date
      • IEP Begin Date
      • IEP End Date
      • Disability
      • Parent Placed Private
      • School ID
    • An End Date has to be submitted on the previous sSEPA record when there is a subsequent new sSEPA record for the student in the same district. This would be one day before the sSEPA Begin Date of the subsequent sSEPA record. When a sSEPA End Date is submitted, you also need to submit a Reason Exited as 'Continuing in Special Education'.
    • Example 1: An annual IEP meeting takes place in the middle of the school year. Total number of sSEPA records that have to be submitted (if an annual review happens in the middle of the school year):
      • SIS vendor will send one sSEPA record at the beginning of the school year. The IEP from the past school year is continued, so the sSEPA Begin Date will be the first day of school the student received special education services.
      • Another sSEPA record has to be submitted with the new IEP dates dictated by the Annual IEP meeting. The sSEPA Begin Date will be the same as the new IEP Begin Date.
      • The following sSEPA records must be submitted for 2018-19:
        Record sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date Reason Exited
        sSEPA 1 (Beginning of the school year) 8/30/18 First day of school the student received special education services   12/20/17 12/19/18  
        sSEPA 1 (Amendment to the sSEPA 1 record) 8/30/18  12/19/18 12/20/17 12/19/18 Continuing in Special Education, submitted with sSEPA End Date
        sSEPA 2 (Reflecting the changes in the annual IEP meeting) 12/20/18   12/20/18 12/19/19  
    • Example 2: A meeting is held to review, revise, or make a change in the middle of the school year outside the IEP Meeting. Total number of sSEPA records to be submitted:
      • 1. One at the beginning of the school year-- Because the IEP from the past school year is continued, the sSEPA Begin Date will be the first day of school the student received special education services.
      • 2. Another sSEPA should be submitted with the review/revision/change implementation. The sSEPA Begin Date will be the date the review/revision/change has been implemented.
        Record sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date Special Education Setting Reason Exited
        sSEPA 1 (Beginning of the school year) 8/30/18 First day of school the student received special education services   12/20/17 12/19/18 A  
        sSEPA 1 (Amendment to the sSEPA 1 record) 8/30/18  10/15/18 12/20/17 12/19/18 A Continuing in Special Education, submitted with sSEPA End Date
        sSEPA 2 10/16/18   12/20/17 12/19/18 B  
    • Note, an Annual IEP would also occur in this school year, and a new sSEPA record must be submitted with the new sSEPA Begin Date, which will be same as the new IEP Begin Date. Submit a sSEPA End Date and Reason Exited of 'Continuing in Special Education' on the previous sSEPA when a new, subsequent sSEPA exists.
  15. Revoke/No Longer Eligible (Return to regular education)/Student Exiting: An End Date is required on the sSEPA in the following scenarios:
    • IEP/ISP is revoked OR
    • The student is no longer eligible OR
    • The student exited special education services (e.g., graduation, max age, so these should be the same date or after student exited) OR
    • In the scenario the student exits the district while receiving special education services, this will be the date the student exited.
    • Note, in the scenario where the parent revokes consent or the IEP team determines the child is no longer eligible, a notice is sent to the parent indicating the date the services will end. This date should be used as the sSEPA End Date.
    • Example 1: Total number of sSEPA records (when services end even before an annual review or any other review/revision/change):
      • One at the beginning of the school year (continuing IDEA eligible student). The sSEPA Begin Date will be the first day of school the student received special education services. The parent revoked consent, so the sSEPA End Date on the notice sent to the parent to indicate the date services will end is 10/15/18. When the sSEPA End Date is identified, the sSEPA record is updated with this End Date and a Reason Exited.
      • 2017-18 and 2018-19
        Record sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date Reason Exited
        sSEPA 1 (Beginning of the school year) 8/30/18 First day of school the student received special education services   12/20/17 12/19/18  
        sSEPA 1 (Amendment to the beginning of the school year record) 8/30/18 10/15/18 12/20/17 12/19/18 Revoked Consent for Special Education Services, submitted with sSEPA End Date
    • Example 2: Student’s IEP spans from 2/15/18 to 2/14/19. An IEP meeting generally occurs before the IEP ends, and new IEP dates will be identified in the meeting. The parents of the student revoked consent in the meantime even before the new IEP began. In this case, the most recent sSEPA record submitted associated with the 2/15/18- 2/14/19 date range must have an End Date and Reason Exited; this sSEPA End Date is the date the parents receive in the letter to indicate the end of services (which should generally be before the new IEP begins). Because the new IEP did not kick in yet, during the time of the revocation, no details of that have to be submitted.
  16. Student Moves From One Agency Where S/he Receives Special Education Services to a New Agency During the School Year:

    When a Wisconsin LEA receives a transfer student, the receiving LEA, in consultation with the parent, must provide FAPE without delay, including special education and related services comparable to services described in the child’s IEP from the sending LEA. During the time of comparable services, the student should be counted for special education child count and the sending LEA would end the sSEPA record on the last day of attendance and the receiving LEA would start the new sSEPA (same IEP) until:

    1. the receiving LEA adopts the child’s IEP (including the evaluation and eligibility determination) from the previous LEA and provides the parents with an updated placement notice;
    2. the receiving LEA adopts the child’s evaluation and eligibility determination from the previous LEA and conducts an IEP team meeting to review and revise the IEP; or
    3. the receiving LEA conducts an evaluation and develops, adopts, and implements a new IEP.
    • New Agency Adopts Previous Agency's IEP: The new agency adopts the IEP from the previous agency when a student starts receiving special education services at the new agency. A sSEPA record should be submitted with the sSEPA Begin Date as the first day the student started receiving special education services with them. 
      • Example: Student moves from District A where he was receiving special education services to District B. District B must start providing special education services comparable to the current IEP as soon as the student joins them. Later they decide to adopt the previous IEP without any change to the IEP dates but submitting a new sSEPA record.
        • The following are the sSEPA records that must be submitted by District A:
          Record Ed Org ID sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date School ID Reason Exited
          sSEPA 1 100 08/30/18 First day student received special education services   4/20/18 4/19/19 11  
          sSEPA 1 (Amendment to sSEPA 1) 100 08/30/18  10/14/18 4/20/18 4/19/19 11 Exited District Due to Enrollment Exit Code, submitted with sSEPA End Date
        • The following are the sSEPA records that have to be submitted by District B:
          Record Ed Org ID sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date School ID
          sSEPA 2 201 10/15/18 First day student received special education services at new school   4/20/18 4/19/19 26
      • New Agency Conducts Meeting to Review/Revise IEP: When a student starts receiving special education services at the new agency, services will be provided as per the previous agency’s IEP until a new IEP is developed, so a sSEPA record should be submitted with the sSEPA Begin Date as the first day the student started receiving special education services with them. Once the new IEP is developed, another record must be submitted with the details of the updated IEP that dictates the new sSEPA Begin Date.
        • Example: Student moves from District A where she was receiving special education services to District B. District B starts providing special education services comparable to the previous district's IEP immediately after the student joins them. Later they update the student’s IEP through a review/revise meeting.
          • The following are the sSEPA records that must be submitted by District A: 

            Record

            Ed Org ID

            sSEPA Begin Date

            sSEPA End Date

            IEP Begin Date

            IEP End Date

            School ID

            Reason Exited

            sSEPA 1

            100

            08/30/18 First day student received special education services

             

            4/20/18

            4/19/19

            11

             

            sSEPA 1 (Amendment to sSEPA 1)

            100

            08/30/18

            10/14/18

            4/20/18

            4/19/19

            11

            Exited District Due to Enrollment Exit Code, submitted with sSEPA End Date

      • The following are the sSEPA records that must be submitted by District B:

Record

Ed Org ID

sSEPA Begin Date

sSEPA End Date

IEP Begin Date

IEP End Date

School ID

Reason Exited

sSEPA 2

201

10/15/18 First day student received special education services at new school

 

4/20/18

4/19/19

26

 

sSEPA 2 (Amendment)

201

10/15/18

11/14/18

4/20/18

4/19/19

26

Continuing in Special Education, submitted with sSEPA End Date

sSEPA 3

201

11/15/18 (Reviewed/revised IEP implemented by the district)

 

4/20/18

4/19/19

26

 

 

  • New Agency Develops New IEP: When a student starts receiving special education services at the new agency, services will be provided as per the previous agency’s IEP until a new IEP is developed, so a sSEPA record should be submitted with the sSEPA Begin Date as the first day the student started receiving special education services with them. Once the new IEP is developed, another record must be submitted with the details of the new IEP that dictates the new sSEPA Begin Date.
    • Example: Student moves from District A where she was receiving special education services to District B. District B starts providing special education services comparable to the previous district's IEP immediately after the student joins them. Later they develop their own IEP.
      • The following are the sSEPA records that must be submitted by District A:
        Record Ed Org ID sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date School ID Reason Exited
        sSEPA 1 100 08/30/18 First day student received special education services   4/20/18 4/19/19 11  
        sSEPA 1 (Amendment to sSEPA 1) 100 08/30/18  10/14/18 4/20/18 4/19/19 11 Exited District Due to Enrollment Exit Code, submitted with sSEPA End Date
      • The following are the sSEPA records that must be submitted by District B:
        Record Ed Org ID sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date School ID Reason Exited
        sSEPA 2 201 10/15/18 First day student received special education services at new school   4/20/18 4/19/19 26  
        sSEPA 2 (Amendment) 201 10/15/18  11/14/18 4/20/18 4/19/19 26 Continuing in Special Education, submitted with sSEPA End Date
        sSEPA 3 201 11/15/18 (New IEP developed by the district)   11/15/18 11/14/19 26  

 17. Student Receives Special Education Services in an Agency But Moves From One School Within the Agency to Another School During the School Year: The School ID field was added to the sSEPA record for the 2017-18 school year. This is a required field, meaning if you don't enter a value, you will receive an L1 error that will not let the record pass to WISEdata or the data warehouse.

  • Example: Student moves from School A where he was receiving special education services to School B where he was enrolled only for a couple days. He later goes back to the same School A.
    • The following are the sSEPA records that must be submitted by School A:
      Record Ed Org ID sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date School ID Reason Exited
      sSEPA 1 100 08/30/18 First day student received special education services   4/20/18 4/19/19 A  
      sSEPA 1 (Amendment) 100 08/30/18  9/19/18 4/20/18 4/19/19 A Continuing in Special Education, submitted with sSEPA End Date
    • The following are the sSEPA records that must be submitted by School B:
      Record Ed Org ID sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date School ID Reason Exited
      sSEPA 2 100 9/20/18 First day student received special education services at new school. First day of enrollment   4/20/18 4/19/19 B  
      sSEPA 2 (Amendment) 100 9/20/18  09/21/18 4/20/18 4/19/19 B Continuing in Special Education, submitted with sSEPA End Date
    • The following are the subsequent sSEPA records that must be submitted by School A:
      Record Ed Org ID sSEPA Begin Date sSEPA End Date IEP Begin Date IEP End Date School ID Reason Exited
      sSEPA 3 100 09/23/18 First day student received special education services. First day of enrollment back at School A   4/20/18 4/19/19 A  
  • When a student moves within the agency/LEA, the FAPE-responsible school will also change. Your sSEPA records should be tightly aligned with your sSA (enrollment) records. When there is an enrollment record for the student attending School B for two days, there should be an sSEPA record for the same time period. If this is not submitted, then DPI calculations will truncate the sSEPA record to end based on the student's Exit Date (from the sSA).
  • Another special case could be when a student has multiple enrollment records in the same district (could be within the same school or between two schools) with a gap of a couple days between them. The gap could be valid, maybe a weekend or a national holiday. In this case, every enrollment should be associated to a specific sSEPA where the School ID from the enrollment is submitted on the sSEPA.

18. Parent Placed Private Flag:

  • Example: A student has two enrollments, an sSA1 from a Choice school and an sSA2 from a public school. The sSEPA1 is from a public district. The student's status changed from being Parentally-Placed Private to Not Parentally-Placed Private, so a new sSEPA record should be submitted to reflect this change. Also, a new enrollment record should be submitted to reflect the change. Following are the records that should be submitted for enrollment and the sSEPA:
    • Enrollment Records (On 12/16/18 the student’s status changed from being PPP to not PPP.)
      Record Change Made Ed Org ID School Entry Date Exit Date Exit Type Code
      sSA1 Initial enrollment by Choice Choice School A Choice School A 9/15/18    
      sSA2 Initial parentally-placed private school enrollment by public school Public School District Y Public School B 9/30/18    
      sSA1 Amendment Choice ends enrollment Choice School A Choice School A 9/15/18 12/15/18 TC
      sSA2 Amendment Public school ends parentally-placed private school enrollment Public School District Y Public School B 9/30/18 12/15/18 TC
      sSA3 Public school starts primary public school enrollment Public School District Y Public School B 12/16/18    
      • sSEPA Records: On 12/16/18 the student's status changes from being PPP to not being PPP. Primary educational services move from being provided by Choice School A to Public School B. The ISP ends, and an IEP begins.
      Record Change Made Ed Org ID School ID sSEPA Begin Date sSEPA End Date Reason Exited Special Education  IEP (ISP) Begin Date IEP (ISP) End Date PPP
      sSEPA1 Initial ISP Public School District Y Public School B 9/30/18     9/30/18 9/29/19 True
      sSEPA1 Amendment ISP ends due to transfer back to public school Public School District Y Public School B 9/30/18 12/15/18 Continuing in Special Education 9/30/18 9/29/19 True
      sSEPA2 IEP begins Public School District Y Public School B 12/16/18     12/16/18 12/15/19 False

       

 

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