Monthly Archives: August 2019
It has taken years of planning and preparation, but the Every Child Accountability and Tracking System (ECATS) is finally operating in all North Carolina public schools that serve students in grades K-12. ECATS is a data system made up of three modules: Special Education, Service Documentation, and Multi-Tiered Systems of Support (MTSS). ECATS provides a way to capture high quality information in a consistent way for a variety of purposes.
The Special Education module will help the North Carolina Department of Public Instruction (NCDPI) better do its job of monitoring and assisting Local Education Agencies (LEAs). The goal is that children with disabilities receive a free appropriate public education in the least restrictive environment. NCDPI also has to collect data and make reports to the U.S. Department of Education.
Changes were made to several special education forms as part of the transition to ECATS. When their child’s Individualized Education Program (IEP) is re-written, parents will notice that some sections of the form have been moved around and/or changed in some way. The new IEP form still contains all of the information required by federal and state laws.
The biggest change is that all of the child’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements are clustered together in the one section of the IEP. The new IEP form has a place to list the results of an initial evaluation or re-evaluation, as well as other data. For each skill area included in the evaluation, the IEP Team then has to decide (and document) if the student requires specially designed instruction (i.e., special education) in that area. Sometimes the answer will be “yes,” and sometimes it will be “no.” For students with existing IEPs, there should be PLAAFP statements for all skill areas where there are concerns.
The Annual Goals are also clustered together, but in a different section that will probably be two or more pages after the PLAAFP. This may make it more challenging to compare the proposed goals with the relevant PLAAFP statements. That comparison helps determine whether the goal is appropriately ambitious, yet reasonable for the student.
Parents can request a hard copy of the draft IEP so they can have the PLAAFP statements in front of them while the annual goals are developed. Other IEP team members may find this helpful as well.
Change happens, but it is easier to accept when you are prepared. If you would like to look at the new Exceptional Children Forms, you can find them here: