MMSD – Department of Educational Services

TO:MMSD Special Education and Student Services Staff

FROM:Ann Yehle, Executive Director, Department of Educational Services

CC:Principals, Department of Educational Services, Department of Student Services, and Management Team

TRANSFER STUDENT PROCEDURES FOR SPECIAL EDUCATION:
EARLY CHILDHOOD THROUGH GRADE 12
REVISED, October 2008

The purpose of this revised implementation memo is to:

  • describe requirements of the IDEA 2004 related to students with disabilities who transfer to the MMSD from other districts and
  • describe MMSD student transfer procedures.

Note, this memo includes a step by step guide to walk you through the transfer process. We included a thorough point by point breakdown based on feedback we have received from you. Hence, Implementation Memo #16 is very lengthy but, as with many areas of our work, we are grounded by important legislation that helps ensure the civil rights of our students with disabilities are kept as the forefront. Thus, thank you for your patience with this memo and your willingness to adhere to this very important process.

IDEA 2004 Requirements:

Districts are required to immediately implement a student’s individualized education program (IEP) or provide services that approximate the IEP as closely as possible for students who transfer from other school districts in or out-of-state. This means there can be no interruption in services for any student with a disability who transfers into the MMSD from another school district. Second, a review of records is made to determine if the evaluation will be adopted.

When students with disabilities transfer from other school districtsin or out-of-state, the receiving school district must review the student’s IEP evaluation or determine if they will adopt this evaluation or conduct a new evaluation. First, a determination is made as to where the evaluation was completed. For example, when a student’s evaluation was completed in Wisconsin but then the student moves out of state then re-enters the MMSD, this is an in-state transfer.

If the evaluation is not adopted:

  • a reevaluation is completed for in-state transfers and
  • a transfer student initial evaluation is completed for out-of-state transfers

MMSD Procedures:

When a student with a disability transfers into the MMSD, the following basic steps must be followed. A more detailed explanation of the entire transfer process is on the accompanying pages.

Basic Steps for Early Childhood through Grade 12:

1.The student is enrolled and allowed to attend school without delay. Complete the Request to Add Transfer Student form found in the GUI400 system. School staff makes a good faith effort to obtain records from the previous school district.

  • for in-state transfers, state law requires sending districts to forward all educational records to receiving schools with 5 working days [Wisconsin Statute §118.125(4)].
  • for both in and out-of-state transfers, a parent release is not required to obtain all transfer student records from the previous school district [The Family Educational Rights and Privacy Act (FERPA) 34 CFR § 99.31].

2.School staff immediately implements the student’s IEP from the previous school district providing services that approximate the IEP as closely as possible.

3.An entire annual IEP and placement must be completed in the eIDEA system within 4 weeks after the student enrolls. A copy of the Wisconsin signed initial placement form is sent to the Educational Services Records Office.

  1. The student’s records from the previous school district are reviewed within 4 weeks using the Wisconsin eligibility criteria to determine if the evaluation will be adopted.

5.If the student’s records from the previous school district are not received within4 weeks of initial enrollment or school staff choose not to adopt the evaluation from the previous school district, a referral is initiated by school-based staff for either:

  • a reevaluation for in-state transfers or
  • a transfer student initial evaluation for out-of-state transfers
  • IEP evaluations for transfer students must be completed in accordance with IDEA timeline requirements

Detailed Explanation of the Early Childhood Transfer Process:

  1. The parent or guardian enrolls student at the MMSDAdministrationBuilding enrollment office where the student’s school identification number is generated. Enrollment office staff obtain special education records if available.

2.The District enrollment office forwards (1) the completed enrollment forms and (2) a copy of student’s special education records to the Department of Educational Services Early Childhood Administrative Assistant within one working day.

3.If special education records are not obtained when the student enrolls, Educational Services staff make a good faith effort to obtain records from previous school district.

4.An IEP implementation team is assigned by the Department of Educational Services.

5.The Individualized Education Program (IEP) implementation team is notified of their assignment (via GroupWise). Both IEP records and enrollment form are faxed to these IEP implementers.

6.The student’s current IEP is immediately implemented by providing services that approximate the previous school district’s IEP as closely as possible. Please note, the student may not have an IEP in the GUI system, however; implementers are still assigned through Educational Services and are required to approximate services until a MMSD IEP is developed.

7.Educational Services staff completes and submits the Request to Add TransferStudent form found in the GUI 400 system:

  • the Request to Add Transfer Student form is completed and
  • paper copies of the following documents from the previous school district (if available)

most recent evaluation

consent for initial placement from a Wisconsin school district

8.Because the MMSD does not adopt another district’s IEP, the early childhood implementation team creates a new annual IEP in the eIDEA system, obtains signed placement, and finalizes the IEP within (4) weeks after the student enrolls.

9.If the student’s records are received from the previous school district within (4) weeks, Educational Services personnel provides records to the Educational Services Team to determine if the evaluation will be adopted.

10.If partial records are available from the previous district, refer to Appendix A for possible courses of action for IEP teams.

11.Educational Services staff meet as a team to review records and determine whether or not the evaluation will be adopted. The eligibility criteria ( for each identified impairment is used to assist in confirming that

  • the evaluation is current,
  • the student meets state criteria for the identified impairment(s) and need for special education and
  • there is sufficient documentation to support that the exclusionary factors, as part of eligibility determination, were adequately addressed.

12.Based on information obtained from the file review, the staff member(s) determine if the District will adopt the evaluation or complete a new evaluation. Eligibility criteria checklists are maintained in the student’s behavioral file.

13.If the evaluation is adopted, an Educational Services team member enters the date in which the evaluation was adopted on the IEP Cover Sheet.

14.If the student’s records are not received from the previous school district within (4) weeks from enrollment, Educational Services staff begins a reevaluation for in-state transfers or a transfer student initial evaluation for out-of-state transfers.

15.If the evaluation is not adopted, Educational Services staff initiates a referral:

  • a reevaluation is completed for in-state transfers. This evaluation is conducted by the district’s Centrally Coordinated Individual Evaluation System (CCIES)
  • a transfer student initial evaluation is completed for out-of-state transfers. This evaluation is conducted by the district’s Centrally Coordinated Individual Evaluation System (CCIES)
  • communication with the parent/legal guardian is coordinated by Early Childhood implementers. These individuals explain why the evaluation was not adopted and discuss the next steps in the process
  • the student continues to receive the services outlined in the child’s IEP until the evaluation and if appropriate, IEP and placement have been completed
  • see Appendix B for a flowchart of the process

Detailed Explanation of the Transfer Process Kindergarten through Grade 12:

  1. The school secretary enrolls the student at the school and generates the student’s school identification number.

2.The principal assigns a school-based staff person to coordinate the collection of records from the sending school district:

  • State law requires school districts in Wisconsin to transfer records to receiving school districts within 5 working days of receipt of the written notice for records
  • the assigned school-based staff person contacts previous school district personnel to obtain current information about the student

3.The principal assigns staff to immediately implement the student’s IEP:

  • the IEP team provides services that approximate the IEP as closely as possible
  • if the student’s IEP involves a commitment of resources beyond the school’s capacity, school staff need to contact the area/level special education coordinator as soon as possible.

4.The assigned school-based staff person responsible for collecting records completes and submits the Request to Add Transfer Student form found in the GUI400 system:

  • the Request to Add Transfer Student form is available to all staff in their GUI400 menu where the other components of eIDEA are located
  • paper copies of the following documents from the previous school district (if available) are submitted at the same time via school mail to the Educational Services Records Office:

most recent evaluation

consent for initial placement from a Wisconsin school district

5.The principal appoints an IEP team, including IEP chairperson, and completed the form, Appointment of Additional Staff. The IEP team develops and finalized an entire annual IEP and determines placement:

  • this occurs within 4 weeks from the date the student enrolls
  • the IEP team develops the MMSD’s IEP for the student using the records from the previous district, grade level standards,, and the child’s performance in MMSD
  • the IEP team offers placement using the following guidelines:

out-of-state transfer: complete initial placement form and obtain parent signature

in-state transfer, no initial placement form in the record: complete initial placement form and obtain parent signature

in-state transfer, initial placement form in the record: complete continuing placement form

  • the IEP chairperson finalizes the annual IEP after the evaluation records are reviewed within 4 weeks from the date the student enrolls.

6.At the same time that the annual IEP is being developed, the principal assigns a staff member(s) to review the student’s IEP records from the sending school. The purpose of this review is to determine if the relevant IEP components and or required documentation is present.

7.If the student’s records from the previous school district have not been received within 4 weeks of initial enrollment, initiate:

  • a reevaluation for an in-state transfer student or
  • a transfer student initial evaluation for an out-of-state student.

8.If partial records are available from the previous district, refer to Appendix A for possible courses of action for IEP teams.

9.For additional guidance, the IEP team chairperson should contact the area/level special education coordinator.

10.If the student’s records from the previous school district are available, the assigned staff member(s) reviews the student’s records. The eligibility criteria ( for each identified impairment is used to assist in confirming that:

  • the evaluation is current,
  • the student meets state criteria for the identified impairment(s) and need for special education and,
  • there is sufficient documentation to support that the exclusionary factors, as part of eligibility determination, were adequately addressed.

11.Based on information obtained from the file review, the staff member(s) determine if the school will adopt the evaluation or complete a new evaluation. Eligibility Criteria Checklists are maintained in the student’s behavioral file.

12.If the evaluation is adopted, school-based staff enters the date in which the evaluation was adopted on the IEP Cover Sheet.

13.If the evaluation is not adopted, school-bases staff initiates a referral:

  • a reevaluation is completed for in-state transfers
  • a transfer student initial evaluation is completed for out-of-state transfers. This evaluation is conducted by the district’s Centrally Coordinated Individual Evaluation System (CCIES)
  • communication with the parent/legal guardian is coordinated by school-based staff. These individuals explain why the evaluation was not adopted and discuss the next steps in the process
  • the student continues to receive the services outlines in the child’s IEP until the evaluation and if appropriate, IEP and placement have been completed
  • see Appendix A for a flowchart of the process

If a student transfers into MMSD from a private/parochial school outside the Madison attendance area, follow the guidelines stated above.

If a student transfers into MMSD from a private/parochial school within the Madison attendance area, please refer to Implementation Memo #27, Guidelines and Procedures for the Provision of Services to Parentally-Placed Private School Students with Disabilities.

Appendix A

Madison Metropolitan School District Department of Educational Services

In-State Transfer Process for Students with Disabilities

The following grid provides typical scenarios regarding the transfer process and associated procedural steps

Scenario / Status of IEP Records / What to do
1 / Receive evaluation
Evaluation meets requirements of state and federal law
Evaluation current*
Receive copy of signed placement from a state of Wisconsin district / Immediately implement IEP from previous school district (or provide services that approximate the IEP as closely as possible)
Start services
Complete the Request to Add Transfer Student form available in the GUI400
Conduct IEP meeting to write annual IEP
Offer continuing placement
Finalize IEP
Send copy of evaluation to records office
2 / Receive evaluation
Evaluation meets requirements of state and federal law
Evaluation current*
Do not receive copy of signed placement from a state of Wisconsin district / Immediately implement IEP from previous school district (or provide services that approximate the IEP as closely as possible)
Start services
Complete the Request to Add Transfer Student form available in the GUI400
Conduct IEP meeting to write annual IEP
Offer initial placement and obtain parent signature on placement form
Finalize IEP
Send copy of evaluation and parent signature page from placement to records office
3 / Receive evaluation
Evaluation meets requirements of state and federal law
Evaluation not current*
Receive copy of signed placement from a state of Wisconsin district / Immediately implement IEP from previous school district (or provide services that approximate the IEP as closely as possible)
Start services
Complete the Request to Add Transfer Student form available in the GUI400
Conduct IEP meeting to write annual IEP
Offer continuing placement
Finalize IEP
Send copy of evaluation to records office
Initiate MMSD reevaluation
Complete reevaluation within required Referral and Evaluation timelines or sooner if possible
Complete an annual IEP following the reevaluation if the student is found to continue to have a disability(ies) and offer continuing placement
4 / Receive evaluation
Evaluation does not meet Wisconsin eligibility criteria
Receive copy of signed placement from a state of Wisconsin district
5 / Do not receive evaluation
Receive copy of signed placement from a state of Wisconsin district
Scenario / Status of IEP Records / What to do
6 / Receive evaluation
Evaluation meets requirements of state and federal law
Evaluation not current*
Do not receive copy of signed placement from a state of Wisconsin district / Immediately implement IEP from previous school district (or provide services that approximate the IEP as closely as possible)
Start services
Complete the Request to Add Transfer Student form available in the GUI400
Conduct IEP meeting to write annual IEP
Offer initial placement and obtain parent signature on placement form
Finalize IEP
Send copy of evaluation and parent signature page from placement to records office
Initiate MMSD reevaluation
Complete reevaluation within required Referral and Evaluation timelines or sooner if possible
Complete an annual IEP following the reevaluation if the student is found to continue to have a disability(ies) and offer continuing placement
7 / Receive evaluation
Evaluation does not meet Wisconsin eligibility criteria
Do not receive copy of signed placement from a state of Wisconsin district
8 / Do not receive evaluation
Do not receive copy of signed placement from a state of Wisconsin district
9 / Do not receive any documents
Parent reports that the child is a child with a disability and was receiving special education services
Parent wants child to receive services immediately / Contact previous school/district to obtain complete IEP records, if possible interview previous school staff to understand level/type of services
If verbal confirmation is received from previous school/district immediately implement IEP from previous school district (or provide services that approximate the IEP as closely as possible)
Start services
Complete the Request to Add Transfer Student form available in the GUI400
Continue efforts to obtain complete records from the previous school district
Conduct IEP meeting to write annual IEP
Offer initial placement and obtain parent signature
After (4) weeks from time of enrollment, no Evaluation has been received, begin a reevaluation
Complete evaluation within required Referral and Evaluation timelines or sooner if possible
Complete an annual IEP following the evaluation if the student is found to continue to have a disability(ies)
If verbal confirmation of the student’s disability status can not be obtained contact the level area special education coordinator for guidance

*For an evaluation to be considered current, the evaluation must have been completed within the last 3 years, OR, if completed more than 3 years ago, there must be documentation that within the last 3 years the school and parent agreed that there was sufficient evidence to indicate the student continued to meet eligibility criteria and a 3 year reevaluation was not needed.