Special Education, Section 504, Medical Homebound, ESOL, MTSS, and More!
This tutorial is designed to support PowerSchool administrators and school staff in entering and maintaining accurate data for students receiving special services. These include Special Education (SPED), 504 Plans, Medical Homebound, Multilingual Learners (MLs), and MTSS documentation. Each section aligns with compliance and funding requirements through SCDE and ensures accurate data reporting in PowerSchool.
Students qualifying under IDEA should have a disability code in PowerSchool that matches EdPlanSC
If a student's identified disability changes mid-year, update the EFA code in PowerSchool.
Accurate coding affects funding and compliance.
Go to: Start Page > Search student > Compliance > EFA/EIA Classification Information
This setting determines whether the student is counted in subgroups for testing and data reporting.
The value in PowerSchool must match EdPlanSC
Go to: Start Page > Search student > Compliance > South Carolina Student Information
Only for SPED students with IEP-defined services.
In PS, use "Homebased" attendance code and match to the IEP.
⚠️ No EFA funding for Homebased instruction.
✅ Self Contained Indicator
Though this is not required by the State Department, the following may serve as an additional filter to identify a student as being in a “self-contained class.”
Record the primary life function impacted by the disability (per documentation in EdPlanSC).
Leave blank if the student does not have a 504 Plan.
✔️ Check box if eligible but no formal 504 Plan is in place.
Ensures accommodations are provided without bubbling.
Accurate entries ensure:
Correct test type (online vs paper)
Delivery of accommodations per IEP/504/EL Plan
Schools receive reimbursement for assessments (PSAT, ACT, SAT, Ready to Work)
Go to: Start Page > Search student > Compliance > Precode
Must be approved by the school leader.
Use the “Homebound” attendance code in PowerSchool.
Dates must match the approved form on file.
Work closely with your Medical Homebound coordinator.
Required 3x/year screenings.
In PS, answer:
“Was this student identified as at risk of having a reading difficulty based on the universal screening process?”
Options:
Not Screened
Screened, Identified
Screened, Not Identified
Use vendor cutoff points, not local.
If the student is ever “identified,” keep that status for the year.
🤝 Maintain communication with the MTSS Coordinator after each screening.
Based on Enrollment Survey or Home Language Survey.
Must be completed only at first-time enrollment in SC public schools.
If a language other than English is indicated, refer to the Title III Coordinator.
While awaiting scores, code as AW (max 30 days).
Common assessments:
ACCESS for ELLs
Alternate ACCESS
WIDA MODEL / Screener
Update annually based on ACCESS results.
Drives Title III-ML funding.
“Blank – United States” is default, but update if born outside the 50 states, DC, or PR.
If outside the U.S., enter U.S. School Entry Date.
Enter 30-Day Notification Date for students coded 1.0–6.0 or A1–A3.
M1–M4: monitoring or exit letters (no date entry required).
Must be completed annually.
Coordinate with your Title III team for:
First Record of Services
Parent Waivers
Required for state reporting:
Parent Name
Address
Phone Number
Go to: Start Page > Search student > Student Profile > Contact Management
Note: You can add a Parent/Guardian by selecting "Add" on the right hand side of the screen.
Your school should develop a consistent plan for entering and verifying student services data:
Use a shared spreadsheet
Hold weekly or monthly data meetings
Let your SPED Coordinator handle updates
Other helpful systems? Brainstorm with your team!