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Special Education Self Review (SESR) Activity One: The Monitoring Plan

Special Education Self Review (SESR) Activity One: The Monitoring Plan

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Special Education Self Review (SESR) Activity One: The Monitoring Plan

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  1. Special Education Self Review (SESR)Activity One:The Monitoring Plan

  2. February 17, 2012: Monitoring Plan submission to CDE May 30, 2012: Student and LEA level findings report submitted electronically to CDE Student level corrective actions due electronically to CDE based on successful submission of student and LEA level findings District level corrective actions due electronically to CDE based on successful submission of student and LEA level findings One year timeline for correction of noncompliance based on successful submission of student and LEA level findings. Electronic and Hard Copy Data Due Dates

  3. To ensure that the Local Education Agencies (LEAs) are providing appropriate supervision and monitoring of special education programs and services; To determine whether, or not students receive educational benefit in district special education programs, and To provide information to the California Department of Education (CDE) regarding key compliance questions based on the use of CDE specified tools and assessment methodologies. Page 4-14 Purpose of the SESR? (SESR Instruction Manual)

  4. The SESR will answer the following questions: Does the LEA provide services and programs, which are reasonably calculated to result in Educational Benefit using the Rowley standard? Does the LEA provide services that result in Educational Benefit as measured by special education goals and State Performance Plan Indicators? Does the LEA comply with procedural guarantees that are known to be frequent noncompliance items in other districts? Purpose of the SESR?

  5. The SESR will answer the following questions: Does the LEA fulfill its responsibilities when other districts and programs serve its students? Does the Special Education Local Plan Area (SELPA), of which the district is a part, fulfill its responsibilities for monitoring the procedural elements of the Local Plan? Does CDE provide effective general supervision in accordance with the State Performance Plan (SPP)? Purpose of the SESR?

  6. 34 Code of Federal Regulations Section 300.600 General Supervision The CDE is responsible for providing general oversight of all public special education programs in the State of California. SESRs are one component of CDE’s quality assurance process and general supervision responsibilities. Why are SESRs required?

  7. Every four years UNLESS… A district is identified and/or has participated in a recent verification review (VR) When are SESRs required?

  8. The Participants  Small districts have fewer than 20 students receiving special education services. Larger districts will have 20 or more students receiving special education services.

  9. The following steps are included in Activity One of the SESR process: SELPA/District Level Preparation, Planning, & Training Parent Input: Meeting & Survey Review and Analysis of District Data Monitoring Plan SESR Activities

  10. SESR Activity One – Step One

  11. CDE has provided each SELPA with a link to a ftp website that includes the following resources: PowerPoint Trainings Master Item Table District Data Reports SESR Software Manuals Forms SESR Materials

  12. Developed by districts, approved by CDE The monitoring plan provides focus, direction, and acts as a strategic plan for the SESR Sources of information used in monitoring plan development include: 1. Parent Input (meetings and surveys) 2. State Performance Plan Indicators (SPPI) 3. Compliance History Complaints Due Process Hearings 4. Other Data Sources Monitoring Plan

  13. Information included in the monitoring plan is entered into the SESR software to generate the SESR review protocols for: Infant/Toddler Preschool School Age SELPA Governance Policies and Procedures Fiscal Monitoring Plan

  14. SESR Activity One - Step Two

  15. Pages 10-11 Parent Input - Meeting(s)

  16. Parent Input - Meeting(s) • Invitations must be sent to ALL parents or guardians of children receiving special education services within the district. • The district must conduct at least one Parent Input meeting unless categorized as a small district (fewer than 20 students with an IEP). • If < 20 percent participation at meeting, the district must send out the parent survey. • If 25 percent or more of the district’s home language surveys indicate a language other than English, an interpreter shall be present at the meeting.

  17. Parent Input - Surveys Alternative methods of data collection must be completed: • If 25 percent or more of the district’s home language surveys indicate a language other than English, the district shall develop a survey in that language(s). • If < 20 percent attend meeting or complete and return survey, the district must use additional means (such as phone or email surveys, surveys at IEP meetings, etc.) to bring the total to 20%. • CDE has surveys available in several languages.

  18. Parent Input - Small Districts Districts with under 20 students receiving special education services must conduct a Parent Survey instead of a Parent Input Meeting • A Parent Surveymustbe sent to every parent/guardian of a student receiving special education services in the district • Parents/guardians should be encouraged to complete and mail in the survey • If less than a 20% response rate, the district mustuse alternative methods to contact parents/guardians • Information collected from surveys will be submitted to CDE on Form 3, Small District Survey Form.

  19. SESR Activity One - Step Three

  20. Parent Input - Monitoring Plan • Information obtained from the district’s parent input activities must be included in the monitoring plan, if one or more of the following three conditions apply: • It is identified during one of the parent input processes, and is validated by other district data; • It appears to be a violation of state or federal law or regulation; and/or • It was expressed by several parents, affects a number of students, or occurs at a number of school sites.

  21. A search box is available by highlighting a column and then using the Ctrl + F key on the computer keyboard. Use a search word to locate the most appropriate item number. Master Item Table

  22. Enter the appropriate Individual Item Number(s) from the Parent Input Item SummarySheetor the Master Item Tablefor items to be investigated for each potential compliance issue. The title is a short descriptive name of the area being investigated (e.g. Assessment Plan-15 day timeline) The description is a short statement that is the basis for the investigation. State the number or percentage of responses, where the information was collected (i.e. Parent Survey or Parent Meeting), and the issue of concern.

  23. Parent Input - Recommendations • Parent input meeting invitation and the meeting date • Include a copy of the parent survey in the invitation with a self-addressed, stamped envelope • Convenient and centralized meeting location(s) • Reasonable accommodations • Arrange for interpreters • Two-hour session • Consider using SEEDS to summarize parent input data

  24. State Performance Plan Indicators (SPPI) CDE collects the data through the California Special Education Management Information System (CASEMIS) for reporting in the Annual Performance Report. • Includes district’s previous submission through SELPAs and other appropriate sources; • SPPI are measures of progress toward achieving statewide special education goals and are based on compliance, enrollment, and performance data • The SESR is concerned with district data submitted for the following SPPIs:

  25. Graduation (Grade 12) Dropout (Grades 7 - 12) Assessment (Grades 3 - 8, 10) A. Met AYP B. Participation English-language Arts Mathematics Performance English-language Arts Mathematics 5. LRE (Ages 6 - 22) Out of regular class < 21% Out of regular class > 60% SPPI

  26. LRE – Preschool (Ages 3 - 5) Assessment – Preschool (Ages 3 - 5) Parent Involvement (Ages Birth - 22) 11. Eligibility evaluation - Initial (Ages Birth - 22) - Determination made within 60 days SPPI

  27. Transition Part C to Part B not later than 3rd birthday Secondary Transition Goals and Services (Ages 16 – 22) Post-school Outcomes - (High School)Competitively employed, enrolled in post-secondary school, or both SPPI

  28. ActionRequired Yes SPPIs are included in the monitoring plan if the data report indicates “Yes” in the "Action required" column or when the target is not met. Action Required Action Required

  29. Check the box that corresponds to the SPPI area in the district’s Data Report (i.e. "YES" in the "Action Required" column or when the target is not met). Enter the reason that the indicator needs to be investigated.

  30. Compliance History • Districts must review compliance history: Complaints • Pattern of noncompliance • Corrective actions that persistently exceed timelines Due Process Hearings • Pattern of noncompliance • Corrective actions that persistently exceed timelines

  31. Compliance History • Include in the monitoring plan if… • Items from past complaint allegations in which there were noncompliant findings, or due process hearings in which there were findings of noncompliance, and • There is an ongoing pattern or trend to the noncompliance • If the district has persistent open corrective actions, exceeding mandated timelines, OR • The compliance item in questions is related to one of the overall monitoring questions (slides 7 & 8).

  32. Other Data Sources District Data can be viewed on CDE’s website: Districts will be using the 2009 --10 Data Reports.

  33. Other Data Sources • Other data to be considered by district: • District status on Highly Qualified Teachers • CAPA percentage: Over 1%? • Annual and triennial IEP status

  34. Located on Master Item Table Enter a short descriptive name of the compliance concern Description- Include the source of the concern (due process hearings, complaints), and the number of noncompliant findings.

  35. SESR Activity One - Step Four

  36. Required Number of Records

  37. All Special Populations must be adequately investigated for all issues of concern (e.g., the number of records of students who are of transition age; the eligibility category, the number of files that represent students with OHI/Diabetes, etc.). For each of the settings where students are servedthe district must indicate the number of students that will be included in the review (e.g., "District-wide, there are 10 students served in NPS programs, 3 are included in the review.").

  38. SESR Activity One - Step Five

  39. Page 2-7 Installing the Software For detailed instructions and screen shots please refer to the Software Installation Manual (Software Installation Manual)

  40. DO: Load the SESR software on to one designated personal computer (PC) with Window XP operating system Read your manuals: Instructions Manual Software Installation Manual Detailed Software Manual DON’T: Install SESR software on a Macintosh computer! Share your password SESR Software Preparation

  41. It is recommended that one person be responsible for entering data and making corrections in the software. This person should: Have analytical skills to be able to question the reviewer information and findings Have good editing skills SESR Software Preparation

  42. SESR Activity One – Step Six

  43. Pages 9-14 Monitoring Plan – The Hard Copy Enter the contents of the hard copy Monitoring Plan into the SESR software, from: • Parent Input • SPPI • Compliance history …for example (Detailed Software Manual)

  44. When the software is started, the "LOG ON" screenwill appear. It requires four items: USERNAME PASSWORD DISTRICT name and DISTRICT PASSWORD

  45. The USERNAME is "sesr" The PASSWORD is “1112" Enter the DISTRICTname from the drop down list. There is an individual password for each district to protect student confidentiality. Your CDE Consultant will provide the DISTRICT PASSWORD. Once the required information has been entered in the four fields, select the "OK" button.