Determination’s
This guide outlines the determination levels for Special Education (SPED) compliance in educational districts. It highlights criteria for meeting requirements, assistance, intervention, and substantial intervention based on audit findings and procedural compliance. It emphasizes the importance of timely data and corrective action plans while detailing the monitoring activities required for effective SPED management. Educational professionals will find guidance on reporting data accurately, reviewing student files, and enhancing programs to drive better outcomes for students with special needs.
Determination’s
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Presentation Transcript
Determination’s Now what??
Determination Levels • Meets Requirements • Needs Assistance • Needs Intervention • Needs Substantial Intervention
Criteria • Audit Findings • Timely Correction of Identified Non-Compliance • Timely and Accurate Data • Procedural Compliance • Student & System Results
Procedural Compliance • Did the district demonstrate substantial compliance with procedural compliance indicators? • 2008 – for 2006-07: Indicators 9, 10, 11, 12, 13
Rules for criteria • Meets Requirements= • 0% in IN 9 & 10 or 95% and greater in all * • Needs Assistance = • 1 or more IN with “No” or at 75%-94% in any one or more * • Needs Intervention = • 1 or more IN with “No” or < 75% in any one or more
Cell Size • For school districts with cell sizes of fewer than five students or have a not applicable (n/a) for any of the student and system results indicators, the district’s performance for each of the results indicators will be individually examined by the state.
State Data -IN 12 FFY Baseline Target Actual 2004-2005 82.9 % 2005-2006 100 % 74.6 % 2006-2007 100 % 81.9 %
TA Rubric • For each Level • Monitoring Activities • Technical Assistance • Improvement Activities • Incentives or Sanctions
Where do you report this data? Supplemental Workbook When do you report your data? July 15 or prior to summer departure
Part C students referred to Part B – Indicator 12 • You may not use multiple Reason Codes. Report the primary reason and use “Other” as a last resort. • Don’t forget the DNQs. Enter the completion date in the comments field and report 0 if the determination was made prior to the 3rd birthday or any other reason code if determination was not completed by the 3rd birthday.
Remember, it is your data that drives your district SPED determination • SPED needs to take active role in checking OASIS files prior to submission even though these file most often come from the student management folks. • Review questioned data carefully. Just because you can replicate it does not make it correct. • Accurate data can help you identify areas that your program excels in and areas where they need some extra attention.
Reviewing Materials • Administrative Policies & Procedures • Student Files
Don Bering Strait Chatham Cordova Kake Sharon Juneau Annette Island Lower Kuskokwim Lower Yukon Working Groups
ATTI Presentation by Bev Ingram
Brainstorming / Solutions Have You Identified the Problem?
Corrective Action Plans Is it on Your Corrective Action Plan??
Website http://www.eed.state.ak.us/tls/sped/ta_page.html
Next Steps?? • CAP’s --Due by Jan. 1, 2009 • CAP's Fulfilled by May 1, 2009
Contacts: • Karen Lipson at 465-8684 or email at Karen.Lipson@alaska.gov for questions about reporting your data. • Sharon Schumacher at 465-2824 or email Sharon.Schumacher@alaska.gov for program questions or non-data questions about the SPP/APR or SPED Supplemental. • To download the SPED Supplemental or access other important SPED information on the web - www.eed.state.ak.us/tls/SPED
