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Conducting Effective Self-Assessments: A Guide to Sampling for Compliance

This webcast provides a comprehensive approach to conducting self-assessments within educational settings, focusing on sampling methodologies as outlined in Appendix C. It details the development of self-assessment samples for evaluations, IEPs, and disciplinary records, emphasizing the importance of consultation with private schools and adherence to timelines. Participants will learn about weighted random sampling techniques, how to split sample sizes across different school levels, and methods for maintaining accurate records. Proper sampling strategies ensure effective evaluation and compliance with educational standards.

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Conducting Effective Self-Assessments: A Guide to Sampling for Compliance

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  1. Procedural Compliance Self-Assessment (PCSA) Webcast Section 2: Conducting the Self-Assessment: Sampling

  2. Developing Self-Assessment Samples (Appendix C) • Sample 1- Evaluation • Sample 2- IEP • Sample 3- Discipline • No Sample requirements • 60 day initial evaluation timeline • Consultation with private schools • Services plans

  3. Weighted Random Sampling • Evaluation and IEP populations ONLY • Separate lists and recording forms for: • Elementary • Middle school • High school • Find "grand total” sample size using Appendix D • Split up the sample size • Elementary • Middle School • High School

  4. Table for Determining Sample Size (Appendix D) • Population • 1-10 ...................................... • 11-15 ………………………... • 16-20 ………………………... • 21-25 ………………………... • 26-30 ………………………... • 31-35 ………………………… • 36-40 ………………………… • 41-45 ………………………… • Etc. …………………………… • Sample Size • All • 10 • 12 • 14 • 15 • 16 • 17 • 18 • Etc.

  5. www.random.org/sequences

  6. Sequence of Random Numbers

  7. Sample 1- Evaluation (EVAL) Population • Both initial evaluations and reevaluations • Initiated and completed during the previous school year • “Completed” is date IEP team determined eligibility or continuing eligibility • Only students found eligible • No transfer students with adopted evaluations • Full-time Open Enrollment only if completed by your district

  8. Creating the Evaluation Sample Create three lists: elementary, middle, high school Number students consecutively on each list Calculate a grand total Determine a total sample size (Appendix D) Select a proportionate number of students from each list to make up the total sample size

  9. Example of weighted random sampling- grand total and sample size Example Elementary (including EC) Students 140 Middle School Students 70 High School Students 90 Grand Total 300 Sample Size from Apx. D Table 27

  10. Example of weighted random sampling- elementary sample Number of Elementary Students in Eval Sample: Number of Elementary Students x Sample Size Grand Total of Eval Population 140 = .467 x 27 = 12.609 300 Quota of elementary students = 13 (rounded)

  11. Example of weighted random sampling- middle school sample Number of Middle School Students in Eval sample: Number of Middle School Students x Sample Size Grand Total of Eval Population 70 = .233 x 27 = 6.291 300

  12. Example of weighted random sampling- high school sample Number of High School Students in Eval Sample: Number of High School Students x Sample Size Grand Total of Eval Population 90 = .30 X 27 = 8.100 300

  13. Example of weighted sample- numbers for total sample Quotas for Each Level: Elementary/EC Students 13 Middle School Students 6 High School Students 8 Eval sample size: 27

  14. Completing the Evaluation Sample • Create list(s), number list(s), enter the totals, determined sample size and figured out proportionate share of grade level records. • Generate the sequence(s) • www.random.org/sequences • Select the student records from the list(s) • Enter the selected students on the appropriate Evaluation Recording Form (Appendix E).

  15. Sample 2- IEP Population • 3 lists of students who currently have IEPs • Elementary • Middle School • High School • Students who currently have IEPs • Make sure you review the student’s current IEP for compliance • Usually the largest population of the Self-Assessment • Only include students whose IEPs were developed by your LEA

  16. Creating the IEP Sample Create three lists: elementary, middle, high school Number students consecutively on each list Calculate a grand total Determine a total sample size (Appendix D) Select a proportionate number of students from each list to make up the total sample size

  17. Completing the IEP Sample • Generate the sequence(s) • www.random.org/sequences • Select the student records from the list(s) • Enter the selected students on the appropriate IEP Recording Form (Appendix E).

  18. Sample 3- Discipline (DISC) Extension of old discipline sample The key is creating an accurate population of disciplinary removals List of students who have been removed by LEA staff for violating a code of student conduct or who have received disciplinary removals during the past school year Webcast on discipline: http://sped.dpi.wi.gov/files/sped/av/spp-sa-disc/player.html

  19. What is a “removal?” • Partial day removals must be included in counting days of removal. • Removals may include (but not limited to) • Expulsions • Out-of-school suspensions • Removals to IAES • Certain in-school suspensions • Certain bus suspensions • De Facto suspensions • http://sped.dpi.wi.gov/sped_bul06-02

  20. In-School Suspensions and Removal • Include certain in-school suspensions as a removal if: • The student’s IEP was not implemented; OR • The student did not participate with nondisabled peers to the extent required by the IEP; OR • The student did not have the opportunity to appropriately progress in the general curriculum.

  21. Bus Suspensions and Removal • Include certain bus suspensions as a removal if: • The student was not provided transportation AND • The student did not attend school.

  22. De Facto Suspensions and Removal • Include de facto suspensions as a removal if: • The student is removed from school or class for not following the procedures related to suspensions. • LEAs should have procedures in place to accurately track and count de facto suspensions.

  23. Creating the Discipline Sample • Create one list • Number the students consecutively • 10 or more students • Sample = ALL • >10 students • Find the required sample size

  24. Completing the Discipline Sample • Generate the sequence(s) • www.random.org/sequences • Select the student records from the list(s) • Enter the selected students on the appropriate Evaluation Recording Form (Appendix E).

  25. Questions? Janice Duff, 414-227-1845, janice.duff@dpi.wi.gov Courtney Reed Jenkins, 608-267-9183, courtney.jenkins@dpi.wi.gov Allison Markoski, 608-266-3126, allison.markoski@dpi.wi.gov Marge Resan, 608-267-9158, Margaret.resan@dpi.wi.gov Paul Sherman, 608-267-9157, paul.sherman@dpi.wi.gov Christina Spector, 608-267-3747, christina.spector@dpi.wi.gov Paula Volpiansky, 608-267-3725, paula.volpiansky@dpi.wi.gov Patricia Williams, 608-267-3720, patricia.williams@dpi.wi.gov

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