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TUSD Standards Based Quality Review

TUSD Standards Based Quality Review. Holly Cluff Education Program Specialist Arizona Department of Education Exceptional Student Services. Lorrane McPherson Executive Director TUSD Exceptional Education. Special Education Program Monitoring.

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TUSD Standards Based Quality Review

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  1. TUSDStandards Based Quality Review Holly CluffEducation Program SpecialistArizona Department of Education Exceptional Student Services Lorrane McPherson Executive Director TUSD Exceptional Education Special Education Program Monitoring Mary Neale Accountability Coordinator TUSD Exceptional Education

  2. Commitment to process Ownership of findings and corrective action Knowledge of state and federal requirements Improvement efforts that focus on qualitative and compliance elements What do we want students to know and be able to do? What kinds of learning experiences will produce these outcomes? What systemic support is needed to produce desired student outcomes? ADE GOALSFor the PEA to increase: To focus on student need:

  3. TUSD GOALS • Increased knowledge of federal and state laws regarding the education of SWD • Increased understanding of the importance of implementing appropriate practices and policies for SWD. • Increased compliance with procedural requirements to improve IEPs and student achievement

  4. LEVELS • 1 ADE organizes monitoring; District employees assist where appropriate/possible • 2 District and ADE Teams plan and implement monitoring together • 3 District and ADE Teams plan together; District takes leadership role in process • 4 District plans, organizes and implements monitoring process in consultation with ADE

  5. Level 3 is also referred to as:Collaborative Compliance Program Review (CCPR) Website Link: http://www.ade.az.gov/ess/ESSHome.asp Go to Resources then Special Education Monitoring

  6. TUSD School Psychologists Classroom teachers Special Education teachers Related Service Providers EE Compliance Techs EE Program Specialists ADE Holly Cluff Christine Opitz Joan McCabe-Kern Hugh Pace Diane Mignella Team Members and Support

  7. FOCUS AREAS • Child Identification • Evaluation/Re-Evaluation • IEPs • Delivery of Services • Procedural Safeguards

  8. HOW IS DATA COLLECTED? Surveys 74 Principals 155 SE Teachers 53 Reg. Teachers 93 Related Service 36 Parents Information from Annual Data Collection

  9. HOW IS DATA COLLECTED? Interviews/Observations 18 Classrooms 30 Student Interviews

  10. HOW IS DATA COLLECTED? File Review • 300 Files • 150 People • 2.5 days • 8 days of Data Entry by 8 compliance technicians

  11. HOW IS DATA COLLECTED? Additional Sources • Special Education Administrator Survey • Verification of Administrative Regulations and Board Policy • Verification of Required Practices under IDEA and FERPA

  12. Completion • When all of the data has been collected and put into the database…Reports are generated: • Summary of Findings (SOF) • Corrective Action Plan (CAP) • 45-day items • On-going review

  13. DEFINITIONS • In Compliance: TUSD meets compliance standards • High Partial: TUSD should be able to meet compliance standards quickly • Low Partial: TUSD needs more intensive intervention to reach compliance standard • Out: Lack of compliance is unacceptable

  14. TUSD RESULTS 2004

  15. STRENGTHS • TUSD provides a wide range of services to a large special education population • Teachers are eager to meet compliance and learn required procedures • Parents report satisfaction with programs and student success

  16. STRENGTHS • Collaboration between special education and general education supports good programming • Teachers provide a caring and supportive environment • Instruction is based on the Arizona Academic Standards

  17. STRENGTHS • TUSD has no outstanding corrective action from a formal complaint • TUSD has no due processes involving special education

  18. CONCERNS • There is a need for increased professional development and training in the areas of: • Legal compliance • Pre-Referral Interventions • Increased Parent Participation • Suspension/Expulsion under I.D.E.A.

  19. CONCERNS • General and Special Educators need planning time together to collaborate on the IEP implementation • Child Find Activities need to be addressed • Public Awareness • 45 day Screening Procedures

  20. CONCERNS • The Multidisciplinary Evaluation Team (MET) process needs to document the teams review of existing data in a more consistent way • IEP development needs improvement and clarification in the areas of • Extended Year Services • Transition

  21. CONCERNS • More consistency is needed in sending parents the required documentation of how their student is progressing toward IEP goals and objectives on a quarterly basis.

  22. Reflection • Evaluation of the process and participant feedback

  23. Corrective Action • Revise Forms • Revise and Improve Written Procedures • Provide Professional Development and Follow up Training

  24. Corrective Action • Conduct additional file reviews during the school year to ensure continued compliance • Provide school teams with updates regarding the status of IEP compliance

  25. Many Thanks To: Cathy Taylor Leila Williams Terry Midkiff Sandy Marschinke

  26. Many Thanks To: Joe Villa Carmen Quintero Shelley Sykora Nancy Edwards Reina Robles Exceptional Education Compliance Technicians

  27. Many Thanks To: Elaine House Catalina High School

  28. ADE Christine Opitz Joan McCabe-Kern Hugh Pace Diane Mignella Sean Boggess SOF Team Linda Perry Lisa South Pam Smith Pat Ranjel Linda Facinelli Diane McCaw Judy Harper Bibi Benitez ACKNOWLEDGEMENTS

  29. Arizona Department of EducationExceptional Student Services Holly CluffEducation Program Specialist(520) 770-3061hcluff@ade.az.gov

  30. Tucson Unified School District Mary Neale Exceptional Education Accountability Coordinator (520) 225-5418Mary.Neale@tusd.k12.az.us

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