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Preparing for Service Provider Self-Review in Michigan’s Education: A Comprehensive Guide

This guide outlines the Service Provider Self-Review (SPSR) process mandated by the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind Act (NCLB). It emphasizes the need for local education agencies (LEAs) and public school academies (PSAs) to assess their performance, ensure compliance, and implement improvement plans based on key performance indicators (KPIs). The SPSR consists of data gathering, performance rating, improvement planning, and corrective actions aimed at enhancing educational benefits for students with disabilities.

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Preparing for Service Provider Self-Review in Michigan’s Education: A Comprehensive Guide

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  1. Getting Ready at the Local Level Preparing for the Service Provider Self-Review

  2. Background • The No Child Left Behind Act (NCLB) • The Individuals with Disabilities Education Act (IDEA 2004, also frequently referred to as the Individuals with Disabilities Education Improvement Act or IDEIA)

  3. Background

  4. Continuous Improvement and Monitoring System • Is concerned with Educational Benefit • Regards the child as part of the whole school • Targets areas of greatest concern

  5. Why the SPSR? • To improve student performance • To ensure compliance • To inform the Michigan Department of Education (MDE) and Intermediate School District (ISD) of local district (LEA) and public school academy (PSA) needs

  6. Service Provider Self-Review Part B Operational Considerations

  7. What is the SPSR? • A team process conducted by each of the local education agencies (LEAs) and public school academies (PSAs) • A process through which each LEA and PSA rates their performance on KPIs • A process through which LEAs and PSAs implement plans for improvement • A process that may begin as early as October 31, 2005 and must be completed by May 1, 2006

  8. SPSR Framework FOUR COMPONENTS • Information Gathering • Key Performance Indicator Rating • Improvement Planning • Student-Level Corrective Action Planning

  9. SPSR Components: 1. Information Gathering • Educational Benefit Reviews • Student Record Reviews • IEP Implementation Reviews • Surveys

  10. Educational Benefit Reviews • Used to determine if the Individual Education Program (IEP) was reasonably calculated to ensure educational benefit • Used to look at how and how well the IEP Team made its decisions

  11. Student Record Reviews • To collect information for the rating of district performance on KPIs • To assess the quality of IEP development • To ensure compliance with the IDEA and Michigan’s Rules and Regulations

  12. IEP Implementation Review • Includes the review of educational documents and interviews with general and special education staff members • Purpose is to determine if educational programs, instructional strategies, supplementary aids and services, and transition services (prescribed in a student’s IEP) have been consistently implemented

  13. Surveys • Parents • Special Education Teachers and Providers • General Education Teachers • Administrators

  14. SPSR Probe Question Analysis • The next step after Information Gathering • Involves a multidisciplinary stakeholder team, called the SPSR team. • Determine the district’s performance • Identify strengths and weaknesses

  15. SPSR Components: 2. Key Performance Indicator Rating • Analyze Data to Answer the Questions • Utilize the Performance Rubric • Rate District Performance for Each KPI

  16. Key Performance Indicators

  17. Michigan’s Key Performance Indicators: Primary Beliefs • There is one set of curricular standards • There is one set of behavioral expectations • Effective schools use effective practices • Learning differences are individual

  18. Michigan’s KPIs • Child Find • Positive Behavior Support • Student Assistance Teams • Family Participation

  19. Michigan’s KPIs (cont.) • Curriculum • Least Restrictive Environment • Participation in the State General Assessment • Preparation and Planning for Adult Life

  20. Michigan’s KPIs (cont.) • IEP Development, Implementation, and Timelines • Peer Reviewed Research and Instructional Practices • Highly Qualified Personnel • Data Use

  21. SPSR Components: 3. Improvement Planning • Develop improvement plan • Verify for completeness • Monitor for effectiveness

  22. SPSR Components: 4. Student Level Corrective Action Plans • Develop Student Level Corrective Action Plans • Verify for completeness • Monitor for implementation

  23. Evidence of Corrective Action • Written Documentation • Statements of Direct Actions • Statements of Direct Observations • Clear Evidence of Correction

  24. SLCAP Timelines • 30 Calendar Days: FAPE Issues • 1 Year: For all other issues • No Corrective Action

  25. SPSR System Diagram

  26. Local Support from the MDE • Technical assistance and training • Electronic Workbook • SPSR Implementation Grant

  27. Progressive Interventions • Level One: District allocates additional time and resources • Level Two: SEA directs expenditure of IDEA Part B funds • Level Three: SEA withholds all or part of IDEA Part B funds

  28. SPSR Conclusions • This is a process required by IDEA • The process is moving away from paper and moving toward local people • Local implementation begins in the 2005-2006 school year • ISD monitors will assist districts with facilitation, technical assistance, and training

  29. Considerations for Local Administrators Sample Selections, Teams, and FERPA

  30. Sample Selection • Educational Benefit Review • Student Record Review • Individualized Education Program (IEP) Implementation

  31. Thinking About People and Teams • Who would be best suited to sit on your over-arching multidisciplinary SPSR team? • Who would be best suited to help with each of the information gathering steps? • Who would be most prepared and interested in addressing each individual KPI? • Who will be assigned credentials and enter information into your district’s electronic workbook?

  32. Thinking About Personnel Requirements • Apply for the SPSR Implementation Grant, if needed • Look at the Grant’s worksheet for an estimated guidance regarding time allocations • Arrange for subs, if needed • Confidentiality must be a key consideration in determining personnel and parents who will be a part of this process

  33. FERPA Considerations and the SPSR “ Personally identifiable information” includes, but is not limited to: • The student’s name; • The name of the student’s parent or other family member; • The address of the student or student’s family; • A personal identifier, such as the student’s social security number or student number; • A list of personal characteristics that would make the student’s identity easily traceable; or • Other information that would make the student’s identity easily traceable.

  34. For More Information, Contact . . . • Kathy Barker at 517.373.7169 • CIMS Web site www.cenmi.org/CIMS • Your ISD monitor

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