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Consultant Training Special Education Self−review (SESR) Activity One: The Monitoring Plan

Consultant Training Special Education Self−review (SESR) Activity One: The Monitoring Plan. Goals of Training. To familiarize participants with the Special Education Self-review (SESR) process

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Consultant Training Special Education Self−review (SESR) Activity One: The Monitoring Plan

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  1. Consultant TrainingSpecial Education Self−review (SESR)Activity One:The Monitoring Plan

  2. Goals of Training • To familiarize participants with the Special Education Self-review (SESR) process • To provide instruction and technical assistance related to Activity One of the SESR process: Development and Submission of the Monitoring Plan

  3. Activity One Overview Required Steps: • Parent meeting/survey and analysis • Analysis of State Performance Plan Indicator(SPPI) data • Analysis of compliance history • SESR software installation • Submission of the hard copy Monitoring Plan for Special Education Local Plan Area (SELPA) and California Department of Education (CDE) review • Input and upload items and information from the approved Monitoring Plan

  4. Materials Where and What SPED Info Share Listserv to SELPA with link to FTP site. Software Instruction Manual Instructions Forms Power Points Flowcharts Worksheets Additional manuals

  5. SESR Activity One – Step One

  6. November 20, 2013: No later than this date, the hard copy must be submitted to CDE for approval Hard Copy Monitoring Plan Due Date

  7. Title 34 Code of Federal Regulations Section 300.600 General Supervision The State must monitor the implementation of this part, enforce this part in accordance with § 300.604(a)(1) and (a)(3), (b)(2)(i) and (b)(2)(v), and (c)(2), and annually report on performance under this part. ------------------------------------------------------------------------------------- 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?

  8. 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 LEAs? Purpose of the SESR

  9. The SESR will answer the following questions: Does the LEA fulfill its responsibilities when other LEAs and programs serve its students? Does the Special Education Local Plan Area (SELPA), of which the LEA 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) and in accordance with Title 34 Code of Federal Regulations (CFR)section 300.600? Purpose of the SESR

  10. Every four years UNLESS… A LEA is identified for, or has participated in, a recent verification review (VR) When are SESRs required?

  11. Developed by LEAs, approved by SELPA and 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)/Annual Performance Report Measures (APRM) 3. Compliance History Complaints Due Process Hearings 4. Other Data Monitoring Plan

  12. Items and areas for investigation included in the monitoring plan are entered into the SESR software to generate the SESR review forms for: Student-level reviews Infant/Toddler Preschool School Age District-level reviews SELPA Governance Policies and Procedures Fiscal Monitoring Plan

  13. Data Validation Review • LEAs will also complete a validation of data • Activity will likely be web-based

  14. SESR Activity One - Step Two

  15. Pages 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 LEA. • The LEA must conduct at least one Parent Input meeting • If < 20 percent participation at the meeting, the LEA must send out the parent survey. • For any language in which 25 percent or more of the LEA’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 LEA’s home language surveys indicate a language other than English, the district shall develop a survey in that language(s). CDE has surveys available in several languages. • If < 20 percent attend meeting or complete and return survey, the LEA must use additional means (such as phone or e-mail surveys, surveys at IEP meetings, etc.) to bring the total to 20%.

  18. 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 • Allow two-hour session for meeting • Consider using Supporting Early Education Delivery System, SEEDSto summarize parent input data http://www.scoe.net/seeds/

  19. To access the SEEDS website go to: http://www.scoe.net/seeds/. The screen shown here will appear. Select the indicated area to access the SESR materials.

  20. This screen will appear. To use the SEEDS Information Management System for the SESR Parent Surveys, please contact Robin Ryan at: 916- 228-2388.

  21. SESR Activity One - Step Three

  22. Parent Input - Monitoring Plan • Information obtained from the LEA’s parent input activities must be included in the monitoring plan, if the following applies: • It appears to be a violation of state or federal law or regulation, and; • The information is validated by other LEA reports, or; similar information was expressed by several parents, affects a number of students, or occurs at a number of school sites.

  23. 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

  24. Enter the appropriate Individual Item Number(s) from the Parent Input Survey Matched to Item Tableor 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 and percentage of responses, where the information was collected (i.e. Parent Survey or Parent Meeting), and the issue of concern.

  25. 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 LEA’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 LEA data submitted for the following SPPIs:

  26. 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) Inside of regular class > 80% Inside of regular class < 40% SPPI

  27. 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

  28. Transition Part C to Part B not later than 3rd birthday Secondary Transition Goals and Services (Ages 16 – 22) SPPI

  29. The LEA must include SPPIs in the monitoring plan when the target is not met.

  30. X District dropout rate is 8.4%, the target is 6.1%. Enter the reason that the indicator needs to be investigated. Check the box that corresponds to the SPPI area in the district’s Data Report (i.e. when the target is not met).

  31. Compliance History • LEAs must review the last three years of compliance history, not including the current year: Complaints • Pattern of noncompliance • Corrective actions that persistently exceed timelines Due Process Hearings • Pattern of noncompliance • Corrective actions that persistently exceed timelines • Due Process hearing decisions may be reviewed at: www.dgs.ca.gov/oah/SpecialEducation/searchDO.aspx

  32. Other Data Sources District Data can be viewed on CDE’s website: http://data1.cde.ca.gov/dataquest/ LEAs will be using the 2011 --12 Data Reports.

  33. Other Data Sources • Other data to be considered by LEA: • District status on Highly Qualified Teachers • CAPA percentage: Over 1%? • Overdue annual and triennial IEP status • Areas of investigation of interest to the LEA

  34. Located on Master Item Table Title-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. 4-1-3 IEP Implementation There were nine findings of noncompliance in complaints filed with CDE regarding implementation of the IEP.

  35. SESR Activity One - Step Four

  36. Required Number of Records

  37. All Special Populations must be adequately investigated for all issues arising from the data (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.).

  38. For each of the settings where students are served,the 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.").

  39. SESR Activity One - Step Five

  40. SESR Activity One – Step Six

  41. SESR Activity One – Step Seven

  42. SESR Activity One – Step Eight Back to Step 7

  43. SESR Activity One – Step Nine

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

  45. DO: Load the SESR software on to one designated personal computer (PC) with Window XP or Windows 7 operating system Read the manuals: Instructions Manual Software Installation Manual Detailed Software Manual DON’T: Install SESR software on an Apple computer! Share your password SESR Software Preparation

  46. 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

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