Procedural Compliance Self-Assessment Webcast

1. Procedural Compliance Self-Assessment Webcast Presenters: Anita Castro, Paul Sherman, Patti Williams Courtney Reed Jenkins www.dpi.wi.gov/sped/spp-selfassmt.html Hello. Thank you for joining us today. My name is Anita Castro and I am an Assistant Director of Special Education at the Department of Public Instruction. During this webcast, we will be providing information on completing the procedural compliance self-assessment. Information will include how to prepare for the self-assessment, its content, and how to report results and correction. We will also describe the verification activities that the department will conduct. All of the materials for completing the self-assessment are posted online at www.dpi.wi.gov/sped/spp-selfassmt.html. Hello. Thank you for joining us today. My name is Anita Castro and I am an Assistant Director of Special Education at the Department of Public Instruction. During this webcast, we will be providing information on completing the procedural compliance self-assessment. Information will include how to prepare for the self-assessment, its content, and how to report results and correction. We will also describe the verification activities that the department will conduct. All of the materials for completing the self-assessment are posted online at www.dpi.wi.gov/sped/spp-selfassmt.html.

2. Audio Difficulties? Make sure the volume on Media Site live is turned up (the volume button located beneath the speaker’s picture). Make sure the volume on your computer is turned up (volume icon located on the right hand side of your computer task bar) Contact your IT department If you are having audio difficulties with this presentation, there are a number of helpful suggestions we can provide. First, make sure the volume on Media Site live is turned up to the appropriate volume. The volume button is located beneath the speakers picture. Second, make sure that the volume on your computer is turned up. The volume icon is located on the right hand side of your computer task bar. If you continue to have difficulty with audio, contact your local IT department. If you are having audio difficulties with this presentation, there are a number of helpful suggestions we can provide. First, make sure the volume on Media Site live is turned up to the appropriate volume. The volume button is located beneath the speakers picture. Second, make sure that the volume on your computer is turned up. The volume icon is located on the right hand side of your computer task bar. If you continue to have difficulty with audio, contact your local IT department.

3. Audio Difficulties, cont. If you are deaf or hard of hearing, you can access the speaker notes by clicking on the following link, http://dpi.wi.gov/sped/ppt/spp-sa-training1.ppt. When the PowerPoint presentation opens, right click on the screen. Select “full screen.” Right click again and select “speaker notes.” The notes will appear in a small box which can be moved and will automatically change as the slides change. If you are deaf or hard of hearing, you can access the speaker notes by clicking on the hyperlink listed on this page. When the PowerPoint presentation opens, right click on the screen. Select “full screen.” Right click again and select “speaker notes.” The notes will appear in a small box which can be moved and will automatically change as the slides change. If you are deaf or hard of hearing, you can access the speaker notes by clicking on the hyperlink listed on this page. When the PowerPoint presentation opens, right click on the screen. Select “full screen.” Right click again and select “speaker notes.” The notes will appear in a small box which can be moved and will automatically change as the slides change.

4. Housekeeping Email questions to: anita.heisig@dpi.wi.gov, or by phone at 608/267-9167. Answers are posted at: www.dpi.wi.gov/sped/spp-selfassmt.html. Review forms prior to viewing. May view in segments. Questions about the Procedural Compliance Self-Assessment should be e-mailed to anita.heisig@dpi.wi.gov. Answers to questions will be posted on the DPI website listed on the slide. We recommend you download, print, and review the forms and instructions for the procedural requirements self-assessment prior to viewing this presentation.Questions about the Procedural Compliance Self-Assessment should be e-mailed to anita.heisig@dpi.wi.gov. Answers to questions will be posted on the DPI website listed on the slide. We recommend you download, print, and review the forms and instructions for the procedural requirements self-assessment prior to viewing this presentation.

5. Overview of Monitoring Requirements OSEP Priority Areas 20 Indicators Indicator 15 For more information about the indicators and the state performance plan, see www.dpi.wi.gov/sped/spp.html. Before we begin describing the procedural compliance self-assessment process, I wanted to provide a brief overview of how the procedural compliance self-assessment fits in within the department’s monitoring system. The federal government, through IDEA 2004, identified three priority areas for monitoring, which are: 1) provision of FAPE in the least restrictive environment; 2) the state exercise of general supervision authority; and 3) ensuring that there is no disproportionate representation of racial and ethnic groups in special education that is a result of inappropriate identification. IDEA 2004 requires all states to have a State Performance Plan (SPP). The SPP includes 20 indicators of performance. Each indicator falls under one of the three priority areas. The state is required to report data on every indicator and for every year. For each indicator, there are annual measurable and rigorous targets. Some of the targets were established by our stakeholders. Others were pre-determined by the U.S. Department of Education, Office of Special Education Programs (OSEP). The department’s system for collecting data for these indicators and meeting the targets includes focused monitoring, the local performance plan, data verification activities, and monitoring and improvement activities of identified districts with disproportionality. Seven of the indicators measure procedural compliance, and OSEP established the target of 100% for each of the procedural compliance indicators. Indicator 15 requires the general supervision system to identify and correct noncompliance as soon as possible but in no case later than one year from identification. Through the procedural compliance self-assessment process, noncompliance is identified and corrected within one year. Because the target is 100%, all noncompliance must be corrected within one year. Before we begin describing the procedural compliance self-assessment process, I wanted to provide a brief overview of how the procedural compliance self-assessment fits in within the department’s monitoring system. The federal government, through IDEA 2004, identified three priority areas for monitoring, which are: 1) provision of FAPE in the least restrictive environment; 2) the state exercise of general supervision authority; and 3) ensuring that there is no disproportionate representation of racial and ethnic groups in special education that is a result of inappropriate identification. IDEA 2004 requires all states to have a State Performance Plan (SPP). The SPP includes 20 indicators of performance. Each indicator falls under one of the three priority areas. The state is required to report data on every indicator and for every year. For each indicator, there are annual measurable and rigorous targets. Some of the targets were established by our stakeholders. Others were pre-determined by the U.S. Department of Education, Office of Special Education Programs (OSEP). The department’s system for collecting data for these indicators and meeting the targets includes focused monitoring, the local performance plan, data verification activities, and monitoring and improvement activities of identified districts with disproportionality. Seven of the indicators measure procedural compliance, and OSEP established the target of 100% for each of the procedural compliance indicators. Indicator 15 requires the general supervision system to identify and correct noncompliance as soon as possible but in no case later than one year from identification. Through the procedural compliance self-assessment process, noncompliance is identified and corrected within one year. Because the target is 100%, all noncompliance must be corrected within one year.

6. Monitoring Procedural Compliance Selection of Districts www.dpi.wi.gov/sped/spp-selfassmt.html The Self-Assessment Creating an Ad Hoc Committee The department monitors over 400 local educational agencies that include charter schools, the Wisconsin Department of Health Services, and the Wisconsin Department of Corrections. These agencies, through the self-assessment process, will be monitored during the current IDEA State Performance Plan cycle. The agencies have been divided into five groups of approximately 88 agencies each. Each group is representative of the state for student enrollment, areas of disability, gender, ethnicity and race. Each year, during the five-year cycle, a group will conduct the self-assessment. The cycle began with the 2006-2007 school year and ends with the 2010-2011 school year. For a complete list of district selection for each of the five years, go to the department’s webpage at www.dpi.wi.gov/sped/spp-selfassmt.html. The self-assessment itself includes 37 selected requirements of IDEA 2004 and state law that are related to focused monitoring priorities and the SPP indicators. The requirements fall into six topical areas: parent participation, evaluation, IEP team, IEP content, discipline, and private schools. The specific requirements are listed in Appendix A of the procedural compliance self-assessment manual. Charter schools are required to meet federal special education requirements, but are not required to meet additional requirements of State special education law. Procedural compliance self-assessment requirements that do not apply to charter schools are noted in Appendix A. The department recommends that, in preparing for the self-assessment, the district form an ad hoc committee comprised of parents and school staff. Parent members may be selected from existing advisory groups. The ad hoc committee should plan how the self-assessment will be conducted. Only district staff should conduct the self-assessment. Although parent members would not participate in reviewing student records and other confidential student information, they should participate in the planning of the process and in developing the corrective action. The department also recommends that all committee members review this training prior to conducting the procedural compliance self-assessment. This concludes Section 1 of the Self-Assessment Webcast. The department monitors over 400 local educational agencies that include charter schools, the Wisconsin Department of Health Services, and the Wisconsin Department of Corrections. These agencies, through the self-assessment process, will be monitored during the current IDEA State Performance Plan cycle. The agencies have been divided into five groups of approximately 88 agencies each. Each group is representative of the state for student enrollment, areas of disability, gender, ethnicity and race. Each year, during the five-year cycle, a group will conduct the self-assessment. The cycle began with the 2006-2007 school year and ends with the 2010-2011 school year. For a complete list of district selection for each of the five years, go to the department’s webpage at www.dpi.wi.gov/sped/spp-selfassmt.html. The self-assessment itself includes 37 selected requirements of IDEA 2004 and state law that are related to focused monitoring priorities and the SPP indicators. The requirements fall into six topical areas: parent participation, evaluation, IEP team, IEP content, discipline, and private schools. The specific requirements are listed in Appendix A of the procedural compliance self-assessment manual. Charter schools are required to meet federal special education requirements, but are not required to meet additional requirements of State special education law. Procedural compliance self-assessment requirements that do not apply to charter schools are noted in Appendix A. The department recommends that, in preparing for the self-assessment, the district form an ad hoc committee comprised of parents and school staff. Parent members may be selected from existing advisory groups. The ad hoc committee should plan how the self-assessment will be conducted. Only district staff should conduct the self-assessment. Although parent members would not participate in reviewing student records and other confidential student information, they should participate in the planning of the process and in developing the corrective action. The department also recommends that all committee members review this training prior to conducting the procedural compliance self-assessment. This concludes Section 1 of the Self-Assessment Webcast.

7. Self-Assessment Webcast Section 2: Conducting the Self Assessment: Sampling. The procedural compliance self-assessment uses sampling techniques, in part, to develop a data set. In this session we will discuss creating the four samples that are used in the self-assessment. Section 2: Conducting the Self Assessment: Sampling. The procedural compliance self-assessment uses sampling techniques, in part, to develop a data set. In this session we will discuss creating the four samples that are used in the self-assessment.

8. Self-Assessment Samples Why Sample? Widely applied Cost-effective Provides information for decision-makers Sampling is widely applied in research, business, industry and government. While its use in monitoring accountability of public agencies has been limited, sampling has long been a staple of business and industry as an effective quality control strategy. Sampling is a cost-effective way of describing the nature of a whole population without needing to obtain and review information about every student. For example, it will not be necessary to review the IEP of every student to determine whether the public agency’s IEPs have students’ present levels of academic and functional performance. All that is needed is to select a representative sample of IEPs that can be used to generalize to what is occurring for all students. Sampling is widely applied in research, business, industry and government. While its use in monitoring accountability of public agencies has been limited, sampling has long been a staple of business and industry as an effective quality control strategy. Sampling is a cost-effective way of describing the nature of a whole population without needing to obtain and review information about every student. For example, it will not be necessary to review the IEP of every student to determine whether the public agency’s IEPs have students’ present levels of academic and functional performance. All that is needed is to select a representative sample of IEPs that can be used to generalize to what is occurring for all students.

9. Self-Assessment Samples Sample 1 - Evaluation (E) Sample 2 - Individualized Education Program (I) Sample 3 - Transition (T) Sample 4 - Discipline (D) There are four populations to sample for the self-assessment: Evaluation, Individualized Education Program, Transition, and Discipline. The populations are defined in the instructions provided for each sample. For Sample 1 – Evaluation, the population is students evaluated or reevaluated in the past school year; for Sample 2 – Individualized Education Program, it’s students who currently have IEPs; for Sample 3 – Transition, the population is students 16 and older at the time of the self-assessment; and for Sample 4 – Discipline, it’s students removed 11 or more days during the past school year. To increase precision, samples 1 and 2 have been “stratified” by level to ensure elementary, middle, and high school students are represented. Samples 3 and 4 are not stratified. There are four populations to sample for the self-assessment: Evaluation, Individualized Education Program, Transition, and Discipline. The populations are defined in the instructions provided for each sample. For Sample 1 – Evaluation, the population is students evaluated or reevaluated in the past school year; for Sample 2 – Individualized Education Program, it’s students who currently have IEPs; for Sample 3 – Transition, the population is students 16 and older at the time of the self-assessment; and for Sample 4 – Discipline, it’s students removed 11 or more days during the past school year. To increase precision, samples 1 and 2 have been “stratified” by level to ensure elementary, middle, and high school students are represented. Samples 3 and 4 are not stratified.

10. Self-Assessment Samples List students in population. Number the list. Generate sequence of random numbers http://www.random.org/sequences. Samples 1 and 2 - Stratification Each sample used in the self-assessment is selected randomly. The process of selecting the sample is similar for each population. Before drawing a sample, you will make a list of all the students who are included in the defined population. You will number all of the students on the list. Then, you will generate a sequence of random numbers. You will use the random.org web site to generate a list of random numbers. You will use the random numbers to select students for the sample from the population. The URL of random sequence generator is www.random.org/sequences.Each sample used in the self-assessment is selected randomly. The process of selecting the sample is similar for each population. Before drawing a sample, you will make a list of all the students who are included in the defined population. You will number all of the students on the list. Then, you will generate a sequence of random numbers. You will use the random.org web site to generate a list of random numbers. You will use the random numbers to select students for the sample from the population. The URL of random sequence generator is www.random.org/sequences.

11. You will use random.org to select the students for each sample. Random.org offers true random numbers to anyone on the internet. Random.org was one of the first of the physical random-number generators. It uses a radio to pull random numbers out of the atmospheric noise generated by weather systems! It can generate up to 3,000 random numbers per second. To use the generator, go to the random sequence generator at random.org web site. Enter 1 for “smallest value” and the total number of students for the “largest value”. Click “Get Sequence” to produce an unduplicated random list of numbers. Print the pages generated as they appear. You will use random.org to select the students for each sample. Random.org offers true random numbers to anyone on the internet. Random.org was one of the first of the physical random-number generators. It uses a radio to pull random numbers out of the atmospheric noise generated by weather systems! It can generate up to 3,000 random numbers per second. To use the generator, go to the random sequence generator at random.org web site. Enter 1 for “smallest value” and the total number of students for the “largest value”. Click “Get Sequence” to produce an unduplicated random list of numbers. Print the pages generated as they appear.

12. Sequence of Random Numbers Here is an example of the results when we generated a sequence of numbers with the random.org random sequence generator. This is a random sequence of numbers with a minimum value of one and a maximum value of 20. Note the time stamp at the bottom of the sequence of numbers. You will use the list of random numbers from random.org and the list of numbered students to select students for the samples. If you need to select 12 students, you will use the first 12 numbers on the random.org list to select students. In this example, first you would select student number 9 from the student list. Then student number 17. Then student number 15 from the student list. If you need to select 12 students, you continue selecting students through the 12th number on the random.org list – in this case student number 8. Here is an example of the results when we generated a sequence of numbers with the random.org random sequence generator. This is a random sequence of numbers with a minimum value of one and a maximum value of 20. Note the time stamp at the bottom of the sequence of numbers. You will use the list of random numbers from random.org and the list of numbered students to select students for the samples. If you need to select 12 students, you will use the first 12 numbers on the random.org list to select students. In this example, first you would select student number 9 from the student list. Then student number 17. Then student number 15 from the student list. If you need to select 12 students, you continue selecting students through the 12th number on the random.org list – in this case student number 8.

13. The size of each sample depends on the size of the defined population for the sample. Remember, there are 4 populations to sample – Evaluation, IEP, Transition, and Discipline. The self-assessment materials include a document titled Table for Determining Sample Size. Use the Grand Total of all students in a population and the Table for Determining Sample Size to determine the size of each sample. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size. For example, if a population is 110 students who have been evaluated, then 24 students from the population are required for the sample. Please note if there are 10 or fewer in a population, there is no sample. The entire population must be examined. The size of each sample depends on the size of the defined population for the sample. Remember, there are 4 populations to sample – Evaluation, IEP, Transition, and Discipline. The self-assessment materials include a document titled Table for Determining Sample Size. Use the Grand Total of all students in a population and the Table for Determining Sample Size to determine the size of each sample. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size. For example, if a population is 110 students who have been evaluated, then 24 students from the population are required for the sample. Please note if there are 10 or fewer in a population, there is no sample. The entire population must be examined.

14. For each sample, there is a document giving directions for creating the sample. Here is an example. These are the directions for Sample 1- Evaluation. Carefully review the Sample Directions before beginning work on each sample. For each sample, there is a document giving directions for creating the sample. Here is an example. These are the directions for Sample 1- Evaluation. Carefully review the Sample Directions before beginning work on each sample.

15. There is a recording form for each sample. This is the Evaluation Recording Form. On the recording form, list the names of the students in the sample. In some samples, like the one for Evaluation shown here, some students are required from elementary, middle, and high school levels. In this case, you will enter the students’ names and levels. Later you will record a score for each student for each requirement. There is a recording form for each sample. This is the Evaluation Recording Form. On the recording form, list the names of the students in the sample. In some samples, like the one for Evaluation shown here, some students are required from elementary, middle, and high school levels. In this case, you will enter the students’ names and levels. Later you will record a score for each student for each requirement.

16. Sample 1 - Evaluation (E)Population Both initial evaluations and reevaluations Initiated on or after July 1, 2007 Completed on or before June 30, 2008 “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 agency The population from which Sample 1 – Evaluation is drawn is students (including preschoolers) whose initial evaluations or reevaluations were initiated on or after July 1, 2007, and completed on or before June 30, 2008. “Completed” means the date the IEP team made a determination of eligibility or continuing eligibility. The date of the eligibility determination can be found on the 2007-2008 DPI model form ER-1. Only include in the population students found eligible for special education. Don’t include transfer students whose evaluations or reevaluations have been adopted from their previous local educational agencies. Include a student attending under Full-time Open Enrollment only if the student’s evaluation or reevaluation was completed by your agency. The population from which Sample 1 – Evaluation is drawn is students (including preschoolers) whose initial evaluations or reevaluations were initiated on or after July 1, 2007, and completed on or before June 30, 2008. “Completed” means the date the IEP team made a determination of eligibility or continuing eligibility. The date of the eligibility determination can be found on the 2007-2008 DPI model form ER-1. Only include in the population students found eligible for special education. Don’t include transfer students whose evaluations or reevaluations have been adopted from their previous local educational agencies. Include a student attending under Full-time Open Enrollment only if the student’s evaluation or reevaluation was completed by your agency.

17. Sample 1 - Evaluation (E)Sample and Quotas Create three lists: elementary, middle school, high school. Include preschoolers on elementary list. Number students consecutively on each list. Calculate grand total. Determine sample size. Sample 1 is “stratified” to includes quotas of students from each level – elementary, middle, and high school. To select students to fill the quota for each level, create three lists of students - an elementary list, a middle school list, and a high school list, using the criteria for the population. Include preschool students in the elementary list. If your public agency is a K-8 school district, designate students in grades 5 to 8 in the middle school level. Next, assign the first student on each list the number one, and number the students consecutively on each list. Total the students on all three lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size to determine the size of the sample. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size. When you construct Sample 1, you must select a proportionate number of students from each level – elementary, middle school, and high school. To do this, you must calculate the quota of students required from each school level. Sample 1 is “stratified” to includes quotas of students from each level – elementary, middle, and high school. To select students to fill the quota for each level, create three lists of students - an elementary list, a middle school list, and a high school list, using the criteria for the population. Include preschool students in the elementary list. If your public agency is a K-8 school district, designate students in grades 5 to 8 in the middle school level. Next, assign the first student on each list the number one, and number the students consecutively on each list. Total the students on all three lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size to determine the size of the sample. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size. When you construct Sample 1, you must select a proportionate number of students from each level – elementary, middle school, and high school. To do this, you must calculate the quota of students required from each school level.

18. Sample 1 - Evaluation (E)Sample and Quotas Example Elementary (including preschool) Students 140 Middle School Students 70 High School Students 90 Grand Total 300 Sample Size from Sample Table 27 Let’s look at an example. In this example, there are 300 students who were evaluated. They are the population from which the sample will be drawn. 140 are elementary level, including preschoolers; 70 are middle school level; and 90 are high school level. We used the Table for Determining Sample Size to determine we need 27 students in the sample from the population of 300 students evaluated last school year. Let’s look at an example. In this example, there are 300 students who were evaluated. They are the population from which the sample will be drawn. 140 are elementary level, including preschoolers; 70 are middle school level; and 90 are high school level. We used the Table for Determining Sample Size to determine we need 27 students in the sample from the population of 300 students evaluated last school year.

19. Sample 1 - Evaluation (E)Sample and Quotas Quota of Elementary Students: Number of Elementary Students X Sample Size Grand Total of Students 140 = .467 X 27 = 12.609 300 Quota of elementary students = 13 (rounded) Now, let’s find the quota of elementary students needed in the sample. First take the total number of elementary students (including preschoolers) evaluated - 140. Divide it by 300 - the Grand Total of all students evaluated. The result is a decimal. Round the decimal to three places. Then, multiply the decimal - .467 by 27 - the total number of students needed for the sample. The result is 12.609. Round to the nearest whole number - 13. Now, let’s find the quota of elementary students needed in the sample. First take the total number of elementary students (including preschoolers) evaluated - 140. Divide it by 300 - the Grand Total of all students evaluated. The result is a decimal. Round the decimal to three places. Then, multiply the decimal - .467 by 27 - the total number of students needed for the sample. The result is 12.609. Round to the nearest whole number - 13.

20. Sample 1 - Evaluation (E)Sample and Quotas Quota of Middle School Students: Number of Middle School Students X Sample Size Grand Total of Students 70 = .233 X 27 = 6.291 300 Quota of middle school students = 6 (rounded) Now let’s calculate the middle school quota. Take the total number of middle school students evaluated – 70 and divide it by 300 - the Grand Total of all students evaluated. Then multiply the resulting decimal - .233 by 27- the total number of students needed for the sample. The result is 6.291. Round this number to 6. Now let’s calculate the middle school quota. Take the total number of middle school students evaluated – 70 and divide it by 300 - the Grand Total of all students evaluated. Then multiply the resulting decimal - .233 by 27- the total number of students needed for the sample. The result is 6.291. Round this number to 6.

21. Sample 1 - Evaluation (E)Sample and Quotas Quota of High School Students: Number of High School Students X Sample Size Grand Total of Students 90 = .30 X 27 = 8.100 300 Quota of high school students = 8 (rounded) Now let’s do the same for high school. Take the total number of high school students evaluated – 90 - and divide it by 300 - the Grand Total of all students evaluated. Then multiply the resulting decimal .30 by 27- the total number of students needed for the sample. The result is 8.100. Round this number to 8. Now let’s do the same for high school. Take the total number of high school students evaluated – 90 - and divide it by 300 - the Grand Total of all students evaluated. Then multiply the resulting decimal .30 by 27- the total number of students needed for the sample. The result is 8.100. Round this number to 8.

22. Sample 1 - Evaluation (E)Sample and Quotas Quotas for Each Level: Elementary (including preschool) Students 13 Middle School Students 6 High School Students 8 Total Sample 27 We have calculated the quota needed from each level. 13 of the 27 students required for the sample will be drawn from the elementary list, 6 from the middle school list, and 8 from the high school list. We have calculated the quota needed from each level. 13 of the 27 students required for the sample will be drawn from the elementary list, 6 from the middle school list, and 8 from the high school list.

23. Sample 1 - Evaluation (E) Sample and Quotas Generate a randomized sequence of numbers for each list. Use www.random.org/sequences. Use the numbers to select students. Now we must select the students from each level. Generate a separate randomized sequence of numbers for each level – one for elementary, one for middle school, and another for high school. Use the generator at random.org to generate the lists of numbers. To use the generator, go to the random sequence generator at www.random.org/sequences. Enter 1 for “smallest value”. For the “largest value” enter the total number of student on the list of students. In our example, you would enter 140 for the largest value when you generate the numbers for elementary level. When you generate the numbers for the middle school, the largest value is 70, and it is 90 when you generate the list of numbers for the high school. Click “Generate Sequence” to produce an unduplicated random sequence of numbers. Print the pages generated as they appear, including the URL and the date. Take the number sequence generated for the elementary level. Start with the first number in the sequence. From the elementary list, select the student who has been assigned the first number on the random.org list. For example, if random.org generates the number 4 as the first number in the sequence, select student number 4 on the elementary list. Select the student assigned the second number appearing on the random.org list. Continue until you have selected the required number of elementary students. In our example, 13 elementary students are needed. Therefore, the elementary students assigned the first 13 numbers that appear on the random.org list would be selected. Next take the sequence of random numbers generated for the middle school level. From the middle school list, select students using the random.org list generated for the middle school level. Select the student assigned the first number on the random.org list for the middle school. Select the student assigned the next number on the random.org list. Continue until you have selected the required number of middle school students. Repeat the process with the sequence of random numbers for the high school and the high school student list. Now we must select the students from each level. Generate a separate randomized sequence of numbers for each level – one for elementary, one for middle school, and another for high school. Use the generator at random.org to generate the lists of numbers. To use the generator, go to the random sequence generator at www.random.org/sequences. Enter 1 for “smallest value”. For the “largest value” enter the total number of student on the list of students. In our example, you would enter 140 for the largest value when you generate the numbers for elementary level. When you generate the numbers for the middle school, the largest value is 70, and it is 90 when you generate the list of numbers for the high school. Click “Generate Sequence” to produce an unduplicated random sequence of numbers. Print the pages generated as they appear, including the URL and the date. Take the number sequence generated for the elementary level. Start with the first number in the sequence. From the elementary list, select the student who has been assigned the first number on the random.org list. For example, if random.org generates the number 4 as the first number in the sequence, select student number 4 on the elementary list. Select the student assigned the second number appearing on the random.org list. Continue until you have selected the required number of elementary students. In our example, 13 elementary students are needed. Therefore, the elementary students assigned the first 13 numbers that appear on the random.org list would be selected. Next take the sequence of random numbers generated for the middle school level. From the middle school list, select students using the random.org list generated for the middle school level. Select the student assigned the first number on the random.org list for the middle school. Select the student assigned the next number on the random.org list. Continue until you have selected the required number of middle school students. Repeat the process with the sequence of random numbers for the high school and the high school student list.

24. This is the Evaluation Recording Form. At the top of the form, enter the total of elementary students, the total of middle school students, the total number of high school students, and the Grand Total of all students from all levels. Enter the required sample size from the Table for Determining Sample Table. Enter the name of each student selected and the student’s level (“E” for elementary, “M” for middle school, and “H” for high school). Later you will enter scores for each student on each requirement. Maintain the lists of elementary, middle school, and high school students; the random.org number lists; and the Evaluation Recording Form. If your public agency is selected for validation of its self-assessment, DPI staff will review them. This is the Evaluation Recording Form. At the top of the form, enter the total of elementary students, the total of middle school students, the total number of high school students, and the Grand Total of all students from all levels. Enter the required sample size from the Table for Determining Sample Table. Enter the name of each student selected and the student’s level (“E” for elementary, “M” for middle school, and “H” for high school). Later you will enter scores for each student on each requirement. Maintain the lists of elementary, middle school, and high school students; the random.org number lists; and the Evaluation Recording Form. If your public agency is selected for validation of its self-assessment, DPI staff will review them.

25. These are the Sample 2 – IEP Directions. Review them prior to working on the sample.These are the Sample 2 – IEP Directions. Review them prior to working on the sample.

26. Sample 2 - IEP (I) Population The population of students for Sample 2 – IEP is students who have individualized education programs. Include a student attending under Full-time Open Enrollment only if the student’s current IEP was developed by your agency. You will be reviewing each student’s current IEP. The population of students for Sample 2 – IEP is students who have individualized education programs. Include a student attending under Full-time Open Enrollment only if the student’s current IEP was developed by your agency. You will be reviewing each student’s current IEP.

27. Sample 2 - IEP (I)Sample and Quotas Three lists: elementary, middle school, high school Number students consecutively on each list. Use Grand Total to determine number of students in sample. Like Sample 1, Sample 2 - IEP is “stratified” to includes quotas of students from each level – elementary, middle, and high school. As you did for Sample 1, create three lists of students - an elementary list, a middle school list, and a high school list. Include preschool students in the elementary list. Next assign the first student on each list the number one, and number the students consecutively on each list. Then add up the students from the lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size to determine the size of Sample 2. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size. Like Sample 1, Sample 2 - IEP is “stratified” to includes quotas of students from each level – elementary, middle, and high school. As you did for Sample 1, create three lists of students - an elementary list, a middle school list, and a high school list. Include preschool students in the elementary list. Next assign the first student on each list the number one, and number the students consecutively on each list. Then add up the students from the lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size to determine the size of Sample 2. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size.

28. Sample 2 - IEP (I) Sample and Quotas Include a proportionate number of students from each level. Generate a randomized sequence of numbers for each list. Use www.random.org/sequences. Use the numbers to select students. Remember, when you construct Sample 2, you must select a proportionate number of students from each level. Calculate the quota of students required from each school level. Use the same method used for Sample 1. Then select the students from each level. To select students, generate a separate randomized sequence of numbers for each level - one for elementary, one for middle school, and one for high school. Use the random sequence generator at random.org. Go to http://www.random.org/sequnces. Enter 1 for “smallest value” and the total number of students on the student list for the “largest value”. Print the sequences of random numbers generated from random.org as they appear, including the time stamp. Take the list of numbers from random.org for the elementary level. Start with the first number on the random.org list. From the elementary student list, select the student assigned the first number on the random.org list of numbers. For example, if the number 4 is first on the random.org list, select student number 4 on the numbered list of elementary students. Then select the student assigned the second number of the random.org list. If the second number on the random.org list is 23, select student 23 on the student list. Continue until you have selected the required number of elementary students. Next, take the sequence of random numbers generated for the middle school level. From the middle school list, select students using the random.org list for the middle school level. Select the student assigned the first number in the random.org list. Select the student assigned the next number appearing on the random.org list. Continue until you have selected the required number of middle school students. Repeat with the sequence of random numbers for the high school and the high school student list. Remember, when you construct Sample 2, you must select a proportionate number of students from each level. Calculate the quota of students required from each school level. Use the same method used for Sample 1. Then select the students from each level. To select students, generate a separate randomized sequence of numbers for each level - one for elementary, one for middle school, and one for high school. Use the random sequence generator at random.org. Go to http://www.random.org/sequnces. Enter 1 for “smallest value” and the total number of students on the student list for the “largest value”. Print the sequences of random numbers generated from random.org as they appear, including the time stamp. Take the list of numbers from random.org for the elementary level. Start with the first number on the random.org list. From the elementary student list, select the student assigned the first number on the random.org list of numbers. For example, if the number 4 is first on the random.org list, select student number 4 on the numbered list of elementary students. Then select the student assigned the second number of the random.org list. If the second number on the random.org list is 23, select student 23 on the student list. Continue until you have selected the required number of elementary students. Next, take the sequence of random numbers generated for the middle school level. From the middle school list, select students using the random.org list for the middle school level. Select the student assigned the first number in the random.org list. Select the student assigned the next number appearing on the random.org list. Continue until you have selected the required number of middle school students. Repeat with the sequence of random numbers for the high school and the high school student list.

29. This is an IEP Recording Form. There is a separate IEP Recording Form for each school level – elementary, middle school, and high school. Here you see the elementary level form. On the top of each form, enter the total of elementary students with IEPs, the total of middle school students, the total number of high school students, and the Grand Total of all students. On the top of each form, enter the required sample size from the Table for Determining Sample Size. On the form for the appropriate school level, enter the name of each student selected. Maintain the lists of elementary, middle, and high school students; the number lists from random.org; and the IEP Recording Form for each school level. If your public agency is selected for validation of its self-assessment, DPI staff will review them. This is an IEP Recording Form. There is a separate IEP Recording Form for each school level – elementary, middle school, and high school. Here you see the elementary level form. On the top of each form, enter the total of elementary students with IEPs, the total of middle school students, the total number of high school students, and the Grand Total of all students. On the top of each form, enter the required sample size from the Table for Determining Sample Size. On the form for the appropriate school level, enter the name of each student selected. Maintain the lists of elementary, middle, and high school students; the number lists from random.org; and the IEP Recording Form for each school level. If your public agency is selected for validation of its self-assessment, DPI staff will review them.

30. These are the Sample 3 – Transition Directions. Review them prior to working on the sample.These are the Sample 3 – Transition Directions. Review them prior to working on the sample.

31. Sample 3 - Transition (T) Population 16 and older No transfer students with adopted IEPs Full-time Open Enrollment only if IEP completed by your agency The population from which Sample 3 – Transition is drawn is students with disabilities 16 and older. Note that in Wisconsin the secondary transition requirements begin with the IEP in effect when the child attains the age of 14. However, this sample is limited to students 16 and older. This was done because the data from Sample 3 will be used as 2008-2009 data for Indicator 13 of Wisconsin’s State Performance Plan. OSEP requires the Indicator 13 data be reported only for students 16 and older. Do not include transfer students whose IEPs have been adopted from their previous local educational agencies. Include a student attending under Full-time Open Enrollment only if the student’s current IEP was developed by your agency. The population from which Sample 3 – Transition is drawn is students with disabilities 16 and older. Note that in Wisconsin the secondary transition requirements begin with the IEP in effect when the child attains the age of 14. However, this sample is limited to students 16 and older. This was done because the data from Sample 3 will be used as 2008-2009 data for Indicator 13 of Wisconsin’s State Performance Plan. OSEP requires the Indicator 13 data be reported only for students 16 and older. Do not include transfer students whose IEPs have been adopted from their previous local educational agencies. Include a student attending under Full-time Open Enrollment only if the student’s current IEP was developed by your agency.

32. Sample 3 - Transition (T) Sample Create one list of students 16 and older on the date the list is created. Number students consecutively on list. Determine number of students for sample. Generate randomized sequence of numbers. Select students from the list. Sample 3 - Transition is not stratified. Create one list of students who are 16 and older on the date the list is created. Enter their school assignments. Assign the first student on the list the number one, and number the students on the list consecutively. Take the total number of students 16 and older and use the Table for Determining Sample Size to determine the number of students to include in Sample 3. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size required for Sample 3. Generate a randomized list of numbers using the random sequence generator at random.org. The URL appears earlier in this presentation. At random.org, enter 1 for “smallest value” and the total number of students on the student list for the “largest value.” Print the list of random numbers generated from Randon.org as it appears, including the time stamp. Start with the first number on the random.org list. From the student list, select the student assigned the first number appearing on the random.org list. For example, if random.org generates the number 6 as the first number on the list, select student number 6 on the numbered list of students. Next select the student assigned the second number on the random.org list. If the next number is 17, select student 17 on the student list. Continue until you have selected the required number of students. Sample 3 - Transition is not stratified. Create one list of students who are 16 and older on the date the list is created. Enter their school assignments. Assign the first student on the list the number one, and number the students on the list consecutively. Take the total number of students 16 and older and use the Table for Determining Sample Size to determine the number of students to include in Sample 3. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size required for Sample 3. Generate a randomized list of numbers using the random sequence generator at random.org. The URL appears earlier in this presentation. At random.org, enter 1 for “smallest value” and the total number of students on the student list for the “largest value.” Print the list of random numbers generated from Randon.org as it appears, including the time stamp. Start with the first number on the random.org list. From the student list, select the student assigned the first number appearing on the random.org list. For example, if random.org generates the number 6 as the first number on the list, select student number 6 on the numbered list of students. Next select the student assigned the second number on the random.org list. If the next number is 17, select student 17 on the student list. Continue until you have selected the required number of students.

33. This is the Transition Recording Form . On the form enter the total of student 16 years and older. Enter the required sample size from the Table for Determining Sample Size. Enter the name of each student selected. Later you will enter a score for each student on each requirement. Maintain the lists of student; the Transition Recording Form, and list of randomized numbers from random.org. If your public agency is selected for validation of its self-assessment, DPI staff will review them. This is the Transition Recording Form . On the form enter the total of student 16 years and older. Enter the required sample size from the Table for Determining Sample Size. Enter the name of each student selected. Later you will enter a score for each student on each requirement. Maintain the lists of student; the Transition Recording Form, and list of randomized numbers from random.org. If your public agency is selected for validation of its self-assessment, DPI staff will review them.

34. These are the Sample 4 – Discipline Directions. Review them prior to working on the sample. These are the Sample 4 – Discipline Directions. Review them prior to working on the sample.

35. Sample 4 - Discipline (D) Population Students with disabilities removed 11 or more cumulative days during the 2007-2008 school year. Removals include: Out-of-school suspensions Certain in-school suspensions Certain bus suspensions Expulsions Interim alternative educational settings The population for Sample 4 – Discipline is students removed 11 or more cumulative days during the 2007-2008 school year. Removals include out-of-school suspensions, certain in-school suspensions, certain bus suspensions, expulsions, and removals to interim alternative educational settings for weapons or drug offences or for inflicting serious bodily harm. An in-school suspension is counted as a removal if during the suspension (1) the student’s IEP was not implemented; or (2) the student did not participate with nondisabled peers to the extent required by the IEP; or (3) the student did not have the opportunity to appropriately participate in the general curriculum. A bus suspension is counted as a removal; if (1) the student was not provided transportation and (2) the student did not attend school. The population for Sample 4 – Discipline is students removed 11 or more cumulative days during the 2007-2008 school year. Removals include out-of-school suspensions, certain in-school suspensions, certain bus suspensions, expulsions, and removals to interim alternative educational settings for weapons or drug offences or for inflicting serious bodily harm. An in-school suspension is counted as a removal if during the suspension (1) the student’s IEP was not implemented; or (2) the student did not participate with nondisabled peers to the extent required by the IEP; or (3) the student did not have the opportunity to appropriately participate in the general curriculum. A bus suspension is counted as a removal; if (1) the student was not provided transportation and (2) the student did not attend school.

36. Sample 4 - Discipline (D) Sample Create one list of students. Number students consecutively. If ten or fewer students, do not sample. Determine number of students for sample. Generate randomized sequence of numbers. Select students from the lists. Sample 4 is not stratified. Create one list of students removed 11 or more cumulative days in the 2007-2008 school year. Enter their school assignments. Assign the first student on the list the number one. Number the students on the list consecutively. If there are 10 or fewer students on the list, do not draw a sample. You will review all cases. Take the total number of students on the list and use the Table for Determining Sample Size to determine the number of students to include in Sample 4. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size. Generate a randomized list of numbers using the random sequence generator at random.org. Enter 1 for “smallest value” and the total number of students on the student list for the “largest value.” Print the sequences of random numbers generated from randon.org as it appears, including the URL and the date. Start with the first number on the random.org list. From the student list, select the student assigned the first number on the random.org list. For example, if 5 is the first number on the random.org list, select student 5 from the numbered student list. Next select the student assigned the second number on the random.org list. If the next number is 23, select student 23 from the numbered student list. Continue until you have selected the number of students required for Sample 4. Sample 4 is not stratified. Create one list of students removed 11 or more cumulative days in the 2007-2008 school year. Enter their school assignments. Assign the first student on the list the number one. Number the students on the list consecutively. If there are 10 or fewer students on the list, do not draw a sample. You will review all cases. Take the total number of students on the list and use the Table for Determining Sample Size to determine the number of students to include in Sample 4. Using the “Population” column on the table, find the range within which the total number of students falls and the corresponding sample size. Generate a randomized list of numbers using the random sequence generator at random.org. Enter 1 for “smallest value” and the total number of students on the student list for the “largest value.” Print the sequences of random numbers generated from randon.org as it appears, including the URL and the date. Start with the first number on the random.org list. From the student list, select the student assigned the first number on the random.org list. For example, if 5 is the first number on the random.org list, select student 5 from the numbered student list. Next select the student assigned the second number on the random.org list. If the next number is 23, select student 23 from the numbered student list. Continue until you have selected the number of students required for Sample 4.

37. This is the Discipline Recording Form. On the recording form enter the total number of students removed 11 or more days in the 2006-2007 school year. Enter the required sample size from the Table for Determining Sample Size. Enter the name of each student selected. Maintain the list of students; random.org number list; and the Discipline Recording Form. If your public agency is selected for validation of its self-assessment, DPI staff will review them. This concludes Section 2 of the Self-Assessment Webcast. This is the Discipline Recording Form. On the recording form enter the total number of students removed 11 or more days in the 2006-2007 school year. Enter the required sample size from the Table for Determining Sample Size. Enter the name of each student selected. Maintain the list of students; random.org number list; and the Discipline Recording Form. If your public agency is selected for validation of its self-assessment, DPI staff will review them. This concludes Section 2 of the Self-Assessment Webcast.

38. Self-Assessment Webcast Section 3: Conducting the Self-Assessment: Evaluating Compliance In this session, I’ll discuss the content of the self-assessment and the forms to use. The forms include standards and directions for assessing each requirement, individual student Record Review Checklists, interview protocols, and Recording Forms for each of the five major element of the self-assessment. In this session, I’ll discuss the content of the self-assessment and the forms to use. The forms include standards and directions for assessing each requirement, individual student Record Review Checklists, interview protocols, and Recording Forms for each of the five major element of the self-assessment.

39.  Evaluating Procedural Compliance Compliance Areas: Evaluation – 8 items IEP – 21 items Transition – 6 items Discipline – 1 item No Sample Child Find – 2 Items Private Schools – 1 item Evaluation Timeline – 1 item Let’s look at the procedural requirements included in the self-assessment. There are five major elements in the self-assessment – Evaluation, IEP, Transition, Discipline, and what we have called “No Sample” requirements. They are called “No Sample” requirements because their assessment does not use a sample of student records. In each element there are a number of procedural requirements to review. In all, there are 40 requirements. There are 8 addressing evaluations, 21 for IEPs, 6 for secondary transition, and one item for discipline. Assessment of these requirements is based on a review of a sample of student records. Two of the IEP requirements also rely on interviews. There are four No Sample requirements. They include two related to child find, one about private schools, and one about timely completion of initial IEP team evaluations. They are assessed through a review of data or other public agency records. Let’s look at the procedural requirements included in the self-assessment. There are five major elements in the self-assessment – Evaluation, IEP, Transition, Discipline, and what we have called “No Sample” requirements. They are called “No Sample” requirements because their assessment does not use a sample of student records. In each element there are a number of procedural requirements to review. In all, there are 40 requirements. There are 8 addressing evaluations, 21 for IEPs, 6 for secondary transition, and one item for discipline. Assessment of these requirements is based on a review of a sample of student records. Two of the IEP requirements also rely on interviews. There are four No Sample requirements. They include two related to child find, one about private schools, and one about timely completion of initial IEP team evaluations. They are assessed through a review of data or other public agency records.

40. Evaluating Procedural Compliance  We have developed a compliance standard and directions for assessing each requirement in the self-assessment. Locate the document titled, “Standards and Directions for Assessing Compliance Requirements – Self-Assessment Content.” This document contains the directions and standards for reviewing each requirement and determining whether it has been implemented correctly. We have developed a compliance standard and directions for assessing each requirement in the self-assessment. Locate the document titled, “Standards and Directions for Assessing Compliance Requirements – Self-Assessment Content.” This document contains the directions and standards for reviewing each requirement and determining whether it has been implemented correctly.

41. You are looking at the document titled standards and directions for assessing compliance. Each requirement has a number appearing in the first column. The first requirement is designated E-1, E for evaluation and one because it is the first of the eight evaluation requirements. The second column identifies the sample used to review the requirement. For E-1, it is sample 1 – Evaluations. In the third column, under the heading “Compliance Statement,” you find the procedural requirement itself. Requirement E-1 is “The referral for an initial evaluation is in writing and includes the reasons why the person believes the child is a child with a disability.” Notice this requirement is marked with asterisks. As you use the Standards and Directions, you’ll notice other requirements marked with asterisks. Requirements with asterisks are in state special education law only and not in the federal IDEA. These requirements do not apply to charter schools. If your public agency is a charter school, do not assess a requirement marked with asterisks. The fourth column has the number of the State Performance Plan Indicator related to the requirement. In the last column titled “Standards and Directions,” you find the standard for determining whether the requirement was implemented correctly. In the last column there are also directions for locating the IEP team forms and other documentation needed to assess the requirement. Please note the IEP team forms referenced are the DPI model forms. You are looking at the document titled standards and directions for assessing compliance. Each requirement has a number appearing in the first column. The first requirement is designated E-1, E for evaluation and one because it is the first of the eight evaluation requirements. The second column identifies the sample used to review the requirement. For E-1, it is sample 1 – Evaluations. In the third column, under the heading “Compliance Statement,” you find the procedural requirement itself. Requirement E-1 is “The referral for an initial evaluation is in writing and includes the reasons why the person believes the child is a child with a disability.” Notice this requirement is marked with asterisks. As you use the Standards and Directions, you’ll notice other requirements marked with asterisks. Requirements with asterisks are in state special education law only and not in the federal IDEA. These requirements do not apply to charter schools. If your public agency is a charter school, do not assess a requirement marked with asterisks. The fourth column has the number of the State Performance Plan Indicator related to the requirement. In the last column titled “Standards and Directions,” you find the standard for determining whether the requirement was implemented correctly. In the last column there are also directions for locating the IEP team forms and other documentation needed to assess the requirement. Please note the IEP team forms referenced are the DPI model forms.

42. Evaluating Procedural Compliance Record Review Checklists and Recording Forms We have developed Record Review Checklists to fill out for each student. There is a student Record Review Checklist for the Evaluation sample, one for the IEP sample, and another for the Transition sample. There are no student checklists for use with the Discipline sample and the No Sample requirements. There are also Recording Forms for each of the five self-assessment elements – Evaluation, IEP, Transition, Discipline, and No Sample requirements. On the Recording Forms, you will summarize the results for each element of the self-assessment. Later you will use the Recording Forms to complete a web-based report filed with DPI. Now, let’s take a look at these forms and how to use them.We have developed Record Review Checklists to fill out for each student. There is a student Record Review Checklist for the Evaluation sample, one for the IEP sample, and another for the Transition sample. There are no student checklists for use with the Discipline sample and the No Sample requirements. There are also Recording Forms for each of the five self-assessment elements – Evaluation, IEP, Transition, Discipline, and No Sample requirements. On the Recording Forms, you will summarize the results for each element of the self-assessment. Later you will use the Recording Forms to complete a web-based report filed with DPI. Now, let’s take a look at these forms and how to use them.

43. This is the Evaluation Record Review Checklist. For each student in the sample you would complete this checklist. Eight requirements E-1 through E-8 are included. For each item, you would check the box yes if the requirement was met, no, if it was not, and NA if the item is not applicable for that student. In the last column of the checklist under the heading, “Where Documented”, you are directed to the department’s model Form EW-1 - “Worksheet for Consideration of Existing Data.” If your agency does not use the department’s model forms, you may want to note on the Record Review Checklist where the documentation for each requirement is found. This is the Evaluation Record Review Checklist. For each student in the sample you would complete this checklist. Eight requirements E-1 through E-8 are included. For each item, you would check the box yes if the requirement was met, no, if it was not, and NA if the item is not applicable for that student. In the last column of the checklist under the heading, “Where Documented”, you are directed to the department’s model Form EW-1 - “Worksheet for Consideration of Existing Data.” If your agency does not use the department’s model forms, you may want to note on the Record Review Checklist where the documentation for each requirement is found.

44. As an example, lets look at requirement E-4 – “A review of existing evaluation data on the child to identify what additional data, if any, were needed to complete the evaluation or reevaluation included: not less that 1 special education teacher or where appropriate, not less than one special education provider of such child.” Refer back to the Standards and Directions document under requirement E-4. It directs you to look at Form EW-1, “Worksheet for Consideration of Existing Data”, to determine if a special education teacher or provider participated in the review of existing evaluation data. The Standards and Directions document provides a standard for deciding whether the requirement is met. It requires documentation of the name of the special education teacher, a description of the teacher’s input, and the date the input was given. This information is found in Section IV of form EW-1, shown here. It tells you if a person’s title or position is not indicated on the Worksheet, and you do not know if a named individual is the child’s special education teacher, you may refer to form IE-1 or form RE-1 to determine if the individual is the child’s special education teacher or provider. If the name of the special education teacher, the teacher’s input, and the date the input was given is documented, the requirement is met. You would mark the “yes” box on the Record Review Checklist. If all the required information is not present, the requirement is not met, and you mark the “no” box. As an example, lets look at requirement E-4 – “A review of existing evaluation data on the child to identify what additional data, if any, were needed to complete the evaluation or reevaluation included: not less that 1 special education teacher or where appropriate, not less than one special education provider of such child.” Refer back to the Standards and Directions document under requirement E-4. It directs you to look at Form EW-1, “Worksheet for Consideration of Existing Data”, to determine if a special education teacher or provider participated in the review of existing evaluation data. The Standards and Directions document provides a standard for deciding whether the requirement is met. It requires documentation of the name of the special education teacher, a description of the teacher’s input, and the date the input was given. This information is found in Section IV of form EW-1, shown here. It tells you if a person’s title or position is not indicated on the Worksheet, and you do not know if a named individual is the child’s special education teacher, you may refer to form IE-1 or form RE-1 to determine if the individual is the child’s special education teacher or provider. If the name of the special education teacher, the teacher’s input, and the date the input was given is documented, the requirement is met. You would mark the “yes” box on the Record Review Checklist. If all the required information is not present, the requirement is not met, and you mark the “no” box.

45. This is the Evaluation Recording Form. Once you have assessed all eight evaluation requirements for each student in the sample using the Standards and Directions document and Evaluation Record Review Checklist, you must enter the each student’s results on the Evaluation Recording Form. Some public agencies find it convenient to use a Record Review Checklist for each student in the sample, and then transfer the data to the Evaluation Recording Form. However, you are not required to complete a checklist for each student in the Evaluation sample. Instead, you may list all the students on the Evaluation Recording Form, and then record the results for each student directly on the Recording Form. Remember, you must always complete and maintain a Recording Form for each element of the self-assessment. You may be required to submit a copy to the department as part of the verification process. This is the Evaluation Recording Form. Once you have assessed all eight evaluation requirements for each student in the sample using the Standards and Directions document and Evaluation Record Review Checklist, you must enter the each student’s results on the Evaluation Recording Form. Some public agencies find it convenient to use a Record Review Checklist for each student in the sample, and then transfer the data to the Evaluation Recording Form. However, you are not required to complete a checklist for each student in the Evaluation sample. Instead, you may list all the students on the Evaluation Recording Form, and then record the results for each student directly on the Recording Form. Remember, you must always complete and maintain a Recording Form for each element of the self-assessment. You may be required to submit a copy to the department as part of the verification process.

46. Let’s work through another requirement - this time from the IEP sample. This is the IEP Record Review Checklist. Let’s use item I-6 – “The child’s placement is determined at least annually”. In the last column on the checklist under the heading “Where Documented,” you are directed to the department’s model Form P-2, Determination and Notice of Placement. Let’s work through another requirement - this time from the IEP sample. This is the IEP Record Review Checklist. Let’s use item I-6 – “The child’s placement is determined at least annually”. In the last column on the checklist under the heading “Where Documented,” you are directed to the department’s model Form P-2, Determination and Notice of Placement.

47. The Standards and Directions document under requirement I-6 states: If the child’s initial placement was in the last 12 months, enter ”NA” (not applicable) and go to the next item which is item I-7. If this is not the initial placement, you are directed to locate the “Determination and Notice of Placement”, Form P-2. This is Form P-2. Notice the date of placement determination at the top. Next, you are directed to locate the previous placement notice, P-1 or P-2. Compare the dates on the current notice and the previous notice to verify that no more than 12 months elapsed between the date the current placement was determined and the previous date the child’s placement was determined. If no more than 12 months elapsed between the dates placements were determined, mark “Yes” on the checklist. If more than 12 months elapsed, mark “No” on the checklist. The Standards and Directions document under requirement I-6 states: If the child’s initial placement was in the last 12 months, enter ”NA” (not applicable) and go to the next item which is item I-7. If this is not the initial placement, you are directed to locate the “Determination and Notice of Placement”, Form P-2. This is Form P-2. Notice the date of placement determination at the top. Next, you are directed to locate the previous placement notice, P-1 or P-2. Compare the dates on the current notice and the previous notice to verify that no more than 12 months elapsed between the date the current placement was determined and the previous date the child’s placement was determined. If no more than 12 months elapsed between the dates placements were determined, mark “Yes” on the checklist. If more than 12 months elapsed, mark “No” on the checklist.

48. In addition to record reviews, there are two IEP requirements assessed through interviews - I-18 and I-19. I-18 is the requirement that a child receive the services included in the IEP. I-19 is the requirement that the child’s parents were provided periodic reports of their child’s progress toward meeting the annual goals, consistent with the child’s IEP. The Standards and Directions document refers to an interview protocol for I-18 and another protocol for I-19. You must complete and retain the interview protocols. For both requirements, the parents of all students in the IEP Sample are interviewed. Requirement I-18 also requires interviews of the child’s primary special education teacher or provider and at least one of the child’s regular education teachers. You may divide the list of interviewees among several staff members. You may use several methods to communicate the questions: face-to-face, over the telephone, e-mail, or other written correspondence. You must make a reasonable attempt to obtain a response from the parent of each student in the IEP sample. If a parent does not speak English, you need to communicate the questions in the parent's language. If you do not obtain a response, document your attempts on the interview protocol and use other information to determine whether the requirement is met. In addition to record reviews, there are two IEP requirements assessed through interviews - I-18 and I-19. I-18 is the requirement that a child receive the services included in the IEP. I-19 is the requirement that the child’s parents were provided periodic reports of their child’s progress toward meeting the annual goals, consistent with the child’s IEP. The Standards and Directions document refers to an interview protocol for I-18 and another protocol for I-19. You must complete and retain the interview protocols. For both requirements, the parents of all students in the IEP Sample are interviewed. Requirement I-18 also requires interviews of the child’s primary special education teacher or provider and at least one of the child’s regular education teachers. You may divide the list of interviewees among several staff members. You may use several methods to communicate the questions: face-to-face, over the telephone, e-mail, or other written correspondence. You must make a reasonable attempt to obtain a response from the parent of each student in the IEP sample. If a parent does not speak English, you need to communicate the questions in the parent's language. If you do not obtain a response, document your attempts on the interview protocol and use other information to determine whether the requirement is met.

49. This is the IEP Recording Form. Once you have completed an IEP Record Review Checklist for each student in the IEP sample, you must enter the each student’s results on the IEP Recording Form. However, you are not required to complete a checklist for each student in the IEP sample. Instead, you may list all the students on the IEP Recording Form, and then record the results for each student directly on the form. Remember, you must always complete and maintain a Recording Form for each element of the self-assessment. You may be required to submit a copy to the department as part of the verification process.This is the IEP Recording Form. Once you have completed an IEP Record Review Checklist for each student in the IEP sample, you must enter the each student’s results on the IEP Recording Form. However, you are not required to complete a checklist for each student in the IEP sample. Instead, you may list all the students on the IEP Recording Form, and then record the results for each student directly on the form. Remember, you must always complete and maintain a Recording Form for each element of the self-assessment. You may be required to submit a copy to the department as part of the verification process.

50. Evaluating Procedural Compliance Discipline For the Discipline element of the self-assessment, there is one requirement to review. The requirement addresses whether after the tenth cumulative day of removal in the school year, a student received educational services during subsequent periods of removal. For the Discipline element of the self-assessment, there is one requirement to review. The requirement addresses whether after the tenth cumulative day of removal in the school year, a student received educational services during subsequent periods of removal.

51. This is the Discipline Recording Form. Enter the total number of students removed 11 or more days during the school year designated in the sample directions. Enter the required sample size from the Table for Determining Sample Size. Enter the name of each student selected. There is no student Record Review Checklist for discipline. Enter the results directly of the Recoding Form. Examine evidence, such as teacher notes, attendance logs, or teacher time records to determine whether each student was provided educational services during removals beyond the tenth cumulative day of removal in the school year. This is the Discipline Recording Form. Enter the total number of students removed 11 or more days during the school year designated in the sample directions. Enter the required sample size from the Table for Determining Sample Size. Enter the name of each student selected. There is no student Record Review Checklist for discipline. Enter the results directly of the Recoding Form. Examine evidence, such as teacher notes, attendance logs, or teacher time records to determine whether each student was provided educational services during removals beyond the tenth cumulative day of removal in the school year.

52. Evaluating Procedural Compliance Now let’s turn to the “No Sample” requirements, so called because you do not draw a student sample to review them. There are no student record review checklists to complete for these requirements. Record the data directly on the No Sample Recording Form. There are four No Sample requirements. N-1, the first requirement, pertains to private school students. The rest of the no sample requirements. N-2 through N-4, pertain to all students. Now let’s turn to the “No Sample” requirements, so called because you do not draw a student sample to review them. There are no student record review checklists to complete for these requirements. Record the data directly on the No Sample Recording Form. There are four No Sample requirements. N-1, the first requirement, pertains to private school students. The rest of the no sample requirements. N-2 through N-4, pertain to all students.

53. The No Sample requirements include: Requirement N-1 – After consulting with representatives of private schools, the LEA obtained a written affirmation signed by private school representatives. N-2 - The public agency at least annually, informs parents and individuals required to make referrals about the LEA’s referral and evaluation procedures. N-3 - The public agency gives notice to fully inform parents of the requirements relating to confidentiality of personally-identifiable information before any major child find activity; and N-4 - completing an initial evaluation within 60 days of receiving parental consent for the evaluation. Requirement N-4 is State Performance Plan indicator 11. The DPI will aggregate the data reported by public agencies for N-4 and reported the data in Wisconsin’s Annual Performance Report to Office of Special Education Programs. Please note, while the 60-day time limit applies in Wisconsin to both initial evaluations and reevaluations, OSEP requires data only on the completion of initial evaluations for which parents gave consent. Therefore, for N-4--Report data only for initial evaluations for which parent consent was received during the time period designated on the no sample recording form. The 60-day timeline begins when the public agency receives parental consent for evaluation and ends when an eligibility determination is made by an IEP team. Please note there are three exceptions to the 60-day timeline. One exception is for a student transferring to your public agency. Another exception is for parents who fail or refuse to make their child available for evaluation. The third exception applies to an evaluation for learning disabilities. These exceptions are discussed in the Standards and Directions document under item N-4. You must enter 5 data elements designated A through E under requirement N-4. I have discussed evaluating compliance for four of the five areas: Evaluation, IEP, Discipline, and the No Sample Requirements. The fifth area, “Transition”, is discussed in the Self-Assessment Webcast Section 3a. Once you have completed the review of all of the procedural requirements in the self-assessment, you will need to report the results to the DPI. This concludes Section 3 of the Self-Assessment Webcast. The No Sample requirements include: Requirement N-1 – After consulting with representatives of private schools, the LEA obtained a written affirmation signed by private school representatives. N-2 - The public agency at least annually, informs parents and individuals required to make referrals about the LEA’s referral and evaluation procedures. N-3 - The public agency gives notice to fully inform parents of the requirements relating to confidentiality of personally-identifiable information before any major child find activity; and N-4 - completing an initial evaluation within 60 days of receiving parental consent for the evaluation. Requirement N-4 is State Performance Plan indicator 11. The DPI will aggregate the data reported by public agencies for N-4 and reported the data in Wisconsin’s Annual Performance Report to Office of Special Education Programs. Please note, while the 60-day time limit applies in Wisconsin to both initial evaluations and reevaluations, OSEP requires data only on the completion of initial evaluations for which parents gave consent. Therefore, for N-4--Report data only for initial evaluations for which parent consent was received during the time period designated on the no sample recording form. The 60-day timeline begins when the public agency receives parental consent for evaluation and ends when an eligibility determination is made by an IEP team. Please note there are three exceptions to the 60-day timeline. One exception is for a student transferring to your public agency. Another exception is for parents who fail or refuse to make their child available for evaluation. The third exception applies to an evaluation for learning disabilities. These exceptions are discussed in the Standards and Directions document under item N-4. You must enter 5 data elements designated A through E under requirement N-4. I have discussed evaluating compliance for four of the five areas: Evaluation, IEP, Discipline, and the No Sample Requirements. The fifth area, “Transition”, is discussed in the Self-Assessment Webcast Section 3a. Once you have completed the review of all of the procedural requirements in the self-assessment, you will need to report the results to the DPI. This concludes Section 3 of the Self-Assessment Webcast.

54. Self-Assessment Webcast In this session, I will discuss the proper application of the compliance standards to student records selected for Sample 3, the transition sample. Prior to reviewing records in the transition sample you should thoroughly review the Standards and Directions located in Appendix F of the Self-Assessment Manual. A set of examples designed to assist you in correctly applying the compliance standards is available in Appendix E of the Self-Assessment Manual. In this session, I will discuss the proper application of the compliance standards to student records selected for Sample 3, the transition sample. Prior to reviewing records in the transition sample you should thoroughly review the Standards and Directions located in Appendix F of the Self-Assessment Manual. A set of examples designed to assist you in correctly applying the compliance standards is available in Appendix E of the Self-Assessment Manual.

55. Using the Transition Record Review Checklist PI-SA-RRC-TRAN-001 Nine Items The records in the transition sample are evaluated using the Transition Record Review Checklist. The Transition Record Review Checklist is DPI form PI-SA-RRC-TRAN-001. It is located in Appendix E of the Self-Assessment Manual. The Transition Record Review Checklist contains nine items: T-1, T-2, T-3, and T-3a through T-3f. For each item you will check a box labeled “YES”, “NO”, or “NA”. Once you have completed Transition Record Review Checklists for each student in the transition sample, transfer the results to the Transition Recording Form. The Transition Recording Form is DPI form PI-SA-RRC-TRAN-002, and is located in Appendix E of the Self-Assessment Manual. Let’s take a closer look at each of the items.The records in the transition sample are evaluated using the Transition Record Review Checklist. The Transition Record Review Checklist is DPI form PI-SA-RRC-TRAN-001. It is located in Appendix E of the Self-Assessment Manual. The Transition Record Review Checklist contains nine items: T-1, T-2, T-3, and T-3a through T-3f. For each item you will check a box labeled “YES”, “NO”, or “NA”. Once you have completed Transition Record Review Checklists for each student in the transition sample, transfer the results to the Transition Recording Form. The Transition Recording Form is DPI form PI-SA-RRC-TRAN-002, and is located in Appendix E of the Self-Assessment Manual. Let’s take a closer look at each of the items.

56. T-1: Student Invited to IEP Meeting Yes= The Student was invited to the IEP meeting if the purpose of the IEP meeting was to consider transition services. Item T-1 asks you to find evidence the student was invited to the IEP meeting at which transition was discussed. This evidence can be found in three places. If the student is listed as a participant on the Evaluation Report and IEP Cover Sheet (DPI form I-3), you may check the “yes” box on the Transition Record Review Checklist. If the date and method used to invite the student to the meeting is documented on the Individualized education Program: Transition Services page of the IEP (DPI form I-8), you may check the “yes” box. If a written Invitation to a Meeting of the IEP Team (DPI form I-1) is addressed to the student, you may check the “yes” box. If there is no evidence the student was invited to the meeting, you must check the “no” box.Item T-1 asks you to find evidence the student was invited to the IEP meeting at which transition was discussed. This evidence can be found in three places. If the student is listed as a participant on the Evaluation Report and IEP Cover Sheet (DPI form I-3), you may check the “yes” box on the Transition Record Review Checklist. If the date and method used to invite the student to the meeting is documented on the Individualized education Program: Transition Services page of the IEP (DPI form I-8), you may check the “yes” box. If a written Invitation to a Meeting of the IEP Team (DPI form I-1) is addressed to the student, you may check the “yes” box. If there is no evidence the student was invited to the meeting, you must check the “no” box.

57. T-2: Student Preferences NA= The student is listed as a participant at the IEP meeting held to discuss transition services. Yes= The student is not listed as a participant in the meeting, but steps taken to ensure the student’s preferences and interests were considered are documented. Item T-1 asks you to find evidence the student was invited to the IEP meeting at which transition was discussed. This evidence can be found in three places. If the student is listed as a participant on the Evaluation Report and IEP Cover Sheet (DPI form I-3), you may check the “yes” box on the Transition Record Review Checklist. If the date and method used to invite the student to the meeting is documented on the Individualized education Program: Transition Services page of the IEP (DPI form I-8), you may check the “yes” box. If a written Invitation to a Meeting of the IEP Team (DPI form I-1) is addressed to the student, you may check the “yes” box. If there is no evidence the student was invited to the meeting, you must check the “no” box.Item T-1 asks you to find evidence the student was invited to the IEP meeting at which transition was discussed. This evidence can be found in three places. If the student is listed as a participant on the Evaluation Report and IEP Cover Sheet (DPI form I-3), you may check the “yes” box on the Transition Record Review Checklist. If the date and method used to invite the student to the meeting is documented on the Individualized education Program: Transition Services page of the IEP (DPI form I-8), you may check the “yes” box. If a written Invitation to a Meeting of the IEP Team (DPI form I-1) is addressed to the student, you may check the “yes” box. If there is no evidence the student was invited to the meeting, you must check the “no” box.

58. T-3: Indicator 13 Yes= The answer for items T-3a, T-3b, and T-3c is “YES”. The results reported for Item T-3 are used by the department to determine the statewide compliance rate for Indicator 13. In order to complete item T-3, you must first complete items T-3a through T-3c. The answers for T-3a through T-3c are used to determine the answer for T-3. If all answers for items T-3a through T-3c are “yes”, check the “yes” box for item T-3. If there is one or more “no” answers for items T-3a through T-3c, check the “no” box. Now we will move on and discuss items T-3a through T-3f. The examples I spoke of earlier, found in Appendix E of the Self-Assessment Manual, should assist you in understanding the standards for these items.The results reported for Item T-3 are used by the department to determine the statewide compliance rate for Indicator 13. In order to complete item T-3, you must first complete items T-3a through T-3c. The answers for T-3a through T-3c are used to determine the answer for T-3. If all answers for items T-3a through T-3c are “yes”, check the “yes” box for item T-3. If there is one or more “no” answers for items T-3a through T-3c, check the “no” box. Now we will move on and discuss items T-3a through T-3f. The examples I spoke of earlier, found in Appendix E of the Self-Assessment Manual, should assist you in understanding the standards for these items.

59. T-3a: Measurable Postsecondary Goal(s) Yes= There is a measurable postsecondary goal that covers (1) education or training, (2) employment, and when appropriate, (3) independent living. The results reported for Item T-3 are used by the department to determine the statewide compliance rate for Indicator 13. In order to complete item T-3, you must first complete items T-3a through T-3c. The answers for T-3a through T-3c are used to determine the answer for T-3. If all answers for items T-3a through T-3c are “yes”, check the “yes” box for item T-3. If there is one or more “no” answers for items T-3a through T-3c, check the “no” box. Now we will move on and discuss items T-3a through T-3f. The examples I spoke of earlier, found in Appendix E of the Self-Assessment Manual, should assist you in understanding the standards for these items.The results reported for Item T-3 are used by the department to determine the statewide compliance rate for Indicator 13. In order to complete item T-3, you must first complete items T-3a through T-3c. The answers for T-3a through T-3c are used to determine the answer for T-3. If all answers for items T-3a through T-3c are “yes”, check the “yes” box for item T-3. If there is one or more “no” answers for items T-3a through T-3c, check the “no” box. Now we will move on and discuss items T-3a through T-3f. The examples I spoke of earlier, found in Appendix E of the Self-Assessment Manual, should assist you in understanding the standards for these items.

60. T-3a: Measurable Postsecondary Goal(s) Measurable = Countable A future reader of the goal, considering the student’s progress, could say with confidence, “the goal has been met,” or, “the goal has not been met.” All of the stated postsecondary goals must be measurable. Measurable may be thought of as equivalent to countable. As a guiding question you might ask yourself, “Could a future reader of the goal, considering the student’s progress, say with confidence, ‘the goal has been met,’ or ‘the goal has not been met.’” Goals are measurable even though they contain words like, “intends,” “plans,” or “wants.” If one or more of the goals is not measurable, check the “no” box.All of the stated postsecondary goals must be measurable. Measurable may be thought of as equivalent to countable. As a guiding question you might ask yourself, “Could a future reader of the goal, considering the student’s progress, say with confidence, ‘the goal has been met,’ or ‘the goal has not been met.’” Goals are measurable even though they contain words like, “intends,” “plans,” or “wants.” If one or more of the goals is not measurable, check the “no” box.

61. T-3a: Measurable Postsecondary Goal(s) While the words “after high school” or “after graduation” need not be present, the language of the goal must make clear the activity will take place after high school or after graduation. All of the stated postsecondary goals must occur after high school. The words “after high school” or “after graduation” need not be present, but the language of the goal must make it clear the activity will take place after high school. The mere fact that a goal appears in the transition section of an IEP does not give rise to an inference the activity will take place after high school. If one or more of the goals do not take place after high school, check the “no” box.All of the stated postsecondary goals must occur after high school. The words “after high school” or “after graduation” need not be present, but the language of the goal must make it clear the activity will take place after high school. The mere fact that a goal appears in the transition section of an IEP does not give rise to an inference the activity will take place after high school. If one or more of the goals do not take place after high school, check the “no” box.

62. T-3a: Measurable Postsecondary Goal(s) There must be a minimum of one goal in the area of education or training. There must be a minimum of one goal in the area of employment. A single goal statement may encompass both a training or education goal, and an employment goal. The stated postsecondary goals must include an education or training component and an employment component. A single goal statement may encompass both a training or education goal, and an employment goal. If the goals do not address education or training, and employment, check the “no’ box. Recall that the compliance standard for item T-3a includes independent living goals when appropriate. If no independent living goal is present you should assume the IEP team correctly determined an independent living goal was not appropriate. However, if an independent living goal is present it must be measurable and occur after high school. To summarize, if you find goals that are measurable, occur after high school, and address education or training, and employment, check the “yes” box. We will now move on to item T-3b.The stated postsecondary goals must include an education or training component and an employment component. A single goal statement may encompass both a training or education goal, and an employment goal. If the goals do not address education or training, and employment, check the “no’ box. Recall that the compliance standard for item T-3a includes independent living goals when appropriate. If no independent living goal is present you should assume the IEP team correctly determined an independent living goal was not appropriate. However, if an independent living goal is present it must be measurable and occur after high school. To summarize, if you find goals that are measurable, occur after high school, and address education or training, and employment, check the “yes” box. We will now move on to item T-3b.

63. T-3b: Annual IEP Goals Yes= There is an annual IEP goal, or goals, that will reasonably help the student meet his or her postsecondary goal(s). To begin assessing item T-3b locate the annual goals in the student’s IEP. For this item you will compare the annual goals to the postsecondary goals you identified in item T-3a. As you can see from the compliance statement on this slide you will be focusing on two aspects of the student’s annual goals. To begin assessing item T-3b locate the annual goals in the student’s IEP. For this item you will compare the annual goals to the postsecondary goals you identified in item T-3a. As you can see from the compliance statement on this slide you will be focusing on two aspects of the student’s annual goals.

64. T-3b: Annual IEP Goals For each postsecondary goal there must be at least one annual goal or short-term objective that will help the student make progress towards the stated postsecondary goal. A single annual goal or short-term objective that helps the student make progress in all of the postsecondary goals satisfies the compliance standard. First, determine whether there is an annual goal related to each stated postsecondary goals. There must be at least one annual goal or short-term objective that will help the student make progress towards the stated postsecondary goal. Note that a single annual goal or short-term objective can support more than one postsecondary goal.First, determine whether there is an annual goal related to each stated postsecondary goals. There must be at least one annual goal or short-term objective that will help the student make progress towards the stated postsecondary goal. Note that a single annual goal or short-term objective can support more than one postsecondary goal.

65. T-3b: Annual IEP Goals Assessing the “link” between annual goals and postsecondary goals should be approached holistically and guided by “reasonableness.” Whether the annual goal meets the compliance standard for annual goals is not relevant. Second you will determine whether there is a link between the annual goals and each postsecondary goal. Let reason be your guide when making this determination. If the annual goal will in some fashion help the student make progress towards the stated postsecondary goal, the necessary link has been established. Annual goals are assessed for compliance in the IEP sample. Do not check the “no” box on this item solely because the annual goal does not meet the compliance standard for annual goals. Again, if you determine that there is an annual IEP goal, or goals, that will reasonable help the student meet his or her postsecondary goals, check the “yes” box. Item T-3c is next.Second you will determine whether there is a link between the annual goals and each postsecondary goal. Let reason be your guide when making this determination. If the annual goal will in some fashion help the student make progress towards the stated postsecondary goal, the necessary link has been established. Annual goals are assessed for compliance in the IEP sample. Do not check the “no” box on this item solely because the annual goal does not meet the compliance standard for annual goals. Again, if you determine that there is an annual IEP goal, or goals, that will reasonable help the student meet his or her postsecondary goals, check the “yes” box. Item T-3c is next.

66. T-3c: Transition Services Yes= There are transition services in the IEP that focus on improving the academic and functional achievement of the student to facilitate their movement from school to post-school. Find where transition services and activities are listed in the student’s IEP. Transition services may include, instruction, related services, community experience, development of employment and other post-school adult living objectives, acquisition of daily living skills, and functional vocational evaluations. As with the other items we have examined so far you will be comparing the transition services listed with the student’s postsecondary goals to determine if the compliance standard has been met.Find where transition services and activities are listed in the student’s IEP. Transition services may include, instruction, related services, community experience, development of employment and other post-school adult living objectives, acquisition of daily living skills, and functional vocational evaluations. As with the other items we have examined so far you will be comparing the transition services listed with the student’s postsecondary goals to determine if the compliance standard has been met.

67. T-3c: Transition Services For each postsecondary goal there must be at least one transition service associated with meeting the postsecondary goal. A single transition service associated with all postsecondary goals satisfies the compliance standard. There must be at least one transition service or activity associated with each postsecondary goal. A single transition service or activity associated with all the postsecondary goals satisfies the compliance standard. Therefore if you find a listed service, or services, that focus on improving the students academic and functional achievement so they can meet their postsecondary goals, check the “yes” box.There must be at least one transition service or activity associated with each postsecondary goal. A single transition service or activity associated with all the postsecondary goals satisfies the compliance standard. Therefore if you find a listed service, or services, that focus on improving the students academic and functional achievement so they can meet their postsecondary goals, check the “yes” box.

68. T-3d: Coordination with Other Agencies Item T-3d is assessed with the aid of three guiding questions. For Guiding Question #1, find where persons responsible or other agencies are listed in the student’s IEP If there are transition services listed that are likely to be provided or paid for by outside agencies You will continue with Guiding Question #2. If there no such services listed you will check “NA” on the chacklist and move on to item T-3e. Assume that the IEP team correctly determined no services will be provide or paid for by an outside agency if no such services are listed.Item T-3d is assessed with the aid of three guiding questions. For Guiding Question #1, find where persons responsible or other agencies are listed in the student’s IEP If there are transition services listed that are likely to be provided or paid for by outside agencies You will continue with Guiding Question #2. If there no such services listed you will check “NA” on the chacklist and move on to item T-3e. Assume that the IEP team correctly determined no services will be provide or paid for by an outside agency if no such services are listed.

69. T-3d: Coordination with Other Agencies Guiding Question #2: Was parent or child consent to invite outside agencies obtained? If yes, continue with guiding question #3. If the parent or child refused consent; or there is documentation of three good faith, but unsuccessful attempts to obtain parent or child consent, check “NA” on the recording form and move on to item T-3e. Guiding Question #2 asks you to determine whether parental or child permission was obtained to invite agencies likely to provide or pay for services to the IEP meeting. Note that child consent is only an issue when the student is the age of majority. Consent or attempts to gain consent must be documented in writing. If you find appropriate documentation of consent proceed to Guiding Question #3. If the parent or child refused consent, or did not respond to attempts to obtain consent, check “NA” on the checklist and move on to item T-3e. Guiding Question #2 asks you to determine whether parental or child permission was obtained to invite agencies likely to provide or pay for services to the IEP meeting. Note that child consent is only an issue when the student is the age of majority. Consent or attempts to gain consent must be documented in writing. If you find appropriate documentation of consent proceed to Guiding Question #3. If the parent or child refused consent, or did not respond to attempts to obtain consent, check “NA” on the checklist and move on to item T-3e.

70. T-3d: Coordination with Other Agencies Guiding Question #3: Were outside agencies invited to the students IEP meeting to discuss transition. If yes, check the “yes” box. If no, check the “no” box. Guiding Question #3 asks you to determine if the listed outside agencies were invited to the IEP meeting to discuss transition. You must find documentation in the student’s file of the invitation. Note that the question only requires evidence the agencies were invited to the meeting, it does not require their attendance at the meeting. If you find evidence the agencies were invited to the meeting, check the “yes” box. If you do not find any evidence of an invitation, check the “no” box.Guiding Question #3 asks you to determine if the listed outside agencies were invited to the IEP meeting to discuss transition. You must find documentation in the student’s file of the invitation. Note that the question only requires evidence the agencies were invited to the meeting, it does not require their attendance at the meeting. If you find evidence the agencies were invited to the meeting, check the “yes” box. If you do not find any evidence of an invitation, check the “no” box.

71. T-3e: Age-Appropriate Transition Assessment Yes= The Age-Appropriate Transition Assessment box is checked “yes” on the IEP, OR There is other evidence an age appropriate transition assessment was conducted. For item T-3e you will determine whether an age-appropriate transition assessment took place for each of the listed postsecondary goals. DPI model form I-8 contains the following statement, “Are the measurable postsecondary goal(s) based on age appropriate transition assessments and are those assessments documented?” If this statement appears on the student’s IEP and the “yes” box following the statement is checked, check the “yes” box on the checklist. If the statement does not appear you will need to look for other evidence the student’s postsecondary goals were based on age-appropriate transition assessment. Age appropriate transition assessments range from formal aptitude tests and interest inventories, to observations of the student, to discussions with the student. If you find documentation in the students file of transition assessments that are reasonably linked to the student’s strengths, preferences and interests regarding the stated postsecondary goals, check the “yes” box.” If you are unable to find the necessary documentation, check the “no” box.For item T-3e you will determine whether an age-appropriate transition assessment took place for each of the listed postsecondary goals. DPI model form I-8 contains the following statement, “Are the measurable postsecondary goal(s) based on age appropriate transition assessments and are those assessments documented?” If this statement appears on the student’s IEP and the “yes” box following the statement is checked, check the “yes” box on the checklist. If the statement does not appear you will need to look for other evidence the student’s postsecondary goals were based on age-appropriate transition assessment. Age appropriate transition assessments range from formal aptitude tests and interest inventories, to observations of the student, to discussions with the student. If you find documentation in the students file of transition assessments that are reasonably linked to the student’s strengths, preferences and interests regarding the stated postsecondary goals, check the “yes” box.” If you are unable to find the necessary documentation, check the “no” box.

72. T-3f: Course of Study Yes= The transition services include a course of study that focuses on improving the academic and functional achievement of the student to facilitate their movement from school to post-school. Our final item is T-3f. Begin by locating the course of study in the student’s IEP. If the course of study aligns with the student’s stated postsecondary goals, check the “yes” box. “Aligns with” means the course of study focuses on improving the academic and functional achievement of the student to facilitate their movement from school to post- school.Our final item is T-3f. Begin by locating the course of study in the student’s IEP. If the course of study aligns with the student’s stated postsecondary goals, check the “yes” box. “Aligns with” means the course of study focuses on improving the academic and functional achievement of the student to facilitate their movement from school to post- school.

73. T-3f: Course of Study The overall course of study must align with postsecondary goals. A direct one-to-one relationship between particular classes and each postsecondary goal is not required. A direct one to one relationship between particular classes and each postsecondary goal is not required. “Pass all classes” and other similar statements are not courses of study that meet the compliance standard. At this point you will have assessed all nine transition items for a particular student record. This concludes Section 3A of the Self-Assessment Webcast.A direct one to one relationship between particular classes and each postsecondary goal is not required. “Pass all classes” and other similar statements are not courses of study that meet the compliance standard. At this point you will have assessed all nine transition items for a particular student record. This concludes Section 3A of the Self-Assessment Webcast.

74. Self-Assessment Webcast Hello, my name is Courtney Reed Jenkins. I will be working with you today on how to report your self-assessment results and resulting corrective actions to the WI of Public Instruction via the electronic reporting system. Hello, my name is Courtney Reed Jenkins. I will be working with you today on how to report your self-assessment results and resulting corrective actions to the WI of Public Instruction via the electronic reporting system.

75. Reporting Results and Corrective Actions Today, we’ll: review the electronic reporting system. recommend steps. In this presentation, I will describe the electronic reporting system and walk you through recommended steps to report your results and corrective actions. Along the way, I will point out time-intensive steps and discuss instructions for various parts of the report. In this presentation, I will describe the electronic reporting system and walk you through recommended steps to report your results and corrective actions. Along the way, I will point out time-intensive steps and discuss instructions for various parts of the report.

76. Reporting Results and Corrective Actions Electronic reporting system: On-line and fillable report for results and corrective actions. Automatically tracks items for which the public agency must ensure future compliance. Software allows you to save and return to report. Populates WDPI database. We are so pleased to be able to offer public agencies an opportunity to electronically submit the self-assessment results and corrective action plans. In our experience, public agencies have appreciated electronic data and report submission. We hope this report is no exception. We hope to continually improve our system and welcome any comments or feedback you have to offer us. Two features of the electronic reporting system deserve special attention. First, the report automatically tracks compliance statements for which the public agency must take corrective action. As you enter raw data into the report per each item, the program will determine whether you will need to submit a corrective action – and will prompt you to do so for each specific item. Second, the reporting software populates a database with raw and calculated data. This feature saves the State of Wisconsin significant financial and human resources and allows us to meet reporting requirements established by the U.S. Department of Education’s Office for Special Education Programs (OSEP).We are so pleased to be able to offer public agencies an opportunity to electronically submit the self-assessment results and corrective action plans. In our experience, public agencies have appreciated electronic data and report submission. We hope this report is no exception. We hope to continually improve our system and welcome any comments or feedback you have to offer us. Two features of the electronic reporting system deserve special attention. First, the report automatically tracks compliance statements for which the public agency must take corrective action. As you enter raw data into the report per each item, the program will determine whether you will need to submit a corrective action – and will prompt you to do so for each specific item. Second, the reporting software populates a database with raw and calculated data. This feature saves the State of Wisconsin significant financial and human resources and allows us to meet reporting requirements established by the U.S. Department of Education’s Office for Special Education Programs (OSEP).

77. Reporting Results and Corrective Actions Gather your data. Enter electronic reporting system via the Special Education Web Portal(https://www2.dpi.state.wi.us/seportal/Pages/SignIn.aspx) Now, let’s walk through the steps you will take to complete and submit your electronic self-assessment report and corrective action plan. You will need to gather data. You will need all of your self-assessment recording forms, e.g. the evaluation recording form, the IEP recording form, the transition recording form, the discipline recording form, and don’t forget the no sample recording form. You will not need individual student record files or your record review checklists. Now you’re ready to enter the electronic reporting system, which you will access through the Special Education Web Portal. Now, let’s walk through the steps you will take to complete and submit your electronic self-assessment report and corrective action plan. You will need to gather data. You will need all of your self-assessment recording forms, e.g. the evaluation recording form, the IEP recording form, the transition recording form, the discipline recording form, and don’t forget the no sample recording form. You will not need individual student record files or your record review checklists. Now you’re ready to enter the electronic reporting system, which you will access through the Special Education Web Portal.

78. When you enter the Special Education Web Portal, you will be able to enter your reports by clicking on the “Enter Data” link associated with the Procedural Compliance Self-Assessment Report.When you enter the Special Education Web Portal, you will be able to enter your reports by clicking on the “Enter Data” link associated with the Procedural Compliance Self-Assessment Report.

79. Your first screen will be the Main Menu. From this menu, you will enter three types of information. First, you will enter contact information and information about the self-assessment process. Second, the raw numbers from your recording forms. Third, you will select or identify corrective actions to address any agency-wide noncompliance. From this menu, you are also able to read-only and print the “Report and Corrective Action Plan Summary.” This single document lists every compliance item you reviewed and all required student-level corrective actions and selected corrective actions to address agency-wide noncompliance. We strongly recommend that you print this document and use it as the basis for organizing your corrective actions and documenting such actions and evidence of correction. Also, from the main menu, although you won’t use these for several months, are links to assurance forms related to correction of student-level and agency-wide noncompliance.Your first screen will be the Main Menu. From this menu, you will enter three types of information. First, you will enter contact information and information about the self-assessment process. Second, the raw numbers from your recording forms. Third, you will select or identify corrective actions to address any agency-wide noncompliance. From this menu, you are also able to read-only and print the “Report and Corrective Action Plan Summary.” This single document lists every compliance item you reviewed and all required student-level corrective actions and selected corrective actions to address agency-wide noncompliance. We strongly recommend that you print this document and use it as the basis for organizing your corrective actions and documenting such actions and evidence of correction. Also, from the main menu, although you won’t use these for several months, are links to assurance forms related to correction of student-level and agency-wide noncompliance.

80. Reporting Results and Corrective Actions Entering Information, Data, and Corrective Actions Now, let’s turn to how you’ll enter information, data, and corrective actions into the electronic report. We have designed a report that, we hope, meets your needs as busy district staff. You are able to save screen by screen, allowing you to enter information and data in small units of time. In the remaining time, I am not going to walk item-by-item through the report. Instead, I will reiterate some important data collection points, share helpful hints, and answer some questions asked by districts that have used the electronic report.Now, let’s turn to how you’ll enter information, data, and corrective actions into the electronic report. We have designed a report that, we hope, meets your needs as busy district staff. You are able to save screen by screen, allowing you to enter information and data in small units of time. In the remaining time, I am not going to walk item-by-item through the report. Instead, I will reiterate some important data collection points, share helpful hints, and answer some questions asked by districts that have used the electronic report.

81. Reporting Results and Corrective Actions ENTER Contact and Completion Information  When you click on "Enter Contact and Completion Information," you will need to enter basic public agency contact information. You will need to identify the name of the public agency, the LEA number, the name of the person completing the report, and the phone number and e-mail address of the person completing the report. In addition, you will need to identify if and how your ad hoc self-assessment committee included a parent. As Anita shared earlier, the WDPI believes that parents are essential partners in the special education system at the local and state level and strongly encourages public agencies to include parents in this self-assessment process. In fact, this belief is so strong that it factors into the WDPI’s determination regarding verification of public agency self-assessment. And, finally, you will need to identify whether your public agency completed the student records review per WDPI protocols, which include sample selection and the use of an ad hoc self-assessment committee.When you click on "Enter Contact and Completion Information," you will need to enter basic public agency contact information. You will need to identify the name of the public agency, the LEA number, the name of the person completing the report, and the phone number and e-mail address of the person completing the report. In addition, you will need to identify if and how your ad hoc self-assessment committee included a parent. As Anita shared earlier, the WDPI believes that parents are essential partners in the special education system at the local and state level and strongly encourages public agencies to include parents in this self-assessment process. In fact, this belief is so strong that it factors into the WDPI’s determination regarding verification of public agency self-assessment. And, finally, you will need to identify whether your public agency completed the student records review per WDPI protocols, which include sample selection and the use of an ad hoc self-assessment committee.

82. Reporting Results and Corrective Actions ENTER Self-Assessment Results For each sample, identify sample size and then: For each compliance statement, identify number of student records not in compliance. For some compliance statements, you must identify the total number of records reviewed. Next, you will enter data into the section entitled, “Enter Self-Assessment Results,” which you access from the Main Menu. To be able to do the calculations, the program needs to know the sample size, which is the total number of student records. You will be asked to identify the sample size for each of the areas that rely on a review of individual student records and interviews – evaluation, IEP, secondary transition, and discipline. You can find the sample size from several places, the easiest of which is from the recording form for each sample (for example, the LEA Self Assessment of Procedural Compliance Evaluation Recording Form). For some compliance statements, you will be asked to identify the total number of records reviewed for the specific requirement. The rationale is that within a sample group, there may be compliance requirements that do not apply to all students. For example, a few students do not participate in the regular education environment. For those students, you would check “N/A” to compliance statement E-3, which asks whether a regular education teacher reviewed existing evaluation data to identify what additional data, if any, were needed to complete the evaluation or reevaluation. Thus, for E-3 the total number of records reviewed is calculated by adding the number of individual student records marked “No” and the number of individual student records marked “Yes”. Please do not count individual student records marked “N/A” in the total number of records reviewed for those items. For the program to do its calculations, you will always be asked to identify the number of records NOT in compliance. The program does not need the number of records in compliance or the number of records for which you responded N/A. Please do not include a response of N/A in your count of records not in compliance.Next, you will enter data into the section entitled, “Enter Self-Assessment Results,” which you access from the Main Menu. To be able to do the calculations, the program needs to know the sample size, which is the total number of student records. You will be asked to identify the sample size for each of the areas that rely on a review of individual student records and interviews – evaluation, IEP, secondary transition, and discipline. You can find the sample size from several places, the easiest of which is from the recording form for each sample (for example, the LEA Self Assessment of Procedural Compliance Evaluation Recording Form). For some compliance statements, you will be asked to identify the total number of records reviewed for the specific requirement. The rationale is that within a sample group, there may be compliance requirements that do not apply to all students. For example, a few students do not participate in the regular education environment. For those students, you would check “N/A” to compliance statement E-3, which asks whether a regular education teacher reviewed existing evaluation data to identify what additional data, if any, were needed to complete the evaluation or reevaluation. Thus, for E-3 the total number of records reviewed is calculated by adding the number of individual student records marked “No” and the number of individual student records marked “Yes”. Please do not count individual student records marked “N/A” in the total number of records reviewed for those items. For the program to do its calculations, you will always be asked to identify the number of records NOT in compliance. The program does not need the number of records in compliance or the number of records for which you responded N/A. Please do not include a response of N/A in your count of records not in compliance.

83. Reporting Results and Corrective Actions ENTER self-assessment results (continued) Procedural requirements that do not require samples: Private schools Child find Initial evaluations within 60 days of consent Now you will report on the requirements listed on the LEA Self-Assessment of Procedural Compliance No Sample Recording Form. You are transcribing the data from that form into the report. First, you will report compliance regarding private school written affirmation of consultation. You will check “yes” or “no.” Independent charter schools and school districts with no private schools located in the district will check “N/A.” Second, you will report compliance regarding annual notice to parents and others required to make referrals about the LEA’s referral and evaluation procedures. You will check “yes” or “no.” Again, independent charter schools will check “N/A.” Third, you will report compliance regarding notice to fully inform parents of the requirements relating to confidentiality of personally-identifiable information before any major child find activity. You will check “yes” or “no.” Independent charter schools will also check “yes” or “no.” Fourth, you will report compliance regarding initial evaluations conducted within 60 days of receiving parental consent for the evaluation. You will report the raw data from the No Sample Reporting Form and the reasons eligibility determinations were not completed within 60 days. When you input your N-4 data, please take the opportunity to double-check your data. The series of data required for N-4 is more complicated than any other data you’ll enter, and we appreciate your special attention to this data. It is not necessary to report each case and a reason; instead, please identify the categories of reasons for which eligibility determinations were not completed within 60 days.Now you will report on the requirements listed on the LEA Self-Assessment of Procedural Compliance No Sample Recording Form. You are transcribing the data from that form into the report. First, you will report compliance regarding private school written affirmation of consultation. You will check “yes” or “no.” Independent charter schools and school districts with no private schools located in the district will check “N/A.” Second, you will report compliance regarding annual notice to parents and others required to make referrals about the LEA’s referral and evaluation procedures. You will check “yes” or “no.” Again, independent charter schools will check “N/A.” Third, you will report compliance regarding notice to fully inform parents of the requirements relating to confidentiality of personally-identifiable information before any major child find activity. You will check “yes” or “no.” Independent charter schools will also check “yes” or “no.” Fourth, you will report compliance regarding initial evaluations conducted within 60 days of receiving parental consent for the evaluation. You will report the raw data from the No Sample Reporting Form and the reasons eligibility determinations were not completed within 60 days. When you input your N-4 data, please take the opportunity to double-check your data. The series of data required for N-4 is more complicated than any other data you’ll enter, and we appreciate your special attention to this data. It is not necessary to report each case and a reason; instead, please identify the categories of reasons for which eligibility determinations were not completed within 60 days.

84. Reporting Results and Corrective Actions ENTER Corrective Action for Agency-Wide Noncompliance Work with ad hoc committee to review self-assessment results and select corrective actions to address agency-wide non-compliance.  Behind the scenes, the electronic report software is hard at work. Based on the raw data you’ve input, it calculates when your agency will need to take student-level and when you will also need to take agency-wide corrective actions, which is required when you report a significant percentage of student records not in compliance for an item. You will enter your district’s corrective actions for agency-wide noncompliance by clicking on “Enter Corrective Action for Agency-Wide Noncompliance” from the main menu; student-specific corrective actions will be automatically generated by the report software. You and your ad hoc committee will have flexibility in selecting corrective actions to address agency-wide noncompliance. For these compliance requirements, the WDPI suggests corrective action that, based on public agency experience during the last monitoring cycle, is likely to correct the noncompliance. Of course, public agencies may also develop additional action steps that reflect their unique needs and experiences. Behind the scenes, the electronic report software is hard at work. Based on the raw data you’ve input, it calculates when your agency will need to take student-level and when you will also need to take agency-wide corrective actions, which is required when you report a significant percentage of student records not in compliance for an item. You will enter your district’s corrective actions for agency-wide noncompliance by clicking on “Enter Corrective Action for Agency-Wide Noncompliance” from the main menu; student-specific corrective actions will be automatically generated by the report software. You and your ad hoc committee will have flexibility in selecting corrective actions to address agency-wide noncompliance. For these compliance requirements, the WDPI suggests corrective action that, based on public agency experience during the last monitoring cycle, is likely to correct the noncompliance. Of course, public agencies may also develop additional action steps that reflect their unique needs and experiences.

85. Reporting Results and Corrective Actions READ Report and Corrective Action Plan Summary You’re done entering data! Print out a copy of your report and corrective action plan summary by going to the Main Menu and clicking on “Read Report and Corrective Action Plan Summary.” You will use this to implement corrective actions. Remember, ENTERING data does not mean you’ve SUBMITTED/LOCKED your report. Please submit/lock your report by December 15, 2008. In conclusion, please remember that the department designed and implemented this electronic reporting system to help you do your work more efficiently and with greater ease. If you have ideas or suggestions for improving the reporting process, then please let us know! Thank you for your time and attention. This concludes Section 4 of the Self-Assessment Webcast. You’re done entering data! Print out a copy of your report and corrective action plan summary by going to the Main Menu and clicking on “Read Report and Corrective Action Plan Summary.” You will use this to implement corrective actions. Remember, ENTERING data does not mean you’ve SUBMITTED/LOCKED your report. Please submit/lock your report by December 15, 2008. In conclusion, please remember that the department designed and implemented this electronic reporting system to help you do your work more efficiently and with greater ease. If you have ideas or suggestions for improving the reporting process, then please let us know! Thank you for your time and attention. This concludes Section 4 of the Self-Assessment Webcast.

86. Self-Assessment Webcast Section 5. Implementing Corrective Action Plans Hello, my name is Courtney Reed Jenkins. For the next several minutes, I am going to review what each district will need to do after submitting their procedural compliance self-assessment results and corrective action plan to the department. Hello, my name is Courtney Reed Jenkins. For the next several minutes, I am going to review what each district will need to do after submitting their procedural compliance self-assessment results and corrective action plan to the department.

87. Implementing Corrective Action Plans You must correct all errors as soon as possible and no later than one year. WDPI review. There are several steps that must be taken to address noncompliance. There are two levels of noncompliance – student-level and agency-wide. In the case of errors found in individual student records, or student-level noncompliance, the electronic reporting system will direct you to take a specific action. For example, if you enter 1 or more student records not in compliance with I-18, which requires a child to receive services required by his or her IEP, then the program will note that for all individual records found to be out of compliance, the IEP team must consider compensatory services. Take this action for all students whose records were out of compliance as soon as possible and maintain documentation within the public agency. In addition, when the electronic reporting system identifies student-level noncompliance, the public agency must take appropriate action to ensure future compliance. For example, you may determine that a memo, individual staff meeting, or revised record-keeping system will ensure future compliance. Take those actions and maintain documentation within the public agency. When the public agency’s procedural compliance self-assessment indicates a significant error rate for one or more requirements, the public agency has “agency-wide” noncompliance and must develop agency-wide corrective actions to identify and correct noncompliance and to ensure future compliance. The electronic reporting system identifies these items and requires you to identify corrective actions. All agency-wide noncompliance must be corrected as soon as possible and no later than one year after the public agency files its self-assessment report with the WDPI. Take corrective actions and maintain documentation within the public agency. When a CAP is required, the public agency must develop and implement internal controls to ensure correction of agency-wide noncompliance and to ensure future compliance. Internal controls include a process for identifying compliance errors in individual cases correcting them. Develop and implement internal controls and maintain documentation within the public agency. Reviewing IEP team evaluations and IEPs, monitoring of disciplinary actions, providing feedback to staff are examples of internal controls. The WDPI reviews corrective action plans to ensure the proposed correction strategies are reasonably calculated to correct the identified noncompliance in a timely manner and ensure future compliance. The WDPI staff provides technical assistance to the public agencies to make any needed revisions. The public agencies implement the correction action plans after the WDPI approves it.There are several steps that must be taken to address noncompliance. There are two levels of noncompliance – student-level and agency-wide. In the case of errors found in individual student records, or student-level noncompliance, the electronic reporting system will direct you to take a specific action. For example, if you enter 1 or more student records not in compliance with I-18, which requires a child to receive services required by his or her IEP, then the program will note that for all individual records found to be out of compliance, the IEP team must consider compensatory services. Take this action for all students whose records were out of compliance as soon as possible and maintain documentation within the public agency. In addition, when the electronic reporting system identifies student-level noncompliance, the public agency must take appropriate action to ensure future compliance. For example, you may determine that a memo, individual staff meeting, or revised record-keeping system will ensure future compliance. Take those actions and maintain documentation within the public agency. When the public agency’s procedural compliance self-assessment indicates a significant error rate for one or more requirements, the public agency has “agency-wide” noncompliance and must develop agency-wide corrective actions to identify and correct noncompliance and to ensure future compliance. The electronic reporting system identifies these items and requires you to identify corrective actions. All agency-wide noncompliance must be corrected as soon as possible and no later than one year after the public agency files its self-assessment report with the WDPI. Take corrective actions and maintain documentation within the public agency. When a CAP is required, the public agency must develop and implement internal controls to ensure correction of agency-wide noncompliance and to ensure future compliance. Internal controls include a process for identifying compliance errors in individual cases correcting them. Develop and implement internal controls and maintain documentation within the public agency. Reviewing IEP team evaluations and IEPs, monitoring of disciplinary actions, providing feedback to staff are examples of internal controls. The WDPI reviews corrective action plans to ensure the proposed correction strategies are reasonably calculated to correct the identified noncompliance in a timely manner and ensure future compliance. The WDPI staff provides technical assistance to the public agencies to make any needed revisions. The public agencies implement the correction action plans after the WDPI approves it.

88. Implementing Corrective Action Plans Maintain documentation within public agency. Assurances. As you implement your corrective action plans, please maintain documentation within the public agency. For errors in individual student records, you must be able to demonstrate: (1) as soon as possible, you corrected all identified noncompliance by taking the steps identified by WDPI and (2) that the public agency took appropriate action to ensure future compliance. For public agency noncompliance, you must be able to demonstrate: (1) the public agency took corrective actions to ensure future compliance and (2) the public agency has an internal review process to identify all noncompliance and correct as soon as possible and no later than one year. The WDPI will require all public agencies to assure us that you have completed all of these activities. In conclusion, and on behalf of the department, thank you for your diligent work to address areas of legal noncompliance within your special education programs. For additional information on suggested corrective actions, professional development opportunities, or other resources, please don’t hesitate to contact your Local Performance Plan consultant. This concludes Section 5 of the Self-Assessment Webcast. As you implement your corrective action plans, please maintain documentation within the public agency. For errors in individual student records, you must be able to demonstrate: (1) as soon as possible, you corrected all identified noncompliance by taking the steps identified by WDPI and (2) that the public agency took appropriate action to ensure future compliance. For public agency noncompliance, you must be able to demonstrate: (1) the public agency took corrective actions to ensure future compliance and (2) the public agency has an internal review process to identify all noncompliance and correct as soon as possible and no later than one year. The WDPI will require all public agencies to assure us that you have completed all of these activities. In conclusion, and on behalf of the department, thank you for your diligent work to address areas of legal noncompliance within your special education programs. For additional information on suggested corrective actions, professional development opportunities, or other resources, please don’t hesitate to contact your Local Performance Plan consultant. This concludes Section 5 of the Self-Assessment Webcast.

89. Self-Assessment Webcast Section 6: Validation and Verification Activities I am going to briefly discuss what validation and verification activities the department will be conducting with regard to the self-assessment process. This is section 6 of the webcast training.I am going to briefly discuss what validation and verification activities the department will be conducting with regard to the self-assessment process. This is section 6 of the webcast training.

90. Validation Activities Accuracy of the Self-Assessment Selection Department Review Revisions For each cycle, the department will select some public agencies to validate that their self-assessment was correctly conducted. This is why it is important that public agencies maintain all of the sample lists, record review checklists, recording forms, and other materials that were used in conducting the self-assessment. Validation will help the department ensure that the data it receives regarding procedural compliance is accurate. Further, it will enable the department to improve the self-assessment process and provide statewide information on issues identified through verification. The department will use a number of factors in selecting which self-assessments to validate. These factors include the number of requirements found in noncompliance, whether the public agency has established an ad hoc self-assessment committee that includes parents and the extent of parent participation, whether the public agency was advanced on the monitoring schedule, whether the report was submitted timely, and geographic location. Some of the self-assessments will be selected on a random basis. Typically, public agencies will be notified shortly after submission of the self-assessment report whether their agency’s report will be validated, and the validation process will begin late Winter-early Spring of the self-assessment year. Validations are conducted at the selected public agency. In conducting the validation, department staff will review the creation of the four samples to determine whether they were properly developed. If a sample was not properly created, a new sample must be created and the items in that sample must be reassessed. Department staff will also select student names from each of the four samples and examine their records to see if each requirement was correctly assessed according to the standards and directions. For requirements where the information is collected through interviews or by other means, we interview agency staff who collected the information to determine if they obtained sufficient information to reach a reliable conclusion. Finally, department staff will review the data for item N4, and information regarding the other no sample requirements. If the department determines through the validation process that an item was not accurately assessed, the department will then explain how to assess it properly. The public agency will then reassess all the records in the sample for that requirement. After completing the reassessment, the public agency must then file a revised self-assessment report with the department. For each cycle, the department will select some public agencies to validate that their self-assessment was correctly conducted. This is why it is important that public agencies maintain all of the sample lists, record review checklists, recording forms, and other materials that were used in conducting the self-assessment. Validation will help the department ensure that the data it receives regarding procedural compliance is accurate. Further, it will enable the department to improve the self-assessment process and provide statewide information on issues identified through verification. The department will use a number of factors in selecting which self-assessments to validate. These factors include the number of requirements found in noncompliance, whether the public agency has established an ad hoc self-assessment committee that includes parents and the extent of parent participation, whether the public agency was advanced on the monitoring schedule, whether the report was submitted timely, and geographic location. Some of the self-assessments will be selected on a random basis. Typically, public agencies will be notified shortly after submission of the self-assessment report whether their agency’s report will be validated, and the validation process will begin late Winter-early Spring of the self-assessment year. Validations are conducted at the selected public agency. In conducting the validation, department staff will review the creation of the four samples to determine whether they were properly developed. If a sample was not properly created, a new sample must be created and the items in that sample must be reassessed. Department staff will also select student names from each of the four samples and examine their records to see if each requirement was correctly assessed according to the standards and directions. For requirements where the information is collected through interviews or by other means, we interview agency staff who collected the information to determine if they obtained sufficient information to reach a reliable conclusion. Finally, department staff will review the data for item N4, and information regarding the other no sample requirements. If the department determines through the validation process that an item was not accurately assessed, the department will then explain how to assess it properly. The public agency will then reassess all the records in the sample for that requirement. After completing the reassessment, the public agency must then file a revised self-assessment report with the department.

91. Verifying Noncompliance is Corrected Assurances Student-Specific Corrective Action Agency-Wide Corrective Action Department Review All public agencies that have completed a self-assessment will take part in the verification process. Consequently, public agencies should keep documentation of all corrective action activities taken, both student-specific and agency-wide. Appropriate documentation will vary depending upon the requirement. Examples may include notes from a telephone conversation, a revised IEP, or an agenda for a training, among other things. As part of the verification process, the public agency must submit an assurance (Form PI 3202) to the department that all student-specific errors in the self-assessment samples have been corrected and activities were conducted to ensure future compliance. We would expect that these errors in most cases would be corrected within the first two months after completing self-assessment. If the public agency has also identified agency-wide errors, then the agency must also submit an assurance on Form PI 3202 that an internal control process has been established. An internal control process is a set of practices designed to detect noncompliance and correct noncompliance that is identified. It may include review of records by the special education director or designee, establishment of a tracking system, or other activities to ensure compliance. In addition to the assurances on Form PI 3202, the agency must also submit to the department copies of its recording forms for each sample that identify the student names and individual errors, and a list of the students for whom errors were found on item N-4 (the requirement regarding the 60-day evaluation time limit). As noted earlier, all noncompliance must be corrected within one year of submitting the self-assessment report to the department. The department will work with the district to ensure that this occurs. The department staff member assigned to your agency as the Local Performance Plan (LPP) consultant will conduct the verification activities. The LPP consultant will select names of students from each of the four samples and the N-4 list and verify that the correction action occurred by reviewing the documentation submitted by the agency. For each agency-wide error, the LPP consultant will request and review records created after the self-assessment to determine whether the requirement is now being correctly implemented. The verification process is conducted as soon as possible and is completed prior to the end of the one-year period from reporting the self-assessment. Verification will begin typically in the Spring of the self-assessment year. If the department determines that noncompliance is not corrected, the department will work with the public agency to correct the noncompliance as soon as possible to ensure it is corrected within one year. If the public agency is unable to correct the noncompliance within the one year, the public agency’s annual determination is effected and other sanctions may be applied. The department will provide statewide information through bulletins and other written publications on common issues identified through its verification activities. All public agencies that have completed a self-assessment will take part in the verification process. Consequently, public agencies should keep documentation of all corrective action activities taken, both student-specific and agency-wide. Appropriate documentation will vary depending upon the requirement. Examples may include notes from a telephone conversation, a revised IEP, or an agenda for a training, among other things. As part of the verification process, the public agency must submit an assurance (Form PI 3202) to the department that all student-specific errors in the self-assessment samples have been corrected and activities were conducted to ensure future compliance. We would expect that these errors in most cases would be corrected within the first two months after completing self-assessment. If the public agency has also identified agency-wide errors, then the agency must also submit an assurance on Form PI 3202 that an internal control process has been established. An internal control process is a set of practices designed to detect noncompliance and correct noncompliance that is identified. It may include review of records by the special education director or designee, establishment of a tracking system, or other activities to ensure compliance. In addition to the assurances on Form PI 3202, the agency must also submit to the department copies of its recording forms for each sample that identify the student names and individual errors, and a list of the students for whom errors were found on item N-4 (the requirement regarding the 60-day evaluation time limit). As noted earlier, all noncompliance must be corrected within one year of submitting the self-assessment report to the department. The department will work with the district to ensure that this occurs. The department staff member assigned to your agency as the Local Performance Plan (LPP) consultant will conduct the verification activities. The LPP consultant will select names of students from each of the four samples and the N-4 list and verify that the correction action occurred by reviewing the documentation submitted by the agency. For each agency-wide error, the LPP consultant will request and review records created after the self-assessment to determine whether the requirement is now being correctly implemented. The verification process is conducted as soon as possible and is completed prior to the end of the one-year period from reporting the self-assessment. Verification will begin typically in the Spring of the self-assessment year. If the department determines that noncompliance is not corrected, the department will work with the public agency to correct the noncompliance as soon as possible to ensure it is corrected within one year. If the public agency is unable to correct the noncompliance within the one year, the public agency’s annual determination is effected and other sanctions may be applied. The department will provide statewide information through bulletins and other written publications on common issues identified through its verification activities.

92. Completing the Self-Assessment Process A letter closing the self-assessment process will be sent when: Assurances have been received Verification of child-specific corrective action Verification of district-wide corrective action The LPP consultant will send a letter to the public agency closing the self-assessment process after the department has received the required assurances, the LPP consultant has verified that student-specific corrective action occurred, and that the public agency is now correctly implementing the procedural requirements. If the public agency has any questions regarding the verification process, it should contact its LPP consultant. This concludes Section 6 of the Self-Assessment Webcast. The LPP consultant will send a letter to the public agency closing the self-assessment process after the department has received the required assurances, the LPP consultant has verified that student-specific corrective action occurred, and that the public agency is now correctly implementing the procedural requirements. If the public agency has any questions regarding the verification process, it should contact its LPP consultant. This concludes Section 6 of the Self-Assessment Webcast.

93. Hello, my name is Courtney Reed Jenkins and I will conclude this training by reviewing the timelines for this cycle of procedural compliance self-assessment.Hello, my name is Courtney Reed Jenkins and I will conclude this training by reviewing the timelines for this cycle of procedural compliance self-assessment.

94. Timelines Fall 2008: public agency self-assessment and development of corrective actions December 15, 2008: electronic report DUE to WDPI This fall, public agencies must conduct the self-assessment and develop corrective action plans. WDPI will contact you via e-mail when the electronic reporting system is posted online. Anytime thereafter, you may enter and save your report and corrective action plan. You may also submit/lock your report at any time. The report is DUE to the Department by December 15, 2008.This fall, public agencies must conduct the self-assessment and develop corrective action plans. WDPI will contact you via e-mail when the electronic reporting system is posted online. Anytime thereafter, you may enter and save your report and corrective action plan. You may also submit/lock your report at any time. The report is DUE to the Department by December 15, 2008.

95. Timelines January-April 2009: WDPI validates self-assessments (selected public agencies). Calendar Year 2009: Public agency corrects all noncompliance as soon as possible and no later than one year from date of report. January-September 2009: WDPI verifies public agency noncompliance is corrected. From February through June of 2009, WDPI will verify selected public agency self-assessments. During calendar year 2009, public agencies must correct all noncompliance as soon as possible and no later than one year. WDPI staff will work with public agencies to implement CAPs and ensure correction of all noncompliance within one year. Public agencies will also be required to submit assurances to the WDPI. For each district in this self-assessment cycle, the WDPI will verify that all noncompliance is corrected within one year. Thank you for your time and attention to this training. This concludes Section 7 of the Self-Assessment Webcast. From February through June of 2009, WDPI will verify selected public agency self-assessments. During calendar year 2009, public agencies must correct all noncompliance as soon as possible and no later than one year. WDPI staff will work with public agencies to implement CAPs and ensure correction of all noncompliance within one year. Public agencies will also be required to submit assurances to the WDPI.