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Special Education Outcome-Based Monitoring Three Types of Onsite Visits

Special Education Outcome-Based Monitoring Three Types of Onsite Visits. Focused. Targeted Assistance. Routine Compliance. Focused. What are the 7 Performance Indicators?. Graduation Rates Dropout Rates WASL Performance (Reading and Math) Adequate Yearly Progress (AYP)

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Special Education Outcome-Based Monitoring Three Types of Onsite Visits

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  1. Special Education Outcome-Based Monitoring Three Types of Onsite Visits Focused Targeted Assistance Routine Compliance

  2. Focused What are the 7 Performance Indicators? • Graduation Rates • Dropout Rates • WASL Performance (Reading and Math) • Adequate Yearly Progress (AYP) • Racial/Ethnic Disproportionality • Least Restrictive Environment (LRE) • Special Education Monitoring Results (Note: These indicators are subject to change based upon Federal reporting requirements and SPP targets.)

  3. Focused Focused Visits –Pre-visit Process • Once selected, districts will be asked to submit documentation to OSPI, including: • Self-study Worksheet – a district self-analysis of performance data, potential causal factors, and improvement efforts in the identified performance indicator areas • District staff and student enrollment lists • Fiscal documentation (such as a certificated staff payroll report and 1077 Excess Cost Worksheet)

  4. Focused Focused VisitsOnsite Process • Onsite visitations will last a minimum of two days. • The focus and process for the onsite visits will depend upon the performance indicators for which the district was selected.

  5. Focused Sample 2-day Schedule – Day One • 7:30 – 8:00 Arrival/Setup • 8:00 – 9:00 Opening Session • 9:30 – 10:30 Management Focus Group • 11:00 – 12:00 Transition Focus Group • 12:30 – 3:00 Student File Reviews • 3:30 – 4:30 District Briefing (optional) • 6:30 – 7:30 Parent Focus Group *Open time between activities will be used for additional document reviews (such as building improvement plans, file reviews, and staff interviews

  6. Focused Sample 2-day Schedule – Day Two • 7:30 – 12:00 Building Visits and Scheduled Staff Interviews • 12:30 – 1:30 Data Verification Session • 1:30 – 2:30 Review Team Meeting – Draft Preliminary Report • 2:30 – 3:00 District Briefing (optional) • 3:00 – 4:00 Summary Session *Open time between activities will be used for additional document reviews, file reviews, and staff interviews

  7. Focused Focused VisitsPost-Visit Process • Districts may be required to submit a corrective action plan and/or a focused improvement plan based on the outcome of the onsite visit. • Potential sanctions may be initiated if districts fail to make improvements in identified areas. • The corrective action and sanction processes will be reviewed by the Committee of Practitioners.

  8. Targeted Assistance Targeted Assistance Monitoring • How is the district selected? • School districts will self-assess performance on the indicators, using a Self-study Worksheet, and initiate a Targeted Assistance request. • Instructions regarding how to request a Targeted Assistance visit will be available on the OSPI monitoring webpage at a later date. • Districts may also be selected for a Targeted Assistance visit as a follow-up to a previous Focused or Routine monitoring visit.

  9. Targeted Assistance Focused Targeted Visits –Pre-visit Process • Once selected, districts will be asked to submit documentation to OSPI, including: • District staff and student enrollment lists • Fiscal documentation (such as a certificated staff payroll report and 1077 Excess Cost Worksheet) • Districts will be asked to select half of the student files that will be reviewed during the onsite visit

  10. Targeted Assistance Targeted Assist. Onsite Process • Onsite activities may include: • Opening Session and Summary Session • Management Focus Group • Parent Focus Group (optional) • Other Focus Groups as needed (such as Transition, Psychologist, Related Services, etc) • File Reviews (half of the files will be selected by the district) • Individual Staff Interviews • Document Reviews (such as district/building improvement plans, fiscal documentation, district action plans, etc)

  11. Targeted Assistance Focused Targeted VisitsPost-Visit Process • Districts may be required to submit a corrective action plan and/or improvement plan based on the outcome of the onsite visit. • Potential sanctions may be initiated if districts fail to make improvements in identified areas. • The corrective action and sanction processes will be reviewed by the Committee of Practitioners.

  12. Routine Compliance Routine Monitoring • How is the district selected? • The LEA is selected from the pool of Washington school districts that are not receiving Focused or Targeted Assistance Monitoring during that particular school year. • If the LEA receives a Focused or Targeted Assistance visit during the six-year monitoring period, the LEA will not subsequently be selected for a Routine Compliance visit.

  13. Routine Compliance Routine Compliance -14 Core Questions • Policies • Procedures • Section 504 • Public Participation • Procedural Safeguards • Private Schools • FERPA/Confidentiality • Child Find • Staff Development • Fiscal/Medicaid • Continuum of Services • IEP Implementation/FAPE • Parent Participation • Transition

  14. Delivery of Services Evaluation IEP Routine Compliance Routine Compliance -Focus

  15. Routine Compliance Routine Visits –Pre-visit Process • Once selected, districts will be asked to submit documentation to OSPI, including: • District staff and student enrollment lists • Documentation relating to Child Find, Public Participation, and Professional Development • Fiscal documentation (such as a certificated staff payroll report and 1077 Excess Cost Worksheet)

  16. Routine Compliance Routine Compliance -Onsite Process • File selection (based on number of buildings in district) • File review • Entrance meeting • Fiscal/enrollment documentation • Building visitations/staff interviews • Informal director interview • Request form for additional documentation (if needed) • Exit meeting (written summary of preliminary results)

  17. Routine Compliance Routine CompliancePost-visit Process (District) • Development and submission of a Corrective Action Plan for systemic issues (if required). • Verification that student-specific compliance issues are corrected within one year of identification (Appendix A). • Annual updates through district’s Federal Fund (LEA) application regarding progress made on the plan. • Submission of Interim Progress Report - internal district self-review of program and revisions to CAP as necessary.

  18. A Pilot Process – Spring 2006 • This was a pilot process for 2005-06. • Twenty-one school districts were monitored: • Focused – 62% of the districts • Targeted Assistance – 9% of the districts • Routine Compliance – 29% of the districts

  19. Focused Monitoring Pilot – Performance Indicator Summary

  20. Monitoring Pilot - Results • Surveys were distributed to all districts who received a Focused or Targeted Assistance visit during the pilot. • Preliminary feedback from these surveys has been favorable. • The results of the 2006 pilot will be summarized and posted on OSPI’s website in the fall of 2006.

  21. Monitoring Pilot - Results • WASL and AYP indicators have been combined for Focused Monitoring selection purposes. • Data verification sessions will be conducted in all three types of onsite visits. • Areas in which the district does not report required data will default to indicate a performance discrepancy for focused monitoring selection. • OSPI continues to convene the Committee of Practitioners to assist OSPI in finalizing the outcome-based monitoring system. • The 21 pilot school districts will also assist OSPI in making improvements to the new process.

  22. ESD 101 Molly Baasch, ESD 101 Becky Imler, Central Valley David Greaves, Spokane ESD 105 Karen Eaton, Sunnyside Shelly Marquett, East Valley ESD 112 Jane Mercier, Battleground Jan Cline, Camas ESD 113 Shawn Dickson, Aberdeen Karen Schoessel, Tumwater ESD 114 Bob Hamilton, Bremerton Rita Reandeau, South Kitsap ESD 121 Gordy Linse, Puget Sound ESD William Rasplica, Franklin Pierce Marilyn Holm, Issaquah Michelle Corker-Curry, Seattle ESD 123 Chuck Lybeck, Kennewick Jana Hubbs, Pasco ESD 171 Cindy Duncan, ESD 171 Greg Schwichtenberg, Okanogan ESD 189 Don Hanson, Burlington-Edison Kathy Ehman, Sedro-Woolley Committee of Practitioners

  23. Resource Links • Special Education Performance Data Tables • http://www.k12.wa.us/SpecialEd/data.aspx • Special Education Monitoring • http://www.k12.wa.us/SpecialEd/review.aspx • Committee of Practitioners • http://www.k12.wa.us/SpecialEd/IDEA_2004.aspx • Special Education Performance Data Tables • http://www.k12.wa.us/SpecialEd/data.aspx • Special Education Monitoring • http://www.k12.wa.us/SpecialEd/review.aspx • Committee of Practitioners • http://www.k12.wa.us/SpecialEd/IDEA_2004.aspx

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