Ventura County SELPA Mary Samples, Assistant Superintendent

1
Ventura County SELPAMary Samples, Assistant
Superintendent

• Special Education Self Review (SESR)
• Overview Training
• June 16, 2009
• Co-presented by Fran Arner-Costello,
• Director Programs and Services

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New Responsibilities for SELPAs

• Monitoring of completion and timelines
• High stakes implications
• Submission to SELPA of hard copies of certain
  documents
• We will nag or assist you to complete on time!

3
Timeline

• June- July- Plan and schedule
• Aug- Sept- Parent Input
• October- November- Develop Monitoring Plan (Due
  Dec 4)
• Jan- Feb- Data Collection
• March- Data input, identify and submit
  corrective actions (Due March 26)

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Overview, continued

• April- June- Complete and report corrective
  actions
• - Student level- (Due May 15)
• - Systemic- (Due June 30)
• Aug- Sept- Review new IEPs for results of
  corrective actions- report (Due Sept 30)
• Someday? Closure letter received from CDE
• Items to also be submitted to SELPA

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IV. Analyze Results, Submit CAs, Track Correction
I. Initial SESR Activities
III. Conduct Monitoring Activities
Preparation and Planning

• Enter and Evaluate Findings
• Student
• Systemic - District of Service, District of
  Residence, SELPA

Approved Monitoring Plan Data entered into the
SESR Database Software

• Training
• SELPA and District Training
• SESR Manuals
• Local Training Modules
• Overview
• Software Installation
• Monitoring Plan Development
• Student Record Reviews
• Policy and Procedure Reviews
• Entering Findings
• Systemic Findings, CAs and Reporting
• Follow-up and Correction

Create SESR Review Forms
Develop Corrective Actions
Record Review Activities

• Submit Findings and Corrective Actions to CDE for
  Review
• Electronic data through secure portal
• CDE reviews files for completeness, accuracy,
  and coherency
• Submit required SESR forms to CDE

Educational Benefit Review Activities
Policy and Procedure Review Activities

• Document/Track Corrections
• Submit through secure portal

Parent Input Meeting / Survey
IEP Implementation
Review of District Data

• Conduct Six-Month Follow-up Review
• Conduct Six-Month Follow-up Review
• Submit Six-Month Follow-up Review Forms to CDE

Monitoring the Implementation of the Local Plan
II. Monitoring Plan Development
Other monitoring activities as identified in the
Monitoring Plan
Monitoring Plan Developed and Submitted to CDE
for Approval
Close SESR Based on Evidence of Correction and
Six-Month Follow-up Review
Monitoring Plan Approved by CDE
Special Education Self-Review Process
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Parent Input

• Must receive responses from at least 20 of
  Special Education parents
• Less than 20 in sped, may survey only
• All others must also have a parent meeting
• If you dont get 20 response, must followup
  with phone calls, e-mails, etc.

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Parent Survey

• Surveys must be mailed
• Suggest including survey and self-addressed
  envelope in meeting invitation flyer
• The invitation letter and survey will be
  available in many different languages
• SEEDS has a feature that will compile the data
  for you

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Parent Meeting

• Meeting invitation flyer is available in many
  languages
• There is a script in a variety of languages
  available for the meeting
• Allow two hours for meeting
• Need a moderator and a note taker
• Dont forget interpreters
• The parent who is on your monitoring plan team
  should attend the Parent Meeting
• Need sign-in sheet to gather ethnicity and
  disability data
• Special meeting if 25 of Home Language Surveys
  are other than English

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Develop Monitoring Plan

• Monitoring Plan team must include a parent.
• Sources of data for you monitoring plan
• Parent input
• State Performance Plan Indicators (SPPIs)
• Reviews of complaints, due process and
  non-compliances in the past three years
• Prior Self-Review findings

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SPPIs State Performance Plan Indicators

• The SPPIs will either be on the CD that we get,
  or on the CDE website by the end of June
• You will have a password to your SPPIs
• You will download them into your software, to get
  data needed to develop your Monitoring Plan

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State Performance Plan Indicators (SPPIs)

• 1. Graduation (Grade 12)
• 2. Dropout (Grades 7 12)
• 3. Assessment (Grades 3 8, 10)
• A. Met AYP
• B. Participation
• English-language Arts
• Mathematics
• C. Performance
• English-language Arts
• Mathematics

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SPPIs - cont'd

• 4. Suspension / Expulsion (Ages 3 22) A.
  Overall
• B. Disproportional representation due to
  policies, procedures, or practices
• 5. LRE (Ages 6 22)
• A. Out regular class lt21
• B. Out regular class gt60
• 6. LRE Preschool (Ages 3 5)
• 7. Assessment Preschool (Ages 3 5)
• 8. Parent Involvement (Ages Birth 22)
• 9. Disproportional Representation Overall due
  to policies, procedures or practices (Ages 6
  22)

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SPPIs - cont'd

• 10. Disproportional Representation by Disability
  due to policies, procedures or practices
• (Ages 6 22)
• 11. Eligibility evaluation (Initial)
  Determination made within 60 days (Ages Birth
  22)
• 12. Transition Part C to Part B not later than
  3rd birthday
• 13. Secondary Transition Goals and Services (Ages
  16 22)
• 14 . Post-school Outcomes Competitively
  employed, enrolled in post-secondary school, or
  both (High School)

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SPPIs - cont'd

• 15. General Supervision
• Uncorrected non-compliance
• Audit findings
• 16. Complaints Complaints resolved within
  60-day timeline
• 17. Due Process Due Process hearing requests
  adjudicated within 45-day timeline
• 18. Hearing Requests Due Process hearing
  requests resolved through resolution settlement
  session agreements
• 19. Mediation Mediations held that resulted in
  mediation agreements
• 20. Reported data Data is timely and accurate

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DISTRICT COMPLIANCE DATA/ COMPLIANCE HISTORY

• Each district needs to review its Compliance Data
  which consists of
• ? Prior Verification and Self-Review findings
• ? Complaints and
• ? Due Process findings.
• Items should be included in the Monitoring Plan
  if a review of the complaint data or CCR
  Self-Review indicates
• ? That there is an ongoing pattern of
  non-compliance (multi-year)OR
• ? There are persistent, open corrective actions
  which exceed the timelines which address
  overall monitoring questions

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Monitoring Plan, contin.

• Although the software creates the Monitoring
  Plan, it will be reported to SELPA and CDE in
  hard copy-Due Dec. 4
• CDE responds to Monitoring Plan within 10
  business days
• If ok, start collecting data
• If not, revise and resubmit
• (See handout packet)

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Data Collection

• File review
• Ed Benefit analysis
• IEP Implementation
• Policy and Procedure Review
• SELPA Governance

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Review Team

• Across grade levels
• Different roles (teachers, psychologists,
  administrators, etc.)
• Second reader to review non-compliant items

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Student Record Review Sampling

• The chart shows the amounts you must do (there
  are ideas in the Manual to make the sampling
  random) (see handout)
• The sample must include
• Infants/Toddlers
• Preschoolers
• NPS
• County Office
• Court and Community
• Charter Schools chartered by your district
• Alternative
• Students served in other districts

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Student Record Review Guidelines

• Every applicable item assessed
• Most recent data
• Mark items compliant, non-compliant, or NA
• If non-compliant or NA, record reason
• If there are no non-compliances for a student,
  mark no non-compliances in each area
• Record on Summary of Non-Compliant Findings
  SESR Worksheet 1a

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Student Record Review Areas

• School aged
• Identification/Initial
• Low incidence
• English learners
• African American
• OHI/Diabetes
• Behavior Intervention Plans
• Suspension/Expulsion
• Transition
• IEP Implementation

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Ed Benefit Analysis

• Will do five
• Last three years
• Will analyze
• IEP contents
• Grades, assessments, progress toward goals,
  moving between grades
• Graduation/CAHSEE
• There are optional worksheets (not submitted)
• Submit a four-item summary, SESR Worksheet 2a

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The Educational Benefit Review is Conducted in 3
Phases

• Charting IEP contents in each IEP (3 successive
  years).
• Analyzing relationships between needs, present
  levels of performance, goals, services and
  outcomes for each year.
• Comparing Year 2 to Year 1 and Year 3 to Year 2
  in order to determine if the students program
  was reasonably calculated to result in
  Educational Benefit.

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Educational Benefit Questions

• Is the assessment complete and identify the
  students needs?
• Does the present levels of performance include
  all areas identified in assessment? (For example-
  CELDT scores)
• Are all educational needs addressed by goals and
  objectives?
• Do the services support goals and objectives?
• Did the student make yearly progress?
• If the student did not make progress, were the
  goals and objectives changed in the next IEP to
  assist the student to make progress?
• If the student did not make progress, were the
  services changed in the next IEP to assist the
  student to make progress?
• Were enough services provided to ensure that the
  student would make progress?
• Considering the answers in each of the above, was
  the IEP reasonably calculated to result in
  educational benefit?

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Completing the Student Summary Worksheet helps to
identify "holes" in the IEP planning and
facilitates discussion of the overall Educational
Benefit Questions.
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There are four items to be rated in relation to
the Educational Benefit review. They are listed
as a part of the Student Record review form.
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IEP Implementation

• Can use the same kids from above
• Must review 10
• 5 must be ED
• 5 others represent the disabilities in your
  district
• Any OHI/Diabetes students must be included

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IEP Implementation, contin.

• Looking at whether the services specified in the
  IEP were provided
• Will look at roll sheets, data collection sheets,
  and service logs
• Interview parents (use worksheet)
• Summarize on SESR Worksheet 3a

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Policies and Procedures Review

• District level
• Analysis of your written guidelines
• Absence of a written procedure/policy is not
  evidence of non-compliance
• Non compliance is written policies and procedures
  that dont comply (or)
• Practices that that are contrary to law
• If any one item is out of compliance, it is
  considered systemic

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SELPA Governance

• Fran and Mary will do
• Will send to districts in hard copy to enter into
  the software
• Four parts
• Local Plan Policies/Procedures
• Implementation of Local Plan
• Budget Service Plan
• Mental Health Agreement

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Data Input

• The data from the various reviews is put into
  various fields in the software.
• All data must be entered by March 26.
• More about software in a moment

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Identify Non-Compliant Areas

• You will be able to print out reports as a result
  of all the data entry
• Review for Non-Compliant areas
• Systemic (there is a chart for the systemic
  tolerance level for your district)
• Any Policy or Procedure out of compliance is
  considered systemic
• Student level

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Corrective Actions

• Put areas identified into your Corrective Action
  Plan
• Put in dates for corrective action to be
  completed
• Systemic- 3 months
• Student level- 45 days
• Submit Corrective Action Plan to SELPA and CDE-
  Due March 26 (Electronic to CDE, hard copy to
  SELPA)

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Complete Corrective Actions

• Take the steps that you promised to do in your
  Corrective Action Plan, within the timelines

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Corrective Action Followup

• You will receive a letter from CDE that your
  Corrective Action Plan was accepted
• Review 20 new IEPs
• Six month followup review worksheet (not
  submitted)
• Enter results of review into software and submit
  to CDE- Due Sept 30
• Signed hard copy of Statement of Assurances to
  SELPA and CDE- Due Sept 30

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Closure Letter

• When you receive this you are done!
• Until the next time!!!

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Software

• Must have a PC that operates on Windows 2000 or
  higher- No Macs, and Vista may have problems
• You must have one dedicated computer for this
  not to be moved
• Back up frequently- separate server, flash drive,
  another PC, CD
• The SELPA will get one CD and make copies for
  districts

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Software, contin.

• Each district Director should be expert in the
  operation of a software, and one other clerical
  or paraprofessional person can do the data entry
• There is a detailed manual
• To get started
• Install
• Launch
• Download district SPPI data

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Software Details

• User name SESR
• Password- 0809
• If a student file is all compliant, open the
  student, click on return to student, then click
  save so that you get credit for the review of
  file
• Your reports will tell you how many files you
  have done

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Software Training

• SELPA will offer October 13, 1230- 230 pm
• Director must attend, may bring a clerical or
  paraprofessional data entry staff also
• Will cover
• How to install
• How to develop your Monitoring Plan
• How to enter your data
• How to develop your Corrective Action Plan
• How to submit
• How to search for reports

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We are here to help you!

• We are all in this together. SELPA staff will
  help you as much as we can
• We will be available to do an orientation for
  your review staff if desired
• Paula Lopez is available for a small contract fee
  to help you get started, and to help you submit

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• TAKE A
• DEEP
• BREATH

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Getting Started

• Plan your parent input process - pick date, and
  place, start working on letters, mailings, etc.
  select your parent rep, use your CAC rep to help
  with mailing, food, hosting, getting out the
  word, doing a welcome
• Schedule in time for the Monitoring Plan
• Select your review team
• Big districts- 10-12 people
• Small districts- 3-5

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Getting Started, contin.

• Arrange schedule/release time/funding for review
  team in Jan- Feb (1-2 weeks?)
• Schedule orientation meeting for your staff in
  early January with SELPA, if desired
• Update/revise your Policies and Procedures
• Pull your due process and compliance history

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Dates to Watch For

• CDs out soon
• Will include parent materials
• SPPI data - end of June
• October 13 - Software training

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Questions/Unresolved Issues?

• We will try to answer them
• If not, we will find out!