Procedural Compliance SelfAssessment Webcast

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Procedural Compliance Self-Assessment Webcast
Section 1 Overview

• Presenters
• Anita Castro, Paul Sherman, Patti Williams
  Courtney Reed Jenkins
• www.dpi.wi.gov/sped/spp-selfassmt.html

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Audio Difficulties?

• Make sure the volume on Media Site live is turned
  up (the volume button located beneath the
  speakers 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

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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.

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Housekeeping

• Email questions to anita.heisig_at_dpi.wi.gov, or
  by phone at 608/267-9167.
• Answers are posted at www.dpi.wi.gov/sped/spp-sel
  fassmt.html.
• Review forms prior to viewing.
• May view in segments.

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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.

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Monitoring Procedural Compliance

• Selection of Districts www.dpi.wi.gov/sped/spp-sel
  fassmt.html
• The Self-Assessment
• Creating an Ad Hoc Committee

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Self-Assessment Webcast
Section 2
Conducting the Self-Assessment Sampling
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Self-Assessment Samples

• Why Sample?
• Widely applied
• Cost-effective
• Provides information for decision-makers

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Self-Assessment Samples

• Sample 1 - Evaluation (E)
• Sample 2 - Individualized Education
  Program (I)
• Sample 3 - Transition (T)
• Sample 4 - Discipline (D)

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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

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Random.org/sequences
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Sequence of Random Numbers
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Table for Determining Sample Size
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• Sample 1- Evaluation
• Directions
• Create a list of elementary school students
  (including children birth through 5) 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. Only
  include students found eligible for special
  education. Do not include students whose
  three-year reevaluations were not conducted in
  accordance with an agreement between the public
  agency and parents. Do not 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 students evaluation or reevaluation was
  completed by your agency. Create another list of
  junior high/middle school students and another of
  high school students using the same criteria.
  Assign the first student on each list the number
  one. On each list, number the students
  consecutively.
• 2. On the Evaluation Recording Form, enter the
  total number of elementary, junior high/middle
  school, and high school students evaluated,
  respectively, and enter a Grand Total.
• Take the Grand Total and use the Table for
  Determining Sample Size to determine the number
  of students to include in Sample 1. Using the
  Population column on the table, find the range
  within which the Grand Total falls and the
  corresponding sample size. Record the sample
  size on the Evaluation Recording Form.
• 4. Include a proportionate number of students
  from each level in the sample. Enter the name of
  each student selected and the students level
  (E for elementary, M for middle school, and
  H for high school) on the Evaluation Recording
  Form. If your public agency is a K-8 school
  district, designate students in grades 5 to 8 in
  the middle school level.

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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

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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.

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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

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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)

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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)

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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)

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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

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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.

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• Sample 2 IEP
• Directions
• Create a list of elementary students who
  currently have IEPs. You will review the IEP in
  effect at the time of the self-assessment.
  Include early childhood students. 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 students current IEP was
  developed by your agency. Enter their school
  assignments. Assign the first student on the
  list the number one. Number the students on the
  list consecutively.
• Create another list for junior high/middle school
  students and another list for high school
  students. Assign the first student on each list
  the number one. Number the students on each the
  list consecutively.
• On the IEP Recording Form, enter the number of
  elementary, junior high/middle, and high school
  students, respectively, and enter a Grand Total.
  
• Take the Grand Total and use the Sample Table to
  determine the number of students to include in
  Sample 2. Using the Population column on the
  table, find the range within which the Grand
  Total falls and the corresponding sample size.
  Record the sample size on the IEP Recording Form.
  
• Include a proportionate number of students from
  each level in the sample. Enter the name of each
  student selected by level (elementary, middle,
  high school) on the IEP Recording Form. There is
  a separate page for each level. If your public
  agency is a K-8 school district, designate
  students in grades 5 to 8 in the middle school
  level. To calculate the quota of elementary
  students needed in the sample, take the total
  number of elementary students and divide by the
  Grand Total. Then multiply the resulting decimal
  by the total number of students needed for the
  sample. Do the same calculation for each of the
  other levels. See Sample 1 Evaluation for an
  example.
• Generate a separate randomized sequence of
  numbers for each level (elementary, middle
  school, high school) using the generator at
  Random.Org http//www.random.org/sequences.
  When using the generator, enter 1 for smallest
  value and the total number of students at the
  level for the largest value. Click get
  sequence to produce a random sequence of
  numbers. Print the pages generated as they
  appear, including the URL and the date.
• 7. Start at the top of the list of randomized
  numbers for the elementary level. From the
  elementary student list, select the student
  assigned the number appearing at the top of the
  list of randomized numbers. Select the student
  assigned the next number appearing on the
  randomized number list. Continue until you have
  selected the required number of elementary
  students. Enter each students name and level on
  the IEP Recording Form for that level.

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Sample 2 - IEP (I) Population

• Students who have IEPs
• Full-time Open Enrollment only if
  completed by your agency
• IEPs currently in effect

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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.

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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.

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• Sample 3 Transition
• Directions
• Create a list of students who are 16 years old
  and older on the date the list is created. Do
  not include 14 and 15 year old students. Data
  from this sample is used for State Performance
  Plan Indicator 13, which is based on the federal
  transition requirement that only includes
  students 16 and older. You will review the
  students current IEPs. 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 students current IEP was developed
  by your agency. Assign the first student on the
  list the number one. Number the students on the
  list consecutively.
• On the Transition Recording Form, enter the
  number of students 16 years and older in Total
  Students.
• 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. Record the sample size on the
  Transition Recording Form.
• Generate a randomized sequence of numbers using
  the generator at Random.Org http//www.random.org/
  sequences. When using the generator, enter 1 for
  smallest value and the total number of students
  for the largest value. Click get sequence to
  produce a random sequence of numbers. Print the
  pages generated as they appear, including the URL
  and the date.
• Start at the top of the list of randomized
  numbers. Select the student assigned the number
  appearing at the top of the list. Select the
  student assigned the next number appearing on the
  randomized list. Continue until you have selected
  the required number of students. Enter each
  students name on the Transition Recording Form.
  
• 6. Maintain the student list, the Transition
  Recording Form, and sequence of randomized
  numbers.

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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

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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.

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• Sample 4 - Discipline
• Directions
• Create a list of students removed 11 or more
  cumulative days during the 2007-2008 school year.
  
• If there are ten or fewer students, do not
  proceed with developing a sample in steps 3-7.
  Enter the names of ALL the students on the
  Discipline Recording Form. If there are 11 or
  more students on the list proceed to number 3.
• Assign the number one to the first student on
  the list. Number the students consecutively from
  the top.
• Enter the total number of students on the
  Discipline Recording Form under Total Students.
• Take the total number of students from the list
  created in step 1. 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. Record the sample
  size on the Discipline Recording Form.
• Generate a randomized sequence of numbers using
  the generator at Random.Org http//www.random.org/
  sequences. When using the generator, enter 1 for
  smallest value and the total number of students
  for the largest value. Click get sequence to
  produce a random sequence of numbers. Print the
  pages generated as they appear, including the URL
  and the date.
• Start at the top of the list of randomized
  numbers. Select the student assigned the number
  appearing at the top of the list. Select the
  student assigned the next number appearing on the
  randomized list. Continue until you have selected
  the required number of students. Enter each
  students name on the Discipline Recording Form.
  
• Maintain the student list, the Discipline
  Recording Form, and sequence of randomized
  numbers.

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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

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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.

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Self-Assessment Webcast

• Section 3
• Conducting the Self-Assessment Evaluating
  Compliance

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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

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Evaluating Procedural Compliance

Directions
and
Standards
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Standards and Directions for Assessing Compliance
Revised August 2007 Self-Assessment Content
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Evaluating Procedural Compliance

• Record Review Checklists
• and
• Recording Forms

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• WORKSHEET FOR CONSIDERATION OF EXISTING
• DATA TO DETERMINE IF ADDITIONAL ASSESSMENTS
• OR EVALUATION MATERIALS ARE NEEDED
• Form EW-1 (Rev. 7/06)
• ___________________________ SCHOOL DISTRICT
• Name of student ____________________
• (Note If a meeting is held to consider existing
  data, and this form is
• used as documentation of that meeting, complete
  I-3, Evaluation Report
• and IEP Cover Sheet and sections I and II below.
  If no meeting is held,
• this form is used to document the input and
  decision of the IEP team
• participants. Complete sections I, II, III, and
  IV and the name of the person
• completing the form).
• List of information/reviewed
• II. Action to be taken as a result of review of
  considering the existing information/data
• ? Additional assessments or other evaluation
  materials are needed

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DETERMINATION AND NOTICE OF PLACEMENT Form P-2,
(Rev. 07/06) ____________________ SCHOOL
DISTRICT If you need this notice in a different
language or communicated in a different way, or
have questions about this notice, please contact
_________________________ at ____________________.
Date of the placement determination
____________________ Date parent provided with
notice of placement ___________________ Name of
student _________________________________________
__ Dear__________________________________ The IEP
developed on _____________________ will be
implemented at _______________________ in the
_____________________ School District/City, with
a projected date of implementation on
________________________. Will the child attend
the school he/she would attend if nondisabled? ?
Yes ? No (If no, explain) List other
options considered, if any, related to the
placement site (school building or school
district), frequency, location, and duration of
the special education and related services,
supplementary aids and services, program
modifications and supports, and the place of
those services. List the reason(s) rejected, and
description of any other factors relevant to the
proposed action ? None ? You previously
received a copy of your childs evaluation report
and a copy of his/her IEP is enclosed. ? A copy
of your childs evaluation report and IEP are
enclosed. You and your child have protection
under the procedural safeguards (rights) of
special education law. The school district must
provide you with a copy of your procedural
safeguards once a year. Enclosed is a copy or
earlier this year you received a copy of your
procedural safeguard rights in a brochure about
parent and child rights. If you would like
another copy of this brochure, please contact the
district at the telephone number above. In
addition to district staff, you may also contact
_______________________ at ____________________
if you have questions about your
rights. Sincerely, _____________________________
___________________ Name and Title of District
Contact Person
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Evaluating Procedural Compliance

• Discipline

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Evaluating Procedural Compliance
No Sample Requirements
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Self-Assessment Webcast
Section 3A
Conducting the Self-Assessment Evaluating
Secondary Transition (SPP Indicator 13)
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Using the Transition Record Review Checklist

• PI-SA-RRC-TRAN-001
• Nine Items

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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.

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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
  students preferences and interests were
  considered are documented.

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T-3 Indicator 13

• Yes The answer for items T-3a, T-3b, and T-3c is
  YES.

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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.

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T-3a Measurable Postsecondary Goal(s)

• Measurable Countable
• A future reader of the goal, considering the
  students progress, could say with confidence,
  the goal has been met, or, the goal has not
  been met.

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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.

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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.

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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).

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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.

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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.

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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.

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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.

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T-3d Coordination with Other Agencies
Guiding Question 1 Are there transition
services listed on the IEP that are likely to be
provided or paid for by outside agencies? If
yes, continue with Guiding Question 2. If no,
check NA on the recording form and move on to
item T-3e.
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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.

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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.

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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.

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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.

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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.

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Self-Assessment Webcast
Section 4
Reporting Results and Corrective Actions Using
the Electronic Reporting System
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Reporting Results and Corrective Actions

• Today, well
• review the electronic reporting system.
• recommend steps.

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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.

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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)

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Reporting Results and Corrective Actions

• Entering Information, Data, and
• Corrective Actions

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Reporting Results and Corrective Actions

• ENTER Contact and Completion Information

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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.

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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

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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.

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Reporting Results and Corrective Actions

• READ Report and
• Corrective Action Plan Summary

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Self-Assessment Webcast

• Section 5.
• Implementing Corrective
• Action Plans

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Implementing Corrective Action Plans

• You must correct all errors as soon as possible
  and no later than one year.
• WDPI review.

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Implementing Corrective Action Plans

• Maintain documentation within public agency.
• Assurances.

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Self-Assessment Webcast

• Section 6
• Validation and Verification Activities

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Validation Activities

• Accuracy of the Self-Assessment
• Selection
• Department Review
• Revisions

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Verifying Noncompliance is Corrected

• Assurances
• Student-Specific Corrective Action
• Agency-Wide Corrective Action
• Department Review

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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

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Self-Assessment Webcast
Section 7
Timelines
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Timelines

• Fall 2008 public agency self-assessment and
  development of corrective actions
• December 15, 2008 electronic report DUE to WDPI

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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.