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Special Education Program Monitoring

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Title: Special Education Program Monitoring


1
TUSDStandards Based Quality Review
  • Special Education Program Monitoring

Holly CluffEducation Program Specialist Arizona
Department of Education Exceptional Student
Services
Lorrane McPherson Executive Director
TUSD Exceptional Education
Mary Neale Accountability
Coordinator TUSD Exceptional Education
2
ADE GOALS For the PEA to increase To focus
on student need
  • Commitment to process
  • Ownership of findings and corrective action
  • Knowledge of state and federal requirements
  • Improvement efforts that focus on qualitative and
    compliance elements
  • What do we want students to know and be able to
    do?
  • What kinds of learning experiences will produce
    these outcomes?
  • What systemic support is needed to produce
    desired student outcomes?

3
TUSD GOALS
  • Increased knowledge of federal and state laws
    regarding the education of SWD
  • Increased understanding of the importance of
    implementing appropriate practices and policies
    for SWD.
  • Increased compliance with procedural requirements
    to improve IEPs and student achievement

4
LEVELS
  • 1 ADE organizes monitoring District employees
    assist where appropriate/possible
  • 2 District and ADE Teams plan and implement
    monitoring together
  • 3 District and ADE Teams plan together District
    takes leadership role in process
  • 4 District plans, organizes and implements
    monitoring process in consultation with ADE

5
Level 3 is also referred to asCollaborative
Compliance Program Review (CCPR)
  • Website Link
  • http//www.ade.az.gov/ess/ESSHome.asp
  • Go to Resources then Special Education Monitoring

6
Team Members and Support
  • TUSD
  • School Psychologists
  • Classroom teachers
  • Special Education teachers
  • Related Service Providers
  • EE Compliance Techs
  • EE Program Specialists
  • ADE
  • Holly Cluff
  • Christine Opitz
  • Joan McCabe-Kern
  • Hugh Pace
  • Diane Mignella

7
FOCUS AREAS
  • Child Identification
  • Evaluation/Re-Evaluation
  • IEPs
  • Delivery of Services
  • Procedural Safeguards

8
HOW IS DATA COLLECTED?
  • Surveys
  • 74 Principals
  • 155 SE Teachers
  • 53 Reg. Teachers
  • 93 Related Service
  • 36 Parents
  • Information from Annual Data Collection

9
HOW IS DATA COLLECTED?
  • Interviews/Observations
  • 18 Classrooms
  • 30 Student Interviews

10
HOW IS DATA COLLECTED?
  • File Review
  • 300 Files
  • 150 People
  • 2.5 days
  • 8 days of Data Entry by 8 compliance technicians

11
HOW IS DATA COLLECTED?
  • Additional Sources
  • Special Education Administrator Survey
  • Verification of Administrative Regulations and
    Board Policy
  • Verification of Required Practices under IDEA
    and FERPA

12
Completion
  • When all of the data has been collected and put
    into the databaseReports are generated
  • Summary of Findings (SOF)
  • Corrective Action Plan (CAP)
  • 45-day items
  • On-going review

13
DEFINITIONS
  • In Compliance TUSD meets compliance standards
  • High Partial TUSD should be able to meet
    compliance standards quickly
  • Low Partial TUSD needs more intensive
    intervention to reach compliance standard
  • Out Lack of compliance is unacceptable

14
TUSD RESULTS 2004
Area Intent of Law Compliance
CHILD FIND Yes Low Partial
EVALUATION and RE-EVALUATION Yes Low Partial
IEPs Yes Low Partial
SERVICE DELIVERY Yes High Partial
PROCEDURAL SAFEGUARDS Yes Low Partial
15
STRENGTHS
  • TUSD provides a wide range of services to a large
    special education population
  • Teachers are eager to meet compliance and learn
    required procedures
  • Parents report satisfaction with programs and
    student success

16
STRENGTHS
  • Collaboration between special education and
    general education supports good programming
  • Teachers provide a caring and supportive
    environment
  • Instruction is based on the Arizona Academic
    Standards

17
STRENGTHS
  • TUSD has no outstanding corrective action from a
    formal complaint
  • TUSD has no due processes involving special
    education

18
CONCERNS
  • There is a need for increased professional
    development and training in the areas of
  • Legal compliance
  • Pre-Referral Interventions
  • Increased Parent Participation
  • Suspension/Expulsion under I.D.E.A.

19
CONCERNS
  • General and Special Educators need planning time
    together to collaborate on the IEP implementation
  • Child Find Activities need to be addressed
  • Public Awareness
  • 45 day Screening Procedures

20
CONCERNS
  • The Multidisciplinary Evaluation Team (MET)
    process needs to document the teams review of
    existing data in a more consistent way
  • IEP development needs improvement and
    clarification in the areas of
  • Extended Year Services
  • Transition

21
CONCERNS
  • More consistency is needed in sending parents the
    required documentation of how their student is
    progressing toward IEP goals and objectives on a
    quarterly basis.

22
Reflection
  • Evaluation of the process and participant feedback

23
Corrective Action
  • Revise Forms
  • Revise and Improve Written Procedures
  • Provide Professional Development and Follow up
    Training

24
Corrective Action
  • Conduct additional file reviews during the school
    year to ensure continued compliance
  • Provide school teams with updates regarding the
    status of IEP compliance

25
Many Thanks To
  • Cathy Taylor
  • Leila Williams
  • Terry Midkiff
  • Sandy Marschinke

26
Many Thanks To
  • Joe Villa
  • Carmen Quintero
  • Shelley Sykora
  • Nancy Edwards
  • Reina Robles
  • Exceptional Education Compliance
    Technicians

27
Many Thanks To
  • Elaine House
  • Catalina High School

28
ACKNOWLEDGEMENTS
  • ADE
  • Christine Opitz
  • Joan McCabe-Kern
  • Hugh Pace
  • Diane Mignella
  • Sean Boggess
  • SOF Team
  • Linda Perry
  • Lisa South
  • Pam Smith
  • Pat Ranjel
  • Linda Facinelli
  • Diane McCaw
  • Judy Harper
  • Bibi Benitez

29
Arizona Department of EducationExceptional
Student Services
  • Holly CluffEducation Program Specialist(520)
    770-3061hcluff_at_ade.az.gov

30
Tucson Unified School District
  • Mary Neale
  • Exceptional Education
  • Accountability Coordinator
  • (520) 225-5418Mary.Neale_at_tusd.k12.az.us
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