special education leadership conference 2010
DESCRIPTION
Special Education Leadership Conference 2010. August 27 th. August 28 th. August 29 th. Special Recognitions. Cabell County Kathy McCoy Lincoln County Doug Smith Morgan County Linda Ward Monongalia County Patty Benedum Marshall County Rick Redd - PowerPoint PPT PresentationTRANSCRIPT
August August 2727thth
August August 2828thth
August August 2929thth
Cabell County Kathy McCoyLincoln County Doug SmithMorgan County Linda WardMonongalia County Patty BenedumMarshall County Rick ReddRitchie County Linda CampbellRESA 8 Dale PenwellWVDE-OSP Lynn BoyerWVDE-OSP Rosemary Cook
Mike Pauley
DataDataResults
Results
Ghaski BrowningAssistant Director
AccountabilityAccountabilityMonitoringMonitoring
Self-Self-AssessmentAssessment
Improvement Improvement PlanPlan
On-Site On-Site MonitoringMonitoring
Off-Site Off-Site MonitoringMonitoring
State State DeterminationsDeterminations
Local Local DeterminationsDeterminations
Matthew Dotson Coordinator, Monitoring
Professional Professional DevelopmentDevelopment
Monitoring
1.10 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in placement.
Indicator Citation Compliance Indicator Target 1.10* (New WV 13)
Policy 2419 Chapter 7. Section 1
The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in placement.
The district follows policies and procedures 100% of the time when removal of a student with a disability does not constitute a change of placement.
3.7 Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post-secondary goals.
Indicator Citation Compliance Indicator Target 3.7* (New SPP 13)
SPP Indicator 13
Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.
100% of IEPs for eligible students include a statement of transition services that is based on appropriate assessment results and prepares the student for identified postsecondary outcomes.
3.1 The district maintains required caseload limits.
Indicator Citation Compliance Indicators Target 3.1* (New WV 12)
Policy 2419 Chapter 6. Section 4.B
The district maintains required caseload limits.
100% of professional special education personnel are within overall caseload limits and per period caseload limits.
3.3 It is the responsibility of each public agency to collect and maintain current and accurate student data, which verifies the delivery of a free appropriate public education and report data as required.
Indicator Citation Compliance Indicator Target 3.3* (New WV 16)
Policy 2419 Chapter 9. Section 1.C
It is the responsibility of each public agency to collect and maintain current and accurate student data, which verifies the delivery of a free appropriate public education and report data as required.
Current and accurate data are maintained and verify: 100% of reevaluation and annual reviews are completed within required timelines as set forth in Policy 2419; and reports are submitted in a timely manner.
1.19 Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.
Indicator Citation Compliance Indicator Target 1.19* (New WV 1)
Policy 2419 Chapter 1. Section 2.A
Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.
100% of exceptional students have an instructional day, school day and school calendar equivalent to non-exceptional students of the same chronological age in the same setting.
3.4 Individualized Education Programs (IEPs) are written to include all required components.
Indicator Citation Compliance Indicator Target 3.4* (New WV11)
Policy 2419
Chapter 5
IEPs are written to include all required components.
Files reviewed must meet 80% compliance on the General IEP File Review Checklist.
1.11 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.
Indicator Citation Compliance Indicator Target 1.11* (New WV 14)
Policy 2419 Chapter 7. Section 2
The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.
The district follows policies and procedures 100% of the time when removal of a student with a disability constitutes a change of placement.
1.1 Each public agency must provide special education and related services to a student with an exceptionality in accordance with an individualized education program.
Indicator Citation Compliance Indicator Target 1.1* (New WV 15)
Policy 2419 Chapter 9. Section 1.C
Each public agency must provide special education and related services to a student with an exceptionality in accordance with an individualized education program (IEP).
100% of files and corresponding documentation verifying all services are implemented.
1.18 Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.
Indicator Citation Compliance Indicator Target 1.18* (New WV 9)
Policy 2419 Chapter 5. Section 2.J
Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.
100% of exceptional students are served in schools with age-appropriate peers and are grouped with students who have similar social, functional and/or academic needs.
1. 3.2 Children with parental consent to evaluate are evaluated within the established 80-day timeline.
Indicator Citation Compliance Indicator Target 3.2* (New SPP 11)
SPP Indicator 11
Children with parental consent to evaluate are evaluated within the established 80-day timeline.
100% of initial evaluations are completed within the 80-day timeline or accurate, acceptable reasons are entered in WVEIS.
RESA 1 (McDowell, Mercer, Monroe, Raleigh, Summers, Wyoming)
RESA 2 (Cabell, Lincoln, Logan, Mason, Mingo, Wayne)
RESA 3 (Boone, Clay, Kanawha, Putnam)
RESA 4 (Braxton, Fayette, Greenbrier, Nicholas, Pocahontas, Webster)
RESA 5 (Calhoun, Jackson, Pleasants, Ritchie, Roane, Tyler, Wirt, Wood)
RESA 6 (Brooke, Hancock, Marshall, Ohio, Wetzel)
RESA 7 (Barbour, Doddridge, Gilmer, Harrison, Lewis, Marion, Monongalia, Preston, Randolph, Taylor, Tucker, Upshur)
RESA 8 (Berkeley, Jefferson, Grant, Hampshire, Hardy, Mineral, Morgan, Pendleton)
3.2 Children with parental consent to evaluate are evaluated within the established 80-day timeline.
Indicator Citation Compliance Indicator Target 3.2* (New SPP 11)
SPP Indicator 11
Children with parental consent to evaluate are evaluated within the established 80-day timeline.
100% of initial evaluations are completed within the 80-day timeline or accurate, acceptable reasons are entered in WVEIS.
3.2 Children with parental consent to evaluate are evaluated within the established 80-day timeline.
Indicator Citation Compliance Indicator Target 3.2* (New SPP 11)
SPP Indicator 11
Children with parental consent to evaluate are evaluated within the established 80-day timeline.
100% of initial evaluations are completed within the 80-day timeline or accurate, acceptable reasons are entered in WVEIS.
3.2 Children with parental consent to evaluate are evaluated within the established 80-day timeline.
Indicator Citation Compliance Indicator Target 3.2* (New SPP 11)
SPP Indicator 11
Children with parental consent to evaluate are evaluated within the established 80-day timeline.
100% of initial evaluations are completed within the 80-day timeline or accurate, acceptable reasons are entered in WVEIS.
1.19 Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.
Indicator Citation Compliance Indicator Target 1.19* (New WV 1)
Policy 2419 Chapter 1. Section 2.A
Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.
100% of exceptional students have an instructional day, school day and school calendar equivalent to non-exceptional students of the same chronological age in the same setting.
1.18 Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.
Indicator Citation Compliance Indicator Target 1.18* (New WV 9)
Policy 2419 Chapter 5. Section 2.J
Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.
100% of exceptional students are served in schools with age-appropriate peers and are grouped with students who have similar social, functional and/or academic needs.
1.18 Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.
Indicator Citation Compliance Indicator Target 1.18* (New WV 9)
Policy 2419 Chapter 5. Section 2.J
Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.
100% of exceptional students are served in schools with age-appropriate peers and are grouped with students who have similar social, functional and/or academic needs.
1.11 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.
Indicator Citation Compliance Indicator Target 1.11* (New WV 14)
Policy 2419 Chapter 7. Section 2
The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.
The district follows policies and procedures 100% of the time when removal of a student with a disability constitutes a change of placement.
3.7 Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post-secondary goals.
Indicator Citation Compliance Indicator Target 3.7* (New SPP 13)
SPP Indicator 13
Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.
100% of IEPs for eligible students include a statement of transition services that is based on appropriate assessment results and prepares the student for identified postsecondary outcomes.
Ghaski BrowningAssistant Director
AccountabilityAccountabilityMonitoringMonitoring
Presentation will be made available during the conference
GOGO
Presentation will be made available during the conference
Monitoring Professional Development
Debbie AshwellCoordinator
Office of Special Programs
Pursuant to section 616(a)(1)(C)(i) of the IDEA and 34 CRF §300.600(a), and approved by the Office of Management and Budget (OMB), States are required to make “Determinations” annually under section 616(d) on the performance of LEA/EIS programs.
Performance on compliance indicators;
Whether data submitted by LEAs/EIS programs is valid, reliable, and timely;
Uncorrected noncompliance from other sources; and
Any audit findings.
Performance on performance indicators; and
Other information.
SPP Performance Indicators1 Graduation2 Dropout3b Participation3c Proficiency 5 Educational Environment Ages 6-216 Educational Environment Ages 3-57 Early Childhood Outcomes
SPP Compliance Indicators4 Suspension9 Disproportionality – All Disabilities10 Disproportionality – Specific
Disabilities11 Child Find12 Early Childhood Transition13 Post School Transition15 General Supervision
SPP Compliance Indicators16 Complaint Correction (also 15)17 Due Process Hearing Correction (also
15)20 Timely and Accurate Data
In addition:Audit/Fiscal ManagementLEA Application Submission and Approval
Meets Requirements
Needs Assistance
Needs Intervention
Needs Substantial Intervention
Meets Requirements – score above the cut score
Needs Assistance – score at or below the cut score
Needs Intervention – score at or below the cut score 2 years in a row, lack of improvement in achievement on Reading or Math WESTEST2 and fail to correct all noncompliance on self-assessment
Needs Substantial Intervention – in addition, fail to comply with IDEA and Policy 2419 requirements, determined on a case by case basis
Meets Requirements None
Needs Assistance 1 yearNone required
Needs Assistance 2 consecutive years
Contact the OSP for technical assistance which could include: Identifying and implementing PD, instructional strategies
and methods of instruction based on scientifically-based research
Designation of distinguished superintendents, principals, special education administrators, special education teachers and other teachers to provide advice, technical assistance and support
Provision of additional approaches to technical assistance, such as collaboration with WVDE personnel, RESAs, institutions of higher education and/or national experts
Needs Intervention 3 or more consecutive years
The WVDE takes one or more of the following actions: determines the district has the capacity to
correct the problem within one year and requires the district to prepare a corrective action plan or Improvement Plan;
determines the district does not have the capacity to correct the problems within one year and requires the district to enter into a compliance agreement which may include withholding of no more than 50% of the district’s state and federal allocations;
seeks to recover funds; and/or withholds funds, whole or in part.
Needs Substantial Intervention (the district continues to violate federal or state law and regulations)
The WVDE must withhold, in whole or in part, any further payments to the LEA under Part B of the IDEA, taking any one or more of the following actions: withhold funds until a corrective action plan is approved; withhold funds until the deficiencies are corrected; withhold state and federal allocations used for the salary of
the special education director; redirect funds (i.e., earmark specific funds for training
activities, appoint a lead coordinator to ensure compliance with corrective activities);
remove the district’s eligibility to apply for discretionary grants established by the WVDE;
cease funding for all subsequent years until deficiencies are corrected, if the district is currently involved in a grant program maintained by the WVDE;
request an audit be conducted of the district’s financial records;
direct the administration of the district’s special education services;
fine the district on a daily and/or monthly basis until deficiencies are corrected;
refer district to the OEPA for consideration of accreditation status; and/or
file independent action against the superintendent’s licensure, citing negligence in carrying out his/her duties.
No required date to notify districts however,OSEP recommends the following:
As soon as possible after issuing their annual report to the public
In a timely manner so the LEAs can take actions necessary for improvement
Before subgrants are issued to LEAs
September 12, 2007 one compliance indicator
June 30, 2008one compliance indicator
May 1, 20099, 10, 11, 12, 13, 15 mandated by OSEP
May 1, 20107 compliance indicators, 5 correction of noncompliance indicators, LEA application
May 1, 20119 compliance indicators, 5 correction of noncompliance indicators, LEA application
Performance Totals + Compliance Totals-------------------------------------------------Total
Possible Points=
Percentage
Cut score TBD
Assistant SuperintendentWest Virginia Department of Education
Assessment/ Assessment/ AccountabilityAccountability
Special Special ProgramsPrograms
InstructionInstruction Instructional Instructional TechnologyTechnology