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Alabama Department of Education Office of Learning Support Special Education Services

A. LABAMA. DEPARTMENT OF EDUCATION. Improving Special Education Compliance and Results: Four Phases of Alabama’s Continuous Improvement Process . Alabama Department of Education Office of Learning Support Special Education Services Cynthia Lester clester@alsde.edu

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Alabama Department of Education Office of Learning Support Special Education Services

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  1. A LABAMA DEPARTMENT OF EDUCATION Improving Special Education Compliance and Results: Four Phases of Alabama’s Continuous Improvement Process Alabama Department of Education Office of Learning Support Special Education Services Cynthia Lester clester@alsde.edu Courtney Utsey cutsey@alsde.edu A Multi-Year Improvement System and Schedule

  2. A LABAMA DEPARTMENT OF EDUCATION • Special Education Services (SES) must have in effect policies or procedures to ensure that it complies with the monitoring and enforcement requirements in IDEA regulations CFR §300.600-602 and CFR §300.606-608 • The general supervision system should demonstrate effective accountability efforts towards enforcing the requirements and ensuring continuous improvement

  3. A LABAMA DEPARTMENT OF EDUCATION The SES Continuous Improvement Process provides an effective system of general supervision to: • Supports practices that improve educational results and functional outcomes • Uses multiple methods to identify and correct noncompliance within one year • Uses mechanisms to encourage and support improvement and to enforce compliance

  4. A LABAMA DEPARTMENT OF EDUCATION The implementation of this model also supports the Alabama PLAN 2020 1. Improve student growth 2. Close the achievement gap 3. Increase the graduation rate 4. Increase the number of student graduation from high school that are college and career ready

  5. Benefits of the Continuous Improvement Process: • Provides a linkage between the State Systemic Improvement Plan (SSIP) and the monitoring requirements set forth by IDEA • Provides an opportunity for differentiated support for LEAs whose data trigger compliance and/or performance needs • Provides a multi-faceted approach to resolving issues of noncompliance and/or low performance • Is a continuous process rather than episodic or an “event” • Requires LEAs to frequently review data and make adjustments for improved results

  6. A LABAMA DEPARTMENT OF EDUCATION Phase I: DESK AUDIT

  7. Guided Conversation • Purpose of the Guided Conversation is to use data and other relevant information to determine areas of focus/need. Review of Documentation from the following areas: • LEA Profiles • Dispute Resolution • Accounting Information • Child Count • Previous monitoring reports

  8. A LABAMA DEPARTMENT OF EDUCATION • Prior to Monitoring SES will develop a preliminary list of issues to be discussed during the on-site visit • During the on-site visit for Phase I, the Team Leader and the Special Education Coordinator will co-develop and determing hypothesis(es) regarding the contributing factors. A plan of action to determine “next steps” and follow-up will be developed

  9. Desk Audit • Review Record utilizing STISETS (2-3 weeks prior to on-site visit) • During the on-site visit, staff members from SES will review the areas of non-compliance with the Special Education Coordinator and participate in the exit conference • SES will develop a Corrective Action Plan (CAP) to be implemented • After the CAP has been completed, SES will pull “New Data” to ensure the LEA is implementing the regulatory requirements

  10. A LABAMA DEPARTMENT OF EDUCATION Phase II: System Profile/ Fiscal Review

  11. Review of Documentation from the following areas: • Child Find • Private school • Surrogate Parents • Certification • In-service trainings • Personnel certification/licensure • Least Restrictive Environment

  12. The review will also consist of fiscal information that is required by the EDGAR regulations. Documentation from the following areas: • Time and Effort • Equipment purchases • Inventory lists. During the review, staff members from SES will review the areas of noncompliance with the Special Education Coordinator. SES will develop a CAP to be implemented.

  13. A LABAMA DEPARTMENT OF EDUCATION Phase III: Student Service Reviews (SSR)/ Review of Transition Practices

  14. The SSR Reviews consist of a case-based review method for: • Appraising the current status of selected students with disabilities who are receiving special education and related services. • Determining the adequacy of performance of key service functions for those who support them.

  15. A LABAMA DEPARTMENT OF EDUCATION • The results of the review will be used for understanding and improving front-line practices by those who serve the students. • During the review, staff members from SES will review any areas of noncompliance with the Special Education Coordinator. SES will develop a CAP to be implemented.

  16. A LABAMA DEPARTMENT OF EDUCATION • If the scores for the student/LEA indicate unacceptable services SES will make recommendations and conduct a follow-up SSR within 1 year for the student(s) that fall within outcomes Outcomes 3 & 4.

  17. Transition SES will also conduct an intensive review of transition services being provided to students with disabilities. • Transition Practices Survey • Transition Program Rating Scale • Parent Survey

  18. A LABAMA DEPARTMENT OF EDUCATION Phase IV State Systemic Improvement Plan/Annual Performance Report Data and Indicator Review

  19. Phase IV consists of a customized approach for examining LEA data submitted through the district-approved process. During the visit: • Analyze compliance and results data through interactive guided questions • Identify root causes of non compliance • Identify effective improvement strategies

  20. LEA Determinations are made based upon the LEA’s submitted compliance, fiscal, and timely data submissions. • Conducting verification of compliance indicator data submissions for Indicators 11 (Child Find), 12 (Early Childhood Transition), and 13 (Secondary Transition). • Examining selected indicator data through focused reviews (Graduation, Drop-Out, Suspension/Expulsion, Disproportionality, LRE, Assessment Proficiency, Secondary Transition (College and Career-Ready), Dispute Resolution.

  21. Cohort II

  22. Summary • Each LEA would have been reviewed in a continuous, rather than episodic manner. • The review will be clearly linked to systemic change with integrated, continuous feedback and support. • The use of multiple procedures will provide qualitative as well as quantitative measurement to provide for continuous improvement planning. • The technical assistance that will be generated as a result of the review would support change within the LEA.

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