Special Ed. Administrator’s Academy, September 24, 2013

1. Special Ed. Administrator’s Academy, September 24, 2013 Monitoring and Program Effectiveness

2. Survey Results

3. Monitoring and Program Effectiveness

4. A Comprehensive System: Supporting Compliant Practices that Improve Results for SWDs Results Compliance

5. Results Driven Accountability?

6. OSEP Outlines Components of RDA • State Performance Plan/Annual Performance Report (SPP/SPR) • Determinations reflect State performance on results, as well as compliance • Differentiated monitoring and technical assistance supports improvement in all states, but especially low performing states

7. State Systemic Improvement Plan (SSIP) – Indicator 17 • Comprehensive multi=year State Systemic Improvement Plan (SSIP), focused on improving results for children with disabilities • Instead of…multiple small improvement plans for each indicator • Broad strategies with detailed improvement activities

9. OSEP - Accountability for Compliance • Review of compliance indicators in SPP/APR • Ongoing fiscal monitoring and audit resolution • OSEP technical assistance in key areas, e.g., dispute resolution • OSEP will design a desk audit process for all States • OSEP will conduct a desk audit for every State over next four years • Desk audit to include State accountability, dispute resolution and data quality • Option to conduct on-site reviews where necessary to collect additional data/provide technical support

10. Option 1 • Make a finding of noncompliance • Verify whether data demonstrate noncompliance, and then issue finding if data do demonstrate noncompliance Option 2 • Verify LEA has corrected noncompliance before State issues written findings of noncompliance, in which case State not required to issue written finding of noncompliance Option 3

11. OSEP - System of Support Intensive and Sustained Support- • TA provided to select States - services are a negotiated set of activities designed to reach a valued outcome Targeted Support- • TA provided to multiple States based on common needs in a few specific areas Universal Support- • TA provided to all States - services include the distribution of resources with or without a direct request for the information

13. If our monitoring is changing, how and why???

14. TIER I • All LEAs every year • APR indicator data • LEA APR determinations and corresponding Response Tables • CEIS determinations • LEA Self-Assessments for Disproportionality • Desk monitoring of statewide student management system • Desk monitoring of statewide fiscal management system • Standards and Assurance program data • Dispute resolution systems • Fiscal monitoring

15. Tier II • Selected LEAs • Self-monitoring of general program and student level compliance to be reported to SEA • Internal self-monitoring of general program and student level compliance not to be reported to SEA

16. Tier III • Selected LEAs • Comprehensive on-site monitoring of general program and student level compliance • Targeted on-site monitoring of general program and student level compliance

17. System of Support • Web-based resources for all programs • Monthly TA focus for all programs • LEA Academy for all programs • Participation in regional LEA meetings • Targeted support for selected LEAs • Response tables • Self-assessment • On-site monitoring • Self monitoring • EDR pilot schools • Targeted support upon request

18. Monthly TA Focus

19. Monthly TA Focus

20. Monthly TA Focus

21. What’s New? • Teacher Interview will be in survey format • Classroom observation will include follow-up to survey • Classroom observation will verify IEP implementation

22. What’s New? Compliance Action Plans (CAPs)

23. Compliance Action Plan (CAP)

24. What’s New? Monitoring Procedures Manual • Posted on our website • Tool for us • Tool for you

25. What’s New? • Monitoring documents will be in a survey format with corrective steps aligned to each item • The survey will eventually be web-based with the option of paper forms • Scantron software will be used to generate reports of student specific noncompliance and compliance issue areas

26. What’s New? Program Approval

27. Special Ed. Employee Module (APSCN section) • There will be no Cycle 2 submission • All “Special Ed. Employee” data will be submitted for Cycle 4. Teacher caseload (EC and K-12) will be tied to child count (Dec. 1)next year • Teacher caseloads (EC and K-12) will be reviewed during on-site monitoring • ADE Standards will flag LEAs for per period range • Licenses for contacted providers will be reviewed during on-site monitoring • Waiver requests are still required for class size and caseload

28. What’s New? Reviewing all forms - • Standards-based IEPs (April 1, 2013) • Prior Written Notice (October 1, 2013) • Notice of Conference (October 1, 2013) • Piloting new EDR

29. What’s on the horizon? • Transfer procedures guide • IEP amendment guide • Extended School Year guide • More IEP samples • More Prior Written Notice of Action samples • EC transition guide for Kindergarten Waiver

30. Save the Date!! • Residential programs • LEAs with residential programs

31. Questions to Consider… • What is one area you need to focus on to improve results for students with disabilities in your program? • What supports do you need? • What would a related monitoring priority be?

32. Short Term Goals • Identify priority items on General Program Checklist • Identify priority items on Student Folder Checklists • Forms • Prior Written Notice • Notice of Conference • EDR • Revise verification procedure to include written documentation for districts • Data pull for Referral Tracking • Teaming process and schedule to review areas of non-compliance • Review Program Approval process

33. Long Term Goals • Integrated system of monitoring more fully utilizing data systems to: • Determine monitoring priorities • Ensure compliance with special education regulations • Increase the District’s performance in meeting SPP targets • Reduce paperwork and clarify due process procedures for districts to: • Ensure transparency • Promote consistency • Redistribution of human capital to allow more time for: • Assisting districts in improving their special education programs • Working with special education consultants and the broader ADE to support districts in increasing results for students with disabilities • Implement procedures for cross regional teams to review: • Monitoring data (electronic and onsite) • District Self Assessments and Response Tables • ACSIPs

34. Long Term Goals • Integrated system of monitoring more fully utilizing data systems to: • Determine monitoring priorities • Ensure compliance with special education regulations • Increase the LEA’s performance in meeting SPP targets • Reduce paperwork and clarify due process procedures for districts to: • Ensure transparency • Promote consistency • Redistribution of human capital to allow more time for: • Assisting districts in improving their special education programs • Working with special education consultants and the broader ADE to support districts in increasing results for students with disabilities • Implement procedures for cross regional teams to review: • Monitoring data (electronic and onsite) • District Self Assessments and Response Tables • ACSIPs