Special Education Self Review (SESR)

1. Activity Two:Completing the Reviews Special Education Self Review (SESR)

3. May 30, 2012: Student and LEA level findings report to CDE Student level corrective actions due to CDE based on successful submission of student and LEA level findings LEA level corrective actions due to CDE based on successful submission of student and LEA level findings One year timeline expires for correction of noncompliance based on the date of the successful submission letter of student and LEA level findings Electronic and Hard Copy Data Due Dates

4. SESR Activity Two – Step I0

5. Page 17 SESR Activity Two – Step 11 (SESR Instructions Manual)

6. SESR Activity Two – Step 11

7. View to verify information View & Print Protocols Selecting input items in the view area allows you to see and edit information. • Do Not edit the first six areas • Do Not edit “compliance test”

8. Review Protocol • When the approved monitoring plan is entered into the SESR software, LEAs should be able to print six customized review protocols: • Infant/Toddler review • Preschool review • School Age review packet (includes Education Benefit and IEP Implementation questions) • Policy and Procedures • SELPA Governance • Fiscal

9. SESR Activity Two – Step 12

10. District staff are responsible for reviewing records representative of the students receiving special education services. Ensure all special populations and students from various sites are included in records selected for review. Selection of Student Records

11. Gather Documents

12. SESR Activity Two – Step 13

13. Consider staffing needs. Consider who will review files, policy and procedure manuals, and other documentation. Team Member Selection

14. Suggestions for review team membership: SE Director Principals Psychologist Resource Specialists Teachers Nurse Fiscal personnel SELPA Director or other SELPA staff Team Member Selection

15. SESR Activity Two – Step 14

16. Student Record Review Protocol

17. If “Non-Compliant (NC)”: -- State the reason why the requirements of the test question have not been met. If “Non-Applicable (NA)”: -- State the reason why the item does not apply to the file. If “Compliant (C)”: -- No statement is needed to justify the finding. Review Protocol NOTE: NC and NA findings must be documented on the “Summary of Noncompliant Findings” form and entered in the software.

18. Review Protocol Complete only the sections that apply to the student file you are reviewing. There are twelve: • School Age • Identification /Initial Assessment • Low Incidence • English Learner • African American • Behavior • Transition • OHI with Diabetes • IEP Implementation • Education Benefit • CMA and CAPA • Nonpublic school

19. The School Age Review form is organized into sections. The School Age section includes items that apply to all students. These must be evaluated for allSchool Age students. Other sections include items that apply only to some students (e.g., Low Incidence, English Learners). If the items apply to the studentbeing reviewed, then the additional items in the special sections must also be completed.

20. Example– Item 2-1-2.2 • Scenario • The file includes: • An assessment plan completed within the last year • An assessment report, and/or • IEP notes referencing a completed assessment. • Would this item number apply to the file? • What would the appropriate evidence look like? YES Procedural Safeguards notice OR, notes that specify the parents received information about IEEs and/or Procedural Safeguards.

21. Student A: Disability designation is Speech and Language English language learner 16-years old Behavior Support Plan Has received special education services for 6 years       Scenario – N/A Section • School Age • Identification /Initial Assessment • Low Incidence • English Learner • African American • OHI with Diabetes • IEP Implementation • Education Benefit • CMA and CAPA • Behavior • Transition

22. Completing the file reviews: The student sample represents the special education population (ethnicity, disability, age) Review the most recent IEP, supporting assessments and reports. Evidence of compliance is found in the student file. Include concise specific reasons for findings on the Summary of Noncompliant Findings (Worksheet 1a, 1b, and 1c) General Guidelines

23. Completing the file reviews: Only review sections of the protocol relevant to the specific file you are looking at. “Not Applicable Section” vs. “Not Applicable Item” If the entire section of the protocol does not apply to the file being reviewed -- Line out the entire section. If the section of the protocol applies to the file being reviewed but, the item within the section does not apply to the student - Write “NA” on the item. General Guidelines

24. This section does not apply to this student. Review Protocol

25. Components for completion: Student Selection Review five school age files of students receiving mental health services If less than five students receive mental health services select all and supplement with other students receiving special education services up to five total. If no students receive Mental Health services select five students receiving special education services. Start with the year in which an initial or triennial IEP was completed, review that year and up to two subsequent years of IEP information. The files should already have gone through the “School Age review.” Pages 20-24 Educational Benefit Review SESR Instructions & Forms Manual

26. Assess in All Suspected Areas  Identify unique needs  Establish Appropriate Goals  Provide Supporting Services  All students with disabilities will demonstrate progress in academic and nonacademic skills Big Picture

27. 1982 Rowley Decision Special Education Instruction: No greater standard of instruction than GE Guarantees no specific outcome Must provide an opportunity for educational benefit Further defined FAPE Legal Support

28. Student educational programs: A student’s program should be reasonably calculated to result in educational benefit. IEP Reasonably Calculated FAPE Education Benefit

29. Reasonably Calculated

30. Planned Services in the IEP will support the student’s: Progress towards all identified goals Participation in general education environment Progress in the general education curriculum Education with other typically developing peers EducationalBenefit

31. Reasonable calculations may be measured (in part) by: Achieving passing marks Advancing from grade to grade Progress toward meeting goals Improved scores on clinical, district and statewide assessments Educational Benefit

32. Reasonable calculations may be measured (in part) by: Passing CAHSEE Graduating with a diploma Educational benefit must be considered on a case by case basis by the IEP team. Educational Benefit

33. For Students Receiving Mental Health Services: Chart information on Worksheets for two years. The first year should be an initial or triennial IEP for the 10−11 school year. Analyze the relationship of assessments compared to identified goals, and services. Compare year to year. Complete the worksheet for students receiving mental health services under 26.5. Make judgments about the adequacy of the effort to ensure that there was a reasonable calculation that the IEP would result in educational benefit. Answer items on School Age Protocol.(Ed Benefit section) Review Process

34. For Students Not Receiving Mental Health Services: Chart IEPs information on Worksheets for three years 1, 2, and 3. Analyze the relationship of assessments compared to identified goals and services. Compare year to year. Make judgments about the adequacy of the effort to ensure that there was a reasonable calculation that the IEP would result in educational benefit. Answer items on School Age Protocol.(Ed Benefit section) Review Process

35. Conducting the Educational Benefit Review

36. Identify Concerns & Completed Assessments YEAR 1: Use the most recent assessment information Initial or triennial Record on worksheet for year one. YEARS 2 & 3: Record any interim assessment results as necessary Step One -Assessments

37. Identify Present Levels of Performance YEAR 1: Include as much information as possible Statements of performance Not just test scores Parent/teacher observations, etc. YEARS 2 & 3: Repeat for year 2 for all students and year 3 for students not receiving CMH services. Step Two –Needs Identified

38. Identify Goals YEAR 1: Include as much information as possible For each identified need Include transition goals Include behavior goals YEARS 2 & 3: Repeat for year 2 for all students and year 3 for students not receiving CMH services. Step Three –Goals

39. Identify Planned Services YEAR 1: Include as much information as possible including: Review date Frequency and duration of each service Location of each service Criteria for determining progress YEARS 2 & 3: Repeat for year 2 for all students and year 3 for students not receiving CMH services. Step Four – Services

40. Chart Progress YEAR 1: Not applicable for year 1 YEAR 2: Compare year 1 to year 2 YEAR 3: Compare year 2 to year 3 when applicable. Step Five – Progress Identified

41. Analyze Relationships – Needs to Goals YEAR 1: Is there a relationship? YEAR 2: Compare year 2 to year 1 – Are goals more complex, less complex or, the same as previous year? YEAR 3: Compare year 3 to year 2 – Are goals more complex, less complex or, the same as previous year? Step Five – Progress Identified

42. Analyze Relationships – Goals to Services YEAR 1: Is there a relationship? YEAR 2: Compare Year 2 to Year 1 – Determine if the services in the current year were adjusted and if those services enable the student to make progress. YEAR 3: Compare Year 3 to Year 2 – Determine if the services were adjusted and if those services enable the student to make progress. Step Five – Progress Identified

43. Seven Questions: Are assessments complete and do they identify the student’s needs? Does the present levels of performance identify all the needs indicated by the assessment? Are all of the student’s needs addressed by appropriate goals? Student Summary

44. Seven Questions: Do the services support the goals? Did the student make yearly progress? If no progress, were IEP goals changed to assist the student to make progress? Student Summary

45. Seven Questions: To assess for overall compliance: Considering the answers to the previous questions, was the IEP reasonably calculated to result in educational benefit? Student Summary

46. For District Use: Educational Benefit Chart Educational Benefit Special Education Self Review Worksheet Noncompliant Student Summary Worksheet School Age Protocol (Ed Benefit section) Forms Submitted to the CDE: None Worksheets & Forms

47. Sample Educational Benefit Review Charts

48. Phase 1 Prepare Charts for each year. Review the IEPs to determine how you will organize the information from each year. Often the present performance is organized by area. The purpose is to be able to align the sections of the charts to look across two or three years. See Instruction Manual page 18 for electronic links to charting forms.

49. Record information from the initial or triennial assessment and IEP. Record enough to know the content – it need not be verbatim. Align information across the columns by instructional or developmental area. Record all two or three years and post side by side.

50. Is the assessment complete and does it identify the student’s needs? Does the present performance include the needs identified in the assessment? Phase 2 Analyze relationships between needs, present performance, goals, services and progress using the appropriate Educational Benefit review questions.