Initial Activities of the Special Education Self-Review (SESR)

1. SPECIAL EDUCATION SELF-REVIEW TRAINING Initial Activities of the Special Education Self-Review (SESR)

2. Inyo Kern Los Angeles Madera Mariposa Mono Nevada Placer Plumas Counties Scheduled for a2007-08 SESR • San Bernardino • San Luis Obispo • Santa Clara • Sierra • Stanislaus • Sutter • Tehama • Yolo • Yuba

3. SELPAs Scheduled for2007-08 SESR • Inyo County SELPA • Kern County • ▪ Bakersfield City SELPA • ▪ Kern County SELPA • ▪ Sierra Sands SELPA • Los Angeles County • ▪ West San Gabriel Valley SELPA • ▪ Foothills SELPA • ▪ Whittier Area Co-op SELPA • Madera / Mariposa SELPA • Mono County SELPA • Nevada County SELPA • Placer County SELPA • Plumas County SELPA • San Bernardino County ▪ Desert Mountain SELPA ▪ East Valley Consortium SELPA ▪ West End SELPA ▪ Fontana Unified SELPA ▪ Morongo Unified SELPA ▪ San Bernardino City Unified SELPA • San Luis Obispo County SELPA

4. Santa Clara County ▪ Santa Clara SELPAs I-IV and VII ▪ Southeast Consortium SELPA Sierra County SELPA Stanislaus County ▪ Stanislaus County SELPA ▪ Modesto City Schools SELPA Sutter County SELPA Tehama County SELPA Yolo County SELPA Yuba County SELPA SELPAs Scheduled for2007-08 SESR - cont'd

5. Key Elements of the SESR There are 4 key elements that comprise the initial activities of the SESR. They are: • SELPA and District Level Preparation and Planning • SELPA and District Level Training • Parent Input – Parent Input Meeting / Parent Input Survey • Review and Analysis of District Data

6. SELPA and District Level Preparation and Planning

7. General Approach • SESRs are conducted through the SELPA structure: - Special Education Division (SED) staff will work with and coordinate with SELPAs to train them and their districts’ staff on the SESR requirements and process. - Multi-district SELPAs will subsequently work with their districts to plan and complete all SESR activities. • SED staff are available on a requested or as needed basis for: initial and follow-up trainings; on-site technical assistance visits; and technical assistance by telephone.

8. General Process and Considerations • Special Education Self-Review Process • District Level of Participation • Overview: SELPA and District Coordination

9. IV. Analyze Results, Submit CAs, Track Correction I. Initial SESR Activities III. Conduct Monitoring Activities Preparation and Planning Approved Monitoring Plan Data entered into the SESR Database Software • Enter and Evaluate Findings • Student • Systemic - District of Service, District of Residence, SELPA • Training • Statewide SELPA Level Training • SESR Manuals • Local Training Modules • Overview • Software Installation • Monitoring Plan Development • Student Record Reviews • Policy and Procedure Reviews • Entering Findings • Systemic Findings, CAs and Reporting • Follow-up and Correction Create SESR Review Forms Develop Corrective Actions Record Review Activities Educational Benefit Review Activities • Submit Findings and Corrective Actions for Review • Electronic data through secure portal • CDE reviews files for completeness, accuracy, and coherency Policy and Procedure Review Activities Parent Input Meeting / Survey IEP Implementation • Document/Track Corrections • Submit through secure portal Review of District Data Monitoring the Implementation of the Local Plan II. Monitoring Plan Development • Conduct Follow up Reviews • Initiate other enforcement activities, as needed Other monitoring activities as identified in the Monitoring Plan Monitoring Plan Developed and Submitted to CDE for Approval Close SESR Based on Evidence of Correction Monitoring Plan Approved by CDE Special Education Self-Review Process

10. District Level of Participation Modified to October 31, 2008 Modified toMay 12, 2008

11. OVERVIEW: SELPA and District Coordination Modified toMay 12, 2008

12. OVERVIEW: SELPA and District Coordination - cont'd

13. OVERVIEW: SELPA and District Coordination - cont'd Modified to October 31, 2008

14. OVERVIEW: SELPA and District Coordination - cont'd Modified to October 31, 2008

15. General Overview:Planning Considerations • SELPA and District Level SESR Planning Considerations • District Level SESR Planning Considerations

16. SELPA andDistrict LevelSESR Planning Considerations SELPA and districts need to mutually determine: • When, where and how SESR training will take place. • How the SELPA and each district will interface with their assigned SED consultant for training and technical assistance. • What role the SELPA will play in assisting the districts in conducting the Parent Input Meeting(s) and the Parent Survey. • What role the SELPA will play in assisting the districts in their review of their SPPI and Compliance data.

17. SELPA andDistrict LevelSESR Planning Considerations - cont'd • The selection process for a representative from a parent organization to assist in the collection of Parent Input data. • How the District’s Monitoring Plan will be developed and insure that it is submitted on time to CDE. • The number of records to be reviewed and what role the SELPA will take in assisting in the District’s overall implementation of the SESR. • How the SELPA will provide technical assistance to the District on SESR issues as they arise during the review.

18. SELPA andDistrict LevelSESR Planning Considerations - cont'd • How to analyze the content of the random samples to insure that all target groups such as COE operated programs, charter schools, juvenile court schools, juvenile hall schools, NPS’s, etc., are included. • How the SELPA Governance review will be conducted. • What role the SELPA will play in collecting and insuring the timely submission to CDE of review findings, corrective actions, and the follow-up corrections to all non-compliant findings.

19. District LevelSESR Planning Considerations The District may want to start planning for the SESR process that occurs after the Parent Input data collection. The District will need to: • Identify the members of the District Review Team who will be responsible for reviewing student records. • Determine the District staff who will be responsible for the SESR database software and who will: • Be trained on the SESR software; • Enter and manage the SESR data; • Electronically submit the SESR data to CDE/SED; and • Ensure that all corrective actions are collected and submitted. • Determine staffing needs such as substitutes, etc., in order to free up the Review Team members for the SESR.

20. District LevelSESR Planning Considerations – cont'd • Develop an initial schedule for the review; data entry into the database software; and completion and electronic submission of data to CDE/SED. • Determine who will train the Review Team and how and where they will be trained. • Determine the location where the review will be conducted. • Determine how the student records to be reviewed will be assembled and secured. • Determine the individual(s) who will be responsible for analyzing the data; creating the Monitoring Plan; and entering data into the database software.

21. SELPA and District Level Training

22. General Overview:Training Considerations • The SELPA and the District should work together to arrange for the training of District staff on the implementation of the SESR. • Training occurs on two different levels: - SELPA level training (includes all districts within the SELPA) – may include CDE consultant; and - District level training – may include CDE consultant. • SELPAs and districts should contact their assigned SED consultant and arrange for SESR training.

23. General Overview:Training Considerations –cont’d The SELPA and District need to conduct: • Parent Input Meeting training for: - The moderator who will conduct the Parent Input Meeting; - The staff who will attend and collect parent information obtained from the meeting; and - The staff who will analyze the information obtained from the meeting and prepare this data for developing the SESR Monitoring Plan.

24. General Overview:Training Considerations – cont’d • Database software application management and database software entry. Training should be provided to staff who will be responsible for: • Installing the SESR database software; • Understanding and using the Detailed Software Manual; • Maintaining the database software; • Entering the Monitoring Plan into the database software; • Generating and printing the review protocols; • Entering review findings into the database software;

25. General Overview:Training Considerations – cont’d • Submitting SESR findings and reports to CDE through the secure portal; and • Tracking and entering proof of corrective actions into the software and the submission of these results to CDE. • Training on the implementation of the SESR: - Understanding and using the SESR Instructions and Forms Manual; - Developing the Monitoring Plan; - Conducting the reviews of:  Student files;  Policy and Procedures;  Educational Benefit;  IEP Implementation; and  SELPA Governance.

26. General Overview:Training Considerations – cont’d • Entering and Evaluating SESR student review findings; • Developing Corrective Actions- Student level Corrective Actions; and  Systemic Corrective Actions. • Submitting SESR findings for CDE review, and responding to issues that CDE has determined need explanation or correction; • Insuring that all Corrective Actions resulting from non-compliant findings are resolved; and • Conducting the six-month follow-up review to insure that all Corrective Actions have been incorporated into the District’s special education procedures and practices.

27. Parent Input – Parent Input Meeting /Parent Input Survey

28. Purpose of Parent Input in the SESR Process • Parents and students are partners with districts throughout the entire special education process. • Over time parents have had the opportunity to personally experience how districts provide special education services to their children. • Parents are a source of valuable perspectives, insights and information that can assist districts in determining the overall effectiveness of the services they provide students. • Parent input acknowledges the vital role that parents play in the education of their students. • It is CDE's goal to include parents in all activities relative to the education of children with disabilities. • It is CDE's purpose to improve results for students by increasing parent involvement.

29. Districts with 20 or More Students with Current IEPs

30. Parent Input • The District Monitoring Plan team must include a parent (from such sources as CAC, PTI, FRC, FEC). The selected parent should attend the Parent Input Meeting. • The District must conduct at least one Parent Input Meeting (they may conduct more if desired). • The target is 20 percent parent participation in providing input during the SESR. • Invitations should be sent to all parents or guardians whose children receive special education services within the District. • The District must conduct a special meeting if 25percent or more of home language surveys indicate a language other than English.

31. Parent Input – cont'd • The District must conduct a Parent Survey if less than 20 percent of parents participate in the Parent Input Meeting(s). The survey must be: • Mailed to all parents and guardians of children who receive special education services in the District; • Able to assist the District in meeting the minimum 20 percent parent participation target; and • Sent in languages other than English if 25 percent or more of home language surveys indicate a language other than English. • If surveys yield less than the 20 percent response target, the District must use additional means (such as phone and email surveys, surveys at other meetings, etc.) to bring the total to 20 percent.

32. Parent Input – cont'd • A Parent Input Meeting script, sample meeting flyer and survey form are included in the materials furnished on the CD by CDE. The flyer and survey documents are in Arabic, Chinese, English, Hmong, Russian, Spanish, and Vietnamese. • Please note that the Parent Input Meeting’s data collection process also includes the expectation that districts will gather information about the attending parents student’s ethnicity and disability. The provided Parent Input Meeting Sign-In Sheet will assist districts in this data collection. Note also that the Monitoring Plan provides an area for this information to be included for submission to CDE.

33. Parent Input – cont'd • Similarly, the Parent Survey also asks parents to provide information on their student’s ethnicity and disability. This data should be combined with the data collected in the Parent Input Meeting(s) and included in the Monitoring Plan. • Please note that the Monitoring Plan asks for information about the methods used and participation levels that resulted from the District’s efforts to gather parent input.

34. Content and Design of the Parent Input Meeting • The Parent Input Meeting is qualitative in nature. • The meeting is designed to allow any parent of a special education student within the District to provide information about the District’s special education programs and services. • The Parent Input Meeting script is designed to capture specific information that is required of districts for reporting to the Office of Special Education Programs (OSEP). • The Parent Input Meeting script is designed to assist the District in maintaining focus on specific issues, yet does not limit a parent’s opportunity to include additional information.

35. Content and Design of the Parent Input Meeting – cont’d • It is recommended that the District provide a reasonable period of time between the actual mailing of the Parent Input Meeting Invitation and the meeting date. • It is strongly recommended that when the Parent Invitation is mailed that the District include a copy of the Parent Survey. This will allow the District to cover all of the parents within the District and to allow parents who cannot come to the Parent Input Meeting the opportunity to provide input. • The District should consider the following when preparing for and conducting the Parent Input Meeting: - The meeting site should be a convenient and centralized location that is accessible and can provide reasonable accommodations to attendees who may be disabled.

36. Content and Design of the Parent Input Meeting – cont’d - On an as needed basis, translators for non- English speaking parents or parents who are deaf or hard of hearing should be provided. - Plan on the session lasting about two hours. - That the moderator of the meeting is trained and prepared to use the structured questions as delineated on the Parent Input Survey and to help the group remain focused on the task at hand. - That a District staff member be present in order to take careful notes of the issues that are brought up by the parents. - That issues that are potentially non-compliant should be highlighted and analyzed for inclusion on the Monitoring Plan.

37. Parent Input Meeting GUIDELINES Suggested Script for Districts

38. Districts with Less Than20 Students with Current IEPs

39. Parent Survey Input • Districts with less than 20 students with current IEPs do not have to conduct a Parent Input Meeting. • Each designated district must survey the parents/ guardians of District special education students using the provided Parent Survey protocol. • The survey target is 20 percent parent participation in providing parent input using the Parent Survey protocol. • Parent Surveys should be sent to all parents or guardians whose children receive special education services within the District.

40. Parent Survey Input – cont’d • The Parent Survey must be sent in languages other than English if 25 percent or more of home language surveys indicate a language other than English. - The Parent Survey is provided by CDE in Arabic, Chinese, English, Hmong, Russian, Spanish and Vietnamese. • If the survey yields less than the 20 percent response target, the District must use additional means (such as phone and email surveys, surveys at other meetings, etc.) to bring the total to 20 percent.

41. Parent Survey Input – cont’d • Data from the Parent Survey must be compiled and submitted by mail to CDE using the Small District Survey DataForm (SESR Form 5). • As noted, the only other SESR requirements for these designated districts are the completion and submission of the findings of the District’s Educational Benefit Review through the secure data portal using the SESR database software; and the completion, signing and submission by mail of the Assurances Form (SESR Form 2).

42. SESR Parent Survey Form The Parent Survey form consists of 27 questions to be asked parents. These are the same questions used at the Parent Input Meeting.

43. Small District Survey Data Form

44. SESR Parent Survey Information Management System Districts have an option to use an automated database system to manage their SESR Parent Surveys. • SEEDS, a contractor with CDE, has developed a system that allows districts to enter their Parent Survey data into a database that will tabulate and create reports. The system offers a method for districts to creatively manage parent input survey data. • To access the SEEDS system: http://www4.scoe.net/seeds/cde_sesr_survey

45. To use the SEEDS Information Management System for the SESR Parent Surveys, please contact Robin Ryan at (916) 228-2388. For further information and an overview of the system, click here and the following screen is revealed.

46. This screen contains an Overview and FAC/ Troubleshooting Tips with hyperlinks.

47. Review and Analysis of District Data

48. District Data to be Reviewed • District Data Reports – State Performance Plan Indicators (SPPIs) • District Compliance Data / Compliance History - Prior Verification and Self-Review Findings; - Complaints; and - Due Process Hearings / Mediation outcomes.

49. Review of District Data Reports • Upon its implementation, districts will be able to review information about the new District Data Reports on the CDE Website- http://www.cde.ca.gov/sp/se/ds/datarpts.asp • Please note that the current data reports have changed to align more closely to methods used for NCLB and the State Performance Plan. • Upon implementation, districts will be able to secure a copy of their District Data Report from the CDE Website for review. This information will also be made available to districts when the final SESR CD is provided.

50. Change from Key Performance Indicators (KPIs) to State Performance Plan Indicators (SPPI) NEW PERFORMANCE INDICATORS: 1. Graduation (Grade 12) 2. Dropout (Grades 7 – 12) 3. Assessment (Grades 3 – 8, 10) A. Met AYP B. Participation English-language Arts Mathematics C. Performance English-language Arts Mathematics