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Special Education Monitoring

Special Education Monitoring. November 8, 2012 Event # 15755. Agenda. RF Tracker Nonpublic Placements Monitoring Activities Monitoring findings Comparable services Intensive programs of instruction. RF Tracker.

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Special Education Monitoring

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  1. Special Education Monitoring November 8, 2012 Event # 15755

  2. Agenda • RF Tracker • Nonpublic Placements • Monitoring Activities • Monitoring findings • Comparable services • Intensive programs of instruction

  3. RF Tracker • Initial entry of RF Tracker data is to be completed by this Friday, Nov. 9. • A review of Tracker data will be conducted to determine if all RF LEAs have entered data. • Students who rolled over from last year, but left the RF before school began should have been deleted. • New students should have been entered with start of school or enrollment event.

  4. (RF Tracker) • Students who have left RF should have been withdrawn. • All student data should match what is in the IEP. • Facility data should have been updated. RF Tracker will remain open for LEAs to continue to enter and withdraw students. Words to remember: Data Integrity

  5. Nonpublic Placements

  6. SPP Noncompliance CAP • If LEA is staged for interventions, the corrective action plan, that will include strategies for correcting the SPP noncompliance, will be submitted at same time as other intervention submissions. • If not in a stage of intervention or LEA not required to submit documents, CAP due by 5:00 on December 7.

  7. Monitoring Activities • LEAs who were staged should be involved in the intervention process—either for a single program area or integrated programs. • Process---not just requirements. • Not what TEA wants, but what the LEA needs to do to make improvement.

  8. Monitoring FindingsComparable Services 34 CFR 300.323(e)(f) For students transferring into a public agencies, the new public agency must: • In consultation with parent

  9. Provide FAPE to the child, including services comparable to those described in the child’s IEP from the previous public agency, until the new public agency either: • Adopts the child’s IEP from the previous LEA; or • Develops, adopts, and implements a new IEP.

  10. Comparable Services Services that are “similar” or “equivalent” to those that were described in the child’s IEP from the previous public agency, as determined by the child’s newly-designated IEP team in the new public agency (as defined in August 14, 2006, comments in Fed. Register, Vol. 71)

  11. Monitoring FindingsIntensive Program of Instruction • TEC §28.0213-(a) A school district shall offer an intensive program of instruction to a student who does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39. • For a student in a special education who does not perform satisfactorily on an assessment instrument the student's admission, review, and dismissal committee shall design the program to: • (1)  enable the student to attain a standard of annual growth on the basis of the student's individualized education program

  12. What Would One Expect to See in IEP? • Evidence of discussion of student’s performance on assessment • Minutes, additional information in PLAAFPs • Possible additional goals that target the objectives student failed • A change in or additional assistance for student in the area of need • Frequency/duration of additional assistance

  13. When would one expect to see this in the IEP?

  14. Questions?

  15. Future SPED Monitoring TETNs • January 29, 2013 • March 21, 2013 • May 14. 2013 All sessions will be from 1:00-3:00 p.m.

  16. If you need assistance: • Contact TEA at 512-463-5226 Gaynel Roberts Susan Marek Judy Struve spedmon@tea.state.tx.us

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