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Getting Ready at the Local Level

Getting Ready at the Local Level. Preparing for the Service Provider Self-Review. Background. The No Child Left Behind Act (NCLB) The Individuals with Disabilities Education Act (IDEA 2004, also frequently referred to as the Individuals with Disabilities Education Improvement Act or IDEIA).

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Getting Ready at the Local Level

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  1. Getting Ready at the Local Level Preparing for the Service Provider Self-Review

  2. Background • The No Child Left Behind Act (NCLB) • The Individuals with Disabilities Education Act (IDEA 2004, also frequently referred to as the Individuals with Disabilities Education Improvement Act or IDEIA)

  3. Background

  4. Continuous Improvement and Monitoring System • Is concerned with Educational Benefit • Regards the child as part of the whole school • Targets areas of greatest concern

  5. Why the SPSR? • To improve student performance • To ensure compliance • To inform the Michigan Department of Education (MDE) and Intermediate School District (ISD) of local district (LEA) and public school academy (PSA) needs

  6. Service Provider Self-Review Part B Operational Considerations

  7. What is the SPSR? • A team process conducted by each of the local education agencies (LEAs) and public school academies (PSAs) • A process through which each LEA and PSA rates their performance on KPIs • A process through which LEAs and PSAs implement plans for improvement • A process that may begin as early as October 31, 2005 and must be completed by May 1, 2006

  8. SPSR Framework FOUR COMPONENTS • Information Gathering • Key Performance Indicator Rating • Improvement Planning • Student-Level Corrective Action Planning

  9. SPSR Components: 1. Information Gathering • Educational Benefit Reviews • Student Record Reviews • IEP Implementation Reviews • Surveys

  10. Educational Benefit Reviews • Used to determine if the Individual Education Program (IEP) was reasonably calculated to ensure educational benefit • Used to look at how and how well the IEP Team made its decisions

  11. Student Record Reviews • To collect information for the rating of district performance on KPIs • To assess the quality of IEP development • To ensure compliance with the IDEA and Michigan’s Rules and Regulations

  12. IEP Implementation Review • Includes the review of educational documents and interviews with general and special education staff members • Purpose is to determine if educational programs, instructional strategies, supplementary aids and services, and transition services (prescribed in a student’s IEP) have been consistently implemented

  13. Surveys • Parents • Special Education Teachers and Providers • General Education Teachers • Administrators

  14. SPSR Probe Question Analysis • The next step after Information Gathering • Involves a multidisciplinary stakeholder team, called the SPSR team. • Determine the district’s performance • Identify strengths and weaknesses

  15. SPSR Components: 2. Key Performance Indicator Rating • Analyze Data to Answer the Questions • Utilize the Performance Rubric • Rate District Performance for Each KPI

  16. Key Performance Indicators

  17. Michigan’s Key Performance Indicators: Primary Beliefs • There is one set of curricular standards • There is one set of behavioral expectations • Effective schools use effective practices • Learning differences are individual

  18. Michigan’s KPIs • Child Find • Positive Behavior Support • Student Assistance Teams • Family Participation

  19. Michigan’s KPIs (cont.) • Curriculum • Least Restrictive Environment • Participation in the State General Assessment • Preparation and Planning for Adult Life

  20. Michigan’s KPIs (cont.) • IEP Development, Implementation, and Timelines • Peer Reviewed Research and Instructional Practices • Highly Qualified Personnel • Data Use

  21. SPSR Components: 3. Improvement Planning • Develop improvement plan • Verify for completeness • Monitor for effectiveness

  22. SPSR Components: 4. Student Level Corrective Action Plans • Develop Student Level Corrective Action Plans • Verify for completeness • Monitor for implementation

  23. Evidence of Corrective Action • Written Documentation • Statements of Direct Actions • Statements of Direct Observations • Clear Evidence of Correction

  24. SLCAP Timelines • 30 Calendar Days: FAPE Issues • 1 Year: For all other issues • No Corrective Action

  25. SPSR System Diagram

  26. Local Support from the MDE • Technical assistance and training • Electronic Workbook • SPSR Implementation Grant

  27. Progressive Interventions • Level One: District allocates additional time and resources • Level Two: SEA directs expenditure of IDEA Part B funds • Level Three: SEA withholds all or part of IDEA Part B funds

  28. SPSR Conclusions • This is a process required by IDEA • The process is moving away from paper and moving toward local people • Local implementation begins in the 2005-2006 school year • ISD monitors will assist districts with facilitation, technical assistance, and training

  29. Considerations for Local Administrators Sample Selections, Teams, and FERPA

  30. Sample Selection • Educational Benefit Review • Student Record Review • Individualized Education Program (IEP) Implementation

  31. Thinking About People and Teams • Who would be best suited to sit on your over-arching multidisciplinary SPSR team? • Who would be best suited to help with each of the information gathering steps? • Who would be most prepared and interested in addressing each individual KPI? • Who will be assigned credentials and enter information into your district’s electronic workbook?

  32. Thinking About Personnel Requirements • Apply for the SPSR Implementation Grant, if needed • Look at the Grant’s worksheet for an estimated guidance regarding time allocations • Arrange for subs, if needed • Confidentiality must be a key consideration in determining personnel and parents who will be a part of this process

  33. FERPA Considerations and the SPSR “ Personally identifiable information” includes, but is not limited to: • The student’s name; • The name of the student’s parent or other family member; • The address of the student or student’s family; • A personal identifier, such as the student’s social security number or student number; • A list of personal characteristics that would make the student’s identity easily traceable; or • Other information that would make the student’s identity easily traceable.

  34. For More Information, Contact . . . • Kathy Barker at 517.373.7169 • CIMS Web site www.cenmi.org/CIMS • Your ISD monitor

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