Special Education Leadership Conference 2010

August August 2727thth



Cabell County Kathy McCoyLincoln County Doug SmithMorgan County Linda WardMonongalia County Patty BenedumMarshall County Rick ReddRitchie County Linda CampbellRESA 8 Dale PenwellWVDE-OSP Lynn BoyerWVDE-OSP Rosemary Cook

Mike Pauley

DataDataResults

Results

Ghaski BrowningAssistant Director

AccountabilityAccountabilityMonitoringMonitoring

Self-Self-AssessmentAssessment

Improvement Improvement PlanPlan

On-Site On-Site MonitoringMonitoring

Off-Site Off-Site MonitoringMonitoring

State State DeterminationsDeterminations

Local Local DeterminationsDeterminations

Matthew Dotson Coordinator, Monitoring

Professional Professional DevelopmentDevelopment

Monitoring

1.10 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in placement.

Indicator Citation Compliance Indicator Target 1.10* (New WV 13)

Policy 2419 Chapter 7. Section 1

The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in placement.

The district follows policies and procedures 100% of the time when removal of a student with a disability does not constitute a change of placement.

3.7 Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post-secondary goals.

Indicator Citation Compliance Indicator Target 3.7* (New SPP 13)

SPP Indicator 13

Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.

100% of IEPs for eligible students include a statement of transition services that is based on appropriate assessment results and prepares the student for identified postsecondary outcomes.

3.1 The district maintains required caseload limits.

Indicator Citation Compliance Indicators Target 3.1* (New WV 12)

Policy 2419 Chapter 6. Section 4.B

The district maintains required caseload limits.

100% of professional special education personnel are within overall caseload limits and per period caseload limits.

3.3 It is the responsibility of each public agency to collect and maintain current and accurate student data, which verifies the delivery of a free appropriate public education and report data as required.


Policy 2419 Chapter 9. Section 1.C

It is the responsibility of each public agency to collect and maintain current and accurate student data, which verifies the delivery of a free appropriate public education and report data as required.

Current and accurate data are maintained and verify: 100% of reevaluation and annual reviews are completed within required timelines as set forth in Policy 2419; and reports are submitted in a timely manner.

1.19 Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.


Policy 2419 Chapter 1. Section 2.A

Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.

100% of exceptional students have an instructional day, school day and school calendar equivalent to non-exceptional students of the same chronological age in the same setting.

3.4 Individualized Education Programs (IEPs) are written to include all required components.

Indicator Citation Compliance Indicator Target 3.4* (New WV11)

Policy 2419

Chapter 5

IEPs are written to include all required components.

Files reviewed must meet 80% compliance on the General IEP File Review Checklist.

1.11 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.



The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.

The district follows policies and procedures 100% of the time when removal of a student with a disability constitutes a change of placement.

1.1 Each public agency must provide special education and related services to a student with an exceptionality in accordance with an individualized education program.


Policy 2419 Chapter 9. Section 1.C

Each public agency must provide special education and related services to a student with an exceptionality in accordance with an individualized education program (IEP).

100% of files and corresponding documentation verifying all services are implemented.

1.18 Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.


Policy 2419 Chapter 5. Section 2.J

Students with exceptionalities shall be provided services in settings that serve age-appropriate non-exceptional peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs.

100% of exceptional students are served in schools with age-appropriate peers and are grouped with students who have similar social, functional and/or academic needs.

1. 3.2 Children with parental consent to evaluate are evaluated within the established 80-day timeline.


SPP Indicator 11

Children with parental consent to evaluate are evaluated within the established 80-day timeline.

100% of initial evaluations are completed within the 80-day timeline or accurate, acceptable reasons are entered in WVEIS.

RESA 1 (McDowell, Mercer, Monroe, Raleigh, Summers, Wyoming)

RESA 2 (Cabell, Lincoln, Logan, Mason, Mingo, Wayne)

RESA 3 (Boone, Clay, Kanawha, Putnam)

RESA 4 (Braxton, Fayette, Greenbrier, Nicholas, Pocahontas, Webster)

RESA 5 (Calhoun, Jackson, Pleasants, Ritchie, Roane, Tyler, Wirt, Wood)

RESA 6 (Brooke, Hancock, Marshall, Ohio, Wetzel)

RESA 7 (Barbour, Doddridge, Gilmer, Harrison, Lewis, Marion, Monongalia, Preston, Randolph, Taylor, Tucker, Upshur)

RESA 8 (Berkeley, Jefferson, Grant, Hampshire, Hardy, Mineral, Morgan, Pendleton)

3.2 Children with parental consent to evaluate are evaluated within the established 80-day timeline.


SPP Indicator 11





SPP Indicator 11





SPP Indicator 11



1.19 Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.


Policy 2419 Chapter 1. Section 2.A

Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting.

100% of exceptional students have an instructional day, school day and school calendar equivalent to non-exceptional students of the same chronological age in the same setting.











1.11 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.



The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement.

The district follows policies and procedures 100% of the time when removal of a student with a disability constitutes a change of placement.

3.7 Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post-secondary goals.


SPP Indicator 13

Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.

100% of IEPs for eligible students include a statement of transition services that is based on appropriate assessment results and prepares the student for identified postsecondary outcomes.

Ghaski BrowningAssistant Director

AccountabilityAccountabilityMonitoringMonitoring

Presentation will be made available during the conference

GOGO

Presentation will be made available during the conference

Monitoring Professional Development

Debbie AshwellCoordinator

Office of Special Programs

Pursuant to section 616(a)(1)(C)(i) of the IDEA and 34 CRF §300.600(a), and approved by the Office of Management and Budget (OMB), States are required to make “Determinations” annually under section 616(d) on the performance of LEA/EIS programs.

Performance on compliance indicators;

Whether data submitted by LEAs/EIS programs is valid, reliable, and timely;

Uncorrected noncompliance from other sources; and

Any audit findings.

Performance on performance indicators; and

Other information.

SPP Performance Indicators1 Graduation2 Dropout3b Participation3c Proficiency 5 Educational Environment Ages 6-216 Educational Environment Ages 3-57 Early Childhood Outcomes

SPP Compliance Indicators4 Suspension9 Disproportionality – All Disabilities10 Disproportionality – Specific

Disabilities11 Child Find12 Early Childhood Transition13 Post School Transition15 General Supervision

SPP Compliance Indicators16 Complaint Correction (also 15)17 Due Process Hearing Correction (also

15)20 Timely and Accurate Data

In addition:Audit/Fiscal ManagementLEA Application Submission and Approval

Meets Requirements

Needs Assistance

Needs Intervention

Needs Substantial Intervention

Meets Requirements – score above the cut score

Needs Assistance – score at or below the cut score

Needs Intervention – score at or below the cut score 2 years in a row, lack of improvement in achievement on Reading or Math WESTEST2 and fail to correct all noncompliance on self-assessment

Needs Substantial Intervention – in addition, fail to comply with IDEA and Policy 2419 requirements, determined on a case by case basis

Meets Requirements None

Needs Assistance 1 yearNone required

Needs Assistance 2 consecutive years

Contact the OSP for technical assistance which could include: Identifying and implementing PD, instructional strategies

and methods of instruction based on scientifically-based research

Designation of distinguished superintendents, principals, special education administrators, special education teachers and other teachers to provide advice, technical assistance and support

Provision of additional approaches to technical assistance, such as collaboration with WVDE personnel, RESAs, institutions of higher education and/or national experts

Needs Intervention 3 or more consecutive years

The WVDE takes one or more of the following actions: determines the district has the capacity to

correct the problem within one year and requires the district to prepare a corrective action plan or Improvement Plan;

determines the district does not have the capacity to correct the problems within one year and requires the district to enter into a compliance agreement which may include withholding of no more than 50% of the district’s state and federal allocations;

seeks to recover funds; and/or withholds funds, whole or in part.

Needs Substantial Intervention (the district continues to violate federal or state law and regulations)

The WVDE must withhold, in whole or in part, any further payments to the LEA under Part B of the IDEA, taking any one or more of the following actions: withhold funds until a corrective action plan is approved; withhold funds until the deficiencies are corrected; withhold state and federal allocations used for the salary of

the special education director; redirect funds (i.e., earmark specific funds for training

activities, appoint a lead coordinator to ensure compliance with corrective activities);

remove the district’s eligibility to apply for discretionary grants established by the WVDE;

cease funding for all subsequent years until deficiencies are corrected, if the district is currently involved in a grant program maintained by the WVDE;

request an audit be conducted of the district’s financial records;

direct the administration of the district’s special education services;

fine the district on a daily and/or monthly basis until deficiencies are corrected;

refer district to the OEPA for consideration of accreditation status; and/or

file independent action against the superintendent’s licensure, citing negligence in carrying out his/her duties.

No required date to notify districts however,OSEP recommends the following:

As soon as possible after issuing their annual report to the public

In a timely manner so the LEAs can take actions necessary for improvement

Before subgrants are issued to LEAs

September 12, 2007 one compliance indicator

June 30, 2008one compliance indicator

May 1, 20099, 10, 11, 12, 13, 15 mandated by OSEP

May 1, 20107 compliance indicators, 5 correction of noncompliance indicators, LEA application

May 1, 20119 compliance indicators, 5 correction of noncompliance indicators, LEA application

Performance Totals + Compliance Totals-------------------------------------------------Total

Possible Points=

Percentage

Cut score TBD

Assistant SuperintendentWest Virginia Department of Education

Assessment/ Assessment/ AccountabilityAccountability

Special Special ProgramsPrograms

InstructionInstruction Instructional Instructional TechnologyTechnology

Documents

Special Education Leadership Conference 2010