Office of Special Education & Early Intervention Services Getting Ready at the Local Level Preparing...
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Transcript of Office of Special Education & Early Intervention Services Getting Ready at the Local Level Preparing...
Office of Special Education & Early Intervention Services
Getting Ready at the Local LevelPreparing for the Service Provider Self-Review
Office of Special Education & Early Intervention Services
BackgroundBackground
• 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)
Office of Special Education & Early Intervention Services
BackgroundBackground
Office of Special Education & Early Intervention Services
Continuous Improvement and Monitoring SystemContinuous Improvement and Monitoring System
• Is concerned with Educational Benefit
• Regards the child as part of the whole school
• Targets areas of greatest concern
Office of Special Education & Early Intervention Services
Why the SPSR?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
Office of Special Education & Early Intervention Services
Service Provider Self-Review Part BOperational Considerations
Office of Special Education & Early Intervention Services
What is the SPSR?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
Office of Special Education & Early Intervention Services
SPSR FrameworkSPSR Framework
FOUR COMPONENTS
1. Information Gathering
2. Key Performance Indicator Rating
3. Improvement Planning
4. Student-Level Corrective Action Planning
Office of Special Education & Early Intervention Services
SPSR Components: 1. Information GatheringSPSR Components: 1. Information Gathering
• Educational Benefit Reviews
• Student Record Reviews
• IEP Implementation Reviews
• Surveys
Office of Special Education & Early Intervention Services
Educational Benefit ReviewsEducational 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
Office of Special Education & Early Intervention Services
Student Record ReviewsStudent 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
Office of Special Education & Early Intervention Services
IEP Implementation ReviewIEP 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
Office of Special Education & Early Intervention Services
SurveysSurveys
• Parents
• Special Education Teachers and Providers
• General Education Teachers
• Administrators
Office of Special Education & Early Intervention Services
SPSR Probe Question AnalysisSPSR 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
Office of Special Education & Early Intervention Services
SPSR Components: 2. Key Performance Indicator RatingSPSR Components: 2. Key Performance Indicator Rating
• Analyze Data to Answer the Questions
• Utilize the Performance Rubric
• Rate District Performance for Each KPI
Office of Special Education & Early Intervention Services
Key Performance IndicatorsKey Performance Indicators
Office of Special Education & Early Intervention Services
Michigan’s Key Performance Indicators: Primary BeliefsMichigan’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
Office of Special Education & Early Intervention Services
Michigan’s KPIsMichigan’s KPIs
• Child Find
• Positive Behavior Support
• Student Assistance Teams
• Family Participation
Office of Special Education & Early Intervention Services
Michigan’s KPIs (cont.)Michigan’s KPIs (cont.)
• Curriculum
• Least Restrictive Environment
• Participation in the State General Assessment
• Preparation and Planning for Adult Life
Office of Special Education & Early Intervention Services
Michigan’s KPIs (cont.)Michigan’s KPIs (cont.)
• IEP Development, Implementation, and Timelines
• Peer Reviewed Research and Instructional Practices
• Highly Qualified Personnel
• Data Use
Office of Special Education & Early Intervention Services
SPSR Components: 3. Improvement PlanningSPSR Components: 3. Improvement Planning
• Develop improvement plan
• Verify for completeness
• Monitor for effectiveness
Office of Special Education & Early Intervention Services
SPSR Components: 4. Student Level Corrective Action PlansSPSR Components: 4. Student Level Corrective Action Plans
• Develop Student Level Corrective Action Plans
• Verify for completeness
• Monitor for implementation
Office of Special Education & Early Intervention Services
Evidence of Corrective ActionEvidence of Corrective Action
• Written Documentation
• Statements of Direct Actions
• Statements of Direct Observations
• Clear Evidence of Correction
Office of Special Education & Early Intervention Services
SLCAP TimelinesSLCAP Timelines
• 30 Calendar Days: FAPE Issues
• 1 Year: For all other issues
• No Corrective Action
Office of Special Education & Early Intervention Services
SPSR System DiagramSPSR System Diagram
Office of Special Education & Early Intervention Services
Local Support from the MDELocal Support from the MDE
• Technical assistance and training
• Electronic Workbook
• SPSR Implementation Grant
Office of Special Education & Early Intervention Services
Progressive InterventionsProgressive 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
Office of Special Education & Early Intervention Services
SPSR ConclusionsSPSR 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
Office of Special Education & Early Intervention Services
Considerations for Local Administrators
Sample Selections, Teams, and FERPA
Office of Special Education & Early Intervention Services
Sample SelectionSample Selection
• Educational Benefit Review
• Student Record Review
• Individualized Education Program (IEP) Implementation
Office of Special Education & Early Intervention Services
Thinking About People and Teams 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?
Office of Special Education & Early Intervention Services
Thinking About Personnel RequirementsThinking 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
Office of Special Education & Early Intervention Services
FERPA Considerations and the SPSRFERPA 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.
Office of Special Education & Early Intervention Services
For More Information, Contact . . .For More Information, Contact . . .
• Kathy Barker at 517.373.7169
• CIMS Web site www.cenmi.org/CIMS
• Your ISD monitor