Special Education Division California Department of Education - PowerPoint PPT Presentation

1 / 155
About This Presentation

Special Education Division California Department of Education


... DEPARTMENT OF EDUCATION. Jack O'Connell, State ... Purpose ... Purpose of Special Education. Self Review (SESR) The purpose of the SESR is threefold: ... – PowerPoint PPT presentation

Number of Views:552
Avg rating:3.0/5.0
Slides: 156
Provided by: CherylM92


Transcript and Presenter's Notes

Title: Special Education Division California Department of Education

Special Education DivisionCalifornia Department
of Education
Special Education Self Review Training
November 30, 2005
Welcome and Introductions
  • Purpose
  • Outcomes
  • Agenda
  • Background
  • Required Participants
  • Support Materials

  • To provide an overview of the Special Education
    Self Review (SESR) process for SELPAs whose
    districts will be conducting self reviews during

  • SELPA Staff will
  • Increase their knowledge of the components of the
  • Have enough information to return to their SELPA
    and plan local training for SELPA and District

  • Welcome and introductions
  • Purpose, outcomes and agenda
  • Background
  • Required participants and support materials
  • Overview of SESR Components
  • SELPA level planning considerations
  • District level preparation for the Monitoring
  • Developing the SESR Monitoring Plan
  • SESR Software
  • Planning considerations
  • Entering the MP and printing customized forms
  • District Review Activities
  • Student Record Reviews
  • Educational Benefit Reviews
  • IEP Implementation Reviews
  • District Policy and Procedure Review
  • SELPA Governance Review Activities
  • Reporting to CDE
  • Utilizing the SESR Software
  • Entering Findings
  • Applying Corrective Actions
  • Reporting
  • Database Submission
  • Follow-up, Correction, and Documentation
  • Next Steps

Purpose of Special Education Self Review (SESR)
  • The purpose of the SESR is threefold
  • 1. Ensure that the Local Education Agencies
    (LEAs) are providing appropriate supervision and
    monitoring of their special education programs
    and services
  • 2. To determine that students receive
    educational benefit in district special education
    programs, and
  • 3. Provide information to the California
    Department of Education (CDE) regarding key
    compliance questions based on the use of
    CDE-specified tools and assessment methodologies.

Monitoring Questions
  • 1. Does the district provide services that result
    in educational benefit using the Rowley standard?
  • 2. Does the district provide services that result
    in educational benefit as measured by special
    education goals and key performance indicators?
  • 3. Does the district comply with procedural
    guarantees that are known to be frequent
    non-compliance items in other districts?
  • 4. Does the district fulfill its responsibilities
    as the district of residence when its students
    are served by other districts and programs?
  • 5. Does the SELPA fulfill its responsibilities
    for developing budget plans, service plans and
    for monitoring the procedural elements of the
    local plan?

General Approach
  • The Special Education Division will continue the
    SESR in the 2005-06 school year.  
  • The SESR process is a separate process, as agreed
    to and approved by OSEP.
  • The 2005-06 SESR will follow the same process and
    procedures as the current Verification
    Review.  CDE, SED will provide software that will
    assist in customizing review processes and
    reporting review results
  • SESRs are conducted through the SELPA structure. 
  • Division staff will work with SELPAs to train
    them on the SESR requirements and process
  • Multi-district SELPAs will subsequently work with
    their districts to plan and complete SESR

General Approach, contd
  • SESR will include a SELPA self review of
    governance activities
  • interagency agreement with mental health,
  • budget and service plans, and
  • SELPA processes for reviewing and correcting
    non-compliance (multidistrict SELPAs).

Counties by Regions
Focused Monitoring and Technical Assistance
(FMTA) Contact Information for County Assigned
Consultant(s)    The FMTA Consultants are
assigned geographically. They are responsible for
coordinating all monitoring and technical
assistance activities for their assigned
counties, districts and Special Education Local
Plan Areas and they can provide information and
facilitate access to technical assistance related
to program monitoring and program
Chris Drouin, Manager
URL Http//www.cde.ca.gov/sp/se/qa/documents/fmta
Counties Scheduled for SESR
  • Amador
  • Fresno
  • Kings
  • Lassen
  • Los Angeles
  • Antelope Valley
  • Santa Clarita
  • E. San Gabriel
  • Calaveras
  • Marin
  • Merced
  • Riverside
  • Sacramento
  • Siskiyou
  • Sonoma
  • Tuolumne

SELPAs Scheduled for SESR
  • Amador County
  • Antelope Valley
  • Calaveras
  • Clovis Unified
  • Corona-Norco
  • E. San Gabriel
  • Elk Grove Unified
  • Fresno County
  • Fresno Unified
  • Kings County
  • Lassen County
  • Marin County
  • Merced County
  • Moreno Valley
  • Riverside County
  • Riverside Unified
  • Sacramento City Unified
  • Sacramento County
  • San Juan Unified
  • Santa Clarita
  • Siskiyou County
  • Sonoma County
  • Tuolumne County

Support Materials
  • Hard Copy
  • Power Point Presentation Program (CDE SESR
  • Process Manual (SESR Instructions and Format)
  • Software Manual
  • CD
  • 1. SESR Software Installation
  • 2. SESR Software
  • 3. SESR Detailed Software Manual
  • 4. SESR Instructions and Formats and Appendix
  • 5. Master Items Table (updated for IDEA 04)
  • 6. Special Education Data Reports
  • 7. Power Point Presentation
  • SESR REPORTS JUNE 30, 2006

Level of Participation
As of June 30, 2005
SELPA Overview and District Training
SELPA Level Preparation Activities
  • Overview of SESR Activities
  • SELPA-District Coordination
  • Planning Considerations

SELPA and District Activities
SELPA and District Activities, contd
SELPA and District Activities, contd
SELPA and District Activities, contd
District Level Training Modules
  • Development of the Monitoring Plan
  • Software Intro Entering Monitoring Plan Areas
    and Generating Customized Forms
  • Conducting Review Activities
  • Data Entry and Analysis, Systemic Findings
  • Development of Corrective Action Plans
  • Submitting Data to CDE and Follow-up, Correction
    and Documentation

How Many Records?
Special Education Self Reviews Selection of
Student Records
Los Angeles Unified School District range of
enrollment in eleven sub-districts 53,252
Determine the District Size and Number of SPED in
Each LEA
Calculate the Random Samples
(No Transcript)
Note that the COE serves students from many
districts. It would be expected that each of
those districts would include a sample of
students served by the COE and by other districts
of service.
(No Transcript)
SELPA Level Planning Considerations
  • SELPA and districts need to determine what role
    SELPA will play in collecting and forwarding
    Monitoring Plans, findings and corrective
    actions, and follow-up to correction
  • SELPA and districts need to plan when and how
    training will take place
  • SELPA and districts need to conduct SELPA-wide
    analysis of the number of records to be reviewed
    and who will conduct the reviews
  • SELPA and districts need to conduct SELPA-wide
    analysis of the content of the random samples
    including COE, charters, juvenile court schools,
    NPSs, etc.

Preparatory District Activities
District Level Preparation Activities
  • Securing Parent Input
  • Reviewing District Data
  • Other Information to Consider

Parent Input
  • District Monitoring Plan team must include a
    parent (from CAC, PTI, FRC, FEC)
  • District should conduct one or more Parent Input
  • Target is 20 percent participation
  • Invitation sent to all parents or guardians
  • Conduct special meeting if 25 percent or more of
    home language surveys indicate language other
    than English

Parent Input, contd
  • District must conduct Parent Survey if less than
    20 percent of families participate in parent
    input meetings
  • Mailed to all parent and guardians
  • Minimum of 20 percent return
  • Send survey in languages other than English if 25
    percent or more of home language surveys indicate
    language other than English
  • If surveys yield less than 20 percent return,
    district must use additional means (phone survey,
    email, survey at other meetings, etc.) to bring
    up to 20 percent
  • Sample flyers, survey included in manual appendix
  • Note that the Monitoring Plan asks for info about
    methods used and participation levels in parent

Reviewing District Data
  • Review information about new data reports at CDE
    Web site
  • httpwww.cde.ca.gov/spbranch/CDE/datarpts/index.h
  • Note that data report has changed to align more
    closely to methods used for NCLB.
  • Secure copy of district data report
  • httpwww.cde.ca.gove/spbranch/CDE/datarpts/index.

(No Transcript)
Selection Matrix (or M) Values
Note A value of 1 must be included in the
Monitoring Plan
(No Transcript)
(No Transcript)
Compliance History
  • Each district needs to review its compliance
  • Prior Verification and Self Review findings
  • Complaints
  • Due Process findings
  • Items should be included in the Monitoring Plan
    if a review of the complaint history or CCR Self
    Review indicates
  • That there is an ongoing pattern of
    non-compliance (multiyear) OR
  • There are persistent, open corrective actions
    which exceed the timelines,AND

Compliance History, contd
  • The item is related to one of the overall
    monitoring questions
  • 1. Does the district or COE provide services
    that result in educational benefit using the
    Rowley standard?
  • 2.  Does the district or COE provide services
    that result in educational benefit as measured by
    special education goals and key performance
    indicators (KPI)?
  • 3.  Does the district or COE comply with
    procedural guarantees that are known to be
    frequent non-compliance items in other districts?
  • 4.  Does the district or COE fulfill its
    responsibilities when other districts and
    programs serve its students?
  • 5. Does the SELPA (of which the district or COE
    is a part) fulfill its responsibilities for
    monitoring the procedural elements of the local

Planning Considerations for Local District
  • Who will the district involve in conducting
    parent input activities?
  • How will the district conduct parent input
    activities to ensure the required sample size?
  • How will the district review the data report?
  • Who will compile the compliance history?

Monitoring Plan
  • To acquaint SELPA members with the contents,
    components, and development of the Monitoring Plan

  • Participants obtain information on
  • How items are identified for the Monitoring Plan
    (parent input, KPI data, other)
  • How the Monitoring Plan is developed

  • The Monitoring Plan is an important first step in
  • The Monitoring Plan is developed from parent
    input, KPI data, compliance data, and other
    information and concerns that may be related to
    the overall monitoring questions
  • Key elements of the Monitoring Plan are entered
    into the SESR software in order to generate
    customized review forms and data entry screens
  • Review activities are directed by the Monitoring

Identifying Items
  • Monitoring Plan items come from three sources
  • Parent Input
  • KPI Data Review
  • Compliance data and other concerns related to the
    overall monitoring questions

Parent Input Items
  • Item is included in Monitoring Plan if
  • It is identified during one of the parent input
  • It appears to be a violation of state or federal
    law or regulation AND
  • It is potentially systemic (e.g., expressed by
    several parents, affects a number of students,
    occurs at a number of school sites)

KPI (Data Report) Items
  • A KPI measure must be included in the Monitoring
    Plan to investigate if the district received a
    value of 1 in the M value on this measure (a
    value of 4 is the desirable value)

Other Items Other Data
  • Items should be included in the Monitoring Plan
  • There is reason to believe that there is a
    concern in that KPI area (e.g., from parent
  • AND
  • There is a blank in the data report for the
    district AND
  • Investigation of other data sources confirm that
    this particular KPI area should be investigated.

Compliance Data
  • Items should be included in the Monitoring Plan
    if a review of the complaint history indicates
  • That there is an ongoing pattern of
    non-compliance (multiyear) OR
  • There are persistent, open corrective actions
    which exceed the timelinesAND
  • The item is related to one of the overall
    monitoring questions

(No Transcript)
Use this table to fill in the item number on the
Parent Input and Compliance History Pages of the
Monitoring Plan.
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
Review the list of students generated for the
SESR. Describe how the population to be reviewed
addresses the special populations required to
adequately investigate the issues of concern.
(e.g., the number of students in the sample who
are of transition age, the ethnic makeup of the
sample if ethnic disparity is an issue, etc.)
For each of the settings where students are
served outside of the district of residence,
indicate the number of students that are served
and how many students will be included in the
sample. (e.g., District-wide there are 10
students served in NPS programs, 3 are included
in the sample.)
Parent Survey Results
In order to meet the requirements of the State
Performance Plan (SPP) districts must provide
results from their parent survey. The specific
questions in the survey are under revision to
improve clarity and to meet the reporting
(No Transcript)
Planning Considerations
  • SELPAs and districts need to identify
    representatives of parent organizations to assist
    in collection of parent input and development of
    the Monitoring Plan.
  • SELPAs and districts need to become familiar with
    what needs to be recorded on the Monitoring Plan.
  • SELPAs and districts need to become familiar with
    the structure of the master items table so that
    parent input and other compliance concerns can be
    matched to the specific item numbers that will be
    entered into the Monitoring Plan.
  • SELPAs and districts will need to assist
    districts to generate random student lists for
    record reviews that include students from special
    populations and from other districts or programs
    that serve district residents.

Software 1Monitoring Plan and Custom Forms
Software Functions
  • Enter unique monitoring plan areas
  • Generate customized forms for the review
  • Includes CASEMIS student (June 05) information
    (district specific data downloaded during
    installation). New students can be added as
  • Enter student findings
  • Enter district findings
  • Software reports included
  • Determine and enter systemic findings
  • Corrective actions and due dates
  • Includes reporting mechanism to CDE
  • Record and track correction information

Software and Technical Manual
  • CDE is providing a CD to each SELPA
  • CD includes
  • SESR software
  • SESR installation manual,
  • SESR technical manual
  • Software requires PC with Windows 2000 or later
  • The software for a given district can only be
    installed on one machine, connected to the
  • SELPA and District roles for data collection and
    data entry must be clear prior to installing
  • Staff qualifications need to have experience
    installing and using software programs, entering
    data, and using the internet.

Installation Manual is 3 pages in length and has
step by step instructions with screen shots to
assist with installing district SESR Software.
The Detailed Software Manual is 53 pages in
length. Like the installation manual it has
detailed instructions and screen shots to aid the
user. It also has hyperlinks that (when viewing
the manual in MS Word), allows the user to
click on an entry in the table of contents and
jump directly to that section of the manual and
return by using the back arrow on the tool bar.
The Detailed Software Manual also includes
flowcharts depicting the steps in each of the
SESR software processes. These flowcharts are
hyperlinked as well.
Software Installation
  • Software is located on the SESR CD
  • There are three basic steps to installation
  • Install the software by clicking on the SESR0405
    icon on the CD
  • Launch the software
  • Download the district student data
  • More than one districts software can be housed
    in a single computer. To set up the second
    district the installer has to
  • Launch the software using the next districts
    name and password
  • Download the second districts data

CDE will provide necessary passwords
Entering Monitoring Plan
  • In order to generate forms for the review, the
    district has to enter the contents of the
    monitoring plan into the SESR Software. To do
    this the data entry person would
  • Secure a copy of the approved Monitoring Plan
  • Create a monitoring plan area for each concern
    identified in the Monitoring Plan
  • Enter the title
  • Enter the description
  • Select whether the item is a Data Report/KPI item
    or whether individual item numbers have been
  • For Data Report/KPIs, select the Data Report Item
    No., or
  • For other areas, enter the item number from the
    Monitoring Plan

Entering Monitoring Plan
  • Create areas for each concern identified in the
    Monitoring Plan
  • Enter item numbers associated with each area
  • KPIs have pre-identified items

To enter the Monitoring Plan, click on the stop
To start entry click on Make an Area
Review the approved Monitoring Plan. Each of the
areas includes a title and a description. Take
the first area and enter the title and the
If the area is based on the district data, select
Data Report/KPI
If the area is based on a parent input item or
compliance history, select Individual Item No.
Percent scoring proficient on ELA CST
Special education students failed to meet the
benchmark and their score are decreasing (KPI1)
Percent scoring proficient Math CST
Special education students failed to meet the
benchmark and their score are decreasing (KPI2)
Disparity in percent receiving SE services
Ethnic disparity has increased from 7.9 to 28.8.
Percent receiving special education services
The district percent in special education exceeds
the benchmark and has increased over the prior
For a KPI area - enter the title, the
description, and KPI number from the Monitoring
For a parent input or compliance history item,
enter the Title and Description from the
Monitoring Plan and select Individual Item No.
For these items, the user will need to enter the
individual item numbers listed in the Monitoring
Print Forms
  • Formats for student record reviews School
    Age, Preschool, Infant and toddlers
  • District Policy and Procedure
  • SELPA Governance (Administrative Units)

To print or review forms for the SESR or to print
out a list of items associated with each of the
monitoring plan areas (including the presets),
select Print Monitoring Forms
To preview forms, select one of the forms on the
list and click on Preview
To print forms, select one of the forms on the
list and click on Print
(No Transcript)
The File Review Forms include the following areas
related to each item
(No Transcript)
The Policy and Procedure form includes the same
information as the student record form Item
No., Compliance Test, Compliance Standard and
Record Reviews
Student Record Reviews Selection of Student
  • Districts are responsible for reviewing a random
    sample of records of students 0 to 22 years of
    age who reside in the district using the SESR
    Selection of Student Records Table as the guide.
  • Districts must review records of students who
    reside in the district and who receive services
    external to the district.
  • The district must review records of students from
    each of the following service options
  • Nonpublic Schools
  • Juvenile Court Schools
  • Alternative Schools
  • Charter Schools
  • County Office of Education (COE)
  • Students placed in and receiving services from
    other districts
  • The district should contact each of the above
    entities concerning the SESR and the fact that
    they will need to assemble a sample of files for
    the review.

Record Reviews
  • Identify the members of the team who will be
    responsible for reviewing student records.
  • Determine staffing needs such as substitutes, etc
    in order to free up the Review Team members for
    the review.
  • Provide training to the district staff team
  • Based on the Monitoring Plan and the data entered
    into the SESR Software (based on the analyzed
    Parent Input and review of KPIs), print out the
    required number of forms needed to conduct the
    record review.
  • Print out the required number of SESR Worksheet
    1 Summary of Non-compliant Findings worksheet
  • Conduct record review activities.
  • Note You may use the same student records to
    complete the IEP Implementation and Educational
    Benefit reviews.

Identify and Train Review Staff for SESR
  • Depending on the size of the district and the
    number of staff needed to conduct the SESR, it is
    estimated that it should take about 1 to 2 days
    to train a team of 4 people to do a thorough
    review (conducting student file and record
    reviews and the Educational Benefit Review).
  • Team training is recommended.
  • It is recommended that team members should be
    knowledgeable about special education, and
    special education laws and regulations.

Core and Other Record Review Forms
  • Student files will be reviewed using forms with
    items generated from
  • Core items selected from among the most frequent
    Non-compliant findings
  • Items selected based on the Monitoring Plan.
  • The Review Items will be generated by the SESR
    Software pursuant to the entry of data.
  • The File Review Forms include the following
  • Item number.
  • Compliance Test (the basis for compliance
  • Compliance Standard (the basis for compliance
  • Legal Reference (basis for compliance
  • Guidance (not used for compliance determination).

(No Transcript)
Reviewing Records - General Rules
  • Every item must be assessed for each applicable
  • Use the most recent documents in folder (within
    the last year. )
  • Items must be marked one of three ways
  • Compliant
  • Non-compliant
  • Not Applicable (provision of law doesnt apply).
  • If an item is marked Non-Compliant or Not
    Applicable, the reviewer must record the reason
    for making the determination
  • A SESR Worksheet 1 Summary of Non-compliant
    Findings must be completed for each student

SESR Worksheet 1 Summary of Non-compliant
Recording Non-compliant Findings
  • As you are conducting the File Review, record
    each non-compliant finding in the appropriate
    section of SESR Worksheet 1 Summary of
    Non-compliant Findings.
  • The Summary of Non-compliant Findings worksheet
    should include the following
  • Identifying Information
  • Type of Form
  • Finding
  • Item Number (report exactly as shown, e.g.,
  • NA or NC
  • Reason Not Applicable or a description of
    Non-compliant Finding (making a clear descriptive
    statement of finding)
  • Findings should provide information about what
    was observed in relationship to the Compliance
    Test. This serves as evidence of what was found
    to be non-compliant during the review.

Example of Complete Findings
  • Directly relates to the legal requirement
  • Demonstrates through the evidence reviewed and
    written why the district does not meet the legal
  • States the source of the evidence
  • Stated in a complete sentence

Example of Incomplete Finding
Reviewing Records, contd
  • The non-compliant findings are to be entered into
    the provided SESR Software upon completion of the
  • After all of the findings have been entered, the
    district will be able to print out the following
    reports in order to initiate their corrective
    actions and bring the district back into
  • Individual Student Findings This report will
    list out by individual student, all of the
    compliance issues discovered during the File
    Review with corresponding corrective actions.
  • District Systemic Findings This report will
    list all of the non-compliant issues that have
    occurred district-wide with corresponding
    corrective actions.

Educational Benefit Reviews
Educational Benefit Reviews
  • Key Terms
  • Educational Benefit
  • Reasonably Calculated

Balance Struck in Rowley
  • Congress did not impose upon the states any
    greater substantive educational standard than
    general education. Indeed,Congress expressly
    recognize(d) the process of providing special
    education and related services is not
    guaranteed to produce any particular outcome.
  • It would do little good for Congress to spend
    millions of dollars in providing access to public
    education only to have the child (with a
    disability receive no benefit from that

Balance Struck in Rowley, contd
Such instructionif the child is being educated
in the regular classrooms of the public education
system, should be reasonably calculated to enable
the child to achieve passing marks and advance
from grade to grade (Justice Rhenquist)
Reasonable Calculation
  • Is based on procedural requirements of IDEA and
  • The assessment was complete
  • The IEP team identified needs related to
  • The childs disability
  • Involvement and progress in the general
  • Goals and objectives were established in each
    need area
  • Services were planned to support
  • Progress toward all goals
  • Progress in the general curriculum
  • Participation in extracurricular and other
    nonacademic activities
  • Education with other disabled and non-disabled
  • The IEP Team reviewed the childs progress and
    adjusted the childs IEP if progress was not made
    or to address anticipated needs

Educational Benefit Review
  • District is responsible for reviewing five
  • Use last three years information triennial
    assessments, IEPs, etc.
  • For each year
  • Chart information about present performance,
    needs, goals and objectives, placement or
    services and progress
  • Analyze information to determine if needs, goals,
    and services are complete and result in progress
  • Compare first year analysis to second year
    analysis and second year to third year
    determine if modifications to goals and services
    were made based on progress (or lack of progress)
  • Discuss Educational Benefit (9) Questions for
    each student to determine if services were
    reasonably planned to result in educational

Educational Benefit Questions
  • Is the assessment complete and does it identify
    the students needs?
  • Does the present performance include all of the
    needs identified in the assessment? (Dont forget
    CELDT. STAR etc.)
  • Are all of the students educational needs
    addressed by appropriate goals and objectives?
  • Do the services support goals and objectives?
  • Did the student make yearly progress?
  • If the student did not make progress, were the
    goals and objectives changed in the next IEP to
    assist the student to make progress?
  • If the student did not make progress, were the
    services changed in the next IEP to assist the
    student to make progress?
  • Were enough services provided to ensure that the
    student would make progress?
  • To assess for overall compliance, considering the
    answers in each of the above, was the IEP
    reasonably calculated to result in educational

(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
(No Transcript)
IEP Implementation Reviews
IEP Implementation
  • The purpose is to determine whether services are
    provided according to the IEP.
  • The IEP is taken literally if it says 1 time
    per week for 30 minutes, staff should consider
    that the minimum amount of service to be

IEP Implementation and Service Data
  • A total of ten student files must be reviewed.
  • Review five IEPs of students who are emotionally
    disturbed or whose IEPs indicate mental health
  • Review another five student IEPs who are
    representative of the types of disabilities of
    students in the district. (The district may use
    the ten analyzed for educational benefit or those
    used for the record review.)
  • Review contents of the most recent IEPs
  • Collect documentation regarding the provision of
  • Service logs, student attendance records, and
    contractor billing records
  • Summarize data on the IEP Implementation Summary

IEP Implementation Documentation and Analysis
  • Secure documentation about service delivery since
    the beginning of the school year or since the
    last IEP meeting.
  • Analyze information for each individual student
    and certify whether each service was provided as
    identified in the IEP
  • considered provided if the service was delivered
    exactly as described on the IEP, unless there is
    documentation that the student was absent.
  • considered not provided as identified on the most
    recent IEP if there is evidence that services
    were not provided on all of the scheduled days,
    for the amount of time specified in the IEP,
    unless there is documentation that the student
    was absent.
  • Enter any non-compliance into the software.

Policy and Procedure Review
Policy and Procedure Review
  • Review district policies and procedures using
  • Core Policy and Procedure Review Items form and
  • Other Policy and Procedure Review forms, based on
    the SESR Monitoring Plan.
  • Forms are structured in same way as the Student
    Record Review forms and should be completed using
    the same guidelines.
  • Record findings of non-compliance in software
  • Policy and Procedure findings are always
    considered systemic at the district level.

SELPA Governance Review Activities
SELPA Governance Review Activities
  • Local Plan Policies and Procedures
  • Implementation of the Local Plan
  • Budget and Service Plans
  • Mental Health Agreement

Local Plan Policies and Procedures
30 EC 56205(a) Each special education local plan
area submitting a local plan to the
superintendent under this part shall assure, in
conformity with subsection (a) of Section 1412
of, and paragraph (1) of subsection (a) of
Section 1413 of, Title 20 of the United States
Code, that it has in effect policies, procedures,
and programs that are consistent with state laws,
regulations, and policies governing (20 areas
required by state and federal law)
Compliance Test Local Plan
(21) Joint Powers agreement, (EC 56195(e)) (22)
Part C, IDEA, Early Intervention Services Note
(12) Governance
Implementation of the Local Plan
30 EC 56195.7. In addition to the provisions
required to be included in the local plan
pursuant to Chapter 3 (commencing with Section
56200), each special education local plan area
that submits a local plan... shall develop
written agreements to be entered into by entities
participating in the plan...These agreements
shall include, but not be limited to, the
following (c) Regionalized services to local
programs, including, but not limited to, all of
the following (6) Provision for ongoing
review of programs conducted, and procedures
utilized, under the local plan, and a mechanism
for correcting any identified problem.
Compliance Test Implementation of the Local Plan
Annual Budget Plan
  • 30 EC 56205 (b) Each local plan submitted to the
    superintendent under this part shall also contain
    all the following (1) An annual budget plan
    that shall be adopted at a public hearing held by
    the special education local plan area The annual
    budget plan shall identify expected expenditures
    for all items required by this part which shall
    include, but not be limited to, the following
    (A) Funds received in accordance with Chapter
    7.2 (commencing with Section 56836). (B)
    Administrative costs of the plan. (C) Special
    education services to pupils with severe
    disabilities and low incidence disabilities. (D)
    Special education services to pupils with
    nonsevere disabilities. (E) Supplemental aids
    and services to meet the individual needs of
    pupils placed in regular education classrooms and
    environments. (F) Regionalized operations and
    services, and direct instructional support by
    program specialists in accordance with Article 6
    (commencing with Section 56836.23) of Chapter
    7.2. (G) The use of property taxes allocated to
    the special education local plan area pursuant to
    Section 2572.

Compliance Test Annual Budget Plan
Annual Service Plan
  • 30 EC 56205 (b) (2) An annual service plan
    shall be adopted at a public hearing held by the
    special education local plan areaThe annual
    service plan shall include a description of
    services to be provided by each district and
    county office, including the nature of the
    services and the physical location at which the
    services will be provided, including alternative
    schools, charter schools, opportunity schools and
    classes, community day schools operated by school
    districts, community schools operated by county
    offices of education, and juvenile court schools,
    regardless of whether the district or COE is
    participating in the local plan. This description
    shall demonstrate that all individuals with
    exceptional needs shall have access to services
    and instruction appropriate to meet their needs
    as specified in their individualized education

Compliance Test Annual Service Plan
Mental Health Agreement
  • Mental Health issues are examined in several
  • ways in the review
  • CASEMIS data re 3632 (Dec 1 count)
  • IEP Implementation (District Review)
  • Interagency Agreement (SELPA Review)

Partial Compliance Test Agreement with Mental
Reporting to CDE
Reporting to CDE
  • Software 2 entering findings and applying
    corrective actions
  • Submitting software data to CDE
  • Recording and submitting documentation of

Software 2 - Entering FindingsIdentifying
Systemic FindingsApplying Corrective Actions
Software Functions
  • CASEMIS student information loaded
  • New students can be added
  • Enter student findings
  • Enter district findings
  • Software reports included
  • Determine and enter systemics
  • Corrective actions and due dates
  • Submit SESR data base
  • Record and submit correction

To enter findings select the third button
To enter student level findings, select Student
Level Forms
To enter a finding, select a student using the
drop down list.
Find the appropriate item number and enter a
To enter policy and procedure findings select
District forms
Next, select Policies and Procedures or SELPA
Find the item number and enter the finding.
The software includes a variety of reports that
can assist the district to track progress and to
identify potential systemic findings.
The software assists with the identification of
systemic issues.
The potential systemic report identifies items
that require systemic findings
The overall findings report lists all findings by
item. It enables the district to evaluate the
amount and quality of evidence of systemic
Indicate the District of Service
Enter the systemic finding
Once the evidence is examined, systemic findings
are entered into the software
The software applies corrective actions at the
student and systemic levels and allows for the
specification of a due date.
Systemic findings have four corrective actions
and require a follow-up review of student records.
Submitting Software Data to CDE
Once the findings and corrective actions are
completed, the files need to be saved in a zipped
format and uploaded to CDE. To zip and upload
the files select the mail button.
The software will initialize the web browser and
connect to the SED Secure Data Transfer site.
Use the pull down menu to select the SELPA in
which the district is a member
Mailing Assurances and other documentation
As identified in the manual, each district must
submit a signed set of assurances.
The district is also responsible for completing
this form and attaching the appropriate documents.
Other written information
  • The district will need to provide additional
    written information if
  • The number of records reviewed varies from the
    monitoring plan
  • There are changes in the content of the review
    from the monitoring plan
  • There is systemic noncompliance suggested by the
    software for which there is no written finding or
    corrective action
  • There are edits to corrective actions

Follow-up and Correction
  • District maintain SESR data base
  • CDE will review files submitted (may require
    revisions and resubmission)
  • When data is accepted, District should begin
    documenting correction in the software
  • Monthly print reports should be submitted
  • Electronic updates sent through the portal two
    times in the next year
  • Up to 5 of districts may be visited to
    corroborate findings and corrective actions.
Write a Comment
User Comments (0)
About PowerShow.com