Special Education Division California Department of Education

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Special Education DivisionCalifornia Department
of Education
Special Education Self Review Training
November 30, 2005
2
Welcome and Introductions
3
Introduction

• Purpose
• Outcomes
• Agenda
• Background
• Required Participants
• Support Materials

4
Purpose

• To provide an overview of the Special Education
  Self Review (SESR) process for SELPAs whose
  districts will be conducting self reviews during
  2005-06.

5
Outcomes

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

6
Agenda

• 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
  Plan
• 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

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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.

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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?

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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
  activities

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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).

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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
implementation.
Chris Drouin, Manager
URL Http//www.cde.ca.gov/sp/se/qa/documents/fmta
cntct1104.pdf
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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

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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

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Support Materials

• Hard Copy
• Power Point Presentation Program (CDE SESR
  Training)
• 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
• MATERIAL DUE DATES
• MONITORING PLAN MARCH 30, 2006 (2 WK TURN
  AROUND)
• SESR REPORTS JUNE 30, 2006

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Level of Participation
 
 
 
As of June 30, 2005
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SELPA Overview and District Training
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SELPA Level Preparation Activities

• Overview of SESR Activities
• SELPA-District Coordination
• Planning Considerations

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SELPA and District Activities
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SELPA and District Activities, contd
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SELPA and District Activities, contd
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SELPA and District Activities, contd
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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

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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
77,447
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Determine the District Size and Number of SPED in
Each LEA
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Calculate the Random Samples
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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.
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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.

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Preparatory District Activities
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District Level Preparation Activities

• Securing Parent Input
• Reviewing District Data
• Other Information to Consider

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Parent Input

• District Monitoring Plan team must include a
  parent (from CAC, PTI, FRC, FEC)
• District should conduct one or more Parent Input
  Meetings
• 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

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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
  input.

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Reviewing District Data

• Review information about new data reports at CDE
  Web site
• httpwww.cde.ca.gov/spbranch/CDE/datarpts/index.h
  tm
• 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.
  htm

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Selection Matrix (or M) Values
Note A value of 1 must be included in the
Monitoring Plan
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Compliance History

• Each district needs to review its compliance
  history
• 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

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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
  plan?

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Planning Considerations for Local District
Preparation

• 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?

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Monitoring Plan
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Purpose

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

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Outcomes

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

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Background

• The Monitoring Plan is an important first step in
  SESR
• 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
  Plan

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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

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Parent Input Items

• Item is included in Monitoring Plan if
• It is identified during one of the parent input
  processesAND
• 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)

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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)

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Other Items Other Data

• Items should be included in the Monitoring Plan
  if
• There is reason to believe that there is a
  concern in that KPI area (e.g., from parent
  input)
• 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.

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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

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Use this table to fill in the item number on the
Parent Input and Compliance History Pages of the
Monitoring Plan.
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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.)
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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
requirements
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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.

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Software 1Monitoring Plan and Custom Forms
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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
  needed.
• 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

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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
  release
• The software for a given district can only be
  installed on one machine, connected to the
  internet
• SELPA and District roles for data collection and
  data entry must be clear prior to installing
  software
• Staff qualifications need to have experience
  installing and using software programs, entering
  data, and using the internet.

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Installation Manual is 3 pages in length and has
step by step instructions with screen shots to
assist with installing district SESR Software.
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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.
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The Detailed Software Manual also includes
flowcharts depicting the steps in each of the
SESR software processes. These flowcharts are
hyperlinked as well.
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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

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CDE will provide necessary passwords
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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
  form
• 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
  identified
• For Data Report/KPIs, select the Data Report Item
  No., or
• For other areas, enter the item number from the
  Monitoring Plan

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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

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To enter the Monitoring Plan, click on the stop
sign
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To start entry click on Make an Area
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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
description
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.
Selection
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Percent scoring proficient on ELA CST
Special education students failed to meet the
benchmark and their score are decreasing (KPI1)
X
Percent scoring proficient Math CST
Special education students failed to meet the
benchmark and their score are decreasing (KPI2)
X
Disparity in percent receiving SE services
Ethnic disparity has increased from 7.9 to 28.8.
X
Percent receiving special education services
The district percent in special education exceeds
the benchmark and has increased over the prior
year
X
For a KPI area - enter the title, the
description, and KPI number from the Monitoring
Plan
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For a parent input or compliance history item,
enter the Title and Description from the
Monitoring Plan and select Individual Item No.
Selection
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For these items, the user will need to enter the
individual item numbers listed in the Monitoring
Plan
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Print Forms

• Formats for student record reviews School
  Age, Preschool, Infant and toddlers
• District Policy and Procedure
• SELPA Governance (Administrative Units)

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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
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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
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The File Review Forms include the following areas
related to each item
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The Policy and Procedure form includes the same
information as the student record form Item
No., Compliance Test, Compliance Standard and
Guidance.
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Record Reviews
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Student Record Reviews Selection of Student
Records

• 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.

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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
  members.
• 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
  forms.
• Conduct record review activities.
• Note You may use the same student records to
  complete the IEP Implementation and Educational
  Benefit reviews.

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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.

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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
  areas
• Item number.
• Compliance Test (the basis for compliance
  determination).
• Compliance Standard (the basis for compliance
  determination).
• Legal Reference (basis for compliance
  determination).
• Guidance (not used for compliance determination).

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Reviewing Records - General Rules

• Every item must be assessed for each applicable
  section
• 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

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SESR Worksheet 1 Summary of Non-compliant
Findings
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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.,
  2-4-1.2.3)
• 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.

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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
  requirement

• States the source of the evidence

• Stated in a complete sentence

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Example of Incomplete Finding
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Reviewing Records, contd

• The non-compliant findings are to be entered into
  the provided SESR Software upon completion of the
  review.
• 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
  compliance
• 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.

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Educational Benefit Reviews
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Educational Benefit Reviews

• Key Terms
• Educational Benefit
• Reasonably Calculated

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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
  education.

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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)
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Reasonable Calculation

• Is based on procedural requirements of IDEA and
  means
• The assessment was complete
• The IEP team identified needs related to
• The childs disability
• Involvement and progress in the general
  curriculum
• 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
  children
• The IEP Team reviewed the childs progress and
  adjusted the childs IEP if progress was not made
  or to address anticipated needs

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Educational Benefit Review

• District is responsible for reviewing five
  records
• 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
  benefit

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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
  benefit?

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IEP Implementation Reviews
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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
  provided.

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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
  services.
• 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
• Service logs, student attendance records, and
  contractor billing records
• Summarize data on the IEP Implementation Summary
  Sheets

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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.

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Policy and Procedure Review
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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.

118
SELPA Governance Review Activities
119
SELPA Governance Review Activities

• Local Plan Policies and Procedures
• Implementation of the Local Plan
• Budget and Service Plans
• Mental Health Agreement

120
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)
121
Compliance Test Local Plan
(21) Joint Powers agreement, (EC 56195(e)) (22)
Part C, IDEA, Early Intervention Services Note
(12) Governance
122
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.
123
Compliance Test Implementation of the Local Plan
124
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.

125
Compliance Test Annual Budget Plan
126
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
  programs.

127
Compliance Test Annual Service Plan
128
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)

129
Partial Compliance Test Agreement with Mental
Health
130
Reporting to CDE
131
Reporting to CDE

• Software 2 entering findings and applying
  corrective actions
• Submitting software data to CDE
• Recording and submitting documentation of
  correction

132
Software 2 - Entering FindingsIdentifying
Systemic FindingsApplying Corrective Actions
133
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

134
To enter findings select the third button
135
To enter student level findings, select Student
Level Forms
136
To enter a finding, select a student using the
drop down list.
Fake
137
Find the appropriate item number and enter a
finding.
138
To enter policy and procedure findings select
District forms
139
Next, select Policies and Procedures or SELPA
Governance
140
Find the item number and enter the finding.
141
The software includes a variety of reports that
can assist the district to track progress and to
identify potential systemic findings.
142
The software assists with the identification of
systemic issues.
143
The potential systemic report identifies items
that require systemic findings
144
The overall findings report lists all findings by
item. It enables the district to evaluate the
amount and quality of evidence of systemic
noncompliance
145
Indicate the District of Service
Enter the systemic finding
Once the evidence is examined, systemic findings
are entered into the software
146
The software applies corrective actions at the
student and systemic levels and allows for the
specification of a due date.
147
Systemic findings have four corrective actions
and require a follow-up review of student records.
148
Submitting Software Data to CDE
149
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.
150
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
151
Mailing Assurances and other documentation
152
As identified in the manual, each district must
submit a signed set of assurances.
153
The district is also responsible for completing
this form and attaching the appropriate documents.
154
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

155
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.