The Intent and Purpose of IDEA Monitoring

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The Intent and Purpose of IDEA Monitoring

• Becca Walawender
• Office of Special Education Programs
• Collaboration to Promote Self Determination
  Education Reform Roundtable
• May 2, 2012

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Basically -
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Public Law 108 446 Amendments to the
Individuals with Disabilities Education
Act December 3, 2004
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IDEA section 616(a)(2) -

• The primary focus of Federal and State monitoring
  activities shall be on
• improving educational RESULTS and functional
  OUTCOMES for all children with disabilities
• ensuring that States meet the program
  requirements, with emphasis on those most related
  to improving results

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• Requirements Include
• Priority Areas
• FAPE
• State Excise of General Supervisory Authority
• Child Find
• Effective Monitoring
• Resolution Sessions
• Mediation
• Voluntary Binding Arbitration
• System of Transition Services
• Disproportionate Representation (to the extent it
  is the result of inappropriate identification)
• 618 data
• Graduation and Dropout
• Performance on Statewide Assessments
• Valid and Reliable Data

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• Required Monitoring Mechanisms
• General Monitoring of State Implementation
• Quantifiable Indicators in Each of the Priority
  Areas
• Qualitative Indicators, As Necessary
• State Performance Plan (SPP)
• Valid and Reliable Data
• Measureable and Rigorous Targets
• Improvement Activities
• Annual Public Reporting on LEA Performance
• Annual Performance Report (APR)
• Annual Determinations
• Enforcement

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Verification and Focused Monitoring2005-2010

• Designed to verify the effectiveness of the
  States systems for
• General Supervision,
• Collection and Reporting of State-Reported Data,
• Fiscal Management, and
• Improving Child and Family Outcomes and
  Protecting Child and Family Rights.
• Based on the Critical Elements Analysis Guide
• Focused Monitoring Component

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Continuous Improvement Visits2011

• Designed to verify the effectiveness of the
  States systems for
• General Supervision,
• Collection and Reporting of State-Reported Data,
  and
• Fiscal Management
• Results Component
• Based on the Critical Elements Analysis Guide
• Focused Monitoring Component

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Part B

• 2008 2011
• 62 visits (some States visited more than once)
• 188 total findings

Based on letters issued as of March 20, 2011
No DS or FS findings made in 2011
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Part C

• 2008 2011
• 58 visits (some States visited more than once)
• 117 total findings

Based on letters issued as of March 20, 2011
No DS findings made in 2011
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SPP/APR2005 - present
The SPP and APR should guide and specifically
target programs and resources to ensure improved
educational results and functional outcomes for
all children with disabilities and ensure that
States meet the program requirements under Part
B, with a particular emphasis on those
requirements that are most closely related to
improving educational results for children with
disabilities.
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SPP/APR2005 - present

• Provides a system through which a State -
• collects and analyzes data related to the
  priority areas to identify areas in which the
  State is progressing towards meeting the States
  targets in the priority areas and priority areas
  in which the State must improve.
• examine State trends in each of the indicators
  over the life of the SPP.
• Comprised of indicators that were developed with
  broad stakeholder input
• SPP submitted in December 2005
• 1st APR submitted in February 2007

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Part B Indicators
1 Graduation (R) 11 Initial Evaluation Timelines (C)
2 Dropout (R) 12 Early Childhood Transition (C)
3 Statewide Assessment (R) 13 Secondary Transition (C)
4 Suspension/Expulsion (R/C) 14 Post School Outcomes (R)
5 FAPE in the LRE 6-21 (R) 15 Timely Identification and Correction of Noncompliance (C)
6 FAPE in the LRE Preschool (R) 16 State Complaint Timelines (C)
7 Preschool Outcomes (R) 17 Due Process Hearing Timelines (C)
8 Parent Involvement (R) 18 Resolution Sessions (R)
9 Disproportionate Representation (C) 19 Mediation (R)
10 Disproportionate Representation by disability category (C) 20 Valid and Reliable Data (C)
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• Requirements Include
• Priority Areas
• FAPE
• State Excise of General Supervisory Authority
• Child Find
• Effective Monitoring
• Resolution Sessions
• Mediation
• Voluntary Binding Arbitration
• System of Transition Services
• Disproportionate Representation (to the extent it
  is the result of inappropriate identification)
• 618 data
• Graduation and Dropout
• Performance on Statewide Assessments
• Valid and Reliable Data

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Part B Indicators
1 Graduation (R) 11 Initial Evaluation Timelines (C)
2 Dropout (R) 12 Early Childhood Transition (C)
3 Statewide Assessment (R) 13 Secondary Transition (C)
4 Suspension/Expulsion (R/C) 14 Post School Outcomes (R)
5 FAPE in the LRE 6-21 (R) 15 Timely Identification and Correction of Noncompliance
6 FAPE in the LRE Preschool (R) 16 State Complaint Timelines (C)
7 Preschool Outcomes (R) 17 Due Process Hearing Timelines (C)
8 Parent Involvement (R) 18 Resolution Sessions (R)
9 Disproportionate Representation (C) 19 Mediation (R)
10 Disproportionate Representation by disability category (C) 20 Valid and Reliable Data (C)
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Indicator C 8C Early Childhood Transitionn
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Indicator B12 Early Childhood Transition
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B11 Timely Initial Evaluations
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B15 Timely Correction
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Indicator B1 Graduation
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Indicator C5 Child Find Birth to One
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Indicator B3C Assessment Proficiency
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Determinations2007-present

• Secretary must annually determine the extent to
  which each State
• Meets the requirements and purposes of the act
• Needs Assistance in implementing the requirements
• Needs Intervention in implementing the
  requirements
• Needs Substantial Intervention in implementing
  the requirements

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Part B IDEA Determinations Part B IDEA Determinations Part B IDEA Determinations Part B IDEA Determinations Part B IDEA Determinations Part B IDEA Determinations
2007 2008 2009 2010 2011
Meets Requirements 9 14 30 31 24
Needs Assistance 41 10 7 11 11
NA 2 - 26 2 5 10
NA 3 - - 16 2 2
NA 4 - - - 9 2
NA 5 - - - - 4
Needs Intervention 10 5 0 1 6
NI 2 - 5 2 0 0
NI 3 - - 3 0 0
NI 4 - - - 1 0
NI 5 - - - - 1
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Part B Determination Trends
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Part C IDEA Determinations Part C IDEA Determinations Part C IDEA Determinations Part C IDEA Determinations Part C IDEA Determinations Part C IDEA Determinations
2007 2008 2009 2010 2011
Meets Requirements 15 22 26 26 31
Needs Assistance 26 12 6 7 7
NA 2 - 17 7 4 3
NA 3 - - 12 3 2
NA 4 - - - 8 0
NA 5 - - - - 6
Needs Intervention 15 1 3 2 5
NI 2 - 4 1 1 0
NI 3 - - 1 1 0
NI 4 - - - 1 0
NI 5 - - - - 1
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Part C Determination Trends
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Fiscal Monitoring
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Audit Resolution
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What Do We Know About State Systems?
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Results Driven Accountability
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RDA Vision

• All components of accountability will be aligned
  in a manner that bests supports States in
  improving results for infants, toddlers, children
  and youth with disabilities, and their families
  The current system places heavy emphasis on
  procedural compliance without consideration of
  how the requirements impact student learning
  outcomes. In order to fulfill the IDEAs
  requirements, a more balanced approach to
  determining program effectiveness in special
  education is necessary.

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Basically -
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Discussion