missouri department of elementary and secondary education

TOP 10 INDICATORSFOUND “OUT” OF

COMPLIANCE

TRENDS FROM MONITORING DATAAND

TIPS TO STAY “IN” COMPLIANCE

for MO-CASE Special Education Administrators Conference

Missouri Departmentof Elementary and Secondary Education

September 23, 2014

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2http://dese.mo.gov/special-education

Special Education Tiered Monitoring

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Self-Assessment (Year 1)

CAP (Year 2)Maintain & Retrain (Year 3)

Repeat. . .

Tiered Monitoring MSIP


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Self-assessment (Year 1)


Repeat. . .

Cohort 1 during

2014-15


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Repeat. . .

Cohort 3 during

2014-15


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Repeat. . .

Cohort 2 during 2014-15

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Plus a few more. . .

COMPLIANCE

The IEP includes:

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Indicator % in Cohort 1

% in Cohort 2

% in Cohort 3

200.800.a 45% 29% 23%

#1

200.800.a A measurable postsecondary goal (or goals) that covers education or training, employment, and, as needed, independent living.

Documentation and Strategies for 200.800.a

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1. Document on Form C in the IEP – not on Annual Goals pages.

2. The goal MUST be measureable!a) YES: “get”, “obtain”, “be employed as”,

“work in”, etc.b) NO: “seek”, “explore”, “pursue”, attempt”,

“look into”, etc.3. Follow this same pattern for measureable goals

in the areas of education or training, and independent living (if needed).

# 2

The IEP includes:200.820.a Specific Special Education Services

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Indicator

Description

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.820.a

Special Education Services

N/A N/A 19%

NEW


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1. Describes the “specialized instruction in ______”2. Must be related to the student’s disability not a

classa) YES: reading decoding, written expression,

organizational skills, reading skills, pre-academic skills, study skills, etc.

b) NO: Reading, Communication Arts, ELA, Study Hall, Science, Social Studies, Resource Math, Resource Room, etc.

#3 (tie)

200.180 Eligibility staffing held within required timelines.

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.180 20% 18% 17%

Documentation and Strategies for 200.180

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Evaluation Timeline is 60 calendar days from date of

parent consent

1. Plan ahead with evaluators to ensure all assessments are completed in a timely manner.

2. Acceptable extension ONLY include: snow days, agency vacation days, child’s absence because of illness, and summer break.

#3 (tie)

200.810.b Measurable annual goals are written in terms that are: Specific to the skill or behavior to be achieved Measurable Attainable within the duration of the IEP Results-oriented Time-bound (generally within one year)

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.810.b

13% 9% 17%

Documentation and Strategies for 200.810.b

15Write SMART goals!S = Specific (be very specific about the action)M = Measurable (observable/ data can be collected to measure change)A = Attainable (realistic and can be achieved within the duration of IEP)R = Results Oriented (what is outcome i.e. increase, decrease, or maintain skill)T = Time Bound (generally within one year)

#4 (tie)

200.1050.a Written notice is provided to the parent prior to provision of services.

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% in Cohort 2

% in Cohort 3

200.1050.a

7% 7% 15%


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Include date prior written notice is provided to parent/guardian as well as method of provision on the Notice of Action

#4 (tie)

200.850.d Program modifications and accommodations in the IEP state frequency of how often they will occur (i.e. – daily, weekly, monthly)

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.850.d

24% 16% 15%

Documentation and Strategies for 200.850.d19

1. Must include a frequency for every accommodation.

2. If “Other” – must describe on second page of Form F

#5

200.850.c Program modifications and accommodations in the IEP state location (i.e. – regular education classroom, special education classroom, etc.)

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.850.c

N/A N/A 14%

NEW

Documentation and Strategies for 200.850.c21

1. Must include a location for every accommodation.

2. If “Other” – must describe on second page of Form F

#6

200.1050.b Notice provided and signed parental consent for initial services is

obtained for initial services prior to the provision of services

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.1050.b

N/A N/A 13%

NEW

Documentation and Strategies for 200.1050.b23

1. Be sure to keep a copy of the NOA in student’s IEP records

2. Services CANNOT start prior to date of NOA received by agency

#7

200.940.a The IEP includes a description of how progress toward the annual goal will be

measured

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% in Cohort 2

% in Cohort 3

200.940.a 45% 29% 11%

Documentation and Strategies for 200.940.a25

1. Must mark one of the boxes to show how progress is being measured.

2. If “Other” – must describe.

#8 (three-way tie)

200.200 Parent is provided a copy of the evaluation report

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.200 7% 13% 9%


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1. Document the date on the Evaluation Report.

2. Plan ahead to ensure all evaluation write-ups are completed in a timely manner to allow Evaluation Report to be provided to parent within 20 days of eligibility determination meeting.

#8 (three-way tie)

The IEP includes goals that:200.810.e. Are present for each special education and related service (N/A for transportation as a related service).

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.810.e

13% 15%

9%

Documentation and Strategies for 200.810.e

29 1. Use the term “specialized instruction in . . .”

2. Relate to the student’s disability (e.g. “in reading decoding” or organizational skills”)

3. Don’t list subject areas (e.g. ELA, science or social studies)

#8 (three-way tie)

200.880.a. For any child not participating 100% in the regular education environment (K-12), the IEP must include a description of the extent that the student will not participate and why full participation is not appropriate.

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.880.a

N/A N/A 9%

NEW


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1. Be accurate with the % of time student is educated in Regular Education setting a) Only include time spent with general ed

peers.b) CWC / co-teaching minutes are counted

as Regular Education minutes.2. Explanation of “why” should be based upon

the impact of the student’s disability on access to the general education curriculum.

#9 (tie)

Content of the notification:200.610.b. For students beginning not later than the

first IEP to be in effect when the child is 16, postsecondary transition is stated as a purpose of the meeting, at least annually or whenever postsecondary

transition is to be discussed at the IEP meeting.

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.610.b

N/A N/A 8%

NEW


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1. Be accurate with the % of time student is educated in Regular Education setting – CWC / co-teaching minutes are counted as Regular Education minutes.

2. Explanation of “why” should be based upon the impact of the student’s disability on access to the general education curriculum.

Be sure to mark this box for all students who are 16 or will be turning 16 between the begin / end date of the IEP when conducting the annual review/revision of the IEP

#9 (tie)

200.800.d Consent is obtained to invite outside agency representative prior to the IEP meeting

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.800.d

12% 7% 8%

Documentation and Strategies for 200.800.d

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If an outside agency representative is invited to the IEP meeting, be sure there is a corresponding ROI form dated BEFORE the IEP meeting.

#10

Content of the notification:200.610.a The parent is informed of all purposes for the meeting.

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Indicator

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.610.a

N/A N/A 8%

NEW


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Be sure to mark ALL purposes for the IEP meeting – there can be multiple purposes listed on one Meeting Notification.

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Indicator

Indicator Description

% in Cohort 1

% in Cohort 2

% in Cohort 3

200.270.a

Names and roles of eligibility meeting participants

7% 13% 7%

Status of Previous TOP 10 Indicators

# 12


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1. List name and role of all eligibility participants on the Evaluation Report

2. Be sure to include the REQUIRED team members when determining SLD eligibility

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Indicator


% in Cohort 1

% in Cohort 2

% in Cohort 3

200.460 Parent provided a copy of reevaluation report

7% 13% 6%


# 13


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1. Document the date on the Evaluation Report.

2. Plan ahead to ensure all evaluation write-ups are completed in a timely manner to allow Evaluation Report to be provided to parent within 20 days of eligibility determination meeting.

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Indicator


% in Cohort 1

% in Cohort 2

% in Cohort 3

200.210.b

Evaluation report is comprehensive

5% 13% 5%


# 15 (tie)


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1. Be sure that special education evaluation address ALL areas of concerns resulting from the Review of Existing Data.

2. Be sure evaluation includes data for ALL required eligibility category criteria in each of the areas of suspected disability.1. Be sure that

special education evaluation includes ALL areas noted in the NOA

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Indicator


% in Cohort 1

% in Cohort 2

% in Cohort 3

200.260.a

Exclusionary Statement

16% 9% 5%


# 15 (tie)


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1. Discuss each item at the eligibility determination meeting and document on the Evaluation Report.2. Be sure to include additional requirements for SLD, LI and SSD .

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Indicator


% in Cohort 1

% in Cohort 2

% in Cohort 3

200.590.a

Reevaluation did not exceed three years

12% 10% 1%


# 23


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1. Be sure to document the date of the eligibility staffing (determination) on the Evaluation Report.

2. Plan ahead so that the eligibility staffing is held NO MORE than three years from the date of the previous Evaluation staffing (determination). Remember that two meeting notifications to parents may be required.

Questions . . .

Nancy ThomasAssistant Director, SPED [email protected]

Karen AllanDirector, SPED [email protected]

Thank you for participating!

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missouri department of elementary and secondary education

Documents