SSSO Profile Information 09 10 03

							               SSSO Profile Information Reviewed Prior to On-Site Monitoring

                           UNLESS OTHERWISE NOTED, PLEASE PROVIDE THE
                       FOLLOWING INFORMATION FOR THE CURRENT SCHOOL YEAR.

1.       Child Find.

Child Find activities places an affirmative duty on the public education agency to provide ongoing efforts to identity,
locate, and evaluate all children with disabilities within their geographic jurisdiction including students with disabilities
attending private schools.

          Describe the process that is in place to identify, locate, and evaluate all children with disabilities within the facility
           that may be in need of special education services.

2.       Surrogate Parents.

Person(s) willing to serve as surrogate parents must be identified and trained whether or not the public education agency
has identified any children in need of representation.

        Provide the number of students who have been assigned a surrogate parent for the current school year.

        Provide documentation (such as sign-in sheets) of inservice training (individual or group) for surrogate parents.
         Training must include current AAC regulations, procedures (referral-placement and reevaluation), and any local
         policies regarding responsibilities for representing children with disabilities.

3.       Inservice Training.

Provide copies of the agendas of inservice training provided by the public education agency for special education teachers,
general education teachers, administrators, related service personnel, support personnel, and parents for the previous
school year and anything that has been completed to date for the current school year. This documentation must include the
participant sign-in forms, including positions of attendees. The inservice training must address the following:

a. Confidentiality of special education folders agendas must include the procedures for the following:

          Parental review of student record.
          Provision for providing copies of student records.
          Amendment of student records at parent’s request.
          Release of information.
          Hearings (re: amending of student records at parent’s request).
          Records on more than one student.
          Affording rights of privacy to students.
          Obtaining parental consent.
          Destroying information.

b. Special Education Process agendas must cover the following:

            Who can submit a Referral for Evaluation.
            Completion of the Referral for Evaluation, including appropriate prereferral documentation.
            Function and membership of the IEP Team (referral; evaluations; eligibility determination; IEP development,
             including extended school year services determination, manifestation determination, suspension/expulsion).
            Composition of committee used for determining eligibility (IEP Team or Eligibility Committee).
            Timelines for completion of the special education process.

c. Topics pertaining to special education issues (i.e., inclusion, participation in state assessments, standards based IEPs,
   etc.)

d. Identify types of activities/trainings conducted to improve or increase parental involvement. Parent training agendas
   should address issues specific to the needs of the parents in the agency LEA (i.e., how to help with homework,
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     disability specific information, community resources, etc.) Do not duplicate the documentation in a., b., or c., but
     reference if needed. This does not include parents attending the IEP Team meetings.

4.    Personnel Certification/Licensure.

a. Provide copies of current certificates/licensure for public education agency employees and/or contract providers
   performing assessments, counseling (other than school counselors), occupational therapy, physical therapy, and school
   nursing services. Be sure to check expiration dates on the certificate/license of all providers. It is the state licensure
   that must be on file. Additional certification/licensure may also be maintained. Do not include any personnel who
   have a teaching certificate.

b. Provide the number of teachers who are not in field/highly qualified and any positions that need to be filled. Include
   copies of job announcements, documentation of attempts to recruit certified personnel, and documentation of
   continuing education for certification for out-of-field teachers.

c. Provide the names of independent evaluators provided to parents upon request.

5.    Non-English Speaking Students and/or Parents.

Provide a copy of the LEA’s procedure for communicating with non-English speaking students suspected of having a
disability and/or their parents regarding issues relating to the special education process. Each LEA must have a plan
regardless of whether any non-English speaking students are identified at the present time. If this is included in the ESL
Plan, please provide the appropriate pages only.

6.    Least Restrictive Environment.

a.    Provide the number of students with disabilities, if any, who have a shortened school day that the IEP Team HAS
      NOT determined to be required because of the disability. This includes, but is not limited to, arriving late and leaving
      early, not meeting the required number of minutes for a particular grade level, not being at school during the required
      hours for a particular grade level, and facilities that house programs for students with disabilities that do not operate
      during the required school hours for the grade levels served.

      For those students for which the IEP Team has determined that a shortened school day is needed because of the
      disability, provide the Profile and the LRE justification pages of their IEP.

b.    Provide the number of students with disabilities who are receiving special education services in alternative settings.

      For those students, provide a copy of the Profile and LRE justification pages of their IEP.

         Copy of the Early Intervention to Preschool Transition Planning Meeting Documentation with the appropriate
          membership including parent(s), Alabama Early Intervention System (AEIS) personnel, and the public education
          agency representative/designee.
         A copy of the signature page of the Referral for Evaluation with the appropriate membership signatures on the
          Referral for Evaluation document participation by the education agency in transition planning.
         Provide access to one percent, but no less than five student folders for SDE review.

7.    Current Data Information.

a.    Provide the total number of students with disabilities, excluding Gifted and Speech or Language Impairment, for the
      current school year.

b.    Provide the total number of students with Speech or Language Impairment for the current school year.

c.    Provide the total number of Speech-Language Pathologists and Speech-Language Pathology Assistants for the current
      school year. For those personnel serving as a Speech - Language Pathology Assistant, documentation of supervision
      must be included. The supervision must be by either a Speech-Language Pathologist who holds at least a valid
      Alabama Class A Professional Educator Certificate in speech-language pathology or a special education
      coordinator/supervisor who holds a valid Alabama Professional Educator Certificate in an area of special education.

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d.   Provide the total number of special education teachers for the current school year.

e.   Provide the total number of overdue (60 days from the initial consent date) initial evaluations.

f.   Provide the total number of overdue (more than three years from the last eligibility) reevaluations.

g.   Provide the names of the students who have been involved in a due process hearing, complaint, or mediation within
     the past two years.

8.   Provide a copy of the Special Education Coordinator Questionnaire.

9.   List any commendations the public education agency has identified.

10. List strengths and weaknesses the public education agency has identified.




                                                                                                             08/01/2009
                        SYSTEM PROFILE INFORMATION CHECKLIST


REVIEWER:                                                                 DATE:

PUBLIC EDUCATION AGENCY:

            COMPLIANCE STANDARDS                                 YES NO   NA      #   COMMENTS
  1. CHILD FIND ACTIVITIES.
  2. SURROGATE PARENTS.
  a.   Number of students assigned a surrogate parent.
  b.   Documentation of inservice training.
  3. INSERVICE TRAINING.
  a.   Confidentiality.
  b.   Special education process.
  c.   General special education issues.
  d.   Parent involvement.
  4. PERSONNEL CERTIFICATION/LICENSURE.
  a.   Copies of certification/licensure for non-teaching
       personnel.
  b.   Number of teachers not infield/highly qualified and
       attempts to locate certified personnel.
  c.   Names of independent evaluators used by public
       education agency.
  5. NON-ENGLISH SPEAKING
      STUDENTS/PARENTS.
  6. LEAST RESTRICTIVE ENVIRONMENT.
  a.   Shortened School Day.
        Number of students who have a shortened school
           day.
        LRE justification for each student.
  b.   Services Provided in Alternative Settings.
        Number of students provided services in alternative
           settings.
        LRE justification for each student.
            Access to Student Folders.
  7. CURRENT DATA INFORMATION.
       a.   Total number of students with disabilities for the
            current school year (excluding SLI).
       b.   Total number of SLI students for the current
            school year.
       c.   Total number of Speech or Language Pathologists
            and Speech-Language Pathology Assistants for the
            current school year.
       d.   Total number of special education teachers for the
            current school year.
       e.   Total number of overdue initial evaluations.
       f.   Total number of overdue reevaluations.
       g.   Names of any students that have been involved in
            due process hearings, mediation, or the complaint
            process.
  8. COORDINATOR INTERVIEW.

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9. LIST ANY COMMENDATIONS THE PUBLIC EDUCATION AGENCY HAS IDENTIFIED:




10. LIST STRENGTHS AND WEAKNESSES THE PUBLIC EDUCATION AGENCY HAS
    IDENTIFIED.




                                                                    08/01/2009
   STATUS OF REVIEW


         All areas ARE COMPLETED. No further action is needed.

         All areas ARE NOT COMPLETED. You may send the information to the Data Analyst, give the information to
         the Team Leader at the onsite monitoring visit, or the needed correction (s) will be addressed in the Focused
         Monitoring Report.

         _______ DATE COMPLETED. (If not correct at initial visit.)




Special Education Coordinator/Date                                Data Analyst/Date




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