Self Assessment Sample for Students - PowerPoint

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					      Surviving the Self-
     Assessment and 20
Indicators for 2r Charter
                 Schools

  Barbara A. Van Haren, Ph.D.
               &
        Bev Luckenbill
         April 7, 2009
          DPI Update – 2009-10
   One-fifth of the LEAs will
    conduct a Procedural
    Compliance Self-
    Assessment and report
    results to DPI for Indicator
    #15.
   No projected changes in the
    requirements assessed or
    sampling methods
   Basic structure will remain
    the same
                                                 Indicator #7
   Indicator #7 Percent of preschool children with IEPs
    who demonstrate improved:

         A. Positive social-emotional skills (including social relationships);
         B. Acquisition and use of knowledge and skills (including early
          language/communication and early literacy
         C. Use of appropriate behaviors to meet their needs.

   Report entry and exit for all students (3-6) who enter
    between July 1, 2009 and June 30, 2010
   Complete the Child Outcome Summary Form within
    60 days of entry or exit
   Report entry or exit data by Sept. 1, 2010 on DPI’s
    web based reporting tool.
                            Indicator #8
   Indicator #8 Percent of parents with a child
    receiving special education services who
    report that schools facilitated parent
    involvement as a means of improving
    services and results for children with
    disabilities.
   By January 2010, generate mailing to parents
    of selected students to complete online
    survey and subsequent follow-up.
                                  Indicator #11
   Indicator #11 A local educational agency
    (LEA) must determine the percent of children
    with parental consent evaluated and whose
    eligibility was determined within 60 days.
       For initial evaluations only
   The data for this indicator will be collected
    through the Procedural Compliance Self-
    Assessment.
                  Indicators #13 & #14
   Indicator # 13 &14 Percent of youth with
    disabilities age 16 and above with an IEP that
    includes coordinated, measurable, annual goals
    and transition services that will reasonably enable
    the student to meet the post-secondary goals.
   Indicator #13 data is collected through the
    procedural compliance self-assessment.
   Indicator #14 –February-April 2010 enter exited
    student contact information on DPI’s website. In
    April send exited student letter regarding St.
    Norbert’s Survey Interview
    Indicator #15 (Self-Assessment)
   Indicator #15 General supervision system
    (including monitoring, complaints,
    hearings, etc.) identifies and corrects
    noncompliance as soon as possible but in
    no case later than one year from
    identification.
   September –December, 2009 gather and
    complete self-assessment information.
    Report findings to DPI in mid-December
                                Data Verification
   Indicator #5: Percent of children with IEPs aged 6-21:
         A. Removed from regular class less than 21% of the
         day;
         B. Removed from regular class greater than 60% of
         the day; or
         C. Served in public or private separate schools,
         residential placements, or homebound or
         hospital placements.
   Indicator #6: Percent of preschool children with IEPs
    who received special education and related services in
    settings with typically developing peers (e.g., early childhood
    settings, home, and part-time early childhood/part-time early
    childhood special education settings).
   Indicator #20: State reported data (618 and State
    Performance Plan and Annual Performance Report) are
    timely and accurate.
     Procedural Compliance Self-
       Assessment Components
   Parent
    Participation
   Evaluation
   Transition
   IEP Team &
    Content
   Discipline
   Private Schools
                        Ad Hoc Committee
   Composed of parents and
    school staff
   Plan how the self-
    assessment will be
    conducted
   Conduct the self-
    assessment (Parents do not
    participate in the record
    review)
   Review results and CAP
    prior to submitting to WDPI
                                  Sampling
   Random samples           http://www.dpi.state.wi.
                              us/sped/pdf/sa-
   Stratified sampling       manual.pdf
    in IEPs and IEP          http://www.random.org/
    team evaluations             Click on sequence
    to ensure                     generator

    representation           Sample 1 Evaluation
    from all groups
     Table for Determining Sample Size
                Population Sample Size
   1-10      all        161-210      26
   11-15     10         211-300      27
   16-20     12         301-320      35
   21-25     14         321-360      43
   26-30     15         361-420      51
   31-35     16         421-480      59
   36-40     17         481-550      60
   41-45     18         551-650      61
   46-50     19         651-800      62
   51-60     20         801-1000     63
   61-70     21         1001-1300    64
   71-85     22         1301-2000    65
   86-100    23         2001-3000    66
   101-120   24         3001 and above 67
   121-160   25
            Evaluating Compliance
   Current school          http://www.dpi.state.wi.
    year IEPs (09-10)        us/sped/pdf/sa-
   IEP team                 manual.pdf
    evaluations             Standards for
                             compliance
   Public agency
    records
   Interviews (I-18 &
    I-19)
         Self-Assessment

http://test.dpi.state.wi.us/seportal/Pa
                       ges/SignIn.aspx
                            Interviews
   I-18 – for each IEP in the IEP sample,
    interview parents and relevant staff to
    determine if required services are provided
    according to the IEP (Protocol)
   I-19 – Examine IEP records and interview
    parents to determine if and when progress on
    annual goals was provided to parents
    (Protocol)
          Reminders for Submitting
   Data for the four samples are gathered ahead of
    time so they can be entered into the reporting
    program.
   The program will red flag any areas of non-
    compliance. You should not submit/send your self-
    assessment at this time. Instead, share the results
    with your Ad Hoc committee and determine your
    course of action.
   Once your CAP is completed, then submit/send your
    self-assessment and CAP.
   The one year timeline for correction of agency-level
    non-compliance will start when DPI sends the
    agency a letter notifying the self-assessment report
    and CAP have been accepted.
Other Points of Consideration
   Although a parent is not
    required on your ad hoc
    committee, the absence
    of a parent may trigger
    a validation visit from
    DPI.
   Parents may not review
    individual files/IEPs, but
    should be part of the
    discussion involving the
    results.
Other Points of Consideration
   Placement of Private School Students




   Child Find
        Levels of Corrective Action
                              Plans
   Individual level - where individual teachers or buildings
    were found to have compliance errors.
         a.    Correct the errors in the sample
         b.    Provide staff development on individual basis
         c.    Submit assurance of non-compliance is
               corrected within 60 days of the date of DPI’s
               acceptance letter.
   District-wide - systemic areas of non-compliance (likely
    Indicator #13):
         a.    Correct the errors in the sample
         b.    Develop an internal review system to correct
               non-compliance outside of sample/district
               wide
         c.    Provide staff development
Top Ten Troublesome Areas
   1. T-3 -Transition – Indicator 13
   2. E-3 – Evaluation – include a regular
    educator when reviewing existing data
   3. I-15 – IEP – include frequency and amount
    for supplemental aids and services
   4. E-5 – Evaluation – include a LEA
    representative when reviewing existing data
   5. I-16 – IEP – include frequency and amount
    for program modifications and support for
    school personnel
Top Ten Troublesome Areas
   6. E-4 – Evaluation – include a special educator
    when reviewing existing data
   7. E-8 – Evaluation – include previous interventions
    and the effects of interventions
   8. 1-10 – IEP – include how the child’s disability
    affects involvement and progress in general
    curriculum/age appropriate activities
   9. I-11 – IEP – include statement of measurable
    annual goals
   10. I-17 – IEP – notify parents prior to
    implementation of a new or revised IEP
    WDPI Validation & Verification
                        Activities
   Validate that district
    correctly completed the self
    assessment (Feb/March)
       Proper sample
       Applied standards correctly
       Determined compliance
        correctly
   Verify that non-compliance
    was corrected
                              Resources
   http://www.dpi.state.wi.us/sped/spp-sa-
    qanda.html

   http://www.dpi.state.wi.us/sped/xls/spp-
    timelines.xls

   http://www.dpi.state.wi.us/sped/bul08-04.html
   http://dpi.wi.gov/sped/pdf/ldrcon-cmurray.pdf
   http://dpi.wi.gov/sped/doc/policy-model-
    2r.doc

				
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