missouri department of elementary and secondary education
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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
3
Self-Assessment (Year 1)
CAP (Year 2)Maintain & Retrain (Year 3)
Repeat. . .
Tiered Monitoring MSIP
Special Education Tiered Monitoring
4
Self-assessment (Year 1)
CAP (Year 2)Maintain & Retrain (Year 3)
Repeat. . .
Cohort 1 during
2014-15
Special Education Tiered Monitoring
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Self-assessment (Year 1)
CAP (Year 2)Maintain & Retrain (Year 3)
Repeat. . .
Cohort 3 during
2014-15
Special Education Tiered Monitoring
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Self-assessment (Year 1)
CAP (Year 2)Maintain & Retrain (Year 3)
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
Documentation and Strategies for 200.820.a
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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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Indicator % in Cohort 1
% in Cohort 2
% in Cohort 3
200.1050.a
7% 7% 15%
Documentation and Strategies for 200.1050.a
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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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Indicator % in Cohort 1
% 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%
Documentation and Strategies for 200.200
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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
Documentation and Strategies for 200.880.a
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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
Documentation and Strategies for 200.610.b
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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
Documentation and Strategies for 200.610.b
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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 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
Documentation and Strategies for 200.270.a
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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.
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
Indicator Description
% in Cohort 1
% in Cohort 2
% in Cohort 3
200.460 Parent provided a copy of reevaluation report
7% 13% 6%
Status of Previous TOP 10 Indicators
# 13
Documentation and Strategies for 200.460
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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.
42
Indicator
Indicator Description
% in Cohort 1
% in Cohort 2
% in Cohort 3
200.210.b
Evaluation report is comprehensive
5% 13% 5%
Status of Previous TOP 10 Indicators
# 15 (tie)
Documentation and Strategies for 200.210.b
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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
Indicator Description
% in Cohort 1
% in Cohort 2
% in Cohort 3
200.260.a
Exclusionary Statement
16% 9% 5%
Status of Previous TOP 10 Indicators
# 15 (tie)
Documentation and Strategies for 200.260.a
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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 .
46
Indicator
Indicator Description
% in Cohort 1
% in Cohort 2
% in Cohort 3
200.590.a
Reevaluation did not exceed three years
12% 10% 1%
Status of Previous TOP 10 Indicators
# 23
Documentation and Strategies for 200.590.a
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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 Compliance573-522-1076Nancy.thomas@dese.mo.gov
Karen AllanDirector, SPED Compliance573-751-4909Karen.allan@dese.mo.gov
Thank you for participating!
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