Kentucky Continuous Monitoring ProcessIndicators 5, 11 and 12

Fall 2010-2011

Indicator 5A: LREState Data

2008-09 2009-10 2010-110.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

69.63% 70.80% 71.37%

Indicator 5A: Removed Less than 21%

Targets: >64.0% > 64.5% > 65.0%

Indicator 5B: LREState Data

2008-09 2009-10 2010-110.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

9.84% 9.52% 9.16%

Indicator 5B: Removed Greater than 60%

Targets <11.2% <11.1% <11.9%

Indicator 5C: LREState Data

2008-09 2009-10 2010-110.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2.09% 1.85% 1.93%

Indicator 5C: Served in Public or Private Separate Schools...

Targets <2.10% <2.05% <2.0%

Indicator 5: LREState Activities

KDE will require all districts to conduct data analysis and develop appropriate activities for Indicator 5.

Action Steps1. DLS will analyze the Kentucky Interim

Performance test data (Indicator 3) and Least Restrictive Environment (LRE) data (Indicator 5) to identify the 10 highest and lowest 10 performing districts in the state.

2. DLS will visit five of the highest performing districts to evaluate district practices that create a culture of high performance for students with disabilities.  

Indicator 5: LREState Activities

KDE will monitor districts for appropriate placement of students in the LRE.

Action Steps:DLS will:1. Complete desk audits and on-site monitoring

visits to review placement decisions for students in the least restrictive environment.

2. Cite districts for LRE noncompliance that have student-specific and systemic LRE issues. 

Indicator 5: LRERegional Data

District2010-2011

Removed from reg class < 21%

Removed from reg class > 60%

Separate Schools

State Target >64.5% <11.0% <2.0%Ashland Independent Schools 74.64% 6.46% 0.24%Augusta Independent Schools 83.87% 0.00% 0.00%Bath County Schools 84.13% 1.44% 0.00%Boyd County Schools 76.14% 8.89% 6.72%Bracken County Schools 81.12% 6.29% 0.70%Carter County Schools 80.67% 9.37% 0.73%Elliott County Schools 87.88% 7.58% 0.76%Fairview Independent Schools 86.32% 6.32% 0.00%Fleming County Schools 85.96% 4.11% 0.00%Greenup County Schools 71.39% 9.36% 0.80%Johnson County Schools 71.41% 10.47% 2.50%Lawrence County Schools 73.53% 8.02% 1.34%Lewis County Schools 86.73% 6.12% 1.02%Martin County Schools 83.38% 6.04% 0.30%Mason County Schools 91.34% 2.23% 0.28%Menifee County Schools 75.37% 1.49% 0.00%Morgan County Schools 81.52% 4.62% 0.66%Paintsville Independent Schools 65.93% 6.59% 1.10%Raceland Independent Schools 68.35% 1.27% 1.27%Robertson County Schools 89.83% 1.69% 0.00%Rowan County Schools 75.17% 7.74% 0.91%Russell Independent Schools 74.46% 4.32% 1.44%

Indicator 5: LRERegional Activities

.

Activity 1: Continue to provide professional development and consultation in topics that support appropriate decision-making about placement settings for students with disabilities.

Action Steps:1. Continue training on Least Restrictive Environment2. Continue to provide ARC training to new teachers,

ARC members, and ARC Chairs.

Indicator 5: LRERegional Activities

.

Activity 2: Continue to provide professional development and consultation in areas that increase educators skills for supporting students in the educational settings.

Action Steps1. Continue to provide training/consultation in co-teaching models2. Continue to provide training/consultation in research or

evidence based strategies for instruction and behavioral supports.

3. Continue to provide training in Positive Behavioral Intervention Supports

4. Include video clips in professional development presentations/consultations to increase participant understanding of highly effective teaching and learning.

5. Provide book studies on highly effective teaching and learning.

Indicator 5: LREDistrict Data

Percent State TargetTarget Met

(Yes or No)

A. Removed from regular class less than 21% of the day 80.65% More than 64.5% Yes

A. Removed from regular class greater than 60% of the day 5.73% Less than 11.1% Yes

A. Served in public or private separate schools, residential placements, or homebound or hospital programs.

1.79% Less than 2.05% Yes

Indicator 5: LREDistrict Activities

District will facilitate staff development and walk-throughs in the areas of collaboration and differentiated instruction to help teachers more effectively utilize these strategies in the classroom so more students with disabilities can be successfully integrated into the general education setting.

1 The DoSE will contact the special education cooperative to arrange follow-up co-teaching/new teacher training and walk-throughs. (October 2010)

2 The DoSE will contact the special education cooperative to arrange for the elementary schools to receive PD in differentiated instruction. (October 2010)

Indicator 11: Evaluation TimelinesState Data

2008-09 2009-10 2010-1180.00%

82.00%

84.00%

86.00%

88.00%

90.00%

92.00%

94.00%

96.00%

98.00%

100.00%

99.00% 99.00%99.19%

Indicator 11: Evaluation Timelines

Indicator 11: Evaluation TimelinesState Activities

KDE will provide targeted training and technical assistance to districts out of compliance with Indicator 11; with a particular emphasis on the five districts with historical issues in maintaining Indicator 11 compliance.

Action Steps:1. Use Indicator 11 reporting data to determine

districts out of compliance.2. Conduct trainings for school psychologists,

directors of special education and ARC chairpersons in the noncompliant districts.

Indicator 11: Evaluation TimelinesState Activities (cont.)

3. Design follow-up activities to ensure ongoing implementation at the building level .

4. Require districts with historical Indicator 11 noncompliance to meet with the director of DLS and the APR Indicator 11 lead, to develop an action plan approved by DLS to achieve sustained systemic compliance.

5. Require districts out of compliance with Indicator 11 to submit documentation from folders of newly-identified students each quarter until KDE can verify with reasonable confidence that the district has achieved systemic compliance with evaluation timelines as outlined in OSEP Memorandum 09-02.

Indicator 11: Evaluation TimelinesRegional Data

District 2008-09 2009-2010 2010-2011

State Target 100.00% 100.00% 100.00%Ashland Independent Schools 100.00% 100.00% 100.00%Augusta Independent Schools 100.00% 100.00% 100.00%Bath County Schools 100.00% 100.00% 100.00%Boyd County Schools 100.00% 100.00% 100.00%Bracken County Schools 100.00% 100.00% 100.00%Carter County Schools 100.00% 100.00% 100.00%Elliott County Schools 100.00% 100.00% 100.00%Fairview Independent Schools 100.00% 100.00% 66.67%Fleming County Schools 100.00% 100.00% 100.00%Greenup County Schools 100.00% 100.00% #DIV/0!Johnson County Schools 100.00% 100.00% 100.00%Lawrence County Schools 100.00% 100.00% 100.00%Lewis County Schools 100.00% 100.00% 100.00%Martin County Schools 100.00% 100.00% 100.00%Mason County Schools 100.00% 100.00% 100.00%Menifee County Schools 100.00% 100.00% 100.00%Morgan County Schools 100.00% 100.00% 100.00%Paintsville Independent Schools 100.00% 100.00% 100.00%Raceland Independent Schools 100.00% 100.00% 100.00%Robertson County Schools 100.00% 100.00% 100.00%Rowan County Schools 100.00% 100.00% 100.00%Russell Independent Schools 100.00% 100.00% 100.00%

Indicator 11: Evaluation TimelinesRegional Activities

Activity: Continue to provide training and technical assistance for evaluation, including timelines.

Action Steps:1. Continue Big East Due Process Institute2. Continue provision of ARC training3. Continue to review records in districts 4. Continue to train how to conduct record reviews5. Continue to provide resources to districts related to

tracking timelines6. Continue DoSE Roundtable Discussion during monthly

meetings7. Include timeline discussion and technical assistance in

School Psychologist Cadre.

Indicator 11: Evaluation TimelinesDistrict Data

Indicator 11 Data

(from May 2010 Data Collection Form)

Availability of

Evaluation Personnel

Personnel Training

Issue

Excessive Student

Absenteeism

Transfer Student

Parental Factors

Issues with

District Tracking System

Difficulty Obtaining External

Evaluation Components

# Records Reviewed 12

# Records in

Compliance12

Compliance Rate 100.0%

Reason(s) for Exceeding Timelines                                          

This is a compliance indicator. Districts must maintain or attain 100% compliance.Plans for improvement must be designed to correct an noncompliance within one year.

Indicator 11: Evaluation TimelinesDistrict Activities

The New Referral Checklist will be updated to ensure all new evaluation components are included.

1 The Director of Special Education will update the New Referral Checklist to include additional sources of information to be included in multidisciplinary evaluations. (October 2010)

2 The Director of Special Education will order Duplicate copies of the updated New Referral Checklist. (October 2010)

3 The Director of Special Education will provide instructions to the special education staff regarding the use of the updated New Referral Checklist. (November 2010)

Indicator 12: Early Childhood TransitionState Data

2008-09 2009-10 2010-1180.00%

82.00%

84.00%

86.00%

88.00%

90.00%

92.00%

94.00%

96.00%

98.00%

100.00%

98.73%99.60%

99.80%

Indicator 12: Early Childhood Transition

Indicator 12: Early Childhood TransitionState Activities

KDE Student data system will include children transitioning from Part C to Part B services to assist with effective transitions.

 Action Steps:1. Program representatives of Parts C and B meet

to discuss parameters for project and identify resources

2. Program representatives of Parts C and B meet with data system representatives to conceptualize project and identify needed work

Indicator 12: Early Childhood TransitionState Activities (cont.)

3. KDE and CHFS staffs work to map procedures and develop work tickets

4. Once developed, system will be tested and introduced to field

5. Training conducted with staff for both programs for operation

Indicator 12: Early Childhood TransitionState Activities

KDE provided technical assistance to districts that are not in compliance with Indicator 12, with specific corrective actions to address districts with noncompliance longer than one year

 Action Steps:1. The School Readiness Branch will collect and

analyze transition data, identifying districts who did not reach 100% compliance.

2. Analysis of Indicator 12 performance will be shared with DLS.

Indicator 12: Early Childhood TransitionState Activities

3. Technical assistance will be provided and will include specific activities based upon the correction plan developed by the districts and approved by KDE.

4. School Readiness Branch will track progress towards compliance with Early Childhood Regional Training Centers/Special Education Cooperatives providing needed district follow-up.

5. Districts with noncompliance for more than two years will be required to submit child specific data regarding the disposition of children listed on the quarterly Part C Notification List to the School Readiness Branch for a prescribed length of time

Indicator 12: Early Childhood TransitionRegional Data

District2008-09 2009-2010 2010-2011

Percent Compliant Percent Compliant Percent Compliant

State Target 100.00% 100.00% 100.00%Ashland 100.00% 100.00% 100.00%Augusta 100.00% 100.00% 100.00%Bath 100.00% 100.00% 100.00%Boyd 100.00% 100.00% 100.00%Bracken 100.00% 100.00% 100.00%Carter 100.00% 100.00% 100.00%Elliott 100.00% 100.00% 100.00%Fairview 100.00% 100.00% 100.00%Fleming 100.00% 100.00% 100.00%Greenup 100.00% 100.00% 100.00%Johnson 100.00% 100.00% 100.00%Lawrence 100.00% 100.00% 100.00%Lewis 100.00% 100.00% 100.00%Martin 100.00% 100.00% 100.00%Mason 100.00% 100.00% 100.00%Menifee 100.00% 100.00% 100.00%Morgan 100.00% 100.00% 100.00%Paintsville 100.00% 100.00% 100.00%Raceland 100.00% 100.00% 100.00%Robertson 100.00% 100.00% 100.00%Rowan 100.00% 100.00% 100.00%Russell 100.00% 100.00% 83.33%

Indicator 12: Early Childhood TransitionRegional Activities

Activity 1: Continue to Provide Professional Development and Technical Assistance

Action Steps 1. Continue to include federal and state regulations and

procedures related to preschool transition in due process training content.

2. Cooperative staff will continue to participate in state-level Due Process Workgroup to stay updated on preschool transition issues and procedures.

3. Provide record review training and on-site consultation for preschool compliance

4. Provide updates from the Cooperative Consultant targeted to Early Childhood and monthly DoSE Meetings.

Indicator 12: Early Childhood TransitionRegional Activities

Activity 2: Continue collaboration with other agencies, namely KDE, RTCs and First Steps

Action Steps:1. Continue RTC collaboration in monthly DoSE

meetings 2. Continue cooperative attendance at RTC

Leadership meetings 3. Continue to assign cooperative consultant as

Preschool Lead 4. Continue cooperative attendance at DEIC

Interagency transition committee 5. Continue cooperative attendance at Early childhood

regional interagency transition committee meetings

Indicator 12: Early Childhood TransitionDistrict Data

6 Total number of referrals from Part C

4Number of children eligible for Part B services who had an IEP in place by the third birthday

0Number of children determined not eligible for Part B services by their third birthday

0Number of children for whom parent refused to provide consent caused delays in evaluation or initial services.

2 Number of First Steps referrals that parents refused district services

0 Number of referrals district was unable to complete special education process due to child's illness or parents request for delay

0Number of referrals received from First Steps in less than 90 days from 3rd birthday and IEP was developed by 3rd birthday

0 Number of referrals received from First Steps in less than 90 days from 3rd birthday and no IEP has developed.

100.00% Percent Compliant

Indicator 12: Early Childhood TransitionDistrict Activities

Maintain a master list of students scheduled to transition to Preschool from First Steps using information provided by First Steps and KDE.

1 Preschool guidance counselor will maintain a master list of children's names and birthdates using information provided by both KDE and First Steps. (Beginning August 2010)

2 If there are children listed on KDE's report that the district has not been notified of by First Steps and First Steps confirms the child is nearing transition, the preschool guidance counselor will immediately schedule a transition meeting to ensure timelines are met and will immediately notify and request attendance of the receiving preschool teacher and relevant related service providers to the transition/referral meeting. (Beginning August 2010)