Procedural Compliance Self-Assessment (PCSA)
Webcast
Section 2:
Conducting the Self-Assessment: Sampling
Developing Self-Assessment Samples (Appendix C) Sample 1- Evaluation Sample 2- IEP Sample 3- Discipline No Sample
requirements 60 day initial
evaluation timeline Consultation with
private schools Services plans
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Evaluation and IEP populations ONLY Separate lists and recording forms for:
Elementary Middle school High school
Find "grand total” sample size using Appendix D Split up the sample size
Elementary Middle School High School
Weighted Random Sampling
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Table for Determining Sample Size (Appendix D) Population
1-10 ...................................... 11-15 ………………………... 16-20 ………………………... 21-25 ………………………... 26-30 ………………………... 31-35 ………………………… 36-40 ………………………… 41-45 ………………………… Etc. ……………………………
Sample Size All 10 12 14 15 16 17 18 Etc.
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Both initial evaluations and reevaluations
Initiated and completed during the previous school year
“Completed” is date IEP team determined eligibility or continuing eligibility
Only students found eligible
No transfer students with adopted evaluations
Full-time Open Enrollment only if completed by your district
Sample 1- Evaluation (EVAL) Population
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Create three lists: elementary, middle, high school
Number students consecutively on each list Calculate a grand total Determine a total sample size (Appendix D) Select a proportionate number of students from
each list to make up the total sample size
Creating the Evaluation Sample
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ExampleElementary (including EC) Students 140
Middle School Students 70
High School Students 90
Grand Total 300
Sample Size from Apx. D Table 27
Example of weighted random sampling- grand total and sample size
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Number of Elementary Students in Eval Sample:
Number of Elementary Students x Sample Size
Grand Total of Eval Population
140 = .467 x 27 = 12.609
300
Quota of elementary students = 13 (rounded)
Example of weighted random sampling- elementary sample
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Number of Middle School Students in Eval sample:
Number of Middle School Students x Sample Size
Grand Total of Eval Population
70 = .233 x 27 = 6.291
300
Example of weighted random sampling- middle school sample
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Number of High School Students in Eval Sample:
Number of High School Students x Sample Size
Grand Total of Eval Population
90 = .30 X 27 = 8.100
300
Example of weighted random sampling- high school sample
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Quotas for Each Level:
Elementary/EC Students 13
Middle School Students 6
High School Students 8
Eval sample size: 27
Example of weighted sample- numbers for total sample
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Create list(s), number list(s), enter the totals, determined sample size and figured out proportionate share of grade level records.
Generate the sequence(s) www.random.org/sequences
Select the student records from the list(s) Enter the selected students on the appropriate
Evaluation Recording Form (Appendix E).
Completing the Evaluation Sample
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3 lists of students who currently have IEPs Elementary Middle School High School
Students who currently have IEPs Make sure you review the student’s current IEP for
compliance
Usually the largest population of the Self-Assessment
Only include students whose IEPs were developed by your LEA
Sample 2- IEP Population
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Create three lists: elementary, middle, high school
Number students consecutively on each list Calculate a grand total Determine a total sample size (Appendix D) Select a proportionate number of students from
each list to make up the total sample size
Creating the IEP Sample
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Generate the sequence(s) www.random.org/sequences
Select the student records from the list(s) Enter the selected students on the appropriate
IEP Recording Form (Appendix E).
Completing the IEP Sample
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Extension of old discipline sample The key is creating an accurate population of
disciplinary removals List of students who have been removed by LEA
staff for violating a code of student conduct or who have received disciplinary removals during the past school year
Webcast on discipline: http://sped.dpi.wi.gov/files/sped/av/spp-sa-disc/player.html
Sample 3- Discipline (DISC)
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Partial day removals must be included in counting days of removal.
Removals may include (but not limited to) Expulsions Out-of-school suspensions Removals to IAES Certain in-school suspensions Certain bus suspensions De Facto suspensions
http://sped.dpi.wi.gov/sped_bul06-02
What is a “removal?”
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Include certain in-school suspensions as a removal if:
The student’s IEP was not implemented; OR The student did not participate with nondisabled
peers to the extent required by the IEP; OR The student did not have the opportunity to
appropriately progress in the general curriculum.
In-School Suspensions and Removal
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Include certain bus suspensions as a removal if: The student was not provided transportation AND The student did not attend school.
Bus Suspensions and Removal
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Include de facto suspensions as a removal if: The student is removed from school or class for not
following the procedures related to suspensions.
LEAs should have procedures in place to accurately track and count de facto suspensions.
De Facto Suspensions and Removal
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Create one list Number the students consecutively 10 or more students
Sample = ALL
>10 students Find the required sample size
Creating the Discipline Sample
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Generate the sequence(s) www.random.org/sequences
Select the student records from the list(s) Enter the selected students on the appropriate
Evaluation Recording Form (Appendix E).
Completing the Discipline Sample
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Janice Duff, 414-227-1845, [email protected]
Courtney Reed Jenkins, 608-267-9183, [email protected]
Allison Markoski, 608-266-3126, [email protected]
Marge Resan, 608-267-9158, [email protected]
Paul Sherman, 608-267-9157, [email protected]
Christina Spector, 608-267-3747, [email protected]
Paula Volpiansky, 608-267-3725, [email protected]
Patricia Williams, 608-267-3720, [email protected]
Questions?
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