focused monitoring for transition pa special education monitoring system transition/focused...
TRANSCRIPT
FOCUSED MONITORING FOR
TRANSITION
PA Special Education Monitoring SystemTransition/Focused
Monitoring(FM)April 3, 2012
Presented By:Pat Hozella and John
Machella
TRANSITION FOCUSED MONITORING
TRAINING AGENDA Welcome and Introduction PART I Purpose of Transition Focused Monitoring LEA Selection Criteria Federal requirements 34 CFR 300.600 Focused Monitoring Previous Areas
(Graduation/Drop-Out and LRE) Focused Monitoring Current Area (Transition) SPP Indicators 13/14 and Transition Document Development (Feedback and
Review Process)
FSA File Review Interviews (Parent, Student, General and
Special Education Teachers Questions
PART II- Leader Services Demonstration-Jeff Eckhart Transition FM /FSA Completion On-Line
TRANSITION FM
WHY- Federal requirement 34 CFR 300.600
WHO - Bureau of Special Education conducts focused monitoring for selected school districts and charter schools
WHEN – Spring 2012 TYPES OF
MONITORING – Cyclical, Target, Focused
SELECTION CRITERIA FOR LEA’S
5 LEAs Will be monitored in the Spring 2012
Link to Cyclical 2007-08
Results from Cyclical Monitoring transition areas of non-compliance
CMCI and Accountability
SEA/LEA
Tied to the federally required State Performance Plan and Annual Performance Report
Aligned with the OSEP federal monitoring system
Aligned with the state performance goals and indicators
CMCI Activities
Pre-onsite activities related to completion of the FSA
On-site visit by the Bureau of Special Education Single Point of Contact (SPOC) and two other BSE Advisers
Issuance of the Monitoring Report
Corrective Action Verification Plan (CAVP)
Follow up to monitor implementation of the CAVP
Components of the CMCI
Monitoring Document Facilitated Self-Assessment
(FSA) File Review (10 secondary
level student files for students 14 years of age and older)
Special Education and General Education Teacher Interviews
Student Interview and Parent Interviews
Monitoring Document
Facilitated Self-Assessment (FSA) 7 Areas of Focus: Transition
Program Administration, Age Appropriate Assessment, IEPs, Agency Involvement, Parent Training, Personnel training, and Summary of Academic Achievement and Functional Performance
The FSA is completed by the LEA personnel prior to the on-site visit and submitted via the Leader Services website no later than 15 days prior to the on-site visit.
FILE REVIEW
Invitation to Participate in the IEP Individualized Education Program (IEP) Documentation of IEP Team Participation I. Special Considerations (IEP) II. Present Levels of Academic
Achievement and Functional Performance (IEP)
III. Transition Services (IEP) V. Annual Goals and Objectives
(including academic and functional goals) (IEP)
VI. Special Education/Related Services/Supplementary Aids and Services/Program Modifications (IEP)
NOTICE OF RECOMMENDED EDUCATIONAL PLACEMENT/PRIOR WRITTEN NOTICE (NOREP/PWN)
Monitoring Document (cont’d)
Parent Interview, Special Education and General Education Teacher Interviews Interviews conducted
during the on-site visit by BSE Advisers and/or the chairperson.
Interviews are conducted with the parents and special education and general education teachers of the students in the file review sample.
PARENT INTERVIEW
8. Do you know what your son/daughter would like to do when he/she is out of high school? 9. Are you familiar with transition planning from high school to adult life?10. Has anyone from the school (this year or previous years) explained to you why planning transition from high school to
adult life is so important?11. Have you been asked to provide information for your son/daughter’s transition planning from high school to adult life?
12. Have you participated or had an opportunity to participate in planning your son/daughter’s transition goals for his/her education program?
13. Were the transition goals developed at the IEP meeting?14. Were the special education teacher, the general education teacher and the LEA representative all at the IEP meeting (or
otherwise participated as agreed upon by you and the LEA)? 15. Did the IEP team consider your son/daughter’s interests and preferences when developing his/her transition goals?16. Did the IEP team consider recommendations that were made for related services and supports for school personnel?17. With your permission were there participating outside agency personnel invited to your son/daughter’s transition IEP
meeting (e.g. OVR, MH/MR, etc.)?18. Have personnel from any outside agency attended your son/daughter’s IEP meeting (e.g. OVR, MH/MR, etc.)?19. Are the special education and related services included in your son/daughter’s transition IEP provided at no cost to
you? (If the parent responds “No” follow up is required.)20. Was your son/daughter invited to participate in the most recent IEP meeting?21. Are you and your son/daughter members of the IEP team that plans his/her transition from high school to adult life?22. Does your son/daughter participate or have the opportunity to participate in school activities other than classroom
work with students without disabilities? 23. Does your son/daughter do classroom work that relates to his/her transition from high school with students without
disabilities? 24. When all students in the school receive a report card, do you also receive a report card or progress report on your
son/daughter’s measurable annual IEP goals?25. Are you satisfied with the transition services in your son/daughter’s IEP?26. Is your son/daughter learning skills that will lead to a high school diploma, further education, a job, and as needed
independent living? 27. Is your son/daughter receiving the supports and services agreed upon at the IEP meeting? (If the parent responds
“No” follow up is required.)28. Is your son/daughter participating in community based activities being run by the school?29. Have you received a Secondary Transition Resources Folder anytime since your son/daughter turned 14?30. Have you attended any trainings related to secondary transition? (If no, ask #31. If either Y, NA or DK mark #31 NA)
31. If no, were you aware of any training being offered?32. Did the LEA make you aware of the annual statewide Transition Conference?
33. Pleas add additional comments specific to your son/daughter’s transition program.
TEACHER INTERVIEW (SPECIAL EDUCATION)
47. Have you received training regarding secondary transition for students with disabilities?
48. Are you directly involved in the student’s transition programming?49. If no, do you know who is directly involved?50. Do you collaborate with the person who is directly involved?51. Do you have knowledge about age appropriate transition assessments?52. Are there measurable post-secondary goals in the student’s IEP that cover education or
training, employment, and as needed, independent living?53. Are there annual IEP goals that will reasonably enable the student to meet the post-
secondary goal(s)?54. Were age appropriate transition assessments used to provide information on the student’s
needs, strengths, preferences and interests?55. Are any outside agencies involved with providing transition supports for the student?56. If a participating agency, other than the LEA, has ever failed to provide the transition
services in the student’s IEP, has the LEA reconvened the IEP team to identify alternative strategies for meeting the transition objectives set out in the IEP?
57. Is the student receiving the transition related instruction/services and activities agreed upon in the IEP? (If teacher responds “No” follow up is required.)
58. Is the student making progress in meeting the measurable annual goals of his/her IEP?59. Were the student's desired post-secondary goals considered when the IEP team developed
the course of study? 60. Do you link the student’s measurable annual goals to his/her course of study?61. Are you familiar with the Summary of Academic Achievement and Functional
Performance?62. Do you provide information/input for the Summary of Academic Achievement and
Functional Performance?63. Do you know how to access resources for parents when they ask questions about
transition, college or related topics?64. Is the LEA distributing the Secondary Transition Resources Folder to each student age 14
and older?
TEACHER INTERVIEW (GENERAL EDUCATION)
34. Are you familiar with the content of the student's IEP, including post-secondary goals that cover education or training, employment, and, as needed, independent living?
35. Do you adapt and modify the general education curriculum (instruction) based on the student's IEP? (If teacher responds “No” follow up is required.)
36. Are you and special education personnel working together toward meeting the student’s transition goals?
37. Is the student receiving the supports and services pertaining to transition as agreed upon in the IEP? (If teacher responds “No” follow up is required.)
38. Are necessary supplemental aids and services as required in the student’s IEP provided to support this student in general education? (If teacher responds “No” follow up is required.)
39. Is the student making progress within the general education curriculum? 40. When a student with a disability is included in your class do you have the opportunity to
provide information to the IEP team regarding the student?41. Have you received training regarding secondary transition for students with disabilities?42. Are you familiar with the Summary of Academic Achievement and Functional
Performance?43. Do you provide information/input for the Summary of Academic Achievement and
Functional Performance?44. Are you familiar with the Secondary Transition Resources Folder given out to students
age 14 and older?45. Are you aware of the annual statewide Transition Conference for educators, parents and
students?46. Have you ever attended the annual statewide Transition Conference?
Monitoring Document (cont’d)
Student Interview The student interview
document has been revised to reflect emphasis on transition for purposes of the Transition Focused Monitoring. The interview format is similar to the student interview utilized in regular cyclical monitoring.
High school students chosen as part of the on-site random sample of file reviews will be interviewed using questions and a script provided by the Chairperson.
STUDENT INTERVIEW
65. Has anyone from the school explained to you why transition Yes ____ No ____ NA ____DK ____
planning to adult life is important? 66. Has anyone from the school asked you what you would like Yes ____ No
____ NA ____DK ____ to do when you are out of high school (i.e., teachers, guidance counselor, principal, OT, PT, etc.)? 67.Do you receive help from school staff in planning for your Yes ____ No ____ NA life after high school? 68. Are you currently in a work experience program– school Yes ____ No ____ NA or cooperative or community based - during school time? (If answer is NA answer NA for 69, 70 & 71) 69. Do you have or have you had assistance or help with this Yes ____ No ____ NA program (i.e., job coach, paraprofessional, teacher, etc.)? 70. Do you think this work program will help you be successful Yes ____ No
____ NA after high school? 71. Do you think you might want to continue this type of work after Yes ___No__NA you receive your diploma? 72. Do you meet with school staff about courses required for college Yes ____
No_NA or post-secondary school (i.e., Foreign Language, Math, English, Science, etc.)? 73. Do you discuss/meet with school staff regarding training Yes ____ No
____ NA opportunities for you after you receive your diploma? 74. Do you discuss/meet with school staff regarding employment Yes ____ No
____ NA opportunities for you after you receive your diploma? 75. Do you discuss/meet with school staff regarding independent Yes ____ No
____ NA _ living opportunities for you after you receive your diploma? 76. What did you tell school staff you are interested in doing after high school?
77. Were you invited to attend your last IEP meeting? Yes
____ No ____ NA _
STUDENT INTERVIEW 78. Did you participate in your last IEP meeting? Yes ____ No ____ NA ____DK
____ (If No, NA or DK, answer NA for 79, 80 & 81) 79. Do you feel that your interests and preferences are taken into Yes ____ No ____ NA ____DK
____ consideration when your IEP is developed? 80. Did you discuss what you would do after you receive your Yes ____ No ____ NA
____DK ____ diploma at your last IEP meeting? (Cue for Question 80) Further Education or Training 2 or 4 year college Post-secondary vocational training program Short-term education or employment training program Community or technical college Apprenticeship program On-the-job training Licensing program (Nursing, Cosmetology, etc.) Adult continuing education courses Adult Training Facility Adult center program Adult in-home program Employment Competitive employment Military Supported employment (paid work in a community setting for those needing continuous support services) Sheltered employment (where most workers have disabilities) Employment that allows for technological and medical supports 81. Are people helping you do what you planned at your IEP Yes ____ No ____ NA meeting? 82. Did any of the work experiences and/or courses help you to: a. Open your eyes to new work options Yes ____ No NA b. Explore new careers Yes ____ No ____ NA c. Build your resume Yes ____ No ____ NA d. Encourage you to continue with schooling Yes ____ No 83. Have you received travel training? (Are you learning to use Yes ____ No ____ NA ____DK
____ public transportation, if available in your region?) 84. If any agency participated in your IEP did they help you or Yes ____ No ____ NA ____DK
____ provide services? 85. Did the school provide you with the opportunity and the support Yes ____ No ____ NA ____DK
____ to register to vote?
STUDENT INTERVIEW86. If your school has student IDs, were you given the opportunity Yes ____No ____
NA to get and carry one?
87. Do you participate in any activities in the community? Yes ____ No ____NA (What recreational, leisure, and/or volunteer activitiesdo you do after school or on weekends?)
88. If yes, which ones? 89. If no, why not? 90. Do you know of any other agencies that could help you Yes ____No ____NA __
within the community? 91. If so, which ones?92. Do you feel that you understand and are able to express your:
a. abilities Yes ____ No ____ NA____b. disability Yes ____ No ____ NA ___c. accommodation needs Yes ____ No ____ NA ____
93. Please add any additional comments specific to your transition program.
Monitoring Document (cont’d)
Monitoring Report and Corrective Action Verification Plan Monitoring report will be issued
to the LEA following completion of all required BSE reviews.
Within 60 days following the issuance of the monitoring report the SPOC and PaTTAN consultant will meet with the LEA personnel to complete the LEA corrective action verification plan. The LEA is encouraged to invite IU staff to participate in the planning.
Transition FM Timeline
and Process
SPOC contacts the LEA to discuss tentative schedule and provide technical assistance as needed.
15 days prior to on-site visit LEA submits FSA via Leader Services website.
10 days prior to the on-site visit the SPOC forwards the list of 10 students selected for the on-site file review to the LEA.
Transition FM Timeline
and Process (cont’d)
On-site visit will be @1.5 days. Chairperson designates Advisers who will conduct the file reviews, special education and general education teacher interviews, parent interviews, student interviews.
Chairperson will complete the verification/evaluation of the components of the FSA and determine compliance/noncompliance issues of FSA and oversee the monitoring process.
Transition FM Timeline
and Process (cont’d)
Chairperson will conduct the exit interview giving an overview of what can be anticipated in the focused monitoring report and a brief description of the subsequent scheduling of the corrective action verification plan meeting.
Transition FM Timeline
and Process (cont’d)
Within 15 days following the issuance of the monitoring report the SPOC will have contacted the LEA and PaTTAN point of contact to arrange for the on-site visit within 60 days of the issuance of the monitoring report for development of the corrective action verification plan.
Post Monitoring ActivitiesCorrective Action
VerificationPlan and Process
The SPOC will arrange an on-site visit(s) to complete an approvable corrective action verification plan.
LEAs will work with their SPOC to develop a LEA specific plan of corrective action to bring into compliance those areas cited in non-compliance in FSA 7 and improvement plan determinations cited in FSA 1-6.
PaTTAN and IU staff are available to assist in the development and implementation of the corrective action verification plan activities.
Monitoring Results
Findings in the FSA sections 1-6 are Improvement Plan determinations
Non-compliance findings in the FSA section 7 include Systemic and Individual corrective actions
Update on Corrective
Action Requirements
BSE has always required LEAs to demonstrate systemic correction of noncompliance, and student specific corrective action where the student’s FAPE was affected by the noncompliance, e.g. student was not receiving services as described in the IEP.
In August 2010, OSEP issued clarification requiring states to ensure that LEAs correct noncompliance systemically AND for all individual students where noncompliance was found, i.e. all findings of noncompliance in a student’s file must be corrected regardless of FAPE impact.
Update on Corrective
Action Requirements
Beginning in 2010-11 BSE developed and implemented the Individual Corrective Action Plan or “ICAP”.
In the corrective action process, the BSE will confirm that the ICAP has been completed for each student, and will verify systemic correction through review of updated data, i.e. review of records developed after the monitoring report was issued.
Post Monitoring Activities
Corrective Action Verification Plan
and Process (cont’d)
When all corrective action items are completed as closed Leader will issue a closure letter to the LEA.
Post Monitoring Activities
Corrective Action Verification Plan
and Process (cont’d) All findings of
noncompliance must be corrected no later than one year from the date of the monitoring report. Improvement Plan determinations may consist of a multi-year plan with on-site follow up visits by the assigned BSE Adviser.
