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 Population Sample May, 20132

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 May, 20133

Table for Determining Sample Size (Appendix D)  Population ……………………… ……………………… ……………………… ……………………… ………………………… ………………………… ………………………… Etc. ……………………………  Sample Size All Etc. May, 20134

May, 20135

Sequence of Random Numbers May, 20136

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 May, 20137

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 May, 20138

Example Elementary (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 May, 20139

Number of Elementary Students in Eval Sample: Number of Elementary Students x Sample Size Grand Total of Eval Population 140 =.467 x 27 = Quota of elementary students = 13 (rounded) Example of weighted random sampling- elementary sample May,

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 = Example of weighted random sampling- middle school sample May,

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 = Example of weighted random sampling- high school sample May,

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 May,

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)  Select the student records from the list(s) Enter the selected students on the appropriate Evaluation Recording Form (Appendix E). Completing the Evaluation Sample May,

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 May,

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 May,

Generate the sequence(s)  Select the student records from the list(s) Enter the selected students on the appropriate IEP Recording Form (Appendix E). Completing the IEP Sample May,

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: disc/player.html disc/player.html Sample 3- Discipline (DISC) May,

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 What is a “removal?” May,

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 May,

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 May,

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 May,

Create one list Number the students consecutively 10 or more students  Sample = ALL >10 students  Find the required sample size Creating the Discipline Sample May,

Generate the sequence(s)  Select the student records from the list(s) Enter the selected students on the appropriate Evaluation Recording Form (Appendix E). Completing the Discipline Sample May,

Janice Duff, , Courtney Reed Jenkins, , Allison Markoski, , Marge Resan, , Paul Sherman, , Christina Spector, , Paula Volpiansky, , Patricia Williams, , Questions? May,