1. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Initial Activities of the Special Education Self-Review (SESR) SPECIAL EDUCATION SELF-REVIEW TRAINING

2. JACK O’CONNELL State Superintendent of Public Instruction Counties Scheduled for a 2007-08 SESR Inyo Kern Los Angeles Madera Mariposa Mono Nevada Placer Plumas San Bernardino San Luis Obispo Santa Clara Sierra Stanislaus Sutter Tehama Yolo Yuba

3. JACK O’CONNELL State Superintendent of Public Instruction SELPAs Scheduled for 2007-08 SESR Inyo County SELPA Kern County ▪Bakersfield City SELPA ▪Kern County SELPA ▪Sierra Sands SELPA Los Angeles County ▪West San Gabriel Valley SELPA ▪Foothills SELPA ▪Whittier Area Co-op SELPA Madera / Mariposa SELPA Mono County SELPA Nevada County SELPA Placer County SELPA Plumas County SELPA San Bernardino County ▪Desert Mountain SELPA ▪East Valley Consortium SELPA ▪West End SELPA ▪Fontana Unified SELPA ▪Morongo Unified SELPA ▪San Bernardino City Unified SELPA San Luis Obispo County SELPA

4. JACK O’CONNELL State Superintendent of Public Instruction SELPAs Scheduled for 2007-08 SESR - cont'd Santa Clara County ▪Santa Clara SELPAs I-IV and VII ▪Southeast Consortium SELPA Sierra County SELPA Stanislaus County ▪Stanislaus County SELPA ▪Modesto City Schools SELPA Sutter County SELPA Tehama County SELPA Yolo County SELPA Yuba County SELPA

5. JACK O’CONNELL State Superintendent of Public Instruction Key Elements of the SESR There are 4 key elements that comprise the initial activities of the SESR. They are: SELPA and District Level Preparation and Planning SELPA and District Level Training Parent Input –Parent Input Meeting / Parent Input Survey Review and Analysis of District Data

6. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction SELPA and District Level Preparation and Planning

7. JACK O’CONNELL State Superintendent of Public Instruction General Approach SESRs are conducted through the SELPA structure: -Special Education Division (SED) staff will work with and coordinate with SELPAs to train them and their districts’ staff on the SESR requirements and process. -Multi-district SELPAs will subsequently work with their districts to plan and complete all SESR activities. SED staff are available on a requested or as needed basis for: initial and follow-up trainings; on-site technical assistance visits; and technical assistance by telephone.

8. JACK O’CONNELL State Superintendent of Public Instruction General Process and Considerations Special Education Self-Review Process District Level of Participation Overview: SELPA and District Coordination

9. JACK O’CONNELL State Superintendent of Public Instruction Training Statewide SELPA Level Training SESR Manuals Local Training Modules Overview Software Installation Monitoring Plan Development Student Record Reviews Policy and Procedure Reviews Entering Findings Systemic Findings, CAs and Reporting Follow-up and Correction II. Monitoring Plan Development Monitoring Plan Approved by CDE Record Review Activities IEP Implementation Monitoring the Implementation of the Local Plan Other monitoring activities as identified in the Monitoring Plan Enter and Evaluate Findings Student  Systemic - District of Service, District of Residence, SELPA Preparation and Planning Develop Corrective Actions Policy and Procedure Review Activities Submit Findings and Corrective Actions for Review Electronic data through secure portal CDE reviews files for completeness, accuracy, and coherency Document/Track Corrections Submit through secure portal I. Initial SESR Activities III. Conduct Monitoring Activities IV. Analyze Results, Submit CAs, Track Correction Parent Input Meeting / Survey Review of District Data Special Education Self-Review Process Educational Benefit Review Activities Conduct Follow up Reviews Initiate other enforcement activities, as needed Close SESR Based on Evidence of Correction Approved Monitoring Plan Data entered into the SESR Database Software Create SESR Review Forms Monitoring Plan Developed and Submitted to CDE for Approval

10. JACK O’CONNELL State Superintendent of Public Instruction District Level of Participation Modified to October 31, 2008 Modified to May 12, 2008

11. JACK O’CONNELL State Superintendent of Public Instruction OVERVIEW: SELPA and District Coordination Modified to May 12, 2008

12. JACK O’CONNELL State Superintendent of Public Instruction OVERVIEW: SELPA and District Coordination - cont'd

13. JACK O’CONNELL State Superintendent of Public Instruction OVERVIEW: SELPA and District Coordination - cont'd Modified to October 31, 2008

14. JACK O’CONNELL State Superintendent of Public Instruction OVERVIEW: SELPA and District Coordination - cont'd Modified to October 31, 2008

15. JACK O’CONNELL State Superintendent of Public Instruction General Overview: Planning Considerations SELPA and District Level SESR Planning Considerations District Level SESR Planning Considerations

16. JACK O’CONNELL State Superintendent of Public Instruction SELPA and District Level SESR Planning Considerations SELPA and districts need to mutually determine: When, where and how SESR training will take place. How the SELPA and each district will interface with their assigned SED consultant for training and technical assistance. What role the SELPA will play in assisting the districts in conducting the Parent Input Meeting(s) and the Parent Survey. What role the SELPA will play in assisting the districts in their review of their SPPI and Compliance data.

17. JACK O’CONNELL State Superintendent of Public Instruction SELPA and District Level SESR Planning Considerations - cont'd The selection process for a representative from a parent organization to assist in the collection of Parent Input data. How the District’s Monitoring Plan will be developed and insure that it is submitted on time to CDE. The number of records to be reviewed and what role the SELPA will take in assisting in the District’s overall implementation of the SESR. How the SELPA will provide technical assistance to the District on SESR issues as they arise during the review.

18. JACK O’CONNELL State Superintendent of Public Instruction SELPA and District Level SESR Planning Considerations - cont'd How to analyze the content of the random samples to insure that all target groups such as COE operated programs, charter schools, juvenile court schools, juvenile hall schools, NPS’s, etc., are included. How the SELPA Governance review will be conducted. What role the SELPA will play in collecting and insuring the timely submission to CDE of review findings, corrective actions, and the follow-up corrections to all non-compliant findings.

19. JACK O’CONNELL State Superintendent of Public Instruction District Level SESR Planning Considerations The District may want to start planning for the SESR process that occurs after the Parent Input data collection. The District will need to: Identify the members of the District Review Team who will be responsible for reviewing student records. Determine the District staff who will be responsible for the SESR database software and who will: –Be trained on the SESR software; –Enter and manage the SESR data; –Electronically submit the SESR data to CDE/SED; and –Ensure that all corrective actions are collected and submitted. Determine staffing needs such as substitutes, etc., in order to free up the Review Team members for the SESR.

20. JACK O’CONNELL State Superintendent of Public Instruction District Level SESR Planning Considerations – cont'd Develop an initial schedule for the review; data entry into the database software; and completion and electronic submission of data to CDE/SED. Determine who will train the Review Team and how and where they will be trained. Determine the location where the review will be conducted. Determine how the student records to be reviewed will be assembled and secured. Determine the individual(s) who will be responsible for analyzing the data; creating the Monitoring Plan; and entering data into the database software.

21. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction SELPA and District Level Training

22. JACK O’CONNELL State Superintendent of Public Instruction General Overview: Training Considerations The SELPA and the District should work together to arrange for the training of District staff on the implementation of the SESR. Training occurs on two different levels: -SELPA level training (includes all districts within the SELPA) – may include CDE consultant; and -District level training – may include CDE consultant. SELPAs and districts should contact their assigned SED consultant and arrange for SESR training.

23. JACK O’CONNELL State Superintendent of Public Instruction General Overview: Training Considerations –cont’d The SELPA and District need to conduct: Parent Input Meeting training for: -The moderator who will conduct the Parent Input Meeting; -The staff who will attend and collect parent information obtained from the meeting; and -The staff who will analyze the information obtained from the meeting and prepare this data for developing the SESR Monitoring Plan.

24. JACK O’CONNELL State Superintendent of Public Instruction General Overview: Training Considerations – cont’d Database software application management and database software entry. Training should be provided to staff who will be responsible for: -Installing the SESR database software; -Understanding and using the Detailed Software Manual; -Maintaining the database software; -Entering the Monitoring Plan into the database software; -Generating and printing the review protocols; -Entering review findings into the database software;

25. JACK O’CONNELL State Superintendent of Public Instruction General Overview: Training Considerations – cont’d -Submitting SESR findings and reports to CDE through the secure portal; and -Tracking and entering proof of corrective actions into the software and the submission of these results to CDE. Training on the implementation of the SESR: -Understanding and using the SESR Instructions and Forms Manual; -Developing the Monitoring Plan; -Conducting the reviews of:  Student files;  Policy and Procedures;  Educational Benefit;  IEP Implementation; and  SELPA Governance.

26. JACK O’CONNELL State Superintendent of Public Instruction General Overview: Training Considerations – cont’d -Entering and Evaluating SESR student review findings; -Developing Corrective Actions-  Student level Corrective Actions; and  Systemic Corrective Actions. -Submitting SESR findings for CDE review, and responding to issues that CDE has determined need explanation or correction; -Insuring that all Corrective Actions resulting from non-compliant findings are resolved; and -Conducting the six-month follow-up review to insure that all Corrective Actions have been incorporated into the District’s special education procedures and practices.

27. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Parent Input – Parent Input Meeting / Parent Input Survey

28. JACK O’CONNELL State Superintendent of Public Instruction Purpose of Parent Input in the SESR Process Parents and students are partners with districts throughout the entire special education process. Over time parents have had the opportunity to personally experience how districts provide special education services to their children. Parents are a source of valuable perspectives, insights and information that can assist districts in determining the overall effectiveness of the services they provide students. Parent input acknowledges the vital role that parents play in the education of their students. It is CDE's goal to include parents in all activities relative to the education of children with disabilities. It is CDE's purpose to improve results for students by increasing parent involvement.

29. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Districts with 20 or More Students with Current IEPs

30. JACK O’CONNELL State Superintendent of Public Instruction Parent Input The District Monitoring Plan team must include a parent (from such sources as CAC, PTI, FRC, FEC). The selected parent should attend the Parent Input Meeting. The District must conduct at least one Parent Input Meeting (they may conduct more if desired). –The target is 20 percent parent participation in providing input during the SESR. –Invitations should be sent to all parents or guardians whose children receive special education services within the District. –The District must conduct a special meeting if 25 percent or more of home language surveys indicate a language other than English.

31. JACK O’CONNELL State Superintendent of Public Instruction Parent Input – cont'd The District must conduct a Parent Survey if less than 20 percent of parents participate in the Parent Input Meeting(s). The survey must be: –Mailed to all parents and guardians of children who receive special education services in the District; –Able to assist the District in meeting the minimum 20 percent parent participation target; and –Sent in languages other than English if 25 percent or more of home language surveys indicate a language other than English. If surveys yield less than the 20 percent response target, the District must use additional means (such as phone and email surveys, surveys at other meetings, etc.) to bring the total to 20 percent.

32. JACK O’CONNELL State Superintendent of Public Instruction Parent Input – cont'd A Parent Input Meeting script, sample meeting flyer and survey form are included in the materials furnished on the CD by CDE. The flyer and survey documents are in Arabic, Chinese, English, Hmong, Russian, Spanish, and Vietnamese. Please note that the Parent Input Meeting’s data collection process also includes the expectation that districts will gather information about the attending parents student’s ethnicity and disability. The provided Parent Input Meeting Sign-In Sheet will assist districts in this data collection. Note also that the Monitoring Plan provides an area for this information to be included for submission to CDE.

33. JACK O’CONNELL State Superintendent of Public Instruction Parent Input – cont'd Similarly, the Parent Survey also asks parents to provide information on their student’s ethnicity and disability. This data should be combined with the data collected in the Parent Input Meeting(s) and included in the Monitoring Plan. Please note that the Monitoring Plan asks for information about the methods used and participation levels that resulted from the District’s efforts to gather parent input.

34. JACK O’CONNELL State Superintendent of Public Instruction Content and Design of the Parent Input Meeting The Parent Input Meeting is qualitative in nature. The meeting is designed to allow any parent of a special education student within the District to provide information about the District’s special education programs and services. The Parent Input Meeting script is designed to capture specific information that is required of districts for reporting to the Office of Special Education Programs (OSEP). The Parent Input Meeting script is designed to assist the District in maintaining focus on specific issues, yet does not limit a parent’s opportunity to include additional information.

35. JACK O’CONNELL State Superintendent of Public Instruction Content and Design of the Parent Input Meeting – cont’d It is recommended that the District provide a reasonable period of time between the actual mailing of the Parent Input Meeting Invitation and the meeting date. It is strongly recommended that when the Parent Invitation is mailed that the District include a copy of the Parent Survey. This will allow the District to cover all of the parents within the District and to allow parents who cannot come to the Parent Input Meeting the opportunity to provide input. The District should consider the following when preparing for and conducting the Parent Input Meeting: -The meeting site should be a convenient and centralized location that is accessible and can provide reasonable accommodations to attendees who may be disabled.

36. JACK O’CONNELL State Superintendent of Public Instruction Content and Design of the Parent Input Meeting – cont’d -On an as needed basis, translators for non- English speaking parents or parents who are deaf or hard of hearing should be provided. -Plan on the session lasting about two hours. -That the moderator of the meeting is trained and prepared to use the structured questions as delineated on the Parent Input Survey and to help the group remain focused on the task at hand. -That a District staff member be present in order to take careful notes of the issues that are brought up by the parents. -That issues that are potentially non-compliant should be highlighted and analyzed for inclusion on the Monitoring Plan.

37. JACK O’CONNELL State Superintendent of Public Instruction Parent Input Meeting GUIDELINES Suggested Script for Districts

38. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Districts with Less Than 20 Students with Current IEPs

39. JACK O’CONNELL State Superintendent of Public Instruction Parent Survey Input Districts with less than 20 students with current IEPs do not have to conduct a Parent Input Meeting. Each designated district must survey the parents/ guardians of District special education students using the provided Parent Survey protocol. The survey target is 20 percent parent participation in providing parent input using the Parent Survey protocol. Parent Surveys should be sent to all parents or guardians whose children receive special education services within the District.

40. JACK O’CONNELL State Superintendent of Public Instruction Parent Survey Input – cont’d The Parent Survey must be sent in languages other than English if 25 percent or more of home language surveys indicate a language other than English. -The Parent Survey is provided by CDE in Arabic, Chinese, English, Hmong, Russian, Spanish and Vietnamese. If the survey yields less than the 20 percent response target, the District must use additional means (such as phone and email surveys, surveys at other meetings, etc.) to bring the total to 20 percent.

41. JACK O’CONNELL State Superintendent of Public Instruction Parent Survey Input – cont’d Data from the Parent Survey must be compiled and submitted by mail to CDE using the Small District Survey Data Form (SESR Form 5). As noted, the only other SESR requirements for these designated districts are the completion and submission of the findings of the District’s Educational Benefit Review through the secure data portal using the SESR database software; and the completion, signing and submission by mail of the Assurances Form (SESR Form 2).

42. JACK O’CONNELL State Superintendent of Public Instruction SESR Parent Survey Form The Parent Survey form consists of 27 questions to be asked parents. These are the same questions used at the Parent Input Meeting.

43. JACK O’CONNELL State Superintendent of Public Instruction Small District Survey Data Form

44. JACK O’CONNELL State Superintendent of Public Instruction SESR Parent Survey Information Management System Districts have an option to use an automated database system to manage their SESR Parent Surveys. SEEDS, a contractor with CDE, has developed a system that allows districts to enter their Parent Survey data into a database that will tabulate and create reports. The system offers a method for districts to creatively manage parent input survey data. To access the SEEDS system: http://www4.scoe.net/seeds/cde_sesr_survey

45. JACK O’CONNELL State Superintendent of Public Instruction To use the SEEDS Information Management System for the SESR Parent Surveys, please contact Robin Ryan at (916) 228-2388. For further information and an overview of the system, click here and the following screen is revealed.

46. JACK O’CONNELL State Superintendent of Public Instruction This screen contains an Overview and FAC/ Troubleshooting Tips with hyperlinks.

47. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Review and Analysis of District Data

48. JACK O’CONNELL State Superintendent of Public Instruction District Data to be Reviewed District Data Reports – State Performance Plan Indicators (SPPIs) District Compliance Data / Compliance History -Prior Verification and Self-Review Findings; -Complaints; and -Due Process Hearings / Mediation outcomes.

49. JACK O’CONNELL State Superintendent of Public Instruction Review of District Data Reports Upon its implementation, districts will be able to review information about the new District Data Reports on the CDE Website- http://www.cde.ca.gov/sp/se/ds/datarpts.asp Please note that the current data reports have changed to align more closely to methods used for NCLB and the State Performance Plan. Upon implementation, districts will be able to secure a copy of their District Data Report from the CDE Website for review. This information will also be made available to districts when the final SESR CD is provided.

50. JACK O’CONNELL State Superintendent of Public Instruction Change from Key Performance Indicators (KPIs) to State Performance Plan Indicators (SPPI) NEW PERFORMANCE INDICATORS: 1.Graduation (Grade 12) 2.Dropout (Grades 7 – 12) 3.Assessment (Grades 3 – 8, 10) A.Met AYP B.Participation English-language Arts Mathematics C.Performance English-language Arts Mathematics

51. JACK O’CONNELL State Superintendent of Public Instruction Change from Key Performance Indicators (KPIs) to State Performance Plan Indicators (SPPI) - cont'd 4.Suspension / Expulsion (Ages 3 – 22) A. Overall B.Disproportional representation due to policies, procedures, or practices 5.LRE (Ages 6 – 22) A.Out regular class <21% B.Out regular class >60% 6.LRE – Preschool (Ages 3 – 5) 7.Assessment – Preschool (Ages 3 – 5) 8.Parent Involvement (Ages Birth – 22) 9.Disproportional Representation Overall due to policies, procedures or practices (Ages 6 – 22)

52. JACK O’CONNELL State Superintendent of Public Instruction Change from Key Performance Indicators (KPIs) to State Performance Plan Indicators (SPPI) - cont'd 10.Disproportional Representation by Disability due to policies, procedures or practices (Ages 6 – 22) 11.Eligibility evaluation (Initial) – Determination made within 60 days (Ages Birth – 22) 12.Transition Part C to Part B not later than 3 rd birthday 13.Secondary Transition Goals and Services (Ages 16 – 22) 14.Post-school Outcomes – Competitively employed, enrolled in post-secondary school, or both (High School)

53. JACK O’CONNELL State Superintendent of Public Instruction Change from Key Performance Indicators (KPIs) to State Performance Plan Indicators (SPPI) - cont'd 15.General Supervision Uncorrected non-compliance Audit findings 16.Complaints – Complaints resolved within 60- day timeline 17.Due Process – Due Process hearing requests adjudicated within 45-day timeline 18.Hearing Requests – Due Process hearing requests resolved through resolution settlement session agreements 19.Mediation – Mediations held that resulted in mediation agreements 20.Reported data – Data is timely and accurate

54. JACK O’CONNELL State Superintendent of Public Instruction PROPOSED State Performance Plan Indicator (SPPI) Data Format 2006-07 District-level Special Education State Performance Plan Indicator Measures

55. JACK O’CONNELL State Superintendent of Public Instruction Each SPPI is a measure of a district’s progress on meeting statewide special education goals based on California's State Performance Plan. An SPPI is included on the Monitoring Plan if the data report indicates a Yes in the "Action required" column. 2006-07 District-level Special Education State Performance Plan Indicator Measures

56. JACK O’CONNELL State Superintendent of Public Instruction Review of District Compliance Data / Compliance History Each district needs to review its Compliance Data / Compliance History which includes: ▪Prior Verification and Self-Review findings; ▪Complaints; and ▪Due Process Hearings / Mediation outcomes. Items should be included in the Monitoring Plan if a review of the District’s previous Verification Reviews or Self- Reviews, Complaint and/or Due Process Hearing history indicate: ▪That there is an ongoing pattern of non-compliance (multi-year); OR ▪There are persistent, open corrective actions which exceed the timelines;

57. JACK O’CONNELL State Superintendent of Public Instruction Review of District Compliance Data / Compliance History- cont'd AND ▪The item is related to one of the overall monitoring questions: 1.Does the District or COE provide services that result in educational benefit using the Rowley standard? 2. Does the District or COE provide services that result in educational benefit as measured by special education goals and the State Performance Plan? 3.Does the District or COE comply with procedural guarantees that are known to be frequent non- compliance items in other districts?

58. JACK O’CONNELL State Superintendent of Public Instruction Review of District Compliance Data / Compliance History- cont'd 4. Does the District or COE fulfill its responsibilities when other districts and programs serve its students? 5.Does the SELPA (of which the District or COE is a part) fulfill its responsibilities for monitoring the procedural elements of the Local Plan?

59. JACK O’CONNELL State Superintendent of Public Instruction Monitoring Plan: Overview Please note that detailed instructions and materials to assist districts in preparing their Monitoring Plan will be provided at a later date. The Monitoring Plan is an important first step in implementing the SESR. The Monitoring Plan is developed from Parent Input, SPPI data, compliance data, and other information and concerns that may be related to the overall monitoring questions. The Monitoring Plan is submitted to CDE for review and approval before the District can implement and conduct their SESR. Key elements of the approved Monitoring Plan are entered into the SESR database software in order to generate customized review forms and to access data entry screens. SESR review activities are directed by the Monitoring Plan.

60. JACK O’CONNELL State Superintendent of Public Instruction Identifying Items for the Monitoring Plan Monitoring Plan items come from three sources: –Parent Input; –SPPI Data Review; and –Compliance data and other concerns related to the overall monitoring questions.