1. 2005 OSEP National Early Childhood Meeting National Center for Special Education National Center for Special Education Accountability Monitoring LSU Health Sciences Center New Orleans Accountability Monitoring LSU Health Sciences Center New Orleanswww.monitoringcenter.lsuhsc.edu W. Alan Coulter, Ph.D. Jane Nell Luster, Ph.D. acoulter@lsuhsc.eduacoulter@lsuhsc.edu jluste@lsuhsc.edu jluste@lsuhsc.edu acoulter@lsuhsc.edujluste@lsuhsc.edu Sandy Schmitz, Ph.D. Sharon Walsh, M.A. sschmi@lsuhsc.edusschmi@lsuhsc.edu swalsh@lsuhsc.edu swalsh@lsuhsc.edu sschmi@lsuhsc.eduswalsh@lsuhsc.edu Lisa Persinger, Ph.D. lpers1@lsuhsc.edu

2. NCSEAM Goals 1. Build Consensus 2. Develop Capacity 3. Assist OSEP

3. SDE Part B Reps. State Part C Reps 619 Rep Advocates Parent Advocates NCSEAM Advisory Board (26 members) Monitoring Experts Research Base Experts WESTAT NASDSE NECTAC RRCs Bill East Pat Trohanis John Copenhaver Brian McNulty Mark Mlawer Jim Tucker Jack Fletcher Jim Ysseldyke Marsha Brauen Larry Fuller Isabel Garcia Paula Goldberg Deborah Jennings Diane Smith Leslie Seid- Margolis Therese Yanan Jim Comstock- Galagan Doug Huntt Mike Armstrong Martha Brooks Sam Howarth Barbara Gantwerk Linda Goodman Ron Benham Brenda Bledsoe Phyllis Mayfield

4. B NCSEAM Project Partners and Technical Assistance Entities C & B B C B B B B C B B B C Project Partners: January 1, 2003 – September 15, 2004 B B C B C/B B B B C B

5. Monitoring without Meaningful Corrective Actions and Effective Sanctions is a waste of limited resources.

6. The Big 6 of General Supervision and Continuous Improvement 1. Consensual, Measurable Goals (everything flows from …) 2. Effective Policies and Procedures 3. Data on Program Processes and Results (disaggregable into meaningful units for analysis) 4. Targeted Training and Technical Assistance (with measurable indicators of implementation and results) 5. Effective, Responsive Complaint Process 6. Meaningful Focused Monitoring, Corrective Actions, Incentives, and Sanctions

7. What is Focused Monitoring (FM)? “A process that purposefully selects priority areas to examine for compliance/results while not specifically examining other areas for compliance to maximize resources, emphasize important variables, and increase the probability of improved results.”

8. Big Ideas in F.M. Focusing on goals or critical indicators concentrates limited resources for Continuous Improvement Focusing on goals or critical indicators concentrates limited resources for Continuous Improvement Compliance for what is important becomes achievable Compliance for what is important becomes achievable Monitoring becomes the accountability and management system supporting Continuous Improvement of RESULTS Monitoring becomes the accountability and management system supporting Continuous Improvement of RESULTS

9. Results/Outcomes of Focused Monitoring (1) Stakeholders continuously involved Stakeholders continuously involved Public process raises awareness Public process raises awareness Resources wisely used Resources wisely used Results continuously IMPROVE Results continuously IMPROVE

10. Outcomes of Focused Monitoring (2) Data are used to: Data are used to:  Select areas of Focus/Levels of monitoring  Track rate of continuous improvement (compliance) Goals get most attention and improvement generalizes Goals get most attention and improvement generalizes

11. Monitoring Changes in Section 616 New system is called “Monitoring, Technical Assistance and Enforcement” New system is called “Monitoring, Technical Assistance and Enforcement” The Secretary shall: The Secretary shall: Monitor through oversight of State’s general supervision and State Performance Plans; Monitor through oversight of State’s general supervision and State Performance Plans; Enforce; and Enforce; and Require States to monitor and enforce Require States to monitor and enforce

12. Part C Section 642 Unless inconsistent, sections 616, 617, and 618 of Part B apply to Part C except that-- Unless inconsistent, sections 616, 617, and 618 of Part B apply to Part C except that-- any reference in such sections to a State educational agency shall be considered to be a reference to a State's lead agency established or designated under section 635(a)(10); any reference in such sections to a State educational agency shall be considered to be a reference to a State's lead agency established or designated under section 635(a)(10); any reference in such sections to a local educational agency, educational service agency, or a State agency shall be considered to be a reference to an early intervention service provider under this part; and any reference in such sections to a local educational agency, educational service agency, or a State agency shall be considered to be a reference to an early intervention service provider under this part; and any reference to the education of children with disabilities or the education of all children with disabilities shall be considered to be a reference to the provision of appropriate early intervention services to infants and toddlers with disabilities. any reference to the education of children with disabilities or the education of all children with disabilities shall be considered to be a reference to the provision of appropriate early intervention services to infants and toddlers with disabilities.

13. Focused Monitoring Primary focus of federal and state monitoring: Primary focus of federal and state monitoring: “improving educational results and functional outcomes for all children with disabilities”; and “improving educational results and functional outcomes for all children with disabilities”; and ensuring States meet program requirements “with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities.” ensuring States meet program requirements “with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities.”

14. State Performance Plans Within one year of enactment, each State shall submit to Secretary a Performance Plan that “evaluates the State’s efforts to implement the requirements and purposes of this part and describes how the state will improve such implementation.” Within one year of enactment, each State shall submit to Secretary a Performance Plan that “evaluates the State’s efforts to implement the requirements and purposes of this part and describes how the state will improve such implementation.” Extensive language included on federal approval process Extensive language included on federal approval process Plans must be reviewed by States at least once every 6 years with amendments submitted to the Secretary Plans must be reviewed by States at least once every 6 years with amendments submitted to the Secretary

15. Targets and Data Collection States must establish measurable and rigorous targets for the indicators established under the 3 priority areas; States must establish measurable and rigorous targets for the indicators established under the 3 priority areas; States must collect valid and reliable information and report annually on the priority areas; States must collect valid and reliable information and report annually on the priority areas; States must report annually to the public and the Secretary on the plan States must report annually to the public and the Secretary on the plan

16. Priority Areas Section 616(a)(3) Provision of a free appropriate public education in the least restrictive environment. Provision of a free appropriate public education in the least restrictive environment. State exercise of general supervisory authority, including child find, effective monitoring, the use of resolution sessions, mediation, voluntary binding arbitration, and a system of transition services as defined in sections 602(34) and 637(a)(9). State exercise of general supervisory authority, including child find, effective monitoring, the use of resolution sessions, mediation, voluntary binding arbitration, and a system of transition services as defined in sections 602(34) and 637(a)(9). Disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification. Disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification. The Secretary shall consider other relevant information and data, including data provided by States under section 618. The Secretary shall consider other relevant information and data, including data provided by States under section 618.

17. Data Capacity and TA Review The Secretary shall: The Secretary shall: Review State’s data collection and analysis capacity; and Review State’s data collection and analysis capacity; and Provide technical assistance to improve State’s capacity to meet data collection requirements Provide technical assistance to improve State’s capacity to meet data collection requirements The Secretary may reserve from Part B appropriation not more than.5% (maximum of $25 M) a year for TA to improve State capacity to meet data requirements The Secretary may reserve from Part B appropriation not more than.5% (maximum of $25 M) a year for TA to improve State capacity to meet data requirements

18. How is Compliance to be Ensured by a state? Given that your state’s agency is “administratively responsible” for Part C, how does it supervise/administrate? Given that your state’s agency is “administratively responsible” for Part C, how does it supervise/administrate? How does a service provider or local program demonstrate compliance to the state agency? How does a service provider or local program demonstrate compliance to the state agency? How do you ensure identification of deficiencies and corrections within one year? How do you ensure identification of deficiencies and corrections within one year?

19. Purpose of Stakeholder Process A diverse stakeholders group, through consensus, serves to advise and oversee the lead agency’s process of identifying and monitoring current and future priorities concerning infants and toddlers with disabilities and their families. A diverse stakeholders group, through consensus, serves to advise and oversee the lead agency’s process of identifying and monitoring current and future priorities concerning infants and toddlers with disabilities and their families.

20. Possible Stakeholder Members Parents Parents Administrators Administrators Advocates Advocates Adults with a disability Adults with a disability Early Care and Education Providers Early Care and Education Providers Public/Private Service Providers Public/Private Service Providers Institutions of Higher Learning Institutions of Higher Learning State Associations State Associations State ICC Members State ICC Members State Legislative Representatives State Legislative Representatives Others Others

21. Stakeholder Roles · Reviewing state data to determine progress of children with disabilities · Determining "priorities" that are critical to continuous improvement · Identifying which priorities will trigger selection for on- site visit · Reviewing results of previous monitoring to critically evaluate the process and to make recommendations for enhancement · Sharing information about focused monitoring with the constituency in which they represent

22. Specific Task for Stakeholders: Brainstorm possible goals  Select targeted areas for first year’s focused monitoring. Identify indicators of the goals Identify indicators of the goals  The percentage of infants and toddlers with disabilities who receive their intervention in the natural environment. Develop protocols for targeted goals/indicators Develop protocols for targeted goals/indicators What are all the things that would indicate/demonstrate that the goal/indicator is being met successfully? What are all the things that would indicate/demonstrate that the goal/indicator is being met successfully?

23. States Part B Indicators LRE State-wide assessment/ Performance Child Find Exit From School Suspensi on/ Expulsio n Grad/ Diplom a Drop Out LAXXX NMXX X (SLD) X MSXX CAXX FLXXXX NYXXX OHXXX ILXXX(X) WVXXXX

24. State Part C Focused Monitoring Priorities Child Find Child Find Evaluation Evaluation Quality of evaluation Quality of evaluation Quality of Services Quality of Services Transition Transition Service Coordination Service Coordination

25. Selecting Programs for Onsite FM Visit Groups Indicator One Indicator Two One Program 1 Program 6 Two Program 2 Program 7 Three Programs 3 Program 8 Four Program 4 Program 9 Five Program 5 Program 10