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Bureau of Indian Education . Special Education Integrated Monitoring Process September 2008. Monitoring and Enforcement. Monitoring Priorities 616(a)(3)

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Bureau of indian education

Bureau of Indian Education

Special Education Integrated Monitoring Process

September 2008

Monitoring and enforcement
Monitoring and Enforcement

Monitoring Priorities


The secretary shall monitor states/BIE and require each state/BIE to monitor its LEAs using quantifiable indicators to measure performance in the:

Provision of FAPE in the LRE.

States’/BIE exercise general supervisory authority.

Disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification

S e i m p

Special Education Integrated Monitoring Process

Step Six

Noncompliance Closeout

The school must correct noncompliance items and FAPE noncompliance within required timelines. The school will retain a Body of Evidence for review to demonstrate compliance results.

Performance Results

Schools will demonstrate progress in meeting the measurable and rigorous targets for the performance indicators established in the BIE SPP.

The school assembles a School Special Education Committee made up of stakeholders, with the ELO serving as chairperson. The BIE will provide training and guidance to the school regarding the special education integrated monitoring process.

Step One

BIE Special Education Data Review and Analysis

The BIE will examine school SPP/APR , other data and information to determine the school special education level of determination (April).

Annual Special Education Data Summit

The BIE will include stakeholder involvement to review SPP/APR and special education data in formulating a basis for making special education levels of determination for each school (April).

Step Five

Measure Results and Follow-up

The LSPP, Corrective Action Plan (Form A or B), Procedural Safeguards Corrective Action Plan, and Fiscal Monitoring Response will be implemented and evaluated. The results will be maintained in the school’s SEIMP Body of Evidence.

Positive Results for Children with Disabilities

Step Two

Special Education Self-Assessment

Each school will receive a special education self-assessment packet (Part 1, 2, and 3) with instructions to conduct their self–assessment by April 1. The self-assessment will be submitted to the BIE. Part 1 and 2 will be submitted by June 1, and Part 3 by September 30.

Special Education Compliance Monitoring will be conducted annually from March to May. The school will complete the Compliance Monitoring Corrective Action Plan Form A and/or Form B within 5 days (FAPE) , 30 days of receipt of the School Special Education Compliance Monitoring Report.

Step Four

Validation and Technical Assistance

From June to September , the School Special Education Committee will develop their Local School Performance Plan (LSPP).

The BIE will review the LSPP by November 15 of each year to determine the level of technical assistance for schools in Levels 1-4. Written feedback on the review of the school’s LSPP will be provided by the BIE .

The BIE will provide sources of technical assistance to the School Special Education Committee. Contingent upon the school’s Level of Determination, the school will receive technical assistance from the BIE via conference calls or on-site visits.

Step Three

Annual Level of Determination

Based on specific criteria each school will be in one of the four Levels of Determination: meets requirements, needs assistance, needs intervention, or needs substantial intervention.The school will receive written notification from the BIE of their annual special education Level of Determination (June).


Step one
Step One

  • BIE Special Education Data Review and Analysis (April)

    • Bureau of Indian Education State Performance Plan Annual Performance Report (BIE SPP/APR)

    • School Annual Report

    • Special Education Self-Assessment

    • Compliance Monitoring results

    • Form A-Compliance Monitoring Corrective Action Plan

  • Annual Special Education Data Summit (April)

    • Stakeholder involvement

      • To review special education data and information

      • To formulate a basis for making special education levels of determination for each school

      • To evaluate and provide recommendations to improve SEIMP

Step two
Step Two

  • Special Education Self Assessment

    • Packet consists of three parts:

      • Part 1 - Part B School Application

      • Part 2 - School Profile

      • Part 3 – Post Secondary Student Activity

    • Timelines:

      • April: schools will receive packet with instructions

      • June 1: schools will submit Part 1 and Part 2 to the BIE

      • September 30: schools will submit Part 3 to the BIE

  • Special Education Compliance Monitoring (Formerly the 2nd Tier Monitoring)

    • A monitoring tool used to verify that students with disabilities have the required documentation in their file demonstrating compliance with IDEA

    • Timelines:

      • March to May: On-site monitoring at each school

      • Development of corrective action plans within 5 days (FAPE), within 30 days of receipt of monitoring report

  • Individual student : Identified noncompliance items have to be corrected as soon as possible adhering to IDEA requirements

  • Step three
    Step Three

    • Annual Levels of Determination

      • Based on specific criteria, the BIE will determine the level of each school in meeting the requirements of Part B of the IDEA

        • Meets Requirements (Level 1)

        • Needs Assistance (Level 2)

        • Needs Intervention (Level 3)

        • Needs Substantial Intervention (Level 4)

    • Timelines:

      • June: The BIE will make school levels of determination and notify the schools in writing of their level

      • Within 30 days of receipt of determination, the school will have the opportunity to provide additional supporting evidence to show error for statistical or other substantive reason(s)

      • September: BIE will finalize school levels of determination

    Step four
    Step Four

    • Validation and Technical Assistance

      • BIE will provide technical assistance to schools based on the school’s level of determination

      • Technical assistance is provided to assist schools in improving results and compliance

        • National conferences addressing systemic issues, websites, documents, local/regional/national meetings

        • On-site technical assistance specific to school needs

        • Follow-up activities to determine effectiveness of TA

    • Timelines

      • December 1, 2008: for SY2008-2009 schools will develop their Local School Performance Plan (LSPP)

        • January 1, 2009: BIE to review LSPP and determine level of technical assistance

        • January through June: school to implement LSPP

      • June through September: SY2009-2011 school to amend the LSPP

        • November 15: BIE will review LSPP and determine level of technical assistance

        • November through June: school to implement LSPP

    Step five
    Step Five

    • Measure Results and Follow-up

      • BIE will review and evaluate SEIMP Body of Evidence maintained at the school site

      • SIEMP Body of Evidence

        • Special Education Self-Assessment

        • Local School Performance Plan (LSPP)

        • Form A-Compliance Monitoring Corrective Action Plan (Form A-CMCAP)

        • Form B-Compliance Monitoring Corrective Action Plan (Form B-CMCAP)

  • Timelines

    • Are specific to the development, implementation of each activity/documentation

    • Example: Form A-CMCAP will be evaluated within 5 days and validation made with 45 days of Compliance Monitoring written report.

  • Step six
    Step Six

    • Noncompliance Closeouts

      • Are when correction of noncompliance items are made based on the review, evaluation, and written verification of the Body of Evidence by the BIE.

    • Performance Results

      • BIE provides written affirmation that the school has met the annual targets on the BIE SPP indicators .

    Next steps
    Next Steps

    Schools will organize a School Special Education Committee that is to be chaired by the Education Line Officer


    • Conducting the Special Education Self-Assessment

    • Developing and implementing LSPP and corrective action plans; maintaining Body of Evidence for verification

    • Responding within 30 days to the School Level of Determination if there is a need to submit additional data

      WebCast/Teleconference: Training on LSPP

    Bie dpa special education
    BIE-DPA Special Education

    Gloria J. Yepa: [email protected], 505-563-5264

    Elsie Belone: [email protected], 505-563-5384

    A. Sue Bement: [email protected], 505-563-5274

    Fern Diamond: [email protected], 505-563-5396

    Sally Hollow Horn: [email protected], 505-563-5276

    Eugene R. Thompson: [email protected], 505-563-5394

    Laura N. Tsosie: [email protected], 505-563-5275

    Deborah Lee: [email protected], 505-563-5265