WISM Program Review in ESD 113 Region October 2012

1. WISM Program Review in ESD 113 RegionOctober 2012 Where are the challenges?

2. I Data Management – 7/10 • Question C – LRE Reporting • Correct inconsistencies between LRE Calculator, minutes per week on IEPs, bell schedules • Correct LRE codes • Study historical identification patterns that reveal identification above 12.7%

3. II B Time & Effort Tracking 6/10 • Submit T & E reports for particular staff members • Confirm corrected coding and reporting • Review staffing charged to special education

4. IV A Monitoring Priority Areas – Child Find, 4/10 • Expand Child Find notice to include Birth-21 • If using WSSDA document, customize it to the district

5. IV B Monitoring Priority Areas – LRE, 8/10 • Include explanation of extent educated with nondisabled • Review resources on LRE and strategies for increasing access to the general curriculum • Review LRE strategies for preschool

6. IV D Monitoring Priority Areas – Transition from Part C to B, 5/10 • Develop and implement proportional cost allocation model for preschool • Ensure timely completion of transition from C to B • Clarify roles and responsibilities

7. IV E Monitoring Priority Areas – Secondary Transition, 6/10 • Complete age-appropriate transition assessments • Make post-secondary goals measurable in education, training and employment • Make sure post-secondary goals are to be completed after secondary • Include course of study • Include notification of transfer of rights at 18 • Invite student to the meeting, keep documentation • Invite agency providing services to the meeting

8. IV F, G Monitoring Priority Areas – Disproportionality 5/10 • Review resources related to culturally responsive referral procedures

9. V IEP (A) Implementation – Sufficient Evaluations, 10/10 • Include sufficient evidence to establish or reconfirm disability • Include adverse impact of the disability • Demonstrate need for specially designed instruction • Refer to Evaluation Review Form

10. V IEP (A) Implementation – Consistency between Evaluation, IEP, Services • Ensure students are receiving services in all areas identified

11. V IEP (B) Procedural – Measurable Annual Goals, Present Levels Academic and Functional Performance, 9/10 • Include sufficient evidence of performance level for each area of service • Include current data • Include appropriate goals • problems with “study skills”, homework • Write measurable goals • Include quantifiable baseline and target • Writing, behavior, social skills areas of problems • Include explanations of appropriate state assessment, accommodations, appropriate grade level for state assessment

12. V IEP (B) C Procedural – Frequency, Location, Duration of Services 6/10 • Include all areas of service, delete areas that are eliminated • Be sure there is consistency between student schedule and areas, amount of service • If ESY is TBD, complete it • Include details of ESY service • Be specific about location/context of service • “General/special ed classroom” not OK

13. Implications for Other 33 Districts • Use this information in internal control activities • Establish a schedule to check IEPs and give feedback to teachers • Use this information and information from IEP checks for targeted professional development for teachers and ESAs