1.13 Chapter 9. Section 2.B Participation SPP Indicator 3 Students with disabilities will meet the required participation rate in the statewide assessment. 95% of students with disabilities participate in the statewide assessment. Met Not Met Improvement Plan Draft: 1.14 Chapter 5. Section 2.J SPP Indicator 5 Students with disabilities will participate in the general curriculum in integrated settings to the maximum extent appropriate. District level analysis indicates 100% of placements are appropriate and justified in the IEP. Target (GEFT) (2009-2010) 60.5% (2010-2011) 61.5% Met Not Met NA – OIEP NA – WVSD&B Probe Questions: What of collaborative programs are available in the county? What services and supports are available to promote student progress in the general education curriculum? What projects that promote inclusion have been implemented? What have been their results? Improvement Plan Draft: Citation Compliance Indicator District Notes / Discussion Target Agency Status
modifications in the early childhood settings. appropriate and justified in the IEP. NA – WVSD&B Improvement Plan Draft: 1.18* Chapter 5. Section 2.J Students with exceptionalities shall be provided services in settings that serve age-appropriate peers and must be grouped based upon meeting the students’ similar social, functional and/or academic needs. 100% of exceptional students are served in schools with peers and are grouped with students who have similar social, functional and/or academic needs. Met Not Met NA – OIEP NA – WVSD&B Improvement Plan Draft: Citation Compliance Indicator District Notes / Discussion Target Agency Status 1.19* Chapter 1. Section 2.A Provide eligible exceptional students an instructional day, a school day and school calendar at least equivalent to that established for non-exceptional students of the same chronological age in the same setting. Note: Exceptional students’ school day must and end at the same time as non-exceptional students’ school day. Any exceptions must have a valid doctor’s order. 100% of exceptional students have an instructional day, school day and school calendar equivalent to students of the same chronological age in the same setting. Met Not Met Improvement Plan Draft: 1.20* Chapter 1. Section 2.A Provide classrooms to eligible school age exceptional students in close proximity to classrooms for Lori Harris, et al. v Henry R. Marockie, et al., Civil Action No. 2:90-1236 “A segregated special education classroom is one separated by a wall, or otherwise from the main 100% of classrooms for eligible exceptional students are located in close proximity to age Met Not Met
3.3* Chapter 9. Section 1.C SPP Indicator 20 It is the responsibility of each public agency to collect and maintain current and accurate student data, which verifies the delivery of a free appropriate public education and report data as required. Current and accurate data are maintained and verify: 100% of reevaluation and annual reviews are completed within required timelines as set forth in Policy 2419; and reports are submitted in a timely manner. Met Not Met Probe Questions: What training has been provided regarding use of WVEIS? Who enters WVEIS data? How do districts accuracy of data in WVEIS? Are there difficulties in developing queries for required reports? Improvement Plan Draft: Citation Compliance Indicator District Notes / Discussion Target Agency Status 3.4* Chapter 5 IEPs are written to include all required components. Files reviewed must meet 80% compliance on the General IEP File Checklist. Met Not Met Improvement Plan Draft 3.5* Chapter 10. Section 10 Collect, maintain and disclose personally identifiable student data in accordance with state and federal confidentiality requirements. 100% compliance with state and federal confidentiality requirements. Met Not Met