1.3* Chapter 2 The district shall establish a child identification system that includes referrals from developmental screening. 100% of 3-5 year olds screened, referred and evaluated for services are completed within appropriate timelines. Met Not Met NA - OIEP Probe questions: How are districts advertising screening activities? What parent trainings provide information regarding screens provided by the district? Do developmental screenings include vision, hearing, speech and language? Are evaluation timelines tracked after screenings? Improvement Plan Draft: 1.4* Chapter 10. Section 1 & 2 Parents of students with exceptionalities are appropriately informed about parental rights and responsibilities. 100% of parents are informed of their parental rights and responsibilities. Met Not Met Improvement Plan Citation Compliance Indicator District Notes / Discussion Target Agency Status 1.5* Chapter 10. Section 3 Written notice must be given to the parents of an exceptional student or the adult student within a reasonable time before the public agency proposes to initiate or change the identification, evaluation or educational placement of the student or the provision of FAPE to the student or refuses to initiate or change the identification, evaluation or When necessary, Prior Written Notice is provided 100% of the time. Met Not Met
1.10* Chapter 7. Section 1 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in placement. The district follows policies and procedures 100% of the time when removal of a student with a disability does not constitute a change of placement. Met Not Met Improvement Plan Draft: Citation Compliance Indicator District Notes / Discussion Target Agency Status 1.11* Chapter 7. Section 2 The district implements the required procedures when a student with a disability is removed from school for disciplinary reasons and the removal constitutes a change of placement. The district follows policies and procedures 100% of the time when removal of a student with a disability constitutes a change of placement. Met Not Met Probe Questions: Have administrators received training in policies and procedures related to the discipline of special education students? What action has the district taken to train administrators in alternative options to suspension of students with disabilities? Are significant differences in the suspension rates among categorical areas of disability, gender, ethnicity, schools or grade levels? Are students with disabilities being suspended for the same types of violations as general education students? Are there specific schools with a disproportionate number of discipline referrals and suspensions? Have received training in how to conduct FBAs and develop appropriate BIPs? Are BIPs targeted to address the specific behavior that lead to the suspension of students? Are BIPs being implemented appropriately with supportive documentation? Of the students with disabilities suspended for more than 10 days, what are their grade levels? School? Gender? Ethnicity? Has the district supported the school-wide Positive Behavior Support programs? If so, what changes have occurred as a result?
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. State Target (GEFT) (2009-2010) 60.5% (2010-2011) 61.5% Met Not Met NA – OIEP NA – WVSD&B Probe Questions: What kinds 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 / Discussion Target Agency Status
modifications in the 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 begin 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 R. Marockie, et al., Civil Action No. 2:90-1236 “A segregated special education classroom is one separated by a space, wall, or otherwise from the 100% of classrooms for eligible exceptional students are located in close proximity to age Met Not Met
1.22 SPP Indicator 7 Preschool children demonstrate improvement in positive skills (including social relationships), acquisition and use of knowledge, and skills (including early language communication and early literacy), and use of appropriate behaviors to meet their needs. 100% of students with disabilities ages 3-5 receiving instruction using a state approved curriculum and assessment system demonstrating show improvement. Met Not Met NA – OIEP Questions: What curriculum is being used for preschool students? What percentage of preschool students with disabilities exit into general education? Improvement Plan Draft: Monitoring Priority Area: II. Disproportionality, which includes appropriate identification of racial/ethnic groups as students with disabilities Goal: All students with exceptionalities are appropriately identified regardless of race/ethnicity. Citation Compliance Indicator District Notes / Discussion Target Agency Status 2.1* Chapter 9. Section 2 SPP Indicator 9 Students with exceptionalities disaggregated by race/ethnicity are appropriately identified. Note: If the weighted risk ratio for students with disabilities by race/ethnicity, for all disabilities or for one or more disability categories, exceeds 2.0 (over- representation) with 20 or more in a cell, the district must review its policies, procedures and practices by utilizing the Disproportionality File Review Checklist to verify students are appropriately identified. If weighted risk of students with exceptionalities by race/ethnicity, for all disabilities or for one or more disability categories, is less than .25 with 50 or more in a cell (under-representation), the district must examine the achievement and progress data, SAT and demographic data of non-exceptional students with regards to that group and determine the 100% of files reviewed indicate appropriate identification procedures. Met Not Met NA – OIEP 2.2* SPP Indicator 10 Students in each category of exceptionality disaggregated by race/ethnicity are appropriately identified. 100% of files reviewed indicate appropriate identification procedures for each area of exceptionality. Met Not Met NA – OIEP
Improvement Plan Draft: Citation Compliance Indicator District / Discussion Target Agency Status 3.2* SPP Indicator 11 Children with parental consent to evaluate are evaluated within the established 80-day timeline. Note: ALL reason must be entered, however, only 2 reasons are acceptable to justify exceeding the 80-day timeline: # 4) Parent repeatedly or refuses to produce the student for evaluation after district has made and documented reasonable efforts to schedule and evaluation; or # 8) Student enrolls in another district prior to the eligibility determination. 100% of initial evaluations are completed within the 80-day timeline or accurate, acceptable reasons are entered in WVEIS. Met Not Met Probe Questions: Are reason entered for every initial evaluation not completed within the 80-day timeline? Improvement Plan Draft: Citation Compliance Indicator District Notes / Discussion Target Agency Status
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 data? How do districts accuracy of data in WVEIS? Are difficulties in developing queries for required reports? Improvement Plan Citation Compliance Indicator District / 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 Review Checklist. Met Not Met Improvement Plan 3.5* Chapter 10. Section 10 Collect, maintain and disclose personally identifiable student data in accordance with and federal confidentiality requirements. 100% compliance with state and federal confidentiality requirements. Met Not Met