Transcript Power Point for Activity Three

Special Education
Self Review (SESR)
Activity Two:
Completing the Reviews
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
ACTIVITY TWO – COMPLETING THE REVIEWS
SESR Process
DISTRICT LEVEL REVIEW
(JAN–MAR)
STUDENT LEVEL REVIEW
A. Student Record Review
11a.
Print SESR
Review
Protocols
10.
CDE/SELPA
TRAINING
Tom Torlakson
State Superintendent
of Public Instruction
·
·
·
12a.
Select Student
Records
School age
Preschool
Infant/Toddler
13a.
Train Team
·
·
·
·
14a.
Conduct
Reviews
·
B. Educational Benefit Review
Review IEP,
assessments, and
other student
information
·
·
Select student
records
Chart information for
two or three years
C. IEP Implementation Revie
·
·
Select ten
student records
Complete
Worksheet 4
15a.
Record findings on the
Summary Sheet
Teachers
Psychologists
Administrators
Service Providers
16.
Enter findings into the SESR software and electronically
submit to CDE for review and approval. Print copy to
SELPA for review and approval.
A. Policy & Procedure Review
11b.
Print Review
Protocol
12b.
Gather
Documents
B. SELPA Governance Review
11c.
Print Review
Protocol
12c.
Gather
Documents
C. Fiscal Review
11d.
Print Review
Protocol
12d.
Gather
Documents
·
·
District Manuals
SELPA Manuals
·
·
·
Local Plan
Policy & Procedures
Interagency Agreement
- Regional Center
15b.
Record findings on
the Summary Sheet
14b.
Conduct a
Review
·
·
·
·
·
·
·
Time sheet & payroll records
Low incidence equipment records
Excess cost worksheet
Professional development allocation budget
Proportionate share documents
NPS/NPA student list & service records
Staff assignment records
13b.
Train Team
·
·
Administrators
SELPA Director
17.
Review by CDE
and SELPA
SELPA/CDE
approved
Revisions
needed
18a.
Revise data
per CDE/
SELPA
instructions
18b.
Successful
Submission
Letter sent to
LEA
19.
Go to Activity
Three
Electronic and Hard Copy Data
Due Dates
Tom Torlakson
State Superintendent
of Public Instruction
• April 30, 2012: Student and LEA level findings
report to CDE
• Student level corrective actions due to CDE
based on successful submission of student
and LEA level findings
• LEA level corrective actions due to CDE
based on successful submission of student
and LEA level findings
• One year timeline expires for correction of
noncompliance based on the date of the
successful submission letter of student and
LEA level findings
SESR Activity Two –
Step I0
Tom Torlakson
State Superintendent
of Public Instruction
10.
CDE/SELPA
TRAINING
SESR Activity Two – Step
11
Tom Torlakson
STUDENT LEVEL REVIEW
State Superintendent
of Public Instruction
Page
17
11a.
Print SESR
Review
Protocols
·
·
·
School age
Preschool
Infant/Toddler
(SESR Instructions Manual)
SESR Activity Two – Step
11
Tom Torlakson
State Superintendent
of Public Instruction
DISTRICT LEVEL REVIEW
A. Policy & Procedure Review
11b.
Print Review
Protocol
B. SELPA Governance Review
11d.
Print Review
Protocol
C. Fiscal Review
11c.
Print Review
Protocol
View & Print Protocols
Tom Torlakson
State Superintendent
of Public Instruction
View to verify information
Selecting input items in the
view area allows you to see
and edit information.
• Do Not edit the first six areas
• Do Not edit “compliance test”
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
When the approved monitoring plan is entered into
the SESR software, LEAs should be able to print
six customized review protocols:
1. Infant/Toddler review
2. Preschool review
3. School Age review packet (includes
Education Benefit and IEP
Implementation questions)
4. Policy and Procedures
5. SELPA Governance
6. Fiscal
SESR Activity Two –
Step 12
DISTRICT LEVEL REVIEW
STUDENT LEVEL REVIEW
Tom Torlakson
State Superintendent
of Public Instruction
12a.
Select Student
Records
12b.
Gather
Documents
Selection of Student
Records
Tom Torlakson
State Superintendent
of Public Instruction
District staff are responsible for
reviewing records representative
of the students receiving special
education services.
Ensure all special populations and
students from various sites are
included in records selected for
review.
Gather Documents
A. Policy & Procedure Review
Tom Torlakson
·
·
District Manuals
SELPA Manuals
DISTRICT LEVEL REVIEW
State Superintendent
of Public Instruction
B. SELPA Governance Review
C. Fiscal Review
·
·
·
Local Plan
Policy & Procedures
Interagency Agreements
- Mental Health
- Regional Center
·
·
·
·
·
·
·
Time sheet & payroll records
Low incidence equipment records
Excess cost worksheet
Professional development allocation budget
Proportionate share documents
NPS/NPA student list & service records
Staff assignment records
SESR Activity Two – Step
13
Tom Torlakson
DISTRICT LEVEL REVIEW
STUDENT LEVEL REVIEW
State Superintendent
of Public Instruction
13a.
Train Team
·
·
·
·
Teachers
Psychologists
Administrators
Service Providers
13b.
Train Team
·
·
Administrators
SELPA Director
Team Member Selection
Tom Torlakson
State Superintendent
of Public Instruction
 Consider staffing needs.
 Consider who will review files,
policy and procedure manuals,
and other documentation.
Team Member Selection
Tom Torlakson
State Superintendent
of Public Instruction
Suggestions for review team
membership:








SE Director
Principals
Psychologist
Resource Specialists
Teachers
Nurse
Fiscal personnel
SELPA Director or other SELPA staff
SESR Activity Two – Step
14
Tom Torlakson
State Superintendent
of Public Instruction
Student Record Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction

If “Non-Compliant (NC)”:
-- State the reason why the requirements of the test
question have not been met.

If “Non-Applicable (NA)”:
-- State the reason why the item does not apply to the
file.

If “Compliant (C)”:
-- No statement is needed to justify the finding.
NOTE: NC and NA findings must be documented on the “Summary
of Noncompliant Findings” form and entered in the software.
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
Complete only the sections that apply to the student file you are
reviewing. There are twelve:
• School Age
• Transition
• Identification /Initial
Assessment
• OHI with Diabetes
• Low Incidence
• English Learner
• African American
• Behavior
• IEP Implementation
• Education Benefit
• CMA and CAPA
• Nonpublic school
Tom Torlakson
State Superintendent
of Public Instruction
The School Age Review form is
organized into sections. The
School Age section includes items
that apply to all students. These
must be evaluated for all School
Age students.
Other sections include items that
apply only to some students (e.g.,
Low Incidence, English Learners).
If the items apply to the student
being reviewed, then the additional
items in the special sections must
also be completed.
Example – Item 2-1-2.2
Tom Torlakson
State Superintendent
of Public Instruction
Scenario
The file includes:
• An assessment plan completed within the last year
• An assessment report, and/or
•
IEP notes referencing a completed assessment.
1. Would this item number apply to the file? YES
2. What would the appropriate evidence look like?
Procedural Safeguards notice OR, notes that specify the parents
received information about IEEs and/or Procedural Safeguards.
Scenario – N/A Section
Student A: Disability designation is Speech and Language
Tom Torlakson
State Superintendent
of Public Instruction




English language learner
16-years old
Behavior Support Plan
Has received special education services for 6 years
 School Age

IEP Implementation

 Identification /Initial Assessment

Education Benefit
 Low Incidence
 CMA and CAPA
 English Learner


Behavior
 African American

Transition
 OHI with Diabetes
General Guidelines
Completing the file reviews:
Tom Torlakson
State Superintendent
of Public Instruction
1.
The student sample represents the special
education population (ethnicity, disability, age)
2.
Review the most recent IEP, supporting
assessments and reports.
3.
Evidence of compliance is found in the student
file.
4.
Include concise specific reasons for findings
on the Summary of Noncompliant Findings
(Worksheet 1a, 1b, and 1c)
General Guidelines
Tom Torlakson
State Superintendent
of Public Instruction
Completing the file reviews:
5.
Only review sections of the protocol relevant to
the specific file you are looking at.
6.
“Not Applicable Section” vs. “Not Applicable Item”

If the entire section of the protocol does not
apply to the file being reviewed -- Line out
the entire section.

If the section of the protocol applies to the
file being reviewed but, the item within the
section does not apply to the student Write “NA” on the item.
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
Educational Benefit Review
Components for completion: Student Selection
Tom Torlakson
State Superintendent
of Public Instruction

Review five school age files of students receiving
mental health services

If less than five students receive mental health
services select all and supplement with other students
receiving special education services up to five total.

If no students receive Mental Health services select
five students receiving special education services.

Start with the year in which an initial or triennial IEP
was completed, review that year and up to two
subsequent years of IEP information.

The files should already have gone through the
“School Age review.”
Pages
20-24
SESR Instructions & Forms
Manual
Big Picture
Tom Torlakson
State Superintendent
of Public Instruction
Assess in All Suspected Areas

Identify unique needs

Establish Appropriate Goals

Provide Supporting Services

All students with disabilities
will demonstrate progress
in academic and
nonacademic skills
Legal Support
Tom Torlakson
State Superintendent
of Public Instruction
1982 Rowley Decision
Special Education Instruction:
 No greater standard of instruction
than GE
 Guarantees no specific outcome
 Must provide an opportunity for
educational benefit
 Further defined FAPE
FAPE
Tom Torlakson
State Superintendent
of Public Instruction
IEP
Reasonably
Calculated
Student educational programs:
Education
Benefit
A student’s program should be
reasonably calculated to result in
educational benefit.
Reasonably Calculated
After a referral is made, the student is assessed in ALL suspected
areas of need.
III.
GOALS IN
EACH AREA
The related assessments are complete and the student’s needs are
appropriately identified.
Goals (and benchmarks or short-term objectives for students taking
CAPA) are established to address each of the student’s identified
needs.
IV.
SERVICES
WERE
PLANNED
II.
NEEDS
WERE
IDENTIFIED
I.
COMPLETE
ASSESS.
IEP Team Responsibility
Services are planned to support progress in all goals and in the
general curriculum. Services allow the student to participate in
extracurricular/non-academic activities; and the student is educated
with both disabled and nondisabled peers.
V.
PROGRESS
REVIEWED &
MODIFIED AS
NEEDED
Tom Torlakson
State Superintendent
of Public Instruction
BASED ON PROCEDURAL REQUIREMENTS OF IDEA
IS THE IEP REASONBLY CALCULATED?
The IEP team reviewed the student’s progress AND made
adjustments to the IEP when progress was not made or, made
adjustments based anticipated needs when progress was made.
Educational Benefit
Tom Torlakson
State Superintendent
of Public Instruction
Planned Services in the IEP will support the student’s:
 Progress towards all identified goals
 Participation in general education environment
 Progress in the general education curriculum
 Education with other typically developing peers
Educational Benefit
Tom Torlakson
State Superintendent
of Public Instruction
Reasonable calculations may be measured (in part) by:

Achieving passing marks

Advancing from grade to grade

Progress toward meeting goals

Improved scores on clinical, district and
statewide assessments
Educational Benefit
Tom Torlakson
State Superintendent
of Public Instruction
Reasonable calculations may be measured (in part) by:
 Passing CAHSEE
 Graduating with a diploma
Educational benefit must be
considered on a case by case
basis by the IEP team.
Review Process
For Students Receiving Mental Health
Services:
Tom Torlakson
State Superintendent
of Public Instruction

Chart information on Worksheets for two years. The
first year should be an initial or triennial IEP for the
10−11 school year.

Analyze the relationship of assessments compared to
identified goals, and services.

Compare year to year.

Complete the worksheet for students receiving mental
health services under 26.5.

Make judgments about the adequacy of the effort to
ensure that there was a reasonable calculation that the
IEP would result in educational benefit.

Answer items on School Age Protocol.
(Ed Benefit section)
Review Process
Tom Torlakson
State Superintendent
of Public Instruction
For Students Not Receiving Mental
Health Services:

Chart IEPs information on Worksheets for three
years 1, 2, and 3.

Analyze the relationship of assessments
compared to identified goals and services.

Compare year to year.

Make judgments about the adequacy of the effort
to ensure that there was a reasonable calculation
that the IEP would result in educational benefit.

Answer items on School Age Protocol.
(Ed Benefit section)
Tom Torlakson
State Superintendent
of Public Instruction
Conducting the
Educational Benefit
Review
Step One -
Tom Torlakson
State Superintendent
of Public Instruction
Assessments
Identify Concerns & Completed
Assessments
YEAR 1:
– Use the most recent assessment information
•
•
Initial or triennial
Record on worksheet for year one.
YEARS 2 & 3:
– Record any interim assessment results as
necessary
Step Two –
Tom Torlakson
State Superintendent
of Public Instruction
Needs Identified
Identify Present Levels of Performance
YEAR 1:
– Include as much information as possible
•
•
•
Statements of performance
Not just test scores
Parent/teacher observations, etc.
YEARS 2 & 3:
– Repeat for year 2 for all students and year 3
for students not receiving CMH services.
Step Three –
Identify Goals
Tom Torlakson
State Superintendent
of Public Instruction
Goals
YEAR 1:
 Include as much information as possible
•
•
•
For each identified need
Include transition goals
Include behavior goals
YEARS 2 & 3:
• Repeat for year 2 for all students and
year 3 for students not receiving CMH
services.
Step Four –
Tom Torlakson
Services
Identify Planned Services
State Superintendent
of Public Instruction
YEAR 1:
 Include as much information as possible
including:
•
•
•
•
Review date
Frequency and duration of each service
Location of each service
Criteria for determining progress
YEARS 2 & 3:
 Repeat for year 2 for all students and year 3 for
students not receiving CMH services.
Step Five –
Progress Identified
Chart Progress
Tom Torlakson
State Superintendent
of Public Instruction
YEAR 1:
 Not applicable for year 1
YEAR 2:
 Compare year 1 to year 2
YEAR 3:
 Compare year 2 to year 3
when applicable.
Step Five –
Tom Torlakson
State Superintendent
of Public Instruction
Progress Identified
Analyze Relationships – Needs to Goals
YEAR 1:
 Is there a relationship?
YEAR 2:
 Compare year 2 to year 1 – Are goals more
complex, less complex or, the same as
previous year?
YEAR 3:
 Compare year 3 to year 2 – Are goals more
complex, less complex or, the same as
previous year?
Step Five –
Tom Torlakson
State Superintendent
of Public Instruction
Progress Identified
Analyze Relationships – Goals to Services
YEAR 1:
– Is there a relationship?
YEAR 2:
– Compare Year 2 to Year 1 – Determine if the
services in the current year were adjusted and
if those services enable the student to make
progress.
YEAR 3:
– Compare Year 3 to Year 2 – Determine if the
services were adjusted and if those services
enable the student to make progress.
Student Summary
Tom Torlakson
State Superintendent
of Public Instruction
Seven Questions:
1. Are assessments complete and do they
identify the student’s needs?
2. Does the present levels of performance
identify all the needs indicated by the
assessment?
3. Are all of the student’s needs addressed by
appropriate goals?
Student Summary
Tom Torlakson
State Superintendent
of Public Instruction
Seven Questions:
4. Do the services support the goals?
5. Did the student make yearly progress?
6. If no progress, were IEP goals changed to
assist the student to make progress?
Student Summary
Tom Torlakson
State Superintendent
of Public Instruction
Seven Questions:
7. To assess for overall compliance:
Considering the answers to the
previous questions, was
the IEP reasonably calculated to
result in educational benefit?
Worksheets & Forms
Tom Torlakson
State Superintendent
of Public Instruction
For District Use:

Educational Benefit Chart

Educational Benefit Special Education Self
Review Worksheet

Noncompliant Student Summary Worksheet

School Age Protocol (Ed Benefit section)
Forms Submitted to the CDE:

None
Tom Torlakson
State Superintendent
of Public Instruction
Sample Educational
Benefit Review Charts
Needs/Assesment
Present
Performance
Goals
Services
Progress
Academic
Purchase sw itch toy s using
Imitates actions and gestures
Special Day Class - SH
Tom Torlakson
Activ ates sw itch toy s,
Ex tended Year
State Superintendent
of Public Instruction
computer
low incidence funds
Phase 1
Modified PE
Attends to most tasks
Motor
* May need to be fitted for
Walks w ith trunk support
new gait trainer
* Requires positioning to
enhances ability to attend
MOVE (OT) Consultation -
80degrees) for 40 minutes w ithout cry ing or
4x /y r. for 30 min.
Walks independently in gait
complaining w ith progressiv ely increasing
trainer
degrees and minutes tolerated w ithout cry ing
increase muscle tone,
mobility and posture w hich
Prepare Charts for each year.
Review the IEPs to determine how
you will organize the information
from each year. Often the present
performance is organized by area.
The purpose is to be able to align
the sections of the charts to look
across two or three years. See
Instruction Manual page 18 for
electronic links to charting forms.
Will tolerate standing in supine stander (set at
or complaining
Scoots on floor independently
Will sit and rock self independently w ithout
MET
MET
complaining (w hile secured w ith trunk strap)
* If acceptable to ****, hold
in a rocking chair for 15 minutes w ith
hands w ith her during certain
progressiv ely increasing minutes w ithout
tasks to promote use of one
complaining
hand and diminish
Will ambulate in a properly -fitted gait trainer for
NOT MET
a 20 minute period during recess one time per
w eek w ith progressiv ely increasing minutes
of ambulation w ithoug tiring or complaining
Will functionally use a v ariety of school/art
materials (e.g., pencils, pens, cray ons, etc.)
by independently holding and making mark
on paper 75% of time w ith progressiv ely
increasing percentage of independence
NOT MET
Needs/Assessment
Present
Performance
Goals
Services
Progress
Academic
Purchase sw itch toy s using
Imitates actions and gestures
Special Day Class - SH
Activ ates sw itch toy s,
Ex tended Year
low incidence funds
Tom Torlakson
computer
State Superintendent
of Public Instruction
Attends to most tasks
Modified PE
Motor
* May need to be fitted for
Walks w ith trunk support
new gait trainer
* Requires positioning to
enhances ability to attend
MOVE (OT) Consultation -
80degrees) for 40 minutes w ithout cry ing or
4x /y r. for 30 min.
Walks independently in gait
complaining w ith progressiv ely increasing
trainer
degrees and minutes tolerated w ithout cry ing
increase muscle tone,
mobility and posture w hich
Will tolerate standing in supine stander (set at
or complaining
Scoots on floor independently
MET
Record information from the initial
or triennial assessment and IEP.
Record enough to know the content
– it need not be verbatim. Align
information across the columns by
instructional or developmental area.
Record all two or three years and
post side by side.
Will sit and rock self independently w ithout
MET
complaining (w hile secured w ith trunk strap)
* If acceptable to ****, hold
in a rocking chair for 15 minutes w ith
hands w ith her during certain
progressiv ely increasing minutes w ithout
tasks to promote use of one
complaining
hand and diminish
Will ambulate in a properly -fitted gait trainer for
NOT MET
a 20 minute period during recess one time per
w eek w ith progressiv ely increasing minutes
of ambulation w ithoug tiring or complaining
Will functionally use a v ariety of school/art
materials (e.g., pencils, pens, cray ons, etc.)
by independently holding and making mark
on paper 75% of time w ith progressiv ely
increasing percentage of independence
NOT MET
Needs/Assessment
Present
Performance
Goals
Services
Progress
Academic
Purchase sw itch toy s using
Imitates actions and gestures
Special Day Class - SH
Tom Torlakson
Activ ates sw itch toy s,
computer
Is the
Phase
2 assessment complete
Ex tended Year
State Superintendent
of Public Instruction
and does it identify the
student’s
needs?
Analyze
relationships
Modified PE
low incidence funds
Attends to most tasks
Motor
between
needs, present performance,
goals, services and progress
using the appropriate
Does the present performance
include
the needs
identified in
Educational
Benefit
review
questions.the assessment?
* May need to be fitted for new Walks w ith trunk support
Will tolerate standing in supine stander (set at
MOVE (OT) Consultation -
gait trainer
80degrees) for 40 minutes w ithout cry ing or
4x /y r. for 30 min.
* Requires positioning to
increase muscle tone, mobility
and posture w hich enhances
ability to attend
Walks independently in gait
complaining w ith progressiv ely increasing
trainer
degrees and minutes tolerated w ithout cry ing
MET
or complaining
Scoots on floor independently
Will sit and rock self independently w ithout
MET
complaining (w hile secured w ith trunk strap)
* If acceptable to ****, hold
in a rocking chair for 15 minutes w ith
hands w ith her during certain
progressiv ely increasing minutes w ithout
tasks to promote use of one
complaining
hand and diminish
Will ambulate in a properly -fitted gait trainer for
NOT MET
a 20 minute period during recess one time per
w eek w ith progressiv ely increasing minutes
of ambulation w ithoug tiring or complaining
Will functionally use a v ariety of school/art
materials (e.g., pencils, pens, cray ons, etc.)
by independently holding and making mark
on paper 75% of time w ith progressiv ely
increasing percentage of independence
NOT MET
Needs/Assessment
Present
Performance
Goals
Services
Progress
Academic
Purchase sw itch toy s using
Imitates actions and gestures
Special Day Class - SH
Tom Torlakson
Activ ates sw itch toy s,
Ex tended Year
State Superintendent
of Public Instruction
computer
low incidence funds
Modified PE
Attends to most tasks
Motor
* May need to be fitted for
Walks w ith trunk support
new gait trainer
* Requires positioning to
enhances ability to attend
MOVE (OT) Consultation -
80degrees) for 40 minutes w ithout cry ing or
4x /y r. for 30 min.
Walks independently in gait
complaining w ith progressiv ely increasing
trainer
degrees and minutes tolerated w ithout cry ing
increase muscle tone,
mobility and posture w hich
Will tolerate standing in supine stander (set at
MET
or complaining
Scoots on floor independently
Will sit and rock self independently w ithout
complaining (w hile secured w ith trunk strap)
* If acceptable to ****, hold
in a rocking chair for 15 minutes w ith
hands w ith her during certain
progressiv ely increasing minutes w ithout
tasks to promote use of one
complaining
hand and diminish
Will ambulate in a properly -fitted gait trainer for
Are all ofMET
the student’s
educational needs
addressed by appropriate
goals?
NOT MET
a 20 minute period during recess one time per
w eek w ith progressiv ely increasing minutes
of ambulation w ithoug tiring or complaining
Will functionally use a v ariety of school/art
materials (e.g., pencils, pens, cray ons, etc.)
by independently holding and making mark
on paper 75% of time w ith progressiv ely
increasing percentage of independence
NOT MET
Needs/Assessment
Present
Performance
Goals
Services
Progress
Academic
Purchase sw itch toy s using
Imitates actions and gestures
Special Day Class - SH
Tom Torlakson
Activ ates sw itch toy s,
Ex tended Year
State Superintendent
of Public Instruction
computer
low incidence funds
Modified PE
Attends to most tasks
Motor
* May need to be fitted for
Walks w ith trunk support
new gait trainer
* Requires positioning to
enhances ability to attend
MOVE (OT) Consultation -
80degrees) for 40 minutes w ithout cry ing or
4x /y r. for 30 min.
Walks independently in gait
complaining w ith progressiv ely increasing
trainer
degrees and minutes tolerated w ithout cry ing
increase muscle tone,
mobility and posture w hich
Will tolerate standing in supine stander (set at
MET
or complaining
Scoots on floor independently
Will sit and rock self independently w ithout
MET
complaining (w hile secured w ith trunk strap)
* If acceptable to ****, hold
in a rocking chair for 15 minutes w ith
hands w ith her during certain
progressiv ely increasing minutes w ithout
tasks to promote use of one
complaining
hand and diminish
Will ambulate in a properly -fitted gait trainer for
NOT MET
a 20 minute period during recess one time per
w eek w ith progressiv ely increasing minutes
of ambulation w ithoug tiring or complaining
Will functionally use a v ariety of school/art
materials (e.g., pencils, pens, cray ons, etc.)
by independently holding and making mark
on paper 75% of time w ith progressiv ely
increasing percentage of independence
NOT MET
Needs/Assessment
Present
Performance
Goals
Services
Progress
Academic
Purchase sw itch toy s using
Imitates actions and gestures
Special Day Class - SH
Tom Torlakson
Activ ates sw itch toy s,
Ex tended Year
State Superintendent
of Public Instruction
computer
low incidence funds
Modified PE
Attends to most tasks
Motor
* May need to be fitted for
Walks w ith trunk support
new gait trainer
* Requires positioning to
enhances ability to attend
MOVE (OT) Consultation -
80degrees) for 40 minutes w ithout cry ing or
4x /y r. for 30 min.
Walks independently in gait
complaining w ith progressiv ely increasing
trainer
degrees and minutes tolerated w ithout cry ing
increase muscle tone,
mobility and posture w hich
Will tolerate standing in supine stander (set at
MET
or complaining
Scoots on floor independently
Will sit and rock self independently w ithout
MET
complaining (w hile secured w ith trunk strap)
* If acceptable to ****, hold
in a rocking chair for 15 minutes w ith
hands w ith her during certain
progressiv ely increasing minutes w ithout
tasks to promote use of one
complaining
Do the services
support the goals?
hand and diminish
Will ambulate in a properly -fitted gait trainer for
NOT MET
a 20 minute period during recess one time per
w eek w ith progressiv ely increasing minutes
of ambulation w ithoug tiring or complaining
Will functionally use a v ariety of school/art
materials (e.g., pencils, pens, cray ons, etc.)
by independently holding and making mark
on paper 75% of time w ith progressiv ely
increasing percentage of independence
NOT MET
Needs/Assessment
Present
Performance
Goals
Services
Progress
Academic
Purchase sw itch toy s using
Imitates actions and gestures
Special Day Class - SH
Activ ates sw itch toy s,
Ex tended Year
low incidence funds
Tom Torlakson
State Superintendent
of Public Instruction
computer
Modified PE
Attends to most tasks
Motor
* May need to be fitted for
Walks w ith trunk support
new gait trainer
* Requires positioning to
enhances ability to attend
MOVE (OT) Consultation -
80degrees) for 40 minutes w ithout cry ing or
4x /y r. for 30 min.
Walks independently in gait
complaining w ith progressiv ely increasing
trainer
degrees and minutes tolerated w ithout cry ing
increase muscle tone,
mobility and posture w hich
Will tolerate standing in supine stander (set at
Did the student
make yearly
progress?
MET
or complaining
Scoots on floor independently
MET
Will sit and rock self independently w ithout
complaining (w hile secured w ith trunk strap)
* If acceptable to ****, hold
in a rocking chair for 15 minutes w ith
hands w ith her during certain
progressiv ely increasing minutes w ithout
tasks to promote use of one
complaining
hand and diminish
NOT MET
Will ambulate in a properly -fitted gait trainer for
a 20 minute period during recess one time per
w eek w ith progressiv ely increasing minutes
of ambulation w ithoug tiring or complaining
Will functionally use a v ariety of school/art
materials (e.g., pencils, pens, cray ons, etc.)
by independently holding and making mark
on paper 75% of time w ith progressiv ely
increasing percentage of independence
NOT MET
Student Name:
Disability:
School:
School Year
Charting Year 1, 2 or 3
Areas of Need
Areas of Assessment
+
0
Present Levels of Performance
Did the IEP Team identify needs that were related to the
student’s disability?
Yes
Is the assessment complete and does it identify the
student needs?
Yes
No
If no, explain
No
If no, explain:
Did the IEP Team identify needs that were related to the
student’s involvement and progress in the general
curriculum?
Yes
No
If no, explain:
Did the present levels of performance include all of the needs
identified in the assessments?
Yes
No
If no, explain:
STUDENT NAME:
AGE:
GRADE:
Goals & Benchmarks (Benchmarks or short term
objectives only required for persons tested with Alternate
Assessment, CAPA)
SCHOOL YEAR:
CHARTING YEAR 1, 2 OR 3
+
0
Services
+
0
-
Progress
This form is to be used
for charting information
Progress toward all goals?
Yes No
Progress in the general curriculum?
Yes No
Participation in extracurricular/academic activities?
Yes No
Were goals and benchmarks established in each need area?
Benchmarks or short term objectives only required for persons
tested with Alternate Assessment, CAPA
Education with other students with disabilities and
typically developing students? Yes No
Were goals and services changed in the
IEP to assist the student to make
progress?
Yes
If no to any of the above, explain:
Yes No
No
If no, explain:
If no, explain:
+
0
Special Education Self Review Worksheet __ Educational Benefit
Review:
Students Receiving MH Services under CCR Title 2 Regulations
and California Government Code Chapter 26.5
Use this form for reviewing services provided by the Community
Mental Health program for special Education eligible students
COMPLIANCE TEST
REVIEWER:
DATE:
STUDENT NAME:
BIRTH DATE:
LEGALCITATIONS
FINDINGS
ASSESSMENT
Was the student assessed in all areas related to the
suspected disability by qualified personnel before any
action was taken with respect to the provision of related
services or designated instruction and services to a
student, including, psychotherapy, and other mental health
assessments?
Does the assessment plan include, at a minimum, a review
of the student's school records and assessment reports and
observation of the student in the educational setting when
appropriate?
Did the community mental health service provide the IEP
team a written assessment report including but not limited
to all the following:
(a) Whether the student may need mental health services.
(b) The basis for making the determination.
(c) The relevant behavior noted during the observation of
the student in an appropriate setting.
(d) The relationship of that behavior to the student's
functioning.
(e) The educationally relevant findings, if any.
(f) The need for specialized services, materials, and
equipment for students with low incidence disabilities?
GC 7572(a)
Compliant
Non-Compliant
Not Applicable
This form is to be completed for
students receiving community
mental health services in their
10-11 IEP , this IEP should be
2 CCR 60010(b)
Compliant
an initial or triennial.
Non-Compliant
Not Applicable
2 CCR 60045(g)
Compliant
Non-Compliant
Not Applicable
Comment:
Comment:
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
School Age Protocol – 4 test items:
(Ed Benefit section)
3-2-3
Does the IEP include a direct
relationship between the present levels
of performance, goals and the specific
educational services to be provided?
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
School Age Protocol – 4 test items:
4-1-1
Does the LEA make a free appropriate
public education available to all eligible
students, who are between the ages of
3 and 22?
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
School Age Protocol – 4 test items:
4-1-5
Does the LEA assist the student to
achieve the goals listed in the IEP?
Also, for students eligible for Statewide
testing using the California Alternate
Performance Assessment (CAPA), does
the LEA assist students to achieve the
benchmarks listed in the IEP?
Review Protocol
Tom Torlakson
State Superintendent
of Public Instruction
School Age Protocol – 4 test items:
4-1-5.1
Does the LEA assist the student to
achieve the goals listed in the IEP related
to Mental Health Services?
Also, for students eligible for Statewide
testing using the California Alternate
Performance Assessment (CAPA), does
the LEA assist students to achieve the
benchmarks listed in the IEP?
Tom Torlakson
State Superintendent
of Public Instruction
IEP Implementation
Components for completion:
Tom Torlakson
State Superintendent
of Public Instruction
Review 10 student records (5 must be from ED category
or, be receiving mental health services) –

Review contents of most recent IEP

Interview parents

Interview services providers

Collect documented evidence of services
that were provided according to the IEP
1.
2.
3.
4.
Service logs
Student attendance records
Service provider attendance records
Payment vouchers for contracted
services
IEP Implementation
Tom Torlakson
State Superintendent
of Public Instruction
 The purpose is to determine
whether services are provided
according to the IEP.
 The IEP is taken literally – if it
says 1 time per week for 30
minutes, staff should consider that
as the minimum amount of
service to be provided.
IEP Implementation:
Documentation and Analysis
Tom Torlakson
State Superintendent
of Public Instruction
Analyze information for each individual student
and certify whether each service was provided
as identified in the IEP.
 The service is considered provided if it was
delivered exactly as described on the IEP,
unless there is documentation that the
student was absent.
 The service is not provided as identified
on the most recent IEP if there is evidence
that services were not provided on all of the
scheduled days, for the amount of time
specified in the IEP, unless there is
documentation that the student was absent.
Tom Torlakson
State Superintendent
of Public Instruction
Tom Torlakson
State Superintendent
of Public Instruction
Interview the parents of the
students selected for review
and record the results.
Tom Torlakson
State Superintendent
of Public Instruction
Tom Torlakson
State Superintendent
of Public Instruction
Policies & Procedures Review
Tom Torlakson
State Superintendent
of Public Instruction
Review items in the Policies and Procedures protocol for
compliance.
 Review special education operations manual,
 Review adopted SELPA policies and
procedures,
 Review board adopted policies and
procedures.
Tom Torlakson
State Superintendent
of Public Instruction
SELPA Governance Review
Tom Torlakson
State Superintendent
of Public Instruction
The SELPA must review all required
records including:




Local Plan Policies and Procedures
Implementation of the Local Plan
Budget and Service Plans
Regional Center Part C Interagency
Agreement
Local Plan Policies and
Procedures
Tom Torlakson
State Superintendent
of Public Instruction
30 EC 56205(a) Each special education local plan
area submitting a local plan to the Superintendent
under this part shall ensure, in conformity with
Sections 1412(a) and 1413(a)(1) of Title 20 of the
United States Code, and in accordance with Section
300.201 of Title 34 of the Code of Federal
Regulations, that it has in effect policies, procedures,
and programs that are consistent with state laws,
regulations, and policies governing the following:
(22 areas required by state and federal law follow).
SELPA Governance
Review
Tom Torlakson
State Superintendent
of Public Instruction
SELPA Representatives must
review the Local Plan to ensure
there is documentation to support
the Assurances Statement as
submitted annually.
Tom Torlakson
State Superintendent
of Public Instruction
The findings from the SELPA
Governance review will be reported
to CDE by one district in each
SELPA.
Fiscal Review
Tom Torlakson
State Superintendent
of Public Instruction
The purpose of the Fiscal Review is to
determine if the District has allocated
federal (IDEA) and state resources
appropriately meet the needs of students
receiving special education services.
Fiscal Review
Tom Torlakson
State Superintendent
of Public Instruction
The LEA must review all necessary
records including:








Time sheet & payroll records
Low incidence equipment records
Excess Cost Worksheet
Professional development allocation budget
Proportionate share documents
NPS/NPA student list & service records
Staff assignment records
Independent Auditor Report
Tom Torlakson
State Superintendent
of Public Instruction
DISTRICT LEVEL REVIEW
STUDENT LEVEL REVIEW
SESR Activity Two – Step
15
A. Student Record Review
B. Educational Benefit Review
·
·
Review IEP,
assessments, and
other student
information
·
Select five student
records
Chart information
for three years
15a.
Record findings on
the Summary Sheet
15b.
Record findings on
the Summary Sheet
C. IEP Implementation Review
·
·
Select ten
student records
Complete
Worksheet 4
The Finding
Statement
 Directly relates
to the legal
requirement
 Demonstrates
through the
evidence
reviewed and
written why the
district does not
meet the legal
requirement
 States the
source of the
evidence
 Is stated in a
complete
sentence
Tom Torlakson
State Superintendent
of Public Instruction
Worksheet 1c is
used to
summarize
findings from the
District level
protocols.
SESR Activity Two – Step
16
Tom Torlakson
State Superintendent
of Public Instruction
16.
Enter findings into the SESR software and electronically
submit the data to CDE for review and approval
SESR Software Preparation
Tom Torlakson
State Superintendent
of Public Instruction
One person should be responsible for entering data and
making corrections in the software.
This person should:
 Have analytical skills to be able to question
the reviewer information and findings
 Have good editing skills
Page
22-27
(Detailed Software Manual)
When the software is started, the
"LOG ON" screen will appear. It
requires four items:
USERNAME
Tom Torlakson
State Superintendent
of Public Instruction
PASSWORD
DISTRICT name and
DISTRICT PASSWORD
The USERNAME is "sesr"
The PASSWORD is “1112"
Tom Torlakson
State Superintendent
of Public Instruction
Once the required information
has been entered in the four
fields, select the "OK" button.
Enter the DISTRICT name
from the drop down list.
There is an individual password for
each district to protect student
confidentiality. Your CDE Consultant
will provide the DISTRICT
PASSWORD.
Tom Torlakson
State Superintendent
of Public Instruction
If all of the log-on information is correct, a "LOG SUCCESSFUL-VALID
ENTRY" message box will be displayed indicating that the software has
accepted the log on data input and is ready to proceed.
Select the "OK"
button.
Phase II - Enter Student Data
and LEA Findings includes a
number of functions:
•
Entering new studentsstudents not included in
the CASEMIS data
download;
•
Editing entries of new
students;
•
Entering findings at the
student and district level;
Tom Torlakson
State Superintendent
of Public Instruction
•
•
Editing findings; and
Previewing and Printing
Reports.
Tom Torlakson
State Superintendent
of Public Instruction
To enter review findings
in the software, select the
"ENTER FINDINGS"
button, this will access
the "Select a Form"
screen.
Tom Torlakson
State Superintendent
of Public Instruction
The "Select a Form" screen provides access
for entering Student and LEA findings into the
software.
Tom Torlakson
State Superintendent
of Public Instruction
To enter student level
findings, select the "Student
Level Forms" button.
Tom Torlakson
State Superintendent
of Public Instruction
Begin by selecting the
student’s name whose
findings are to be entered.
Use the Drop Down List.
Tom Torlakson
State Superintendent
of Public Instruction
For every section of the protocol reviewed for the student,
select the radio button to document the results.
Tom Torlakson
State Superintendent
of Public Instruction
The Summary of
Noncompliant Findings
is used to enter review
findings into the
software.
School Age Review Items
Tom Torlakson
State Superintendent
of Public Instruction
Recording findings in the proper section of
the Summary of Noncompliant Findings
Worksheet facilitates accurate identification
of Student Level Forms to be entered into
the software.
Tom Torlakson
State Superintendent
of Public Instruction
To enter a Student Level Form, each form must be
accessed separately and the findings entered.
For example, the School Age Student Level Form has
been selected by placing the cursor on the radio
button  and clicking.
This accesses the "Enter A Finding" screen.
Tom Torlakson
State Superintendent
of Public Instruction
Use navigation buttons or the Drop Down Menu to
locate items, enter findings, and go on to the next
section.
Tom Torlakson
State Superintendent
of Public Instruction
 Enter only findings that are Noncompliant or Not applicable by first selecting the
appropriate button and then writing the Findings statement.
 When the entry is complete, select the SAVE button.
Tom Torlakson
State Superintendent
of Public Instruction
The "Findings Added
Successfully" message
box will appear. Select
the "OK" button and the
screen re-set to enter
another finding.
If a student has been reviewed on a specific Student Level Form but there
were no "Noncompliant" or "Not Applicable" findings, you must select the
“Return to Selection” button. The software will automatically default to
Compliant for all items in that area. This ensures an accurate student count.
Tom Torlakson
State Superintendent
of Public Instruction
If the specific subsection has been completed, there is a
notation, in green. Areas that remain incomplete are
noted in red. Areas that did not pertain to the student and
thus were not reviewed remain noted in black.
Tom Torlakson
State Superintendent
of Public Instruction
The process for entering district findings into the District
Level Forms, e.g., Policy & Procedure, SELPA
Governance, and Fiscal, is like the process for entering
student findings.
Tom Torlakson
State Superintendent
of Public Instruction
Select the District Level Forms button. This makes
available the Policies and Procedures, Parent and
Staff Interview, SELPA Governance Fiscal Review.
The Parent and Staff Interview and Other
Documentation forms are not used.
Tom Torlakson
State Superintendent
of Public Instruction
Next, select
the District
Level Form:
Policies and
Procedures,
Fiscal
Review, or
SELPA
Governance.
Tom Torlakson
State Superintendent
of Public Instruction
After selecting the Policies and Procedures area, the
"Enter A Finding-Policies and Procedures" screen is
displayed. This screen contains a Drop Down Menu that
contains all of the Item Numbers that correspond to
areas that are subject to examination during the Policies
and Procedures review.
Tom Torlakson
State Superintendent
of Public Instruction
Scroll through the
Drop Down Menu
until reaching the Item
Number that reflects
the compliance
finding revealed
during the Policies
and Procedures
review.
In addition to the Drop Down Menu, the navigation
buttons may be used to locate the
Item Number and allow the finding to be entered.
Tom Torlakson
State Superintendent
of Public Instruction
Select either the "Noncompliant” button or the "Not
Applicable" button to enter the finding for the selected
item.
The Findings screen becomes white allowing the
finding to be entered.
When the entry is complete, select the “SAVE” button.
Tom Torlakson
State Superintendent
of Public Instruction
Type the finding here in the findings text
box.
The "Findings Added
Successfully"
message box will
appear. Select the
"OK" button and the
screen will be re-set to
enter another finding
or exit this area.
Tom Torlakson
State Superintendent
of Public Instruction
If there are no more noncompliant or not
applicable findings to be entered, select
the "RETURN TO SELECTION“ button.
Tom Torlakson
State Superintendent
of Public Instruction
The "Form Status Check-Have you
reviewed all items in this form?"
message will appear. Select the "Yes“
button and the software will exit the
screen.
Tom Torlakson
State Superintendent
of Public Instruction
If there are no findings resulting from the review of
the LEA's Policies and Procedures, select the
"RETURN TO SELECTION“ button. Since the
default is automatically set to Compliant, the
software will note that the District has completed
this element of the SESR review.
Tom Torlakson
State Superintendent
of Public Instruction
The "Select a Form" screen will
indicate that the Policies and
Procedures review has been
COMPLETED.
Tom Torlakson
State Superintendent
of Public Instruction
To edit student or
District findings
select the "EDIT
FINDINGS"
button
.
Submit District Findings
Tom Torlakson
State Superintendent
of Public Instruction
After all reviews have been completed and findings
entered into the SESR Software –

Page
39-43
Read page 39-43 of the Detailed Software
Manual
o
Always backup data
o
Never select “Final Submission”
o
Never share district passwords
o
Contact your Consultant after
submission
(Detailed Software Manual)
SESR Activity Two –
Step 17 and 18
Tom Torlakson
State Superintendent
of Public Instruction
17.
Review by CDE
& SELPA
Revisions needed
18a.
Revise data
per CDE/
SELPA
instructions
SELPA/CDE
Approved
18b.
Successful
Submission
Letter sent to
LEA
SESR Activity Two –
Step 17 and 18
Tom Torlakson
State Superintendent
of Public Instruction
 SELPA and CDE will review the LEA’s
submission.
 The LEA will be contacted if the submission
is unclear and in need of revision.
 The LEA will submit revisions by a specified
due date established by the CDE consultant
in collaboration with the LEA and SELPA.
SESR Activity Two –
Step 17 and 18
Tom Torlakson
State Superintendent
of Public Instruction
Once accepted, written
approval will be sent to the
LEA stating that the findings
identification portion of the
SESR is complete.
SESR Activity Two – Step
19
Tom Torlakson
State Superintendent
of Public Instruction
19.
Go to Activity
Three
Contact Information
Tom Torlakson
State Superintendent
of Public Instruction
 Questions or technical assistance
should be directed to the SELPA. If
SELPA staff is unable to answer the
questions, contact the CDE
consultant assigned to your county.
 To access the list of consultants
assigned by county go to:
http://www.cde.ca.gov/sp/se/qa/fmtacncnt.asp