LEA Self-Assessment Overview
2015-2016
I
LEA Self-Assessment and Improvement Process Team
A. Minimum: 1) EC Director or Coordinator
2) General Education leader (eg. Curriculum and Instruction Director, Department Head)
3) Building Level Administrator
4) Parent/Family Member
B. Team members who have skills in these areas:
1) Data Interpretation
2) Knowledge of exiting systems & programming
3) Problem-Solving
4) Implementation and systems change
II.
LEA Self-Assessment Process
A. Data Collection
1.) Graduation data (rate, race, EC, LRE)
2.) Proficiency data (race, EC, gender, grade)
3.) Compliance Data
Core Element 1: Policy Compliance & Monitoring Professional Development
1). LEA delivers Professional Development to EC & general ed staff
2). Parent resources & communication
3). Conflict resolution training
4). Dispute resolution
5). LEA website & Parent/Student Handbooks
6). Professional Development Logs/Calendars
Core Element 2: Fiscal Management
1). EDGAR
2). Policies for fiscal management
3). Finance & Business Services Title I audit report and follow up data
4). Special programs validation visit reports
5). Accurate and timely submission of grants, applications/reimbursements, budgets, and
required amendments/supplements.
B. Practice Profile – use rubric to assess each critical component based on existing data.
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Core Element 3: IEP Development and Implementation
1). Outcomes for students with disabilities
2) IEPs of high quality to ensure FAPE
3). Students reaching IEP goals
4). Progress monitoring continues after eligibility determination and placement
5). Students are progressing in the general education curriculum
6). Students making progress necessary to graduate
7). Once high quality, appropriate IEPs are written, they are implemented as intended
8). Progress monitoring data used to improve IEPS, implementation, and student
Outcomes.
Core Element 4: Problem Solving for Improvement
1). LEA Data Collection
2). Data used to evaluate current practice
3). Data includes both fidelity and outcome data
4). Student and teacher data is used to inform eligibility determination, instructional
decision makings, programming, and delivery of services.
5). LEA has a common problem-solving model
6). Implemented solutions are monitored over time to determine effectiveness
7). Data is used to determine when the LEA should stop doing ineffective activities
Core Element 5: Research Based Instruction and Practices
1). Evaluate current instructional practices to identify potential problems
2). Address EC issues in the LEA Strategic Plan
3). Evaluate the options for research-based interventions and practices
4). Conduct initiative inventory to identify all currently implemented programs
& practices
5). Determine whether the potential program/intervention/instructional approach
is a good fit for identified student need
6). Staff member training & follow-up support during implementation of intervention
7). Assess fidelity of implementation
8). Plan for sustainability of initiative across stages
Core Element 6: Communication and Collaboration-Internally & externally, across all levels and
and involving all stakeholders
1). Decisions communicated across all levels from Superintendents, school board,
directors, school administrators, staff and families
2). Families, community partners & staff communicate concerns to decision makers
3). Methods of communication
4). Partner with the SEA to improve outcomes for students
5). Provide disability awareness resources, IEP understanding, and information about
graduation requirements
6). Stakeholder advisory obligations
7). Newsletters, pamphlets, LEA website, electronic resources
8). Meeting invitations, agendas, rosters (MTSS, NCSIP, PBIS, etc.)
9). Surveys, forums, hot lines
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10). Training, agendas & rosters
11). MOA’s with community agencies
12). Letters/reports between SEA/LEA (eg, visits, evaluations, consultations, etc.)
C. Practice Profile Summary-Total & Percentage
1). Scores from 2015-2016 school year-baseline data
2). 3-year timeline
3). Intermittent targets for growth
4). Continuously collect and analyze data
5). Submit updates to NCDPI to document progress on action items
6). Adjust interventions to ensure selected desired outcomes for students with disabilities
are met
7). Integrate EC goals and plans into LEA strategic plan? OR
8). Use sample template to develop plan using the required components for the
improvement plan
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