CORRECTIVE ACTION IMPROVEMENT PLAN
SYSTEM: Ascension Parish
DATE: December 2, 2005
REGULATION REFERENCE: § 444.M.1,2 & 441.A.7, 8 & 442.C
DESCRIPTION/SUMMARY OF NON-COMPLIANCE: Students are not invited to a Transition IEP to help plan a high school program
and develop a vision for the future as documented by IEP statements. Transition IEP meetings do not address agency linkages or
interagency responsibilities nor were agencies invited to Transition IEP meetings. Transition plans were not implemented.
GOAL: The IEP Team (including the student) will develop and implement Transition IEPs to promote students’ future visions/outcomes
through appropriate high school programming and interagency linkages.
BARRIERS TO GOAL: Lack of understanding of the relationship between transition planning and individualized positive outcomes for
students. Lack of communication with students and parents regarding transition planning. Limited participation of adult agencies.
ACTIVITIES TO ACHIEVE
GOAL
1. Develop and utilize a system
for early identification of
disabled students at risk for
dropping out of school.
2. Compile research based
practices (e.g., career
counseling, community
experience activities,
motivational attendance
incentives, mentorship
programs, etc.) for
providing appropriate
support and transition
planning for students who
are potential drop outs.
TIMELINE
By February
2006
Beginning
March 2006 –
October 2006
PERSONNEL
RESPONSIBLE
Special Education
Director/Supervisors, Special
Needs Counselors, Special
Educators
Special Education Director/
Supervisors, Coordinators,
Special Needs Counselors
and Special Educators
MEASURABLE OUTCOME/EVIDENCE
OF CHANGE*
Tracking system will be developed and
utilized.
Compilation of research based practices.
Improved transition components of IEPs.
Increase the number of identified disabled
at risk students who enter PreGED Options.
*Percentage of disabled students who drop
out of school will be reduced over time.
*Provide evidence to show that change has occurred.
Forms/CORRECTIVE ACTION IMPROVEMENT PLAN (Goals)
Revised 10/07/2005
1
ACTIVITIES TO ACHIEVE
TIMELINE
GOAL
3. Develop a framework for
May 2006
educators to use in effective
transition planning.
Incorporate transition
checklist, procedural charts,
etc. to address components
of the transition process.
In-service will be provided
to educators on the
implementation of this
process and how to
document needed
components in the IEP.
4. Develop and utilize checklist By May 2006
to monitor evidence of
ongoing
implementation of transition
plans.
5. Expand secondary elective
By May 2006
course content to
incorporate units of study
related to effective
transition planning for each
student (goal setting, selfadvocacy, accessing
community agencies, etc.).
By March 2006
6. Provide in-service to parents
on the transition plan – its
purpose, benefits, and how
to effectively develop it.
By Feb. 2006
7. Correct student specific
findings of non-compliance
for middle & high school
students.
PERSONNEL
RESPONSIBLE
Special Education Director/
Supervisors, IEP
Facilitators, Parent
Facilitator, Special
Educators, Bonnie Wise( TA
from SDE)
MEASURABLE OUTCOME/EVIDENCE
OF CHANGE*
An organizational framework will be
produced and utilized to guide IEP
Transition teams in developing
individualized plans.
Agenda and sign-in sheets for in-service.
Special Education Director/
Supervisors, Special
Education Coordinators,
Curriculum/Behavioral
Interventionists (CBIs)
Special Education Director/
Supervisors, Special
Educators, Adult Agency
Representative, Student
Representative
Checklist
Implemented Transition Plans
Revised Curriculum Guides for ParishInitiated Special Education Electives.
Agenda and sign-in sheets for in-service.
Parent Facilitator, IEP
Facilitators
Corrected copies of IEPs.
Special Educators,
Special Education
Coordinators, CBIs
2
*Provide evidence to show that change has occurred.
Forms/CORRECTIVE ACTION IMPROVEMENT PLAN (Goals)
Revised 10/07/2005
CORRECTIVE ACTION IMPROVEMENT PLAN
SYSTEM: Ascension Parish
DATE: December 2, 2005
REGULATION REFERENCE: § 441.A.2 & 446.C
DESCRIPTION/SUMMARY OF NON-COMPLIANCE: Regular education teachers do not attend IEP meetings of preschool students
and the preK program and method of service delivery is made by administrative decision.
GOAL: At least one regular education teacher (if the student is, or may be, participating in the regular education environment) will
participate in the IEP meeting and parents will be fully informed and participate in decisions regarding preschool service delivery
options.
BARRIERS TO GOAL: Lack of communication
ACTIVITIES TO ACHIEVE
GOAL
1. Produce and disseminate
brochure to more fully
inform parents of the
variety of preschool service
delivery options.
2. Revise parent survey &
interviews used for
monitoring purposes to
incorporate questions
specific to preschool service
delivery options &
incorporate non-compliant
findings into schools’
CAIPs.
TIMELINE
By February
2006
PERSONNEL
RESPONSIBLE
Preschool Coordinator,
Speech/Language
Coordinator, Parent
Facilitator
Beginning
Special Education Director/
January 2006 – Supervisors and
October 2006
Coordinators
MEASURABLE OUTCOME/EVIDENCE
OF CHANGE*
Brochure will be produced and distributed
with Prior Notice Letters.
Revised monitoring documents & evidence
of usage during parish monitoring.
Documented evidence of implementation of
schools’ CAIPs.
*Provide evidence to show that change has occurred.
3
Forms/CORRECTIVE ACTION IMPROVEMENT PLAN (Goals)
ACTIVITIES TO ACHIEVE
GOAL
3. Develop policy statement
relative to the invitation of
regular educators to IEP
conferences for
preschoolers. A memo will
be sent from the
Superintendent to parish
staff.
4. In-service preschool
teachers (special &
regular)/speech therapists
on preschool programming,
service delivery options and
the role of the regular
educator in IEP meetings.
5. Devise teacher/staff
schedules to provide
appropriate support to
students served in Early
Childhood Regular
Education setting.
6. Correct student specific
findings of non-compliance
on preschool students’ IEPs.
TIMELINE
By May 2006
Revised 10/07/2005
PERSONNEL
RESPONSIBLE
Special Education
Director/Supervisors,
Preschool Coordinator, and
Superintendent
MEASURABLE OUTCOME/EVIDENCE
OF CHANGE*
Policy statement in Policy & Procedures
Manual. Copy of memo from
Superintendent to staff.
Preschool Coordinator,
Speech/Language Services
Coordinator, IEP
Facilitators
Agenda and sign-in sheets for inservice.
Preschool Coordinator and
Preschool Instructional Staff
Schedules devised and implemented to
support student placement.
By May 2006
By September
2006
IEPs will indicate presence of regular
educators at preschool IEP meetings (if
appropriate).
Increase percentage of preschool students
served in Early Childhood setting.
By February
2006
Special Educators
Cited IEPs corrected.
*Provide evidence to show that change has occurred.
4
Forms/CORRECTIVE ACTION IMPROVEMENT PLAN (Goals)
Revised 10/07/2005
CORRECTIVE ACTION IMPROVEMENT PLAN
SYSTEM: Ascension Parish
DATE: December 2, 2005
REGULATION REFERENCE: §435.B
DESCRIPTION/SUMMARY OF NON-COMPLIANCE: Full multidisciplinary team does not meet with parents to determine the
student’s disability.
GOAL: The multidisciplinary team and the parent of the student will determine whether the student is a student with a disability.
BARRIERS TO GOAL: Schedule Constraints
ACTIVITIES TO ACHIEVE
GOAL
1. Revise Pupil Appraisal
Quick Guide to include a
policy statement,
procedures, and forms
relative to the eligibility
determination meeting.
2. In-service evaluation
personnel on the procedures
for determination of
eligibility multidisciplinary
TIMELINE
By January
2006
By February
2006
By October
PERSONNEL
RESPONSIBLE
Special Education
Director/Supervisors,
Pupil Appraisal Coordinator
MEASURABLE OUTCOME/EVIDENCE
OF CHANGE*
Comprehensive input leading to more
informed decision-making at eligibility
determination meetings for improved
quality of evaluations. Revised Pupil
Appraisal Quick Guide with procedural
implementation documented on PA 4 form
and Determination of Eligibility Checklists
as evidenced through parish monitoring.
Special Education
Director/Supervisors,
Pupil Appraisal Coordinator
and Speech/Language
Agenda and sign-in sheets for inservice.
Copies of 25 PA4 forms and Participant
Pages showing properly constituted
5
team meetings.
2006
Coordinator
multidisciplinary teams in attendance at
Eligibility Determination Meetings.
*Provide evidence to show that change has occurred.
Forms/CORRECTIVE ACTION IMPROVEMENT PLAN (Goals)
Revised 10/07/2005
6