Draft
District: ____________________
CSADA Data Sources
Monitoring Priority Area I: FAPE in the LRE
Check if
Complete
Indicator
Compliance Indicators
Data Sources
1.1
Each public agency must provide special education and related services to a student with an
exceptionality in accordance with an individualized education program.
1.2
The district shall conduct an on-going awareness campaign that informs the agencies, organizations and
other individuals of the nature of exceptional students, the availability of special education and related
services, and the persons to contact for initiating a referral.
The district shall establish a child identification system that includes referrals from developmental
screening.
Parents of students with exceptionalities are appropriately informed about parental rights and
responsibilities.
WVEIS Student schedules, WVEIS
teacher rosters (caseloads), per
instructional period class lists, service
provider logs and general file review.
Media releases, distribution lists, training
agendas and attendance rosters,
pamphlets and other materials.
Screening logs, referral information,
eligibility reports.
Parent Survey, General File Review
Checklist, meeting notices, mass
mailings.
General File Review Checklist,
Developmental Delay File Review
Checklist
1.3
1.4
1.5
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 a free appropriate public education to the
student or refuses to initiate or change the identification, evaluation or educational placement of the
student or the provision of a free appropriate public education.
1.6
When determining eligibility the Eligibility Committee (EC) shall consider documented information from a
variety of sources, such as ability and achievement tests, parent input, teacher recommendations,
physical condition, social, cultural or ethnic background and adaptive skills.
General File Review Checklist,
Developmental Delay Checklist
WVDE
1.7
Percent of youth with IEPs graduating from high school with a regular diploma.
WVDE
1.8
Percent of youth with IEPs dropping out of high school.
WVDE
1.9
The suspension rate for students with disabilities is comparable to the suspension rate for students
without disabilities within the district.
District Special Education Data Profiles
Tenth Month Report 2009
District Special Education Data Profiles
Tenth Month Report 2009
WVEIS Tenth Month Discipline Report
June 2009
1.10
Districts who do not meet this indicator
will have a second verification process.
The district implements the required procedures when a student with a disability is removed from school Discipline File Review Checklist
for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in
placement.
West Virginia Department of Education
Revised 9-2009
1
Draft
District: ____________________
1.11
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.
Discipline File Review Checklist
WVDE
1.12
Students with disabilities make continuous progress within the state’s system for educational
accountability (meeting AYP).
Data On Demand
WESTEST 2009
WVDE
1.13
Students with disabilities will meet the required participation rate in the statewide assessment.
WVDE
1.14
WVDE
1.15
Removal from the general education environment occurs only when the nature or severity of the District Special Education Data Profiles
disability is such that education in general classes cannot be achieved satisfactorily.
December 2009
WVDE
1.16
Students ages 3-5 receive services to the maximum extent appropriate in early childhood settings.
1.17
1.18
1.19
1.20
1.21
1.22
District Special Education Data Profiles
WESTEST 2009
Students with disabilities will participate in the general curriculum in integrated settings to the maximum District Special Education Data Profiles
extent appropriate.
December 2009
District Special Education Data Profiles
December 2009
Students ages 3-5 are not removed from age appropriate educational settings solely because of needed Developmentally Delay File Review
modifications in the Early Childhood Settings.
Students with exceptionalities shall be provided services in settings that serve age-appropriate non- Review teacher schedules to insure
exceptional peers and must be grouped based upon meeting the students’ similar social, functional appropriate grouping of SWD are based
and/or academic needs.
on similar social, functional and/or
academic needs. The WVEIS Report:
WVP.245E WV Audit Enrollment History
will sort students by age range.
Provide eligible exceptional students an instructional day, a school day and school calendar at least Analysis of bus schedules, school bell
equivalent to that established for non-exceptional students of the same chronological age in the same schedules, school calendar
setting.
Provide classrooms to eligible school age exceptional students in close proximity to classrooms for age School schematics, results of school
appropriate non-exceptional peers.
visits, previous monitoring findings on
facilities issues.
Provide classrooms for eligible exceptional students that are adequate, and that are comparable to the School schematics (square footage)
classrooms for non-exceptional students.
results of school visits, previous
monitoring findings on facilities issues.
Preschool children demonstrate improvement in positive social-emotional skills (including social Creative Curriculum CC.NET
relationships), acquisition and use of knowledge, and skills (including early language communication and OSEP Report Found Under The
early literacy), and use of appropriate behaviors to meet their needs.
Management Report Tab
West Virginia Department of Education
Revised 9-2009
2
Draft
District: ____________________
Monitoring Priority Area II: Disproportionality
Check if
Complete
WVDE
Indicator
Compliance Indicators
Data Sources
2.1
Students with exceptionalities disaggregated by race/ethnicity are appropriately identified.
WVDE
2.2
Students in each category of exceptionality disaggregated by race/ethnicity are appropriately identified.
District Special Education Data Profiles
2009-2010 Data
District Special Education Data Profiles
2009-2010 Data
Monitoring Priority Area III: Supervision
Check if
Complete
WVDE
Indicator
Compliance Indicators
Data Sources
3.1
The district maintains required caseload limits.
3.2
Children with parental consent to evaluate are evaluated within the established 80-day timeline.
3.3
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.
3.4
Individualized Education Programs (IEPs) are written to include all required components.
WVEIS Caseload Report, WVEIS Per
Instructional Period Roster
WVEIS Initial Evaluation Timeline data
July 1, 2008-June 30, 2009
WVEIS Reports: Caseload, Initial,
Reevaluation, Discipline, LRE, Exit Data,
Annual Reviews
General file review checklist
3.5
Collect, maintain and disclose personally identifiable student data in accordance with state and federal
confidentiality requirements.
3.6
3.7
3.8
3.9
3.10
Policy 4350 Training/FERPA,
Agenda/Roster, verification of access
lists, documentation of location and
security of records, copy of annual notice
Students referred by Part C prior to the age of 3 and found eligible have an IEP developed and Birth-3 Referral Log, WVEIS Report
implemented by their 3rd birthday.
Pending
Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and Transition File Review Checklist
transition services that will reasonably enable the student to meet post-secondary goals.
The percentage of youth who had IEPs, who are no longer in secondary school and who have been One year follow-up surveys, available
competitively employed and/or enrolled in some type of post-secondary school within one year of leaving student demographic information, student
high school will increase.
contacts
Prior to a student with a disability or a student identified as exceptional gifted reaching the age of 17, the General File Review Checklist (IEP
district will provide notice to the students and their parents of the transfer of rights at age 18.
information and/or PWN)
Prior to a student exiting as a result of graduation or age, the student is provided with a summary of his File review of recent graduates, Summary
or her academic achievement and functional performance, including recommendations on how to assist of Performance for Exiting Seniors
the student in meeting his or her post secondary goals.
West Virginia Department of Education
Revised 9-2009
3