Draft
District: ____________________
CSADA Data Reference Document
Monitoring Priority Area I: FAPE in the LRE
Citation
Compliance Indicators
1.1
Ch 9 Sec 1.C
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
Ch 2
1.3
Ch 2
1.4
Ch 10 Sec 1
1.5
Ch 10 Sec 3
1.6
Ch 4 Sec 1
1.7
1.10
SPP
Indicator 1
SPP
Indicator 2
Ch 9 Sec 2.C
SPP
Indicator 4
Ch 7 Sec 1
1.11
Ch 7 Sec 2
1.8
1.9
Data Sources
WVEIS Student schedules, WVEIS
teacher rosters (caseloads), per
instructional period class lists, service
provider logs and general file review.
The district shall conduct an on-going awareness campaign that informs the agencies, organizations Media releases, distribution lists, training
and other individuals of the nature of exceptional students, the availability of special education and agendas and attendance rosters,
related services, and the persons to contact for initiating a referral.
pamphlets and other materials.
The district shall establish a child identification system that includes referrals from developmental Screening logs, referral
screening.
information, eligibility reports.
Parents of students with exceptionalities are appropriately informed about parental rights and Parent Survey, General File Review
responsibilities.
Checklist, meeting notices, mass
mailings.
Written notice must be given to the parents of an exceptional student or the adult student within a General
File
Review
Checklist,
reasonable time before the public agency proposes to initiate or change the identification, evaluation or Developmental Delay File Review
educational placement of the student or the provision of a free appropriate public education to the Checklist
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.
When determining eligibility the Eligibility Committee (EC) shall consider documented information from General
File
Review
Checklist,
a variety of sources, such as ability and achievement tests, parent input, teacher recommendations, Developmental Delay Checklist
physical condition, social, cultural or ethnic background and adaptive skills.
The graduation rate of students with disabilities, graduating with a standard diploma, is comparable to District Special Education Data Profiles
the graduation rate for all students.
Tenth Month Report 2008
Dropout rates for students with disabilities are comparable to those for all students.
District Special Education Data Profiles
Tenth Month Report 2008
The suspension rate for students with disabilities is comparable to the suspension rate for students WVEIS Tenth Month Discipline Report
without disabilities within the district.
June 2008
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 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.
West Virginia Department of Education
Revised 2-2009
Discipline File Review Checklist
Discipline File Review Checklist
1
Draft
1.12
District: ____________________
Ch 9 Sec 2.B
AYP
SPP
Indicator 3
Ch 9 Sec 2.B
Participation
SPP
Indicator 3
Ch 5 Sec 2.J
SPP
Indicator 5
Students with disabilities make continuous progress within the state’s system for educational
accountability (meeting AYP).
Data On Demand
WESTEST 2008
Students with disabilities will meet the required participation rate in the statewide assessment.
District Special Education Data Profiles
WESTEST 2008
Students with disabilities will participate in the general curriculum in integrated settings to the maximum
extent appropriate.
District Special Education Data Profiles
December 2008
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 2008
1.18
Ch 5 Sec 2.J
SPP
Indicator 5
Ch 5 Sec 2.J
SPP
Indicator 6
Ch 5 Sec 2.J
SPP
Indicator 6
Ch 5 Sec 2.J
1.19
Ch 1 Sec 2.A
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.
1.20
Ch 1 Sec 2.A
Provide classrooms to eligible school age exceptional students in close proximity to classrooms for age
appropriate non-exceptional peers.
1.21
Ch 1 Sec 2.A;
Policy 6200
1.22
SPP
Indicator 7
1.13
1.14
1.15
1.16
1.17
Students ages 3-5 receive services to the maximum extent appropriate in early childhood settings.
District Special Education Data Profiles
December 2008
Students ages 3-5 are not removed from age appropriate educational settings solely because of Developmentally Delay File Review
needed modifications in the Early Childhood Settings.
Students with exceptionalities shall be provided services in settings that serve age-appropriate non- WVEIS Report:
exceptional peers and must be grouped based upon meeting the students’ similar social, functional WVP.245E WV Audit Enrollment History
and/or academic needs.
School schematics, results of school
visits, previous monitoring findings on
facilities issues
Provide classrooms for eligible exceptional students that are adequate, and that are comparable to the School schematics, results of school
classrooms for non-exceptional students.
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 3rd Tab “Group Reports” (Green)
and early literacy), and use of appropriate behaviors to meet their needs.
Go To Drop Down Menu: 3rd One Down
Gains Report
West Virginia Department of Education
Revised 2-2009
2
Draft
Citation
2.1
District: ____________________
Compliance Indicators
Data Sources
Ch 9 Sec 2
Students with exceptionalities disaggregated by race/ethnicity are appropriately identified.
SPP Indicator
9
SPP
Students in each category of exceptionality disaggregated by race/ethnicity are appropriately identified.
Indicator 10
District Special Education Data Profiles
2008-2009 Data
Citation
Compliance Indicators
Data Sources
3.1
Ch 6 Sec 4.B
The district maintains required caseload limits.
3.2
3.4
SPP
Indicator 11
Ch 9 Sec 1.C
SPP
Indicator 20
Ch 5
3.5
Ch 10 Sec 10
3.6
Ch 4 Sec 3.E
3.7
3.9
SPP
Indicator 13
Ch 5 Sec 2.F
SPP
Indicator 14
Ch 5 Sec 2.F
3.10
Ch 3 Sec 2.B
2.2
3.3
3.8
District Special Education Data Profiles
2008-2009 Data
WVEIS Caseload Report, WVEIS Per
Instructional Period Roster
Children with parental consent to evaluate are evaluated within the established 80-day timeline.
WVEIS Initial Evaluation Timeline data
July 1, 2007-June 30, 2008
It is the responsibility of each public agency to collect and maintain current and accurate student data, WVEIS Reports: Caseload, Initial,
which verifies the delivery of a free appropriate public education and report data as required.
Reevaluation, Discipline, LRE, Exit Data,
Annual Reviews
Individualized Education Programs (IEPs) are written to include all required components.
General file review checklist
Collect, maintain and disclose personally identifiable student data in accordance with state and federal
confidentiality requirements.
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 student demographic information, student
leaving high school will increase.
contacts
Prior to a student with a disability or a student identified as exceptionally gifted reaching the age of General File Review Checklist (IEP
majority (18), the district will provide notice to the students and their parents of the transfer of rights.
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 2-2009
3