ࡱ>    O lbjbj>> X!TeTe ,L#L#11111T111}2Q9<)1\-bi"iii9mv wzQ,S,S,S,S,S,S,$034w,i1O|l|9mO|O|w,11ii,4ݎݎݎO|*1i1iQ,ݎO|Q,ݎݎ Ii0~OyZl=,-H\-P6Ӈ6II61 0O|O|ݎO|O|O|O|O|w,w,[O|O|O|\-O|O|O|O|6O|O|O|O|O|O|O|O|O|L# W0:  State of California Annual Performance Report for Federal Fiscal Year 2009 (20092010) Individuals with Disabilities Education Act of 2004 Due: Revised April 18, 2011 Table of Content Overview of Annual Performance Report Development1Indicator 1 - Graduation5Indicator 2 - Dropout7Indicator 3 - Statewide Assessment12Indicator 4A - Suspension and Expulsion19Indicator 4B - Suspension and Expulsion26Indicator 5 - Least Restrictive Environment30Indicator 7 Preschool Assessment34Indicator 8 - Parent Involvement42Indicator 9 - Disproportionality Overall45Indicator 10 - Disproportionality Disability52Indicator 11 - Eligibility Evaluation65Indicator 12 - Part C to Part B Transition69Indicator 13 - Secondary Transition Goals and Services73Indicator 14 - Post-school79Indicator 15 - General Supervision86Indicator 16 - Complaints94Indicator 17 - Due Process96Indicator 18 - Hearing Requests98Indicator 19 - Mediation100Indicator 20 - State-reported Data102Appendix 1 - Table 7, Report of Dispute Resolution under Part B of the Individuals with Disabilities Education Act166Appendix 2 - Acronyms108 APR Template Part B (4) Part B State Annual Performance Report (APR) for FFY 2009 (200910) Overview of the State Performance Plan and Annual Performance Report Development The State Board of Education (SBE) is the lead State Education Agency (SEA). Hereafter, the term California Department of Education (CDE) refers to the CDE operating under the policy direction of the SBE. The State Performance Plan and Annual Performance Report (SPP/APR) are prepared using instructions forwarded to the CDE, Special Education Division (SED) by the U.S. Department of Education (ED), and the Office of Special Education Programs (OSEP) on November 20, 2010. For 200910, instructions were drawn from several sources: Californias 200809 Compliance Determination letter and Response Table (June 2010) General Instructions for the SPP/APR SPP/APR Part B Indicator Measurement Table SPP/APR Part B Indicator Support Grid In August of 2010, OSEP announced verbally and are included in the instructions sent to the CDE in November, 2010, that all states are required to submit an additional two years of measurable and rigorous targets, due to the delay in the reauthorization of IDEA. In October 2010, OSEP provided updated instructions for the SPP/APR. These instructions clarified the requirement to include an additional two years of targets and provided additional direction to provide new baselines and improvement activities for Indicators 4B (Suspension and Expulsion by Ethnicity), 13 (Post-secondary Transition), and 14 (Post-school) in the SPP. CDE staff and contractors collected data and made calculations for each of the 20 indicators. However, CDE is not required to report on Indicator 6 (Preschool Least Restrictive Environment (LRE)). Technical assistance was provided by several federal contractors, most notably the Western Regional Resource Center (WRRC). The SED management discussed each of the requirements, reviewed calculations, and discussed improvement activities with stakeholder groups identified below. The CDE disseminates information and solicits input from a wide variety of groups: The CDE SED utilizes Improving Special Education Services (ISES), a broad stakeholder group established to combine various existing stakeholder groups into one larger stakeholder constituency to solicit field input. Members include parents, [Parent Training and Information Centers (PTI), Family Empowerment Centers (FEC), and Family Resource Centers (FRC)], teachers, administrators, professors in higher education, Special Education Local Plan Area (SELPA) directors, Special Education Administrators of County Offices (SEACO), staff of various CDE divisions, and outside experts. ISES meets in June and November each year to discuss the SPP/APR calculations and improvement activities. The SPP/APR requirements and results are presented at two separate California Special Education Management Information System (CASEMIS) training sessions with the SELPA and local education agency (LEA) administrators in April and October. The SPP/APR requirements are presented at regular meetings of Californias Advisory Commission on Special Education (ACSE). In February 2010, the SED presented the ABC's of Disproportionality Determination to the ACSE; in May 2010, the SED provided an overview of the compliance determination process; and in December 2010, the ACSE heard the Directors Report on the APR and SPP. Selected SPP revisions and APR data have been reviewed at the regular monthly SELPA directors meetings and at the quarterly meetings of the Special Education Administrators of County Offices (SEACO). Drafts of SPP/APR were disseminated in late November 2010 for comments. The SPP/APR was approved by the SBE in January 2011. The revised SPP/APR are posted annually on the CDE Web site once they have been approved by the OSEP. The most recently approved SPP/APR may be found at  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/" http://www.cde.ca.gov/sp/se/qa/. General Notes Data Sources: Data for the APR indicators are collected from a variety of data sources with variations in collection methodologies, parameters, and time frames, and as a result may show slight variations in counts. Data for the APR indicators are collected from the following sources Indicators 1 (Graduation Rates) and 2 (Dropout Rates) are gathered from the California Longitudinal Pupil Achievement Data System (CALPADS) 200809. Indicator 3 (Statewide Assessment) is collected from the AYP Database. Indicator 4A (Rates of Suspension and Expulsion) is gathered from CASEMIS 200809 and LEA self-review of policies, procedures, and practices. Indicator 4B (Suspension and Expulsion by Ethnicity) is gathered from CALPADS (200809). Indicator 5 (LRE) is derived from CASEMIS December 2009. Indicator 6 (Preschool LRE) is not reported this year. Indicator 7s (Preschool Assessment) is derived from CASEMIS in February 2010 and July 2010. Indicator 8 (Parent Involvement) is collected through 200910 CASEMIS data. Indicators 9 (Disproportionality by Race and Ethnicity) and 10 (Disproportionality by Disability) are collected through CASEMIS December 2009, CASEMIS June 2010, and CALPADS. Indicators 11 (60-Day Time Line), 12 (Transition, Part C to Part B), and 13 (Secondary Transition) are also gathered through CASEMIS December 2009 and June 2010, with an additional Department of Developmental Services (DDS) Part C data set for Indicator 12. Indicator 14 (Post-school) is collected from Table D in CASEMIS in June 2010. Indicator 15 (General Supervision) is derived from monitoring and procedural safeguard activities conducted by CDE from July 1, 2009, to June 30, 2010. Indicator 16 (Complaints) is gathered from the complaints database, July 1, 2009 to June 30, 2010. Indicators 17 (Hearings), 18 (Resolutions), and 19 (Mediations) are derived from Office of Administrative Hearings (OAH) data, July 1, 2009 to June 30, 2010. Indicator 20 (State Reported Data) is gathered from Special Education Division archives (2010). Determination and Correction of Noncompliance: As noted in Indicator 15 (General Supervision) in the APR, the CDE has used multiple methods to carry out its monitoring responsibilities. These monitoring activities are part of an overall Quality Assurance Process (QAP) designed to ensure that procedural guarantees of the law are followed and that programs and services result in educational benefits. The CDE uses all of its QAP activities to monitor for procedural compliance and educational benefit. Formal noncompliance may be identified and corrective action plans developed through a wide variety of means, including data collection and analysis, investigation of compliance complaints and due process hearings, and reviewing policies and procedures in local plans. For example, the CDE uses data collected through the CASEMIS to identify districts that are not completing annual reviews of individualized educational programs (IEPs) in a timely way. These result in formal findings of noncompliance citing specific state and federal laws and regulations, and require that a corrective action plan be completed. In addition to the components of the QAP, there are four types of structured formal monitoring review processes: Facilitated reviews, verification reviews (VR), special education self-reviews (SESRs), and Nonpublic School (NPS) reviews (both on-site and self-reviews). Each of the formal review processes may result in findings of noncompliance at the student and district-level. All findings require correction. At the student-level, the district must provide specified evidence of correction within a 45-day time period. At the district-level, the district must provide updated policies and procedures and evidence that the new policies and procedures have been disseminated and implemented. In a six-month follow-up review of a representative sub-set of files, the district must demonstrate that no new instances of noncompliance in that area have occurred. The CDE has a variety of sanctions available to use in situations in which noncompliance goes uncorrected (e.g., special grant conditions, withholding of funds, and court action). Compliance and Noncompliance: Compliance findings are reported in the year in which the district was notified of noncompliance. On time calculations are based on a span of one year from the date that the district was notified of noncompliance. As an example, noncompliance findings made in 200809 should be corrected within one year in 200910. Improvement Planning: Analysis and thoughtful planning of improvement activities for each of the indicators is designed to take place through two primary groups: A broad-based stakeholder group, ISES, provides the CDE with feedback and recommendations for improvement activities based on data in the SPP/APR. For more information about ISES, please visit the California Services for Technical Assistance and Training (CalSTAT) Web site. In addition to collaboration with ISES, the SED staff has worked to identify improvement activities for each indicator and to analyze data to identify effective improvement activities. The ACSE is an advisory body required by federal (20 USC 1412(a)(21) and state statutes (EC 33590-6) ( HYPERLINK "http://www.cde.ca.gov/sp/se/as/acserqrmnt.asp" http://www.cde.ca.gov/sp/se/as/acserqrmnt.asp). The ACSE provides recommendations and advice to the SBE, the Superintendent of Public Instruction, the Legislature, and the Governor in new or continuing areas of research, program development, and evaluation in California related to special education. The ACSE consists of appointed members from the Speaker of the Assembly, Senate Committee on Rules, and the Governor. One member of the SBE serves as liaison to the ACSE. The membership also includes parents, persons with disabilities, persons knowledgeable about the administration of special education, teachers, and legislative representation from the Assembly and Senate. The SED provides the ACSE with information on the SPP/APR through information sharing updates, staff presentations, and through ACSE participation in the ISES stakeholder meetings. The SED has sought to actively involve the ACSE, the SBE liaison, and the SBE staff in the development of the 2009 SPP/APR. ACSE members and the SBE liaison have been included in the membership of the ISES stakeholder group and have been invited to all ISES meetings during which the SED seeks advice regarding the effectiveness of improvement activities and recommendations for new activities. The SED provided the ACSE, the SBE liaison, and the SBE staff a calendar of important dates, instructions from OSEP to CDE, dates of OSEP technical assistance calls, data collection deadlines, and deadlines for submitting information and preparation of the SPP/APR. The SED provided drafts to the ACSE, the SBE liaison, and the SBE staff and other information regarding the development of the SPP/APR to receive their input. Monitoring Priority: FAPE in the LREIndicator 1: Percent of youth with IEPs graduating from high school with a regular diploma. (20 U.S.C. 1416 (a)(3)(A)) Measurement: States must report using the graduation rate calculation and time line established by the Department under the ESEA. The methods for calculating the graduation rate for students receiving special education are the same methods used by general education in California. The SED collects information about individual students receiving special education from the Data Management Division. The Graduation Rate formula is based on the National Center for Education Statistics (NCES) definition. See the graduation rate formula below. ESEA requires that the state use the graduation rate as an additional indicator for all schools and LEAs with grade twelve students. The graduation rate for AYP purposes is defined according to the year of AYP reporting (e.g., rate for 2010). On other CDE reports, the graduation rate is defined as the school year of the graduating class (e.g., Class of 200809) Comprehensive high schools and LEAs with grade twelve data have their 2010 graduation rates calculated using standard procedures. The graduation rate goal for all schools and LEAs is 90 percent beginning with the 2010 AYP report. Also beginning with the 2010 AYP report, the new growth target structure requires all schools and LEAs to meet the 90 percent goal by 2019 AYP report. The graduation rate criteria have changed beginning with the 2010 AYP. Beginning with the 2010 AYP, a school or an LEA with grade twelve students must meet one of three graduation rate targets to make AYP: (1) a 2010 graduation rate of at least 90 percent, (2) a 2010 fixed growth target rate, or (3) a 2010 variable growth target rate. The fixed and variable growth targets are unique to each school rather than a standard target for all, as was required in the past. Standard Graduation Rate Criteria Type Criteria Schools and LEAs with High School Students To meet graduation rate criteria for the 2010 AYP the school or LEA must: Have a 2010 graduation rate of at least 90 percent - or - Meet its 2010 fixed growth target rate (64.17%) - or - Meet its 2010 variable growth target rate (64.17%) Source: 2010 Adequate Yearly Progress Report Information guide http://www.cde.ca.gov/ta/ac/ay/documents/infoguide10.pdf FFYMeasurable and Rigorous Target2008 (200809)Minimum graduation rate of 90 percent OR improvement of at least 0.1 from the previous years rate OR improvement in the rate of 0.2 in the average two-year rate (school wide or LEA-wide) Actual Target Data for 2008 (200809) Data for Indicator 1 (Graduation Rates) are reported in lag years using the CALPADS data from the FFY 2008 (200809). The calculation is based on data from Californias ESEA reporting. The calculation is made as follows: Graduation Rate = Number of graduates divided by number of graduates + grade 9 dropouts from year 1 + grade 10 dropouts from year 2 + grade 11 dropouts from year 3 + grade 12 dropouts from year 4. In 200809, 64.8 percent (21,481/ 21,481+1,482+1,582+1,282+7,333 = 64.78) of students with disabilities graduated with a high school diploma. Graduation Requirements The requirements to graduate with a regular diploma in California are the same for all students. In addition to meeting the district's requirements for graduation, all students are required to pass the California High School Exit Exam (CAHSEE) to earn a public high school diploma. [EC 60850 (a)] Beginning July 1, 2009, California state law provides an exemption from the requirement to pass the CAHSEE as a condition of receiving a diploma of graduation for eligible students with disabilities who have otherwise met the district requirements for graduation, and allows districts to award a regular diploma to such students. (EC 56026.1) (EC 60852.3) In addition, at the request of the students parent or guardian, a school principal must submit to the local school governing board a request for a waiver of the requirement to pass the part(s) of the CAHSEE on which a modification was used and the equivalent of a passing score was earned. [EC 60850 (c)(1)] Students in California must also pass Algebra as a requirement of graduation. Students with disabilities may obtain a waiver of the requirement to pass a course in Algebra from the SBE if their transcript demonstrates that they have been on track to receive a regular diploma, have taken Algebra and the appropriate pre-courses or math courses, and because of the nature of their disability cannot pass the Algebra course. (EC 51224.5) Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2008 (200809): In 2009-10 the SBE made changes to the graduation rate target. These changes affect the outcome of the data so they are not comparable data from year to year. The data show that there was an increase in the graduation rate for students with disabilities from 60.2 percent in 2007-08, to 64.8 percent in 200809. This 64.8 percent meets the one-year improvement target established for graduation rates in the 2010 Adequate Yearly Progress Report Information Guide for the State of California. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 1: Graduation RatesActivitiesTime LinesResources Continue to provide technical assistance to SELPAs and LEAs regarding: graduation standards students with disabilities participation in graduation activities promotion/retention guidelines preparation for the CAHSEEOn-going to 2013Curriculum, Learning and Accountability Branch, STAR and CAHSEE Offices English Learners with Disabilities Handbook provides guidance about ways to support the twelfth graders who are English learners and how to assist them in meeting their goals for graduation. Began Spring 2009 On-going training to 2013 SED and English Learner and Curriculum Support Division with assistance from the California Comprehensive Center (CCC)In collaboration with the California Comprehensive Center, develop and disseminate training modules on Standards-based IEPs that promote and sustain activities that foster special education and general education collaboration (Chapter topics: Access, Standards-based IEPs, Grade-level and Standards-based Goals, Service Delivery Models, and Curriculum and Instructional Strategies). This training is for general education as well as special education teachers and administrators. The Service Delivery Models and Curriculum and Instruction modules address how teams of teachers work together to support students with disabilities in LRE and how to differentiate instruction to meet the needs of all learners.Began Spring 2009 Release Spring 2011 On-going Training to 2013 SED with assistance from the CCC National Association of State Special Education Directors (NASDSE) OSEP ideas that Work Web site  HYPERLINK "http://www.osepideasthatwork.org" http://www.osepideasthatwork.org Facilitate and provide training and technical assistance in a wide range of research-based practices to provide technical assistance and training to LEAs and the ISES stakeholder group in areas such as Core messages on: Positive Behavior Supports Reading Standards-based IEPs Family-School Partnerships These trainings provide support to district leadership and teachers.On-going to 2013CDE staff and California Services for Technical Assistance and Training (CalSTAT) A focus of the State Personnel Development Grant (SPDG), a federally funded grant, is to communicate common messages to the field about selected topics. CDE contracts with the California Juvenile Court Schools to facilitate electronic transmission of records across public agencies, implement Response to Instruction and Intervention (RTI), and improve student academic achievement, supporting graduating students. On-going to 2013CDE staff and contractors (San Diego, San Bernardino and Sacramento County Offices of Education) provide resources and training to county offices of education personnel regarding the provision of services to students with disabilities enrolled court schools.Implementation of the CALPADS and CALTIDES data collection systems designed to integrate statewide data collection and meet ESEA and IDEA requirements. Tracking graduating students.On-going to 2013SED and Accountability and Data Management Division  HYPERLINK "http://www.cde.ca.gov/ta/" http://www.cde.ca.gov/ta/  HYPERLINK "http://www.cde.ca.gov/ds/" http://www.cde.ca.gov/ds/  Collaborate with other CDE divisions regarding shared data collection for graduation rates and benchmarks. On-going to 2013SED, Assessment, Accountability and Data Management Divisions HYPERLINK "http://www.cde.ca.gov/ta/"http://www.cde.ca.gov/ta/  HYPERLINK "http://www.cde.ca.gov/ds/" http://www.cde.ca.gov/ds/ Disseminate and provide training based on Transition to Adult Living: A guide for Secondary Education, a comprehensive handbook written for students parents, and teachers, offering practical guidance and resources to support the transition efforts for students with disabilities as they move into the world of adulthood and/or independent living. On-going to 2013CDE staff and CalSTAT See the calstat.org Web site Transition to Adult Living: A Guide for Secondary Education On the CalSTAT Web site search for publications/pdfs/07winEinsert.pdf  The following activities are being added to facilitate improvement in graduation rates of student with disabilities: ADDED ACTIVITIES Indicator 1: Graduation RatesActivitiesTime LinesResources SED staff work with the CAHSEE Office on items related to an Alternative Means CAHSEE. The SED staff participates, with the CAHSEE Office in preparing documents for a proposed pilot study utilizing the recommendations of the AB2040 Panel and other research.20102012Staff from the Assessment Evaluation and Support Unit (SED), CAHSEE Office, ACSE, SBE, SELPAs Monitoring Priority: FAPE in the LRE Indicator 2: Percent of youth with IEPs dropping out of high school. (20 U.S.C. 1416 [a][3][A]) Measurement: States must report using the dropout data used in the ESEA graduation rate calculation and follow the time line established by the Department under the ESEA. The ESEA dropout rates are calculated from student-level data using grades 9 through 12. The CDE calculates two different rates, a one-year rate and a four-year derived rate. The calculations are made as follows: 1-year Rate Formula: (Adjusted Grade 9-12 Dropouts/Grade 9-12 Enrollment)*100 4-year Derived Rate Formula: {1-([1-(Reported or Adjusted Grade 9 Dropouts/Grade 9 Enrollment])*(1-[Reported or Adjusted Grade 10 Dropouts/Grade 10 Enrollment])*(1-[Reported or Adjusted Grade 11 Dropouts/Grade 11 Enrollment])*(1-[Reported or Adjusted Grade 12 Dropouts/Grade 12 Enrollment])}*100 The 4-year derived dropout rate is an estimate of the percent of students who would dropout in a four-year period based on data collected for a single year. FFYMeasurable and Rigorous Target2008 (200809)Less than 22.6 percent* of students with disabilities will drop out of high school.*The target was adjusted down from the 39.9% reported in 2008 to reflex a more rigorous target. The changed was approved by OSEP in April, 2010. Actual Target Data for 2008 (200809) For FFY 200809, Indicator 2 (Dropout Rates) reports in lag years using data from 200809. The 4-year Derived Rate Formula rate was 22.1 percent. The calculation is summarized in the following table. Table 2a 4-year Derived Rate Formula for Students with Disabilities Calculation Indicator 2 Dropout Rates Grade EnrollmentDropoutsDropout Percent1-Year Dropout Percent947,963 1,059 0.02210.97791045,230 1,020 0.02260.97741142,690 1,526 0.03570.96431247,776 7,386 0.15460.8454 4-year product0.7794-Year Derived Dropout Rate22.1 Dropout rates are calculated from data reported for grades nine through twelve. Although dropout data are collected from grades seven through twelve, only dropout data from grades nine through twelve are included in most reports. The California Department of Education uses the annual (one-year) dropout rate, which is essentially the same as the event dropout rate that is used by the National Center for Education Statistics when comparing states and districts, and a four-year derived rate (CBEDS - SIF). In Table 2a, it depicts the one-year dropout rate, which is The number of dropouts from grades nine through twelve divided by grades nine through twelve enrollment (including ungraded secondary) multiplied by 100. The four year derived rates are the enrollment divided by the dropouts for each year from ninth grade through 12th grade. By using dropout and enrollment counts from the same year, the annual dropout rate is calculated by dividing the number of dropouts in grades nine through twelve by the total enrollment in those grades. The formulas for both rates are as follows: 1 Year Dropout Rate: The number of dropouts from grades nine through twelve divided by grades nine through twelve enrollment (including ungraded secondary) multiplied by 100. Example: 8/400 x 100=2.0 Four-Year Derived Rate Formula: (1- (1- dropouts from grade nine / enrollment in grade nine) x (1- dropouts from grade ten / enrollment in grade ten) x (1- dropouts from grade eleven / enrollment in grade eleven) x (1- dropouts from grade twelve / enrollment in grade twelve)) x 100 = rate Example: (1-(1- 2/41) x (1- 1/20) x (1- 1/9) x (1- 1/11)) x 100 = 27.0 Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2008 (200809): California does not currently have benchmarks for dropout rates for the ESEA. Annual benchmarks are not required by the ESEA. Benchmarks and targets for the purposes of this report were proposed and accepted by the SBE for students with disabilities, until such time as the CDE establishes benchmarks under the ESEA for all students. There was a decline in the dropout rate between 2007-08 and 200809 from 23.6 percent to 22.1 percent. For 200809, California did meet its target of 22.6 percent. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 2: Dropout RatesActivitiesTime LinesResources Building Effective Schools Together (BEST) provides training and technical assistance on positive behavioral supports. This program integrates the research-based principles of Positive Behavior Supports (PBS) and includes school-site-based teams that are a required element for implementing BEST.On-going to 2013 CDE staff and CalSTAT CalStat.org The CalSTAT contract funded one district, Los Angeles USD PBS research-based principles: Go to the CalSTAT Web site and search for PBIS Facilitate and provide training and technical assistance in a wide range of research-based practices to assist and train LEAs and the ISES stakeholder group in areas such as core messages on: Positive Behavior Supports Reading Standards-based IEPs Family-School Partnerships These trainings focus on support to district leadership and teachers.On-going to 2013CDE staff and CalSTAT CalSTAT.org Dropout information and resources:  HYPERLINK "http://www.cde.ca.gov/ls/ai/dp/" http://www.cde.ca.gov/ls/ai/dp/ A focus of the State Personnel Development Grant (SPDG), a federally funded grant. Disseminate and provide training based on Transition to Adult Living: A Guide for Secondary Education, a comprehensive handbook written for students parents and teachers, offering practical guidance and resources to support the transition of students with disabilities as they move into the world of adulthood and/or independent living. 20092013CDE staff and CalSTAT See CalSTAT.org Transition to Adult Living: A Guide for Secondary Education See CalSTAT.org and search for 07winEinsert.pdfCDE contract with the California Juvenile Court Schools to facilitate electronic transmission of records across public agencies, implement Response to Instruction and Intervention (RTI), and improve academic achievement. Support continuing education.20092013CDE staff and contractors (San Diego, San Bernardino, and Sacramento County Offices of Education) provide resources and training to county offices of education personnel related to their provision of services to students with disabilities enrolled in court schools.CALPADS and CALTIDES is a state-level integrated data collection system designed to collect information required by ESEA and IDEA and the state. CDE will collect dropout rates.20092013CDE staff: SED and Data Management Division  HYPERLINK "http://www.cde.ca.gov/ds/" http://www.cde.ca.gov/ds/ CDE will increase the number of school sites implementing the Building Effective Schools Together (BEST) positive behavioral supports program training and technical assistance focused on decreasing dropout rates. 20102013CDE staff, CalSTAT See the Web site at CalSTAT.org The California SPDG received additional (restored) federal funding allowing the CDE to increase funding to 70 previously identified school sites in 7 districts to support implementing the BEST program.  Monitoring Priority: FAPE in the LRE Indicator 3: Participation and performance of children with IEPs on statewide assessments: Percent of the districts with a disability subgroup that meets the States minimum n size that meet the States AYP ELA and Mathematics targets for the disability subgroup. Participation rate for children with IEPs. Proficiency rate for children with IEPs against grade level, modified, and alternate academic achievement standards. (20 U.S.C. 1416 (a)(3)(A)) Measurement: AYP percent = (# of districts with a disability subgroup that meets the States minimum n size that meet the States AYP targets for the disability subgroup) divided by the (total # of districts that have a disability subgroup that meets the States minimum n size) times 100. Participation rate percent = (# of children with IEPs participating in the assessment (CST, CAPA, CMA. And CAHSEE) divided by the (total # of children with IEPs enrolled on the first day of testing, calculated separately for reading and math). The participation rate is based on all children with IEPs, including both children with IEPs enrolled for a full academic year and those not enrolled for a full academic year. Proficiency rate percent = (# of children with IEPs enrolled for a full academic year scoring at or above proficient) divided by the (total # of children with IEPs enrolled for a full academic year, calculated separately for reading and math).  FFYMeasurable and Rigorous Target 2009 (200910)3A. Annual benchmarks and six-year target for the percent of districts meeting the States AYP objectives for progress for the disability subgroup Percent of Districts 58 percent3B. The annual benchmark and target for participation on statewide assessments in ELA and Math, 95 percent (rounded to nearest whole number), is established under ESEA.3C. Consistent with the ESEA accountability framework, the 200511 AMOs (benchmarks) for the percent proficient on statewide assessments are broken down by school subgroup and are provided in the cells below.School SubgroupELA PercentMath Percent Elementary Schools, Middle Schools, Elementary School Districts56.858.0High Schools, High School Districts55.654.8Unified School Districts, High School Districts, County Office of Education56.054.4Note: Targets and Benchmarks apply to charter schools and charters acting as LEAs for the purposes of special education. Actual Data for 2009 (200910) Table 3a Percent of Districts meeting AYP Objectives Indicator 3 Statewide Assessment FFY 2009Measurable and Rigorous TargetsPercent of Districts Meeting AYP for Disability Subgroup (3A) Percent of Participation for Students with IEPs (3B)Targets for FFY 2009 (200910)58ELA Target 95Math Target 95Actual Data for FFY 2009 (200910)18.398.298.2 Analysis of Table 3a Table 3a depicts the percent of districts meeting overall AYP objectives in 200910 (18.3 percent) and the participation of students with IEPs for ELA (97.1 98.2 percent and math (98.2 percent). This reflects a decrease in the percent of districts meeting AYP from 200809 (38.7 percent). There is an increase in the percent of districts participating in ELA and Math in 200910 (ELA 97.1 98.2 percent, math 98.2 percent) from 200809 (ELA 93.3, math 92.2 percent). The state met percentages for ELA and math participation. However, the state did not meet its overall AYP target of 58 percent. Statewide assessment data may be found at the following Web site: http://star.cde.ca.gov/ Table 3b Measurable and Rigorous Targets ELA and Math for Type of LEA Measurable and Rigorous Targets Proficiency Targets and Actual Data in ELA and Math by Type of LEA (3C) Type of LEAsELA Target Percent ProficientELA Actual Percent ProficientMath Target Percent ProficientMath Actual Percent ProficientElementary School Districts 56.835.258.038.6High school Districts (with grades 9-12 only)55.620.554.819.2Unified School Districts High School Districts County Offices of Education (with grades 28 and 912)56.032.354.435.1 Analysis of Table 3b Table 3b shows a comparison between the target and actual data percent of students with IEPs scoring proficient or advanced in ELA and mathematics across all district types. In ELA and math California did not meet its targets. Although students are making gains over prior years in ELA and mathematics, they are not achieving at a level commensurate with the increased target expectations. Continued statewide efforts to improve instruction for students with disabilities in all educational settings are needed to reach the targets. Table 3c Districts with a disability subgroup that meet the States minimum n size AND met the States AYP target for the disability subgroup YearTotal Number of DistrictsNumber of Districts Meeting the n SizeNumber of Districts that Meet the Minimum n Size and Met AYP for FFY 2009Percent of DistrictsFFY 2009 (200910) 1,0424979118.3  =((D2/C2)*100) \# "0.00%" AYP 2010 Analysis of Table 3c California has a total of 1183 school districts. The n size for assessment and AYP data in California is 100 students or 50 valid scores that equal at least 15 percent of the overall population. There are 1042 districts that meet the n size for assessment and are included in this calculation, of those, 545 districts were eliminated due to n size of their special education population, leaving 497 districts. There were 91 districts of the 497 (18.3%) that met the minimum n size and met AYP for FFY 2009. Calculation: [91 (# of districts with a disability subgroup that meet the States minimum n size that also meet the States AYP targets for the disability subgroup) divided by the 497 (total # of districts that have a disability subgroup that meet the States minimum n size) times 100 = 18.3]. (See Measurement 3A on page14.) Table 3d Participation: The Number and Percent of Students Participating on Statewide Assessments 200910 Indicator 3 Statewide Assessment Assessment DescriptionEnglish Language Arts ParticipationMathematics Participation200910200910NumberPercentNumberPercentA a. Children with IEPs enrolled on the first day of testing430,501100430,407100B b. Children tested on regular (CST) assessments with no accommodations230,22253.5257,04159.7C c. Children tested on regular (CST) assessments with accommodations22,6455.325,9526.0D d. Children tested on alternate assessments based on grade-level standards (CMA)127,67129.7102,50123.8E e. (1) Children tested on alternate assessments based on alternate achievement standards (CAPA)37,4098.6937,3288.7e. e. ( e. (2) Children tested on alternate assessments based on modified achievement standards (NA)NANANANAOverall 97.198.2Children not tested or used a modification12,5542.87,5852.4Source: 618 Report, Table 6, 200910 Analysis of Table 3d Table 3d shows that the overall participation in ELA is 97.1 percent in 200910. This is an increase from 93.3 percent in 200809. This increase was also found in mathematics, where participation increased to 98.2 percent from 92.2 percent. There are 2.8 percent of students who did not test or used modifications on a regular assessment in ELA and 2.4 percent of students who did not test or used modifications on a regular assessment in mathematics. The increased participation in modified assessment and decreased participation in the regular assessment with accommodations found since 200607 continued through 200910. CDE posts information about the number of students, by district, who used accommodations in the STAR Program Table 3e Proficiency: The Number and Percent of Students Scoring Proficient on Statewide Assessments 200910 Indicator 3 Statewide Assessment Assessment DescriptionEnglish Language Arts ProficiencyMathematics Proficiency200910200910NumberPercentNumberPercentA a. Children with IEPs who took the test and counted as valid281,482100279,872100B b. Children tested on regular (CST) assessments with no accommodations60,58221.568,69024.5C c. Children tested on regular (CST) assessments with accommodations2,7701.03,1431.1D d. Children tested on alternate assessments based on grade-level standards (CMA)24,5978.720,0367.2E e. (1) Children tested on alternate assessments based on alternate achievement standards (CAPA)18,9526.716,1015.8e. e. ( e. (2) Children tested on alternate assessments based on modified achievement standards (NA)NANANANAOverall 38.038.6Children scored below proficient174,58162.0171,90261.4Source: 618 Report, Table 6, 200910 Analysis of Table 3e Proficiency rates for students with disabilities for ELA are 38.0 percent in 200910. This is an increase from 27.3 percent in 200809. Mathematics performance is 38.6 percent in 200910, an increase from 27.5 percent in 200809. Students with disabilities continue to demonstrate slightly higher proficiency rates on mathematics than on ELA. Table 3e represents students who scored proficient and advanced on the CST, the CMA, the CAPA, and the CAHSEE (grade 10). The increases in proficiency are consistent with continuing efforts to close the achievement gap for students with disabilities. However, the large increase in the Annual Measurable Objectives (AMOs) targets for California make meeting the targets increasingly challenging. Efforts on behalf of students with disabilities must increasingly be focused on instruction in the standards-based general education curriculum, teacher professional development, differentiation of instruction to meet the needs of all learners, consistent use of student progress monitoring to improve instruction, and support for students served in the least restrictive environment. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): Explanations of progress and slippage follow each of the above tables. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 3: Statewide AssessmentActivityTime LinesResourcesProvide technical assistance to schools focused on the implementation of programs to reform high poverty schools. Provide focused monitoring technical assistance at facilitated school sites to address participation and performance on statewide assessments.On-going to 2013CDE staff and the CCC Develop and maintain IDEA 2004 information Web page with links to important references and resources on the Reauthorization of IDEA, including statewide assessments.On-going to 2013CDE/SED staff; Web capability of CDE  HYPERLINK "http://www.cde.ca.gov/sp/se/lr/ideareathztn.asp" http://www.cde.ca.gov/sp/se/lr/ideareathztn.asp Collaborate with the CDE Program Improvement and Interventions Office to infuse special education indicators into the Academic Performance Survey (APS) and District Assistance Survey (DAS).On-going to 2013SED and District and School Improvement Divisions and Curriculum, Learning and Accountability Branch  HYPERLINK "http://www.cde.ca.gov/ta/tg/sr/" http://www.cde.ca.gov/ta/tg/sr/Continue to update and provide state guidance on student participation in statewide assessments in alignment with the April 2007 Federal regulations. Provide Guidelines for the IEP Team Decision-Making Tool Kit. Train the Trainers workshops to build local capacity to ensure special education student participation in statewide assessments.On-going to 2013SED, Curriculum, Learning and Accountability Branch, and the STAR Office  HYPERLINK "http://www.cde.ca.gov/ta/tg/sr/" http://www.cde.ca.gov/ta/tg/sr/ Training archive Collaborate with the field on the development of guidelines for students with significant cognitive disabilities regarding participation on alternate assessments. On-going to 2013SED Got to the CalSTAT Web site and search Performance and Personnel Development Plan CAPA Information Conduct Webinars on statewide Assessments: Guidelines for IEP Team Decision-Making to reach a wider audience. On-going to 2013SED and Curriculum, Learning and Accountability Branch, and the STAR Office  HYPERLINK "http://www.cde.ca.gov/ta/tg/sr/" http://www.cde.ca.gov/ta/tg/sr/ Training archive  CONTINUING ACTIVITIES Indicator 3: Statewide AssessmentActivityTime LinesResourcesFacilitate and provide training and technical assistance in a wide range of research-based practices to assist and train LEAs and the ISES stakeholder group in areas such as Core messages on: Positive Behavior Supports Reading Standards-based IEPs Family-School Partnerships These trainings provide support to district leadership and teachers in improving the performance of students with disabilities on state assessments. Special Education and Statewide Assessments Divisions collaborate in reporting data on participation and proficiency rates for students with disabilities. On-going to 2013CDE and CalSTAT CalSTAT.org Statewide Assessment information and resources:  HYPERLINK "http://www.cde.ca.gov/ta/tg/sr/" http://www.cde.ca.gov/ta/tg/sr/ Training archive SED collaboration with the Assessment and Accountability Division on the reporting of data between the divisions, including data on student participation rates and the dissemination of data to the field.On-going to 2013SED and Assessments and Accountability Division, and the STAR Office  HYPERLINK "http://www.cde.ca.gov/ta/tg/sr/" http://www.cde.ca.gov/ta/tg/sr/ Test Reporting  HYPERLINK "http://star.cde.ca.gov/" http://star.cde.ca.gov/ In collaboration with the California Comprehensive Center, develop and disseminate training modules on Standards-based IEPs that promote and sustain activities that foster special education/general education collaboration. (Chapter topics: Access, Standards-based IEPs, Grade-level and Standards-based Goals, Service Delivery Models, and Curriculum and Instruction Strategies) This training is for general education as well as special education teachers and administrators. The Service Delivery Models and Curriculum and Instruction modules address how teams of teachers work together to support students with disabilities in LRE and how to differentiate instruction to meet the needs of all learners.On-going to 2013SED with assistance from CCC Access Center: Go to air.org and search for access-center-improving-outcomes-all-students-k-8 National Association of State Special Education Directors (NASDSE): See nasdse.org IDEA at Work:  HYPERLINK "https://www.osepideasthatwork.org/" https://www.osepideasthatwork.org/The formation of the Instructional Support Workgroup to address the instructional needs of students with significant cognitive disabilities and their participation in statewide assessments.On-going to 2013SED, Assessments and Accountability Division in collaboration with the CCC and CalSTAT. See CalSTAT.org Revisions, with Justification, to Proposed Targets / Improvement Activities / Time Lines / Resources for 2009 (200910) The following are being added to address identified slippage: ADDED ACTIVITIES Indicator 3: Statewide AssessmentActivityTime LinesResourcesConduct a study to analyze statewide assessment data, (participation and proficiency rates) for students with disabilities to assess how students have participated and performed over time, including identifying which conditions (e.g., accommodations and modification, differentiated instruction, and access to general education standards and content) affect performance. The study will also identify districts that have increased participation and proficiency rates to identify effective practices that may contribute to increased student participation rates and improved academic achievement. 2010-2013SED and Assessments and Accountability Division , and the STAR Office  HYPERLINK "http://www.cde.ca.gov/ta/tg/sr/" http://www.cde.ca.gov/ta/tg/sr/ Test Reporting  HYPERLINK "http://star.cde.ca.gov/" http://star.cde.ca.gov/ Monitoring Priority: FAPE in the LRE Indicator 4A: Rates of suspension and expulsion: Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22)) Measurement: Percent = (# of districts that have a significant discrepancy in the rates of suspensions and expulsions for greater than 10 days in a school year of children with IEPs) divided by the (# of districts in the State) times 100. Include States definition of significant discrepancy. If the State used a minimum n size requirement, the State must report the number of districts excluded from the calculation as a result of this requirement. Calculation methods may be found in Attachment 4A(a) at the end of this section  FFYMeasurable and Rigorous TargetFFY 2009 (20082009)4A. No more than 10.1 percent of districts will have rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year.  Actual Target Data for FFY 2009 (using 2008-2009 data) Calculation: 69 / 907 915* 100= 7.5 percent In 20082009, there were 69 districts (7.5 percent) whose rate of suspension and expulsion was greater than the statewide average. A district is considered to have a significant discrepancy if the district wide average for suspension and expulsion exceeds that statewide average for suspension and expulsion. Districts identified to have a significant discrepancy are required to review their policies, procedures and practices related to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. For this indicator, federal instructions require that the state report data for the year before the reporting year. The data reported here is from 200809. Statewide average. In California, a significant discrepancy is defined as having a rate of suspension and expulsion greater than the statewide average. In 200809, the statewide average for the number of students with disabilities suspended or expelled for greater than 10 days was 0.12 percent. This was the percentage that was used to identify districts in the target data calculation above. n Size. California uses an n size of 20 in the denominator of any calculation. There were 268 districts out of 1,183 districts excluded from the calculation due to n size, resulting in 915 districts used in the calculation. Table 4A(a) LEAs with Significant Discrepancy in Rates for Suspension and Expulsion YearTotal Number of LEAsNumber of LEAs that have Significant DiscrepanciesPercentFFY 2009 (using 20082009 data) 832 915698.3% 7.5% Correction of FFY 2008 Findings of Noncompliance California requires districts having a significant discrepancy to complete a review of policies, procedures and practices as required by 34 CFR 300.170(b). This is done through a self review process (district data calculations, forms and self review instructions may be found). A sample of the review form for policies, procedures and practices for 4A and 4B may also be found at the end of this section as Attachment 4A(b) - Policies and Procedures Review for Suspension and Expulsion. There were 42 districts who were found to have noncompliant policies, procedures or practices in FFY 2008. The number of specific noncompliance findings are summarized below. All of the 42 districts revised their policies, procedures and practices related to development and implementation of IEPs, the use of positive behavior interventions and supports and procedural safeguards to ensure compliance with the IDEA. 1. Number of findings of noncompliance the State made during FFY 2008 (the period from July 1, 2008 through June 30, 2009) using 2007-2008 data 4952. Number of FFY 2008 findings the State verified as timely corrected (corrected within one year from the date of notification to the LEA of the finding) 4923. Number of FFY 2008 findings not verified as corrected within one year (1) minus (2)3 Correction of FFY 2008 Findings of Noncompliance Not Timely Corrected (corrected more than one year from identification of the noncompliance) 4. Number of FFY 2008 findings not timely corrected (same as the number from (3) above) 35. Number of FFY 2008 findings the State has verified as corrected beyond the one-year time line (subsequent correction) 3 6. Number of FFY 2008 findings not yet verified as corrected (4) minus (5)0 The corrective action process requires that districts remedy noncompliant findings when individual student level or district level noncompliance is found. In 200910, verification of correction of student and district level noncompliance included the review of: Evidence of student-level correction; Review of policies, procedures, and practices including dissemination and staff training; and in cases where district level correction was needed, a review of a new sample of student records A more stringent level of follow-up review and reporting is required of districts that have previously corrected non-compliance related to this indicator. This is to ensure that LEAs are correctly implementing the specific regulatory requirements. In future years the CDE will ensure correction using the standard identified in OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02): (1) is correctly implementing the specific regulatory requirements in 34 CFR 300.111, 300.201, and 300.301 through 300.311; and (2) has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA. Improvement Activities for 2009 (200910) The following activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 4: Suspension and ExpulsionActivityTime LineResourcesIn collaboration with other divisions of CDE, provide technical assistance to LEAs and schools on reinventing high schools, addressing suspension and expulsion. On-going to 2013SED and the Curriculum Learning and Accountability Branch  HYPERLINK "http://www.cde.ca.gov/ci/" http://www.cde.ca.gov/ci/ Provide technical assistance to schools focused on the implementation of reform programs that have been successful in high poverty schools. On-going to 2013CDE staff Work with SELPAs, LEAs and the County Offices of Education (COE) to clarify responsibilities and improve behavior emergency and incident reporting.On-going to 2013SED, District and School Improvement, and Learning Supports and Partnerships Division, SELPAs and LEAs  HYPERLINK "http://www.cde.ca.gov/ds/" http://www.cde.ca.gov/ds/ Work with SELPAs, LEAs and COE to update and improve monitoring items and instruments for reviewing policies, practices and procedures related to this indicator. On-going to 2013SED, District and School Improvement, and Learning Supports and Partnerships Division, SELPAs, LEAs and CalSTAT See calstat.org/  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/" http://www.cde.ca.gov/sp/se/qa/ Building Effective Schools Together (BEST) provides training and technical assistance on positive behavioral supports. This program integrates the research-based principles of Positive Behavior Supports (PBS) and includes school-site-based teams that are a required element for implementing BEST.On-going to 2013CDE staff and CalSTAT See calstat.org/ The CalSTAT contract funded one district, Los Angeles USD, which is the largest district in the State for the most recent year. The PBS research-based See calstat.org and search for "Performance and Personnel Development Plan" Positive Behavior Supports (PBS) research-based core messages promoting customized training and technical assistance at the school site level, increasing time in academic instruction and decreasing suspension and expulsion incidents. 2011 On-going to 2013CDE and LEA staff and CalSTAT See calstat.org Promote the IRIS modules in behavior, diversity, and other content. This is a special project training and technical assistance work.On-going to 2013CDE and LEA staff, IRIS Center Promote the Culturally Responsive Teaching in California online training modules for the school site general and special educators dealing with utilizing positive behavior supports. On-going to 2013CDE staff, Contractor (Equity Alliance Center at Arizona State University), and LEA staff Increase the number of school sites implementing the Building Effective Schools Together (BEST) providing a positive behavioral support program, training and technical assistance. On-going to 2013CDE staff, contractor California received additional (restored) funding under its SPDG that will be used to increase funding to 70 previously identified schools in seven districts to support implementation of the BEST program which is based on the tenets of PBS.  Attachment 4A(a) Calculation Method Used to Identify Districts Indicator 4 A Suspension and Expulsion Indicator 4A requires the CDE to identify districts that have a significant discrepancy from other districts regarding suspension and/or expulsion of students with disabilities for greater than ten days in the school year. Statewide Average = NSPED / SE NSPED = the total number of students receiving special education statewide who were suspended or expelled for greater than ten days in the school year SE = the total number of students receiving special education statewide District wide Average = DSPED / DE DSPED = the total number of students receiving special education district wide of a particular race/ethnicity who were suspended or expelled for greater than ten days in the school year DE = the total number of students receiving special education in the district A district is considered to have a significant discrepancy if the district wide average for suspension and expulsion exceeds the statewide average for suspension and expulsion. Districts identified as having a significant discrepancy are required to review their policies, procedures and practices related to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. Attachment 4A(b) Policies and Procedures Review for Suspension and Expulsion Indicator 4 A Suspension and Expulsion Indicator 4B Suspension and Expulsion by Ethnicity Item NumberCompliance TestLegal Citations2-2-2.6.4Do district policies and procedures include a provision that assessments include information about social and emotional status?34 CFR 300.304(c)(4), 30 EC 56320(f).2-2-5.4Do district policies and procedures include a provision that the LEA will use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors?20 USC 1414 (b)(2)(C) 34 CFR 300.304(b)(3)2-5-1Do district policies and procedures include a provision that the IEP team will specify the development of a functional analysis assessment, when it has been determined that behavioral/instructional approaches specified in the students IEP have been ineffective?30 EC 56523, 5 CCR 3052(b).2-5-3.1Does the functional analysis assessment include a systematic observation of the occurrence of the targeted behavior for an accurate definition and description of the frequency, duration and intensity?30 EC 56523, 5 CCR 3052(b)(1)(A) Item NumberCompliance TestLegal Citations2-5-3.3Do district policies and procedures include a provision that the functional analysis assessment will include a systematic observation and analysis of the consequences following the display of the behavior to determine the function the behavior serves for the student?30 EC 56523, 5 CCR 3052(b)(1)(C)2-5-3.4Do district policies and procedures include a provision that the functional analysis assessment will include an ecological analysis of the setting in which the behavior occurs most frequently?5 CCR 3052(b)(1)(D).2-5-3.5Do district policies and procedures include a provision that the functional analysis assessment will include a review of records for health and medical factors which may influence behaviors?5 CCR 3052(b)(1)(E)2-5-3.6Do district policies and procedures include a provision that the functional analysis assessment will include a review of the history of the behavior to include the effectiveness of previously used behavioral interventions?5 CCR 3052(b)(1)(F)2-5-4.1Do district policies and procedures include a provision that the functional analysis assessment will result in a written report that includes a description of the nature and severity of the targeted behaviors in objective and measureable terms?5 CCR 3052(b)(2)(A)2-5-4.2Do district policies and procedures include a provision that the functional analysis assessment will result in a written report that includes a description of the targeted behavior(s) including baseline data, antecedents and consequences and a functional analysis of the behavior(s) across all appropriate settings in which it occurs?5 CCR 3052(b)(2)(B).2-5-4.3Do district policies and procedures include a provision that the functional analysis assessment will result in a written report that includes a description of the rate of the alternative behaviors, their antecedents and consequences?5 CCR 3052(b).2-5-4.4Do district policies and procedures include a provision that the functional analysis assessment will result in a written report that includes recommendations for consideration by the IEP team, which may include a proposed behavioral intervention plan?5 CCR 3052(b)(2)(D) and 5 CCR 3001(f)3-4-1.2.1.1Does the general education teacher help decide: a) The appropriate positive behavioral interventions and supports, and other strategies for the student; and, c) Supplementary aids and services, and d) Program modifications; and, e) Supports for school personnel?20 USC 1414(d)(3)(C), 34 CFR 300.324 (a)(3)(i)&(ii), EC 56341(b)(2), EC 56341.1(b)(1).3-4-1.9Do district policies and procedures include a provision that the IEP team will include the behavioral intervention case manager whenever the team reviews the functional analysis assessment and, if necessary, develops a behavioral intervention plan?5 CCR 3052(c). Item NumberCompliance TestLegal Citations4-3-2Do district policies and procedures include a provision that if the district changed the student's placement for disciplinary reasons exceeding 10 consecutive school days and the school determined the violation not to be a manifestation of the students disability, that school personnel will apply relevant disciplinary procedures to students with disabilities in the same manner and duration as would be applied to students without disabilities?20 USC 1415(k)(1)(B) &(C), 34 CFR 300.530(c)4-3-2.1Do district policies and procedures include a provision that if disciplinary action is considered to change a students placement for 10 days or more, the parents will be notified on the same day this decision is made and given a copy of their rights or Notice of Procedural Safeguards?20 USC 1415(k)(1)(B) &(C), 34 CFR 303.530(h)4-3-2.2Do district policies and procedures include a provision that, within 10 school days of any decision to change the placement of a student with a disability because of a violation of a code of student conduct, the LEA, the parent, and relevant members of the student's IEP team (as determined by the parent and LEA) meet to review all relevant information in the student's file, including the student's IEP, any teacher observations, and any relevant information provided by the parents?20 USC 1415(k)(1)(E), 34 CFR 300.530(e).4-3-2.3Do district policies and procedures include a provision that, if the student's conduct was determined to be a manifestation of the student's disability, a functional analysis assessment and a behavioral intervention plan be developed to address the behavior?34 CFR 300.530(f), 5 CCR 3052(b).20 USC 1415(k)(1)(F)(i), 34 CFR 300.530(f), 5 CCR 3052(b).4-3-2.4Do district policies and procedures include a provision that if a determination is made that the conduct was a manifestation of the student's disability, the student will return to the placement from which the student was removed, unless the parent and the school district agree to a change of placement as part of the modification of the behavioral intervention plan?20 USC 1415 (k)(1)(F)(iii), 34 CFR 300.530(f)(2).4-3-3Do district policies and procedures include a provision that in making the manifestation determination, the IEP team will consider all required elements?20 USC 1415 (k)(1)(E), 34 CFR 300.530(e)(1)4-3-3.7Do district policies and procedures require that, in making the manifestation determination, the IEP team must review all relevant information in the student's file, including the IEP, any teacher observations, and any relevant information provided by the parents to determine if the conduct in question was caused by, or had a direct and substantial relationship to, the child's disability?20 USC 1415 (k)(1)(E), 34 CFR 300.530(e)(1)(i)4-3-3.8Do district policies and procedures require that, in making the manifestation determination, the IEP team must review all relevant information in the student's file, including the IEP, any teacher observations, and any relevant information provided by the parents to determine if the conduct in question was the direct result of the LEA's failure to implement the IEP?20 USC 1415 (k)(1)(E), 34 CFR 300.530(e)(1)(ii). Item NumberCompliance TestLegal Citations4-3-4.2Does the district have policies and procedures which require that, on the date on which the decision is made to make a removal that constitutes a change of placement of a child with a disability because of a violation of a code of student conduct, the district must notify the parents of that decision, and provide the parents with the procedural safeguards notice?20 USC 1415(k)((1)(H), 34 CFR 300.530(h) 4-3-5Does the district implement appropriate policies and procedures to ensure parent participation?Honing v Doe, 34 CFR 300.5004-3-5.1Do district policies and procedures require that, If neither parent can participate in a meeting in which a decision is to be made relating to the educational placement of their child, the district use other methods to ensure their participation, including individual or conference telephone calls, or video conferencing? 35 CFR 300.322(c) 34 CFR 300.328, 34 CFR 300.501(c)(3)4-3-5.2Do district policies and procedures require that, if a placement decision was made by a group without the involvement of a parent, the district have a record of the attempts to ensure their involvement?20 USC 1414(f), 34 CFR 300.501(c)(4)4-3-9Do district policies and procedures include a provision that parents will be informed that they have the right to pursue a due process hearing if they disagree with the decisions of the IEP team regarding expulsion?20 USC 1415 (c)(1)(C), 34 CFR 300.530 - 537, 30 EC 48915.5(a)4-3-10Do district policies and procedures include a provision that the expulsion hearing will be conducted only after the pre-expulsion assessment is completed and the IEP team convenes and makes the required findings?20 USC 1415(K)(1)(E)(i), 34 CFR 300.530 - 537, 30 EC 48915.5(a)4-3-11Do district policies and procedures include a provision that relevant disciplinary procedures applicable to all children will be carried out only when it has been determined that the placement was appropriate and that the behavior was not a manifestation of the disability?20 USC 1415(k)(5)(A)(1)(A) and (B) and (C), 34 CFR 300.530 - 537, 30 EC 48915.5(a) Monitoring Priority: FAPE in the LRE Indicator 4B: Rates of suspension and expulsion: Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures, or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22)) M Measurement: Percent = (# of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rates of suspensions and expulsions of greater than 10 days in a school year of children with IEPs; and (b) policies, procedures, or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards) divided by the (# of districts in the State) times 100. FFYMeasurable and Rigorous Target2009 (20082009)Zero percent of districts will have a significant discrepancy in the rates of suspensions and expulsions for greater than 10 days in a school year of children with disabilities by race. Actual Target Data for FFY 2009 (using 2008-2009 data) In 200809, there were 43 districts with significant discrepancies, by race or ethnicity, in the rates of suspension or expulsion of greater than 10 days of students with IEPs. Thirty-nine (39) districts had policies, procedures, or practices that contributed to the significant discrepancy and did not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. In California, a district is considered to have a significant discrepancy for a given ethnicity if the district wide average for a particular ethnicity exceeds the statewide average for that same ethnicity. Districts identified as having a significant discrepancy in any ethnicity are required to review their policies, procedures and practices related to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. California excludes districts from calculations when the denominator for the calculation is less than 20. A total of 268 districts from a total of 1,183 total districts were excluded from the calculations for Indicator 4B because of n size, leaving a total of 915 districts. Attachment 4A(a) describes the process used to calculate both the statewide and district averages for each ethnicity. Table 4B(a) LEAs with Significant Discrepancies, by Race or Ethnicity, in Rates of Suspension and Expulsion: YearTotal Number of LEAsNumber of LEAs that have Significant Discrepancies by Race or EthnicityPercentFFY 2009 (using 20082009 data)915434.7% Table 4B(a) depicts the districts with significant discrepancies by race or ethnicity in rates of suspension and expulsion for the 200809 school year in California. Table 4B(b) LEAs with Significant Discrepancies, by Race or Ethnicity, in Rates of Suspensions and Expulsions That Do Not Comply With Requirements YearTotal Number of LEAsNumber of LEAs that have Significant Discrepancies, by Race or Ethnicity, and policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.PercentFFY 2009 (using 20082009 data)915394.3% Of those districts that were required to complete a special self-review of policies, procedures, and practices, 39 identified noncompliance. These policies, procedures, and practices comply with the requirements regarding the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards to ensure compliance with IDEA, pursuant to 34 CFR 300.170(b). The corrective action process requires that districts remedy noncompliant findings when individual student level or policy, procedure and practice noncompliance is found. All district policy and procedure documents, including suspension and expulsion policies, procedures and practices are reviewed every four years or more frequently if data calculations warrant a review. In 200910, verification of correction of student and district level noncompliance included the review of: Evidence of student level correction; Review of policies, procedures, and practices including dissemination and staff training; and, in cases where district level correction was needed, a review of a new sample of student records A more stringent level of follow-up review and reporting is required of districts that have previously corrected non-compliance related to this indicator. This is to ensure that LEAs are correctly implementing the specific regulatory requirements. In future years, the CDE will ensure correction using the standard identified in OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02): (1) is correctly implementing the specific regulatory requirements in 34 CFR 300.111, 300.201, and 300.301 through 300.311; and (2) has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): This is a new indicator, so we are unable to address progress or slippage. We did not meet the target of zero percent for FFY 2009. Improvement Activities for 2009 (200910) The following activities were implemented and will continue in 201011: ACTIVITIES ADDED Indicator 4B: Suspension and ExpulsionActivityTime LineResourcesIn collaboration with other divisions of CDE, provide technical assistance to LEAs and schools on reinventing high schools to address suspension and expulsion. On-going to 2013SED and Curriculum, Learning and Accountability Branch  HYPERLINK "http://www.cde.ca.gov/ci/" http://www.cde.ca.gov/ci/ Provide technical assistance to schools focused on the implementation of reform programs that have been successful in high poverty schools.On-going to 2013CDE staff Work with SELPAs, LEAs, and the County Offices of Education to clarify their responsibilities and improve behavior emergency and incident reporting.On-going to 2013Special Education, Program Improvement, Learning and Supports Divisions, SELPAs, and LEAs  HYPERLINK "http://www.cde.ca.gov/ds/" http://www.cde.ca.gov/ds/ Work with SELPAs, LEAs, and the COEs to update and improve monitoring items and instruments for reviewing policies, practices, and procedures related to this indicator. On-going to 2013SED, District and School Improvement, and Learning, Supports and Partnerships Divisions, SELPAs, and LEAs See calstat.org  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/" http://www.cde.ca.gov/sp/se/qa/ Provide Building Effective Schools Together (BEST) training and technical assistance on positive behavioral supports. This program integrates the research-based principles of Positive Behavior Supports (PBS) and includes school site-based teams that are a required element for implementing BEST.On-going to 2013CDE staff and California Services for Technical Assistance and Training (CalSTAT) See calstat.org The CalSTAT contract funded one district, Los Angeles USD, which is the largest district in the State for the most recent year. The PBS research-based principles at http://www.calstat.org/behaviormessages.html Promote and distribute the IRIS modules in behavior, diversity, and other content. This is a special project training and technical assistance work.On-going to 2013CDE and LEA staff, IRIS Center http://www.iriscenter.com/index.html  HYPERLINK "http://iris.peabody.vanderbilt.edu/resources.html" http://iris.peabody.vanderbilt.edu/resources.htmlPromote the Culturally Responsive Teaching in California online training modules, at the school site, for general and special educators dealing with utilizing positive behavior supports. On-going to 2013CDE staff, Contractor (Equity Alliance Center at Arizona State University), and LEA staff Increase the number of school sites implementing the Building Effective Schools Together (BEST) to provide positive behavioral support program training and technical assistance. On-going to 2013CDE staff and CalSTAT California received additional (restored) funding under its SPDG that will be used to increase funding to 70 previously identified schools in seven districts to support implementation of the BEST program, which is based on the tenets of PBS. Use of Positive Behavior Supports (PBS) research-based core messages to SELPAs and LEAs promoting customized training and technical assistance at the school site level, increasing time in academic instruction, and decreasing suspension and expulsion incidents. 2011 On-going to 2013CDE and LEA staff and CalSTAT Attachment 4B(a) Calculation Method Used to Identify Districts Indicator 4 B Suspension and Expulsion by Ethnicity This indicator requires the CDE to identify districts that have a significant discrepancy by race or ethnicity for suspension and/or expulsion for greater than ten days in the school year. To do this, the CDE calculates a statewide average of suspension and/or expulsion for each race/ethnicity group: Statewide Average for Ethnicity = NSPEDETH / SEETH NSPEDETH = the total number of students receiving special education statewide of a particular race/ethnicity who were suspended or expelled for greater than ten days in the school year. SEETH = the total number of students in special education statewide of a particular race/ethnicity District wide Average for Ethnicity = DSPEDETH / DEETH DSPEDETH = the total number of students receiving special education district wide of a particular race/ethnicity who were suspended or expelled for greater than ten days in the school year. DEETH = the total number of students in special education of a particular race/ethnicity A district is considered to have a significant discrepancy for a given ethnicity if the district wide average for a particular ethnicity exceeds the statewide average for that same ethnicity. Districts identified as having a significant discrepancy in any ethnicity are required to review their policies, procedures and practices related to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. Monitoring Priority: FAPE in the LRE Indicator 5: Percent of children with IEPs, aged 6 through 21, served: A. Inside the regular class 80 percent or more of the day; B. Inside the regular class less than 40 percent of the day; and C. In separate schools, residential facilities, or homebound/hospital placements (20 U.S.C. 1416(a)(3)(A)) Measurement: Percent = (# of children with IEPs served inside the regular class 80 percent or more of the day) divided by the (total # of students aged 6 through 21 with IEPs) times 100. Percent = (# of children with IEPs served inside the regular class less than 40 percent of the day) divided by the (total # of students aged 6 through 21 with IEPs) times 100. Percent = (# of children with IEPs served in separate schools, residential facilities, or homebound/hospital placements) divided by the (total # of students aged 6 through 21 with IEPs) times 100. FFYMeasurable and Rigorous Target2009 (200910)5A. Sixty-eight percent or more of students will be removed from regular class less than 21 percent of the day; 5B. No more than 14 percent will be removed from regular class more than 60 percent of the day; and 5C. No more than 3.9 percent are served in public or private separate schools, residential placements, or homebound or hospital placements. Actual Target Data for 2009 (200910): Calculations: 5.A. Removed from regular class less than 21 percent of the day Percent = 309,263 / 601,645 = 51.4% 5.B. Removed from regular class more than 60 percent of the day Percent = 136,508/601,645 = 22.7% 5.C. Served in public or private separate schools, residential placements, or homebound or hospital placements Percent = 27,383 / 601,645 = 4.6% Table 5a depicts the number and percent of students, aged 6 through 21, with IEPs, who receive special education and related services in various settings. Table 5a Comparison of Actual Percentages to SPP Targets Indicator Percent of Students 2009201020092010 TargetTarget Met5.A. Removed less than 21 percent of the day51.4 At least 68 percentNo5.B. Removed more than 60 percent of the day22.7No more than 14 percentNo5.C. Served in separate schools or facilities4.60No more than 3.90 percentNo Table 5b depicts the number and percent of students with IEPs, by two-year comparison, aged 6 through 21, who receive special education and related services in various settings. Table 5b Two-Year Comparison of Students Aged 6 through 21, Who Receive Special Education and Related Services in Various Settings Indicator Percent of Students 2009201020092010 TargetPercent of Students 2008200920082009 Target5.A. Removed less than 21% of the day51.4 At least 68 percent51.60 At Least 62 percent5.B. Removed more than 60% of the day22.7No more than 14 percent22.50No more than 18 percent5.C. Served in separate schools or facilities4.60No more than 3.90 percent4.50No more than 4 percent Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): California did not meet the targets for 5A, 68 percent (removal less than 21 percent of the day), for 5B, 14 percent (removal greater than 60 percent) or for 5C, 3.9 percent (served in separate schools and facilities). The percent of students removed less than 21 percent decreased from 51.6 percent in 200809 to 51.4 percent in 200910. The percent of students removed greater than 60 percent increased from 22.5 percent in 200809 to 22.7 percent in 200910. The percent of students served in separate schools and facilities increased from 4.5 percent in 200809 to 4.6 percent in 200910. The CDE has continued to emphasize policies, procedures, and practices related to providing services in the LRE and have revised its IEP training modules to more strongly emphasize access to the general curriculum. However, LRE issues continue to be among the most frequent compliance violations: IEPs not containing a direct relationship between assessments, goals, and services; IEPs not containing descriptions of the modifications and supports for regular classroom personnel; General education teachers not being included in IEP team meetings or placement decision making; and IEPs not containing a statement related to how the students disability will affect his/her ability to be involved and progress in the general curriculum. Future IEP training will emphasize IEP team placement decision-making and quality IEP development. CDE monitoring and corrective actions will be strengthened to ensure that LEAs implement all required procedures before noncompliance is considered corrected. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 5: LREActivityTime LineResourcesContinue implementing the Facilitated Focused Monitoring Project including the scaling up of focused monitoring activities that contain targeted technical assistance to LEAs related to LRE and improved academic outcomes.On-going to 2013SED, LEA staff, and CalSTAT Using requirements of IDEA 2004, evidence-based research, the SBE adopted policy on LRE, and state content and performance standards, conduct Regional and Statewide Personnel Development Grant (SPDG) Leadership Institutes and provide technical assistance to school staff to support improved practices related to placement of students with disabilities in conformity with their IEPs. On-going to 2013SED staff and CalSTAT Implement the State Personnel Development Grant (SPDG) that provides training on technical assistance in scientifically-based research and instruction in the areas of literacy and behavior and that promotes practices that foster special education/ general education collaboration. On-going to 2013SED staff, State Personnel Development Grant (SPDG), and United State Department of Education (USDOE),Office of Special Education Programs (OSEP) Conduct activities related to parent involvement, LRE, RtI2, and secondary transition. CDE promotes parental involvement by inviting their membership and participation in ISES and in CDE trainings. CDE-supported trainings are posted on the Internet to increase parental access. On-going to 2013SED staff and State Personnel Development Grant (SPDG), United State Department of Education (USDOE), Office of Special Education Programs (OSEP) federal grant competition CDE partners with Parent Training and Information Centers (PTI), Family Resource Centers (FRC), and Family Empowerment Centers (FEC) parents to provide training and technical assistance statewide. CDE also maintains a parent hot line to provide parents with information/ assistance.On-going to 2013SED staff and parents  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/caprntorg.asp" http://www.cde.ca.gov/sp/se/qa/caprntorg.asp Based on the CASEMIS data review of monitoring findings, the SED will determine state technical assistance needs regarding noncompliant findings and correction and provide focused technical assistance to LEAs regarding LRE. On-going to 2013SED staffIn collaboration with the California Comprehensive Center (CCC), the SED will develop and disseminate training modules on standards-based IEPs to promote and sustain activities that foster special education and general education collaboration. On-going to 2013SED with assistance from the CCC Access Center http://www.k8accesscenter.org/index.php National Association of State Special Education Directors (NASDSE)  HYPERLINK "http://www.nasdse.org/" http://www.nasdse.org/ IDEA at Work  HYPERLINK "https://www.osepideasthatwork.org/" https://www.osepideasthatwork.org/ Participate in the development, implementation, and evaluation of the LRE survey that will be utilized in state program improvement activities, including use of the survey by the Site Assistance Intervention Teams (SAIT) and District Assistance Intervention Teams (DAIT). On-going to 2013CDE staff, contractor, CCCIn collaboration with the CCC and the District and School Improvement Division, SED will assist in the development of the Inventory of Services and Supports (ISS) for students with disabilities and training of District Assistance and Intervention Teams (DAIT). On-going to 2013SED staff and the CCC The following are being added to address identified slippage: ADDED ACTIVITIES Indicator 5: LREActivityTime LineResourcesCalifornia Department of Education ( HYPERLINK "http://www.cde.ca.gov/index.asp" http://www.cde.ca.gov/index.asp) and WestEd, the Least Restrictive Environment Resources Project develops resources for use by districts and sites to improve services for all students. 20102013SED staff, SELPA directors, and WestEd  HYPERLINK "http://www.cde.ca.gov/sp/se/sr/" http://www.cde.ca.gov/sp/se/sr/  Monitoring Priority: FAPE in the LRE Indicator 7: Preschool Assessment Percent of preschool children with Individualized Education Programs (IEPs) who demonstrate improvement in: Positive social-emotional skills (including social relationships); Acquisition and use of knowledge and skills (including early language/communication and early literacy); and Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416(a)(3)(A) Measurement: Outcome A. Positive social-emotional skills (including social relationships): Percent of preschool children who did not improve functioning = (# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = (# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = (# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = (# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = (# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. If a + b + c + d + e does not sum to 100%, explain the difference. Outcome B. Acquisition and use of knowledge and skills (including early language/communication and early literacy): Percent of preschool children who did not improve functioning = (# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = (# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = (# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = (# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = (# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. If a + b + c + d + e does not sum to 100%, explain the difference. Outcome C. Use of appropriate behaviors to meet their needs: Percent of preschool children who did not improve functioning = (# of preschool children who did not improve functioning) divided by the (# of preschool children with IEPs assessed) times Measurement Continued: 100. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = (# of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it = (# of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers = (# of preschool children who improved functioning to reach a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. Percent of preschool children who maintained functioning at a level comparable to same-aged peers = (# of preschool children who maintained functioning at a level comparable to same-aged peers) divided by the (# of preschool children with IEPs assessed) times 100. If a + b + c + d + e does not sum to 100%, explain the difference.Outcomes A, B, and C are assessed using the Desired Results Developmental Profile (DRDP) and the DRDP Access. FFYMeasurable and Rigorous Target2009 (200910)1. Of those children who entered the program below age expectations in Outcome A, 63.6 percent substantially increased their rate of growth by the time they turned 6 years of age or exited the program; 2. Of children who were functioning within age expectations in Outcome A, 69.5 percent were functioning within age expectations by the time they turned 6 years of age or exited the program.1. Of those children who entered the program below age expectations in Outcome B, 62.6 percent substantially increased their rate of growth by the time they turned 6 years of age or exited the program; 2. Of children who were functioning within age expectations in Outcome B, 69.9 percent were functioning within age expectations by the time they turned 6 years of age or exited the program.1. Of those children who entered the program below age expectations in Outcome C, 65.8 percent substantially increased their rate of growth by the time they turned 6 years of age or exited the program; 2. Of children who were functioning within age expectations in Outcome C, 65.4 percent were functioning within age expectations by the time they turned 6 years of age or exited the program. The Desired Results System is an initiative of the California Department of Education (CDE) developed to determine the effectiveness of its child development and early childhood special education services and programs for children. Part of the Desired Results System includes the Desired Result Developmental Profile (DRDP) Instruments. The Special Education Division (SED) implements the DRDP Assessment to meet the IDEA statewide assessment requirement and required federal reporting for preschool special education. The DRDP instruments are used to assess all preschool-age children with IEPs. Preschool special education teachers and service providers complete the DRDP assessment for each preschool-age child with an IEP for whom they are the primary service provider. Actual Target Progress Data The following tables 7 (a"c) show progress data for children who exited in the 2009 2010 reporting period who: Had both entry and exit data; and Received early childhood special education (ECSE) services for at least six months. Table 7a Progress Data for OSEP Outcome A for 20092010 A. Positive Social-emotional Skills (including social relationships):Number of ChildrenPercent of Children(a) Percent of preschool children who did not improve functioning. 120.2(b) Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers. 59010.4(c) Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it. 5299.3(d) Percent of preschool children who improved functioning to reach a level comparable to same-aged peers.104918.4(e) Percent of preschool children who maintained functioning at a level comparable to same-aged peers.350861.7Total 5688100.0 Table 7b Progress Data for OSEP Outcome B for 20092010 B. Acquisition and Use of Knowledge and Skills (including early language/communication and early literacy): Number of ChildrenPercent of Children(a) Percent of preschool children who did not improve functioning.50.1 (b) Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers.64711.5(c) Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it. 5339.3(d) Percent of preschool children who improved functioning to reach a level comparable to same-aged peers.100417.6(e) Percent of preschool children who maintained functioning at a level comparable to same-aged peers.350461.5Total 5693100.0 Table 7c Progress Data for OSEP Outcome C for 20092010 C. Use of Appropriate Behaviors to Meet Their Needs: Number of ChildrenPercent of Children(a) Percent of preschool children who did not improve functioning. 140.2(b) Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers. 5099.0(c) Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it. 71812.7(d) Percent of preschool children who improved functioning to reach a level comparable to same-aged peers.86715.3(e) Percent of preschool children who maintained functioning at a level comparable to same-aged peers.355362.8Total 5661100.0 Discussion of Progress Results For children with entry-exit pairs, the most frequent trajectory across the three outcomes was trajectory (e) (preschool children who maintained functioning at a level comparable to same-aged peers). This is consistent with previous Indicator 7 results. The second most frequent trajectory of progress across the outcomes was trajectory (d) (preschool children who improved functioning to reach a level comparable to same-aged peers). This is consistent with previous Indicator 7 results. The third most frequent trajectory across OSEP outcome A and B was trajectory (b) (preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers), followed by trajectory (c) (preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers). For OSEP outcome C, the third and fourth most frequent trajectories were (c) (preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) and (b) (preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers), respectively. The least frequent trajectory across all three OSEP outcomes was category (a) (preschool children who did not improve functioning). Again, this finding matches previous Indicator 7 results. Tables 7d and 7e describe the demographics of the 5,697 preschool children included in the current progress data report. The demographics of the preschool children included in this report match what would be expected given statewide trends. Table 7d Demographic Information for the Children Included in the Progress Data Report Descriptive Statistics on ExitersNumber (students with enter-exit pairs)Percent of TotalPercent StatewideAge3-year olds5269.239.34-year olds404271.054.85-year olds112919.85.9GenderMale395569.4n/aFemale174230.6n/aPrimary Disability*Speech or Language Impairment438376.964.1Autism5319.314.3Specific Learning Disability2614.65.7Intellectual Disability1783.15.7Orthopedic Impairment901.62.9Other Health Impairment831.53.2Hard of Hearing46<11.2Multiple Disabilities44<11.1Established Medical Disability36<1<1Deafness21<1<1Visual Impairment14<1<1Emotional Disturbance5<1<1Traumatic Brain Injury3<1<1 * Calculated as five-year (200510) average statewide. Table 7e Ethnicity and Race Information for the Children Included in the Progress Data Report EthnicityNumberPercentPercent StatewideNot Hispanic or Latino297352.248.8Hispanic or Latino268047.051.2Intentionally Left Blank440.80.0Total5697100.0100.0RaceNumberPercentPercent StatewideWhite243542.751.2Intentionally left blank229140.229.9Asian 3766.68.7African-American 3526.25.9Multi1743.12.4Native American (American Indian or Alaska Native)  500.90.5Native Hawaiian or Other Pacific Islander 190.30.4Total5697100.0100.0 The 200910 exiter data was based on statewide data collection conducted by the Napa COE. Tables 7d and 7e describe the demographics of the 5,697 preschool children included in the current progress data report as well as the corresponding percentages statewide. Nine percent of the exiters were three-year olds, 71 percent were four-year olds, and 20 percent were five-year olds. Thirty-one percent of exiters were female and 69 percent were male. As shown in Table 7d, speech and language impairment represents the most common primary disability reported at 77 percent. Autism, specific learning disability, and intellectual disability represented the second, third, and fourth most common primary disabilities reported at 9.3 percent, 4.6 percent, and 3.1 percent, respectively. For primary disability, statewide percentages were calculated based on all three-, four-, and five-year old children receiving special education services averaged across the last five years (20052010). We expected the percentage of exiters with speech and language impairment to be around 64 percent but the percentage for 200910 exiters is at 77 percent. Table 7e provides information related to the ethnicity and race of the 5,697 children included in the progress report. Fifty-two percent of the 200910 exiters were not Hispanic or Latino while 47 percent were Hispanic and Latino. The most commonly reported race category was White at 43 percent. Intentionally left blank was the second most commonly reported category at 41 percent (which is to be expected since children who were identified as Hispanic or Latino under ethnicity and did not have an additional race category were counted under this category). Asian and African-American were the third and fourth most commonly reported race category at 7 percent and 6 percent, respectively. Summary Statements for Preschool Children Exiting 200910 Two summary statements to report baseline data and set measureable targets were recommended by the Early Childhood Outcomes Center. Summary statements are presented in Table 7f. Table 7f Summary Statements Summary StatementsNumber of ChildrenPercent of ChildrenOutcome A: Positive Social-emotional Skills (including social relationships), N=56881. Of those children who entered the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.[C + D] / [A + B + C + D] = (529 + 1049) / ( 12 + 590 + 529 + 1049) = 72.42. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.[D + E] / [A + B + C + D + E] = (1049 + 3508) / (12 + 590 + 529 + 1049 + 3508) = 80.1Outcome B: Acquisition and Use of Knowledge and Skills (including early language/communication and early literacy), N=56931. Of those children who entered the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.[C + D] / [A + B + C + D] = (533 + 1004) / (5 + 647 + 533 + 1004) =70.22. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.[D + E] / [A + B + C + D + E] = (1004 + 3504) / (5+ 647 + 533 +1004 + 3504) / (1004 + 3504) = 79.2Outcome C: Use of Appropriate Behaviors to Meet Their Needs, N=56611. Of those children who entered the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.[C + D] / [A + B + C + D] = (718 + 867) / (14 + 509 + 718 + 867) = 75.22. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.[D + E] / [A + B + C + D + E] = (867 + 3553) / (14 + 509 + 718 + 867 + 3553) = 78.1Baseline Discussion The targets for 201011 are 0.5 percent above the percentage for the baseline year (200809) for each summary statement within each of three OSEP Outcomes. In all cases, the targets were exceeded during 20092010 reporting cycle. Note: the targets for 20102011 are 0.5 percent above the baseline year (20082009) for each summary statement within each of the three OSEP Outcomes. Measurable and Rigorous Targets: Table 7g (below) provides measurable and rigorous targets for each indicator for FY 2009 and FY 2010. Targets were calculated by taking the average of each of the percentages in the five categories for each OSEP outcome for 20072008 and 20082009 and calculating the corresponding percentages for summary statement 1 and summary statement 2. Table 7g Data and Targets for Preschool Children Exiting in 200910 Summary Statements200910 Data (Percent of children)Targets FFY 2009 (Percent of children)Outcome A: Positive Social-emotional Skills (including social relationships)1. Of those children who entered the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.72.463.62. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program.80.169.5Outcome B: Acquisition and Use of Knowledge and Skills (including early language/communication and early literacy)1. Of those children who entered the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.70.262.62. The percent of children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program.79.269.9Outcome C: Use of Appropriate Behaviors to Meet Their Needs1. Of those children who entered the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.75.265.82. The percent of children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program.78.165.4 As noted above, the data for preschool children exiting in 200910 were above all the targets set for 200910. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 7: Preschool Assessment ActivitiesTime LinesResourcesProvide on-going technical assistance, training, and support. On-going to 2013SED staff and contractors  HYPERLINK "http://www.draccess.org" www.draccess.orgCollect entry and exit data on 3, 4, and 5 year-olds.Yearly Fall and Spring annuallyLEAs and SELPAs Provide continuous training and technical assistance regarding instruction and accountability. On-going to 2013SED staff and contractors  HYPERLINK "http://www.draccess.org" www.draccess.orgProvide on-going statewide technical assistance and training on Early Child Special Education (ECSE) and assist CDE in monitoring and activities assessment. On-going to 2013SED staff and contractor(s)  HYPERLINK "http://www.draccess.org" www.draccess.org Continue the Train-the-Trainer training for SELPA teams to build local capacity for support, technical assistance, and mentoring for teachers.On-going to 2013SED staff and contractor(s)  HYPERLINK "http://www.draccess.org" www.draccess.orgDevelop Web-based modules for training and instruction related to the DRDP instruments and data reporting system to build local capacity for support, technical assistance, and mentoring.On-going to 2013SED staff and contractor(s)  HYPERLINK "http://www.draccess.org" www.draccess.org The following is being added at the recommendation of the Improving Special Education Services (ISES) Stakeholder group and Preschool DRDP Grantees: ADDITIONAL ACTIVITIES Indicator 7: Preschool AssessmentActivitiesTime LinesResourcesComplete additional missing data analysis to enhance data quality and completeness to inform the data analysis and reporting calculations. On-going to 2013SED staff and contractors  HYPERLINK "http://www.draccess.org" www.draccess.org Monitoring Priority: FAPE in the LRE Indicator 8: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. (20 U.S.C. 1416(a)(3)(A) Measurement: Percent = (number of respondent parents who report schools facilitated parent involvement as a means of improving services and results for children with disabilities) divided by the (total number of respondent parents of children with disabilities) times 100. FFYMeasurable and Rigorous Target2009 (200910)Eighty-six percent of parents will report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. Actual Target Data for 2009 (200910): Indicator 8 (Parent Involvement) reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities. This data is one question in a survey distributed, collected, and reported by the SELPAs. The percentage of parents responding yes to the question: Did the school district facilitate parent involvement as a means of improving services and results for your child? was 97.5 percent in 200910. In 200809 the response rate was 84.4 %, however, the methodology of reporting responses to this question was different and are not directly comparable. Table 8a depicts information about parent responses to the question. The data are then entered into the state database. A copy of the parent survey may be found as Attachment 8a, on page 44 of this document. Table 8a 200910 Parent Responses to OSEP Question: Did the school district facilitate parent involvement as a means of improving services and results for your child? Survey DistributionResponsesParents surveyed 862,085Parents Responding to Question527,405Parents "YES" Responses to Question514,315Percent responding "YES"97.5 The 97.5 percent yes response rate for FFY 2009 exceeded the target rate of 86 percent by 11.5 percentage points. As indicated in the FFY 2006 APR, the SED collected additional data regarding the ethnicity and disability of the respondents children. In this way, the SED is able to assess the extent to which the statewide and LEA samples are representative of the statewide and LEA populations. Table 8b summarizes information about the representativeness of the respondents statewide. The SED used a variation of the Response Calculator provided by the National Post-secondary Outcomes Center (NPSO). According to the Response Calculator, differences between the respondent group and the statewide population of 3 percent are important. Negative differences indicate an over-representation of the group and positive differences indicate under-representation. Table 8b Characteristics of Respondents 200910 DisabilityPositive (Yes) Parent Response TotalsState Special Education TotalsParent Response Percent of TotalState Special Education Percent of TotalDifference: State Percent Response PercentParent Response as Percent of StateIntellectual Disability29,92848,7385.75.70.0061.4Hard of Hearing8,94115,8621.71.80.0056.4Speech or Language Impairment144,339211,28227.524.5-0.0368.3Visual Impairment2,9815,0340.60.60.0059.2Emotional Disturbance21,36838,5354.14.50.0055.5Orthopedic Impairment10,28917,1531.02.00.0060.0Other Health Impairment42,17568,1788.07.90.0061.9Specific Learning Disability205,789350,67039.240.70.0258.7Deaf-Blindness1091770.020.020.0061.6Multiple Disabilities3,4425,9500.70.70.0057.8Autism43,58669,1078.38.00.0063.1Traumatic Brain Injury1,3682,2120.30.30.0061.8Total514,315*832,989100.00100.000.0061.8EthnicityPositive (Yes) Parent Response TotalsState Special Education TotalsParent Response Percent of TotalState Special Education Percent of TotalDifference: State Percent Response PercentParent Response as Percent of StateNative American4,6876,9810.910.8-0.0767.1Asian29,66749,0585.85.90.1260.5African-American45,49389,9568.810.81.9650.6Hispanic251,270416,61348.950.01.1660.3Multiple Ethnicity15,92521,6143.12.6-0.573.7Pacific Islander3,8642,2330.40.50.0357.8White165,040244,81232.129.4-2.767.4Total514,315*832,989100.00100.000.0061.8*A total of 13,090 parent responses did not reply to these questions. Using this methodology, the sample of parents responding to the survey is over-represented for Native Americans, multiple ethnicity, and white students. African American students are under-represented in parents responding yes. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): Discussion of Progress California met the benchmark of 86 percent, with 97.5 percent yes response rate. Stakeholders, including the California Parent Training and Information Centers, felt that this was a typical year-to-year variation. As noted above, representativeness data has been collected and calculated for 200910. It should be noted that the CDE is working with the Improving Special Education Services stakeholder group, which includes the Parent Training and Information Centers and the SELPA directors organization, to continue to collect parent/family data in 201011. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 8: Parent InvolvementActivitiesTime LinesResourcesAnalyze parent response patterns/trends and develop strategies to improve parent involvement. On-going to 2013SED and SEEDS Explore Web-based applications for all components of the monitoring system including parent involvement. On-going to 2013SED and SEEDSDuring 200809, the SED will work with PTIs and FECs to develop a three-year sampling plan to collect family involvement information using the NCSEAM parent involvement survey. On-going to 2013SED staff, parent organizations, and SEEDS Data collection will be conducted, independent of the monitoring processes, by parent centers and the CDE staff (PSRS Parent Helpline) on parent involvement.On-going to 2013SED staff, parent organizations, and SEEDS Develop a Web-based survey process and a statewide data collection through CASEMIS to capture a universal sample of families to address the Parent Involvement Indicator.On-going to 2013SED staff, SEEDS Project, ISES stakeholders workgroup, and SELPA directors Conduct trainings, outreach, technical assistance related to parent involvement, LRE, RtI2, and Secondary Transition. The CDE promotes parental involvement by inviting their membership and participation in ISES and in the CDE trainings. The CDE-supported trainings are posted on the Internet to increase parent access to training materials. On-going to 2013 SED staff and State Personnel Development Grant (SPDG), United State Department of Education (USDOE), Office of Special Education Programs (OSEP) SED partners with PTI, FRC, and FEC parents providing statewide training and technical assistance. SED also maintains a parent hot line to provide parents with information and assistance.On-going to 2013SED staff and parent organizations  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/caprntorg.asp" http://www.cde.ca.gov/sp/se/qa/caprntorg.asp  Monitoring Priority: Disproportionality Indicator 9: Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C)) Measurement: Percent = (# of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification) divided by the (# of districts in the State) times 100. FFYMeasurable and Rigorous Target2009 (200910)Zero percent of districts will have disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. Actual Data for 2009 (200910). Out of the 1,183 districts in California, 262 districts were excluded from the calculations to due to n size, leaving a total of 921 districts. There were 71 districts identified as having disproportionate representation. Of the 71 districts found potentially disproportionate, 18 were found to have noncompliant policies, procedures, or practices as a result of inappropriate identification. Calculation: 18 / 921 x 100 = 2.0 percent Identification of Districts For each district, California calculates a race-neutral measure labeled the Disparity Index as part of the QAP. Specifically, the number of K"12 students in special education within each ethnic category is divided by the total number of all K"12 students in that category. The index is simply the range between the lowest and the highest group percentages. The underlying assumption is that if the identification process is race-neutral, the disparity index will be relatively low. The state has set a system of decreasing annual benchmarks leading to a maximum disparity of 5 points by 201112. Currently, California combines the disparity measure with the e-formula (see Attachment 9(a) at the end of this section) in a race-neutral approach to identifying which districts are disproportionate. The first test is to identify those districts that have a disparity that is higher than the annual benchmark. The second test, based on the e-formula, looks at the over- and under-representation of each ethnic group compared to the distribution of those ethnic groups in the general education population. The percent of a particular ethnic group is compared to the maximum and minimum percentage values calculated using the e-formula. A district fails the e-formula test if the percent of an ethnicity in special education either exceeds the maximum value or falls below the minimum value for that ethnicity. If the district exceeds the benchmark using the disparity test and the district is determined to have disproportionate representation using the e-formula (either over- or under-represented), the district is identified as having disproportionate representation. Statewide Data Calculation Table 9a Over- and Under-representation of Students by Ethnicity Using the Disparity Index in California Indicator 9 Disproportionate Representation Example Ethnic Disparity Native AmericanAsianAfrican- AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteGeneral Ed44,768682,948423,3863,116,01296,67836,9711,671,301Special Ed4,62534,63764,932304,6297,7172,824180,127Percent10.35.115.39.88.07.610.8Disparity IndexHigh PercentLow PercentDifferenceTargetMet?15.35.110.316.3Yes Students with disabilities (ages 322 years old) are approximately 10 percent of the general education population. Table 9a indicates that African-American students are the most highly represented race or ethnic group in special education. Fifteen percent of African-American students are receiving special education services, followed by White students at 10.8 percent and Native Americans at 10.3 percent. The least represented race or ethnic groups are Asian students at 5.1 percent and Pacific Islanders at 7.6 percent. Hispanic students are at the state average. Students with multiple ethnicities are slightly below the statewide representation of students in general education. The overall Ethnic Disparity Index for the state as a whole is 10.3 percent, which is under the benchmark standard established for local school districts for 200910. Table 9b Over- and Under- Representation of Students by Ethnicity using the e- formula in California Indicator 9 Disproportionate Representation OverallNative AmericanAsianAfrican- AmericanHispanicMultiple EthnicitiesPacific IslandersWhiteState GE Percent0.7411.256.9751.321.590.6127.52State SE Percent0.775.7810.8350.811.290.4730.05Max e-form0.8311.577.2451.831.720.6927.99Min e-form0.6510.926.7150.801.460.5327.06Over/Under?UNDOVRUNDUNDOVR E-formula calculations for the state as a whole are depicted in Table 9b. The data indicate that African- American and White students are over-represented. Asian, Pacific Islanders and students reported as having multiple ethnicities are under-represented. For local education agencies, disproportionate representation is determined using the disparity and e-formula calculations, described above. However, the purpose of Indicator 9 (Overall Disproportionality) is to identify the number and percent of districts whose disproportionality status is the result of inappropriate policies, procedures or practices related to identifying students for special education. As a result, the calculation for Indicator 9 (Disproportionality by Race and Ethnicity) are based on data collected during the LEA self-reviews of policies, procedures, and practices that were found to have disproportionate representation. If an LEA reports noncompliance findings in the review of policies, procedures, and practices related to identification, then that LEAs disproportionate representation is considered to be the result of inappropriate identification. Beginning in 200708, the LEA self-review of policies, procedures, and practices was conducted through a Web survey rather than a paper review. Information about the special self-reviews may be found along with copies of the instructions, forms, and district data. Findings of noncompliance identified through the special self-review result in a corrective action plan, monitored by the Focused Monitoring and Technical Assistance (FMTA) consultant assigned to the district. Attachment 9a contains 58 items of federal and state requirements related to ensuring proportionate representation and appropriate identification. Noncompliance related to Indicators 9 (Disproportionality by Race and Ethnicity) and 10 (Disproportionality by Disability) are identified in several ways: 1) LEA Self-Reviews that are the result of calculations of disproportionate representation; 2) Verification and Self-Reviews; 3) Complaints and Due Process Findings. As a result, the numbers reported in the calculations for Indicators 9 (Disproportionality by Race and Ethnicity) and 10 (Disproportionality by Disability) are smaller than the numbers reported in Indicator 15 (General Supervision), because the other monitoring processes may make findings of noncompliance in districts that are not identified as disproportionate. Correction of noncompliance reported to LEAs related to Indicator 9 (Disproportionality by Race and Ethnicity) is discussed below. Noncompliance Identified in FFY 2009 (200910). As noted above, 71 of 921districts were identified as disproportionately represented. These districts participated in a special self-review related to Indicator 9 (Disproportionality by Race and Ethnicity). Of the 71 districts identified, 18 were found to have noncompliant policies, procedures, or practices that result in inappropriate identification. Correction of Noncompliance Identified in FFY 2008 (200809). In 200809, there were 61 of 838 districts with denominators greater than 20 who were identified as disproportionately represented. These districts participated in a special self-review related to Indicator 9 (Disproportionality by Race and Ethnicity). Of the 61 districts found potentially disproportionate, 42 were found to have noncompliant policies, procedures, or practices that result in inappropriate identification. All 42 districts corrected their identified noncompliance within one year of identification to the district. In the California Part B FFY 2009 SPP/APR Status Table, the OSEP stated: OSEPs June 3, 2010 response table required the State to demonstrate, in the FFY 2009 APR, that the State verified that each district with noncompliance reflected in the FFY 2008 data the State reported for this indicator: according to the October 17, 2008 OSEP Memo 0902. Therefore, the State has not demonstrated that it corrected the noncompliance. The corrective action process requires that districts remedy noncompliant findings when individual student level or policy, procedures and practice noncompliance is found. All district policies, procedures, and practices documents are reviewed every four years or more frequently if data calculations warrant a review. In 200910, verification of correction of student and district level noncompliance for indicators 9 and 10 included the review of: Evidence of student level correction; Review of policies, procedures, and practices including dissemination and staff training; and Review of a new sample of student records Each of the corrective action plans required a subsequent record review. A sample corrective action from the Special Self Review is included below: District staff will sample half of the student Assessment Plans for English language learners for the most recent six months, up to 20 students, to ensure that the Assessment Plan includes the individuals primary language and language proficiency status (LEP/FEP) for English language learners. As a result of the SSR there were a total of 4,091 finding of noncompliances. All these findings were corrected within one year of reporting to the district. SSR corrective actions included the requirement to review a follow-up sample of student records to verify that the LEA is correctly implementing the specific requirement at the 100 percent level. In future years, the CDE will continue to ensure correction using the standard identified in OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02): (1) is correctly implementing the specific regulatory requirements in 34 CFR 300.111, 300.201, and 300.301 through 300.311; and (2) has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910) This year there was a decline in the number of districts in 2009 reporting noncompliance from 2008 (18 out of 71 districts vs. 42 out of 61 districts respectively). The progress is a result of the ongoing improvement activities and the continuous monitoring, identification, and correction of noncompliance. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 9: Disproportionality by Race and Ethnicity ActivitiesTime LinesResources Work with the Western Regional Resource Center (WRRC) and other federal contractors to identify and disseminate research-based practices related to preventing disproportionate representation and to address the relationship between eligibility and disproportionality of racial and ethnic groups. On-going to 2013SED staff with the Western Regional Resource Center (WRRC) Refine policies, procedures, and practices instruments to assist the LEAs in reviewing their policies, procedures, and practices in relation to disproportionality of racial and ethnic groups. Annually to 2013SED staff, WRRC, OSEP, and SELPA directors  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp" http://www.cde.ca.gov/sp/se/as/caselpas.asp  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html" http://www.ed.gov/about/offices/list/osers/osep/index.html Convene special meetings of ISES and SELPA stakeholder groups to develop two types of practice reviews: Compliance-based to address IDEA monitoring requirements; and Research-based to address improvement needed outside of a compliance context.On-going to 2013 SED staff, WRRC), OSEP, SELPA directors  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp" http://www.cde.ca.gov/sp/se/as/caselpas.asp  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html" http://www.ed.gov/about/offices/list/osers/osep/index.html Incorporate preliminary self-review and improvement planning modules, based on National Center for Culturally Responsive Educational Systems (NCCRESt), into monitoring software. On-going to 2013SED staff, NCCRESt, OSEP, SELPA directors  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp" http://www.cde.ca.gov/sp/se/as/caselpas.asp  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html" http://www.ed.gov/about/offices/list/osers/osep/index.html The SED, in collaboration with other divisions, participates in the States Closing the Achievement Gap initiative to address students with disabilities: Assign staff to participate; Provide information contained in SPP/APR; and Assist in the development of products and materials.On-going to 2013SED, Equity Alliance Center at Arizona State University (Contractor), and the State Superintendents P-16 Council. SED staff and CCCAnnually identify districts that are significantly disproportionate, using existing instruments and procedures. On-going to 2013SED staff, OSEP, and SELPAs  HYPERLINK "http://www.cde.ca.gov/sp/se/sr/selinks.asp" http://www.cde.ca.gov/sp/se/sr/selinks.asp In collaboration with the WRRC, conduct a study of promising practices among districts that are not disproportionate to identify causes of disproportionate identification of students by race and ethnicity and practices that achieve successful identification and improved outcomes for students with disabilities. On-going to 2013CDE staff and the Western Regional Resource Center (WRRC) SED, with the assistance of the WRRC, will reconvene a Larry P. Task Force to identify appropriate pre-referral assessment policies, procedures, and practices related to effective instruction and determination of eligibility for special education. In addition, the SED will develop criteria for selection of evaluation instruments consistent with the Larry P. case and publish the revised matrix. 2010-2013SED staff, field experts, Larry P. Task Force, and the WRRC Develop and maintain a series of Web pages providing information on disproportionate representation of students receiving special education services by race and ethnicity. On-going to 2013 SED staff, WRRC, and Equity Alliance Center  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/disproportionality.asp" http://www.cde.ca.gov/sp/se/qa/disproportionality.asp Design and develop a State Performance Plan (SPP) technical assistance system to assist LEAs to correct noncompliant findings in any one of the indicators. Train identified consultants on the CDE monitoring systems, data systems, SPP TA system, and SPP content resources and tools.On-going to 2013SED staff, contractor Collaborate with other CDE divisions and advisory groups to gain meaningful input regarding the over-representation of certain ethnic groups receiving special education services: Advisory Commission on Special Education (ACSE) African-American Advisory Committee (AAAC) to the SBE Cultural/Climate Subcommittee of the P-16 Council SBE liaison and staff On-going to 2013CDE staff and English Learner and Curriculum Support Division District and School Improvement Division  HYPERLINK "http://intranet.cde.ca.gov/ac/bd/sd/index.aspx" P-16 Council  Attachment 9(a) Calculation Methods Used to Identify Districts as having Disproportionate Representation Indicator 9 Disproportionality by Race and Ethnicity This measure is calculated in two tests. Disparity - For each race/ethnic category, the number of students receiving special education is divided by the number of students in that race/ethnic category in general education yielding the likelihood (or risk) that a student from that category will be found eligible for special education. This calculation is repeated for each of the race/ethnic categories. The smallest risk percentage is subtracted from the largest, producing an index of the size of the disparity in identification among race/ethnic categories. The annual benchmark for this index decreases each year. Districts that exceed the target are then measured for overall disproportionality. Table 1 is an example of the enrollments in general education and the number of children in special education as well as the calculated likelihood that a student of a given ethnicity will be in special education as a percent of special education students in the general education population. Table 1 also calculates the difference between the highest and the lowest risks (the disparity) and compares the sample value to the benchmark. Table 1: Example of Calculation of Overall Ethnic Disparity Native AmericanAsianAfrican AmericanHispanicWhiteTotalGeneral Education (GE) Enrollment73443112121243315810117Special Education (SPED) Enrollment82431602293731013Disparity Percent (Percent of SPED in GE)10.965.4813.2018.4211.8110.01Disparity12.94Target19.5Met (Y/N)Y E-Formula - The second test is based on the e-formula and calculates maximum and minimum e-formula values for each ethnic group. The e-formula establishes an acceptable range of values using the distribution of those ethnic groups in the overall special education population. The percent of a particular ethnic group is compared to the maximum and minimum percentage values calculated using the e-formula. A district fails the e-formula test if the percent of the students either exceeds the maximum value or falls below the minimum value for that ethnicity. The E-formula is defined as: E = A + SQRT [A*(100-A)/N] Where: E = Maximum percentage of the total special education enrollment in a district allowed for a specific ethnic group A = Percentage of the same ethnic group in general education in the district N = The total special education enrollment in a district, as defined in E. SQRT = Square Root Table 2 shows an example of the results of the E-formula calculations for various racial/ethnic groups in intellectual disabilities. Table 2: Example of the E-formula Results for Over- and Underrepresentation of Various Racial/Ethnic Groups Native AmericanAsianAfrican AmericanHispanicWhiteTotalDistrict GE percent0.7243.8011.9812.2931.21100District SE percent0.7923.9915.7922.6136.82100Maximum E-formula value2.8556.2720.1420.5442.86NAMinimum E-Formula value-1.4131.333.824.0319.57NAOver or Under Represented?  MERGEFIELD "Overall_0809_e8n" No MERGEFIELD "Overall_0809_e8a" UND MERGEFIELD "Overall_0809_e8h" No MERGEFIELD "Overall_0809_e8b" OVR MERGEFIELD "Overall_0809_e8w" NoNANA = Not applicable. In the above example, Hispanic students constitute 12.29 percent of general education enrollment in the district, and the maximum E-formula value allowed for African Americans not to be overrepresented is 20.54 percent of the total number of SE students. The actual percentage of Hispanic students in special education is 22.61 percent, which is 2.07 percentage points above the allowed maximum; therefore, they are overrepresented. Conversely, Asian students constitute 23.99 percent of the special education enrollment, which is less than the minimum E-Formula result; therefore, they are under-represented. If the district exceeds the target using the Disability Disparity test and the same district is determined to have disproportionate representation using the e-formula (either over or under represented in any one ethnicity), then that district is identified as having disproportionate representation. Monitoring Priority: Disproportionality Indicator 10: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C)) Measurement: Percent = (# of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification) divided by the (# of districts in the State) times 100. FFYMeasurable and Rigorous Target2009 (200910)Zero percent of districts will have disproportionate representation of racial and ethnic groups in specific disability categories that are the result of inappropriate identification. Actual Target Data for 2009 (200910) A total of 268 districts, out of 1,202 the 1183 districts in California, were excluded from the calculations to due to n size, leaving a total 915 districts. Twenty-four districts of the 915 districts included were identified as having disproportionate representation. Of the 24 districts found potentially disproportionate, 18 (2.0%) were found to have noncompliant policies, procedures, or practices as a result of inappropriate identification. Calculation: 18/ 915 x 100 = 2.0 percent Description of Methodology The calculation for Indicator 10 (Ethnicity by Disability) has been changed at the direction of the OSEP during their September 2010 Verification visit. The OSEP found that the use of the overall disparity index inappropriately eliminated districts from the calculations directed specifically at disability. In response to this concern, the CDE proposed the use of a disability specific disparity index. Thus, both calculations (the Disability Disparity Index and the e-formula applied to specific disabilities) test disproportionality by disability. This approach was reviewed by the OSEP and found acceptable in early December 2010. Details of the calculation methodology are found in Attachment 10a at the end of this section. State Level Calculations Tables 10a through 10f depict state level calculations for the both the Disability Disparity Index and the e-formula applied to the specific disability for six disabilities: Autism, Emotional Disturbance, Mental Retardation/Intellectual Disability, Other Health Impairments, Speech and Language Impairments, and Specific Learning Disabilities. The state level calculations provide examples of how the calculations are applied to LEAs to determine whether an LEA has disproportionate representation by disability. Table 10a Over- and Under-Representation of Students with Autism by Ethnicity Indicator 10 Disproportionate Representation Native AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteGen Ed43,736525,488421,1463,094,63795,803192,8651,652,276Spec Ed2556,6683,80516,01396818219,772Percent0.581.270.900.521.010.091.20Disparity1.18Target2.83Met (Y/N)YesNative AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteState GE Percent0.738.726.9951.361.593.2027.42State SE Percent0.5413.997.9833.602.030.3841.48Min Eform1.049.757.9253.192.053.8529.05Max Eform0.417.696.0549.521.132.5625.78Over/Under?OVROVRUNDUNDOVR For Table 10a the Disability Disparity index is simply the range between the lowest and the highest group percentages as described on page 63 under Attachment 10(a). In addition, Target values are descending values through school year 201617 and are described in Attachment 10(b) on page 65. Statewide, Asian students are the most frequently represented in the autism category, and Pacific Islander students are the least frequently represented. Statewide the Disability Disparity Index for autism met the target set for LEAs. The e-formula identifies Asian, African American and White students as over- represented and Hispanic and Pacific Islander students as under-represented. Table 10b Over- and Under-Representation of Students with Emotional Disturbance by Ethnicity Indicator 10 Disproportionate Representation Native AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteGen Ed43,090523,454421,2233,065,37495,426192,2001,638,302Spec Ed3357325,4887,82552010812,046Percent0.780.141.300.260.540.060.74Disparity1.24Target2.26Met (Y/N)YesNative AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteState GE Percent0.728.757.0451.271.603.2127.40State SE Percent1.242.7120.2928.921.920.4044.53Min Eform1.1310.138.2953.702.214.0729.57Max Eform0.317.385.8048.840.992.3625.23Over/Under?OVRUNDOVRUNDUNDOVR Statewide, African American students are the most frequently represented in the emotional disturbance category, and Pacific Islander students are the least frequently represented. Statewide the Disability Disparity Index for emotional disturbance met the target set for LEAs. The e-formula identifies Native American, African American and White students as over-represented and Hispanic and Asian students as under-represented. Table 10c Over- and Under-Representation of Students with Mental Retardation/Intellectual Disability by Ethnicity Indicator 10 Disproportionate Representation Native AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteGen Ed43,874522,758419,0693,091,29795,350192,3821,642,549Spec Ed2623,0374,25920,7514232099,059Percent0.600.581.020.670.440.110.55Disparity0.91Target2.04Met (Y/N)YesNative AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteState GE Percent0.738.706.9851.461.593.2027.34State SE Percent0.697.9911.2154.611.110.5523.84Min Eform1.089.868.0253.512.103.9329.17Max Eform0.387.555.9349.411.072.4825.51Over/Under?OVROVRUNDUND Statewide, African American students are the most frequently represented in the mental retardation/intellectual disability category, and Pacific Islander students are the least frequently represented. Statewide the Disability Disparity Index for mental retardation/intellectual disability met the target set for LEAs. The e-formula identifies African American and Hispanic students as over-represented and Pacific Islander and White students as under-represented. Table 10d Over- and Under-Representation of Students with Other Health Impairments by Ethnicity Indicator 10 Disproportionate Representation Native AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteGen Ed43,838525,663421,8493,092,94595,985192,7861,655,121Spec Ed4181,7966,42217,24073120923,007Percent0.950.341.520.560.760.111.39Disparity1.41Target2.77Met (Y/N)YesNative AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteState GE Percent0.738.727.0051.311.593.2027.46State SE Percent0.843.6012.8934.601.470.4246.18Min Eform1.039.737.9153.102.043.8329.06Max Eform0.427.716.0849.521.142.5725.86Over/Under?UNDOVRUNDUNDOVR Statewide, African American students are the most frequently represented in the other health impairment category, and Pacific Islander students are the least frequently represented. Statewide the Disability Disparity Index for other health impairment met the target set for LEAs. The e-formula identifies African American and White students as over-represented and Hispanic and Pacific Islander students as under- represented. Table 10e Over- and Under-Representation of Students with Speech and Language Impairments by Ethnicity Indicator 10 Disproportionate Representation Native AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteGen Ed44,471526,017422,8773,101,78896,395193,0231,662,882Spec Ed2,2848,70834,584164,9222,6631,23567,178Percent5.141.668.185.322.760.644.04Disparity7.54Target9.26Met (Y/N)YesNative AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteState GE Percent0.748.706.9951.291.593.1927.50State SE Percent0.813.0912.2858.570.950.4423.86Min Eform0.869.127.3852.041.783.4628.17Max Eform0.618.27%6.6150.541.412.9326.82Over/Under?UNDOVROVRUNDUNDUND Statewide, African American students are the most frequently represented in the speech and language impairment category, and Pacific Islander students are the least frequently represented. Statewide the Disability Disparity Index for speech and language impairment met the target set for LEAs. The e-formula identifies African American and Hispanic students as over-represented and Asian, Pacific Islander, and White students as under-represented. Students identified as having multiple ethnicities are also identified as being under-represented in the speech and language impairment category. Table 10f Over- and Under-Representation of Students with Specific Learning Disability by Ethnicity Indicator 10 Disproportionate Representation Native AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteGen Ed44,317525,838421,9303,099,82296,330192,9861,662,627Spec Ed88010,7927,72961,8251,99667138,745Percent1.992.051.831.992.070.352.33Disparity1.98Target5.51Met (Y/N)YesNative AmericanAsianAfrican AmericanHispanicMultiple EthnicitiesPacific IslanderWhiteState GE Percent0.738.706.9851.291.593.1927.51State SE Percent0.728.806.3050.411.630.5531.59Min Eform0.939.347.5652.431.883.5928.53Max Eform0.548.066.4050.151.312.7926.49Over/Under?UNDUNDOVR Statewide, White students are the most frequently represented in the specific learning disability category, and Pacific Islander students are the least frequently represented. Statewide, the Disability Disparity Index for emotional disturbance met the target set for LEAs. The e-formula identifies White students as over- represented and African American and Pacific Islander students as under-represented. For local education agencies, disproportionate representation is determined using the disability disparity index and e-formula calculations, described above. However, the purpose of Indicator 10 (Disproportionality by Disability) is to identify the number and percent of districts whose disproportionality status is the result of inappropriate policies, procedures or practices related to identifying students for special education. As a result, the calculations for Indicator 10 (Disproportionality by Disability) are based on data collected during the LEA self-reviews of policies, procedures, and practices that were found to have disproportionate representation. If an LEA reports noncompliance findings in the review of policies, procedures, and practices related to identification, then that LEAs disproportionate representation is considered to be the result of inappropriate identification. Beginning in 200708, the LEA self-review of policies, procedures, and practices was conducted through a Web survey rather than a paper review. Information about the special self-reviews may be found at  HYPERLINK "https://www.cde.ca.gov/sp/se/qa/disproportionality.asp" https://www.cde.ca.gov/sp/se/qa/disproportionality.asp along with copies of the instructions, forms, and district data. Findings of noncompliance identified through the special self-review result in a corrective action plan, monitored by the Focused Monitoring and Technical Assistance (FMTA) consultant assigned to the district. Attachment 4a (page 24) contains 58 items of federal and state requirements related to ensuring proportionate representation and appropriate identification for both Indicator 9 (Overall Disproportionality) and Indicator 10 (Disproportionality by Disability) Noncompliance related to Indicators 9 (Disproportionality by Race and Ethnicity) and 10 (Disproportionality by Disability) are identified in several ways: 1) LEA Self-Reviews that are the result of calculations of disproportionate representation; 2) Verification and Self-Reviews; and 3) Complaints and Due Process Findings. As a result, the numbers reported in the calculations for Indicators 9 (Overall Disproportionality) and 10 (Disproportionality by Disability) are smaller than the numbers reported in Indicator 15 (General Supervision), because the other monitoring processes may make findings of noncompliance in districts that are not identified as disproportionate. Correction of noncompliance reported to LEAs related to, Indicator 10 (Disproportionality by Disability) is discussed below. Noncompliance Identified in FFY 2009 (200910). In 200910 there were 26 of 832 districts identified as disproportionately represented. These districts participated in a special self-review related to Indicator 10 (Disproportionality by Disability). ). Of the 26 districts found potentially disproportionate, 18 districts were found to have noncompliant policies, procedures, or practices that result in inappropriate identification. Correction of Noncompliance Identified in FFY 2008 (200809). In 200809, there were 61 of 838 districts identified as disproportionately represented. These districts participated in a special self-review related to Indicator 10 (Disproportionality by Disability). Of the 61 districts found potentially disproportionate, 42 were found to have noncompliant policies, procedures, or practices that result in inappropriate identification. All 61 42 districts corrected their identified noncompliance within one year of identification to the district. In the California Part B FFY 2009 SPP/APR Status Table, the OSEP stated: OSEPs June 3, 2010 response table required the State to demonstrate, in the FFY 2009 APR, that the State verified that each district with noncompliance reflected in the FFY 2008 data the State reported for this indicator: according to the October 17, 2008 OSEP Memo 0902. Therefore, the State has not demonstrated that it corrected the noncompliance. The corrective action process requires that districts remedy noncompliant findings when individual student level or policy, procedure and practice noncompliance is found. All district policies, procedures, and practices documents are reviewed every four years or more frequently if data calculations warrant a review. In 200910, verification of correction of student and district level noncompliance included the review of: Evidence of student level correction; Review of policies, procedures, and practices including dissemination and staff training; and Review of a new sample of student records Each of the corrective action plans required a subsequent record review. A sample corrective action from the Special Self Review is included below: Sample finding of noncompliance: District staff will sample half of the student Assessment Plans for English language learners for the most recent six months, up to 20 students, to ensure that the Assessment Plan includes the individuals primary language and language proficiency status (LEP/FEP) for English language learners. As a result of the SSR there were a total of 4,091 finding of noncompliances. All these findings were corrected within one year of reporting to the district. SSR corrective actions included the requirement to review a follow-up sample of student records to verify that the LEA is correctly implementing the specific requirement at the 100 percent level. In future years, the CDE will continue to ensure correction using the standard identified in OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02): (1) is correctly implementing the specific regulatory requirements in 34 CFR 300.111, 300.201, and 300.301 through 300.311; and (2) has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910) This year there was a decline in the number of districts reporting noncompliance from 2008 (18 vs. 61 respectively). The progress is a result of the ongoing improvement activities and the continuous monitoring, identification, and correction of noncompliance. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITES Indicator 10: Disproportionality by DisabilityActivitiesTime LinesResourcesRefine policies, procedures, and practices guidance to assist the LEAs in reviewing their policies, procedures, and practices in relation to disproportionality by disability groups.On-going to 2013CDE staff, WRRC, OSEP, SELPA directors  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp" http://www.cde.ca.gov/sp/se/as/caselpas.asp  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html" http://www.ed.gov/about/offices/list/osers/osep/index.html Use refined procedures to identify districts with significant disproportionality and establish plans for supervision and technical assistance.Annually 2013CDE staff, WRRC, OSEP, SELPA directors  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp" http://www.cde.ca.gov/sp/se/as/caselpas.asp  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html" http://www.ed.gov/about/offices/list/osers/osep/index.html Convene special meetings of ISES and SELPA stakeholder groups to develop two types of practices reviews: Compliance-based to address IDEA monitoring requirements; and Research-based to address improvement needed outside of a compliance context. On-going to 2013CDE staff, WRRC, OSEP, SELPA directors  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp" http://www.cde.ca.gov/sp/se/as/caselpas.asp  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html" http://www.ed.gov/about/offices/list/osers/osep/index.html Incorporate preliminary self-review and improvement planning modules, based on National Center for Culturally Responsive Educational Systems (NCCRESt), into monitoring software.On-going to 2013SED staff, NCCRESt, OSEP, SELPA directors  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp" http://www.cde.ca.gov/sp/se/as/caselpas.asp  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html" http://www.ed.gov/about/offices/list/osers/osep/index.html The SED, in collaboration with other CDE divisions, participates in States Closing the Achievement Gap initiative, to address issues related to students with disabilities: 1) Assign SED staff to participate; 2) Provide information contained SPP/APR; and Assist in the development of products and materials. On-going to 2013 CDE staff and contractors, Equity Alliance Center at Arizona State University (Contractor), and the State Superintendents P-16 Council. (To be Completed Spring 2010) CDE staff and WestED, Annually identify districts that are significantly disproportionate, using existing instruments and procedures related to disability. On-going to 2013CDE staff and OSEPIn collaboration with the WRRC, conduct a study of promising practices among districts that are not disproportionate to identify practices that may result in disproportionate identification of students by race and ethnicity and practices that achieve successful identification and improved outcomes for students with disabilities. On-going to 2013CDE staff with the Western Regional Resource Center (WRRC) The SED, with the assistance of the WRRC, will reconvene a Larry P. Workgroup to identify appropriate pre-referral assessment practices and procedures and practices related to effective instruction and determination of eligibility for special education eligibility. In addition, the CDE will develop criteria for selection of evaluation instruments consistent with the Larry P. case and publish a revised matrix. On-going to 2013SED staff, field experts, Larry P. Task Force, with the WRRC Develop and maintain a series of Web pages providing information on disproportionate representation of students receiving special education services by race and ethnicity. On-going to 2013SED staff, WRRC, and Equity Alliance Center  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/disproportionality.asp" http://www.cde.ca.gov/sp/se/qa/disproportionality.asp Design and develop a SPP technical assistance system to assist LEAs to correct noncompliant findings in any one of the indicators. Train identified consultants in the CDE monitoring systems, data systems, SPP TA system, and SPP content resources and tools.On-going to 2013 CDE staff, contractor, NAPA COE, CCC, WRRC, Equity Alliance Center (Arizona State University), two national experts on technical assistance systems, and technical assistance on disproportionality by Perry Williams (OSEP) . Attachment 10(a) Calculation Methods Used to Identify Districts as having Disproportionate Representation Indicator 10 Disproportionality by Disability For each district, California calculated a race-neutral measure labeled the Disability Disparity Index for each of the six disabilities included in Indicator 10 (Intellectual disability, autism, specific learning disabilities, speech and language impairments, other health impairments, and emotional disturbance). Specifically, the number of students ages six through twenty-two receiving special education within each ethnic category that has that specific disability is divided by the total number of all students ages six through twenty-two in that ethnic category (e.g., the percentage of African Americans receiving special education relative to the total number of African Americans in the district). The index is simply the range between the lowest and the highest group percentages. For example, if the percentage for African Americans with intellectual disability is the highest at 15 percent and the percentage for Hispanics with intellectual disability is the lowest at 8 percent, then the Disability Disparity Index for intellectual disability is 7 points. The underlying concept is that if the identification process is race neutral, the disparity index will be relatively low. California combined the Disability Disparity measure for each disability with an e-formula calculation for that disability to identify which districts have disproportionate representation. The first test is to identify those districts that have a Disability Disparity that is higher than the target. Table 3 depicts an example of the enrollments in general education and the number of children in special education with Intellectual Disabilities as well as the calculated likelihood that a student of a given ethnicity will be in special education as a percent of special education students in the general education population. Table 3 also calculates the difference between the highest and the lowest risks (the disparity) and compares the sample value to the target. Table 3: Calculation of Ethnic Disparity for Students with Intellectual Disability Native American AsianAfrican AmericanHispanicWhiteTotalGeneral Education (GE) Enrollment9696582354,2315,229Special Education (SPED) Enrollment0371933378467Disparity Percent (Percent of SPED in GE)0.05.332.814.08.98.9Disparity27.5Target19.5Met (Y/N)N The second test is based on the e-formula and calculates maximum and minimum e-formula values for each ethnic group for students with a specific disability. The e-formula establishes an acceptable range of values using the distribution of those ethnic groups in the overall general education population. The percent of a particular ethnic group with a particular disability is compared to the maximum and minimum percentage values calculated using the e-formula. A district fails the e-formula test if the percent of the students with a particular disability either exceeds the maximum value or falls below the minimum value for that ethnicity. The E-formula is defined as: E = A + SQRT [A*(100-A)/N] Where: E = Maximum percentage of the total special education enrollment in a disability category in a district allowed for a specific ethnic group A = Percentage of the same ethnic group in general education in the district N = The total special education enrollment in a disability category in a district, as defined in E. SQRT = Square Root Table 4 shows the results of the E-formula calculations for various racial/ethnic groups in mental retardation. Table 4: E-formula Results for Over- and Underrepresentation of Various Racial/Ethnic Groups in Intellectual Disability Native AmericanAsianAfrican AmericanHispanicWhiteTotalDistrict GE percent0.2040.8810.0440.538.35100.00District SE percent0.0033.7517.5040.008.75100.00Maximum E-formula value0.6946.3813.4046.0211.44NAMinimum E-Formula value0.0035.8812.8042.6610.12NAOver or Under Represented? NoUnderOverNoNoNANA = Not applicable. In the above example, African-American students constitute 10.0 percent of general education enrollment in the district, and the maximum E-formula value allowed for African Americans not to be overrepresented is 13.4 percent of the total number of SE students. The actual percentage of African-American students in SE is 17.5 percent, which is 4.1 percentage points above the allowed maximum; therefore, they are overrepresented. Conversely, Asian students constitute 33.8 percent of the special education enrollment, which is less than the minimum E-Formula result; therefore, they are underrepresented. If the district exceeds the target using the Disability Disparity test AND the district is determined to have disproportionate representation using the e-formula for that disability (either over or under represented in any one ethnicity), the district is identified as having disproportionate representation. Districts identified as having disproportionate representation in any disability (fails the disability disparity and the disability e-formula) are required to complete a self-review of their policies, procedures and practices. Attachment 10(b) Disparity Targets for Indicators 9 and 10 from the Base School Year (SY 09-10) to the Target School Year (SY 17-18) Base School YearTargetElement09-1010-1111-1212-1313-1414-1515-1616-1717-18Overall Disparity Index16.216.215.614.613.511.99.87.25.6Autism2.82.82.72.52.32.01.61.10.8Emotional Disturbance2.32.32.22.01.81.61.20.80.5Mental Retardation /Intellectual Disability2.02.02.01.81.71.51.20.80.6Other Health Impairment2.82.82.72.52.32.01.71.20.9Specific Learning Disability5.55.55.34.94.64.03.22.21.7Speech and Language Impairment9.39.39.08.47.86.95.74.23.3Note: Base Year Benchmarks are the 75th percentile and the Target Benchmarks are the 25th percentile of values calculated for all districts in the Base Year. Attachment 10(c) Districts Eliminated Due to N Size With in a Disability Category DisabilityTotal DistrictsDistricts Eliminated due to N sizeAutism81840Emotional Disturbance76441Intellectual Disability82650Other Health Impairment84053Specific Learning Disability976134Speech and Language Impairment949109 Monitoring Priority: Effective General Supervision Part B / Child Find Indicator 11: Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe. (20 U.S.C. 1416(a)(3)(B)) Measurement: # of children for whom parental consent to evaluate was received. b. # of children whose evaluations were completed within 60 days (or State-established time line) Account for children included in a. but not included in b. Indicate the range of days beyond the time line when the evaluation was completed and any reasons for the delays. Percent = (b) divided by (a) times 100.  FFYMeasurable and Rigorous Target2009 (200910)Eligibility determinations will be completed within 60 days for 100 percent of children for whom parental consent to evaluate was received. Actual Target Data for 2009 (200910): Table 11a summarizes the target data for FFY 2009 (200910) Table 11a Actual Target Data for Initial Evaluation: Indicator 11 60 Day Time Line Children Evaluated Within 60 Days: Measurement ItemTarget DataNumber of children for whom parental consent to evaluate was received127,197Number of children whose evaluations were completed within 60 days (or State-established time line).123,484Percent of children with parental consent to evaluate, who were evaluated within 60 days (or State established-time line). (Percent = (b) divided by (a) times 100) =(B2/B1)*100 \# "0%" 97% These data were calculated using CASEMIS data fields related to parental consent date and initial evaluation date. Determination of eligibility was made using the Plan Type field which includes the type of plan a student has (IEP, IFSP, ISP) if the student is eligible or no plan if the student is determined ineligible. If the parent of a child repeatedly failed or refused to bring the child for the evaluation, or a child enrolled in a school of another public agency after the timeframe for initial evaluations had begun, and prior to a determination by the childs previous public agency as to whether the child is a child with a disability, then the child was eliminated from both the numerator and the denominator. The California Education Code (30 EC 56043(f)(1)) specifies allowable delays in the 60 day time line: (f) (1) An IEP required as a result of an assessment of a pupil shall be developed within a total time not to exceed 60 calendar days, not counting days between the pupil's regular school sessions, terms, or days of school vacation in excess of five schooldays, from the date of receipt of the parent's or guardian's written consent for assessment, unless the parent or guardian agrees, in writing, to an extension, pursuant to 30 EC 56344. Students whose assessments were late except for the States time lines (per 34 CFR 300.301(c)(1)(ii)) were included in the number of children whose evaluations were completed within 60 days. Table 11b depicts the range of days beyond 60 days that evaluations were completed for students whose assessments went beyond 60 days. The bulk of the late evaluations were completed within 30 days of the deadline. Reasons cited for delays included: lack of staff, ineffective tracking systems, student illness, and failure to keep appointments. Table 11b Total of All Student Initial Evaluations that Exceeded Time Lines and the Number and Percent in Each Data Range: Indicator 11 60-Day Time Line Range Beyond 60 DaysNumberPercent of All Consents1 to 30 days 2,4161.9031 to 60 days5600.4461 to 90 days2780.2291 to 120 days1180.09121 to 150 days 420.03Over 150 days 370.03 Correction of FFY 2008 Findings of Noncompliance (if State reported less than 100 percent compliance): Level of compliance (actual target data) State reported for FFY 2008 for this indicator was 97 percent. 1) Number of findings of noncompliance the State made during FFY 2008 (the period from July 1, 2008 through June 30, 2009). 66022) Number of FFY 2008 findings the State verified as timely corrected (corrected within one year from the date of notification to the LEA of the finding). 65623) Number of FFY 2008 findings not verified as corrected within one year (line 1 minus line 2).40 Correction of FFY 2008 Findings of Noncompliance Not Timely Corrected (corrected more than one year from identification of the noncompliance): 4) Number of FFY 2008 findings not timely corrected (same as the number from line 3 above).405) Number of FFY 2008 findings the State has verified as corrected beyond the one-year time line (subsequent correction). 406) Number of FFY 2008 findings not verified as corrected (line 4 minus line 5). 0 Actions Taken if Noncompliance Not Corrected: The corrective action process requires that districts remedy noncompliant findings when individual student level or policy, procedure and practice noncompliance is found. All district policies, procedures, and practices documents are reviewed every four years or more frequently if data calculations warrant a review. In 200910, verification of correction of student and district level noncompliance included the review of: Evidence of student level correction; Review of policies, procedures, and practices including dissemination and staff training; and, in cases where district level correction was needed, a review of a new sample of student records A more stringent level of follow-up review and reporting is required of districts that have previously corrected non-compliance related to this indicator. This is to ensure that LEAs are correctly implementing the specific regulatory requirements. In the California Part B FFY 2009 SPP/APR Status Table, the OSEP stated: OSEPs February 7, 2011 letter required that, with its response, during the SPP/APR clarification period to OSEPs FFY 2009 California Part B SPP/APR Status Table, the State must describe the extent to which it verified correction of findings of noncompliance identified in FFY 2008 under Indicator 11 in a manner consistent with the guidance in OSEP Memo 09-02. There were 4,329 student level findings made in 2008-09. All of these findings have been corrected at the student level, unless the child was no longer within the jurisdiction of the LEA. Of the 4,329 findings, 2,264 findings were corrected both at the student level and through a subsequent sample review of student records. The CDE has prepared additional corrective action plans for the remaining findings reported in 2008-09 to ensure that all student level findings are corrected using the standard in OSEP Memorandum 09-02 and to ensure that the district is correctly implementing the relevant regulatory requirements. In future years, the CDE will ensure correction using the standard identified in OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02): (1) is correctly implementing the specific regulatory requirements in 34 CFR 300.111, 300.201, and 300.301 through 300.311; and (2) has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred in FFY 2009: Explanation of Progress and Slippage There was an increase from 87.58 percent in 200809 to 97 percent in 200910. This was due, in part, to the addition of a field in the CASEMIS data collection that records information about the reasons students assessments appear to be late, but is actually on time. OSEP exceptions to the time line include parent refusal to make the child available and any additional state time line rules. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 11: 60 Day Time LineActivityTime LineResourcesExplore Web-based applications for all components of the monitoring system including 60-day evaluation time line. On-going to 2013CDE staff Analyze data from compliance complaints and all monitoring activities to determine areas of need for technical assistance, in addition to correction of noncompliance.  On-going to 2013CDE staff Prepare and install initial evaluation compliance reports into the CASEMIS software to enable districts and SELPAs to self-monitor. On-going to 2013CDE staffPrepare and send noncompliance-finding letters based on CASEMIS data to LEAs to reinforce the importance of correcting all noncompliant findings resulting from verification and self-review monitoring. Annually to 2013CDE staffPrepare analysis of existing patterns of recording date information in self-reviews and emphasize the importance of accurate completion of date fields during SELPA directors meetings and biannual CASEMIS training. Biannually to 2013CDE staff and SELPAs  HYPERLINK "http://www.cde.ca.gov/sp/se/as/caselpas.asp " http://www.cde.ca.gov/sp/se/as/caselpas.asp Prepare and send statewide letter regarding the requirements related to initial evaluation. Post initial evaluation policy and technical assistance information on CDE Web site. Annually 2013CDE staff Meet with the California Speech and Hearing Association, California School Psychologist Association, SELPA directors, and other related service organizations to explore issues related to personnel shortages and develop a coordinated action plan to increase the availability of personnel. On-going to 2013CDE staff, California Speech and Hearing Association (CSHA), California Association School Psychologists (CASP), and SELPA directors  HYPERLINK "http://www.csha.org/" http://www.csha.org/  HYPERLINK "http://www.casponline.org/" http://www.casponline.org/ Collect data about students whose assessment time line is affected by a break in excess of 5 days through a survey in the spring of 2009 and add to CASEMIS. On-going to 2013CDE staff In collaboration with the California Comprehensive Center, develop and maintain training modules on standards-based IEPs designed to promote and sustain practices that foster special education/general education collaboration. (Topics: access, standards-based IEPs, grade-level, standards-based goals, service delivery models, and curriculum and instruction strategies.) On-going to 2013CDE staff, contractor, California Comprehensive Center Facilitate and provide training, and technical assistance in a wide range of research-based practices to assist and train LEAs and the ISES stakeholder group in areas such as core messages on: Positive behavior supports; Standards-based IEPs; and Family-school partnerships.On-going to 2013CDE staff and California Services for Technical Assistance and Training (CalSTAT) Core messages Monitoring Priority: Effective General Supervision Part B / Effective Transition Indicator 12: Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. (20 U.S.C. 1416(a)(3)(B)) Measurement: # of children who have been served in Part C and referred to Part B (LEA notified pursuant to IDEA section 637(a)(9)(A) for Part B eligibility determination). # of those referred determined to be NOT eligible and whose eligibilities were determined prior to their third birthdays. # of those found eligible who have an IEP developed and implemented by their third birthdays. # of children for whom parent refusal to provide consent caused delays in evaluation or initial services. # of children who were referred to Part C less than 90 days before their third birthdays. Account for children included in a. but not included in b., c., d., or e. Indicate the range of days beyond the third birthday when eligibility was determined and the IEP developed and the reasons for the delays. Percent = (c) divided by (a b d e) times 100. FFYMeasurable and Rigorous Target2009 (200910)One hundred percent of children referred by IDEA Part C prior to age three and who are found eligible for IDEA Part B will have an IEP developed and implemented by their third birthdays. Actual Target Data for 2009 (200910) Overall, 97.4 89.9 percent of children referred by Part C prior to age 3 were found eligible for Part B, and had an IEP developed and implemented by their third birthdays. These data were collected through CASEMIS and data from the Department of Developmental Services. The total number of children served in Part C and referred to Part B for eligibility determination prior to their third birthdays was 13,273. Table 12a summarizes the target data for FFY 2009 (200910) Table 12a Target Data for FFY 2009 (200910): Indicator 12 C to B Transition Measurement Itema. # of children who have been served in Part C and referred to Part B for Part B eligibility determination.13,273b. # of those referred and determined NOT to be eligible and whose eligibility was determined prior to their third birthdays.955c. # of those found eligible who have an IEP developed and implemented by their third birthdays.9,167d. # for whom parent refusals to provide consent caused delays in evaluation or initial services or to whom exceptions under 34 CFR 300.301(d) applied.1,849 e. # of children who were referred to Part C less than 90 days before their third birthdays.256 Percent of children referred by Part C prior to age 3 who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. Percent = (c) / (abde)* 100 89.8 = (9,167) / (13,273 - 955 - 1,849 256)*100 89.8 There are 1, 046 children in a. that are not in b., c., d., or e (13,273 955 9,167 1,849 256). Range of days beyond third birthday. Table 12b depicts the range of days beyond the third birthday, of those children who were in a., but not in b., c., d., or e. Reasons cited for delays included: late referrals (before third birthday, but with insufficient time to complete the assessment), lack of staff, ineffective tracking systems, student illness, and failure to keep appointments. Table 12b Range of Days Indicator 12 C to B Transition Days from Third BirthdayNo. of Children Percent of All Referrals1 to 14 after23722.7 15 to 30 after16215.531 to 60 after25124.061 to 90 after15314.691 to 180 after16916.2Greater than 180 after744.1Total and Percent1,046100 Correction of Noncompliance All VRs and SESRs include the following item: 7-4-1Did all students transitioning from early intervention services under Part C have an IEP developed and implemented by the students third birthday? 1) Number of findings of noncompliance the State made during FFY 2008 (the period from July 1, 2008 through June 30, 2009). 1,4412) Number of FFY 2008 findings the State verified as timely corrected (corrected within one year from the date of notification to the LEA of the finding). 1,4303) Number of FFY 2008 findings not verified as corrected within one year (line 1 minus line 2).11 Correction of FFY 2008 Findings of Noncompliance Not Timely Corrected (corrected more than one year from identification of the noncompliance): 4) Number of FFY 2008 findings not timely corrected (same as the number from line 3 above).115) Number of FFY 2008 findings the State has verified as corrected beyond the one-year time line (subsequent correction). 116) Number of FFY 2008 findings not verified as corrected (line 4 minus line 5). 0 The corrective action process requires that districts remedy noncompliant findings when individual student level or policy, procedure and practice noncompliance is found. All district policies, procedures, and practices documents are reviewed every four years or more frequently if data calculations warrant a review. In 200910, verification of correction of student and district level noncompliance included the review of: Evidence of student level correction; Review of policies, procedures, and practices including dissemination and staff training; and, in cases where district level correction was needed, a review of a new sample of student records A more stringent level of follow-up review and reporting is required of districts that have previously corrected non-compliance related to this indicator. This is to ensure that LEAs are correctly implementing the specific regulatory requirements. In the California Part B FFY 2009 Status Table, the OSEP stated: OSEPs February 7, 2011 letter required that, with its response, during the SPP/APR clarification period to OSEPs FFY 2009 California Part B SPP/APR Status Table, the State must describe the extent to which it verified correction of findings of noncompliance identified in FFY 2008 under Indicator 12 in a manner consistent with the guidance in OSEP Memo 09-02. There were 960 student level findings made in 2008-09. OF the 960 findings, 578 findings were correct both at the student level and through a subsequent sample review of student records. The CDE has prepared additional corrective action plans for the remaining findings reported in 2008-09 to ensure that all student level findings are corrected using the standard in OSEP Memorandum 09-02 and to ensure that the district is correctly implementing the relevant regulatory requirements. In future years, the CDE will ensure correction using the standard identified in OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02): (1) is correctly implementing the specific regulatory requirements in 34 CFR 300.111, 300.201, and 300.301 through 300.311; and (2) has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 12: Transition Part C to Part BActivityTime LineResources and TypeMeet annually with SELPAs, LEAs, and Regional Centers to review data and plan for corrective action plans and technical assistance activities related to transition from Part C to Part B, based on APR data. On-going to 2013SED staff, Department of Developmental Services (DDS), Early Start, WestEd, and SEEDS Convene ISES stakeholder group to obtain input on aspects of Part C to Part B transition (e.g., moving from family focus to child focus).On-going to 2013SED staff, DDS, Early Start, WestEd, and SEEDS Revise CASEMIS to include separate referral and evaluation dates for Part B and Part C in accordance to IDEA. 2010-2011SED staff, DDS, and Early Start Participate in OSEP National Early Childhood Conference to stay abreast of national trends, research on transition from Part C to Part B, and new OSEP requirements. AnnuallySED staff, DDS Early Start, NECTAC, and OSEP  HYPERLINK "http://www.nectac.org/~meetings/national2009/splash.html" http://www.nectac.org/~meetings/national2009/splash.html  HYPERLINK "http://www.nectac.org/" http://www.nectac.org/ Participate in a joint Transition Project with the DDS (Part C lead agency), with the assistance of the WRRC. On-going to 2013CDE and DDS staff, and WRRCTarget symposiums, field meetings, and training on transition from C to B, sharing with the field new research, requirements, and practices. On-going to 2013CDE and DDS staff, WRRC, SEEDS, and SEECAP Add data collection for new measurement element (e) for children who were referred to Part C less than 90 days before their third birthdays. 2010-2013SED staff and SELPAsCompletion and training on C to B transition handbook update, aligning language, guidance, and practice in collaboration with Part C lead agency and Part B lead agency. 2010-2011SED and DDS staff, SEEDS, WRRC, and WestEd Train special education personnel on the transition handbook and provide updates at symposiums, workshops and Webinars, and through the use of other Internet technologies. On-going to 2013CDE and DDS staff, SEEDS, and WestEd Update and train personnel on the special education early childhood handbooks (birth to 5). On-going to 2013SED and DDS staff, SEEDS, and WestEd Handbooks available for purchase or download at the CDE Website. Continue participating with DDS, Part C lead agency, on the Interagency Coordinating Council (ICC), monitoring activities, symposiums, and planning meetings to build a strong state level community of practice (CoP).On-going to 2013CDE and DDS staff, SEEDS, and WestEd Monitoring Priority: Effective General Supervision Part B / Effective Transition Indicator 13: Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable post-secondary goals that are annually updated and based upon an age appropriate transition assessment and transition services, including courses of study, that will reasonably enable the student to meet those post-secondary goals and annual IEP goals related to the students transition services needs. There also must be evidence that the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B)) Measurement: Percent = (# of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable post-secondary goals that are annually updated and based upon an age appropriate transition assessment and transition services, including courses of study, that will reasonably enable the student to meet those post-secondary goals and annual IEP goals related to the students transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority) divided by the (# of youth with an IEP age 16 and above) times 100.  FFYMeasurable and Rigorous Target2009 (200910)One hundred percent of youth aged 16 and above with an IEP that includes appropriate measurable post-secondary goals that are annually updated and based upon an age appropriate transition assessment and transition services, including courses of study, that will reasonably enable the student to meet those post-secondary goals and annual IEP goals related to the students transition services needs. There also must be evidence that the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority. Actual Target Data for 2009 (200910) In 2008-09, the OSEP made modifications to the SPP and APR requirements related to Indicator 13 Secondary Transition. The scope of the specific components of the data collection and calculation were expanded. In order to respond to these changes, the CDE initiated changes to the CASEMIS data collection (see Attachment 13(a)). Eight new fields were added and were slated to be used for data collection and reporting in June 2011, reporting in the new fields was voluntary for 2009-10. For 2009-10, the CDE continued to use monitoring data to report on transition. All Verification and Special Education Self Reviews included items addressing the eight areas included in the new data collection: Table 13a Number of IEPs including the Required Elements for Transition at Age 16 Indicator 13 Secondary Transition Required ElementsNo. of IEPs including the Required ElementsYesNo1. Is there an appropriate measurable post-secondary goal or goals that covers education or training, employment, and, as needed, independent living? 1,5222332. Is (are) the post-secondary goal(s) updated annually? 1,75233. Is there evidence that the measurable post-secondary goal(s) were based on age appropriate transition assessment? 1,5222334. Are there transition services in the IEP that will reasonably enable the student to meet his or her post-secondary goal(s)? 1,5571985. Do the transition services include courses of study that will reasonably enable the student to meet his or her post-secondary goal(s)? 1,6211346. Is (are) there annual IEP goal(s) related to the students transition services needs? 1,75327. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 1,642113 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?1,632123Total IEPs of students aged 16 and above containing all eight elements.1,268487Total IEPs of students aged 16 and above.1,755Percent of students aged 16 and above whose IEPs contain all of the required elements.72% Actual Target Data for 2009 (200910) Target is 100%. The CDE was not required to report on this indicator in 200809, except to report the correction of noncompliance reported to LEAs in 200708. In the FFY 2009 submission a new baseline was established for this indicator using the 200910 data. Report on Correction of noncompliance in FFY 2009 (200910). Monitoring Results in FFY 2008 (200809). In 200809, there were records of 552 1,137 students (16+ years of age) found noncompliant in one or more of the items listed above. There were a total of 1,857 2,356 findings of noncompliance. Of the findings 1,832 2,356 were corrected within one year of identification. There were 25 findings of noncompliance that were corrected before the submission of the APR. In 200910, verification of correction of student and district level noncompliance included the review of: Evidence of student level correction; Review of policies, procedures, and practices including dissemination and staff training; and, in cases where district level correction was needed, a review of a new sample of student records A more stringent level of follow-up review and reporting is required of districts that have previously corrected non-compliance related to this indicator. This is to ensure that LEAs are correctly implementing the specific regulatory requirements. In future years, the CDE will ensure correction using the standard identified in OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02): (1) is correctly implementing the specific regulatory requirements in 34 CFR 300.111, 300.201, and 300.301 through 300.311; and (2) has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA. Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 13: Secondary TransitionActivitiesTime LinesResources and TypeUse transition data collected through state-funded Workability I grant procedures to ensure programs include the provision of transition services.Annually to 2013CDE staff, SELPAs, and LEAs Provide CASEMIS training and on-going technical assistance to ensure reliable and accurate submission of data related to this indicator. On-going to 2013 (training twice a year)CDE staff, SELPAs, and LEAsDisseminate and provide training based upon Transition to Adult Living: A guide for Secondary Education, a comprehensive handbook written for students parents and teachers, offering practical guidance and resources to support the transition efforts for students with disabilities as they move into the world of adulthood and/or independent living. On-going to 2013CDE staff and CalSTAT Transition to Adult Living: A Guide for Secondary Education See calstat.org and search for 07winEinsert.pdfProvide regionalized training and technical assistance regarding elements of transition services, goals, and objectives. This activity encompasses collaboration, monitoring, training, and technical assistance supporting secondary transition.On-going to 2013CDE staff and CalSTATUse statewide Community of Practice (CoP) for collaborative efforts related to transition services across multiple agencies (DRS, EDD, SILC, parents, and consumers).On-going to 2013 CDE staff, Workability I, and NASDSE facilitation for CoP Develop and implement selected activities related to secondary transition including training to build local capacity, technical assistance, and CoP. Emphasis is on compliance and guidance based on exemplary researched-based practices and stakeholder input.On-going to 2013CDE staff, Workability I, CoP, and field trainers  HYPERLINK "http://www.ncset.org/tacommunities/transition/default.asp" http://www.ncset.org/tacommunities/transition/default.asp  Attachment 13(a) New CASEMIS fields for Indicator 13 Secondary Transition Indicator 13 Secondary Transition A-47 TRAN_REG1 - The students IEP includes appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?Definition:For students 15 years and older (younger if appropriate), a post-secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NOComment:Can the goal(s) be counted? Will goal(s) occur after the student graduates from school? Based on the information available about this student, does (do) the postsecondary goal(s) seem appropriate for this student? If yes to all three, then circle Y OR if a postsecondary goal(s) is (are) not stated, circle NVerified:An entry other than the listed codes, will result in an error A-48 TRAN_REG2 - Is (are) the postsecondary goal(s) updated annually?Definition:For students 15 years and older (younger if appropriate), a secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NO Verified:This field is verified. If a student is 15 years of age or older and this field is left blank, it will produce an error. Entries for students younger than 15 years of age will generate a warning. A-49 TRAN_REG3 - Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessment?Definition:For students 15 years and older (younger if appropriate), a post-secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NO Comment:Is the use of transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the students file? If yes, then circle Y OR if no, then circle NVerified:This field is verified. If a student is 15 years of age or older and this field is left blank, it will produce an error. Entries for students younger than 15 years of age will generate a warning warning. A-50 TRAN_REG4 - Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?Definition:For students 15 years and older (younger if appropriate), a post-secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NO Comment:Is a type of instruction, related service, community experience, or development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in association with meeting the post-secondary goal(s)? If yes, then circle Y OR if no, then circle N Verified:This field is verified. If a student is 15 years of age or older and this field is left blank, it will produce an error. Entries for students younger than 15 years of age will generate a warning. A-51 TRAN_REG5 - Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?Definition:For students 15 years and older (younger if appropriate), a post-secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NO Comment:Do the transition services include courses of study that align with the students postsecondary goal(s)? If yes, then circle Y OR if no, then circle N Verified:This field is verified. If a student is 15 years of age or older and this field is left blank, it will produce an error. Entries for students younger than 15 years of age will generate a warning. A-52 TRAN_REG6 - Is (are) there annual IEP goal(s) related to the students transition services needs?Definition:For students 15 years and older (younger if appropriate), a post-secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NO Comment:Is (are) an annual goal(s) included in the IEP that is/are related to the students transition services needs? If yes, then circle Y OR if no, then circle N Verified:This field is verified. If a student is 15 years of age or older and this field is left blank, it will produce an error. Entries for students younger than 15 years of age will generate a warning. A-53 TRAN_REG7 - Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?Definition:For students 15 years and older (younger if appropriate), a post-secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NO Comment:For the current year, is there documented evidence in the IEP or cumulative folder that the student was invited to attend the IEP Team meeting? If yes, then circle Y OR if no, then circle N Verified:This field is verified. If a student is 15 years of age or older and this field is left blank, it will produce an error. Entries for students younger than 15 years of age will generate a warning. A-54 TRAN_REG8 - If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?Definition:For students 15 years and older (younger if appropriate), a post-secondary transition service goal in which the student is participating or has participated during the school year.Purpose:To comply with the requirements under 20 U.S.C. 1414 (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B)Valid Format & Codes:CC (Two Characters) 10 YES 20 NO 30 Not applicable Comment:For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to participate in the IEP development including but not limited to: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for this post-secondary goal? Was consent obtained from the parent (or student, for a student the age of majority)? If yes to both, then circle Y If no invitation is evident and a participating agency is likely to be responsible for providing or paying for transition services and there was consent to invite them to the IEP meeting, then circle N If it is too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay for transition services, circle NA If parent or individual student consent (when appropriate) was not provided, circle NAVerified:This field is verified. If a student is 15 years of age or older and this field is left blank, it will produce an error. Entries for students younger than 15 years of age will generate a warning. Monitoring Priority: Effective General Supervision Part B / Effective Transition Indicator 14: Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: A. Enrolled in higher education within one year of leaving high school; B. Enrolled in higher education or competitively employed within one year of leaving high school; C. Enrolled in higher education or in some other post-secondary education or training program; or competitively employed or in some other employment within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B)) Measurement: A. Percent enrolled in higher education = (# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school) times 100. B. Percent enrolled in higher education or competitively employed within one year of leaving high school = (# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school) times 100. C. Percent enrolled in higher education, or in some other post-secondary education or training program; or competitively employed or in some other employment = (# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education, or in some other post-secondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school) times 100. Data are collected and reported by SELPAs using the June 2010 CASEMIS submission. FFYMeasurable and Rigorous Target2009 (20092010)Sixty-eight percent of youth who had Individualized Education Programs (IEP) who are no longer in secondary school will be reported to have been competitively employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school. Actual Data and Definitions for FFY 2009(20092010): Table 14a 200809 School Year Leavers for Indicator 14 Calculations Total Number of Respondent LeaversTotalsRespondent refused to answer1217#1 - Total number of respondent leavers in higher education5147#2 - Total number of respondent leavers in competitive employment1915#3 - Total number of respondent leavers in some other post-secondary education820#4 - Total number of respondent leavers in some other employment93Total number of respondent leavers with invalid data18017Total number of respondent leavers27209Denominator for Respondent Leavers (total respondents less leavers with invalid data).9192 States are required to provide actual numbers used in the calculations. Each respondent leaver is to be counted in ONLY ONE category AND ONLY in the highest appropriate category (with #1 being the highest). When calculating each measure (A, B, C) from the Indicator 14 definition, the numerators are: 1 = # of respondent leavers enrolled in higher education. 2 = # of respondent leavers in competitive employment (and not counted in 1 above). 3 = # of respondent leavers enrolled in some other post-secondary education or training (and not counted in 1 or 2 above). 4 = # of respondent leavers in some other employment (and not counted in 1, 2, or 3 above). The denominator is the total number of valid respondent leavers. Invalid data consist of respondents with blank data, who were not able to be contacted or the respondent refused to answer. The table 14a above shows the types and numbers of responses to 200809 leavers received for Indicator 14. Actual Target Data for FFY 2009 (20092010): The states are required to submit three percentages for Indicator 14 (Post-school). They include the percentage of students one year after leaving high school: A) enrolled in higher education; B) enrolled in higher education or competitive employed; or C) enrolled in higher education, in some other post-secondary education or training program, competitively employed, or in some other employment. Calculations for Indicator 14 are as follows: A = 1 divided by total respondents B = 1 + 2 divided by total respondents C = 1 + 2 + 3 + 4 divided by total respondents The 200910 SPP/APR requires that states show the calculations for Indicator 14 (Post-school). These percentages are contained in Table 14b: Table 14b Calculations for Indicator 14 Percentages Calculations for Indicator 14PercentageA) Enrolled in higher education (5147/9192) = 56.0 percent56.0B) Enrolled in higher education or competitive employed ((5147 + 1915)/9192) = 76.8 percent76.8C) Enrolled in higher education, in some other post-secondary education or training program, competitively employed, or in some other employment ((5147 + 1915 +820 + 93)/9192) = 86.8 percent86.8 Table 14c shows the distribution of responses from the data in Table D of the CASEMIS database. The target leaver totals column represents the demographics distribution of 200910 exiters. The response totals shows the number of students that were found to have all of the demographic variables from the June 2010 CASEMIS database contained in their 200910 Table D entries. The percent of target leavers is derived by dividing each demographic category by the total number of leavers per demographic (e.g., students with intellectual disabilities are 7.1 percent of the total leavers 2,081/29,458). Similarly, the percent of respondents is derived by dividing each demographic category by the total number of respondents per demographic. Table 14c Response Rates and Demographic Characteristics for Students with Complete Demographic Information Target Leaver TotalsResponse TotalsResponse RatePercent of all Target Leavers Percent of all RespondentsPercent DifferenceTotal Districts55941674.4Total Students29,45827,15792.2DisabilitiesIntellectually Disabled (010)2,081166279.97.16.10.9Hard of Hearing (020)526540102.71.82.0-0.2%Speech or Language Impairment (040)96295399.13.33.5-0.2Visual Impairment (050)22221295.50.80.80.0Emotional Disturbance (060)2,579221685.98.88.20.6Orthopedic Impairment (070)57649385.62.01.80.1Other Health Impairment (080)2,497243897.68.59.0-0.5Specific Learning Disability (090)18,70917,48293.463.564.4-0.9Deaf-Blindness (100)6466.70.00.00.0Multiple Disabilities (110)19413971.60.70.50.1Autism (120)95488392.63.23.30.0Traumatic Brain Injury (130)15213588.80.50.50.0Total29,45827,15792.2100.0100.0EthnicityNative American (100)28326694.01.01.00.0Asian (200)1,641135782.75.65.00.6Hispanic (300)12,89512,02593.343.844.3-0.5African-American (400)4,0003,59990.013.613.30.3White (500)10,6399,91093.136.136.5-0.4Total29,45827,15792.2100.0100.0GenderFemale10,4349,44290.535.434.80.7Male19,02417,71593.1%64.665.2-0.7Total29,45827,15792.2100.0100.0AgeAge 1446527859.81.61.00.6Age 1556144579.31.91.60.3Age 1688875785.23.02.80.2Age 17137921312195.146.848.3-1.5Age 189456897794.932.133.1-1.0Age 191868165588.66.36.10.2Age 2046838782.71.61.40.2Age 211441118982.54.94.40.5Age 2251934867.11.81.30.5Total29,45827,15792.2100.0100.0In Table 14c, the last column shows the difference between percent of target leavers and the percent of respondents. The difference column shows the representativeness between the target leaver population and the respondent population. A positive difference indicates the degree of over-representation and a negative difference indicates the degree of under-representation. A difference of greater than +/-3 percentage points indicates the demographic category may be significantly over- or under-represented and these data are highlighted in bold italics. Because of the high response rate, all demographic categories are well within the range of +/-3 percentage of representativeness. The use of this type of analysis is encouraged by Westat (see appendix, page 101) and the National Post-school Outcomes Center (NPSO) Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (20092010): Indicator 14 for this years SPP/APR is considered as baseline because OSEP decided to re-examine the definitions of post-secondary education and post-secondary employment. The reason for the high response rate and the closeness of the representativeness this year in California is: 1) the increased focus on post-secondary outcomes; 2) increased emphasis of the importance of post-secondary outcomes by the California Department of Education; and 3) the changes and restrictions to the items in Table D of CASEMIS are more concise in collecting data for post-secondary outcomes. Additional information is provided in Attachments 14a and 14b on the number of students exiting SE (Table 14d) and the responses collected in Table D from CASEMIS (Table 14e). Improvement Activities for 2009 (200910) The following improvement activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 14: Post-schoolActivityTime LinesResourcesProvide CASEMIS training for SELPAs and on-going technical assistance to ensure reliable and accurate submission of data.On-going to 2013CDE staff, SELPAs, LEAs Work with national and state experts on research and data approaches to address post-school outcomes data collection.On-going to 2013CDE staff, SELPAs, LEAs Work with universities, colleges and junior colleges to explain the importance of post-secondary education. On-going to 2013CDE staff, experts, technical stakeholder workgroup Work with WorkAbility and other agencies and programs on the importance of employing people with disabilities at minimum wage or more.On-going to 2013CDE staff, experts, technical stakeholder workgroup Use transition data in the state-funded Workability I grant procedures to ensure programs include the provision of transition services.On-going to 2013CDE staff, SELPAs, LEAs Develop and implement multiple activities regarding secondary transition and its relationship to post-secondary outcomes including training to build local capacity, technical assistance, Community of Practice, materials dissemination with emphasis on compliance, and guidance based upon exemplary researched-based practices and stakeholder input.On-going to 2013CDE staff, experts, technical stakeholders Provide regionalized training and technical assistance regarding transition services language in the IEP.On-going to 2013CDE staff, Workability I, field trainers Use statewide CoP for collaborative efforts related to transition services across multiple agencies (DOR, EDD, SILC, parents, and consumers).On-going to 2013CDE staff, stakeholder groupsReview and revise technical assistance materials related to post-secondary outcome surveys. Disseminate to LEAs. On-going to 2013CDE staff, stakeholder groupsPrepare and disseminate to LEA and SELPA summaries related to post-secondary survey responses in Table D.On-going to 2013CDE staff, SELPAs Target technical assistance to LEAs and SELPAs with no valid responses.On-going to 2013CDE staff, SELPAs Prepare report in CASEMIS software to enable LEAs and SELPAs to review Table D entries relative to prior June exiters.On-going to 2013CDE staff, SELPAs  Attachment 14a Additional Data Regarding Exit Reasons The total number of respondents in the 200910 post-school outcomes Table 14d are 27,157 and the total number of 200809 leavers are 29,458 giving a response rate of 92.2 percent (27,157/29,458 = 92.2 percent). Table 14d Students Exiting Special Education in 200809 by Exit Reason DefinitionNumber of Students Age 14-21Graduated from high school with regular diploma14,748Graduated from high school with certificate of completion or other than diploma5,511Reached maximum age1212Dropped out, includes unsuccessful attempts to contact6,013Parent withdrawal143Received high school proficiency certificate through general education development (GED) test166Graduated from high school with a diploma (using a EXEMPTION authorized under Senate Bill 267) 0Graduated from high school with a diploma (using a WAIVER authorized by EC 60851 (c )) 1,665Total29,458 Attachment 14b Additional Data Regarding Leaver Responses Post-school Results for FFY 2010 (20092010): For the purposes of the 200910 SPP/APR, Indicator 14 (Post-school) is a new reporting requirement. Data collected on 200809 school leavers are considered as baseline for the 200910 school year and future school years. Indicator 14 was preempted for the 200809 school year to allow the OSEP time to verify requirements. In March 2010, the SELPAs were provided training regarding various ways of contacting students who exited school during the 200809 school year and were required to report their findings through CASEMIS. Table 14e shows the results of post-school follow-up for the 200809 school year from CASEMIS for post-secondary education and post-secondary employment. The table contains duplicated counts to show that students are involved in both post-secondary education and are employed. Table 14e Post-school CASEMIS Table D Responses Total RespondentPost-secondary Education CategoriesTotalsPercent of totalNo response1,7756.5None3,55613.1Four-year college/university4861.8Community college4,40916.2Vocational or technical school (two-year degree program)2520.9GED program1770.7Vocational or technical school (certificated program)2350.9Regional occupational program (ROP) classes690.3Work Force Investment Act (WIA) supported program250.1Non-WorkAbility employment program960.4Adult training program2581.0Military training1470.5Not able to contact14,21952.4Refused to answer1,2614.6Incarcerated1920.7Totals27,157100.0Total RespondentsPost-secondary employment categoriesTotalsPercent of totalNo response15535.7Yes3,67413.5No5,64620.8Some other employment2611.0Not able to contact14,71254.2Refused to answer1,3114.8Totals27,157100.0 Monitoring Priority: Effective General Supervision Part B / General Supervision Indicator 15: General supervision system (including monitoring, complaints, hearings, etc) identifies and corrects noncompliance as soon as possible, but in no case later than one year from identification. (20 U.S.C. 1416 [a][3][B]) Measurement: Percent of noncompliance corrected within one year of identification: Number of findings of noncompliance. Number of corrections completed as soon as possible but in no case later than one year from identification. Percent = (b) divided by (a) times 100. States are required to use the Indicator 15 Worksheet to report data for this indicator (see Attachment A). FFYMeasurable and Rigorous Target2009 (200910)100 percent of noncompliance will be corrected within one year of identification. Actual Target Data for 2009 (200910): Table 15a summarizes the data and calculation for the percent of noncompliance corrected within one year of identification (corrected in 200910, data collected in 200809). Table 15a Percent of Noncompliance Corrected within One Year of Identification: Indicator 15 General Supervision ItemNumbera. Number of findings of noncompliance.38,689b. Number of corrections completed as soon as possible but in no case later than one year from identification.38,436Percent = (b) divided by (a) times 100. 38,689/38,436 *100 =99.399.3 In 200910, 98.98 percent of noncompliance was corrected within one year of identification. For all indicators, findings are reported in the year in which the district was notified of noncompliance. On-time calculations are based on a span of one year (365 days) from the date that the district was notified of noncompliance findings. For this reason, some of the finding totals cited in prior APRs may not match with this APR because they were reported by initiation date (date of review) rather than the notification date. Findings for this indicator are based on findings reported by the CDE to districts in 200809 and include noncompliance identified through on-site monitoring (verification and nonpublic school reviews), SESRs, complaints, and due process hearings, as well as on-going data collection, local plan reviews, annual maintenance of effort reviews, and audits related to state and federal special education funds. In the California Part B FFY 2009 Status Table, the OSEP stated: OSEPs February 7, 2011 verification letter found that CDE verified correction of child-specific findings of noncompliance, but did not, as also required by the guidance in OSEP Memo 09-02, verify that the district was correctly implementing the specific regulatory requirements (i.e., achieved 100% compliance) based on a review of updated data. Therefore, the State has not demonstrated that it corrected the noncompliance. OSEPs letter required that, with its response, during the SPP/APR clarification period to OSEPs FFY 2009 California Part B SPP/APR Status Table, the State must describe the extent to which it verified correction of findings of noncompliance identified in FFY 2008 under Indicators 11, 12, and 15 in a manner consistent with the guidance in OSEP Memo 09-02. There were 23,801 student level findings made in 2008-09. Of the 23,801 findings, 13,331 findings were correct both at the student level and through a subsequent sample review of student records. The CDE has prepared additional corrective action plans for the remaining findings reported in 2008-09 to ensure that all student level findings are corrected using the standard in OSEP Memorandum 09-02 and to ensure that the district is correctly implementing the relevant regulatory requirements. The State also verified that each LEA with noncompliance corrected in FFY 2009: 1) Has corrected each individual case of noncompliance, unless the child is no longer within the jurisdiction of the LEA, consistent with OSEP Memorandum 09-02, dated October 17, 2008 (OSEP Memo 09-02); and 2) Has ensured that (from last years APR) a more stringent level of follow-up review and reporting is required of districts that have previously corrected noncompliance related to this indicator. This is to ensure that LEAs are correctly implementing the specific regulatory requirements. Verification of both student- and district-level noncompliance in FFY 2009 includes the review of: Evidence of student-level correction; Review of policies, procedures, and practices including dissemination and staff training; and Review of a new sample of student records for each district-level finding (systemic). In FFY 2010, the CDE has modified its procedures for correction of noncompliance to address requirements as clarified in June 2010. Monitoring Processes Integrated Monitoring Activities. The CDE conducts a number of monitoring activities including reviews of SPP data indicators for all districts through SESRs, VRs, NPS reviews and special self-reviews related to Indicators 4, 9, and 10. In addition, dispute resolution activities (complaints and due process hearings) generate findings of noncompliance and form a third type of activity in the integrated monitoring effort. Each type of review is described in more detail below, under general supervision activities. Monitoring Priorities. California uses a focused monitoring approach. The monitoring process is focused on: 1) requirements related to SPP indicators where the district has failed to meet the benchmarks; 2) issues identified through parent input; and 3) the districts compliance history (e.g. repeated findings over time). Additional priorities may be identified as a result of recommendations of the ISES stakeholder group, concerns expressed by the legislature or other state agencies, or through a review of data by the SED management team. These priorities may result in a special process (e.g., review of students receiving mental health services) or the addition of specific review items to the monitoring software so that every district reviews particular items. Review Cycles. Data reviews are conducted annually for each district. SESR reviews are on a four-year cycle. NPS are monitored annually and on-site at least every three years. VRs are conducted each year for identified districts, based on data, compliance history, or other compliance concerns. Dispute resolution activities are continuous and noncompliance is identified on a flow basis. Findings of Noncompliance. The SED makes findings upon identifying noncompliance with a state or federal law or regulation. A finding contains the states conclusion that the LEA is noncompliant and includes the citation of the statute or regulation as well as a description of the evidence or occurrence supporting the conclusion of noncompliance. Findings of noncompliance are made as a result of VRs, SESRs, other special self-reviews, NPS reviews, complaint investigations, due process hearings reviews, and review of CASEMIS data related to Indicators 11, 12, and 13. An instance of noncompliance is not a finding until it has been reported by the CDE to the district. For any instance of potential noncompliance, the CDE has three choices: 1) to make a finding; 2) to seek additional verification that the instance is or is not noncompliant; or 3) to remove the instance, if evidence of correction is provided before the finding is reported to the district. Typically, the CDE uses a 90-day guideline (per OSEPs FAQ on compliance) for reporting findings to a district following a monitoring activity. NPS reviews report findings within 60 days as required by state regulation. Improvement, Correction, Incentives and Sanctions. Every finding of noncompliance includes a corrective action. These may be standardized through the software as in the case of the SESRs, the VRs, data-based noncompliance, and the special self-reviews. Or, they may be individually crafted based on the unique circumstances, as the in the case of NPS reviews, due process hearings, and complaints. All student-level findings of noncompliance require corrective action. Additional corrective actions may be applied to a district when the number of findings for a particular compliance item is high relative to the size of the district. In such circumstances the district may also be required to show evidence of compliant policies and procedures and additional training requirements. As noted above, beginning FFY 2010, the CDE will ensure that new software will require correction as specified in OSEP memo 09-02, for all findings of noncompliance. The district will be required to pull a new sample of student records for each finding to demonstrate that there is a compliance rate of 100 percent. The CDE ensures correction of each finding of noncompliance. Generally speaking, student-level corrective actions are to be completed within 45 days of reporting the finding to the district. District-level corrective actions (e.g., policy and procedure changes) are given a time line of 3 months. For all findings, correction must be completed as soon as possible but in no case later than one year. Sanctions. There are several conditions under which the state uses enforcement actions and sanctions if an LEA cannot demonstrate timely correction of noncompliance. The SED employs the sanctioning process when LEAs are substantially out-of-compliance, fail to comply with corrective action orders, or fail to implement the decision of a due process hearing. The SED has a range of enforcement options available to use in situations when an LEA is substantially out-of-compliance, fails to comply with corrective action orders, or fails to implement the decision of a due process hearing. California law and regulation allows the SSPI to apply enforcement and sanctions. The SSPI employs a hierarchy of sanctions to enforce correction of noncompliance, including: 1) requiring submission of data to demonstrate correction; 2) issuing letters of noncompliance; 3) holding local board hearings; 4) implementing focused and continuous monitoring; 5) applying adverse certification action for nonpublic schools; 6) requiring intermediary agency assurance; 7) implementing specialized corrective actions; 8) requiring compensatory services; 9) issuing grant awards with special conditions; 10) withholding of state and federal funds; and 10) employing writs of mandate. Table 15b displays single indicators and clusters of related indicators as identified by OSEP. Timely corrections are reported on all indicators and the cluster of indicators. Table 15b Timely Correction of Noncompliance Findings Disaggregated by APR Indicator: Indicator 15 General Supervision Indicator/Indicator ClustersGeneral Supervision System ComponentsNumber of LEAs Issued Findings in FFY 2008 (7/1/08 to 6/30/09)(a) Number of Findings of noncompliance identified in FFY 2008 (7/1/08 to 6/30/09)(b) Number of Findings of noncompliance from (a) for which correction was verified no later than one year from identification1. Percent of youth with IEPs graduating from high school with a regular diploma. 2. Percent of youth with IEPs dropping out of high school. 14. Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.1967,5047,440Dispute resolution: complaints, hearings.126 506 511 3. Participation and performance of children with disabilities on statewide assessments. 7. Percent of preschool children with IEPs who demonstrated improved outcomes.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.1821,3761,388Dispute resolution: complaints, hearings.03333 4A. Percent of districts identified as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.63495492Dispute resolution: complaints, hearings.0005. Percent of children with IEPs aged 6 through 21 (educational placements). 6. Percent of preschool children aged 3 through 5 (early childhood placement).Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.913,6303,628Dispute resolution: complaints, hearings.1037378. Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.2152,3032,261Dispute resolution: complaints, hearings.361071069. Percent of districts with disproportionate representation of racial and ethnic groups special 10. Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.1376,5746,572Dispute resolution: complaints, hearings.00011. Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.2356,6026,562Dispute resolution: complaints, hearings.5016916412. Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.1061,441167 1,430Dispute resolution: complaints, hearings.00013. Percent of youth aged 16 and above with IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable student to meet the post-secondary goals.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.2342,3562,331Dispute resolution: complaints, hearings.51010Other areas of noncompliance: Indicator 15 Local Monitoring of Procedural Guarantees, Time Lines, FAPE and Educational Benefit.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.1976,0556,003Dispute resolution: complaints, hearings.99439438Other areas of noncompliance: Qualified Personnel.Monitoring activities: self-assessment/local APR, data review, desk audit, on-site visits, or other.29341370 341Dispute resolution: complaints, hearings.1031 3030Sum the numbers down Column a and Column b.38,68938,436Percent of noncompliance corrected within one year of identification = (column (b) sum divided by column (a) sum) times 100.(b) / (a) X 100. 99.3 Correction of Noncompliance In FFY 2008 (200809), there were 32,902 findings of noncompliance reported by CDE to LEAs. Of those findings, 32,241 were corrected in FFY 2009 (20092010). Of the remaining 661 findings, 307 have been subsequently corrected. The remaining findings are from a single district, who has received substantial technical assistance. A meeting with the superintendent is scheduled for January 2011 which could be followed by applying sanctions to the district. In the California Part B FFY 2009 Status Table, the OSEP stated: On page 92 of the FFY 2009 APR, the State reported that one of three remaining findings of noncompliance identified in FFY 2007 was corrected. However, the State did not specifically account for the 147 remaining findings of noncompliance previously reported from FFY 2007 or the two remaining findings of noncompliance previously reported from FFY 2006. Therefore, the State did not report on the actions it took to address the uncorrected noncompliance from FFY 2007 or FFY 2006. The 147 findings identified in the FFY 2007 APR were found through the 2006-07 Special Education Self Reviews of two districts. All 147 findings were corrected in 2009-10. Both districts received technical assistance from the CDE and one district received onsite visits. In the FFY 2007 APR, Developmental Centers (state hospitals) operated by the Department of Developmental Services were identified as agencies whose noncompliance was not corrected within one year or by the submission of the APR on February 1, 2009. One of the three findings has been corrected. The remaining two findings related to statewide assessment noncompliance have raised significant issues of jurisdiction and authority under California law. These issues were reported to have been resolved in the FFY 2008 APR and as being addressed through the state interagency agreement process. The preliminary settlement vested responsibility for statewide assessment with County Offices of Education where the state hospitals are located rather than with the Developmental Centers. During 20092010 additional issues prevented the publication and dissemination of the settlement. It is anticipated that these issues will be resolved in FFY 2010. The status of correction of the two findings remains unchanged since the FFY 2009 APR. Jurisdictional issues have resurfaced. It is anticipated that the new administration will be able to resolve these differences. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200810): The overall percentage of noncompliance findings with timely correction within one year of identification increased only slightly from 98 percent in 200708 to 98.98 percent in 200809. There was a significant decrease in the number of findings from 200708 (46,707) to 200809 (32,241). This is due, in part, to catching up on the of VRs and SESRs schedule. In 200506 and 200607, the CDE initiated major overhauls of the item tables used in the monitoring software. This was done to align the items to updated IDEA regulations and applicable state laws. As a result, monitoring results initiated in 200506 were reported to districts in 200607, along with findings made in 200607. In addition, 200708 reviews were started later in the program year and, as a result, some 200708 findings were not reported to districts until 200809. Improvement Activities for 2009 (200910) The following activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 15: General SupervisionActivitiesTime LinesResourcesConduct analysis and prepare plans for APR on all general supervision indicator requirements. On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/sp/se/qa/disproportionality.asp" http://www.cde.ca.gov/sp/se/qa/disproportionality.asp Develop and maintain IDEA 2004 information Web page with links to important references and resources on the Reauthorization of the IDEA. This activity constitutes public reporting/data awareness/data utilized to reflect upon practice efforts as part of general supervision obligations under of IDEA 2004.On-going to 2013CDE/SED staff, Web capability of CDE Web page  HYPERLINK "http://www.cde.ca.gov/sp/se/lr/ideareathztn.asp" http://www.cde.ca.gov/sp/se/lr/ideareathztn.asp Provide staff training for corrective actions, time lines, and sanctions. Incorporate notice of potential sanctions in monitoring correspondence. On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/sp/se/as/" http://www.cde.ca.gov/sp/se/as/ Recruit candidates and hold civil service examinations to fill unfilled vacancies with new staff, retired annuitants, or visiting educators. This activity is intended to ensure that the CDE maintains an adequate number of qualified staff to support the work and activities (monitoring and enforcement as part of general supervision) of the Special Education Division.On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/re/di/jb/index.asp" http://www.cde.ca.gov/re/di/jb/index.aspContinue to update and keep current the interagency agreement with the DDS.On-going to 2013CDE staff and DDS Prepare and maintain a compliance tracking application for use by managers and individual staff, which includes a tickler notification system. On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/sp/se/ds/" http://www.cde.ca.gov/sp/se/ds/Conduct an analysis of improvement activities by indicator to: relate them more closely with the indicators; identify more targeted activities; and show the impact of change in data. On-going to 2013CDE staff, ISES, outside contractors, and other divisions within the CDE HYPERLINK "http://www.cde.ca.gov/sp/se/sr/"http://www.cde.ca.gov/sp/se/sr/  Monitoring Priority: Effective General Supervision Part B/General Supervision Indicator 16: Percent of signed written complaints with reports issued that were resolved within 60-day time line or a time line extended for exceptional circumstances with respect to a particular complaint, or because the parent (or individual or organization) and the public agency agree to extend the time to engage in mediation or other alternative means of dispute resolution, if available in the State. (20 U.S.C. 1416(a)(3)(B)) Measurement: Percent = [(1.1(b) + 1.1(c)) divided by 1.1] times 100. FFYMeasurable and Rigorous Target2009 (200910)One hundred percent of written complaints resolved within 60-day time line, including a time line extended for exceptional circumstances with respect to a particular complaint. Actual Target Data for 2009 (200910): Report of Dispute Resolution Under Part B of the Individuals with Disabilities Education Act Complaints, Mediations, Resolution Sessions, and Due Process HearingsSECTION A: Signed, written complaints (1) Signed, written complaints total811 (1.1) Complaints with reports issued550 (a) Reports with findings550 (b) Reports within time line512 (c) Reports within extended time lines38 (1.2) Complaints withdrawn or dismissed261 (1.3) Complaints pending0 (a) Complaint pending a due process hearing0 The table indicates that the CDE resolved 100 percent of written complaints within a 60-day time line and extended time lines for exceptional circumstances with respect to a particular complaint. Calculation: (512+38/550 = 100 percent) Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): The CDE achieved the target percentage of written complaints resolved within a 60-day time line and extended time lines. This demonstrates maintenance of the 100 percent timely completion rate from last reporting year (200910) and demonstrates continuous improvement from the two previous reporting periods Each of the five regional Focused Monitoring and Technical Assistance (FMTA) units continue to complete the complaints investigation and corrective action monitoring processes including investigating of allegations of noncompliance, issuing investigatory reports with corrective actions, monitoring of school district completion of corrective actions, and closing the complaint file. The CDE continually monitors the completion of each step to ensure timely completion of each step in the process. Improvement Activities for 2009(200910) The following activities were implemented and will continue in 201011: CONTINUING ACTIVITES Indicator 16: ComplaintsActivityTime LinesResourcesDevelop an integrated database to proactively identify upcoming corrective actions across all components of the monitoring system. This activity supports the continued effort to calculate and provide valid and reliable data for monitoring and enforcement as part of general supervision.On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/sp/se/ds/" http://www.cde.ca.gov/sp/se/ds/Continue to cross-train for complaint investigations and other monitoring activities to focus on inter-rater reliability and consistency. This activity continues to improve the expertise of CDE staff in monitoring and enforcement as part of general supervision.On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/sp/se/as/" http://www.cde.ca.gov/sp/se/as/Participate in legal rounds with the Legal Audits and Compliance Division on legal issues related to special education legal issues, complaints, and noncompliance. On-going to 2013Special Education Division and Legal Audits and Compliance Branch  HYPERLINK "http://www.cde.ca.gov/re/di/or/lacbranch.asp" http://www.cde.ca.gov/re/di/or/lacbranch.asp Monitoring Priority: Effective General Supervision Part B / General Supervision Indicator 17: Percent of adjudicated due process hearing requests that were adjudicated within the 45-day time line or a time line that is properly extended by the hearing officer at the request of either party or in the case of an expedited hearing, within the required time lines. (20 U.S.C. 1416(a)(3)(B)) Measurement: Percent = [(3.2(a) + 3.2(b)) divided by 3.2] times 100. FFYMeasurable and Rigorous Target2009 (200910)One hundred percent of due process hearing requests will be fully adjudicated within the 45-day time line or a time line that is properly extended by the hearing officer at the request of either party. Actual Target Data for 2009 (200910): Table 17a Required Federal Data Collection Section C Regarding Hearing Requests from Table 7 (See Appendix 1) Section C: Due Process Complaints(3) Total number of due process complaints filed2,680  (3.1) Resolution meetings493 (a) Written settlement agreements248  (3.2) Hearings fully adjudicated95  (a) Decisions with time line (including expedited)19  (b) Decisions within extended time line75 (3.3) Due Process complaints pending635  (3.4) Due process complaints withdrawn or dismissed (including resolved with out hearing)1,950 Calculation: [(19+75) / 95] *100 = 99 percent Ninety-nine percent of due process hearing requests were fully adjudicated within the 45-day time line or within a time line that was properly extended by the hearing officer at the request of either party. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): California did not meet the target of 100 percent in 200910; however, there was an increase to 99 percent from 92 percent in 200809. The increase to 99 percent was due to continued improvement activities related to compliance with the time line. The target of 100 percent was not met in 200910 because one hearing request not adjudicated within the 45-day time line or within a time line that was properly extended by the hearing officer at the request of either party. Improvement Activities for 2009 (200910) The following activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 17: HearingsActivitiesTime LinesResourcesObtain data on resolution sessions and settlement agreements deriving solely from those sessions directly from school districts with due process fillings during 200809. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAH The OAH will consult with its advisory group in areas such as revisions to the OAH Web site, forms, documents, scheduling procedures, staff training, training materials, parent procedure manual, consumer brochure, outreach to families and students, and proposed revisions to laws and rules.On-going to 2013CDE staff and contractors OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAH Conduct a records review at the OAH as part of the CDE's efforts to implement recommendations of the Bureau of State Audits (BSA) report of 200809 to determine how it is handling oversight of the special education hearings and mediation process. This review is part of an on-going monitoring activity, as a result of the BSA report, and constitutes the final review. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAH Utilization of a monitoring system, as well as letters to districts, are part of the on-going and required training agenda for staff involved in due process efforts at the OAH. Training sessions are planned through mid March or April, 2010. On-going to 2013 CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAH  Monitoring Priority: Effective General Supervision Part B / General Supervision Indicator 18: Percent of hearing requests that went to resolution sessions that were resolved through resolution session settlement agreements. (20 U.S.C. 1416(a)(3)(B)) Measurement: Percent = (3.1(a) divided by 3.1) times 100. FFYMeasurable and Rigorous Target2009 (200910)Sixty-seven percent of hearing requests that went to resolution sessions were resolved through resolution session settlement agreements. Actual Target Data for 2009 (200910): Table 18a Required Federal Data Collection Section C Regarding Hearing Requests from Table 7 (See Appendix 1) Section C: Due Process Complaints(3) Total number of due process complaints filed2,680  (3.1) Resolution meetings493 (a) Written settlement agreements248  (3.2) Hearings fully adjudicated95  (a) Decisions with time line (including expedited)19  (b) Decisions within extended time line75 (3.3) Due Process complaints pending635  (3.4) Due process complaints withdrawn or dismissed (including resolved with out hearing)1,950 Calculation: (248/493) *100 = 50 percent Fifty percent of hearing requests that went to resolution sessions were resolved through resolution session settlement agreements. Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): In 200910, 67 percent of hearing requests that went to resolution sessions and would be resolved through settlement agreements was established as the target. California did not meet this target. The actual percentage of hearing requests that were resolved through resolution session agreements was 50 percent. This was an improvement from 200809, when 26 percent of the hearing requests were resolved through resolution session agreements. Improvement activities conducted over the past year have significantly impacted the resolution rate. California is working with the OAH to improve reporting regarding resolution sessions held by the Local Educational Agencies. We anticipate that this number will increase in 2010-2011, as new reporting procedures, including a new accountability structure, are implemented. Improvement Activities for 2009 (200910) The following activities were implemented and will continue in 201011: CONTINUING ACTIVITES Indicator 18: ResolutionsActivitiesTime LinesResourcesObtain data on resolution sessions and settlement agreements deriving solely from those sessions, directly from school districts with due process filings during 200809. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHThe OAH will consult with its advisory group in areas such as revisions to the OAH Web site, forms, documents, scheduling procedures, staff training, training materials, parent procedure manual, consumer brochure, outreach to families and students, and proposed revisions to laws and rules. On-going to 2013CDE staff and contractors OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHThe CDE and the OAH will collaborate to investigate circumstances influencing the decline in resolution sessions resolved through settlement agreements. On-going to 2013CDE staff and contractors OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHConduct records review at the OAH, as part of the CDE's efforts to implement recommendations of the Bureau of State Audits (BSA) report of 200809, on how it is handling oversight of the special education hearings and mediation process. This review is part of an on-going monitoring activity, as a result of the BSA report, and constitutes the final review. On-going to 2013CDE staff and contractors OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHUtilization of a monitoring system as well as letters to districts, are part of the on-going and required training agenda for staff involved in due process efforts at the OAH. Training sessions are planned through mid March or April, 2010. On-going to 2013CDE staff and contractors OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAH Monitoring Priority: Effective General Supervision Part B / General Supervision Indicator 19: Percent of mediations held that resulted in mediation agreements. (20 U.S.C. 1416(a)(3)(B)) Measurement: Percent = [(2.1(a)(i) + 2.1(b)(i)) divided by 2.1] times 100. FFYMeasurable and Rigorous Target2009 (200910)At least 80 percent of mediation conferences will result in mediation agreements. Actual Target Data for 2009 (200910): Table 19a Required Federal Data Collection Section C Regarding Hearing Requests from Table 7 (See Appendix 1) Section B: Mediation Requests (2) Total number of mediation request received through all dispute resolution processes 2,654  (2.1) Mediations held1,437  (a) Mediations held related to due process complaints1,285  (i) Mediation agreements related to due process complaints766  (b) Mediations held not related to due process complaints152  (i) Mediation agreements not related to due process complaints101  (2.2) Mediations pending364  (2.3) Mediations withdrawn or not held853 Calculation: [(766+101) /1437] * 100 = 60 percent Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): For 200910, at least 80 percent of mediation conferences will result in mediation agreements was established as the target. California did not meet its target. The percent of mediation conferences resulting in mediation agreements was 60 percent. The measurement was the same as 200809, when 60 percent of mediation conferences resulted in mediation agreements. Improvement Activities for 2009 (200910) The following activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 19: MediationsActivitiesTime LinesResourcesImplement standards for the training of the OAH/contractor staff functioning as mediators. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHImplement standards for the qualifications of the OAH/contractor staff functioning as mediators. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHImplement standards for the supervision of the OAH/contractor staff functioning as mediators. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHThe OAH will consult with its advisory group in areas such as revisions to the OAH Web site, forms, documents, scheduling procedures, staff training, training materials, parent procedure manual, consumer brochure, outreach to families and students, and proposed revisions to laws and rules. On-going to 2013CDE staff and contractors OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAHConduct training sessions for staff and LEAs on dispute resolution and mediations on an on-going basis. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAH Utilization of a monitoring system as well as letters to districts, are part of the on-going and required training agenda for staff involved in due process efforts at OAH. On-going to 2013CDE staff and OAH staff and its advisory group  HYPERLINK "https://www.dgs.ca.gov/OAH" https://www.dgs.ca.gov/OAH * No additional activities are added to allow for full implementation of current activities and monitoring of long-term impact. Monitoring Priority: Effective General Supervision Part B / General Supervision Indicator 20: State reported data (618 and State Performance Plan and Annual Performance Report) are timely and accurate. (20 U.S.C. 1416(a)(3)(B)) Measurement: State reported data, including 618 data, State Performance Plan, and Annual Performance Reports, are: Submitted on or before due dates (February 1 for child count, including race and ethnicity, and placement; November 1 for exiting, discipline, personnel and dispute resolution; and February 1 for Annual Performance Reports and assessment); and Accurate, including covering the correct year and following the correct measurement. States are required to use the Indicator 20 Scoring Rubric for reporting data for this indicator (see Attachment B). FFYMeasurable and Rigorous Target2009 (200910)20A. One hundred percent of state-reported data, including 618 data and APRs, are submitted on time and are accurate. 20B. One hundred percent of the SELPAs will submit accurate data to CDE in a timely manner. Actual Target Data for 2009 (200910) The overall percentage for Indicator 20 is 97.6 95.24 percent (see attachment 20a Part B Indicator 20 Rubric). Data Timeliness: The CDE submitted all required IDEA-related data through two systems: 1) The Education Data Exchange Network (EDEN); and 2) The OSEPs Data Analysis System (DANS). One report was late. Table 20a depicts due dates and submission dates for each of the federal data tables. Table 20a Submission Dates for 2009 (200910): 618 Data Reports): Indicator 20a State Reported Data and Reports Due DateSubmission DateOn TimeTable 1February 1, 2010January 29, 2010YesTable 2November 1, 2010October 27, 2010YesTable 3February 1, 2011January 29. 2010YesTable 4November 1, 2010October 13, 2010YesTable 5November 1, 2010October 22, 2010YesTable 6February 1, 2010February 2, 2010YesTable 7November 1, 2010December 20, 2010No Data Accuracy: The data collection software for the State, CASEMIS, includes data edits and logical checks in the verification process to ensure data accuracy. In addition, the CASEMIS program provides reports during the verification process that identifies further potential discrepancies that cannot be detected using logical data edits and checks. The CDE staff collected and reviewed potential anomaly data from SELPAs. The CDE staff also reviewed and evaluated data submitted in any modified CASEMIS data fields. No data needed to be resubmitted to the OSEP or Education Data Exchange Network (EDEN) due to inaccurate data. For further information about data accuracy see the CASEMIS TAG Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for 2009 (200910): The CDE conducted a number of improvement activities in 200910. Training regarding the CASEMIS data collection, the State Performance Plan, compliance determinations and disproportionality were conducted on-site at SELPA directors meetings and via Webinars. The CDE modified the data collection parameters to conform to changes in the 618 data collection and guidance provided by the OSEP. The CDE modified its technical assistance guide and CASEMIS software to update the data collection, improve error trapping, and enhance the accountability tools. Statewide data was consistent from 2008-09 to 2009-10 at 97.62%. Improvement Activities for 2009 (200910) The following activities were implemented and will continue in 201011: CONTINUING ACTIVITIES Indicator 20: State Reported DataActivitiesTime LinesResources and TypeModify validation codes and develop prototype reports. This activity supports general IDEA 2004 requirements.On-going to 2013CDE staff in collaboration with Accountability and Data Management  HYPERLINK "http://www.cde.ca.gov/sp/se/ds/" http://www.cde.ca.gov/sp/se/ds/Provide statewide CASEMIS training. This activity supports data collection through CASEMIS and provides training and technical assistance.On-going to 2013CDE staff, SELPAs, LEAs  HYPERLINK "http://www.cde.ca.gov/sp/se/ds/" http://www.cde.ca.gov/sp/se/ds/ Archived Training Provide on-going technical assistance to ensure reliable and accurate submission of data. This activity supports data collection through CASEMIS and provides training and technical assistance.On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/sp/se/ds/" http://www.cde.ca.gov/sp/se/ds/Improve and expand anomaly analysis and reporting. This activity supports general IDEA 2004 requirements.On-going to 2013CDE staff  HYPERLINK "http://www.cde.ca.gov/sp/se/ds/" http://www.cde.ca.gov/sp/se/ds/Participation, development, implementation, and monitoring of HQTs under the ESEA and the IDEA 2004, to reflect practice and compliance.On-going to 2013Professional development  HYPERLINK "http://www.cde.ca.gov/nclb/sr/tq/index.asp" http://www.cde.ca.gov/nclb/sr/tq/index.asp Provide increased technical assistance regarding data entry particularly for data fields concerning referral, assessment, IEP, and entry dates.On-going to 2013CDE staff, Archived Training Work with SELPAs/LEAs to ensure comprehensive use of valid school codes and unique student identifiers (Statewide Student Identifiers (SSID)), to reflect practice and compliance.On-going to 2013CDE staff and contractors, Archived Training  Attachment 1: Part B Indicator 20: State Reported Data Data Rubric SPP/APR Data - Indicator 20APR IndicatorValid and ReliableCorrect CalculationTotal1112113A1123B1123C1124A1124B112511271128112911210112111121211213112141121511216112171121811219112Subtotal40APR Score CalculationTimely Submission Points - If the FFY 2009 APR was submitted on-time, place the number 5 in the cell on the right.5Grand Total - (Sum of subtotal and Timely Submission Points) =45.00 618 Data - Indicator 20TableTimelyComplete DataPassed Edit CheckResponded to Data Note RequestsTotalTable 1 - Child Count Due Date: 2/1/1011114Table 2 - Personnel Due Date: 11/1/1011(1)1N/A3Table 3 - Ed. Environments Due Date: 2/1/1011114Table 4 - Exiting Due Date: 11/1/10111N/A3Table 5 - Discipline Due Date: 11/1/10111N/A3Table 6 - State Assessment Due Date: 2/1/101N/AN/AN/A1Table 7 - Dispute Resolution Due Date: 11/1/10011N/A2Subtotal19618 Score CalculationGrand Total (Subtotal X 2.143) =  40.72Indicator #20 CalculationA. APR Grand Total45.00B. 618 Grand Total40.72C. APR Grand Total (A) + 618 Grand Total (B) =85.72Total N/A in APR0Total N/A in 6180Base90.00D. Subtotal (C divided by Base*) =0.9524E. Indicator Score (Subtotal D x 100) =95.24* Note any cell marked as N/A will decrease the denominator by 1 for APR and 2.143 for 618 (1) The OSEP recalculated this item, indicating that Personnel Data (Table 2) was incomplete. Email records (11/22/10) indicate that there were missing values. However, DAC notified the CDE on 12/30/10 that Personnel Data was successfully loaded into DANS. Appendix 1 - Report of dispute resolution under Part B of the Individuals with Disabilities Education Act, Table 7, formatted in compliance with federal reporting requirements. U.S. DEPARTMENT OF EDUCATIONTABLE 7OFFICE OF SPECIAL EDUCATIONAND REHABILITATIVE SERVICESREPORT OF DISPUTE RESOLUTION UNDER PART B, OF THEOMB NO.: 1820-0677OFFICE OF SPECIAL EDUCATIONINDIVIDUALS WITH DISABILITIES EDUCATION ACTPROGRAMS200910FORM EXPIRES: 10/31/2012SECTION A: WRITTEN, SIGNED COMPLAINTS(1) Total number of written, signed complaints filed811 (1.1) Complaints with reports issued550 (a) Reports with findings of noncompliance550 (b) Reports within time line512 (c) Reports within extended time lines38 (1.2) Complaints pending261 (a) Complaints pending a due process hearing0 (1.3) Complaints withdrawn or dismissed0SECTION B: MEDIATION REQUESTS(2) Total number of mediation requests received through all dispute resolution processes2,654 (2.1) Mediations held1,437 (a) Mediations held related to due process complaints1,285 (i) Mediation agreements related to due process complaints766 (b) Mediations held not related to due process complaints152 (i) Mediation agreements not related to due process complaints101 (2.2) Mediations pending364 (2.3) Mediations withdrawn or not held853SECTION C: DUE PROCESS COMPLAINTS(3) Total number of due process complaints filed2,680 (3.1) Resolution meetings493 (a) Written Settlement agreements reached through resolution meetings248 (3.2) Hearings fully adjudicated95 (a) Decisions within time line (include expedited)19 (b) Decisions within extended time line75 (3.3) Due process complaints pending635 (3.4) Due process complaints withdrawn or dismissed (including resolved without a hearing)1,950SECTION D: EXPEDITED DUE PROCESS COMPLAINTS (RELATED TO DISCIPLINARY DECISION)(4) Total number of expedited due process complaints filed51 (4.1) Resolution meetings11 (a) Written settlement agreementsUnknown (4.2) Expedited hearings fully adjudicated2 (a) Change of placement ordered0 (4.3) Expedited due process complaints pending9 (4.4) Expedited due process complaints withdrawn or dismissed40 Appendix 2: Acronyms AcronymFull NameSectionACSECalifornia Advisory Commission on Special EducationADAAmericans with Disabilities ActAPIAcademic Performance Index APRAnnual Performance ReportAYPAdequate Yearly ProgressBESTBuilding Effective Schools TogetherCAHSEECalifornia High School Exit ExaminationCAPACalifornia Alternate Performance AssessmentCASEMISCalifornia Special Education Management Information SystemCBEDSCalifornia Basic Educational Data System CDECalifornia Department of EducationCELDTCalifornia English Language Development TestCMACalifornia Modified AssessmentCMMComplaints Management and Mediation UnitCOECounty Offices of EducationCoPCommunity of PracticeCSCSCalifornia School Climate SurveyCSTCalifornia Standards TestDANSData analysis SystemDDSDepartment of Developmental ServicesDEU.S. Department of EducationDRDesired ResultsDRDPDesired Results Developmental ProfileDRDP-RDesired Results Developmental Profile RevisedEDDEmployment Development DepartmentEDENEducation Data Exchange NetworkELAEnglish Language ArtsELLEnglish Language Learners ESEAElementary and Secondary Education ActFAPEFree Appropriate Public EducationFECFamily Empowerment CentersFFYFederal Fiscal YearFMTAFocused Monitoring and Technical AssistanceFRCFamily Resource CentersGEGeneral EducationHQTHighly Qualified TeacherICCInteragency Coordinating CouncilIDEAIndividuals with Disabilities Education ActIEPIndividualized Education ProgramIFSPIndividualized Family Service PlanISESImproving Special Education ServicesKPIKey Performance IndicatorsLEALocal Educational AgencyLRELeast Restrictive Environment NASDSENational Association of State Directors of Special EducationNCCREStNational Center for Culturally Responsive Educational SystemsNIMACNational Instructional Materials Accessibility CenterNIMASNational Instructional Materials Accessibility StandardOAHOffice of Administrative HearingOSEPOffice of Special Education ProgramsPIProgram ImprovementPTIParent Training and Information CentersQAPQuality Assurance ProcessRtIResponse to InterventionSBEState Board of EducationSEACOSpecial Education Administrators of County OfficesSEDSpecial Education DivisionSEDRSSpecial Education Desired Results SystemSELPASpecial Education Local Plan AreaSESRSpecial Education Self-reviewSIGState Improvement GrantSILCCalifornia State Independent Living CouncilSPPState Performance PlanSSPIState Superintendent of Public InstructionSTARStandardized Testing and ReportingVRVerification ReviewsWRRCWestern Regional Resource Center NameDescriptionWestatWestat is a trademark name and an employee-owned corporation providing research services to agencies of the U.S. Government, as well as businesses, foundations, and state and local governments. 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