ࡱ> /DF !"#$%&'()*+,-./0123456789:;<=>?@ABC` bjbjss Gj} r LDr CNLFjXT,$Khz̠ -T|--̠ t &555-  5-55  p ^ $B !/*0p<C -3-x$$n- % V.5" ̠̠]5^C----r =6ISfFr 6Ifr r r   Wyoming State Performance Plan For Special Education FFY 2005-2010 Special Programs Unit 320 West Main Street Riverton, WY 82501  HYPERLINK "http://www.k12.wy.us" www.k12.wy.us December 2, 2005 Wyoming Department of Education Dr. Jim McBride, Superintendent of Public Instruction Wyoming State Performance Plan for Special Education FFY 2005-2010 Submitted to the Office of Special Education Programs U.S. Department of Education December 2, 2005 Special Programs Unit 320 West Main Street Riverton, WY 82501  HYPERLINK "http://www.k12.wy.us" www.k12.wy.us TABLE OF CONTENTS Pages Introduction 1 Acronym List 8 Indicator 1: High School Graduation Rate 9 Indicator 2: High School Dropout Rate 14 Indicator 3: Statewide Assessment 17 Indicator 4: Suspension/Expulsion 24 Indicator 5: Placement of Students, Ages 6-21 29 Indicator 6: Placement of Preschool Children, Ages 3-5 32 Indicator 7: Performance, Ages 3-5 35 Indicator 8: Parental Involvement 38 Indicator 9: Disproportionality, Overall Identification 41 Indicator 10: Disproportionality, Specific Disability 43 Indicator 11: Timely Evaluations 45 Indicator 12: Transition from Part C to Part B 48 Indicator 13: Transition, Ages 16+ 51 Indicator 14: Transition, Post School Outcomes 54 Indicator 15: General Supervision 56 Indicator 16: Formal Complaints 64 Indicator 17: Due Process 68 Indicator 18: Resolution Sessions 72 Indicator 19: Mediations 74 Indicator 20: Timely and Accurate Data 77 Attachments Introduction The Individuals with Disabilities Education act (IDEA) of 2004 established a requirement that all states develop and submit to the U.S. Department of Education, Office of Special Education Programs (OSEP) a performance plan designed to move the state from its current level of compliance with the statutory and regulatory requirements of the law and to improve the educational and functional outcomes for children with disabilities. The state plan must encompass baseline data (where available), projected targets, and activities to achieve those targets for twenty indicators that are included in this plan. The state is required to submit an annual performance report (APR) in the years following the submission of this six-year state performance plan in order to inform OSEP and our stakeholders in Wyoming on the progress toward meeting those targets. This document fulfills the first step of that process - the State Performance Plan for Special Education in Wyoming. Overview of the State Performance Plan Development Wyomings Broad Stakeholder Input The Wyoming Department of Education (WDE) gathered and analyzed three-year trend data for the development of the State Performance Plan first using internal teams comprised of staff from the Special Programs Unit. The broad stakeholder involvement began with the dissemination of the indicators and trend data to the following groups: Local special education directors, staff and parents; the Wyoming Advisory Panel for Students with Disabilities; the Wyoming Transition Council; members of the Wyoming Chapter of the Council for Exceptional Children (CEC), including special education teachers and related service providers from across the State of Wyoming. The first group of stakeholders, including members of the Wyoming Association of Special Education Administrators (WASEA), met with staff from WDE in May, 2005, to review the requirements of the State Performance Plan as included in IDEA 2004. Each of the twenty indicators was reviewed with this group of local special education directors and input was received and noted. The WDE Special Programs Unit met with the local special education directors again during the WASEA fall meeting in September to review the SPP indicators including baseline data in order to obtain input for targets and improvement activities. The State Advisory Panel reviewed the plans indicators along with the initial data provided by the Special Programs Unit once in the spring and again in September in an intensive two-day meeting facilitated by Mountain Plains Regional Resource Center. This group carefully considered the baseline data, three-year trend data, and provided invaluable input for the targets and improvement activities for all twenty indicators. The same information was shared by the WDE Special Programs Unit during the fall meeting of the Wyoming Chapter of CEC meeting which included over 200 special education teachers, related service providers, general education teachers, district administrators, Protection and Advocacy, and parent advocates. Many questions were entertained and feedback provided by the group. The Wyoming Transition Council which includes members from local districts, Division of Vocational Rehabilitation (DVR), Community College and University staff, Residential Treatment and Juvenile Detention Centers, gave input at their fall meeting particularly to indicators thirteen (13) and fourteen (14) around transition and post school outcomes. Indicators thirteen (13) and fourteen (14) were also reviewed with the Wyoming Vocational Rehabilitation Council for their feedback concerning transition for students with disabilities. The advisory group, WyPAT, that includes stakeholders that provide direction for the Wyoming State Improvement Grant activities also gave input to WDE concerning the targets and improvement activities for all of the indicators included in the State Performance Plan. The Intermediate Education Unit and lead agency for Part B 619 Services in Wyoming is the Developmental Disabilities Division (DDD) which is housed within the Wyoming Department of Health. The Early Intervention and Education Program under the direction of the Developmental Disabilities Division (DDD) is responsible for providing special education and related services to preschool children ages three through five in regional centers across the State of Wyoming. The DDD worked with additional stakeholders specifically around indicators six through eight, twelve and the indicators pertinent to monitoring and accountability. Those stakeholder groups included the State Early Intervention Council (EIC) and directors and families members from each of the fourteen regional Child Development Centers (CDC). The EIC membership includes parents who have young children with special needs, directors from the CDCs, service providers from the CDCs, state legislators, staff from higher education, Parent Information Center (Wyomings PTI) consultants, representatives from both the Wyoming Departments of Education and Health, preschool providers, and other key community representatives. The DDD also worked with NECTAC and ECO staff to provide technical assistance and training to their Early Intervention Council around the SPP. Directors, staff and parents from the CDCs were also included as critical stakeholders in the development of measurable and rigorous targets and improvement activities for the indicators specific to preschool children with disabilities throughout the development of Wyomings State Performance Plan. After developing a draft of the State Performance Plan, The WDE assembled a work group to provide input on the indicators and targets. This group was comprised of stakeholders from WASEA (Wyoming Association of Special Education Administrators), the State Advisory Panel, the Wyoming Federation of Families for Childrens Mental Health (UPLIFT), staff from the DDD and the Early Intervention Council, staff from the Data/Technology Unit for the WDE, and the Assistant Attorney General for the State of Wyoming. This meeting was hosted by the WDE staff via our Wyoming Education Network video conferencing system, which allowed for a face-to-face discussion of targets, improvement activities and timelines. Through this kind of stakeholder involvement, WDE was able to set rigorous and measurable targets for each performance indicator. WDE used statistically sound practices in determining targets for each indicator carefully accounting for our very small population. Wyoming is categorized as a frontier state with an exceptionally low population density. The total population for the state as of the last official census is just under 500,000. Total public school enrollment for the 2004-2005 school year was 84,164 students, with a corresponding special education Child Count of approximately 12,000 students. Our largest school district has an enrollment of 12,884 students and the smallest district has an enrollment of 93 students. Fifty percent of Wyomings districts are eligible under the Small, Rural School Achievement Program (SRSA). Wyomings population would be considered only marginally diverse. Three or our smallest school districts are on the Wind River Reservation and have school populations that are 98% Native American, 99% qualifying for free and reduced lunch. WDE will carefully consider each districts demographics when annually determining significant discrepancies in their data for children with disabilities. The initial draft of the State Performance Plan was placed on the WDE website in order to elicit further stakeholder input. All stakeholder input was used to revise the draft and ultimately create the final document for submission to the U.S. Department of Education, Office of Special Education Programs for approval, December 2, 2005. Within 120 days, Wyoming will receive final approval of the State Performance Plan which will drive special education program accountability in the state for the subsequent six years. Wyoming State Performance Plan Dissemination to the Public Following the submission of the Wyoming State Performance Plan to the U.S. Department of Education, Office of Special Education Programs, the WDE Special Programs Unit will post the final version of the SPP on the WDE website and will alert constituency groups via existing list serves of that posting. Hard copies of the SPP will also be provided to the LEAs and the DDD along with any individuals making a request for a copy. Hard copies will also be made available for public review at the Wyoming Department of Education, Special Programs Unit offices in Riverton and Cheyenne. Public notice about the availability of the Wyoming SPP will be made in a press release to major Wyoming newspapers, radio and television stations through the reporting process at the Wyoming Department of Education. These same constituents will be apprised of any changes that become necessary to the SPP pending OSEPs final approval. The SPP will be found on the Special Programs webpage at  HYPERLINK "http://www.k12.wy.us/sp.asp" www.k12.wy.us/sp.asp . In addition, the SPP will be sent to each county library to enhance accessibility to the general public. WDE will work with the Parent Information Center to facilitate getting pertinent information out to parents of students with disabilities across the state. Parents of students with disabilities will also be contacted via the University of Wyomings WIND (Wyoming Institute for Disabilities) with information about how to access the SPP either electronically or in hard copy; including parents whose children attend the Child Development Centers. Copies of the SPP document will also be shared with collaborative teams and parents during monitoring visits by the WDE Special Programs Unit. Annual Report to the Public Regarding the Measurable and Rigorous Targets In accordance with 20 U.S.C. 1416(b)(C)(ii) the WDE will report annually to the public on the performance of each local educational agency and intermediate education unit on the targets in the State Performance Plan. The WDE Special Programs Unit will report annually using the Annual Performance Report and individual LEA/IEU reports as a vehicle to determine progress toward the targets established by the stakeholders for the SPP. The Special Programs Unit will collaborate with the Data/Technology Unit to develop the mechanisms needed to accomplish this reporting task. A member of the Special Programs Unit sits on the advisory committee for the State Data Advisory Group. The annual reports will be reviewed by the WDE and the DDD as part of the Focused Monitoring process to determine the need for technical assistance and professional development to better meet the identified needs and academic outcomes of children with disabilities. Continuous Improvement Monitoring Process The Wyoming Department of Educations Special Programs Unit currently conducts compliance monitoring of its 48 local school districts on a five-year rotating cycle. In addition, an audit of the IEU will be completed annually which will include monitoring visits to their 619 sub-contractors (CDCs). The previous cycle began during the 1999-2000 school year and ended in the spring of the 2004-2005. The new monitoring cycle which begins during the 2005-2006 school year will not change significantly from the previous cycle but will undergo a comprehensive evaluation by an external contractor. With the results of that evaluation, the system will be modified and data will be reviewed to include an annual focused monitoring component around the indicators included in the SPP. Wyoming LEAs and IEU provide several IDEA compliance assurances in their applications for VI-B (611 and 619) funds. If there are potential compliance issues reported by parents or others, the WDE consultants follow up with the school district. WDEs Fiscal Auditing department completes financial audits of LEAs federal funds every year. The IEU completes similar auditing procedures for each CDC. The audit includes an examination of the accuracy of information submitted by each LEA/IEU for the use of their special education funds both state and federal. The current monitoring process is a comprehensive program review that looks at all of the components of IDEA procedural requirements of general supervision included in 34 CFR 300.600. The process ensures that the requirements of Part B are carried out and that each educational program for children with disabilities administered within the State, including each program administered by any other State or local agency, is under the general supervision of the WDE Special Programs Unit and meets the standards of the WDE. Under the definition of local education agency are included the 48 local school districts and the Developmental Disabilities Division of the Wyoming Department of Health, which is considered an intermediate education unit according to 34 CFR 300.10. Although the 48 districts are monitored on a five-year rotating cycle, the DDD is monitored each year to ensure that its monitoring process guarantees a free appropriate public education (FAPE) in the least restrictive environment (LRE) for children with disabilities ages three through five (Part B 619) in each of their fourteen (14) regional Child Development Centers. The WDE Special Programs Unit maintains an effective general supervision system to ensure compliance with the IDEA 2004 to make certain that children with disabilities are ensured a free appropriate public education (FAPE) in the least restrictive environment (LRE). The process begins with an in-depth review of a districts special education data by the WDE Special Programs Units staff. This data includes child count numbers, exit and placement data, discipline data, personnel information, dispute resolution issues and expenditure reports for 619/611 federal special funds and state special education funds report. The process also includes a self-assessment completed by the districts collaborative special education team. This self-assessment serves the purpose of facilitating continuous program improvement for students with disabilities as identified by the district and verified by the WDEs on-sight visit. The on-sight verification visit in each district also includes a review of the records and files (IEPs) across a representative sample of children with disabilities, school visitation to ensure that IEP (Individual Education Plan) services are being provided, and a focus group meeting with parents of children with disabilities for the purpose of assessing the level of parent involvement and participation in the IEP process. Any findings of non-compliance by the WDE require that the LEA or IEU develop a Quality Improvement Plan addressing each area, the plan for correcting the non-compliance, and the time line of activities ensuring that the non-compliance is corrected within a year. The Quality Improvement Plans must be received by the WDE within 30 days of the LEAs/IEUs receipt of the monitoring report. The LEAs special education collaborative teams are created to involve a wide variety of stakeholders in the monitoring process. Each LEAs special education collaborative team is made up of administrative staff, special educators, regular educators, parents of children with disabilities, and community stakeholders (usually involved with transition activities). This collaborative team works to complete the districts self-assessment which includes a thorough analysis of special education data, staff surveys, completion of grant application activities and fiscal reports. The DDD uses a similar collaborative team approach as it monitors the CDCs. In alignment with the Office of Special Education Programs (OSEP) continuous improvement monitoring process, the following areas are reviewed for each districts special education program: General Supervision, Free Appropriate Public Education in the Least Restrictive Environment, Parent Involvement, and Secondary Transition. For more information about WDEs Continuous Improvement Monitoring Process, go to  HYPERLINK "http://www.k12.wy.us/sp.asp" www.k12.wy.us/sp.asp. General Supervision of the Preschool Special Education Programs in Wyoming In Wyomings APR letter, OSEP asked for clarification regarding how WDE maintains general supervisory responsibility over the preschool special education programs operated by the DDD and the results of on-site monitoring visits WDE conducts to follow-up on alleged irregularities identified in narratives provided by the DDD. The WDE receives federal preschool grants under section 619 of Part B and Federal special Education 611 of Part B, to serve preschool children three (3) through five (5) who have a mental, physical or psychological disability which impairs learning, subject to rules and regulations of the state superintendent. According to Wyoming statute (W.S. 21-2-705), this funding is disseminated from the WDE to the Wyoming Department of Health, Developmental Disabilities Division (DDD). A liaison from the WDE acts as the 619 Coordinator from the Department of Education. The Coordinator attends a predetermined number of DDD monitoring visits to regional child development centers conducted on a yearly basis. During these visits the WDE liaison observes all aspects of the monitoring completed by the DDD and will follow up with a summary of the observation to the DDD. The WDE receives monitoring reports from the DDD and will begin receiving reports of findings as well as corrective action plans and timelines. The WDE provides supervision and oversight to the DDD through the following activities: Promulgate rules and regulations necessary to carry out the purpose of IDEA, Part B; Monitor the DDD in carrying out its duties as an intermediate education unit (IEU); Monitor and evaluate the DDDs monitoring of the preschools and keep a copy of the monitoring review, findings and corrective action plans and timelines on file; Request and collect all necessary data for state or federal reports; Ensure that the DDD, directly or with another appropriate entity such as a Regional Child Developmental Center, screen and identify all children from birth through five (5) suspected of having a disability; Ensure that the DDD provides necessary data and/or assistance to the developmental preschool centers concerning children in need of individual assessments to determine eligibility for special education and related services; Ensure that the DDD provides public awareness and a referral system to developmental preschool centers related to child find; Provides technical assistance to staff members of DDD as requested; Allocate federal dollars to the DDD in accordance with state statute (W.S. 21-2-705 or current applicable statute); Review and ensure appropriate use of federal VI-B 611 and 619 dollars; Direct formal complaints regarding special education services to the State Superintendent of Public Instruction. Information on complaints will be shared between the WDE and the DDD so issues may be addressed collaboratively within required timelines; Respond to requests for due process and mediation in accordance with WDE Chapter 7, Rules Governing Children with Disabilities. The DDD, in its role as an Intermediate Education Unit is responsible for the following: Assure compliance with IDEA and WDE Chapter 7 Rules Governing Children with Disabilities; Ensure that all Wyoming children ages three(3) through five(5) with disabilities, receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE); Ensure that preschool children with disabilities and their parents are provided all the rights and procedural safeguards under Part B of IDEA; Report the following annually to WDE: All pupil data as required through Special Education Electronic Data System (SEEDS) by December 15 and July 31 All pupil data as required through Special Education Electronic Data System (SEEDS) by December 15 and July 31 of each year; The uses of funds and the allocation of such funds through annual financial report format provided by WDE; The certification status and assignment of personnel providing services in each preschool site; and Other information that WDE may request to fulfill Annual Performance Report (APR) and other data requirements of state or federal law (618) or for WDE program accountability needs in a timely manner; Develop and make available to all interested persons in the state, material to assist with the identification, evaluation and location of children with disabilities age birth through five (5) in coordination with Part C and Part B 619; Conduct Child Find statewide including a public awareness effort for children, birth through five(5) years of age, with the federal funding monies provided through WDE and the Part C grant, 20 U.S.C. 1431-1445; Follow Child Find activities, and assure that the regional child developmental centers: a. Transfer to districts the data required for Child Find tracking; and b. Provide for individual assessments that include evaluation(s) in all areas related to the suspected disability as required by WDE Rules and Regulations, to all children birth through five(5) years of age referred by school districts subsequent to the districts preliminary screening; Submit IDEA Part B applications that comply with the requirements of the IDEA; Request, through WDE, any technical assistance needed to comply with IDEA rules and WDE chapter 7 rules; Inform the parent of a preschool child, ages three (3) through five (5) with disabilities, or the parent of a preschool child who is suspected of being disabled, of his/her procedural rights to request a due process hearing if the parent disagrees with any action taken by DDD or the regional child developmental centers (the dispute process guidelines are facilitated through the WDE in accordance with IDEA regulations and the WDE Rules Governing Services for Children With Disabilities); Collaborate with WDE on updates to the WDE directory listing of all Regional Child Developmental Centers including attendance sites and school district within which each site is located; Provide the WDE with copies of monitoring reports, findings and results of corrective action, and independent audits from programs that provide services to preschool children with disabilities. A more detailed accounting of the Part B preschool monitoring system is attached as an addendum to the SPP. Provision of Technical Assistance, IDEA Reauthorization & Guidance Documents The WDE is developing guidance documents to assist districts in implementing IDEA 2004 as it promulgates new state special education rules; revising Chapter 7 Rules Governing Services for Children with Disabilities. In most cases, these documents will have a focus on improved academic outcomes for children with disabilities. Several regional trainings will be held to help districts and the DDD come into compliance with IDEA 2004. Model forms will be developed as a guide for districts use in ensuring that their IEPs are in compliance with IDEA 2004. Data Sources The WDE is implementing the Wyoming Integrated Statewide Education Data System (WISE), a system that will connect the several different software systems and/or databases within local school districts. When WISE is in place, local schools will only have to enter data once and it will flow to all the other applications that require it. WISE will be used to assist districts in meeting requirements for the collection, formatting and reporting school and district data as needed by the Wyoming Department of Educations (WDE) mandated reports. The biggest benefit, however, will be the ability to share educational data statewide, district to district, district to school and school to school. By utilizing WISE, the burden on the districts and schools associated with data collection and management will be significantly reduced. WISE is focused on establishing a system for sharing and reporting data that is stored at the local districts on their internal software packages. The planned WISE system will change how the State collects data from districts and schools. Using the national data standards with Schools Interoperability Framework (SIF) will ensure compatibility, consistency and comparability of the data statewide without mandating specific software applications for districts and schools. SIF will permit the districts and schools to select the best of breed software packages to support their data requirements. WISE will be able to access the data from these various systems for government reporting to the Wyoming Department of Education and to Federal agencies much more efficiently through a concept known as vertical reporting. The vertical reporting portion of the WISE project addresses several areas of interest of the National Forum on Education Statistics and National Center for Education Statistics (NCES). It coordinates the data flow through electronic transfer; it reduces the burden on the data providers and improves both the quality and timeliness of the reporting mechanism. Disparate and proprietary data sources can co-exist and share information. This sharing of data will offload the burden from district and school staff for re-entry of data into separate software systems onto the vendors and their software applications. Since the data is initially captured close to the source where the quality is the highest, there is a reduced need for edit reviews and data quality checking making the data attainable sooner. More detailed data is available for analysis. WISE will be instrumental in saving the districts numerous hours that have been required for district, school, state and federal reporting. A Wyoming Integrated Statewide Education Data System with timely and accurate data about each student will improve the quality of education for every student in Wyoming. SEA Resources WDE utilizes research proven resources available from a variety of sources. The Mountain Plains Regional Resource Center provides valuable on-going services and technical assistance to the Special Programs Unit and to LEA staff across Wyoming. Throughout the last year WDE has received direct technical assistance from these OSEP funded centers: Access Center; National Dropout Prevention Center for Students with Disabilities; Early Childhood Outcomes Center (ECO); National Center for Culturally Responsive Educational Systems (NCCRESt); Westats Technical Assistance in Data Collection, Analysis, and Report Preparation; National Early Childhood Technical Assistance Center (NECTAC); National Post-School Outcomes Center; National Center on Secondary Education and Transition (NCSET); Center for Improving Teacher Quality (CTQ); and Center on Positive Behavioral Interventions and Supports (PBIS) through the University of Oregon and MPRRC. WDE has used tools and information provided by National Center for Special Education Accountability Monitoring (NCSEAM), National Center on Educational Outcomes (NCEO), Consortium for Appropriate Dispute Resolution in Special Education (CADRE), and National Association of State Director of Special Education (NASDSE). WDE consultants will also participate in the National Research Center on Learning Disabilities (NRCLD) conference to be held in the spring of 2006. Summary This overview is intended to provide the reader with knowledge about the Wyoming State Department of Educations process for accountability and monitoring that are the backbone of ensuring compliance with IDEA 2004. The ultimate goal is that of improved outcomes for over 12,000 children with disabilities ages three (3) through twenty-one (21) across the State of Wyoming. The State Performance Plan with 20 separate indicators, baseline data, six-year targets and improvement activities follow. Each indicator has been written with broad stakeholder input in order to provide the long-term goals for special education in Wyoming; provide updates to the Annual Performance Report (APR) prepared in March 2005; and provide a plan for collecting data for new indicators to be reported in the APR of February 2007. Measurable and rigorous targets and improvement activities have been identified for indicators with baseline data. Staffs from the WDE Special Programs Unit and from the DDD extend their heartfelt gratitude to our stakeholders for the invaluable input we have received over the last several months. Acronym List for the State Performance Plan AcronymDefinitionADAAmericans with Disabilities Act of 1990APRAnnual Performance ReportAYPAdequate Yearly ProgressCADREConsortium for Appropriate Dispute Resolution in Special EducationCCSSOCouncil of Chief State School OfficersCDCChild Development CenterECOEarly Childhood OutcomesEDENEducation Data Exchange NetworkEICEarly Intervention CouncilFAPEFree Appropriate Public EducationFFYFederal Fiscal YearIDEAIndividuals with Disabilities Education ActIEPIndividual Education PlanIFSPIndividual Family Service PlanLEALocal Education AgencyLRELeast Restrictive EnvironmentMPRRCMountain Plains Regional Resource CenterNCLBNo Child Left Behind ActNECTACNational Early Childhood Technical Assistance CenterOSEPOffice of Special Education ProgramsP & AProtection and AdvocacyPAWSProficiency Assessment of Wyoming StudentsPAWS ALTProficiency Assessment of Wyoming Students Alternate AssessmentPBISPositive Behavioral Interventions and SupportsPICParent Information CenterPTIParent Training and Information CentersMOUMemorandum of UnderstandingnGroup Size (number)NASDSENational Association State Directors of Special EducationNCSEAMNational Center for Special Education Accountability MonitoringNECTACNational Early Childhood Technical Assistance CenterNPSONational Post School OutcomesRTIResponse to InterventionSEAState Education AgencySWDStudents With DisabilitiesTATechnical AssistanceUSDEUnited States Department of EducationWASEAWyoming Association of Special Education AdministratorsWDEWyoming Department of EducationWDHWyoming Department of HealthWedGATEWyoming Education GatewayWISEWyoming Integrated Statewide Education Data SystemWyCASWyoming Comprehensive Assessment SystemWyCAS AltWyoming Comprehensive Assessment System Alternate AssessmentWYPATWyoming Partnership Advisory TeamWYSIGWyoming State Improvement Grant Part B State Performance Plan (SPP) for 2005-2010 (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREIndicator #1: Percent of youth with IEPs graduating from high school with a regular diploma compared to percent of all youth in the State graduating with a regular diploma. (20 U.S.C. 1416 (a)(3)(A)) If 618 data no sampling Measurement: Measurement for youth with IEPs should be the same measurement as for all youth. Explain calculation.Overview of Issue/Description of System or Process: The Wyoming graduation rate is based on a pseudo-cohort assuming the 2004-2005 graduates were 9th graders in 2001-2002. The exiters for the cohort that graduated in 2004-2005 is: Graduates (2004-2005) Graduates + Other Completers + 12th grade Dropouts + 11th grade Dropouts + 10th grade Dropouts + 9th grade Dropouts (2004-2005) (2004-2005) (2004-2005) (2003-2004) (2002-2003) (2001-2002) The formula the WDE uses to calculate the graduation rates is an exiter rate. The denominator is the total of all exiters from a school over a four year period for a grade cohort. The exiters are the 9th grade drop outs 3 years ago, the 10th grade drop outs 2 years ago, 11th grade drop outs last year, and this years 12th grade drop outs, completers and alternate high school completers. Completers include all students receiving a regular high school diploma; alternate high school completers include students completing a public secondary education program without receiving a standard diploma (e.g. certificate of completion). The numerator is the count of the current years regular diploma recipients. The rate gives What percent of students exiting education do so with a regular diploma? Wyoming adopted a rule regarding graduation rates that is specific to students with disabilities. Per USED guidance, students with disabilities who receive a regular diploma within the period specified by that students IEP team are considered to have received a regular diploma within the standard number of years, and are included in the graduation rate for that year. Students who transfer out are not currently included in the graduation rate calculation. Wyoming has developed a system that will improve tracking of individual students and will assist the state to verify LEA reports and more accurately track transfers. This is the WISE system discussed in length during the SPP overview. The requirements for earning a high school diploma from any high school within any school district in the State of Wyoming include: The successful completion (4) years of English; (3) years of mathematics; (3) years of science; (3) years of social studies Satisfactorily passing an examination of the principles of the constitution of the United States and the state of Wyoming Evidence of proficient performance, at a minimum, on the uniform student content and performance standards for the common core of knowledge and skills. Upon the completion of these requirements a student will receive a regular diploma with (1) one of the following endorsements stated on the transcript of the student: Advanced endorsement; Comprehensive endorsement; or general endorsement. Beginning with students graduating in 2006 and thereafter, each student shall demonstrate proficient performance on five out of the nine content and performance standards for language arts, mathematics, science, social studies, health, physical education, foreign language, career/vocational education and fine and performing arts. Baseline Data for FFY 2004 (2004-2005): School YearOverall Graduation Rates * Number of Overall Graduates *Graduation Rates for Students with Disabilities Number of Graduating Students with Disabilities1998-199976.76,34839.393341999-200077.26,46942.643882000-200176.06,06349.454462001-200277.06,10646.074342002-200377.25,84345.724272003-200479.35,83048.474902004-2005**N/AN/A48.13438* Overall graduation data includes both students without and with disabilities from the cohorts for each of the past four years. ** 2004-2005 Overall graduation rates and numbers are not available because the data has not yet been verified. Data for students with disabilities is a separate collection and it was available and verified. Discussion of Baseline Data: The WDE database does not currently include the n for students without disabilities because the rate is determined based on a cohort that does not differentiate subgroups. Data for students with disabilities is a specific data collection. Therefore, the WDE is able to determine graduation numbers and data for the subgroup. Over the past seven years, the graduation rate for students with disabilities varied from a low of 39.39% to a high of 49.45%. Since 1999, the graduation rate for students with disabilities has improved, slightly narrowing the gap between students overall and students with disabilities. The State Advisory Panel for Students with Disabilities expressed concern about the new graduation requirements that were mandated by the Wyoming legislature to go into effect the 2005-2006 school year. This will require students to be proficient in five of the nine standards to receive a regular diploma. The WDE expects the graduation rates to show a slight decrease over the next few years due to this new requirement. The WDE and stakeholder group set the six-year targets based on the last six years of trend data and took into consideration the graduation requirements that go into effect 2005-2006. FFYMeasurable and Rigorous Target2005 (2005-2006)48.02006 (2006-2007)48.52007 (2007-2008)49.02008 (2008-2009)49.52009 (2009-2010)50.02010 (2010-2011)50.5 Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Recruit and retain highly qualified special education staff to work with diverse student populationsXXXXXXWDE Special Programs Unit National Personnel Center Projects Wyoming Diversity Task Force University of Wyoming Provide professional development opportunities designed to enhance skills of personnel working with diverse student populationsXXXXXXWDE Special Programs Unit Wyoming Diversity Task Force Sopris West Educational Services National Personnel Center ProjectsImplement Positive Behavioral Intervention and Supports (PBIS) in ten education agencies across the stateXXXXXXWDE Special Programs Unit MPRRC LEAs University of Oregon- Center for PBIS PBIS State Leadership TeamIdentify and provide other targeted assistance in line with identified needs of districts around meeting AYPXXXXXWDE Special Education and School Improvement UnitsCoordinate with the Wyoming Transition Council to identify systemic graduation and dropout issues for students with disabilities including a focus on effective transition plansXXXXXWDE Special Programs Unit Wyoming Transition Council Apply for the next cycle of State Personnel Development Grants (SPDG), focused on implementing a statewide PBIS initiativeXXXXXWDE Special Programs Unit Analyze the graduation rates after the implementation of the new graduation standardsXXXXXWDE Data and Special Education Units Wyoming Transition Council State Advisory PanelExplore alternative avenues for students to meet high school graduation requirementsXXXXWDE Special Education and Administration Units WASEA State Advisory Panel Wyoming Transition Council Evaluation initial PBIS initiative and review the state plan and modify procedures for statewide implementation if necessaryXXXXWDE Special Programs Unit MPRRC University of Oregon- Center for PBIS PBIS State Leadership TeamDevelop procedures and implement PBIS statewideXXXWDE Special Programs Unit MPRRC University of Oregon- Center for PBIS PBIS State Leadership Team (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREIndicator #2: Percent of youth with IEPs dropping out of high school compared to the percent of all youth in the State dropping out of high school. (20 U.S.C. 1416 (a)(3)(A)) Measurement: Measurement for youth with IEPs should be the same measurement as for all youth. Explain calculation.Overview of Issue/Description of System or Process: Wyomings annual dropout rate is calculated by taking one year's dropout counts from grades 9-12, divided by an average enrollment using October 1 enrollments and completer figures. The denominator is half the sum of the following: student count for grades 9-12 of the previous school year, the student count for grades 10-12 of the current year, completers for the current year and dropouts for the current year. The assumption of the denominator is that the sum of each of the four elements captures each student in a two-year period twice. Therefore, dividing by two ensures there are no duplicate counts. The numerator is the number of dropouts for the current year. The current dropout/graduation formulas exclude students that have been verified as transferring out of the district. The formulas include students that transfer into the district and complete or dropout as indicated in the formula. The dropout formula is: 2004-2005 Dropouts Grades 9-12( [9-12enrollmentOct1,2004] + [10-12enrollmentOct1,2005] + [Completers2004-2005] + [9-12Dropouts2004-2005] ) / 2  The formula the WDE uses to calculate the graduation rates is an exiter rate. The denominator is the total of all exiters from a school over a four year period for a grade cohort. The exiters are the 9th grade drop outs 3 years ago, the 10th grade drop outs 2 years ago, 11th grade drop outs last year, and this years 12th grade drop outs, completers and alternate high school completers. Completers include all students receiving a regular high school diploma; alternate high school completers include students completing a public secondary education program without receiving a standard diploma (e.g. certificate of completion). The numerator is the count of the current years regular diploma recipients. The rate gives What percent of students exiting education do so with a regular diploma? Wyoming adopted a rule regarding graduation rates that is specific to students with disabilities. Per USED guidance, students with disabilities who receive a regular diploma within the period specified by that students IEP team are considered to have received a regular diploma within the standard number of years, and are included in the graduation rate for that year. Students who transfer out are not currently included in the graduation rate calculation. Wyoming has developed a system that will improve tracking of individual students and will assist the state to verify LEA reports and more accurately track transfers. This is the WISE system discussed in length during the SPP overview. Baseline Data for FFY 2005 (2004-2005): Comparison of Dropout Rates School YearOverall Dropout Rates Overall Number of DropoutsDropout Rates for Students with DisabilitiesNumber of Dropouts for Students with Disabilities1999-20005.691,71713.62,1792000-20016.271,85415.92,2442001-20025.871,63316.72,2372002-20034.621,27414.52,2792003-20044.491,21614.22,2772004-2005N/AN/AN/AN/ADiscussion of Baseline Data: Trend data indicates the dropout rate for students with disabilities is about three times that of students without disabilities. Both areas have shown decreases in the last three years and there is slight closure of the gap between the two. The state plans to continue closing the gap. The state is concerned that if the graduation rate drops the next two years, the dropout rate may increase or show little improvement. The dropout rate for students with disabilities is significantly higher than the rate for students without disabilities. Wyoming counts students that leave school to enroll in a GED program as dropouts. The WDE and stakeholder group set the six-year targets based on the last six years of trend data and took into consideration the graduation requirements that go into effect 2005-2006. FFYMeasurable and Rigorous Target2005 (2005-2006)14.0%2006 (2006-2007)13.8% 2007 (2007-2008)13.6%2008 (2008-2009)13.4%2009 (2009-2010)13.2%2010 (2010-2011)13.00%Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Assist the WDE in addressing systemic graduation and dropout issues for students with disabilitiesXXXXXXWyoming Transition Council State Advisory Panel WDE Special Education and Assessment and Accountability UnitsSupport and disseminate information regarding the development/implementation of system changes (e.g. vocational opportunities, PBIS, RtI, Children and Families Initiative) and analyze results to determine effectiveness in reducing dropout ratesXXXXXXPBIS/RtI State Leadership Teams WDE Special Programs Unit Wyoming Transition Council Wyoming Children and Families Initiative MPRRC Institutions of Higher Education WDE will continue contact with the National Dropout Prevention Center for Students with Disabilities and the Community of Practice (CoP) for guidance and supportXXXXXWDE Special Programs Unit WASEA State Advisory PanelCollaborate with LEAs not meeting AYP and the Assessment and Accountability Units to ensure that Targeted Intervention Plans for dropout/graduation addresses unique needs of students with disabilitiesXXXXXWDE Special Education and Assessment and Accountability Units Wyoming Transition Council Explore alternative avenues for students to meet high school graduation requirementsXXXXXWDE Special Education and Administration Units WASEA State Advisory Panel Wyoming Transition Council (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREIndicator #3: Participation and performance of children with disabilities on statewide assessments: A. Percent of districts meeting the States AYP objectives for progress for disability subgroup. Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards. C. Proficiency rate for children with IEPs against grade level standards and alternate achievement standards. (20 U.S.C. 1416 (a)(3)(A)) Sampling is not allowed. For A use LEAs over NCLB n size Measurement: A. Percent = # of districts meeting the States AYP objectives for progress for the disability subgroup (children with IEPs) divided by the total # of districts in the State times 100. Participation rate = # of children with IEPs in grades assessed; # of children with IEPs in regular assessment with no accommodations (percent = b divided by a times 100); # of children with IEPs in regular assessment with accommodations (percent = c divided by a times 100); # of children with IEPs in alternate assessment against grade level standards (percent = d divided by a times 100); and # of children with IEPs in alternate assessment against alternate achievement standards (percent = e divided by a times 100). Account for any children included in a but not included in b, c, d, or e above Overall Percent = b + c + d + e divided by a. Proficiency rate = # of children with IEPs in grades assessed; # of children with IEPs in grades assessed who are proficient or above as measured by the regular assessment with no accommodations (percent = b divided by a times 100); # of children with IEPs in grades assessed who are proficient or above as measured by the regular assessment with accommodations (percent = c divided by a times 100); d. # of children with IEPs in grades assessed who are proficient or above as measured by the alternate assessment against grade level standards (percent = d divided by a times 100); and e. # of children with IEPs in grades assessed who are proficient or above as measured against alternate achievement standards (percent = e divided by a times 100). Overall Percent = b + c + d + e divided by a.  Overview of Issue/Description of System or Process: Wyomings assessment system from 2000-2004 was the Wyoming Comprehensive Assessment System (WyCAS). In compliance with federal and state regulations, all Wyoming students participated in the WyCAS in one of the following ways: regular WyCAS without accommodations, regular WyCAS with accommodations, or the WyCAS Alternate Assessment (WyCAS Alt). The WDE developed a new assessment system, in collaboration with Harcourt Brace Assessment, called the Proficiency Assessment of Wyoming Students (PAWS). The WDE will implement the assessment system during the 2005-2006 year. The instructionally supportive design of PAWS presents a palette of information focusing on individual student growth and performance. Assessments in the 2005-2006 PAWS include reading, writing and math. The WDE will add the Science assessment in 2006-2007. The design provides information for teachers to make instructional decisions regarding students throughout the school year. This allows re-teaching within specific standards focused upon concepts where students need additional opportunities for success. The PAWS includes technical adequacy, is innovative and will provide useful, timely feedback for teachers, parents and state personnel. The WDE expects this system to enhance classroom instruction and student performance. Harcourt Brace Assessment will provide assessment results to the school within one month of testing to accommodate the dialogue necessary to improve student academic outcomes. The WDE will collect assessment data via a Triand data mechanism through the Wyoming Education Gateway (WEDGATE) tool. Students with significant cognitive disabilities who are working toward the alternate achievement standards will participate in the PAWS Alternate (PAWS-Alt) Assessment beginning in the 2005-2006 school year. The PAWS-Alt Assessment Task Force successfully completed the new Wyoming expanded content standards that are aligned to regular standards/grade level benchmarks in order to meet federal guidelines as outlined in NCLB. The PAWS-Alt is aligned to the alternate achievement standards. Proficiency rates for students who took the Alternate Assessment have historically been poor, however, the WDE expects proficiency rates to improve with the introduction of the PAWS Alt. The previous Wyoming Comprehensive Assessment System (WyCAS Alt) was primarily a portfolio aligned with Wyoming Content Standards and linked with Wyomings Expanded Content Standards in the two areas of Language Arts and Math. However, with the addition of more content areas and grade levels, the WDE Special Programs Unit advocated for an alternate assessment that would provide reliable and valid data through a more diagnostically sound instrument. The WDE also sought to provide an assessment that would inform instruction, measure discrete growth and emphasize academic as well as functional life skills. The WDE brought together stakeholders representing a broad cross section of Wyoming citizens during the spring and summer of 2005. The participants developed new expanded grade-level benchmarks based on the Grade Level Alternate achievement standards including language arts, math and science. The WDE in collaboration with Harcourt is developing the new assessment that will be a teacher rating scale. Harcourt will provide staff training on the administration of the PAWS and PAWS Alt. Baseline data from the PAWS and PAWS-Alt will be collected in the spring of 2006. District Baseline Data for FFY 2004 (2004-2005): 2004-2005 AYP Results % Districts Meeting AYP * and # of Districts Meeting AYP/Districts with a subgroup n>30 by grade level**Language Arts (%)Language Arts (n) Math (%)Math (n)Grade 462.5% 5/862.5% 5/8Grade 833.3% 3/944.4% 4/9Grade 1133.3% 1/30% 0/3 *There are 48 school districts that serve grades K-8 and 46 districts that serve grades 9-11. **The denominator in this category represents the number of districts who meet the subgroup n requirement of 30 students. Not all 48 districts meet this requirement. Participation Rates on State Assessments among Students with Disabilities Indicator 3 Measurement B part:2004-05 IEP Assessment PARTICIPATIONSubjectLanguage ArtsMathGrade48114811Exempt675675Not Tested232133b #Tested Regular Assessment Without Accommodations172174119172174118c #Tested Regular Assessment With Accommodations644717438644717438d #Tested Alternate Assessment at Grade Level Standards000000e #Tested Alternate Assessment at Alternate Standards606548616548(b+c+d+e) #TOTAL Tested876956605877956604a #TOTAL Tested + Not Tested + Exempt884966612884966612b / a %Tested Regular Assessment Without Accommodations19.5%18.0%19.4%19.5%18.0%19.3%c / a %Tested Regular Assessment With Accommodations72.9%74.2%71.6%72.9%74.2%71.6%d / a %Tested Alternate Assessment at Grade Level Standards0.0%0.0%0.0%0.0%0.0%0.0%e / a %Tested Alternate Assessment at Alternate Standards6.8%6.7%7.8%6.9%6.7%7.8%(b+c+d+e) / a % Participation Rate - Overall IEP %99.1%99.0%98.9%99.2%99.0%98.7%Proficiency Rates on State Assessments among Students with Disabilities Indicator 3 Measurement C part:2004-05 Students with Disability Statewide Assessment PROFICIENCYSubjectLanguage ArtsMathGrade48114811b #Tested PROFICIENT Regular Assessment Without Accommodations441916472013c #Tested PROFICIENT Regular Assessment With Accommodations5243231012416d #Tested PROFICIENT Alternate Assessment at Grade Level Standards000000e #Tested PROFICIENT Alternate Assessment at Alternate Standards353025303322(b+c+d+e) #TOTALnTested PROFICIENT or ABOVE13192641787751a #TOTAL Tested Proficient or Non-Proficient884966612884966612(b+c+d+e) / a %TOTAL % Tested Proficient or Above14.8%9.5%10.5%20.1%8.0%8.3% Discussion of Baseline Data: Districts Meeting AYP In Wyoming there are 48 school districts that serve grades K-8 and 46 districts that serve grades 9-11. As reported in the baseline data, depending on the district and grade reported for accountability purpose the number of districts that met AYP in 2004-2005 varies from three to eight districts. In 2004-2005 eight districts serving 4th graders met the minimum n of 30 students and five of those districts met AYP in language arts and math. In 2004-2005 nine districts serving 8th graders met the minimum n of 30 students; three districts met AYP in language arts and four districts met AYP in math. In 2004-2005 three districts serving 11th graders met the minimum n of 30 students; one district met AYP in language arts and no district met AYP in math. For accountability decisions, the minimum number of students is set at 30. This minimum sample size assures that reliable and valid decisions are made about school and LEA effectiveness. Subgroup results with fewer than 30 students in the assessed grade level are not included in AYP calculations based on the performance of that particular subgroup. The members of the subgroup are included in the AYP calculations for the entire school and LEA. This definition of subgroup size of 30 is used consistently across the state for accountability purposes. Participation Rates on State Assessments among Students with Disabilities The assessment participation rate of Wyoming students with disabilities is greater than 99% in all three grades tested in 2004-2005. The WDE goal is to have 100% participation rate in statewide assessments. Circumstances beyond the educational control of the school/LEA should not unnecessarily degrade the related participation rate. Therefore, students that have not participated in the state assessment due to expulsion or medical emergencies are not used in the calculation of school or LEA participation rate. Proficiency Rates on State Assessments among Students with Disabilities Trend data for language arts proficiency rates for students with disabilities indicates a slight decrease in all three grades assessed. In 2004-2005, 15% of 4th graders, 10% of 8th graders and 11% of 11th graders scored proficient or higher on the regular assessment. Trend data for math proficiency rates for students with disabilities indicates a slight improvement in all three grades assessed. In 2004-2005, 20% of 4th graders, 8% of 8th graders and 8% of 11th graders scored proficient or higher on the regular assessment. While proficiency rates are not as high as comparison cohorts, the PAWS and PAWS Alt will provide multiple opportunities for student assessment and Wyoming expects the proficiency rates to improve. Measurable and Rigorous Targets Districts Meeting AYP FFYMeasurable and Rigorous Target2005 (2005-2006)Language Arts 4th grade 65%, 8th grade 35%, 11th grade 35% Math 4th grade 65%, 8th grade 45%, 11th grade 10%2006 (2006-2007)Language Arts 4th grade 69%, 8th grade 43%, 11th grade 43% Math 4th grade 69%, 8th grade 51%, 11th grade 20%2007 (2007-2008)Language Arts 4th grade 74%, 8th grade 50%, 11th grade 50% Math 4th grade 74%, 8th grade 57%, 11th grade 30%2008 (2008-2009)Language Arts 4th grade 78%, 8th grade 57%, 11th grade 57% Math 4th grade 78%, 8th grade 63%, 11th grade 40%2009 (2009-2010)Language Arts 4th grade 82%, 8th grade 64%, 11th grade 64% Math 4th grade 82%, 8th grade 69%, 11th grade 50%2010 (2010-2011)Language Arts 4th grade 86%, 8th grade 71%, 11th grade 71% Math 4th grade 86%, 8th grade 75%, 11th grade 60% Participation for AYP Measurable and Rigorous Targets for Participation in Reading and MathYearReading ParticipationMath Participation2005 (2005-2006)100%100%2006 (2006-2007)100%100%2007 (2007-2008)100%100%2008 (2008-2009)100%100%2009 (2009-2010)100%100%2010 (2010-2011)100%100%C. Proficiency in State Achievement Standards Proficiency Targets for Students YearLanguage Arts ProficiencyMath Proficiency4th8th11th4th8th11th2005 (2005-2006)42.0045.4257.0036.5037.7546.502006 (2006-2007)42.0045.4257.0036.5037.7546.502007 (2007-2008)42.0045.4257.0036.5037.7546.502008 (2008-2009)53.6056.3365.6049.2050.2057.202009 (2009-2010)53.6056.3365.6049.2050.2057.202010 (2010-2011)53.6056.3365.6049.2050.2057.20 Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Provide research-based strategies during statewide conferences and professional development opportunities for LEA staff to increase academic performance of students with disabilities XXXXXXWDE Special Programs Unit Teton Institute NCA School Improvement Conference WASEA Wyoming Association of School Psychologist Educators Council for Exceptional ChildrenStaff training in administering the PAWS and the PAWS-AltXWDE Special Education and Assessment and Accountability Units Harcourt BraceImplement the PAWS-Alt based on the alternate achievement standardsXXXXXWDE Special Education and Assessment and Accountability Units Harcourt Brace Wyoming Alt Assessment Task Force Technical Advisory CommitteeProvide training and information on RtI to schools who are not participating in the pilot programXWDE Special Programs Unit RtI Leadership Team Teton InstituteMonitor/Analyze growth models in other states to determine usefulness to WyomingXXXXXXCCSSO WDE Special Programs and Assessment and Accountability UnitsAnalyze PAWS and PAWS-Alt data to determine if assessment process (including accommodations and modifications) requires adjustmentXWDE Special Education and Assessment and Accountability UnitsAnalyze PAWS and PAWS-Alt data and adjust targets as neededXXXXXWDE Special Education and Assessment and Accountability Units Harcourt BraceConduct a bridging study between WyCAS Alt and PAWS AltXWyoming Special Education and Assessment Units Harcourt BraceEstablishment of a statewide procedure for agencies electing to use RtI as an identification strategy for special educationXWDE Special Programs Unit University of Wyoming Montana Office of Public Instruction University of Montana MPRRC Wyoming Pilot Elementary Schools (5) (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREIndicator #4: Rates of suspension and expulsion: A. Percent of districts identified by the State 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; and B. Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity. (20 U.S.C. 1416(a)(3)(A); 1412(a)22)) A. Must use 618 data sampling not allowed B. New Indicator Measurement: A. Percent = # of districts identified by the State as having significant discrepancies in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year divided by # of districts in the State times 100. B. Percent = # of districts identified by the State as having significant discrepancies in the rates of suspensions and expulsions for greater than 10 days in a school year of children with disabilities by race ethnicity divided by # of districts in the State times 100. Include States definition of significant discrepancy. Overview of Issue/Description of System or Process: Wyoming LEAs report very few suspensions and expulsions. The low reporting frequency and small district population make it difficult to interpret discrepancies among the rates of suspension and expulsion for children with disabilities and children without disabilities. The WDE currently collects data for this indicator annually from all 48 districts through the state-approved data collection system. This data is used to complete the OSEP Table 5, Section A, Columns 3A, 3B and 3C. In the FFY 2003-2004 APR the WDE analyzed the data and compared suspension and expulsion rates between students with and without disabilities within each district. Data from all 48 Wyoming districts revealed that only eight districts suspended or expelled a student with a disability. Each of those eight districts suspended or expelled one student; the remaining 40 districts suspended or expelled zero students with a disability. In conjunction with the annual data collection the WDE special education monitoring process verifies the LEA suspension and expulsion rates and numbers. During the monitoring process districts must provide discipline policies to guarantee that policies, procedures and practices are not discriminatory against students with disabilities. After reviewing the APR letter and receiving input from the stakeholder group the WDE reevaluated the method used to determine significant discrepancy. The WDE will move from comparing suspension and expulsion rates between students with and without disabilities within the LEA to comparing suspension and expulsion rates among state LEAs. The WDE has defined significant discrepancy as any district that suspends or expels two or more students and at a rate of 0.5% or more of its students with disabilities. To determine significant discrepancy the WDE will use the current data collection and monitoring methods. If the data indicates a district displays significant discrepancy then the WDE will examine the district. The WDE will review district data and policies to identify potential areas of concern. Upon the completion of the internal evaluation the district will complete a self-assessment of the data and provide the WDE with as explanation of the discrepancy. WDE will work with the district to establish improvement strategies. Baseline Data for FFY 2004 (2004-2005): Districts Identified as having significant discrepancy 4% of the LEAs in Wyoming had suspension rates of greater than 0.5% of their population of special education students. [n = 2/48] Suspensions / Expulsions (>10 days) of Students with Disabilities 2004-2005 by Wyoming District DistrictDistrict Enrollment of Students with DisabilitiesDistrict Count of Students with Disabilities Suspended/ExpelledDistrict Rate for Suspension/ Expulsion of Students with Disabilities183630.36%240351.24%310610.94%41,57880.51%51,61420.12%66111.64%738710.26%87011.43%964510.16%1023110.43%1115010.67% * 37 Wyoming districts reported no suspensions or expulsions for students with disabilities. Districts identified as having significant discrepancy by race/ethnicity New Indicator Baseline data will be determined for the 2007 APR. Discussion of Baseline Data: A. Districts Identified as having significant discrepancy During the 2004-2005 year, eleven school districts suspended or expelled 25 students with disabilities longer than 10 days. Two districts were identified as having significant discrepancy in suspension/expulsion of students with disabilities. (District #2 and District #4 in the Baseline Table) The WDE will begin examination of these two districts. B. Districts identified as having significant discrepancy by race/ethnicity WDE collects data for this indicator annually from all 48 districts through state-approved data collection reports. In the past the WDE has not formally analyzed suspension/expulsion rates by race/ethnicity. The WDE will analyze the rates to determine baseline data and set rigorous targets for the 2007 APR. Indicator A: Districts identified as having significant discrepancy FFYMeasurable and Rigorous Target2005 (2005-2006)4%2006 (2006-2007) 3%2007 (2007-2008) 3%2008 (2008-2009) 2%2009 (2009-2010) 2%2010 (2010-2011) 0% Indicator B: Districts identified as having significant discrepancy by race/ethnicity FFYMeasurable and Rigorous Target2005 (2005-2006)N/A2006 (2006-2007)N/A2007 (2007-2008)N/A2008 (2008-2009)N/A2009 (2009-2010)N/A2010 (2010-2011)N/ABaseline Development and Implementation Activities/Timeline/Resources: (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREImprovement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Analyze and determine districts with significant discrepancy for sub indicator A X X X X X XWDE Special Programs Unit LEAsReview data from pilot districts implementing RtI and Positive Behavioral Intervention Supports for improvement in Suspension and Expulsion is evidentXWDE Special Programs Unit LEA Personnel RtI Task Force PBIS Task Force Review discipline policies of districts monitored each year; conduct focused monitoring and identify technical assistance as neededXXXXXWDE Special Programs UnitRefine the state definition and reporting procedure for in-school suspensionXWDE Special Education, Data and Health and Safety Units Student Data Advisory GroupOffer professional development to identify and provide supports for suspension and expulsion strategies to Wyoming educators through the Teton Institute, RtI and PBISXWDE Special Programs Unit Sopris West Educational Services University of Wyoming MPRRC University of OregonReview and modify the monitoring process to ensure accuracy and consistency in methodology that LEAs report suspensions and expulsionsXWDE Special Education, Data and Health and Safety Units Determine indicator B baseline and rigorous targetsXWDE Special Programs Unit Stakeholder groupExamine impact of in-school suspension on significant discrepancy, provide technical assistance through focused monitoring and adjust targets as necessaryXXXXWDE Special Programs Unit LEA Personnel RtI Task Force PBIS Task Force  (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREIndicator #5: Percent of children with IEPs aged 6 through 21: A. Removed from regular class less than 21% of the day; B. Removed from regular class greater than 60% of the day; or C. Served in public or private separate schools, residential placements, or homebound or hospital placements. (20 U.S.C. 1416(a)(3)(A)) Data from 618 report sampling not allowed Measurement: A. Percent = # of children with IEPs removed from regular class less than 21% of the day divided by the total # of students aged 6 through 21 with IEPs times 100. B. Percent = # of children with IEPs removed from regular class greater than 60% of the day divided by the total # of students aged 6 through 21 with IEPs times 100. C. Percent = # of children with IEPs served in public or private separate schools, residential placements, or homebound or hospital placements divided by the total # of students aged 6 through 21 with IEPs times 100.  Overview of Issue/Description of System or Process: Placement data indicates that the percent of students with disabilities in category categories A and B is stable. While the numbers have not changed significantly over the past three years, Wyomings percent of students with disabilities who are removed from the regular classroom less than 21% of the day is higher than the national average. WDE has set targets to ensure that decisions made will continue to meet the needs of the individual child. One area of concern is the placement of students with disabilities outside of their local district. These placements are often court-ordered. Students may be placed in residential treatment facilities because of violations of the law, need for specialized mental or psychological treatment, or because no other viable placement if available. The WDE has one consultant working in collaboration with other state agencies to ensure that all students are placed appropriately and in the least restrictive environment. The Wyoming legislature funded a study to examine this issue and the implications involved in placing students outside of their residential district. In response to the APR letter, the WDE found that the number of students with IEPs in residential facilities varies widely from month to month in but remains in the range of 45-70 percent of the facility population. The WDE will continue to evaluate information from the legislative study regarding students with IEPs reported receiving services in private separate schools, home schools or homebound settings. The WDE has established a method to gather data on a monthly basis from the residential facilities; including the number of students in court-ordered placement and on IEPs. With the new NCLB requirements for highly qualified special education teachers, the number of children receiving services in the regular classroom may increase in 2006-2007 due to a potential shortage of highly qualified special education teachers who might otherwise provide instruction in settings outside the regular classroom. Baseline Data for FFY 2004 (2004-2005): <21% Outside Regular ClassroomNumber of Students <21% Outside Regular Classroom>60% Outside Regular ClassroomNumber of Students >60% Outside Regular ClassroomCombined Separate FacilitiesNumber of Students Combined Separate Facilities 2004-2005 55.81%6,4939.59%1,1152.47%289 Discussion of Baseline Data: The number of students placed outside of the regular classroom less than 21% of the time remains stable over a five-year period. The number of students placed outside of the classroom more than 60% of the time has also remained relatively stable over the same period. More than half of all students with disabilities spend less than 21% of the time out of the regular classroom. WDE believes that the number of students reported in separate facilities may be unreliable because of inconsistent tracking systems between public and private schools, including residential treatment centers, juvenile detention centers and adult correctional facilities. WDE is aware of this disconnect and is developing a process to better monitor placement of students. The WDE set targets by reviewing five-year trend data and gathering stakeholder input. FFYMeasurable and Rigorous TargetMeasurement A <21%Measurement B >60%Measurement C Separate %2005 (2005-2006) 56.00 9.55 2.462006 (2006-2007) 57.00 9.52 2.452007 (2007-2008) 57.30 9.48 2.442008 (2008-2009) 57.40 9.44 2.432009 (2009-2010) 57.50 9.39 2.422010 (2010-2011) 58.00 9.30 2.41Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Conduct study of the number of students with IEPs in residential placement to determine the yearly average of court-placed students with IEPs in residential institutionsXXWDE Special Education, Data and Finance Units Institution Schools Task ForceIdentify and provide supports to regular and special education and pre-service teachers so diverse learners may receive scientifically research-based instruction in the regular classroom through the Teton Institute, RtI and PBISXXXXXWDE Special Programs Unit Sopris West Educational Services University of Wyoming MPRRC University of Oregon WY School Improvement Conference WY Mentorship AcademyDevelop a method to improve tracking of students with IEPs in separate school settingsXXWDE Special Education and Data Units Evaluate targets for combined separate facilities and adjust if necessaryXWDE Special Education and Data Units Institution Schools Task Force (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREIndicator #6: Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings). (20 U.S.C. 1416(a)(3)(A)) Use 618 data sampling not allowed Measurement: Percent = # of preschool children with IEPs who received all special education services in settings with typically developing peers divided by the total # of preschool children with IEPs times 100.Overview of Issue/Description of System or Process: This data is collected from the 14 regions through the DDD preschool database, is based upon the December 2004 child count and is sent to WDE for use in federal reporting. To determine the percent of preschool children with IEPs who received special education and related services in settings with typically developing peers the DDD combined the number of children in the Early Childhood Setting, Home, and Part Time Early Childhood/Early Childhood Special Education Setting and divided that number by the total number of children with IEPs. Each region was asked to verify percentages of children served with typically developing peers. The DDD negotiated rigorous targets from those percentages Baseline Data for FFY 2004 (2004-2005): 3-5 year old preschoolers Placement Location# of Children%With Typically Developing PeersEarly Childhood Setting112058.09%Home432.23%PT Early Childhood/Early Childhood Sp Ed Setting1256.48%Without Typically Developing PeersEarly Childhood Special Education Setting56329.20%Early Childhood/Special Education0Individual therapy150.78%Itinerant Service Outside the Home462.39%Reverse mainstreaming20.10%Separate School140.73%TOTAL NUMBER OF CHILDREN W/ IEPs1928TOTAL SERVED w/ TYPICALLY DEVELOPING PEERS128866.8% 5 year old Kindergarteners Placement Location# of Children%With Typically Developing PeersEarly Childhood Setting33986%Home3<1%PT Early Childhood/Early Childhood Sp Ed Setting349%Without Typically Developing PeersEarly Childhood Special Education Setting174%Individual therapy00%Itinerant Service Outside the Home00%Reverse mainstreaming00%Separate School1<1%TOTAL NUMBER OF CHILDREN W/ IEPs394TOTAL SERVED w/ TYPICALLY DEVELOPING PEERS37695% Discussion of Baseline Data: DDD will provide training to ensure that all Regional Programs are categorizing children in the most appropriate manner. The DDD will analyze this data to identify changes to the data. DDD will utilize the following guidelines to establish percentages: Baseline is almost 70% statewide with individual regions ranging from 100% to 38%; Two regions are below 50%; Work with regions currently below 50% to increase percentages by at least 5% per year; Work with regions between 50% and 70% to increase percentages by 3%; Work with regions between 70% and 90% to increase percentages by 1.5%; Regions above 90% will be expected to maintain percentages; The DDD established their base line as 66.8% of children percent of preschool children with IEPs received special education and related services in settings with typically developing peers. (1288/1928 = 66.80%) The WDE separated the number of 5 year old kindergarteners from the 5 year old preschoolers to ensure that the numbers of preschoolers with IEPs who receive services in settings with typically developing peers reflects an accurate percentage. If 5 year old kindergarteners were included in the preschool LRE the data would reflect an artificially high number of preschoolers receiving services with typically developing peers. The five year old kindergarteners receive services in the regular classroom with typically developing peers 95% of the time. FFYMeasurable and Rigorous Target2005 (2005-2006)69.84% 2006 (2006-2007)71.73% 2007 (2007-2008)73.65% 2008 (2008-2009)75.58% 2009 (2009-2010)77.51% 2010 (2010-2011)76.44% Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Continue to track data regionally recognizing variability due to local issuesXXXXXXWDE Special Programs Unit DDD Preschool Database WESTAT MPRRCProvide Information, training and follow up training to regions regarding continuum of service settings through compressed video and DDD Annual ConferenceXXXXXXWDE Special Programs Unit DDD MPRRC WDE Special Programs Unit Work with regions not meeting LRE requirements to identify barriers to more inclusive settingsXWDE Special Programs Unit DDD NECTAC NCSEAM MPRRC Other state coordinatorsReassess baseline data for accuracy and adjust targets accordinglyXWDE Special Programs Unit DDD MPRRC (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Monitoring Priority: FAPE in the LREIndicator #7: Percent of preschool children with IEPs who demonstrate improved: 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)) New indicator Measurement: A. Positive social-emotional skills (including social relationships): Percent of preschool children who reach or maintain functioning at a level comparable to same-aged peers = # of preschool children who reach or maintain functioning at a level comparable to same-aged peers divided by # of preschool children with IEPs assessed times 100. Percent of preschool children who improve functioning = # of preschool children who improved functioning divided by # of preschool children with IEPs assessed times 100. Percent of preschool children who did not improve functioning = # of preschool children who did not improve functioning divided by # of preschool children with IEPs assessed times 100. If children meet the criteria for a, report them in a. Do not include children reported in a in b or c. If a + b + c does not sum to 100%, explain the difference. B. Acquisition and use of knowledge and skills (including early language/communication and early literacy) Percent of preschool children who reach or maintain functioning at a level comparable to same-aged peers = # of preschool children who reach or maintain functioning at a level comparable to same-aged peers divided by # of preschool children with IEPs assessed times 100. Percent of preschool children who improved functioning = # of preschool children who improved functioning divided by # of preschool children with IEPs assessed times 100. Percent of preschool children who did not improve functioning = # of preschool children who did not improve functioning divided by # of preschool children with IEPs assessed times 100. If children meet the criteria for a, report them in a. Do not include children reported in a in b or c. If a + b + c does not sum to 100%, explain the difference. C. Use of appropriate behaviors to meet their needs: a. Percent of preschool children who reach or maintain functioning at a level comparable to same-aged peers = # of preschool children who reach or maintain functioning at a level comparable to same-aged peers divided by # of preschool children with IEPs assessed times 100. Percent of preschool children who improved functioning = # of preschool children who improved functioning divided by # of preschool children with IEPs assessed times 100. Percent of preschool children who did not improve functioning = # of preschool children who did not improve functioning divided by # of preschool children with IEPs assessed times 100. If children meet the criteria for a, report them in a. Do not include children reported in a in b or c. If a + b + c does not sum to 100%, explain the difference.Overview of Issue/Description of System or Process: The DDD and WDE propose that the regions use one or more of the following assessments annually to track child progress with respect to 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: Battelle Developmental Inventory, BRIGANCE Inventory of Early DevelopmentII (IEDII), The Creative Curriculum Developmental Continuum for Ages 3-5 or, Other tools approved by DDD. Additionally, the DDD will require the CDCs to use data from the assessment process to complete the Child Outcomes Summary Form being developed by the Early Childhood Outcomes Center. This will allow data to be aggregated across regions and make it possible to report on child outcomes on a statewide and regional basis (See attached Eco Summary Form). Baseline Data for FFY 2004 (2004-2005): This is a new Indicator and DDD will collect the baseline data during the 2005-2006 school year. Discussion of Baseline Data: The Summary tool will be completed for each child entering in to the program during the 2005-2006 school year starting January 1, 2006. Each quarter the local CDCs will report entry and exit data to the DDD where it will be entered into a database. Exit data will also be summarized in the ECO summary form and submitted on a quarterly basis by the CDC to DDD for tracking. The DDD will compile the data and submit it to the CDCs and WDE. The WDE will report data to OSEP in the 2007 APR. DDD is in the process of procuring a contract for data analysis including entry and exit data for children in the Part B program. FFYMeasurable and Rigorous Target2005 (2005-2006) N/A2006 (2006-2007) N/A2007 (2007-2008) N/A2008 (2008-2009) N/A2009 (2009-2010) N/A2010 (2010-2011) N/A Baseline Development and Implementation Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Compile survey results regarding assessments, evaluations, and curriculum utilized by the CDCsXDDD Survey MPRRC WDE Special Programs Unit NECTACDevelop assessment matrixXWDE Special Programs Unit DDD NECTAC ECO CenterDevelop and provide TA regarding approved assessment tools and administration recommendations XXWDE Special Programs Unit DDD NECTAC MPRRC Implement ECO rating tool and provide necessary TAXDDD ECO Center Staff DDD Annual ConferenceAdd ECO Summary Form to CDCs contract requirementXDDD Financial ManagerDevelop Target and Improvement ActivitiesXWDE Special Programs Unit DDD NECTAC NCSEAM MPRRC EIC ECOTrack progress on targets via ECO Summary FormXXXXXDDD Data ConsultantProvide TA to regions who need to improve child outcomesXXXXXDDD NECTAC ECO  (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: FAPE in the LREIndicator #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 = # 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 # of respondent parents of children with disabilities times 100. Overview of Issue/Description of System or Process: The WDE proposed using the University of Miami and National Center for Special Education Accountability Monitoring (NCSEAM) survey in its entirety to gather parent input. However, stakeholders, including parents of children with disabilities, parent group representatives and special education directors and staff, resisted. Reasons for resistance include the survey length, survey readability (higher than 8th grade) and relevance of some questions to the indicator. Based on the input from participants at three different meetings and stakeholder input, the WDE modified the survey to include the first subset of the survey Schools Efforts to Partner with Parents The WDE chose the first subset of the NCSEAM survey to maintain reliability and validity as well as consider the stakeholder input. The Wyoming Institute for Disabilities (WIND) will select a random sample of 10% of all parents of students with disabilities with over sampling in districts with low populations and/or high poverty rates and in regions of the state that traditionally have low survey return rates. For Spanish speaking respondents, the WIND will provide telephone availability with a Spanish-speaking facilitator. After the surveys are collected and scored the WIND will: complete a report of statewide baseline findings complete a summary report of findings by district complete more detailed reports by district for those districts being monitored complete a methodology report that includes recommendations for subsequent years WDE will repeat the survey process each year of this plan. This survey process will be repeated for subsequent years of this plan. Surveying Parents of Preschoolers The DDD, with the help of various stakeholders chose to use the NCSEAM survey. This survey will be completed on an annual basis for all families receiving services. The Parent surveys will be completed in person in a confidential manner in conjunction with IEP meetings. At the stakeholders recommendation, assistance will be provided to parents when necessary, and the survey will be translated into Spanish. The parent surveys will be submitted quarterly to the DDD. The questions from the prior Preschool Survey Part B indicated that 95% of the responding parents with a child receiving special education services reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities. Discussion of Development of Baseline Data: The WDE and DDD will provide baseline data for Indicator #8 in the 2007 APR. FFYMeasurable and Rigorous Target2005 (2005-2006)N/A2006 (2006-2007)N/A2007 (2007-2008)N/A2008 (2008-2009)N/A2009 (2009-2010)N/A2010 (2010-2011)N/A Baseline Development Implementation Activities/Timelines/Resources: (The following items are to be completed for each monitoring priority/indicator.) Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Administer the parent survey to a statewide random sample of parents of children with disabilitiesXWDE Special Programs Unit Analyze survey results and establish baseline data, set targets and identify improvement activities  XXWDE Special Programs Unit Stakeholder group, including State Advisory Panel DDD Improvement Activities Provide statewide training on NCSEAM survey including follow upXWDE Special Programs Unit DDD MPRRC Child Development Services PIC NECTACAnalyze survey results and establish baseline data, set targets and identify improvement activitiesXXDDD PIC CDC Preschools Stakeholder group including State Advisory PanelAdd completed parent survey tool to CDC contract requirementXDDD Financial Manager (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: DisproportionalityIndicator #9 Percent of districts with disproportionate representation of racial and ethnic groups in related services 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 # of districts in the State times 100. Include States definition of disproportionate representation. Describe how the State determined that disproportionate representation of racial and ethnic groups in specific disability categories was the result of inappropriate identification, e.g., monitoring data, review of policies, practices and procedures under 618(d), etc.  Overview of Issue/Description of System or Process: Currently the Wyoming Department of Education collects this data through the state December 1 data collection report. The WDE reports child count and FAPE 618 data to OSEP. The WDE submits the data to the USOE clearinghouse each February and verifies the data for accuracy through LEA assurances and signatures. The WDE will use the 618 data to determine disproportionality. During 2005-2006 WDE will analyze current 618 data at the local and state levels. The state will then determine a standard for significant disproportionality and apply it to the disaggregated 618 data. The WDE will continue to research methods of determining disproportionality that are relevant and meaningful for Wyomings rural population. The WDE will establish a mechanism to evaluate whether the disproportionate representation is a result of inappropriate identification, including the use of the WESTAT risk ratio, comparison among districts and district trend data. In working with identified districts the WDE will utilize a self assessment tool and focused monitoring. If the WDE finds issues of noncompliance the LEA will receive technical assistance and/or sanctions to correct inappropriate identification procedures leading to the disproportionate representation. Wyomings small homogeneous population makes determining significant disproportionality a challenge. The WDE reviews potential disproportionality as part of the special education monitoring process. In many Wyoming districts, even one student in a specific disability category will cause the data to appear disproportionate. For example, according to the 2000 U.S. Census data, Baseline Data for FFY 2004 (2004-2005): The WDE will provide baseline data for Indicator #9 in the 2007 APR. Discussion of Baseline Data: The WDE will collect this data through the state December 1 data collection report. The WDE and stakeholder group will analyze the data, establish targets and define a mechanism to address issues of disproportionality for the 2007 APR. FFYMeasurable and Rigorous Target2005 (2005-2006)0%2006 (2006-2007)0%2007 (2007-2008)0%2008 (2008-2009)0%2009 (2009-2010)0%2010 (2010-2011)0% Baseline Development and Implementation Activities/Timelines/Resources to Establish Baseline: ActivitiesTimelineResourcesFFY Year(s) When activities will occur200520062007200820092010Analyze 618 data to determine baseline dataXWDE Special Programs UnitDefine significant disproportionalityXWDE Special Education and Data Units Stakeholder groupEstablish rubric to evaluate LEA disproportionality.XWDE Special Programs Unit Stakeholder group Determine appropriate improvement activitiesXWDE Special Programs Unit Stakeholder group (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: DisproportionalityIndicator #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 # of districts in the State times 100. Include States definition of disproportionate representation. Describe how the State determined that disproportionate representation of racial and ethnic groups in specific disability categories was the result of inappropriate identification, e.g., monitoring data, review of policies, practices and procedures under 618(d), etc.  Overview of Issue/Description of System or Process: Currently the Wyoming Department of Education collects this data through the state December 1 data collection report. The WDE reports child count and FAPE 618 data to OSEP. The WDE submits the data to the USOE clearinghouse each February and verifies the data for accuracy through LEA assurances and signatures. The WDE will use the 618 data to determine disproportionality. During 2005-2006 WDE will analyze current 618 data at the local and state levels. The state will then determine a standard for significant disproportionality and apply it to the disaggregated 618 data. The WDE will continue to research methods of determining disproportionality that are relevant and meaningful for Wyomings rural population. The WDE will establish a mechanism to evaluate whether the disproportionate representation is a result of inappropriate identification, including the use of the WESTAT risk ratio, comparison among districts and district trend data. In working with identified districts the WDE will utilize a self assessment tool and focused monitoring. If the WDE finds issues of noncompliance the LEA will receive technical assistance and/or sanctions to correct inappropriate identification procedures leading to the disproportionate representation. Wyomings small homogeneous population makes determining significant disproportionality a challenge. The WDE reviews potential disproportionality as part of the special education monitoring process. In many Wyoming districts, even one student in a specific disability category will cause the data to appear disproportionate. For example, according to the 2000 U.S. Census data, Baseline Data for FFY 2004 (2004-2005): The WDE will provide baseline data for Indicator #10 in the 2007 APR. Discussion of Baseline Data: The WDE will collect this data through the state December 1 data collection report. The WDE and stakeholder group will analyze the data, establish targets and define a mechanism to address issues of disproportionality for the 2007 APR. FFYMeasurable and Rigorous Target2005 (2005-2006)0%2006 (2006-2007)0%2007 (2007-2008)0%2008 (2008-2009)0%2009 (2009-2010)0%2010 (2010-2011)0% Baseline Development and Implementation Activities/Timelines/Resources to Establish Baseline: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Analyze 618 data to determine baseline dataXWDE Special Programs UnitDefine significant disproportionalityXWDE Special Education and Data Units Stakeholder groupEstablish rubric to evaluate LEA disproportionality.XWDE Special Programs Unit Stakeholder group Determine appropriate improvement activitiesXWDE Special Programs Unit Stakeholder group (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / Child FindIndicator #11: Percent of children with parental consent to evaluate, who were evaluated and eligibility determined within 60 days (or State established timeline). (20 U.S.C. 1416(a)(3)(B)) New indicator on initial eligibility if from monitoring sample selection explained Measurement: # of children for whom parental consent to evaluate was received. # determined not eligible whose evaluations and eligibility determinations were completed within 60 days (or State established timeline). # determined eligible whose evaluations and eligibility determinations were completed within 60 days (or State established timeline). Account for children included in a but not included in b or c. Indicate the range of days beyond the timeline when eligibility was determined and any reasons for the delays. Percent = b + c divided by a times 100. Overview of Issue/Description of System or Process: The WDE will ensure that children referred for special education and related services are evaluated and, as appropriate, offered services within the timelines set in IDEA 2004. The data collection and on-site monitoring processes have historically focused on children eligible for special education and related services. Districts report the aggregate number of evaluations conducted without a child being eligible for services. Beginning the 2005-2006 school year, the WDE will require each district to report the number of evaluations conducted, the number of children found eligible for services, the number of children found not eligible for services, the number of days between receipt of parental consent and evaluation/eligibility determination and the reason evaluation/eligibility was not determined within the timeline. The WDE is developing a process to provide focused monitoring to districts if data indicates areas of concern regarding this indicator. Monitoring of Developmental Disabilities Division Preschools The WDE and DDD are modifying the monitoring process that is being implemented in stages. The process is built upon the federal and state rules and regulations governing the Part C and 619 Part B programs. These regulations include IDEA, OSEP, and the Wyoming Department of Education Rules and Regulations. These governing entities require that the programs provide comprehensive services to the children and the families that they serve as well as monitoring of these services. The monitoring process is based upon the integration of information at several different levels. The process includes electronic file reviews of 100% of the child files and the most recent parent survey prior to an on-site visit. The on-site monitoring visit includes focused groups sessions that include staff, parents, and community members and also includes a review of: program data and 15% of the child files. This monitoring process will also comprise an annual program selfassessment to include a review of 5% of the child files and focus group session for the administrative level program staff during the on-site visit. The process employs a team approach to gathering the information via teams of Program Improvement Facilitators hosting the focus group session to the desk audits and file reviews completed on site by DDD/WDE staff and peer reviewers from a visiting CDC. The process highlights the focus on children and families by allowing opportunities for feedback through parent surveys and focus groups. The monitoring process focuses on the strengths of the CDCs and provides technical assistance or support necessary to improve services to children and families. The monitoring process results in a Collaborative Action Plan for the program completed between the DDD and the regional program staff. This plan outlines improvement activities to correct noncompliance identified in the CDCs. See DDD Preschool Monitoring Protocol attached Baseline Data for FFY 2004 (2004-2005): The WDE will provide baseline data for Indicator #11 in the 2007 APR. Discussion of Baseline Data: The districts have not been required to submit this data in the past. The WDE will require districts collect the baseline data on consents received/evaluation-eligibility determination from July 1, 2005 through June 30, 2006 and annually thereafter. The WDE will request each district collect the data to determine an appropriate baseline. Due to the cyclic rotation of districts monitored the ten districts monitored each year may not be a representative sample of all districts. Beginning next year the WDE will request districts review the data pertaining to this measurement during the self-assessment. The on-site monitoring visit will include confirmation of the data the district submitted the previous year. The DDD will collect baseline data from the programs monitored in FFY 2005-2006 from self-assessment data, electronic file review and onsite file reviews. FFYMeasurable and Rigorous Target2005 (2005-2006) 100%2006 (2006-2007) 100%2007 (2007-2008) 100%2008 (2008-2009) 100%2009 (2009-2010) 100%2010 (2010-2011) 100% Baseline Development and Implementation Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Notify all districts of new data collection requirement for this indicator beginning 07/01/05XXXXXXWDE Special Programs Unit Amend monitoring procedures to consider 60-day timelines for initial evaluations XWDE Special Programs UnitAmend monitoring system to include the review of files for students found not eligibleXWDE Special Programs UnitModify data collection requirements to include information for this indicatorXWDE Special Programs and Data Units Enhance the corrective action plan to address reasons the timeline was not met XWDE Special Programs UnitProvide technical assistance to districts to collect baseline, annual evaluation and outcomes data as requested XXXXXWDE Special Programs and Data Units LEAsImplement focused monitoring process to review districts with areas of concern XXXXXWDE Special Programs Unit LEAs DDD Preschool Activities Add indicator to DDD monitoring file reviewXDDDProvide TA to CDCs to ensure knowledge and compliance of IDEA XXWDE Special Programs Unit DDD NECTAC MPRRCModify WDE reporting tool to include this indicatorXWDE Special Programs Unit WDH Developmental Disabilities MPRRC NECTACDevelop targets and improvement activitiesXDDD NCSEAM MPRRC(The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / Effective TransitionIndicator #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)) If from monitoring how sample selected Measurement: # of children who have been served in Part C and referred to Part B for 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. Account for children included in a but not included in b or c. Indicate the range of days beyond the third birthday when eligibility was determined and reasons for the delays. Percent = c divided by a b times 100. Overview of Issue/Description of System or Process: The WDE and the DDD will monitor the CDCs to ensure that children referred by Part C have an IEP developed prior to the third birthday. The information is obtained through the file review conducted during on-site monitoring of CDCs. Progress toward implementing Corrective Action Plans will be submitted to the WDE. See monitoring protocol attached. Baseline Data for FFY 2004 (2004-2005): 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 birthdaysRegion Monitored# files reviewedYesNoNot eligible for Part B2131111738342193736011030300011151500Total:12733 127/(133-3) x 100 = 97.69%Discussion of Baseline Data: The statewide percentage of children eligible for Part B services with an IEP in place by their third birthday is 97.69%. Files of the three children that did not have IEPs in place by age three were reviewed. One preschooler moved from program to program then left the CDC prior to the development of the IEP. The IEPs for two preschoolers were not completed by age three because IEP meetings were held from 4-11 weeks late on the IEP effective date. Region 7 has developed a corrective action plan to ensure IEPs are developed prior to the third birthday. Baseline Target FFYMeasurable and Rigorous Target2005 (2005-2006)100%2006 (2006-2007) 100%2007 (2007-2008) 100%2008 (2008-2009) 100%2009 (2009-2010) 100%2010 (2010-2011) 100% Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Identify and review regions with late IEPs to do determine trends and to identify necessary TA XXXXXXWDE Special Programs Unit DDD NECTAC MPRRCDevelop training for regions to ensure adequate parental participation XXWDE Special Programs Unit DDD NECTAC MPRRC (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / Effective TransitionIndicator # 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. (20 U.S.C. 1416(a)(3)(B)) New indicator if from monitoring, how sample selected Measurement: Percent = # of youth with disabilities aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals divided by # of youth with an IEP age 16 and above times 100.  Overview of Issue/Description of System or Process: Monitoring Local Education Agency Special Education Programs The Wyoming Department of Educations Special Education Unit currently conducts compliance monitoring of the 48 districts on a five-year rotating cycle. The past cycle began during the 1999-2000 year and ended during the 2004-2005 year. The present monitoring cycle began during the 2005-2006 school year. The special education monitoring process is a comprehensive program review of all IDEA procedural requirements. In alignment with the Office of Special Education Programs (OSEP) continuous improvement monitoring process, the following areas are reviewed for each districts special education program: General Supervision, Free Appropriate Public Education in the Least Restrictive Environment, Parent Involvement and Secondary Transition. Each district creates a special education collaborative team to involve a wide variety of stakeholders in the monitoring process. At a minimum the special education collaborative team is comprised of administrative staff, special educators, regular educators, parents of students with disabilities and community stakeholders. Prior to the monitoring visit the collaborative team completes the district self-assessment that includes a thorough analysis of special education data, parent and staff surveys and fiscal reports. The WDE staff verifies the self-assessment information during the on-site visit. The WDE on-site district monitoring process also includes: review of records and files school visitation(s) parent focus group fiscal reports development and implementation of a quality improvement plan for areas of non-compliance, if necessary When a quality improvement plan is necessary, the district will submit it to the WDE within 30 days from receiving the monitoring report. The Wyoming Department of Education continuously works to ensure that all districts are in compliance regarding the completion of secondary transition plans for all students with disabilities to make successful post school transitions. From 1999-2000, the Wyoming Transition Council conducted an initiative to determine the status of secondary transition activities in Wyoming through surveys, file reviews and interviews. The results indicated that all LEAs had plans in place to implement secondary transition activities. However, the lack of a statewide program led to differences in the delivery of transition activities across the state. In June of 2004 the WDE appointed a secondary transition consultant to facilitate the Wyoming Transition Council, continue to develop a statewide plan for secondary transition and provide technical assistance to LEAs. The WDE also conducted follow-up interviews of the 2000 transition initiative and updated data from all 48 districts. Vocational education experiences are a proven predictor of post school success especially for students with disabilities. The remoteness and small population of many Wyoming school districts limit the opportunities for students leaving secondary schools. The WDE will work with the Wyoming Transition Council to identify creative and flexible strategies to allow students to participate in vocational opportunities available in individual communities. The Wyoming Transition Council includes representation from the community colleges and the University of Wyoming as well as Workforce Services Centers to increase awareness of the need for more vocational education programs, especially programs that would serve students with disabilities. The WDE will work with LEAs and service providers to implement strategies to best meet the needs of individual students with disabilities. Baseline Data for FFY 2004 (2004-2005): The WDE will provide baseline data for Indicator #13 in the 2007 APR. Discussion of Baseline Data: The WDE will collect baseline data through the file reviews completed during the onsite monitoring process and state data collection. In addition to the districts included in the regular monitoring cycle the secondary transition coordinator will review transition plans in student files from an additional five districts. The additional districts will be selected to ensure a representative sample of districts. FFYMeasurable and Rigorous Target2005 (2005-2006)100%2006 (2006-2007)100%2007 (2007-2008)100%2008 (2008-2009)100%2009 (2009-2010)100%2010 (2010-2011)100% Baseline Development and Implement Activities /Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Provide technical assistance to LEAs regarding development of effective transition plansXXXXXXWDE Special Programs Unit MPRRC Collaborate with MPRRC to assist districts in development of appropriate transition goals and writing transition plansXXXXXXWDE Special Programs Unit MPRRC Wyoming Transition Council Collaborate with service providers, students, parents and LEAs to develop partnerships that ensure all transition needs are met XXXXXXWDE Special Programs Unit Department of Vocational Rehabilitation Medicaid waiver officer Parent Groups LEAs Students (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / Effective TransitionIndicator #14: Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B)) New indicator sampling allowed Percent = # of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school divided by # of youth assessed who had IEPs and are no longer in secondary school times 100.  Overview of Issue/Description of System or Process: Currently, Wyoming does not have a system in place to collect, analyze and report post-secondary school outcome data. In order to develop and implement such a system, to improve secondary transition and post-secondary school results, the WDE initiated the following activities: Analyzed existing state data collection systems and reporting procedures; Attended national conferences on secondary transition and post school outcomes; and Consulted with Mountain Plains Regional Resource Center. The WDE will collaborate with the Wyoming Transition Council to develop a protocol for the uniform collection of post-school outcome data for students with disabilities from each LEA. Baseline Data for FFY 2004 (2004-2005): The WDE will collect baseline data in the 2007 APR and report data in the 2008 APR. Discussion of Baseline Data: The WDE and the Wyoming Transition Council will collaborate with MPRRC and the National Post Secondary Outcomes Center to develop a method to collect and disaggregate data on students with disabilities who graduate, dropout or age out during 2005-2006 school year. Due to the small populations in Wyoming schools sampling will not be used to establish baseline data; all students with IEPs that leave school will be included in the data collection. FFYMeasurable and Rigorous Target2005 (2005-2006)N/A2006 (2006-2007)N/A2007 (2007-2008)N/A2008 (2008-2009)N/A2009 (2009-2010)N/A2010 (2010-2011)N/ABaseline Development and Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Determine post school outcome data to be collected for all secondary IEP students XXXXXXWDE Special Education and Data Units MPRRC Wyoming Transition CouncilDevelop a method to collect exit data from districtsXXXXXXWDE Special Education and Data Units MPRRC National Post School Outcomes Center LEA transition specialists Wyoming Transition Council Wyoming Institute for Disabilities Wyoming Statistical Analysis CenterCollect and analyze 2005-2006 exit data XXXXXXWDE Special Education and Data UnitSet targets and improvement activitiesXXXXXXWDE Special Education and Data Units LEA transition specialists Wyoming Transition Council Wyoming State Advisory Panel (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / General SupervisionIndicator #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)) Monitoring sampling description Measurement: A. Percent of noncompliance related to monitoring priority areas and indicators corrected within one year of identification: # of findings of noncompliance made related to monitoring priority areas and indicators. # of corrections completed as soon as possible but in no case later than one year from identification. Percent = b divided by a times 100. For any noncompliance not corrected within one year of identification, describe what actions, including technical assistance and/or enforcement that the State has taken. B. Percent of noncompliance related to areas not included in the above monitoring priority areas and indicators corrected within one year of identification: # of findings of noncompliance made related to such areas. # of corrections completed as soon as possible but in no case later than one year from identification. Percent = b divided by a times 100. For any noncompliance not corrected within one year of identification, describe what actions, including technical assistance and/or enforcement that the State has taken. C. Percent of noncompliance identified through other mechanisms (complaints, due process hearings, mediations, etc.) corrected within one year of identification: # of agencies in which noncompliance was identified through other mechanisms. # of findings of noncompliance made. # of corrections completed as soon as possible but in no case later than one year from identification. Percent = c divided by b times 100. For any noncompliance not corrected within one year of identification, describe what actions, including technical assistance and/or enforcement that the State has taken.  Overview of Issue/Description of System or Process: A.1 Monitoring of Priority Areas (WDE) The Wyoming Department of Educations Special Education Unit currently conducts compliance monitoring of the 48 districts on a five-year rotating cycle. The past cycle began during the 1999-2000 year and ended during the 2004-2005 year. The present monitoring cycle began during the 2005-2006 school year. The special education monitoring process is a comprehensive program review of all IDEA procedural requirements. In alignment with the Office of Special Education Programs (OSEP) continuous improvement monitoring process, the following areas are reviewed for each district special education program: General Supervision, Free Appropriate Public Education in the Least Restrictive Environment, Parent Involvement and Secondary Transition. Each district creates a special education collaborative team to involve a wide variety of stakeholders in the monitoring process. At a minimum the special education collaborative team is comprised of administrative staff, special educators, regular educators, parents of students with disabilities and community stakeholders. Prior to the monitoring visit the collaborative team completes the district self-assessment that includes a thorough analysis of special education data, parent and staff surveys and fiscal reports. The WDE staff verifies the self-assessment information during the on-site visit. The WDE on-site district monitoring process also includes: review of records and files school visitation(s) parent focus group fiscal reports the development and implementation of a quality improvement plan for areas of non-compliance, if necessary. When a quality improvement plan is necessary, the district will submit it to the WDE within 30 days from receiving the monitoring report. Focused Monitoring An external consultant will conduct a comprehensive evaluation of the current monitoring process. The WDE will consider the results of the evaluation and modify the process in order to monitor the data through an annual focused monitoring component around the indicators included in the SPP. A.2 Monitoring of Priority Areas (DDD) The WDE and DDD are modifying the monitoring process that is being implemented in stages. The process is built upon the federal and state rules and regulations governing the Part C and 619 Part B programs. These regulations include IDEA, OSEP, and the Wyoming Department of Education Rules and Regulations. These governing entities require that the programs provide comprehensive services to the children and the families that they serve as well as monitoring of these services. The monitoring process is based upon the integration of information at several different levels. The process includes electronic file reviews of 100% of the child files and the most recent parent survey prior to an on-site visit. The on-site monitoring visit includes focused groups sessions that include staff, parents, and community members and also includes a review of: program data and 15% of the child files. This monitoring process will also comprise an annual program selfassessment to include a review of 5% of the child files and focus group session for the administrative level program staff during the on-site visit. The process employs a team approach to gathering the information via teams of Program Improvement Facilitators hosting the focus group session to the desk audits and file reviews completed on site by DDD/WDE staff and peer reviewers from a visiting CDC. The process highlights the focus on children and families by allowing opportunities for feedback through parent surveys and focus groups. The monitoring process focuses on the strengths of the CDCs and provides technical assistance or support necessary to improve services to children and families. The monitoring process results in a Collaborative Action Plan for the program completed between the DDD and the regional program staff. This plan outlines improvement activities to correct noncompliance identified in the CDCs. Noncompliance in non priority areas The WDE Special Programs Unit maintains an effective general supervision system to ensure compliance with the IDEA 2004. In addition to the four priority areas, WDE/DDD also monitors the following non-priority areas: child count numbers, exit and placement data, discipline data, personnel information, dispute resolution issues and expenditure reports for 619/611 federal special funds and state special education funds report C. Complaint Process State Complaint Procedures An organization or individual may file a signed complaint with the WDE State Superintendent of Public Instruction if it feels a public education agency is not implementing special education services according to federal laws and regulations or state rules. The State Director of Special Education will choose an independent team to investigate allegations of non-compliance regarding Part B of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the Improved Act (IDEIA) Amendments of 2004. The WDE Special Programs Unit does not process complaints related to Section 504 of the Rehabilitation Act of 1973 or the American Disabilities Act (ADA) of 1990. The WDE Special Programs Unit will forward complaints of this nature to the appropriate office. The WDE has an established method for receiving and investigating complaints. The WDE will determine whether a team will investigate a signed complaint. The team will complete the investigation and submit a written report of findings within 30 days. If the defendant is compliant, the State Director of Special Education will write the letter summarizing the findings to close the case. If the defendant is in non-compliance, the party must submit a written corrective plan within 30 days from receipt of the report. Mediation The WDE offers mediation procedures to parents and public education agencies to assist in dispute resolution. Issues involving the identification, evaluation or educational placement of a child or the provision of a free appropriate public education (FAPE) to the child may become the basis of alleged disputes. The mediation process is voluntary to both parties and is available throughout the entire due process. The WDE will offer mediation to both parties within five business days of receiving a written request for a due process hearing. The WDE will begin the mediation process unless either party chooses not to participate. If both parties agree to mediate the WDE will select and appoint a trained mediator to conduct the mediation. The mediator will complete the mediation process within 15 calendar days from when the WDE receives the written request for a hearing. If a party chooses not to proceed with mediation, the due process hearing moves forward. Due Process The WDE Special Programs Unit facilitates due process hearing requests. Issues involving the identification, evaluation or educational placement of a child or the provision of a free appropriate public education (FAPE) to the child may become the basis of alleged disputes. The parent of a child with a disability or suspected of having a disability, a child who has reached the age of majority and has not been declared incompetent by a Wyoming court or a school district or education agency may verbally or in writing, request a due process hearing. The hearing officer shall render a written decision and findings regarding the hearing issues within 45 days from when the WDE received the request for a due process hearing. The hearing officer distributes the decision and report of findings to the WDE, education agency and parents or adult student. The hearing officer decision is binding upon both parties unless either party appeals it. Resolution Session The LEA/Regional Preschools will inform parents of students with disabilities in Wyoming of rights to the dispute resolution process at each child's initial IEP meeting. Annually, the WDE will send parent brochures to districts regarding the procedures and protocols to follow when a parent wants to initiate the process. Baseline data regarding resolution session outcomes will be included in the existing the WDE tracking system to ensure that the WDE and LEAs/Regional Preschools address and resolve all complaints, mediations and due process hearings consistent with IDEA regulations and Wyoming rules. The WDE maintains a pool of trained mediation and hearing officers and impartially assigns the officers to cases. The WDE annually trains hearing and mediation officers to ensure understanding of all federal and state requirements. Baseline Data for FFY 2004 (2004-2005): Sub Indicators A, B and C2004-2005A. A. Monitoring findings related to priority areas closed within 1 year100% (n=11)B. B. Monitoring findings not related to priority areas closed within 1 year100% (n=11)C. C. Findings through other mechanisms closed within 1 year100% (n=11/11) A. Monitoring of Priority Areas 2004-2005 K-12 Monitoring Results - Percent of Districts with Non-Compliance & Corrections made within One Year Number of Findings of Non-ComplianceGeneral SupervisionFAPEParent InvolvementSecondary TransitionPercent of Non- Compliance corrected within one year5 (11 of 48 districts monitored)20% (1 finding)40% (2 findings)0%40% (2 findings) 100% (5 findings) 2004-2005 3-5 year old Monitoring Results Percent of Districts with Non-Compliance & Corrections made within One Year Number of Findings of Non-ComplianceGeneral SupervisionFAPEParent InvolvementTransition at Age 5Percent of Non-Compliance corrected w/in one year10 (3 of 14 regions monitored)70% (7 findings)20% (2 findings)0% 10% (1 finding)100% (10 findings) Noncompliance in non priority areas The WDE Special Programs Unit maintains an effective general supervision system to ensure compliance with the IDEA 2004. In addition to the four priority areas, WDE/DDD also monitors the following non-priority areas: child count numbers, exit and placement data, discipline data, personnel information, dispute resolution issues and expenditure reports for 619/611 federal special funds and state special education funds report. C. Non compliance identified through other mechanisms Formal Complaints School YearComplaintsComplaints with Written ReportComplaints WithdrawnComplaints with Written Report within TimelineComplaints with Written Report within Timeline (percent)2003-20040000100%2004-20050000100% Due Process Hearings School YearHearing RequestsHearing Requests WithdrawnHearings Held/Fully AdjudicatedDecisions Issued Within Timeline/ ExtensionHearing Requests Fully Adjudicated within Timeline (percent)2003-20042200100%2004-20052111100% Mediations School YearMediationsMediation AgreementsPercent of Mediations Held that Resulted in Mediation Agreements within Timelines2003-200411100%2004-200599100% Discussion of Baseline Data: Monitoring of priority areas Prior to 2003-2004 monitoring classifications were Positive Areas and Areas Identified for Improvement. Areas Identified for Improvement was not necessarily out of compliance. Due to the confusion this caused as an unclear mechanism for reporting non-compliance, the Wyoming Department of Education has changed its classifications to Compliant and Non-Compliant. The WDE special education monitoring process changed four times in the last five years due to internal changes and external requirements and recommendations from OSEP. This may account for the difference in the number of districts found out of compliance between 2003-2004 and 2004-2005. The WDE verified that the small number of actual complaints was not due to a lack of understanding of parental rights through a parent questionnaire, evidence from the dispute resolution process and confirmation from the Parent Information Center. DDD preschool monitoring The DDDs monitoring system had formerly not denoted problems identified during monitoring visits in regions as areas of noncompliance. Previously, regions were found to have areas of strengths and areas that need improvement. Due to the reporting requirements in the SPP, DDD reviewed each of the monitoring reports and collaborative action plans from the 2003-2004 year and assessed the findings that fall into an area of non-compliance. If there were findings of noncompliance DDD requested a report from the region stating completed follow-up activities and status of those that were incomplete. These reports were then used to create the baseline data represented above. Noncompliance in non priority areas The WDE Special Programs Unit maintains an effective general supervision system to ensure compliance with the IDEA 2004. In addition to the four priority areas, WDE/DDD also monitors the following non-priority areas: child count numbers, exit and placement data, discipline data, personnel information, dispute resolution issues and expenditure reports for 619/611 federal special funds and state special education funds report C. Non compliance identified through other mechanisms WDE data indicates there were no written complaints submitted in 2004-2005. Mediations and requests for due process hearings were resolved within the required or approved extended timelines. In comparing noncompliance issues between 2003-2004 and 2004-2005, no instances of noncompliance were evident. In 2003-2004 and 2004-2005, the parties reached mediation agreements 100% of the time. The WDE discussed the low incidence of all complaints with stakeholders. The low incidence of complaint and mediation requests is due to several factors including low state population, 100 % special education cost reimbursement to districts, strong relationships with the parent advocate groups and issues being resolved at the local level. In 2004-2005, the WDE received eleven due process requests. Two of the 11 requests remained as hearing requests; the parent withdrew one hearing request and one request was fully adjudicated. Nine of the 11 due process requests went to mediation and 100% resulted in mediation agreements within the required or approved extended timeline. FFYMeasurable and Rigorous Target2005 (2005-2006)100% for sub-indicators A , B and C2006 (2006-2007) 100% for sub-indicators A, B and C2007 (2007-2008) 100% for sub-indicators A, B and C2008 (2008-2009) 100% for sub-indicators A, B and C2009 (2009-2010) 100% for sub-indicators A, B and C2010 (2010-2011) 100% for sub-indicators A, B and C Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Notify districts of OSEP requirement to correct non compliance within one yearXWDE Special Programs Unit Provide technical assistance to districts regarding new resolution session requirement XXXXXWDE Special Programs Unit State Advisory Panel Wyoming Parent Information CenterProvide annual training for the WDE hearing and mediation officersXXXXXWDE Special Programs Unit MPRRC National PresenterReview monitoring process and make necessary adjustments: explore current process and web-based monitoring for focused-monitoring systemXXXXXWDE Special Programs Unit External Consultant MPRRCDevelop internal system to track and respond to informal complaints from LEAs, parents and stakeholdersXXXXXWDE Special Programs Unit Wyoming Parent Information Center State Advisory PanelImplement focused monitoring and provide technical assistance to districts regarding priority monitoring areasXXXXWDE Special Programs and Data Units MPRRC Wyoming Association of Special Education Administrators (WASEA) LEAsAlter the five-year monitoring schedule to establish a representative cross section of districts monitored XXWDE Special Programs Unit WASEA State Advisory PanelExplore effective practices beyond the priority monitoring areas, related to system change XXXXXWDE Special Programs and Federal Programs Units MPRRC LEAs DDD Preschool Improvement Activities Develop internal system to track, respond to and report informal complaints from Regions, parents and stakeholdersXXXXXXWDE Special Programs Unit WDH Division for Developmental Disabilities Wyoming Parent Information Center State Advisory Panel EIC UPLIFTUpdate monitoring protocol to ensure tracking and correction of non-compliance issues within one yearXWDE Special Programs Unit DDD NECTAC MPRRC EIC PICProvide training on procedural safeguardsXXWDE Special Programs Unit DDD PICReview CDCs database of complaints, update database, incorporate into annual regions self-assessmentXXXXXXCDCs NECTAC DDD Program IntegrityImplement corrective action trackerXDDD DDD Program Integrity  (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / General SupervisionIndicator #16: Percent of signed written complaints with reports issued that were resolved within 60-day timeline or a timeline extended for exceptional circumstances with respect to a particular complaint. (20 U.S.C. 1416(a)(3)(B)) Sampling not allowed Measurement: Percent = (1.1(b) + 1.1(c)) divided by (1.1) times 100.Overview of Issue/Description of System or Process: State Complaint Procedures An organization or individual may file a signed complaint with the WDE State Superintendent of Public Instruction alleging that the public education agency is not implementing special education services according to federal laws and regulations and/or state rules. The WDE investigates alleged non-compliance regarding Part B of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the Improved Act (IDEIA) Amendments of 2004. The WDE Special Programs Unit does not process complaints related to Section 504 of the Rehabilitation Act of 1973 or the American Disabilities Act (ADA) of 1990. The WDE Special Programs Unit will forward complaints of this nature to the appropriate office. The WDE has an established method to receive and investigate written complaints. The complaint must include a statement that the public agency violated a regulation of the special education federal laws and regulations and/or state rules and must clearly identify the concern. If the WDE determines the alleged complaint warrants an investigation the State Special Education Director will appoint an independent investigative team. The complainant will have the opportunity to submit additional information either orally or in writing, about the allegations during the investigation. The team will complete the investigation within 30 calendar days of receipt of the signed written complaint. The team must report investigation findings to all involved parties within 30 days of the investigation. The State Director may extend the investigation timelines for another 30 days for exceptional circumstances. If a corrective action plan is required, the WDE will monitor the completion of the requirements as outlined in the corrective action plan to ensure compliance. DDD Complaint Procedure Currently the mechanism that the DDD uses for handling complaints is addressed through the MOU between the DDD and the WDE. The MOU indicates that all written complaints are forwarded to and investigated by the WDE. Baseline Data for FFY 2004 (2004-2005): The baseline measurement is 100% Formal Written Complaints Resulting in Investigation School YearWarranted Complaints (number)Complaints Withdrawn (number)Complaints with Written Report (number)Complaints with Written Report within Timeline (number)Complaints with Written Report within Timeline (percent)2000-20010000100%2001-20024222100%2002-20031011100%2003-20040000100%2004-20050000100% Discussion of Baseline Data: A review of the written complaints lodged in the past five years indicates that parties addressed all issues within the timelines. The WDE investigates few written complaints each year. The small number of cases indicates a satisfaction with the special education services the state and local education agencies provide. However, the WDE wants to ensure that this small number is due to an actual lack of complaints, not a lack of knowledge about the process or parental rights. In 2005 the WDE modified the parent survey distributed to parents in monitored districts to include a question that asks parents if someone at the school has fully explained all of their rights to the parent. The WDE verified that the small number of actual complaints was not due to a lack of understanding of parental rights through a parent questionnaire, evidence from the dispute resolution process and confirmation from the Parent Information Center. FFYMeasurable and Rigorous Target2005 (2005-2006)100%2006 (2006-2007)100%2007 (2007-2008)100%2008 (2008-2009)100%2009 (2009-2010)100%2010 (2010-2011)100%Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Report individual complaint findings and corrective actions to State Advisory Panel XXXXXXWDE Special Programs Unit WDE legal counselModify the WDE dispute resolution database to capture due process data as required by IDEA 2004XWDE Special Programs Unit MPRRC WDE legal counselEvaluate and improve communication with Parent Advocacy Groups XXXXWDE Special Programs Unit Parent Information Center Parent Education Network UPLIFT Wyoming Family Support NetworkReview and analyze data and identify trends in complaints; address as neededXXXWDE Special Programs Unit WDH Division for Developmental Disabilities State Advisory Panel WASEA WDE legal counsel  DDD Preschool Improvement Activities Maintain communication between DDD and WDE regarding progress of parental complaintsXXWDE Special Programs Unit DDDDevelop internal system to track, respond to and report informal complaints from Regions, parents and stakeholdersXXXXXXWDE Special Programs Unit WDH Division for Developmental Disabilities Wyoming Parent Information Center State Advisory Panel EIC UPLIFTPlace parent handbook on DDD websiteXWDE Special Programs Unit DDD MPRRC Wyoming Early Intervention CouncilImplement inquiry/complaint log within CDCsXWDE Special Programs Unit DDD MPRRC Wyoming Early Intervention CouncilImplement inquiry/complaint contract with Wyoming Parent OrganizationsXDDD Wyoming Parent Information Center UpliftDevelop parental rights and procedural safeguards training for parentsXXXXXDDD Wyoming Parent Information Center Governors Planning Council on Developmental DisabilitiesReview CDCs database of complaintsXXXXXXDDD WDE Special Programs Unit MPRRC EIC CDCs DDD Program Integrity (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / General Supervision Indicator #17: Percent of fully adjudicated due process hearing requests that were fully adjudicated within the 45-day timeline or a timeline that is properly extended by the hearing officer at the request of either party. (20 U.S.C. 1416(a)(3)(B)) Sampling not allowed Measurement: Percent = (3.2(a) + 3.2(b)) divided by (3.2) times 100.  Overview of Issue/Description of System or Process: Due Process The WDE Special Programs Unit facilitates due process hearing requests. Issues involving the identification, evaluation or educational placement of a child or the provision of a free appropriate public education (FAPE) to the child may be the basis of alleged disputes. The parent of a child with a disability or suspected of having a disability, a child who has reached the age of majority and has not been declared incompetent by a Wyoming court or a school district or education agency may verbally or in writing, request a due process hearing. The hearing officer shall render a written decision and findings regarding the hearing issues within 45 days from when the WDE received the due process hearing request. The hearing officer will distribute the decision and report of findings to the WDE, education agency and parents or adult student. The hearing officer decision is binding upon both parties unless either party appeals it. DDD Due Process Currently the mechanism that the DDD uses for handling due process requests is addressed through the MOU between the DDD and the WDE. The MOU indicated that all due process requests are forwarded to and investigated by the WDE. Baseline Data for FFY 2004 (2004-2005): The baseline measurement is 100%. Due Process Hearings School YearHearing Requests (number)Hearings Held/Fully Adjudicated (number)Decisions Issued Within Timeline (number)Hearing Requests Fully Adjudicated within Timeline (percent)2000-2001211100%2001-2002422100%2002-2003400100%2003-2004211100%2004-2005211100% Discussion of Baseline Data: In the two hearing requests held during the 2004-2005 school year, both parties waived the mediation option and requested due process hearings. In one case the parent chose to home school the child and withdrew the request. The other request was fully adjudicated and the hearing officer issued a decision within the timeline. The WDE utilizes information from a variety of sources to identify systemic issues throughout the state. Each year the WDE examines district special education data and results from the monitoring and dispute resolution processes to identify potential problems. The state works with districts to provide technical assistance or trainings addressing identified areas. The WDE verified that the small number of actual complaints was not due to a lack of understanding of parental rights through a parent questionnaire, evidence from the dispute resolution process and confirmation from the Parent Information Center. FFYMeasurable and Rigorous Target2005 (2005-2006)100%2006 (2006-2007)100%2007 (2007-2008)100%2008 (2008-2009)100%2009 (2009-2010)100%2010 (2010-2011)100% Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Provide technical assistance as needed in defined area of non-compliance.XXXXXXWDE Special Programs Unit LEAs WDE hearing officers State Advisory PanelProvide hearing and mediation officer trainingXXXXXWDE Special Programs Unit National PresenterModify the WDE dispute resolution database to include due process resolution data as required by IDEA 2004 and Wyoming RulesXWDE Special Programs Unit MPRRC WDE legal counsel State Advisory PanelProvide technical assistance to districts regarding due process XXXXXWDE Special Programs UnitExplore alternative methods for providing technical assistanceXXXXWDE Special Programs Unit NASDSE MPRRC State Advisory PanelReview and analyze data and identify trends regarding due process; address as neededXXXWDE Special Programs Unit State Advisory Panel WASEA WDE legal counsel  DDD Improvement Activities Modify MOU to ensure adequate communication as we work through the process of resolving parental XWDE Special Programs Unit DDDDevelop internal system to track, respond to and report informal complaints from Regions, parents and stakeholdersXXXXXXWDE Special Programs Unit WDH Division for Developmental Disabilities Wyoming Parent Information Center State Advisory Panel EIC UPLIFTPlace parent handbook on DDD websiteXWDE Special Programs Unit DDD MPRRC Wyoming Early Intervention CouncilReview CDCs database of complaints, update database, incorporate into annual regions self-assessmentXXXXXXCDCs NECTAC DDD Program IntegrityProvide TA to CDCs as necessary to ensure compliance with IDEA requirementsXXXXXXWDE Special Programs Unit DDD MPRRC Wyoming Early Intervention Council NECTAC (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / General SupervisionIndicator #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)) New indicator sampling not allowed Measurement: Percent = 3.1(a) divided by (3.1) times 100.  Overview of Issue/Description of System or Process: The LEA/Regional Developmental Centers will inform parents of students with disabilities in Wyoming of their rights to the dispute resolution process at each childs initial IEP meeting. Annually the WDE will send parent brochures to districts outlining the process for initiating the request for a due process hearing. The resolution session is the first step when a person requests a due process hearing. The WDE will begin to gather data regarding the percent of hearing requests that go to resolution sessions. Baseline data regarding resolution session outcomes will be included in the WDE tracking system to ensure that the WDE and the LEA/Regional Developmental Centers address and resolve all complaints, mediations and due process hearings consistent with IDEA regulations and the Wyoming Rules Governing Services for Children with Disabilities. Baseline Data for FFY 2004 (2004-2005): The WDE will provide baseline data for Indicator #18 in the 2007 APR. Discussion of Baseline Data: FFYMeasurable and Rigorous Target2005 (2005-2006)N/A2006 (2006-2007)N/A2007 (2007-2008)N/A2008 (2008-2009)N/A2009 (2009-2010)N/A2010 (2010-2011)N/AImprovement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Modify the WDE dispute resolution database to capture due process data as required by IDEA 2004.XWDE Special Programs Unit MPRRC WDE legal counselDevelop a system to track resolution sessions and outcome data XWDE Special Education and Technology Units Wyoming Parent Information CenterProvide TA to the districts regarding procedures for resolution process based on IDEA 2004 and Wyoming RulesXXXXXXWDE Special Programs Unit WDE Legal Counsel Consortium for Appropriate Dispute Resolution in Special Education (CADRE) Establish targets and identify additional activitiesXWDE Special Programs Unit Stakeholder group State Advisory Panel DDD Improvement Activities Modify MOU to ensure adequate communication as we work through the process of resolving parental complaints XWDE Special Programs Unit DDDDevelop internal system to track, respond to and report informal complaints from Regions, parents and stakeholdersXXXXXXWDE Special Programs Unit WDH Division for Developmental Disabilities Wyoming Parent Information Center State Advisory Panel EIC UPLIFTPlace parent handbook on DDD websiteXWDE Special Programs Unit DDD MPRRC Wyoming Early Intervention CouncilImplement inquiry/complaint log within CDCsXWDE Special Programs Unit DDD MPRRC Wyoming Early Intervention CouncilImplement inquiry/complaint contract with Wyoming Parent OrganizationsXDDD Wyoming Parent Information Center Uplift (The following items are to be completed for each monitoring priority/indicator.) Monitoring Priority: Effective General Supervision Part B / General SupervisionIndicator #19: Percent of mediations held that resulted in mediation agreements. (20 U.S.C. 1416(a)(3)(B)) Sampling not allowed Measurement: Percent = (2.1(a)(i) + 2.1(b)(i)) divided by (2.1) times 100.  Overview of Issue/Description of System or Process: The WDE offers mediation procedures to parents and public education agencies to assist in dispute resolution. Issues involving the identification, evaluation or educational placement of a child or the provision of a free appropriate public education (FAPE) to the child may be the basis of alleged disputes. The mediation process is voluntary to both parties and is available throughout the entire 45 day timeline. The WDE offers mediation to both parties within five business days of receiving a written request for a due process hearing. The WDE will begin the mediation process unless either party chooses not to participate. If both parties agree to mediate, the WDE will assign a trained mediator to conduct the mediation. The mediator will obtain a signed agreement within 15 calendar days from the date of the initial written request for due process. DDD Due Process Currently the mechanism that the DDD uses for handling mediations is addressed through the MOU between the DDD and the WDE. The MOU indicated that all mediation requests are forwarded to and investigated by the WDE. Baseline Data for FFY 2004 (2004-2005): The measurement indicator is 100%. Mediations School YearMediationsMediation Requests WithdrawnMediation AgreementsPercent of Mediations Held that Resulted in Mediation Agreements within Timelines2000-2001202100%2001-2002404100%2002-200331267%2003-2004101100%2004-2005909100% DDD Baseline Data YearGeneral Supervision ProcessIssueResult2004Complaint and request for Due Process requested from P&A for apparent Alleged failure of the CDC to implement an IEPSigned mediation resulted Discussion of Baseline Data: In 2002-2003 an original request for Due Process was withdrawn. The parties reached consensus and no longer requested the WDE assistance. In the last two years the percent of mediations held that resulted in mediation agreements within the timeline was 100%. A review of complaints, mediations and due process hearings shows all issues were addressed within the timelines. Wyoming continues to have very few requests for the dispute resolution process each year. The small number of cases brought to the dispute resolution process indicates satisfaction with the special education services the state and LEAs provide. The WDE and DDD anticipate the number of mediation requests will remain low. The WDE verified that the small number of actual complaints was not due to a lack of understanding of parental rights through a parent questionnaire, evidence from the dispute resolution process and confirmation from the Parent Information Center. FFYMeasurable and Rigorous Target2005 (2005-2006)100%2006 (2006-2007)100%2007 (2007-2008)100%2008 (2008-2009)100%2009 (2009-2010)100%2010 (2010-2011)100% Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Analyze mediation results and provide technical assistance in identified areas as neededXWDE Special Programs Unit Wyoming hearing officers WDE legal counsel Independent external consultant Modify and distribute dispute resolution packetsXWDE Special Programs UnitProvide technical assistance to districts regarding mediationsXXXXXXWDE Special Programs UnitExplore alternative methods for providing technical assistanceXWDE Special Programs Unit NASDSE MPRRC State Advisory Panel DDD Improvement Activities Modify MOU to ensure adequate communication as we work through the process of resolving parental XWDE Special Programs Unit DDDDevelop internal system to track, respond to and report informal complaints from Regions, parents and stakeholdersXXXXXXWDE Special Programs Unit WDH Division for Developmental Disabilities Wyoming Parent Information Center State Advisory Panel EIC UPLIFTPlace parent handbook on DDD websiteXWDE Special Programs Unit DDD MPRRC Wyoming Early Intervention CouncilReview CDCs database of complaints, update database, incorporate into annual regions self-assessmentXXXXXXCDCs NECTAC DDD Program Integrity (The following items are to be completed for each monitoring priority/indicator.) 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 and annual performance reports, are: Submitted on or before due dates (February 1 for child count, including race and ethnicity, placement; November 1 for exiting, discipline, personnel; and February 1 for Annual Performance Reports); and Accurate (describe mechanisms for ensuring accuracy).  Overview of Issue/Description of System or Process: The WDE works to ensure valid and clean data by comparing student level information on special education forms to student level information on other forms collected by the department. The WDE notifies the districts of any discrepancies and requires the district to correct and re-submit the data by a given date. The WDE has improved the reporting time of special education data by improving the methods districts use to collect data. The WDE is in the process of implementing the Wyoming Integrated Statewide Education Data System that will connect the different district software systems and databases with the WDE software systems and databases. The data system will minimize the amount of data the districts collect and submit to the WDE. The WDE continues to work to meet the OSEP deadlines. Trend lines indicate the state is improving in meeting the OSEP data submission deadlines in a timely manner. In 2004 the WDE established a system of incentives and sanctions to ensure the districts submit data in a timely manner. Sanctions include telephone calls, renegotiating submission deadlines and letters sent to the school board and district accreditation folder. Incentives include letters of recognition for timely and accurate submissions sent to the school district special education data staff, special education administrator and the school board. Data Accuracy The WDE integrated data collection system (WISE) will decrease the number of reports districts submit to the Data Unit therefore, decreasing the chance of collection errors such as duplicated counts or inaccurate entries. The WDE is participating in the EDFacts initiative with the U. S. Department of Education, the State Education Agencies and other collaborators to centralize all state reported data into one Federally coordinated, K-12 educational data repository. The purpose of EDFacts is to: Increase the focus on outcomes and accountability rather than process Provide robust K-12 business intelligence by integrating student achievement and Federal program performance data Reduce data collection burden for ED and the states Ensure that cost-effective, timely, and high-quality data are available to continuously assess the educational progress and performance of the Department, state and local educational agencies Provide data for program planning, policy development, and management. EDFacts includes several components including the Education Data Exchange Network (EDEN) and the EDEN Submission System (ESS). The Education Data Exchange Network (EDEN) is a centralized, coordinated repository of state reported, K-12, educational data residing at the U. S. Department of Education. EDEN houses data on over 100 data elements identified by the Departments Strategic Accountability Service, the National Center for Education Statistics, the Departments program offices, and the Office of the Chief Information Officer, as well as the Council of Chief State School Officers, state IT/data managers, state program directors, and a coordinating committee of representatives from the states and school districts. EDEN data is available at the state, local educational agency, and school levels, and provides information on school, district, and state characteristics; program participation; Federal funding; implementation of educational programs; staffing, and student demographics and outcomes, among others. A dictionary of terms and definitions is provided to the states for consistent reporting. EDENs primary customers are the U. S. Department of Education and State Education Agencies, however, as EDEN matures, plans include providing access to other key customer groups. States report data to EDEN using the EDEN Submission System (ESS), an electronic system facilitating the efficient and timely transmission of data from SEAs to the Department. Data is transmitted by the states to meet the data requirements of annual and final grant reporting, specific program mandates, and data supporting the Government Performance and Results Act. Wyoming is one of only fourteen states to begin submitting portions of the 618 data through this mechanism. WDE believes this consolidated approach to data submission will improve the overall accuracy and reduce duplication. Baseline Data for FFY 2004 (2004-2005): Data Submitted on or before due dates OSEP ReportReport Due DateDate Report SubmittedSubmitted on or before due date Yes/noChild Count/Environment 2/1/0301/31/03YesPersonnel/Exits/Discipline11/1/03 11/2/03NoChild Count/Environment 2/1/04 2/15/04NoPersonnel/Exits/Discipline11/1/0410/20/04YesChild Count/Environment 2/1/05 1/20/05Yes Discussion of Baseline Data: FFYMeasurable and Rigorous Target2005 (2005-2006)100%2006 (2006-2007)100%2007 (2007-2008)100%2008 (2008-2009)100%2009 (2009-2010)100%2010 (2010-2011)100%Improvement Activities/Timelines/Resources: Improvement ActivitiesTimelinesResourcesFFY Year(s) When activities will occur200520062007200820092010Implement reward/sanction program to encourage the LEAs to implement data according to the WDE timeline.XXXXXXWDE Special Programs and Data Units LEAsProvide technical assistance to LEA staff to submit data to the WDEXXXXXWDE Special Programs and Data Units LEAsDevelop and implement schedule for staff to complete individual portions of the APRXXXXXWDE Special Programs UnitComplete the implementation of the WISE SystemXXXXWDE Data and Special Programs UnitsUpdate the internal data collection and submission procedural manualXWDE Special Programs and Data UnitsUpdate WDE forms to maintain and improve efficient data submission XWDE Special Programs and Data UnitsParticipate in the EdFacts initiative to convert all 618 reporting to the EDEN systemXXXXXXWDE Special Programs and Data Units APPENDICES Report of Dispute Resolution Under Part B of the Individuals with Disabilities Education Act Complaints, Mediations, Resolution Sessions, and Due Process Hearings SECTION A: Signed, written complaints (1) Signed, written complaints total 0(1.1) Complaints with reports issued 0(a) Reports with findings 0(b) Reports within timeline 0(c) Reports within extended timelines 0(1.2) Complaints withdrawn or dismissed 0(1.3) Complaints pending 0(a) Complaint pending a due process hearing 0 SECTION B: Mediation requests(2) Mediation requests total9(2.1) Mediations (a) Mediations related to due process9(i) Mediation agreements9(b) Mediations not related to due process0(i) Mediation agreements0(2.2) Mediations not held (including pending)0 SECTION C: Hearing requests(3) Hearing requests total 2(3.1) Resolution sessions 0(a) Settlement agreements 0(3.2) Hearings (fully adjudicated) 1(a) Decisions within timeline 0 (b) Decisions within extended timeline 1(3.3) Resolved without a hearing 1 SECTION D: Expedited hearing requests (related to disciplinary decision) (4) Expedited hearing requests total0(4.1) Resolution sessions 0(a) Settlement agreements0(4.2) Expedited hearings (fully adjudicated)0(a) Change of placement ordered0 Stakeholder Groups Required MembershipSPP ParticipationEarly Intervention Council Parents Service providers State Legislature Agency for early intervention services Agency for preschool services State Medicaid agency Head Start Agency Child Care Agency Agency for health insurance Office of the coordinator of homeless children and youth State foster care representaive3 Mental Health Agency XState Advisory Panel Parents of children with disabilities (ages birth 26) Individuals with disabilities Teachers Representatives of Institutions of higher education that prepare special education and related services personnel State and local education officials including officials who carry out activities under sub title B of Title 7 of the McKinney Vento Homeless Assistance Act Administrators of programs for children with disabilities Representatives of other state agencies involved in the financing or delivery of related services to children with disabilities Representatives of private schools and public charter schools Not less than one representative of a vocational, community, or business organization concerned with the provision of transition services to children with disabilities A representative from the state child welfare agency responsibility for foster care Representatives from the state Juvenile and Adult Correction agencies XState Data Advisory Group Through State Superintendent appointment and opened up to any district personnelXState Rehabilitation Council Individuals with disabilities from business, industry and laborXWyoming Association of Special Education Administrators District Special Education AdministratorsXWyoming Transition Council Universities and Community Colleges Parents Voc Rehab Counselors Special Education Directors Business Representatives Workforce Services Secondary Transition Specialists  ECO Monitoring Tool  Section IX Projected Monitoring Cycle for DDD2004-20052005-20062006-2007Region IIRegion IRegion VIRegion VIIIRegion IIIRegion VIIRegion IXRegion IVRegion XRegion XIRegion VRegion XIIRegion XIII Excerpt taken from www.nectac.org/~Calls/2005/Outcomes/Child/childoutcomes.asp  Parent Survey Special Education Services Schools Efforts to Partner with Parents This is a survey for parents of students receiving special education services. Your responses will help guide efforts to improve services and results for children and families. Please select one answer for each question. I am considered an equal partner with teachers and other professionals in planning my childs program. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree I was offered special assistance (such as child care) so that I could participate in the Individualized Educational Program (IEP). (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree At the IEP meeting, we discussed how my child would participate in statewide assessments. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree At the IEP meeting, we discussed accommodations and modifications that my child would need. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree All of my concerns and recommendations were documented on the IEP. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Written justification was given for the extent that my child would not receive services in the regular classroom. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree I was given information about organizations that offer support for parents of students with disabilities. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree I have been asked for my opinion about how well special education services are meeting my childs needs. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree My childs evaluation report is written in terms I understand. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Written information I receive is written in an understandable way. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Teachers are available to speak with me. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Teachers treat me as a team member. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Teachers and administrators seek out parent input. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Teachers and administrators show sensitivity to the needs of students with disabilities and their families. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Teachers and administrators encourage me to participate in the decision-making process. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Teachers and administrators respect my cultural heritage. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree Teachers and administrators ensure that I have fully understand the Procedural Safeguards (the rules in federal law that protect the rights of parents). (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school has a person on staff who is available to answer parents questions. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school communicates regularly with me regarding my childs progress on IEP goals. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school gives me choices with regard to services that address my childs needs. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school offers parents training about special education issues. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school offers parents a variety of ways to communicate with teachers. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school gives parents the help they may need to play an active role in their childs education. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school provides information on agencies that can assist my child in the transition from school. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree The school explains what options parents have if they disagree with a decision of the school. (Very Strongly Disagree (Strongly Disagree (Disagree (Agree (Strongly Agree (Very Strongly Agree 26. My childs age is: ______ 27. My childs grade is: _____ 28. My childs age when first referred to early intervention or special education ____ 29. My childs race/ethnicity is: ( African-American/Black ( American Indian/ Alaskan Native ( Asian/ Pacific Islander ( Hispanic or Latino ( Multiracial ( White My childs primary disability is (please mark only one answer): ( Autism ( Deaf-Blindness ( Deafness ( Developmental Delay ( Emotional Disability ( Hard of Hearing ( Learning Disability ( Mental Retardation ( Multiple Disabilities ( Orthopedic Impairment ( Other Health Impairment ( Speech/Language Impairment ( Traumatic Brain Injury ( Visual Impairment (including Blindness) The school my child attends is: __________________________________________________ Thank you for your time and input. WYOMING PART C/PART B 619 MONITORING PROCESS - 2004 SECTION I INTRODUCTION The purpose of the Wyoming Monitoring Process is to ensure that Regional Child Developmental Centers (CDCs) provide high-quality comprehensive services to the children and families they serve. This process if conducted in partnership with State and local staff to support the continuous improvement in the quality of the DD Regional Preschool services. The monitoring process integrates information from several different levels. The process reviews the program data and child files, information from staff, parents, and community members, as well and the programs own self assessment by employing a team approach to gathering the information via teams of Program Improvement Facilitators (contracted staff through MPRRC) hosting the focus group session to the desk audits and file reviews completed on site completed by state staff from the DDD and WDE and peer reviewers. Most importantly, the process assesses the focus on the child and family via a parent survey and parent focus groups, allowing families opportunities to explain how the service play out for their children. Federal and state rules and regulations governing the Part C and 619 Part B programs is the foundation of the Wyoming Monitoring Process. These regulations include IDEA, OSEP, and the Wyoming Department of Education Rules and regulations. These governing entities require that the programs provide comprehensive services to the children and the families that they serve. The knowledge of the regulations and experience provides a basis for the State staff and the Program Improvement Facilitators to understand how each Regional Preschool Program meets the regulations in their own distinctive manner. A concept map for the Wyoming Monitoring Process shows that the multiple data collection system will assist in assessing the overall program as well as to triangulate data for a more complete assessment of the regional DD preschool programs.  SECTION II GENERAL INSTRUCTIONS AND TIMELINES DDD will monitor approximately one-third of the 14 regions annually. The schedule for monitoring was determined based upon several factors including; dates of past monitoring, size of regions and the regions proximity to each to facilitate peer monitoring. Several months prior to a monitoring visit the DDD office contacts the CDC and jointly a date for monitoring is established. This date is then communicated with WDE and MPRRC to ensure that their participation can be scheduled. Below are outlines of monitoring process timeline and a matrix of the onsite activities: Wyoming Part C/619 B Monitoring Protocol TC "Wyoming Part C/619 B Monitoring Protocol" \f C \l "2" ActivityPurposeBy WhomTimelineInformation dissemination to Contracted Program Improvement FacilitatorsTo facilitate their knowledge of the Part C/619 B Monitoring Process and the structure of the Wyoming DD Preschool systemMPRRCUpon entering a contract with MPRRCPIF Team assembled and Team Leader identifiedTo determine the facilitator team and determine team contactMPRRC4-6 weeks priorNotification to Team Leader of any additional focus group questionsTo clarify any changes/additions to the focus group questions for assist the PIF teams preparations.State Staff2 weeks priorDesk Audit Review of Random IEP electronic filesCompliance ReviewState Staff2-3 weeks priorAnalysis of Desk AuditsIdentification of Systemic IssuesState Staff1-2 weeks priorSelf assessmentAnalysis of local programAdministrators, Service Coordinators, Service Providers, Parents, Local ICCSubmitted to the DDD annuallyAnalysis of Self-AssessmentsIdentification of Positive program Results/Areas for ImprovementState Staff/ Peer reviewers4 weeks priorOn-Site Visit (Records Review, Interviews, Focus Groups)Verifications/Validation /ProbeState Staff/Contract monitors/ Peer monitors0Focus Group Report to the StateMonitoring ResultsMPRRC3-4 weeks afterReport to RegionsMonitoring ResultsState Staff4-8 weeks afterAction Plans/TAProgram Improvement and Action Plan Tracker State Staff2-12 months after  TC "Proposed Wyoming Part C/619 B On Site Monitoring Protocol" \f C \l "2" Proposed Wyoming Part C/619 B On Site Monitoring ProtocolActivityPurposeBy WhomTimelinePIF Team Planning MeetingIntroduction of PIF Team members Clarification of PIF Team member assignments Schedule of events Review of code of conduct Overview of the Wyoming DD preschool systemMPRRC/ State staffPrior to any interaction with the program staffOrientation MeetingProvide opportunity for State Staff to make general comments about the course of the monitoring to program staff Provide an opportunity for the PIF team and program staff to meet one another Provide an opportunity for program staff to make a presentation about their program to the PIF team members Outline the agenda for the monitoring Tour of the facilityMPRRC/ State staff/ Program staffEither the evening prior to or the morning of the beginning of the focus groupsFocus Groups Part C parent group Part B parent group Program staff group ICC/Board/local community groupIdentification of program strengths and systemic issuesPIF Team membersDay 1-3 of onsite monitoring as scheduled by the program File ReviewCompliance ReviewState Staff Part B & Part C Coordinators/ Peer reviewersDay 1-3 of onsite visit occurs simultaneous to the Focus groupsProgram Director InterviewIdentification of Systemic IssuesState Staff - Early Intervention and Education Program MangerDay 1-3 of onsite visit occurs simultaneous to the Focus groupsSchool District Informal MeetingOpen dialogue for the analysis of local programs performance on transitional issues State Staff - Early Intervention and Education Program MangerDay 1-3 of onsite visit, occurs simultaneous w/focus groupsExit MeetingProvide the program with the opportunity to reflect on the monitoring process Provide the program with initial feedback on the outcomes of the monitoringState StaffAt the conclusion of the visit SECTION III PROGRAM PORTFOLIO The Program Portfolio is Wyoming DDDs version of a program self-assessment. This piece has been under development but has not yet been implemented within the monitoring process. The Self Assessment will include the following activities by the center: file review, review of practices, administrative practices and policies, Child Find activities, Curriculum choices and implementation, and community involvement. The self-assessment will be due to DDD annually however, the program is also investigating the possibilities of quarterly data reports on different aspects of the self assessment to allow for ongoing data analysis and to not overload the CDCs with a large annual report. The self-assessment will be used in guiding the monitoring process during the regular monitoring cycle as well as triggering a visit by DDD to a local program if there is an apparent need for technical assistance at other times. SECTION IV PRE-SITE VISIT DESK AUDIT STUDENT RECORDS REVIEW The student records review is a comprehensive review of the regional preschools special education evaluation and placement process as well as programs and services provided to students with disabilities. Student record reviews start 2 3 weeks before the on-site visit in order to complete the Desk Audit Review of IFSP/IEP files prior to the onsite visit. The Wyoming DDD State Staff will review all electronic records (100%) and are reviewed for: For Part C Referral Source Developmental Level Evaluations and assessments Family Routines, Concerns, and Priorities Child Strengths and Concerns Meeting Dates for timeliness of services 45 day justification Eligibility Areas Exit information Natural Environment Interventions Service Plan Goal Areas and Expected Outcomes For Part B Meeting Date/IEP Date Primary Setting Eligibility determination and Eligibility for services General Factors Recent Evaluations Special Factors Accommodations and Modifications Services in IEP seem appropriate for the disability including ESY and Special Transportation services DDD staff use the following guidelines to determine which records to review based upon the electronic records review: For Part C Represent each disability category currently represented in the state; Have been placed on an IFSP within the last year; and Have transitioned from a Part C program to Part B within the past year. For Part B Represent each disability category currently represented in the state; Have transitioned from a Part C program to Part B; Have been placed in special education within the last year; and Have transitioned to the school district within the past year. SECTION V ON SITE VISIT On-site Program Improvement Facilitators Team Planning Meeting This meeting occurs before any interaction with the program staff. The activities that are included in this meeting are: Introduction of contract monitor team members Clarification of assignments Schedule of events Review of code of conduct Overview of the Wyoming Part C/610 B Programs Focus Group Process Review Facilitator Roles and Responsibilities Report Writing Responsibilities and Timelines Reimbursement Process Specific Question from PIF Team members Orientation Meeting This meeting is held with all of the monitoring team and CDC staff. The purpose of the orientation meeting is: To provide an opportunity for the DDD Staff to make some general comments about the course of the monitoring To provide an opportunity for the PIF Team members and the program staff to meet one another To provide program staff with the opportunity to make a presentation about their program to the PIF team Outline the agenda for the monitoring visit and how the PIF Team will conduct the focus group simultaneously to the State staff completing other pieces of the monitoring To provide the opportunity for program staff and PIF team members to socially interact during a non-structured time (est. 30-60 minutes) Brief tour of the physical facility Focus Group Sessions DDD will contact a local program representative to coordinate the scheduling of the focus group sessions, orientation meeting, and the exit meeting. DDD will communicate this schedule with WDE and MPRRC. The program representative will need to set up times, locations, and invite individuals to attend focus groups for: Part C Parent Focus group Part B Parent Focus group Direct Staff/Therapists Focus group (excluding management level staff) ICC/Board/Community Focus group ITEMS TO BE VERIFIED DURING THE ON SITE VISIT TC "Items To Be Verified During The On Site Visit" \f C \l "2"  Student Records Crosscheck at least 20% of the files reviewed in the desk audits. Also, check two other files from each site selected at random. Note any discrepancies. Visit with the special education teachers and related service providers during the interviews to confirm implementation of goals/objectives and review schedules to confirm amount of services. Confirm effective practices and areas of concern identified in the self-assessment. Note any discrepancies. DDD utilizes the Wyoming Department of Education PART B 619 STUDENT RECORDS REVIEW form to complete file reviews. Focus Groups The Program will establish a schedule and invite individuals to participate in the Parent Focus group, ICC and Board Member focus group, and staff focus group. If a program has several centers scheduling several parent and staff focus groups may be necessary. Contract monitors will run and record information for the focus groups. Interviews DDD Staff will conduct interviews with Regional Preschool Director (in development) Summary Information Exit Meeting Review with the local program any discrepancies with the DDD and come to agreement on the correct percentage(s), effective practices, or areas of concern. Complete a review of any findings with the local program. SECTION VI POST-SITE ACTIVITIES MPRRC will gather the focus group notebooks and computer files and forward to the DDD after final formatting within 3-4 weeks of the completion of the monitoring visit. The State staff will create a monitoring report for the preschool program within 4-8 weeks of the onsite visit. The State staff will schedule a follow up meeting, within 8 weeks of the onsite visit, with the regional preschool program to review the monitoring report and to establish the collaborative action plan, as needed. The State staff will finalize the Collaborative Action plan and forward it to the regional preschool for comments. Once both parties come to agreement on the items on the Action plan and the timelines, the action plan will be implemented. SECTION VII Collaborative Action Plan See the next page for a sample template of a Collaborative Action Plan. Section VIII Action Plan Tracker The DDD will develop and implement a Collaborative Action Plan Tracker. All Collaborative Action Plans, tasks and timelines, will be input into this database. A staff member at the DDD will be assigned to tracking and updating the outlined activities within the Collaborative Action Plans. At a minimum, this staff member will review with other DDD staff, at established staff meetings, the activities and target dates from the Action Plan Tracker. This will ensure that the necessary follow-up and technical assistance will be provided to regions to guarantee that they can bring issues on their Collaborative Action Plan within compliance within one year. November 30, 2005 Troy R. Justesen Acting Director Office of Special Education Programs 400 Maryland Avenue S.W. Washington, DC 20202 Dear Dr. Justesen: The purpose of this letter is to respond to OSEPs comments, analysis and determinations based upon our Annual Performance Report (APR) of Federal Fiscal Year 2003. The Wyoming Department of Education, Special Programs Unit, carefully considered the comments in the APR letter and included needed information and clarification through the entire SPP document. The Conclusion of the APR letter from OSEP asked that Wyoming specifically address three items in the State Performance Plan (SPP) of December 2, 2005. An initial response to those three items is addressed below, in addition to their inclusion in the SPP. Clarification of how WDE maintains general supervisory responsibility over the preschool special education programs operated by the DDD and the results of the onsite monitoring WDE is conducting to follow-up on the alleged irregularities identified in narratives provided by the DDD. WDE included the necessary information to clarify our general supervision of the DDD in the Overview of State Performance Plan Development contained in the Introduction section of the SPP, pages .. The monitoring and oversight of the DDD is addressed specifically in the Overview section entitled General Supervision of the Preschool Special Education Programs in Wyoming. Additional information regarding WDEs monitoring of the DDD is included within indicators six (6), eight (8), nine (9), ten (10), eleven (11), twelve (12), and fifteen (15) through twenty (20). In addition, the monitoring document that the DDD uses as it monitors each of the regional centers is included, in its entirety, as an attachment to the SPP for OSEPs review. Responsive baseline data regarding the percentage of children referred by Part C prior to age 3 and who are found eligible for Part B and receive special education and related services by their third birthday. This issue is addressed explicitly in the SPP Indicator Twelve (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)) Either evidence demonstrating that the state is meeting the requirement of 300.146 regarding suspension and expulsion rates, or a plan, including strategies, proposed evidence of change, targets and timelines designed to ensure correction of the noncompliance regarding 34 CFR 300.146 as soon as possible and not more than one year after OSEP accepts the plan. WDE specifically addressed the suspension and expulsion rates in the SPP Indicator Four (4). The Overview of Issue/Description of System or Process is included here, but may be viewed in its entirety, including baseline data, targets, and improvement activities in the SPP document: Overview of Issue/Description of System or Process: Wyoming LEAs report very few suspensions and expulsions. The low reporting frequency and small district population make it difficult to interpret discrepancies among the rates of suspension and expulsion for children with disabilities and children without disabilities. The WDE currently collects data for this indicator annually from all 48 districts through the state-approved data collection system. This data is used to complete the OSEP Table 5, Section A, Columns 3A, 3B and 3C. In the FFY 2003-2004 APR the WDE analyzed the data and compared suspension and expulsion rates between students with and without disabilities within each district. Data from all 48 Wyoming districts revealed that only eight districts suspended or expelled a student with a disability. Each of those eight districts suspended or expelled one student; the remaining 40 districts suspended or expelled zero students with a disability. In conjunction with the annual data collection the WDE special education monitoring process verifies the LEA suspension and expulsion rates and numbers. During the monitoring process districts must provide discipline policies to guarantee that policies, procedures and practices are not discriminatory against students with disabilities. After reviewing the APR letter and receiving input from the stakeholder group the WDE reevaluated the method used to determine significant discrepancy. The WDE will move from comparing suspension and expulsion rates between students with and without disabilities within the LEA to comparing suspension and expulsion rates among state LEAs. The WDE has defined significant discrepancy as any district that suspends or expels two or more students and at a rate of 0.5% or more of its students with disabilities. To determine significant discrepancy the WDE will use the current data collection and monitoring methods. If the data indicates a district displays significant discrepancy then the WDE will examine the district. The WDE will review district data and policies to identify potential areas of concern. Upon the completion of the internal evaluation the district will complete a self-assessment of the data and provide the WDE with as explanation of the discrepancy. WDE will work with the district to establish improvement strategies. WDE will submit a Progress Report no later than six months from the date of OSEPs letter. The Progress Report will include data and analysis demonstrating progress toward compliance. This letter provides OSEP with a report by means of the SPP with the data and analysis demonstrating compliance. Thank you for the support as we continue to improve results for Wyomings children and youth with disabilities and their families. Sincerely, Peg Brown-Clark State Special Education Director Wyoming Department of Education cc: Ellen Safranek, OSEP Dr. Jim McBride, WDE      PAGE  SPP  Part B (3) ___________ Wyoming Part B State Performance Plan: 2005-2010 Monitoring Priority__: _________ - Page  PAGE 64 of 79 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) Part B SPP/ARP Attachment 5 _______________________ Wyoming Part B State Performance Plan: 2005-2010 Monitoring Priority ___Page  PAGE 1 of  NUMPAGES 102 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) APR Attachment 1 _________________ Wyoming Part B SPP/APR Part B Attachment 1 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) APR Attachment 2 _________________ Wyoming Part B SPP/APR Part B Attachment 2 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) APR Attachment 3 _________________ Wyoming Part B SPP/APR Part B Attachment 3 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) Part B State Performance Plan: 2005-2010 Monitoring Priority__Attachment 2__ (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) APR Attachment 4 _________________ Wyoming Part B SPP/APR Part B Attachment 4 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) Part B SPP/APR Attachment 5 _________________ Wyoming Part B SPP/APR Part B Attachment 5 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) APR Attachment 6 _________________ Wyoming Part B SPP/APR Part B Attachment 6 (OMB NO: 1820-0624 / Expiration Date: 01/31/2006) Complete Picture of Program Monitoring System Triangulation of Data Program Self Assessment General Supervision Public Awareness Family Centered services Natural Environments Early Childhood Transitions FAPE and LRE Parent Surveys On Site Visits/ Focus Groups: Staff Parents Community Boards Administrative Staff File Reviews: IFSPs IEPs Complaint Log Surrogate Parent Monitoring of Program Data Region ___ Collaborative Action Plan Date Introduction In accordance with the Individuals with Disabilities Education Act, 20 U.S.C. 1400 et seq., and the corresponding regulations, 34 C.F.R. Parts 300 and 303, the following action plan is developed in coordination with Region _________________ and the Developmental Disabilities Division to address findings of the _______2004 monitoring visit. Part B Actions Issue Actions: Due Date: Actions Taken: Date Complete: Due Date: Actions Taken: Date Complete: Part C Actions Issue Actions: Due Date: Actions Taken: Date Complete: Other Suggested Actions Issue Actions: Due Date: Actions Taken: Date Complete: Other Identified Issues (informational) Conclusion All actions, except other identified issues, will be documented as complete by ___________ Signatures Insert Name Director Early Intervention & Education Program Manager DD Regional Program Region ___ Collaborative Action Plan Date Introduction In accordance with the Individuals with Disabilities Education Act, 20 U.S.C. 1400 et seq., and the corresponding regulations, 34 C.F.R. Parts 300 and 303, the following action plan is developed in coordination with Region _________________ and the Developmental Disabilities Division to address findings of the _______2004 monitoring visit. 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_nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 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_nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 _nO7W{^@]]<r_~3Nz?7^s׿W.ܟW߾n?Ӟyu~qg׾˯7'U?+n.]?߿|y_u={uw~}9 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