Procedural Compliance Self-Assessment Webcast

1. Procedural Compliance Self-Assessment Webcast Section 2: Conducting the Self-Assessment: Sampling Welcome to the Section 2: Conducting the Self Assessment Sampling webcast. My name is Christina Spector, and I am a School Administration Consultant for the Special Education Team at DPI. I am also a member of the Procedural Compliance Self-Assessment workgroup. I’m going to speak with you about how to create the appropriate samples for the Procedural Compliance Self-Assessment. LEAs select a random sample of student records that represents the special education population across the district. Sampling is a key aspect of a successful Procedural Compliance Self-Assessment experience. If you do not create an appropriate sample, you may be asked to draw a new sample and reassess your records during validation. It is our hope that by using this webcast and the “Developing Self-Assessment Samples” instructions in Appendix C of the Self-Assessment manual, you will avoid any duplicative work. If you have questions as you develop your samples, please feel free to contact any member of the Procedural Compliance Self-Assessment workgroup. The last slide of this presentation will have contact information for our workgroup members. Welcome to the Section 2: Conducting the Self Assessment Sampling webcast. My name is Christina Spector, and I am a School Administration Consultant for the Special Education Team at DPI. I am also a member of the Procedural Compliance Self-Assessment workgroup. I’m going to speak with you about how to create the appropriate samples for the Procedural Compliance Self-Assessment. LEAs select a random sample of student records that represents the special education population across the district. Sampling is a key aspect of a successful Procedural Compliance Self-Assessment experience. If you do not create an appropriate sample, you may be asked to draw a new sample and reassess your records during validation. It is our hope that by using this webcast and the “Developing Self-Assessment Samples” instructions in Appendix C of the Self-Assessment manual, you will avoid any duplicative work. If you have questions as you develop your samples, please feel free to contact any member of the Procedural Compliance Self-Assessment workgroup. The last slide of this presentation will have contact information for our workgroup members.

2. Choose an audio source Make sure the volume on the computer is tuned up Contact your local IT department If you are deaf or hard of hearing, you can you can access the speaker notes by clicking on the PowerPoint presentation icon next to the Webcast you’d like to view. If you are using a PC, you can right click on the screen when the PowerPoint opens and select “full screen.” Right click again and select “speaker notes.” The notes will appear in a small box which can be moved and will automatically change as the slides change. Audio Difficulties & Accessibility July, 2011 2 If you are having audio difficulties with this presentation, there are a number of helpful suggestions we can provide. First, make sure that your computer knows whether you are using sound from a speaker or headphones. Second, make sure the volume on your computer is turned up. If you are using a PC, the volume icon is located on the right hand side of your computer task bar. If you continue to have audio difficulties, contact your local IT department. If you are deaf or hard of hearing, you can you can access the speaker notes by clicking on the PowerPoint presentation icon next to the webcast you’d like to view. If you are using a PC, you can right click on the screen when the PowerPoint opens and select “full screen.” Right click again and select “speaker notes.” The notes will appear in a small box which can be moved and will automatically change as the slides change. If you are having audio difficulties with this presentation, there are a number of helpful suggestions we can provide. First, make sure that your computer knows whether you are using sound from a speaker or headphones. Second, make sure the volume on your computer is turned up. If you are using a PC, the volume icon is located on the right hand side of your computer task bar. If you continue to have audio difficulties, contact your local IT department. If you are deaf or hard of hearing, you can you can access the speaker notes by clicking on the PowerPoint presentation icon next to the webcast you’d like to view. If you are using a PC, you can right click on the screen when the PowerPoint opens and select “full screen.” Right click again and select “speaker notes.” The notes will appear in a small box which can be moved and will automatically change as the slides change.

3. Developing Self-Assessment Samples (Appendix C) Sample 1- Evaluation Sample 2- IEP Sample 3- Discipline No Sample requirements Consultation with private schools Services plans 60 day initial evaluation timeline July, 2011 3 Now let’s get into the meat this presentation: creating the Self-Assessment samples. For those of you who have participated in a Procedural Compliance Self-Assessment before, you’ll be relieved to know that the sampling procedures for the three samples you must create: Evaluation, IEP, and Discipline, have remained the same in this cycle. One thing we’ve really tried to improve upon in this cycle is being more specific about which kind of removals must be counted towards the 10 days in the Discipline sample. There will be more information about that coming up later in the presentation. As a reminder, there are also three “no sample” elements you’ll need to asses as part of the Self-Assessment. They are called “no sample” requirements because you won’t need to develop a sample for these elements, so I won’t talk about them in this webcast. Just keep them in the back of your mind. Appendix C of the Self-Assessment Manual includes detailed instructions on how to develop each population and corresponding sample. Be sure to use these directions step by step as you decide which student records to review. The detailed instructions are particularly important for the Evaluation and IEP samples where you will split the population into samples of elementary, middle, and high school students before randomly selecting records. Once you’ve completed the process detailed in Appendix C, you will have three samples of student records: Sample 1 – Evaluation; Sample 2 – Individualized Education Program; AND Sample 3 – Discipline The diagram on the right side of the slide is to remind you that these samples you develop are a subset of the larger population. Now let’s get into the meat this presentation: creating the Self-Assessment samples. For those of you who have participated in a Procedural Compliance Self-Assessment before, you’ll be relieved to know that the sampling procedures for the three samples you must create: Evaluation, IEP, and Discipline, have remained the same in this cycle. One thing we’ve really tried to improve upon in this cycle is being more specific about which kind of removals must be counted towards the 10 days in the Discipline sample. There will be more information about that coming up later in the presentation. As a reminder, there are also three “no sample” elements you’ll need to asses as part of the Self-Assessment. They are called “no sample” requirements because you won’t need to develop a sample for these elements, so I won’t talk about them in this webcast. Just keep them in the back of your mind. Appendix C of the Self-Assessment Manual includes detailed instructions on how to develop each population and corresponding sample. Be sure to use these directions step by step as you decide which student records to review. The detailed instructions are particularly important for the Evaluation and IEP samples where you will split the population into samples of elementary, middle, and high school students before randomly selecting records. Once you’ve completed the process detailed in Appendix C, you will have three samples of student records: Sample 1 – Evaluation; Sample 2 – Individualized Education Program; AND Sample 3 – Discipline The diagram on the right side of the slide is to remind you that these samples you develop are a subset of the larger population.

4. Evaluation and IEP populations ONLY Separate lists and recording forms for: Elementary Middle school High school Find "grand total” sample size using Appendix D Split up the sample size Elementary Middle School High School Weighted Random Sampling July, 2011 4 For two of the populations, Evaluation and IEP, you will use weighted random sampling to ensure that your sample includes a proportionate share of students from all grade levels across your school district. To do this, you will create your lists based on the grade level of the student: elementary, middle, or high school. There are separate recording forms for elementary, middle, and high school students in these sample. In each of the recording forms you will record the total number of elementary, middle, and high school students and add them together to develop a “grand total.” You will then split the required sample up into a certain number of elementary, middle, and high school students based on that sub-groups percentage of the whole. We will walk through examples of how to do this later in the presentation. For two of the populations, Evaluation and IEP, you will use weighted random sampling to ensure that your sample includes a proportionate share of students from all grade levels across your school district. To do this, you will create your lists based on the grade level of the student: elementary, middle, or high school. There are separate recording forms for elementary, middle, and high school students in these sample. In each of the recording forms you will record the total number of elementary, middle, and high school students and add them together to develop a “grand total.” You will then split the required sample up into a certain number of elementary, middle, and high school students based on that sub-groups percentage of the whole. We will walk through examples of how to do this later in the presentation.

5. Table for Determining Sample Size (Appendix D) Population 1-10 ...................................... 11-15 ………………………... 16-20 ………………………... 21-25 ………………………... 26-30 ………………………... 31-35 ………………………… 36-40 ………………………… 41-45 ………………………… Etc. …………………………… Sample Size All 10 12 14 15 16 17 18 Etc. July, 2011 5 For each population, you will need to determine a sample size. For the Evaluation and IEP populations, this sample size will be based on the “grand total” of elementary, middle, and high school students in the population. This “grand total” sample size will later be split up among elementary, middle, and high school to ensure a distribution of records in the sample across all grade levels. For the Discipline population, the sample will be based on the number of students in the population and you will not need to split them up based on grade level. Appendix D of the Self-Assessment Manual begins with a “Table for Determining Sample Size.” Using the “Population” column, find the range where the “grand total” of all students for that particular population falls. Then look across the table and determine the corresponding sample size. Remember, you will need to determine a separate sample size for each population: Evaluation, IEP, and Discipline. Here’s an example to make this clear: if you have a “grand total” of 37 students in your Evaluation population who were found eligible for special education whose initial evaluations or reevaluations were initiated and completed within the last school year, you have a required sample size of 17 students for the Evaluation sample. Later, you’ll split up the required sample size of 17 to match the proportion of elementary, middle, and high school students in the population. Repeat the process for the IEP sample: if you have a “grand total” of 45 students who currently have IEPs, your sample size for IEPs would be 18 and you’ll later split this up to match the grade level proportionately. As I said earlier, your Discipline sample does not need to be split up by grade level-and- if, for example, you have 20 students with disabilities removed by LEA staff for a violation of the code of student conduct for more than 10 days, your Discipline sample would be 12. If you had 7 students removed for more than 10 days, the sample would be all records, or 7. For each population, you will need to determine a sample size. For the Evaluation and IEP populations, this sample size will be based on the “grand total” of elementary, middle, and high school students in the population. This “grand total” sample size will later be split up among elementary, middle, and high school to ensure a distribution of records in the sample across all grade levels. For the Discipline population, the sample will be based on the number of students in the population and you will not need to split them up based on grade level. Appendix D of the Self-Assessment Manual begins with a “Table for Determining Sample Size.” Using the “Population” column, find the range where the “grand total” of all students for that particular population falls. Then look across the table and determine the corresponding sample size. Remember, you will need to determine a separate sample size for each population: Evaluation, IEP, and Discipline. Here’s an example to make this clear: if you have a “grand total” of 37 students in your Evaluation population who were found eligible for special education whose initial evaluations or reevaluations were initiated and completed within the last school year, you have a required sample size of 17 students for the Evaluation sample. Later, you’ll split up the required sample size of 17 to match the proportion of elementary, middle, and high school students in the population. Repeat the process for the IEP sample: if you have a “grand total” of 45 students who currently have IEPs, your sample size for IEPs would be 18 and you’ll later split this up to match the grade level proportionately. As I said earlier, your Discipline sample does not need to be split up by grade level-and- if, for example, you have 20 students with disabilities removed by LEA staff for a violation of the code of student conduct for more than 10 days, your Discipline sample would be 12. If you had 7 students removed for more than 10 days, the sample would be all records, or 7.

6. www.random.org/sequences July, 2011 6 Once you’ve made the appropriate list for each population, you will generate a sequence of random numbers using a website called “Random.org.” You could have up to a maximum of 7 random.org sequences, depending on your population. The URL of random sequence generator is listed at the top of this slide. You will use the random numbers to select students from the population for the sample. This is a screen shot of the random.org generator you will use to develop the random sequence of numbers for each numbered list. To use the generator, go to the random sequence generator at random.org. Under Part 1: Sequence Boundaries, enter 1 for “smallest value” and Enter the number of students in each list you are creating for the “largest value”. Under Part 2: Go, click “Get Sequence” to produce an unduplicated random list of numbers. Print the pages generated as they appear and label each sequence of numbers with the list it was for- “Evaluation Elementary” for example. Maintain these pages as part of the Self-Assessment record which may be validated. Once you’ve made the appropriate list for each population, you will generate a sequence of random numbers using a website called “Random.org.” You could have up to a maximum of 7 random.org sequences, depending on your population. The URL of random sequence generator is listed at the top of this slide. You will use the random numbers to select students from the population for the sample. This is a screen shot of the random.org generator you will use to develop the random sequence of numbers for each numbered list. To use the generator, go to the random sequence generator at random.org. Under Part 1: Sequence Boundaries, enter 1 for “smallest value” and Enter the number of students in each list you are creating for the “largest value”. Under Part 2: Go, click “Get Sequence” to produce an unduplicated random list of numbers. Print the pages generated as they appear and label each sequence of numbers with the list it was for- “Evaluation Elementary” for example. Maintain these pages as part of the Self-Assessment record which may be validated.

7. Sequence of Random Numbers July, 2011 7 Here is an example of the results when a sequence of numbers is generated with random.org and the population of the category is 20. I entered “1” for the minimum value, and “20” for the maximum value because there were 20 students in the population. Note the time stamp at the bottom of the sequence of numbers. You will use the list of random numbers from random.org and the list of numbered students to select the sample. If you need to select 12 students for your sample, you will use the first 12 numbers on the random.org list. In this example, you would first select student number 9 from the student list. Then student number 17. Then student number 15 from the student list. If you need to select 12 students, you continue selecting students through the 12th number on the random.org list – in this case student number 8. Now let’s walk through developing each of the required samples in more detail, beginning with the Evaluation sample. Here is an example of the results when a sequence of numbers is generated with random.org and the population of the category is 20. I entered “1” for the minimum value, and “20” for the maximum value because there were 20 students in the population. Note the time stamp at the bottom of the sequence of numbers. You will use the list of random numbers from random.org and the list of numbered students to select the sample. If you need to select 12 students for your sample, you will use the first 12 numbers on the random.org list. In this example, you would first select student number 9 from the student list. Then student number 17. Then student number 15 from the student list. If you need to select 12 students, you continue selecting students through the 12th number on the random.org list – in this case student number 8. Now let’s walk through developing each of the required samples in more detail, beginning with the Evaluation sample.

8. Both initial evaluations and reevaluations Initiated and completed during the previous school year “Completed” is date IEP team determined eligibility or continuing eligibility Only students found eligible No transfer students with adopted evaluations Full-time Open Enrollment only if completed by your agency Sample 1- Evaluation (EVAL) Population July, 2011 8 Again, please review the instructions for each sample before creating the sample. The instructions are located in Appendix C of the Self-Assessment Manual. The population from which Sample 1 – the Evaluation sample- who were found eligible and whose initial evaluations or reevaluations were initiated and completed between July 1 and June 30 of the previous school year. “Completed” means the date the IEP team made a determination of eligibility or continuing eligibility. The date of the eligibility determination can be found on the DPI model form ER-1. Only include students found eligible for special education in the Evaluation population. Don’t include transfer students whose evaluations or reevaluations have been adopted from their previous LEA. Include a student attending under Full-time Open Enrollment only if the student’s evaluation or reevaluation was completed by your district. Again, please review the instructions for each sample before creating the sample. The instructions are located in Appendix C of the Self-Assessment Manual. The population from which Sample 1 – the Evaluation sample- who were found eligible and whose initial evaluations or reevaluations were initiated and completed between July 1 and June 30 of the previous school year. “Completed” means the date the IEP team made a determination of eligibility or continuing eligibility. The date of the eligibility determination can be found on the DPI model form ER-1. Only include students found eligible for special education in the Evaluation population. Don’t include transfer students whose evaluations or reevaluations have been adopted from their previous LEA. Include a student attending under Full-time Open Enrollment only if the student’s evaluation or reevaluation was completed by your district.

9. Create three lists: elementary, middle, high school Number students consecutively on each list Calculate a grand total Determine a total sample size (Appendix D) Select a proportionate number of students from each list to make up the total sample size Creating the Evaluation Sample July, 2011 9 The Evaluation sample (Sample 1) is weighted to include a certain number of students from each level – elementary, middle, and high school. To select students to fill the numbers for each grade level, create three lists of students - an elementary list, a middle school list, and a high school list, using the criteria for the population. Include early childhood special education students in the elementary list. If your public agency is a K-8 school district, designate students in grades 5 to 8 in the middle school level. Next, assign the first student on each list the number one, and number the students consecutively on each list. Total the students on all three lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size to determine the size of the sample. Using the “Population” column, find where the “grand total” number of students falls and the corresponding sample size. Now let’s get into how to select a proportionate number of students from each grade level. To do this, we’re going to calculate the number of students required from each school level and round up or down appropriately. The Evaluation sample (Sample 1) is weighted to include a certain number of students from each level – elementary, middle, and high school. To select students to fill the numbers for each grade level, create three lists of students - an elementary list, a middle school list, and a high school list, using the criteria for the population. Include early childhood special education students in the elementary list. If your public agency is a K-8 school district, designate students in grades 5 to 8 in the middle school level. Next, assign the first student on each list the number one, and number the students consecutively on each list. Total the students on all three lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size to determine the size of the sample. Using the “Population” column, find where the “grand total” number of students falls and the corresponding sample size. Now let’s get into how to select a proportionate number of students from each grade level. To do this, we’re going to calculate the number of students required from each school level and round up or down appropriately.

10. Example Elementary (including EC) Students 140 Middle School Students 70 High School Students 90 Grand Total 300 Sample Size from Apx. D Table 27 Example of weighted random sampling- grand total and sample size July, 2011 10 Let’s look at an example. In this example, there are a grand total of 300 students whose initial evaluations or reevaluations were initiated and completed between July 1 and June 30 of the previous school year. This is the evaluation population. 140 students are elementary level, including early childhood special education students; 70 are middle school level; and 90 are high school level. We used the Table for Determining Sample Size in Appendix D to determine we need 27 students in the sample from the population of 300 students evaluated last school year. Let’s look at an example. In this example, there are a grand total of 300 students whose initial evaluations or reevaluations were initiated and completed between July 1 and June 30 of the previous school year. This is the evaluation population. 140 students are elementary level, including early childhood special education students; 70 are middle school level; and 90 are high school level. We used the Table for Determining Sample Size in Appendix D to determine we need 27 students in the sample from the population of 300 students evaluated last school year.

11. Number of Elementary Students in Eval Sample: Number of Elementary Students x Sample Size Grand Total of Eval Population 140 = .467 x 27 = 12.609 300 Quota of elementary students = 13 (rounded) Example of weighted random sampling- elementary sample July, 2011 11 Let’s start by finding the required number of elementary students needed in the sample. First take the total number of elementary students (including those EC kiddos) in the population- 140. Divide it by 300 - the Grand Total of all students in the evaluation population. The result is a decimal. Round the decimal to three places, .467. Then, multiply the decimal (.467) by 27 - the total number of students needed for the Evaluation sample. The result is 12.609. Round to the nearest whole number which is 13. Therefore, 13 elementary school students need to be included in the Evaluation sample. Let’s start by finding the required number of elementary students needed in the sample. First take the total number of elementary students (including those EC kiddos) in the population- 140. Divide it by 300 - the Grand Total of all students in the evaluation population. The result is a decimal. Round the decimal to three places, .467. Then, multiply the decimal (.467) by 27 - the total number of students needed for the Evaluation sample. The result is 12.609. Round to the nearest whole number which is 13. Therefore, 13 elementary school students need to be included in the Evaluation sample.

12. Number of Middle School Students in Eval sample: Number of Middle School Students x Sample Size Grand Total of Eval Population 70 = .233 x 27 = 6.291 300 Example of weighted random sampling- middle school sample July, 2011 12 Now let’s calculate the sample number for middle school evaluations. Take the total number of middle school students in the evaluation population – 70 and divide it by 300 - the Grand Total of all students in the evaluation population. Then multiply the resulting decimal - .233 by 27- the total number of students needed for the Evaluation sample. The result is 6.291. Round this number down to 6. Therefore, 6 middle school students need to be included in the evaluation sample. Now let’s calculate the sample number for middle school evaluations. Take the total number of middle school students in the evaluation population – 70 and divide it by 300 - the Grand Total of all students in the evaluation population. Then multiply the resulting decimal - .233 by 27- the total number of students needed for the Evaluation sample. The result is 6.291. Round this number down to 6. Therefore, 6 middle school students need to be included in the evaluation sample.

13. Number of High School Students in Eval Sample: Number of High School Students x Sample Size Grand Total of Eval Population 90 = .30 X 27 = 8.100 300 Example of weighted random sampling- high school sample July, 2011 13 Finally, let’s do the same for the high school list. Take the total number of high school students in the evaluation population– 90 - and divide it by 300 - the Grand Total of all students in the evaluation sample. Then multiply the resulting decimal .30 by 27- the total number of students needed for the Evaluation sample. The result is 8.100. Round this number down to 8. Therefore, 8 high school students need to be included in the evaluation sample. Finally, let’s do the same for the high school list. Take the total number of high school students in the evaluation population– 90 - and divide it by 300 - the Grand Total of all students in the evaluation sample. Then multiply the resulting decimal .30 by 27- the total number of students needed for the Evaluation sample. The result is 8.100. Round this number down to 8. Therefore, 8 high school students need to be included in the evaluation sample.

14. Quotas for Each Level: Elementary Students 13 Middle School Students 6 High School Students 8 Eval sample size: 27 Example of weighted sample- numbers for total sample July, 2011 14 We have calculated the number of students needed from each grade level list. 13 of the 27 students required for the sample will be drawn from the elementary list, 6 from the middle school list, and 8 from the high school list. We have calculated the number of students needed from each grade level list. 13 of the 27 students required for the sample will be drawn from the elementary list, 6 from the middle school list, and 8 from the high school list.

15. Create list(s), number list(s), enter the totals, determined sample size and figured out proportionate share of grade level records. Generate the sequence(s) www.random.org/sequences Select the student records from the list(s) Enter the selected students on the appropriate Evaluation Recording Form (Appendix E). Completing the Evaluation Sample July, 2011 15 Let’s walk through where we are in the directions for creating the evaluation sample Appendix C in the Self-Assessment manual since you’re following along. You’ve created your lists (step #1), numbered the list (step #2), entered in your totals (step #3), determined your sample size (step #4), and even figured out a proportionate share of records for each grade level (step #5). Now you’re going to select the students from each grade level list. Let’s generate a separate randomized sequence of numbers for each grade level – one for elementary, one for middle school, and another for high school. Use the generator at random.org to generate the lists of numbers. Go to the random sequence generator at the web link listed on this screen. Enter 1 for “smallest value”. For the “largest value” enter the total number of students for each numbered list. Using our example, we would enter 140 for the largest value when you generate the numbers for elementary level because there were a total of 140 elementary students in the evaluation population. When you generate the numbers for the middle school, the largest value is 70, and it is 90 when you generate the list of numbers for the high school. Click “Generate Sequence” to produce an unduplicated random sequence of numbers. Print the pages for audit purposes. Take the number sequence generated for the elementary level. Start with the first number in the sequence. From the elementary list, select the student who has been assigned the first number on the random.org list. For example, if random.org generates the number 4 as the first number in the sequence, select student number 4 on the elementary list. Select the student assigned the second number appearing on the random.org list. Continue until you have selected the required number of elementary students. In our example, 13 elementary students are needed. Therefore, the elementary students assigned the first 13 numbers that appear on the random.org list would be selected. Repeat the process with the sequence of random numbers for the middle and high schools, and the middle and high school student lists. Enter the selected students on the appropriate Elementary, Middle School or High School Evaluation Recording Forms located in Appendix E of the Self-Assessment Manual. Let’s walk through where we are in the directions for creating the evaluation sample Appendix C in the Self-Assessment manual since you’re following along. You’ve created your lists (step #1), numbered the list (step #2), entered in your totals (step #3), determined your sample size (step #4), and even figured out a proportionate share of records for each grade level (step #5). Now you’re going to select the students from each grade level list. Let’s generate a separate randomized sequence of numbers for each grade level – one for elementary, one for middle school, and another for high school. Use the generator at random.org to generate the lists of numbers. Go to the random sequence generator at the web link listed on this screen. Enter 1 for “smallest value”. For the “largest value” enter the total number of students for each numbered list. Using our example, we would enter 140 for the largest value when you generate the numbers for elementary level because there were a total of 140 elementary students in the evaluation population. When you generate the numbers for the middle school, the largest value is 70, and it is 90 when you generate the list of numbers for the high school. Click “Generate Sequence” to produce an unduplicated random sequence of numbers. Print the pages for audit purposes. Take the number sequence generated for the elementary level. Start with the first number in the sequence. From the elementary list, select the student who has been assigned the first number on the random.org list. For example, if random.org generates the number 4 as the first number in the sequence, select student number 4 on the elementary list. Select the student assigned the second number appearing on the random.org list. Continue until you have selected the required number of elementary students. In our example, 13 elementary students are needed. Therefore, the elementary students assigned the first 13 numbers that appear on the random.org list would be selected. Repeat the process with the sequence of random numbers for the middle and high schools, and the middle and high school student lists. Enter the selected students on the appropriate Elementary, Middle School or High School Evaluation Recording Forms located in Appendix E of the Self-Assessment Manual.

16. 3 lists of students who currently have IEPs Elementary Middle School High School Students who currently have IEPs Make sure you review the student’s current IEP for compliance Usually the largest population of the Self-Assessment Only include students whose IEPs were developed by your LEA Sample 2- IEP Population July, 2011 16 1 sample down, 2 more to go! For Sample 2, the IEP sample, create an elementary, middle school, and high school list of students who currently have IEPs. If you are going to make your list on a different day that you review the IEPs for compliance, please go back and make sure that you are reviewing the student’s current IEP. The IEP population is typically the largest population in the Self-Assessment. As with the Evaluation sample, please include early childhood students in the elementary sample. We also only want to look at IEPs that your agency wrote so do not include transfer students whose IEPs were adopted from their previous LEA and students attending under Full-time open enrollment unless the student’s current IEP was developed by your agency. 1 sample down, 2 more to go! For Sample 2, the IEP sample, create an elementary, middle school, and high school list of students who currently have IEPs. If you are going to make your list on a different day that you review the IEPs for compliance, please go back and make sure that you are reviewing the student’s current IEP. The IEP population is typically the largest population in the Self-Assessment. As with the Evaluation sample, please include early childhood students in the elementary sample. We also only want to look at IEPs that your agency wrote so do not include transfer students whose IEPs were adopted from their previous LEA and students attending under Full-time open enrollment unless the student’s current IEP was developed by your agency.

17. Create three lists: elementary, middle, high school Number students consecutively on each list Calculate a grand total Determine a total sample size (Appendix D) Select a proportionate number of students from each list to make up the total sample size Creating the IEP Sample July, 2011 17 Like the Evaluation Sample, the IEP Sample (Sample 2) is weighted to ensure that your sample includes a proportionate share of students from each level in your district – elementary, middle, and high school. As you did for the Evaluation Sample, create three lists of students - an elementary list, a middle school list, and a high school list. Include early childhood special education students in the elementary list. Next assign the first student on each list the number one, and number the students consecutively on each list. Then add up the students from the lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size in Appendix D of the Self-Assessment manual to determine the size of the IEP Sample. Like the Evaluation Sample, the IEP Sample (Sample 2) is weighted to ensure that your sample includes a proportionate share of students from each level in your district – elementary, middle, and high school. As you did for the Evaluation Sample, create three lists of students - an elementary list, a middle school list, and a high school list. Include early childhood special education students in the elementary list. Next assign the first student on each list the number one, and number the students consecutively on each list. Then add up the students from the lists to calculate a Grand Total of students from all levels. Use the Grand Total and the Table for Determining Sample Size in Appendix D of the Self-Assessment manual to determine the size of the IEP Sample.

18. Generate the sequence(s) www.random.org/sequences Select the student records from the list(s) Enter the selected students on the appropriate IEP Recording Form (Appendix E). Completing the IEP Sample July, 2011 18 Remember, when you construct the IEP sample, you must select a proportionate number of students from each level. Calculate the number of students required from each grade level. Use the same method you used for the Evaluation Sample. Generate randomized lists of numbers using the random sequence generator at random.org. Print the lists of random numbers generated from random.org and label them with each sample you used them for “IEP elementary” for example. Use the number sequences from random.org to draw the required number of students from each list using the method described for the Evaluation Sample. Enter the selected students on the appropriate Elementary, Middle School or High School IEP Recording Forms located in Appendix E of the Self-Assessment Manual. Remember, when you construct the IEP sample, you must select a proportionate number of students from each level. Calculate the number of students required from each grade level. Use the same method you used for the Evaluation Sample. Generate randomized lists of numbers using the random sequence generator at random.org. Print the lists of random numbers generated from random.org and label them with each sample you used them for “IEP elementary” for example. Use the number sequences from random.org to draw the required number of students from each list using the method described for the Evaluation Sample. Enter the selected students on the appropriate Elementary, Middle School or High School IEP Recording Forms located in Appendix E of the Self-Assessment Manual.

19. Extension of old discipline sample The key is creating an accurate population of disciplinary removals List of students who have been removed by LEA staff for violating a code of student conduct or who have received disciplinary removals during the past school year Sample 3- Discipline (DISC) Population July, 2011 19 We’re almost done! The third and final sample should be familiar to you. In the past cycle we had a discipline sample and this Self-Assessment will include that item as well as some additional elements that apply to students who experience disciplinary removals. The first important thing to consider when creating this sample is to take a hard look at your LEA data and make sure that you include all of the students that have been removed. You are to make a list of students with disabilities with disciplinary removals by LEA staff for a violation of a code of student conduct for more than 10 days during the past school year. We’re almost done! The third and final sample should be familiar to you. In the past cycle we had a discipline sample and this Self-Assessment will include that item as well as some additional elements that apply to students who experience disciplinary removals. The first important thing to consider when creating this sample is to take a hard look at your LEA data and make sure that you include all of the students that have been removed. You are to make a list of students with disabilities with disciplinary removals by LEA staff for a violation of a code of student conduct for more than 10 days during the past school year.

20. Partial day removals must be included in counting days of removal. Removals may include (but not limited to) Expulsions Out-of-school suspensions Removals to IAES Certain in-school suspensions Certain bus suspensions De Facto suspensions http://dpi.wi.gov/sped/bul06-02.html What is a “removal?” July, 2011 20 So what is a removal that must be counted toward the more than 10 day threshold? Remember, you’re looking at students who have been removed by LEA staff for violating a code of student conduct or who have received disciplinary removals during the past school year. Partial day removals must be included when determining the number of days of removal for a student. You may count the removal as only part of a of a day if your internal system tracks removals in partial day increments. Examples of removals include, but are not limited to, expulsions, out-of-school suspensions, removals to interim alternative educational settings for weapons or drug offenses or inflicting serious bodily harm, certain in-school suspensions, certain bus suspensions, and de facto suspensions. If you have more questions on these discipline requirements, see DPI Information Update Bulletin 06.02, which is located at the URL listed on the slide.So what is a removal that must be counted toward the more than 10 day threshold? Remember, you’re looking at students who have been removed by LEA staff for violating a code of student conduct or who have received disciplinary removals during the past school year. Partial day removals must be included when determining the number of days of removal for a student. You may count the removal as only part of a of a day if your internal system tracks removals in partial day increments. Examples of removals include, but are not limited to, expulsions, out-of-school suspensions, removals to interim alternative educational settings for weapons or drug offenses or inflicting serious bodily harm, certain in-school suspensions, certain bus suspensions, and de facto suspensions. If you have more questions on these discipline requirements, see DPI Information Update Bulletin 06.02, which is located at the URL listed on the slide.

21. Include certain in-school suspensions as a removal if: The student’s IEP was not implemented; OR The student did not participate with nondisabled peers to the extent required by the IEP; OR The student did not have the opportunity to appropriately progress in the general curriculum. In-School Suspensions and Removal July, 2011 21 So when do you count an in-school suspension as a “removal?” Include in-school suspensions when The student’s IEP was not implemented; OR The student did not participate with nondisabled peers to the extent required by the IEP; OR The student did not have the opportunity to appropriately progress in the general curriculum. So when do you count an in-school suspension as a “removal?” Include in-school suspensions when The student’s IEP was not implemented; OR The student did not participate with nondisabled peers to the extent required by the IEP; OR The student did not have the opportunity to appropriately progress in the general curriculum.

22. Include certain bus suspensions as a removal if: The student was not provided transportation AND The student did not attend school. Bus Suspensions and Removal July, 2011 22 You need to count days of bus suspension as days of removal if: 1. The student was not provided transportation AND 2. The student did not attend school. You need to count days of bus suspension as days of removal if: 1. The student was not provided transportation AND 2. The student did not attend school.

23. Include de facto suspensions as a removal if: The student is removed from school or class for not following the procedures related to suspensions. LEAs should have procedures in place to accurately track and count de facto suspensions. De Facto Suspensions and Removal July, 2011 23 Now let’s discuss what we mean by a de facto suspension. What we’re trying to get at is any removal that doesn’t necessarily follow a formal discipline process. These removals must also be counted towards the more than 10 days of removal by LEA staff because they have the same effect as a more formal removal like suspension or expulsion. De facto suspensions must be included as a removal when calculating the number of days of removal if: The student is removed from school or class for not following rules or for behavior and the district did not follow the procedures related to suspension. LEAs should have procedures in place to track and count de facto suspensions. Now let’s discuss what we mean by a de facto suspension. What we’re trying to get at is any removal that doesn’t necessarily follow a formal discipline process. These removals must also be counted towards the more than 10 days of removal by LEA staff because they have the same effect as a more formal removal like suspension or expulsion. De facto suspensions must be included as a removal when calculating the number of days of removal if: The student is removed from school or class for not following rules or for behavior and the district did not follow the procedures related to suspension. LEAs should have procedures in place to track and count de facto suspensions.

24. Create one list Number the students consecutively 10 or more students Sample = ALL >10 students Find the required sample size Creating the Discipline Sample July, 2011 24 Now let’s create the Discipline sample. First, for some good news. This sample only requires one list, so no need to separate by elementary, middle school, and high school. That should make creating the sample easier for you. Number all of the students on the list. If you have 10 or fewer students that have been removed by LEA staff for more than 10 days in the previous school year, your population will be all of those students. Enter the names of all the students on the discipline recording form and your discipline sample is done! If you have more than 10 students that meet the criteria, number the list of students. Enter the total number of students on the Discipline Recording Form (Appendix E) under “Total Students.” Take the total number of students and find the required sample size using the Table for Determining Sample Size at the beginning of Appendix D of the Self-Assessment manual.Now let’s create the Discipline sample. First, for some good news. This sample only requires one list, so no need to separate by elementary, middle school, and high school. That should make creating the sample easier for you. Number all of the students on the list. If you have 10 or fewer students that have been removed by LEA staff for more than 10 days in the previous school year, your population will be all of those students. Enter the names of all the students on the discipline recording form and your discipline sample is done! If you have more than 10 students that meet the criteria, number the list of students. Enter the total number of students on the Discipline Recording Form (Appendix E) under “Total Students.” Take the total number of students and find the required sample size using the Table for Determining Sample Size at the beginning of Appendix D of the Self-Assessment manual.

25. Generate the sequence(s) www.random.org/sequences Select the student records from the list(s) Enter the selected students on the appropriate Evaluation Recording Form (Appendix E). Completing the Discipline Sample July, 2011 25 If you have more than 10 students on your list, you’ll need to generate a final randomized list of numbers using random.org. Print the list of random numbers generated from random.org and label it “Discipline”. Use the number sequences from random.org to draw the required number of students using the method as you did for the Evaluation and IEP samples. Enter the selected students Discipline Recording Form located in Appendix E of the Self-Assessment Manual. Now you have three different samples of students to look at for the Self-Assessment: Evaluation, IEP, and Discipline. You are ready to pull those records and evaluate your district’s compliance with the required items. Please remember to make sure that the Evaluation and IEP samples include the most recent Evaluation and IEP for each student when you do the compliance analysis. If you have more than 10 students on your list, you’ll need to generate a final randomized list of numbers using random.org. Print the list of random numbers generated from random.org and label it “Discipline”. Use the number sequences from random.org to draw the required number of students using the method as you did for the Evaluation and IEP samples. Enter the selected students Discipline Recording Form located in Appendix E of the Self-Assessment Manual. Now you have three different samples of students to look at for the Self-Assessment: Evaluation, IEP, and Discipline. You are ready to pull those records and evaluate your district’s compliance with the required items. Please remember to make sure that the Evaluation and IEP samples include the most recent Evaluation and IEP for each student when you do the compliance analysis.

26. Janice Duff, 414-227-1845, janice.duff@dpi.wi.gov Teresa Goodier, 608-267-2947, teresa.goodier@dpi.wi.gov Allison Markoski, 608-266-3126, allison.markoski@dpi.wi.gov Marge Resan, 608-267-9158, Margaret.resan@dpi.wi.gov Paul Sherman, 608-267-9157, paul.sherman@dpi.wi.gov Christina Spector, 608-267-3747, christina.spector@dpi.wi.gov Paula Volpiansky, 608-267-3725, paula.volpiansky@dpi.wi.gov Patricia Williams, 608-267-3720, patricia.williams@dpi.wi.gov Questions? July, 2011 26 If you have any questions about pulling a sample, please don’t hesitate to contact one of the members of the Procedural Compliance Self-Assessment workgroup. Our names, email addresses, and phone numbers are listed on this page. I hope the information I have provided has been helpful. If you have any questions about pulling a sample, please don’t hesitate to contact one of the members of the Procedural Compliance Self-Assessment workgroup. Our names, email addresses, and phone numbers are listed on this page. I hope the information I have provided has been helpful.