Monitoring Priority Area: I. Free appropriate public education (FAPE) in the Least Restrictive Environment (LRE), which includes graduation rates, dropout rates, participation and performance in the statewide assessment, suspension rates, parent involvement, child find and placement in the LRE. Goal: All students with exceptionalities receive a FAPE in the LRE that promotes a high quality education and prepares them for employment and independent living. Indicator Citation Compliance Indicator Target Required Data Sources Agency Status 1.6 Policy 2419 When determining eligibility the 100% of the ECs have clearly General File Review Checklists Met Chapter 4 Eligibility Committee (EC) shall documented data that support General File Review Checklist Not Met consider documented information the conclusions of the EC. Summary from a variety of sources, such as ability and achievement tests, parent input, teacher recommendations, physical condition, social, cultural or ethnic background and adaptive skills. Probe Questions: Are SATs effective at each school in the district? Are evidence based instructional strategies and interventions provided prior to referral for evaluation? Is the district implementing a 3 Tiered Intervention model for Reading and Math, when appropriate? Do evaluators conduct evaluations with fidelity? Are children appropriately identified consistent with Policy 2419 eligibility criteria? Does the EC determine one primary exceptionality? Do certain schools have significantly higher or lower rates of identification? Improvement Plan Draft:
Monitoring Priority Area: I. Free appropriate public education (FAPE) in the Least Restrictive Environment (LRE), which includes graduation rates, dropout rates, participation and performance in the statewide assessment, suspension rates, parent involvement, child find and placement in the LRE. Goal: All students with exceptionalities receive a FAPE in the LRE that promotes a high quality education and prepares them for employment and independent living. Indicator Citation Compliance Indicator Target Required Data Sources Agency Status 1.6 Policy 2419 Chapter 4 When determining eligibility the Eligibility Committee (EC) shall consider documented information from a variety of sources, such as ability and achievement tests, parent input, teacher recommendations, physical condition, social, cultural or ethnic background and adaptive skills. 100% of the ECs have clearly documented data that support the conclusions of the EC. General File Review Checklists General File Review Checklist Summary Met Not Met Probe Questions: Are SATs effective at each school in the district? Are evidence based instructional strategies and interventions provided prior to referral for evaluation? Is the district implementing a 3 Tiered Intervention model for Reading and Math, when appropriate? Do evaluators conduct evaluations with fidelity? Are children appropriately identified consistent with Policy 2419 eligibility criteria? Does the EC determine one primary exceptionality? Do certain schools have significantly higher or lower rates of identification? Improvement Plan Draft: