Procedural Compliance Self-Assessment (PCSA)

Webcast

Section 2:

Conducting the Self-Assessment: Sampling

Developing Self-Assessment Samples (Appendix C) Sample 1- Evaluation Sample 2- IEP Sample 3- Discipline No Sample

requirements 60 day initial

evaluation timeline Consultation with

private schools Services plans

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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

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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.

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www.random.org/sequences

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Sequence of Random Numbers

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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 district

Sample 1- Evaluation (EVAL) Population

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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

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ExampleElementary (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

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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

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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

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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

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Quotas for Each Level:

Elementary/EC Students 13

Middle School Students 6

High School Students 8

Eval sample size: 27

Example of weighted sample- numbers for total sample

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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

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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

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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

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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

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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

Webcast on discipline: http://sped.dpi.wi.gov/files/sped/av/spp-sa-disc/player.html

Sample 3- Discipline (DISC)

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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://sped.dpi.wi.gov/sped_bul06-02

What is a “removal?”

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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

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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

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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

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Create one list Number the students consecutively 10 or more students

Sample = ALL

>10 students Find the required sample size

Creating the Discipline Sample

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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

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Janice Duff, 414-227-1845, janice.duff@dpi.wi.gov

Courtney Reed Jenkins, 608-267-9183, courtney.jenkins@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?

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