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Interactive Convention 2014 Learning Labs Getting Ready for a TEA Monitoring Visit Darrell Cox & Jackie Piar-Thomas, Trinity Charter School Linda McDaniel, ESC Region 13
Interactive Convention 2014 Learning Labs
Getting Ready for a TEA Monitoring Visit
Darrell Cox & Jackie Piar-Thomas, Trinity Charter School
Linda McDaniel, ESC Region 13
*The processes necessary for a successful audit
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Darrell Cox, Trinity Charter School Director of Special Education and Compliance
Jacqueline Piar-Thomas, Trinity Charter School Superintendent
Linda McDaniel, Region 13 Education Service Center Specialist
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*Develop the Operating Guidelines
*Develop processesfor the guidelines
*Train on the guidelines & processes
*Implement
*Audit
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Table of ContentI. Public Awareness/Child Find/Enrollment Process
II. Notices and Consents
III. Evaluation
IV. Eligibility
V. Admission, Review and Dismissal (ARD)
Committee
VI. Behavior Management
VII. Instructional Arrangements
VIII. Extended School Year (ESY)
IX. State and District Assessments
X. Instructional Supports and Related Services
XI. Student Records
XII. Bilingual Special Education
XIII. Glossary of Special Education Acronyms
XIV. Misc. Information
� Special Education Log
� Special Education Audit Cycle
� Special Education Roster
� Surrogate Log
� Audit Folder
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*Service Logs.
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• Annual ARD and FIE Dates
• Schedule of Services and Class Schedule
• Instructional Arrangements
• Primary, Secondary, and Tertiary Disabilities
• Grade Level
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� Demographics – Name, DOB, Grade, SS#, Admit
to RTC, Admit to TCS, Ethnicity, Placement by,
Legal Guardian
� ARD – Verification Date, Previous ISD IA,
Transfer ARD date, Transfer ARD IA, Transfer
Related Services, FIE, Disabilities, ARD Type
Date, ARD Type IA, Related Services
� Consent – Notice & Consent Date, Guide/Rights
� Transition - Transition discussed, age
appropriate trans assessment
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� Demographics – Name, DOB, Grade, SS#, Admit
to RTC, Admit to TCS, Ethnicity, Placement by,
Legal Guardian
� ARD – Verification Date, Previous ISD IA,
Transfer ARD date, Transfer ARD IA, Transfer
Related Services, FIE, Disabilities, ARD Type
Date, ARD Type IA, Related Services
� Consent – Notice & Consent Date, Guide/Rights
� Transition - Transition discussed, age
appropriate trans assessment
� W/D – W/D date and Lever Code
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� Student’s Name
� Surrogate Parent
� Number of Students
� Address
� Phone
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http://www.tea.state.tx.us/index2.aspx?id=214749556
0&menu_id=2147483703&menu_id2=2147483719
SPED Residential Facilities Intervention
Guidance and Resources
Student Level Review
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Student Level Review Spreadsheet
Student Information
LRE
Com. School Day
Ed. Benefits
Surrogate Parents
IEP Implementation
State Assessments
Proper Constituted ARD
Current Evaluations
Rel. Services
Behavior – Discipline
Transition
ESY Services
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Student Level Review Spreadsheet
Student Information Tab
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Student Level Review Spreadsheet
Current Evaluations Tab
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Student Level Review Spreadsheet
Current Evaluations Tab
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I. Receive your letter from TEA
II. Conference Call with Auditor, set
timelines
III. Receive Student’s names
IV. Do internal audit
V. Prepare folders for TEA Auditors
VI. Submit folders to TEA
VII.Be available on the days TEA is
on your campuses
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V. Prepare folders for TEA Auditors
6 Tab Folder
1. Current FIE 2. ARDs
3. Logs 4. Schedules
5. State Assessments 6. Surrogate Parents
Folder sections will vary depending on areas of
concern by TEA
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V. Prepare folders for TEA Auditors
1. Current FIE
FlaggedA. REED B. Disability Report
C. Previous FIE D. Previous FIE Signature page
E. Current FIE F. Psychological
G. Related Services Evals H. FBAs
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V. Prepare folders for TEA Auditors
2. ARDSA. Current ARD B. Previous LEA’s ARD
a. PLAAFPs
b. IEPs
c. BIPs
d. FBAs
e. AIPs
f. State Assessments
g. Signature Page
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V. Prepare folders for TEA Auditors
3. LogsA. Instructional Logs B. Related Service Logs
a. Math a. Counseling
b. English b. OT
c. Science c. PT
d. Social Studies
e. Content Mastery
f. Speech
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V. Prepare folders for TEA Auditors
4. SchedulesA. Current Schedule B. Report Card
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V. Prepare folders for TEA Auditors
5. State AssessmentsA. Previous Years State Assessment results
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V. Prepare folders for TEA Auditors
6. Surrogate ParentA. Court Order
B. Designation of Surrogate Parent
C. Surrogate Parent Training
D. Surrogate Parent Participation Log
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VI. Submit Folders to TEA
A. Make 2 copies
B. Review a file with Auditor
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VII. Be Available
A. Be Prepared for other request
a. Verification Date
b. Progress Reports
c. Transition Services
d. Home Language Surveys
e. *** Interviews**
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It takes a team to be successful:
Clerks
Special Ed Teachers
Assessment Staff
Principals
Superintendent
Regional Service Center
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A. Know Reason for the Visit
B. Know What to Expect
C. Train Others What to Expect
D. Take Opportunity to Identify and Correct
Inadequacies Before Visit
E. Reach Out to ESC for Assistance
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A. Know Reason for the Visit
� Student Performance: Which programs? What
overlaps? What does longitudinal data show?
What does current data show? What trends
now? What interventions? How monitoring
implementation? What impact? What evidence?
� Previous Non-Compliance (RF): What areas
identified previously? Have areas been
corrected? How monitoring? How sustaining
compliance?
B. Know What to Expect
� Interviews (District and Campus Level)
� Folder Audits
� Assistive Technology Check (Available?
Working? Staff and Student Using?)
� Observations (Schedule, Modifications,
Accommodations, and Intervention Checks)
� Operating Guidelines
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C. Train Others What to Expect
� Review CIP and Targeted Action Plan
� Examine Previous RF Non-Compliance Findings
� Relate Data and Targeted Interventions
� Review PD Plan and How Relates to Data
� Be familiar with Current Data Trends
� Remind Staff Why Doing What We Are Doing
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D. Take Opportunity to Identify and Correct
Inadequacies Before Visit
A. Conduct Ongoing Self-Audits
B. Update Operating Guidelines Annually
C. Routinely Use Accountability and Monitoring
Systems and Expect 100% Compliance
D. Set up Check and Balances
E. Use Impartial Auditors (ESC or other ‘new eyes”
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E. Reach Out to ESC for Assistance
A. Summarize Accountability Results, RF Findings and
CIP Required Actions
B. Generate Possible Questions Based on Deficiencies
C. Provide Training and Handouts for Campus Prep
D.Audit Accountability Systems, Logs, and OGs
E. Audit Folders
F. Ask Tough Questions
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1. What needs have you identified based on the
accountability results? What patterns and trends in
current data? How do campuses compare?
2. What are the causal factors for poor results?
3. What interventions put into place this year to
address the causal factors? Any new programs,
materials, personnel changes?
4. How do you know interventions are working?
5. What impact have initiatives had?
6. How do you plan professional development to
meet needs of all campuses?
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1. What needs have you identified as a result of the
accountability results? What patterns and trends in
current data?
2. What interventions have you put in place?
3. How do you know interventions are being used?
4. How do you know the interventions are having a
positive impact?
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What evidence now compliant (per Investigatory Topics
as cited in RF report)?
�ARDs: Membership (CTE), Parent Involvement,
PLAAFPs, Frequency and Duration, FIE/Current Data
to IEP, Services Match Needs, Assessment Matches
Needs and Services
�Surrogate Parent: No Conflict, Timely Assigned and
Trained, Performing DUTIES, Knows Student
�Evaluation: Consent, Timely, Complete, REED and
related FIEs/Eligibility Reports, Evaluation Before
Dismissal, Signatures of MDT
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What evidence now compliant (per Investigatory Topics
as cited in RF report)?
� IEP: Developed with Current Data, Implemented as
Written,
�LRE: Services Based on Need, not Availability
�Educational Benefit: Student Progress
�Certified/Qualified Staff
�Commensurate School Day
�Related Services Provision: Evidence per IEP
Frequency and Duration
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What evidence now compliant (per Investigatory Topics
as cited in RF report)?
�Behavior/Discipline: Positive Behavior Supports,
MDR, Services During Change of Placement, BIPs
individualized
�Transition: By age 14, Parent and Student
Involvement, Annual Goals
�ESY: Considered for All, Individualized Services
�Assessment: Decisions Match Need, Accommodations
Routinely Provided, All Students Participate
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� Talk about what you are doing and its impact, not
what you plan to do.
� Highlight system(s) in place since last TEA visit or
new interventions in response to accountability
results.
� Show how system(s), to maintain compliance, are
monitored and sustained.
� Talk about what you are doing with targeted
intervention, not exclusively about the training.
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� Monitor student performance to document
improvement as a result of interventions:
Walk-throughs to document interventions are
being implemented with fidelity
Evidence of the use of data for instruction and
progress monitoring.
Evidence interventions are working. If not, how
changing addressing?
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Link:
http://www.livebinders.com/play/play?id=13
64284
Access Code: SpEd2014
Darrell Cox Currently the Director of Special Education and Compliance for Trinity Charter School, Darrell Cox has served in many different roles in his four years with the district. He has served as a principal, special education director, finance director, and director of compliance. Most recently Darrell made notoriety when the district was found to be 100% compliant in all areas audited by TEA. When asked how he accomplished such a remarkable feat, Darrell commented, “I have applied my education and experience to help identify, teach, and serve students with special needs.” A graduate of Stephen F. Austin State University for both his bachelors and masters degrees, Darrell Cox has worked as a special education teacher and diagnostician in east Texas, Bryan, and Katy areas. Linda McDaniel, M.Ed. Ms. Daniels has over 35 years of experience, with a majority of her work in special education administration in a large urban district, small suburban districts and a non-profit inclusive preschool. Her years as a special education director provided opportunities to work collaboratively with families in developing programs and services for students with special needs. Linda has served as a 504 Hearing Officer and as an expert witness in legal disputes concerning special education. She is currently employed by Region 13 Education Service Center and trains in the areas of conflict prevention and resolution; collaborative processes to support schools and parents; special education funding, compliance; and monitoring for continuous improvement. She is a certified mediator and coach for educational leaders. Jacqueline Piar-Thomas Ms. Piar-Thomas has been a superintendent for over ten years. She has also been the recipient of two Governors’ awards, three distinguished service awards, as well as other assorted honors. Prior to joining Trinity Charter School, Ms. Piar-Thomas was an Associate Superintendent for the Archdiocese of Galveston-Houston and the superintendent of a public school district in Ohio. She is a certified TESA (Teacher Expectations & Student Achievement) trainer as well A Framework for Understanding Poverty specialist. When asked what the key is to an administrator’s success, she has stated, “Hire the right people and empower them to be their best.”
