The New Monitoring Tool as a Resource Transcript

>> Cindy B: What you need to do is at the top bar of your screen you're going to see a speaker. It's either green or white. If it's green, click white and that we can get rid of feedback, okay. That just mutes your speakers on your computer. And I'll get started with the welcome and I put that screen up so that you can see that muting your mic requires you to press star six. By muting your phone line you can also talk amongst yourselves and the rest of the group won't here you. So on mute you would type a pound six. You're welcome to jump in with questions orally or you can type your questions in the chat box at any time. I have there a webpage and I typed that webpage in the chat box, which and I'll scroll this down which meant that people are going to write their stuff in there. But if you go to the very-- if you scroll back up to the top you'll see my name and that's the website that you might click on it and choose to save that page as favorite. That's where the monitoring tool is. And if by saving it as a favorite then you'll have quick and easy access to that. So, we're doing good. I guess we can here. Everybody else good? I've got one person who says they can hear.

[ Moving around ]

Great, very good. Okay, thank you for checking in. Great, wonderful. I can still hear some voices so please remember to press star six and if it does get to the point where we're hearing too much we might mute your line, however that prevents you from talking when you choose to. So, remember, star six, okay. So, again I'm Cindy. Karen is here with me and today we're reviewing the new monitoring tool that was developed. Monitoring tools are developed for the cohorts that are being monitored but there is such rich information available in a format and it's easy to access that. We felt that it could be used because it's a tool for resources for the field. So, thank you for coming. As I mentioned, we've got this new monitoring tool. This is the first year that we're using it. What we're going to do in the webinar is show it's layout, so you'll see how it lists items, evidence and it's being monitored, only if you're being monitored. It lists the corrective action activities that would be hard if the finding [inaudible] The monitoring tool is used to monitor and to determine the percentage amount of compliance for each SAU, but as I mentioned the updated format can be used as a tool to self-monitor the health of your special education practices. It could be used to drive analysis to challenges and to develop potential solutions. So, with today's seminar we expect that participants will be able to learn about the categories and the structure of the new monitoring tool and consider opportunities for using it as a resource. I just want to mention as we move forward about the title, New Monitoring Tool. The 2013-2014 cohort that is undergoing monitoring right now is [inaudible] utilizes the monitoring tool in this format. Prior to the development of this new monitoring tool the tool that was used for monitoring was called child record audit form or CRAF. The 2012-2013 cohort used the CRAF for monitoring. If members of that 2012-13 cohort had compliance findings they are now referring to the CRAF corrective activities. Since both of these cohorts are working simultaneously we refer to this new monitoring tool as the new tool. It's different from the CRAF. The 2012-2013 cohort that's going through the corrective action activities is the last group who's going to be at the CRAF.

>> In PowerPoint.

>> Cindy B: We expect by next year to be referring to the tool as just the monitoring tool and so you'll see it at that point titled, The Monitoring Tool. Okay, new monitoring tool includes ten categories for review each has an identifying item number as well as other entries listed below. And before I move on I'm going to ask one more time to mute your lines hitting star six. Thanks. You'll have your item which describes the process, the form or the activity. There'll be a MUSER or an IDEA citation. Then the criteria lists the evidence that demonstrates the item that is practiced or completed or implemented by that SAU. And then as a I mentioned earlier there are corrective activities and those are for when participating in the monitoring and SAU that did not complete the criteria would correct the action by completing these activities. The primary categories are listed alphabetically and as you go through those categories there's an item called the IEP process. That process has seven subcategories. And those subcategories are listed in the order that they occur in the IEP development process. So, it looks a little bit out of alphabetical order but the idea was to have the monitoring tool flow with your usual practice. There is a monitoring tool one-pager listed actually in the box to your right listed as Files 2, on the right of your screen. Right now you'll see attendees, Files 2 and Chat. In Files 2 there's a monitoring tool one-pager and later in the webinar we're going to share that so you'll be able to take a look at it. In Files 2 you'll be able to download the one-pager directly from there as well as the PowerPoint. The monitoring tool one-pager summarizes all the categories, gives a very brief description of their uses and-- which include monitoring, guidance, technical assistance which is what we're discussing today and reporting data. So this is what the top part of the new monitoring tool looks like and it's designed to emulate what the condensed version would look like if you were participating in monitoring. It gives you a place to write information for your SAU. Opps, right there, the people participating in the review and the review date. It gives you a location to then put students names and here you have five fields in the condensed version for monitoring I think 100 skills. And it allows you to put the date of the record you're reviewing. So, this way when you do any kind of assessment, if you want to do an assessment on your records or an assessment on your office or your student you can be looking at the date of the information that you're reviewing and be able to go [audio skips] that you were recording. This tool by the way is available on the integrated monitoring activities webpage in a Word format. The condensed version is in an Excel format, but this one is in Word which should make printing out easier. The layout is primarily for monitoring but as you can see it can allow you to review records for any past changes or improvements to a student's bio over time. Here is the layout for each of the categories in order for you to see it clearly. I took out the content for now, but you'll see it added back in a minute. You can see each category. In this case, the advanced written notice will have an item number, which is right here. The item will be listed right there. The citation that we talked about will be listed right here and the criteria for determining if the evidence that the students file is compliant or your activities are compliant and then these would be where you would put your evidence. If it's there you might write a plus or a minus and then you'll see later that this is where the corrective activities will be listed. That if during monitoring a finding was made, a non-compliance these are the activities that you would be participating in. You'll also see that these may be able to guide what your activities might be if you choose to do a self-assessment through a review and find that there's a process that your SAU is lacking. You might choose to use some of these activities to move forward. So, this is that item advance written notice with all the content in it. And as I mentioned, it's hard to see. You can go to that website that I put on at the very beginning and see all of the content and for today's purposes we're not going to dive in deeply to the content. It's more about the layout. An advance written notice, I think there's only two items. There might be four but you can see that the item number is listed right here and choose the item. In this case I can read it to you. The advance written notice of the IP team meeting was provided at least seven days prior to the IP meeting unless waived. So, that's the item. Here's the citation in IDEA and MUSER. And then your criteria, you would say that this is happening in your school if you find evidence that there's data copy or signed waiver of advanced written notice to parents or guardians or the adult student in the class. It gives an example of if the criteria is not matched in this case, it's the data copy of the signed waiver, advance written notice, the parents or guardian or adult student is not in the file. And then here are the corrective activities. So, you'll see they are written at what we identify as the child level and the SAU level and that's meeting a process called-- from a memo called 0902 from OSEF that required SAUs to correct their actions first at the child level, meaning if you saw an error in a child process or child file we need to fix that. And the SAU level is the activity base moving forward so that your processes are insuring that compliance is met and that the activities are appropriate for all students. Okay, a good example and I didn't post it per se, but a secondary transition that's a good activity or example for using the monitoring tool as a reference for what's required in that area, like post secondary transition plan. There are ten items listed and how you might use this tool to support--

>> You must not answer.

>> Cindy B: Those items in your post secondary transition activity.

>> Oh good, I feel better.

>> Cindy B: Excuse me. We can still hear conversation. Could you please mute your lines? Thanks. The new monitoring tool has as I mentioned 10 categories, so some categories are under IEP process. I'm going to run through the categories and as I mentioned not get too far into the individual items at this time. For many of you, this is the first time we're seeing this new monitoring tool. We encourage you to take some time to look at the content of each item and then contact us with any questions as they arise. We have advance written notice, we went through just one of them right there. It includes seven day timeline, required ITT members that were invited to the meeting and arranging a mutually agreed upon time for the meeting. Amendment to the IEP just has two items that are specific to amendments only. Communities without schools, that's a category that you'll see that was added given recent legislation governing communities that do not operate schools but have students receiving special education in the public school outside their community. Those items are listed and they are specific to communities without schools only. There is a section on evaluations and reevaluations. Both address the documentation of evaluations and discussion of those evaluations including forms and processes used during evaluation to inform eligibility determination and forms and timelines. This section reviews the use of state-required forms and timelines that are not otherwise addressed elsewhere. Category six is IEP processes. As I mentioned, when you look at the content for the IEP process you'll see it generally follows the structure of the IEP. The items and criteria provide content supported by regulation that can inform SAUs on how any given section may be developed to insure the student is receiving [inaudible] The transition section as I mentioned earlier is a really good example of this. This section specifies each piece of the transition plan that is necessary to insure the plan is written completely and in a manner that meets requirements or that is compliant. All SAUs have participated in post secondary transition planning to this point. So, when you review this section in the new monitoring tool, it should look familiar. And it may be used for sharing, reference and self-assessment on any student's plan at any time. The remaining categories include an initial referral, the miscellaneous items, required policies and procedures and the written notice. You'll notice the category of initial referral. This is separated from evaluations and reevaluations as a category on the monitoring tool. Because its specific to the timelines for completing initial evaluations and determining eligibility the 2013-14 cohort is the first cohort to be looking at timelines specific to the completion of initial evaluations. And that is because OSEF specifically identified this timeline for data collection. However, MUSER also requires the determination of eligibility to occur within the same timeline as initial evaluations, 45 school days. These items for this category clearly define the timelines that need to be met and can assist your SAU in putting processes in place to monitor the timeline. Related to this, materials have been developed to assist in the 2013-14 cohort.

[ Audio issues ]

Of your page and make sure it is white. It will say unmute my speakers when you put your arrow there and that will prevent the feedback, okay. Everybody alright? Alright.

>> What are you talking about?

>> Cindy B: Okay.

>> You want me to?

>> Cindy B: Yeah. We're going to mute everybody's line so we can minimize the background. Okay, okay.

>> The leader has muted your line. To unmute your line press pound six.

>> Cindy B: Okay? Sorry about that. Alright I'm going to continue on. So, material-- I was starting to say materials have been developed to assist the SAUs in the 2013-14 cohort in tracking and monitoring their timeline for initial evaluation, which his also called indicator B11. That's the indicator of the state performance plan that requires us to collect data on an initial evaluation timeline. We are encouraging feedback on the materials that we're using so that they may be modified to best fit the needs of the field. The materials are available on the website under the 2013-14 cohort and 13-14 cohort is familiar with that and the location of those items. If you're not in the cohort you are welcome to look at those items and give us some feedback, the layout, try them out for your own purposes. That 13-14 cohort is using these materials for monitoring this time around. Use them informally; please provide us feedback. If you do choose to use the materials to track your initial evaluation timeline I might suggest that you listen to the B11 webinar that's also posted on that same page to understand how to use the tracking tool. The tracking tool can be modified to track eligibility timelines as well, folks who are not in the monitoring cohort. The B11 materials are on the same webpage as the monitoring tool. Just scroll down to the 2013 monitoring cohorts at the bottom of that webpage there and scroll down again and you'll see the bottom and you'll see the B11 materials there. And that is the structure of the monitoring tool. We're going to insert the one-pager here and we're going to share it. Karen is going to bring it up so that you can see its layout. Its really to be used along with the monitoring tool. It's not to be used by itself. So you can see the first part of it there. I don't know if we can-- oh and then I can scroll down and I can see the whole thing? There we go, okay. So, you can see the first part of it. It's all condensed, all then categories with the IEP process subcategories. The difference is it doesn't align exactly with the monitoring tool in [inaudible] because you can see that this large part in the top here, advance written notice on down to written notice, these items have a use that include monitoring, guidance, that's what we're talking about now in technical assistance. But, out of that are two other items transition, post secondary transition and initial referral. These two items also have this additional piece of reporting data. That is not necessarily included in terms of a specific indicator on our state performance plan in these other items listed above. And then, of course, we spliced out communities without schools because the vast majority of folks who were using the tool were not going to be communities without schools. But this way you can have a quick one-page look at the items that are in the monitoring tool. Whoops and there's a couple of pieces down here at the bottom that help as reminders for the use of the tool. You may print this out and provide it to your staff along with what-- we're not able to do this with the website down at the bottom, but you will know what the website is for the monitoring tool and have access to both materials. Whoops, thanks. Can we close that?

>> Um huh.

[ Moving around ]

[ Silence ]

>> Yeah. No, it doesn't take the place. It goes with the CRAF. These are just like the headings and then you go to the CRAF and--

>> Cindy B: We're just waiting for the [audio cuts off] Here it comes. There, thanks. So, I wanted to mention again specific to the 2013-14 monitoring cohort because I understand some of these folks might be here today, you folks are using the new monitoring tool for your monitoring process. You are going to use a condensed tool. It's the same tool but it only identifies the items for which you're being monitored. That's the website right there. The tool is in an Excel format and allows you to fill fields for up to I think 100 students. This is a screen shot of the condensed tool. I know it's hard to see but again we put it here primarily for layout. The pieces that relate to what we were talking about, SAU identification that's right up here at the top. Here's a key, a reminder of what you might-- what you will need to put into the Excel sheet so that your data gets populated correctly. You will put a plus if your review meets the criteria. You'll put a minus not an underscore. A minus if it does meet and you can put NA if it's not applicable. Here's the child identification area and you're going to put there [inaudible] ID or name in these fields and the date of birth, right down there. And then these are the fields where you're going to align the document that you're reviewing with the results and you can put-- if you put plus, plus, plus for instance, it will automatically fill this field with the number of plusses. It will fill this field with the number of minuses and this field with NAs and then it will fill the field with total level of compliance automatically, as long as you use pluses and minuses it will fill this automatically. And with it being an excel sheet you'll be able to scroll all the way down to all the items that are being monitored. You can see that just as the example. For advanced written notice the cohort 2013-14 cohort this year is being monitored only for advanced written notice one, which is that item we happen to go over. There are a couple of items for communities without schools, and then of course, it goes onward.

>> I just tried.

>> Cindy B: Okay. The 2014-2015 monitoring cohort will have a different condensed monitoring tool. This webinar has reviewed the monitoring tool in its entirety for the entire field to reference. The entire tool can be found on the webpage typed into the chat box at the very beginning of today's webinar and it is also displayed at the beginning of the webinar. And that is it, a quick overview of the new monitoring tool. We hope that this will be a new resource for you and that it'll be helpful. As we continue to develop materials for your feedback it's critical to ensure that the resources meet your needs. Please feel free to email us. My address is posted again for you. And as many of you know Roberta Lucas is the monitoring person. She couldn't be here to join us today, but she is the woman in the know about monitoring activities. So, you may contact either of us with any questions about this tool. If you have any questions at this point, please feel free to jump in. We'll unmute the lines by pound five, right?

>> That's right.

>> Cindy B: Okay.

>> The leader has unmuted your line.

>> Cindy B: Or you can type your question into the chat box. If you have any specific questions related to content of any individual item I'd ask you either to email those questions to me or you can type them so we have a running log. If I'm sure there is a concrete response I can answer you now, otherwise I'll get back to you on this so we can be sure to give you an accurate response. Mary, when monitoring are you looking into the last year or the last three years? When monitoring, we're looking at the current year you're in so in this case 13-14 and back to 12-13. B11 the initial evaluation's timeline is specific activity and the cohort that's going to monitoring right now knows what those specific requirements are. If you have any questions you're going to monitoring now and you have specific questions at B11 or other items that you're being for, please call us and tell us. But generally speaking we go back one school year.

>> One school year?

>> Well that means this year--

>> Cindy B: We've unmuted you so if you're not asking a direct question, please remember to mute your own lines by pressing star 6, thank you.

[ Moving around ]

And Shelby asks ATP-1 etc. are not being monitored. Only the items on the Excel sheet? That's right Shelby. Only the items on the Excel sheet and if you want to double check go to your letter of instruction. That lists all the items that are being monitored and that letter of instruction is also on the integrated activities 2013-14 monitoring cohort webpage for reference. So, there's ways to cross check and then of course, if you have any questions give us a call. Will, so we monitor beginning on 07/01/12 for the 07/13 cohort? No, you don't have to. You can go back that far though and that, for each monitoring item I don't have the answer for you Will on how far back you should go. If you have a question on any particular item give us a call and talk with Roberta on that and she'll tell you exactly how far back to go on any particular item. And there's another question from Darryl. Hi Darryl. Good morning. This monitoring tool is for the 20 percent that we're monitoring in our district and that includes the 10 percent that the DOA is requesting. You are going to use this tool for the 20 percent that you are doing the self-monitor, the self-monitoring for you're going to use the condensed tool and we will be using that same tool when we come in and reduce the additional 10 percent. You're not going to be monitored for stuff that's on that letter of instruction. You're welcome.

[ Moving around ]

Are there any other questions? We still have quite a few participants. I'm wondering if folks are still thinking or typing? We hope that development of this monitoring tool and its format makes it so that it is an available resource. The CRAF was not in a format that made it available for any SAU. You know I'm wondering how we're doing on X. Let's see what the regulations in the state require and then check our processes. It certainly didn't lend itself for that. But with the layout of the item, the citation, the criteria and even the corrective activities the monitoring tool simply does lend itself as a resource.

[ Typing sounds ]

Looks like some great changes. Thank you Mary. Good, I will be sure to let Roberta know. She spends all summer working on this.

[ Moving around ]

So this webinar will be-- it was recorded and will be posted on the Listen and Learn webpage so you can refer back to it. If you have any questions, as always give Roberta or I a call or send us an email. I'm not seeing any other questions. So we'll just give it another minute.

[ Moving around ]

And last before we sign off if you want to download this PowerPoint right now as presented go ahead and click on the new monitoring tool PowerPoint in the Files 2 box. Once we sign off you won't be able to download that. It'll get posted up again on the Listen and Learn page.

>> Actually the PowerPoint won't be posted, only the webinar.

>> Cindy B: Oh right, so this is it.

>> Not the webinar.

>> Cindy B: Okay, alright. Thank you everyone for coming. Have a great weekend. Have a Happy Thanksgiving. And as always, call or email if you have any questions. Shelby, bye.