Design for Monitoring and Improvement Activities

1. Did the SEA use an approach to monitoring and local improvement planning that focused on a select set of areas or priorities?
• Yes
• No.     SKIP to Item 7
2. Were the areas or priorities the same for all LEAs in the state (as opposed to being developed specifically for each LEA)?
• Yes
• No
3. On what areas did the SEA particularly focus? [Check all that apply.]
• Child Find
• Access to the general education curriculum
• Least restrictive environment/placement
• IEP/IFSP requirements and procedures
• Dispute resolution
• Procedural safeguards
• Staffing levels
• Personnel qualifications
• Performance on child/student assessments
• Disproportionality of racial/ethnic groups
• Transition to preschool
• Transition to kindergarten
• Dropout rates
• Graduation rates
• Suspension and expulsion
• Postsecondary transition
• Other: ____________________________________________
• Other: ____________________________________________
4. How did the SEA select the focus areas? [Check all that apply.]
• Analyzed Section 618 state-reported data
• Compiled and analyzed data from mediations, due process hearings, and complaints
• Analyzed results from statewide and other large-scale assessments
• Analyzed AYP subgroup data
• Analyzed results from the recent monitoring of LEAs
• Analyzed information contained in LEA applications for Part B funds
• Analyzed LEA self-assessments
• Analyzed LEA policies and procedures
• Analyzed findings from surveys of stakeholders
• Consulted with or followed the recommendations of OSEP staff
• Consulted with or followed the recommendations of a state-level steering committee
• Consulted with or followed the recommendations of an advisory group
• Other: ____________________________________________
• Other: ____________________________________________
5. Did the SEA have specific indicators (compliance indicators or child/family outcome indicators) for each focus area?
• Yes
• No.     SKIP to Item 7
6. Did the SEA have specific targets (i.e., specified levels of performance) related to the specific indicators for each focus area?
• Yes, we had specific targets for all focus areas.
• Yes, we had specific targets for some, but not all, focus areas.
• No, we had no specific targets.
7. Was monitoring of LEAs under IDEA coordinated with the monitoring activities of other programs?
• Yes
• No.     SKIP to Item 9
8. With which other programs was monitoring under IDEA coordinated? [Check all that apply.]
• General education (overall)
• Title I
• Head Start
• Mental Health
• Developmental Disabilities
• Other: _________________________
• Other: _________________________
9. Every state's monitoring and improvement activities focus on accountability. Broadly speaking, this accountability focuses to varying degrees on (A) process and procedural requirements, (B) requirements to provide appropriate services (plans are appropriate and services are provided), and (C) child outcomes. In the table below, estimate the percentage of the SEA's overall monitoring and improvement effort that was devoted to each focus. The total should add to 100 percent.

Accountability Area	Percent of Effort
A. Ensuring that process and procedural requirements are met	____%
B. Ensuring that requirements to provide appropriate services are met	____%
C. Improving child outcomes directly by improving practices	____%
TOTAL:	100%

10. Did the SEA identify statewide systemic noncompliance that required special attention and systemic remedies?
• Yes
• No.     SKIP to Item 12
11. How did the SEA attempt to identify statewide systemic noncompliance? [Check all that apply.]
• Analysis of statewide quantitative data on child outcomes (e.g., AYP subgroup data) across LEAs
• Analysis of LEA self-assessments
• Statewide surveys of parents or other stakeholders
• Public forums
• Surveys of parents or other stakeholders conducted during the monitoring of LEAs
• Analysis of interview, focus group, and other qualitative data collected during monitoring activities with LEAs
• Record reviews during monitoring activities with LEAs
• Systematic reviews of formal complaints, mediations, due process hearings, and other legal actions
• Other: ____________________________________________
• Other: ____________________________________________
12. Did the SEA identify local systemic noncompliance (within LEAs) that required special attention and systemic remedies?
• Yes
• No.     SKIP to Item 14
13. How did the SEA identify local systemic noncompliance? [Check all that apply.]
• Analysis of quantitative data on student/child outcomes (e.g., AYP subgroup data)
• Analysis of the LEA's self-assessment
• Survey of parents from the LEA
• Public forums
• Survey of other stakeholders from the LEA
• Analysis of interview, focus group, and other qualitative data collected during monitoring activities
• Record reviews during monitoring activities with the LEA
• Systematic reviews of formal complaints, mediations, due process hearings, and other legal actions
• Other: ____________________________________________
• Other: ____________________________________________

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