General Supervision of Special Education Programs in Private Schools 2019-2020
This document outlines the general supervision process, including monitoring, site visits, desk audits, corrective action plans, and approval procedures for special education programs in private schools. It covers aspects such as staff qualifications, professional supervision requirements, and submission deadlines for instructional materials.
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SPPS General Supervision General Supervision of Special Education Programs in Special Purpose Private Schools 2019-2020
SPPS General Supervision Monitoring Cohort Website Webinar
SPPS General Supervision Process Letter of Notification and Instruction Site Visit (July November) Desk Audit Letter of Finding Corrective Action Plan (CAP) Evidence of Correction Approval Fiscal Monitoring
General Supervision Process Letter of Instruction Program approval documents Student File Review Monitoring Tool
SPPS General Supervision Letter of Instruction Electronic submission and/or 3-Ring Binder of materials due by 5:00 pm on Nov. 1, 2019
DESK AUDIT BINDER SECTION 1 Admission requirements and general description of program 20-A MRSA 7204(4)(A) MUSER XII.2.A(1)(a) This tab should include: The mission of the program A general description of the school Admission requirements And a statement about disability groups and grade levels served.
DESK AUDIT BINDER SECTION 2 Qualification of staff added to program after submission of school approval application 20-A MRSA 7204(4)(B) MUSER XII.2.A(1)(b) In this tab, you should have: A list of all education staff that has been contracted after the school approval application was sent to the Department. Social security numbers, position held and applicable licensure of these staff must be provided.
DESK AUDIT BINDER SECTION 3 Professional Supervision 20-A MRSA 7204(4)(F) MUSER XII.2.A.(1)(f) This tab should outline: Documentation of supervisory positions in Special Education (Administrator 030 or 035, Special Education Consultant 079, or Special Educator 282 or 286 with Master s Degree in Special Education and 1 year administrative experience). If you use an 079, 282 or 286 as your supervisor, MUSER states that he/she must have at least 5 hours per month of supervision by a special education administrator 030 or an assistant director of special education 035 and you must also submit documentation of your monthly supervision of this person.
DESK AUDIT BINDER SECTION 4 Plan of Instruction 20-A MRSA 7204(4)(C) MUSER XII.2.A(1)(c) This tab should provide: Documentation of written curriculum in alignment with the Maine Learning Results Description of assessments Information about access to general curriculum A summary of your student's access to extracurricular activities
DESK AUDIT BINDER SECTION 5 Adequacy of Support Services 20-A MRSA 7204(4)(E) MUSER XII.2.A(1)(e) This tab should include: Grid of related service hours provided to all students enrolled. List of all related service providers, hours employed, social security numbers and applicable licensure
DESK AUDIT BINDER SECTION 6 Teacher/Student Ratio and Caseloads 20-A MRSA 4502(5)(B) MUSER X.2.A(1) and C(2)(c) In this tab, you should provide: Documentation of appropriate teacher/student ratios and caseloads For self-contained classrooms (all SPPS), list your teachers, the number of students on their caseload, and the ed techs assigned to the classroom. For non self-contained classrooms, list class size and staff associated with each classroom.
DESK AUDIT BINDER SECTION 7 Continuum of special education services MUSER X.2(B) MUSER XII.2.A(1)(h) For this tab, include: A list of types/ranges of special education services providing evidence of supporting movement on the educational continuum. What do you do for students that are below grade level? What do you do for students that are above grade level? What is your school doing to assist children to get back to their sending school/ regular education environment? Do you have students that are attending courses at a high school? Do your students participate in extra-curricular activities with non- disabled students? MUSER 10.2(B) sets out the range of educational settings that are included in the continuum of LRE.
DESK AUDIT BINDER SECTION 8 Graduation diploma agreement MUSER XII.2.A(1)(i) This tab should include: Copies of signed graduation diploma agreement with sending schools/schools of residence Diploma agreements were updated in July 2017, to allow schools to reflect whether they are using a credit or proficiency based system. This agreement MUST be signed by the building principal of the school that would confer the diploma.
DESK AUDIT BINDER SECTION 9 Rule Governing Physical Restraint and Seclusion Me. Dept. of Ed. Reg. Chapter 33 This tab should have A policy regarding use of physical restraint and seclusion approved by the Board of Directors. IF your current restraint policy was drafted and approved by your board prior to April 29, 2013, it will need to be reviewed and amended by your board to satisfy this approval element.
DESK AUDIT BINDER SECTION 10 Mandatory Reporting MUSER XII.2.A(1)(n) This tab should have: A board approved policy for immediate notification and reporting of serious events, including serious injury or death of a child, criminal activity on the part of a child or staff member, or other serious incident affecting the well- being of any child this policy must address notification to the parents, sending school district, any state agency involved, and the MDOE.
DESK AUDIT BINDER SECTION 11 Educational Environment 20-A MRSA 7204 (4)(D) MUSER XII.2.A(1)(o) Include in this tab: A description of the capacity to provide a safe, healthy and appropriate educational environment. A statement regarding health services available to students and/or contracts with health service providers. Any innovative activities/programming that you do with your students.
CHILD RECORD REVIEW On-Site Review Tool (OSR): o Word version states item, evidence, and corrective activities o Excel version is used to complete self-assessment Examples of OSR Codes o ROA1 Record of Access o FDP1 Functional/Developmental Performance o LRE1 - Least Restrictive Environment o DIB1 Disability/IEP Alignment
DEFINING SELF-ASSESSMENT Self-assessment (OSR) should include a variety of: o Disabilities o Ages (including transition plans) o Ethnicities o Case Managers o SAUs within the SPPS o State Agency Client/State Ward status o Include at least one Graduating senior file o Files from school year 18-19
ON-SITE REVIEW EXCEL VERSION OSR-E for reporting your results Excel version
EXCEL OSR The following suggestions and advice on using the Excel version of the EMT was using a PC. If you are using a MAC, some of the directions may differ.
OSR DIRECTIONS In the column to the right of the gray box fill in the child s information. 1) Responsible SAU 2) Date of Placement 2) First name 3) Last name 4) Date of Birth 5) Age 6) Disability Enter the dates using the format - 01/09/1998
OSR DIRECTIONS Each cell is a drop down menu and the only accepted entries are + , - , and in some cases NA . If anything else is entered this message will pop up:
OSR DIRECTIONS You will see the data automatically populate in the boxes to the right of the criteria. You can move around the sheet with arrow keys or tab keys, but when entering data from the keyboard you mustclick enter after you enter + or - in the cell for it to log.
OSR DIRECTIONS You can select one column to check the data on that child. Hover the cursor over the letter on the top gray bar that aligns with the child. When you see an arrow, click on the column and it will be highlighted.
OSR DIRECTIONS You can hide rows and columns. Hover the cursor over the first column or row you want hidden and move to the last column or row you want hidden. Right click and select hide on the menu. You can unhide the same way.
OSR DIRECTIONS You can freeze panes to keep the Child Name column visible and allow the subsequent columns with the child s information to scroll. Click on column I (the first child s information column) Click on view in menu bar Click on freeze panes You can unfreeze panes with the same process.
ISOLATED DEFICIENCIES (IDs) Isolated Deficiency: Findings that impede FAPE Unable to be documented with a + or - . IDs will have their own corrective activity. IDs do not affect Corrective Action Plan.
LETTER OF FINDINGS (LOF) Based on a change in the General Supervision Process for SPPSs and feedback from last year s cohort, there will be two separate LOF. This is a summary of all findings of items that were monitored during the on-site visit and during the desk audit. The first LOF will be sent to the SPPSs upon completion of on-site visit. The desk audit LOF for all SPPSs in the 2019-20 cohort, will be sent by 12/27/19.
CORRECTIVE ACTION PLAN (CAP) Will be sent to each SAU on 5/31/20. Will identify areas of non-compliance and their corrective activities. Evidence of Correction due by 11/01/20. Final CAP Close date is 12/31/20.
SUBMISSION OF EVIDENCE Please clearly label with EMT notation (ex. APG1). Evidence can be submitted by email or snail mail. Please NO faxes.
SUBMITTING DOCUMENTS Evidence can be submitted by email (PDF attachments) sppsgss.doe@maine.gov to: Evidence can be sent in the mail to: Department of Education State Agency Client Program and Special Projects Team 23 State House Station Augusta, ME 04333-0023
SITE VISIT We ask that the director of the program be present to assist in the site visit activities. If the director of the program is unavailable for the full day, the MDOE asks that the director s assistant or program coordinator be available during the times the director is unavailable. Make sure there is a confidential work space for the special services team to review student records. There should be access to a copier. During the site visit, we would like to offer your school real-time professional development. We encourage you to allow at least one Sp Ed Teacher to sit with DOE staff and review an IEP that he/she wrote. Teachers will be able to get feedback and ask questions about required forms, IEPs or any thing related to special ed.
Typically we arrive at 8:30 am. Within the day, we will need time to do the following Administration Interview (ideally at the beginning of our visit); Tour the facility we would like to do this during a time that we can see the students working. We also want to observe a couple of classes during the site visit. Review student files; Conduct Interviews (2 teachers, 2 ed techs, 2 related service providers and at least 1 student); Have a working lunch. We would love to have people join us to have general discussions, not necessarily related to the review. The review team is flexible and willing to accommodate a school s particular needs around scheduling. Exit Interviews can be conducted however the school chooses. We have had debriefs with just the SPPS director, the entire SPPS (applicable) staff, with the Special Ed Director(s) from sending schools, and any combination of these scenarios. We are flexible and are happy to provide you (and your team) feedback and observations in any format that you prefer.
Fiscal Monitoring Audited Financial Statements for FY19 Copies of any Management Agreements with Parent Company Written methodology allocation of Parent Company Overhead Schedule of Depreciation (if any) Breakdown of Interest Expense to Asset List of all Personnel from Staff Pay Sheet (Name, Title, Annual Salary)
Fiscal Monitoring Timeline Desk Audit Site Visit Letter of Findings (LOF) Opportunity to respond in writing to findings - Due 30 days from receipt of LOF.
Contact Information Mary Adley mary.adley@maine.gov or 624-6671 Staci Fowler stacia.fowler@maine.gov or 624-6670 Tracy Whitlock Tracy.W.Whitlock@maine.gov or 624-6643 David Emberley David.C.Emberley@maine.gov or 624-6646 Barbara McGowen Barbara.A.McGowen@maine.gov or 624-6645 Questions?
