|
 
|
 |
|
|
|
PROGRAMS
& SERVICES:
STUDENT SUPPORT:
SPECIAL EDUCATION:
POLICY & ADMINISTRATION:
MONITORING
(Updated 7/28/09)
|
| |
|
OVERVIEW
 |
| |
|
| |
The primary focus of state monitoring activities is on improving educational results and functional outcomes for all children with disabilities; and ensuring that local education agencies (LEA) meet the program requirements of Disabilities Education Improvement Act of 2004 (IDEIA), with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities. As a result, Vermont has a general supervision system that monitors implementation of IDEIA by early intervention programs and LEAs statewide. [IDEA 2004, Section 616(a)(2)]
Overall, Vermont’s general supervision system includes multiple methods to ensure implementation of IDEA 2004, identify and correct noncompliance, facilitate improvement, and support practices that improve results and functional outcomes for children and families.
|
| |
|
CORE COMPONENTS OF VERMONT'S GENERAL SUPERVISON SYSTEM
|
| |
|
| |
Vermont’s general supervision system includes the following interrelated core components. Although the components are described separately, they connect, interact and articulate to form a comprehensive system. Each component informs and gains information from the others. Through the activities of general supervision (listed alphabetically below), the department supervises the LEAs and programs that directly provide the necessary services and supports to fulfill the requirements of law and achieve the expected results.
-
Compliance Monitoring Activities
The department uses a variety of methods to monitor LEAs including focused monitoring activities and desk review activities to investigate LEA performance, especially in areas of low performance or noncompliance.
-
Data from Multiple Sources
The department collects and reports on a wide range of data related to public schools in the state: accountability, assessment, school finance and special education data.
-
Effective Dispute Resolution System
Parents of a student receiving special education services who disagree with decisions made by the school regarding a student’s identification, eligibility, evaluation, individualized education program (IEP) or placement have three options available for resolving disputes with the school. These options include mediation, due process hearing and administrative complaint.
-
Evaluation of the General Supervision System (The Annual Performance Report)
Each state is required to report annually on the progress of the state on each indicator contained in the State Performance Plan (SPP).
-
Focused Monitoring Activities (Updated 7/28/09)
Focused monitoring is a process that purposefully selects priority areas to examine for compliance based on student results while not specifically examining other areas for compliance to maximize resources, emphasize important variables, and increase the probability of improved results.
-
Special Education Finance
The special education finance program administers the state’s special education funding laws in 16 V.S.A. chapter 101. The current state funding formula for K-12 services is a reimbursement system. Reporting requirements include the submission of a service plan projecting the cost of special education for the upcoming year as well as expenditure reports during the year of actual costs incurred.
-
Special Education & Special Education-related Rules
Vermont's special education regulations and other pertinent regulations related to special education are contained in various sections of the Vermont State Board Manual of Rules and Practices. The Special Education Guide brings all references to special education related rules together in a single document and contains both a table of contents and an index for reference purposes.
and
Memorandum of Understanding
This agreement clarifies how these state agencies will work together to ensure that all necessary services for an eligible child to receive a free appropriate public education are provided.
-
State Performance Plan and State Goals with Measurable Targets
In December of 2004 the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) was signed into law. One outcome of the reauthorized IDEA is that each state is required to create and disseminate a state performance plan (SPP) containing measurable and rigorous targets relating to twenty performance indicators.
- Targeted Technical Assistance and Training
Technical assistance and training are critical for ensuring implementation of IDEIA requirements and distributing evidence-based practices to LEAs. This includes providing technical assistance and training around the Vermont's monitoring indicators (e.g., SPP/APR and other state indicators) and LEA improvement/corrective action plan activities. Technical assistance and training are critical for assisting LEAs in enhancing their performance, correcting noncompliance, and improving results for children and families. Any technical assistance and training provided is evaluated for its effectiveness and incorporation of adult learning principles and standards for professional development.
|
| |
|
LINKS TO CURRENTLY AVAILABLE INFORMATION
|
| |
|
| |
Positive Behavioral Supports (PBS)
Positive Behavioral Supports also known as PBIS (Positive Behavioral Interventions and Supports), can best be described as a systems approach to academic achievement and social competence for all children. PBS is not a model, but a compilation of research based practices, interventions and systems integrated to improve the educational experience of all students, including those with disabilities. |
| |
|
| |
Special Education General Supervision System Timelines Description
In an effort to help viewers understand how information relevant to Special Education flows within the department and between the department and the field, a series of flow charts and timelines have been developed (below). View a brief description about each of the reports using the link above. For questions or more information, contact Mike Bailey at (802) 828-3132 or mike.bailey@state.vt.us.
|
| |
|
FOR
QUESTIONS OR ADDITIONAL ASSISTANCE
|
| |
|
| |
Alicia Hanrahan, Monitoring Team Leader
(802) 828-3142 (P)
(802) 828-0573 (F)
alicia.hanrahan@state.vt.us
Troy McAllister, Special Education Consultant
(802) 828-0757 (P)
(802) 828-0573 (F)
troy.mcallister@state.vt.us
Ernest Wheeler, Special Education Consultant
(802) 828-0564 (P)
(802) 828-0573 (F)
ernest.wheeler@state.vt.us
Judy Colby, Administrative Assistant
(802) 828-5126 (P)
)802) 828-0573 (F)
judy.colby@state.vt.us |
| |
|
| |
|
|
|
| |
|
|
Policy & Administration:
Federal Compliance Monitoring | Dispute Resolution
Secondary Transition
- - - - -
Special Education:
Laws & Regulations
| Forms
Data Reports & Publications | Policy & Administration
General Resources | Parental Resources
- - - - -
Student Support:
Education Support System (ESS) | Federal Compliance Monitoring
Interagency Coordination | Special Education
PDF
files require the use of Adobe Acrobat Reader.
To download a free version of Adobe Acrobat Reader, click on the icon below.
For more tips and information about using Acrobat, click here.
|
 |
 |
|