CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Special Education Self Review (SESR) Activity Two: Completing the Reviews

Tom Torlakson State Superintendent of Public Instruction

Electronic and Hard Copy Data Due Dates May 30, 2012: Student and LEA level findings report to CDE Student level corrective actions due to CDE based on successful submission of student and LEA level findings LEA level corrective actions due to CDE based on successful submission of student and LEA level findings One year timeline expires for correction of noncompliance based on the date of the successful submission letter of student and LEA level findings

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step I0 SESR Activity Two – Step I0

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 11 Page 17 (SESR Instructions Manual)

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 11

Tom Torlakson State Superintendent of Public Instruction View & Print Protocols View to verify information Selecting input items in the view area allows you to see and edit information. Do Not edit the first six areas Do Not edit “compliance test” Do Not edit “compliance test”

Tom Torlakson State Superintendent of Public Instruction Review Protocol When the approved monitoring plan is entered into the SESR software, LEAs should be able to print six customized review protocols: 1.Infant/Toddler review 2.Preschool review 3.School Age review packet (includes Education Benefit and IEP Implementation questions) 4.Policy and Procedures 5.SELPA Governance 6.Fiscal

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 12

Tom Torlakson State Superintendent of Public Instruction Selection of Student Records District staff are responsible for reviewing records representative of the students receiving special education services. Ensure all special populations and students from various sites are included in records selected for review.

Tom Torlakson State Superintendent of Public Instruction Gather Documents Gather Documents

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 13

Tom Torlakson State Superintendent of Public Instruction Team Member Selection Consider staffing needs. Consider who will review files, policy and procedure manuals, and other documentation.

Tom Torlakson State Superintendent of Public Instruction Team Member Selection Suggestions for review team membership: SE Director Principals Psychologist Resource Specialists Teachers Nurse Fiscal personnel SELPA Director or other SELPA staff

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 14

Tom Torlakson State Superintendent of Public Instruction Student Record Review Protocol

Tom Torlakson State Superintendent of Public Instruction Review Protocol If “Non-Compliant (NC)”: If “Non-Compliant (NC)”: -- State the reason why the requirements of the test question have not been met. If “Non-Applicable (NA)”: If “Non-Applicable (NA)”: --State the reason why the item does not apply to the file. If “Compliant (C)”: If “Compliant (C)”: -- No statement is needed to justify the finding. NOTE: NC and NA findings must be documented on the “Summary of Noncompliant Findings” form and entered in the software.

Tom Torlakson State Superintendent of Public Instruction Review Protocol Complete only the sections that apply to the student file you are reviewing. There are twelve: School Age Identification /Initial Assessment Low Incidence English Learner African American Behavior Transition OHI with Diabetes IEP Implementation Education Benefit CMA and CAPA Nonpublic school

Tom Torlakson State Superintendent of Public Instruction The School Age Review form is organized into sections. The School Age section includes items that apply to all students. These must be evaluated for all School Age students. Other sections include items that apply only to some students (e.g., Low Incidence, English Learners). If the items apply to the student being reviewed, then the additional items in the special sections must also be completed.

Tom Torlakson State Superintendent of Public Instruction Example – Item Scenario The file includes: An assessment plan completed within the last yearAn assessment plan completed within the last year An assessment report, and/orAn assessment report, and/or IEP notes referencing a completed assessment.IEP notes referencing a completed assessment. 1.Would this item number apply to the file? 2.What would the appropriate evidence look like? YES Procedural Safeguards notice OR, notes that specify the parents received information about IEEs and/or Procedural Safeguards Procedural Safeguards notice OR, notes that specify the parents received information about IEEs and/or Procedural Safeguards.

Tom Torlakson State Superintendent of Public Instruction Scenario – N/A Section Student A: Disability designation is Speech and Language English language learner English language learner 16-years old 16-years old Behavior Support Plan Behavior Support Plan Has received special education services for 6 years Has received special education services for 6 years  School Age  Identification /Initial Assessment  Low Incidence  English Learner  African American  OHI with Diabetes  IEP Implementation  Education Benefit  CMA and CAPA  Behavior  Transition

Tom Torlakson State Superintendent of Public Instruction General Guidelines Completing the file reviews: 1.The student sample represents the special education population (ethnicity, disability, age) 2.Review the most recent IEP, supporting assessments and reports. 3.Evidence of compliance is found in the student file. Summary of Noncompliant Findings (Worksheet 1a, 1b, and 1c) 4.Include concise specific reasons for findings on the Summary of Noncompliant Findings (Worksheet 1a, 1b, and 1c)

Tom Torlakson State Superintendent of Public Instruction General Guidelines Completing the file reviews: 5.Only review sections of the protocol relevant to the specific file you are looking at. 6.“Not Applicable Section” vs. “Not Applicable Item” Line out the entire section. Line out the entire section. If the entire section of the protocol does not apply to the file being reviewed -- Line out the entire section.Line out the entire section. Write “NA” on the item. Write “NA” on the item. If the section of the protocol applies to the file being reviewed but, the item within the section does not apply to the student - Write “NA” on the item. Write “NA” on the item.

Tom Torlakson State Superintendent of Public Instruction Review Protocol

Tom Torlakson State Superintendent of Public Instruction Educational Benefit Review Components for completion: Student Selection Review five school age files of students receiving mental health services If less than five students receive mental health services select all and supplement with other students receiving special education services up to five total. If no students receive Mental Health services select five students receiving special education services. Start with the year in which an initial or triennial IEP was completed, review that year and up to two subsequent years of IEP information. The files should already have gone through the “School Age review.” Pages20-24 SESR Instructions & Forms Manual

Tom Torlakson State Superintendent of Public Instruction Big Picture Assess in All Suspected Areas  Identify unique needs  Establish Appropriate Goals  Provide Supporting Services  All students with disabilities will demonstrate progress in academic and nonacademic skills

Tom Torlakson State Superintendent of Public Instruction 1982 Rowley Decision Special Education Instruction: No greater standard of instruction than GE Guarantees no specific outcome Must provide an opportunity for educational benefit Further defined FAPE Legal Support

Tom Torlakson State Superintendent of Public Instruction Student educational programs: A student’s program should be reasonably calculated to result in educational benefit. FAPE Education Benefit IEP Reasonably Calculated

Tom Torlakson State Superintendent of Public Instruction Reasonably Calculated

Tom Torlakson State Superintendent of Public Instruction Planned Services in the IEP will support the student’s: Progress towards all identified goals Participation in general education environment Progress in the general education curriculum Education with other typically developing peers Educational Benefit

Tom Torlakson State Superintendent of Public Instruction Reasonable calculations may be measured (in part) by: Achieving passing marks Advancing from grade to grade Progress toward meeting goals Improved scores on clinical, district and statewide assessments Educational Benefit

Tom Torlakson State Superintendent of Public Instruction Reasonable calculations may be measured (in part) by: Passing CAHSEE Graduating with a diploma Educational benefit must be considered on a case by case basis by the IEP team. Educational Benefit

Tom Torlakson State Superintendent of Public Instruction For Students Receiving Mental Health Services: Chart information on Worksheets for two years. The first year should be an initial or triennial IEP for the 10−11 school year. Analyze the relationship of assessments compared to identified goals, and services. Compare year to year. Complete the worksheet for students receiving mental health services under Make judgments about the adequacy of the effort to ensure that there was a reasonable calculation that the IEP would result in educational benefit. Answer items on School Age Protocol. (Ed Benefit section) Review Process

Tom Torlakson State Superintendent of Public Instruction For Students Not Receiving Mental Health Services: Chart IEPs information on Worksheets for three years 1, 2, and 3. Analyze the relationship of assessments compared to identified goals and services. Compare year to year. Make judgments about the adequacy of the effort to ensure that there was a reasonable calculation that the IEP would result in educational benefit. Answer items on School Age Protocol. (Ed Benefit section) Review Process

Tom Torlakson State Superintendent of Public Instruction Conducting the Educational Benefit Review

Tom Torlakson State Superintendent of Public Instruction Identify Concerns & Completed Assessments YEAR 1: –Use the most recent assessment information Initial or triennial Record on worksheet for year one. YEARS 2 & 3: –Record any interim assessment results as necessary Step One - Assessments

Tom Torlakson State Superintendent of Public Instruction Identify Present Levels of Performance YEAR 1: –Include as much information as possible Statements of performance Not just test scores Parent/teacher observations, etc. YEARS 2 & 3: –Repeat for year 2 for all students and year 3 for students not receiving CMH services. Step Two – Needs Identified

Tom Torlakson State Superintendent of Public Instruction Identify Goals YEAR 1: Include as much information as possible For each identified need Include transition goals Include behavior goals YEARS 2 & 3: Repeat for year 2 for all students and year 3 for students not receiving CMH services. Step Three – Goals

Tom Torlakson State Superintendent of Public Instruction Identify Planned Services YEAR 1: Include as much information as possible including: Review date Frequency and duration of each service Location of each service Criteria for determining progress YEARS 2 & 3: Repeat for year 2 for all students and year 3 for students not receiving CMH services. Step Four – Services

Tom Torlakson State Superintendent of Public Instruction Chart Progress YEAR 1: Not applicable for year 1 YEAR 2: Compare year 1 to year 2 YEAR 3: Compare year 2 to year 3 when applicable. Step Five – Progress Identified

Tom Torlakson State Superintendent of Public Instruction Analyze Relationships – Needs to Goals YEAR 1: Is there a relationship? YEAR 2: Compare year 2 to year 1 – Are goals more complex, less complex or, the same as previous year? YEAR 3: Compare year 3 to year 2 – Are goals more complex, less complex or, the same as previous year? Step Five – Progress Identified

Tom Torlakson State Superintendent of Public Instruction Analyze Relationships – Goals to Services YEAR 1: –Is there a relationship? YEAR 2: –Compare Year 2 to Year 1 – Determine if the services in the current year were adjusted and if those services enable the student to make progress. YEAR 3: –Compare Year 3 to Year 2 – Determine if the services were adjusted and if those services enable the student to make progress. Step Five – Progress Identified

Tom Torlakson State Superintendent of Public Instruction Seven Questions: 1.Are assessments complete and do they identify the student’s needs? 2.Does the present levels of performance identify all the needs indicated by the assessment? 3.Are all of the student’s needs addressed by appropriate goals? Student Summary

Tom Torlakson State Superintendent of Public Instruction Seven Questions: 4.Do the services support the goals? 5.Did the student make yearly progress? 6.If no progress, were IEP goals changed to assist the student to make progress? Student Summary

Tom Torlakson State Superintendent of Public Instruction Seven Questions: 7.To assess for overall compliance: Considering the answers to the previous questions, was the IEP reasonably calculated to result in educational benefit? Student Summary

Tom Torlakson State Superintendent of Public Instruction For District Use: Educational Benefit Chart Educational Benefit Chart Educational Benefit Special Education Self Review Worksheet Educational Benefit Special Education Self Review Worksheet Noncompliant Student Summary Worksheet Noncompliant Student Summary Worksheet School Age Protocol (Ed Benefit section) School Age Protocol (Ed Benefit section) Forms Submitted to the CDE: None Worksheets & Forms

Tom Torlakson State Superintendent of Public Instruction Sample Educational Benefit Review Charts

Tom Torlakson State Superintendent of Public Instruction Phase 1 Prepare Charts for each year. Review the IEPs to determine how you will organize the information from each year. Often the present performance is organized by area. The purpose is to be able to align the sections of the charts to look across two or three years. See Instruction Manual page 18 for electronic links to charting forms.

Tom Torlakson State Superintendent of Public Instruction Record information from the initial or triennial assessment and IEP. Record enough to know the content – it need not be verbatim. Align information across the columns by instructional or developmental area. Record all two or three years and post side by side.

Tom Torlakson State Superintendent of Public Instruction Is the assessment complete and does it identify the student’s needs? Does the present performance include the needs identified in the assessment? Phase 2 Analyze relationships between needs, present performance, goals, services and progress using the appropriate Educational Benefit review questions.

Tom Torlakson State Superintendent of Public Instruction Are all of the student’s educational needs addressed by appropriate goals?

Tom Torlakson State Superintendent of Public Instruction

Do the services support the goals?

Tom Torlakson State Superintendent of Public Instruction Did the student make yearly progress?

Student Name: School Year Disability: School: Charting Year 1, 2 or 3 Areas of Assessment Areas of Need Present Levels of Performance Is the assessment complete and does it identify the student needs? Yes No If no, explain Did the IEP Team identify needs that were related to the student’s disability? Yes No If no, explain: Did the IEP Team identify needs that were related to the student’s involvement and progress in the general curriculum? Yes No If no, explain: Did the present levels of performance include all of the needs identified in the assessments? Yes No If no, explain:

STUDENT NAME: SCHOOL YEAR: AGE: GRADE: CHARTING YEAR 1, 2 OR 3 Goals & Benchmarks (Benchmarks or short term objectives only required for persons tested with Alternate Assessment, CAPA) Services Progress Were goals and benchmarks established in each need area? Benchmarks or short term objectives only required for persons tested with Alternate Assessment, CAPA Yes No If no, explain: Progress toward all goals? Yes No Progress in the general curriculum? Yes No Participation in extracurricular/academic activities? Yes No Education with other students with disabilities and typically developing students? Yes No If no to any of the above, explain: Were goals and services changed in the IEP to assist the student to make progress? Yes No If no, explain: This form is to be used for charting information

Special Education Self Review Worksheet __ Educational Benefit Review: Students Receiving MH Services under CCR Title 2 Regulations and California Government Code Chapter 26.5 Use this form for reviewing services provided by the Community Mental Health program for special Education eligible students REVIEWER: DATE: STUDENT NAME: BIRTH DATE: COMPLIANCE TESTLEGALCITATIONSFINDINGS ASSESSMENT Was the student assessed in all areas related to the suspected disability by qualified personnel before any action was taken with respect to the provision of related services or designated instruction and services to a student, including, psychotherapy, and other mental health assessments? GC 7572(a) Compliant Non-Compliant Not Applicable Comment: Does the assessment plan include, at a minimum, a review of the student's school records and assessment reports and observation of the student in the educational setting when appropriate? 2 CCR 60010(b) Compliant Non-Compliant Not Applicable Comment: Did the community mental health service provide the IEP team a written assessment report including but not limited to all the following: (a) Whether the student may need mental health services. (b) The basis for making the determination. (c) The relevant behavior noted during the observation of the student in an appropriate setting. (d) The relationship of that behavior to the student's functioning. (e) The educationally relevant findings, if any. (f) The need for specialized services, materials, and equipment for students with low incidence disabilities? 2 CCR 60045(g) Compliant Non-Compliant Not Applicable This form is to be completed for students receiving community mental health services in their IEP, this IEP should be an initial or triennial.

Tom Torlakson State Superintendent of Public Instruction School Age Protocol – 4 test items: (Ed Benefit section) Does the IEP include a direct relationship between the present levels of performance, goals and the specific educational services to be provided? Review Protocol

Tom Torlakson State Superintendent of Public Instruction School Age Protocol – 4 test items: Does the LEA make a free appropriate public education available to all eligible students, who are between the ages of 3 and 22? Review Protocol

Tom Torlakson State Superintendent of Public Instruction School Age Protocol – 4 test items: Does the LEA assist the student to achieve the goals listed in the IEP? Also, for students eligible for Statewide testing using the California Alternate Performance Assessment (CAPA), does the LEA assist students to achieve the benchmarks listed in the IEP? Review Protocol

Tom Torlakson State Superintendent of Public Instruction Review Protocol School Age Protocol – 4 test items: Does the LEA assist the student to achieve the goals listed in the IEP related to Mental Health Services? Also, for students eligible for Statewide testing using the California Alternate Performance Assessment (CAPA), does the LEA assist students to achieve the benchmarks listed in the IEP?

Tom Torlakson State Superintendent of Public Instruction

IEP Implementation Components for completion: Review 10 student records (5 must be from ED category or, be receiving mental health services) – Review contents of most recent IEP Interview parents Interview services providers Collect documented evidence of services that were provided according to the IEP 1.Service logs 2.Student attendance records 3.Service provider attendance records 4.Payment vouchers for contracted services

Tom Torlakson State Superintendent of Public Instruction IEP Implementation The purpose is to determine whether services are provided according to the IEP. The IEP is taken literally – if it says 1 time per week for 30 minutes, staff should consider that as the minimum amount of service to be provided.

Tom Torlakson State Superintendent of Public Instruction IEP Implementation: Documentation and Analysis Analyze information for each individual student and certify whether each service was provided as identified in the IEP. The service is considered provided if it was delivered exactly as described on the IEP, unless there is documentation that the student was absent. The service is not provided as identified on the most recent IEP if there is evidence that services were not provided on all of the scheduled days, for the amount of time specified in the IEP, unless there is documentation that the student was absent.

Tom Torlakson State Superintendent of Public Instruction

Interview the parents of the students selected for review and record the results.

Tom Torlakson State Superintendent of Public Instruction

Policies & Procedures Review Review items in the Policies and Procedures protocol for compliance. Review special education operations manual, Review adopted SELPA policies and procedures, Review board adopted policies and procedures.

Tom Torlakson State Superintendent of Public Instruction

SELPA Governance Review SELPA Governance Review Local Plan Policies and Procedures Implementation of the Local Plan Budget and Service Plans Regional Center Part C Interagency Agreement The SELPA must review all required records including :

Tom Torlakson State Superintendent of Public Instruction 30 EC 56205(a) Each special education local plan area submitting a local plan to the Superintendent under this part shall ensure, in conformity with Sections 1412(a) and 1413(a)(1) of Title 20 of the United States Code, and in accordance with Section of Title 34 of the Code of Federal Regulations, that it has in effect policies, procedures, and programs that are consistent with state laws, regulations, and policies governing the following: (22 areas required by state and federal law follow). Local Plan Policies and Procedures

Tom Torlakson State Superintendent of Public Instruction SELPA Governance Review SELPA Representatives must review the Local Plan to ensure there is documentation to support the Assurances Statement as submitted annually.

Tom Torlakson State Superintendent of Public Instruction The findings from the SELPA Governance review will be reported to CDE by one district in each SELPA.

Tom Torlakson State Superintendent of Public Instruction Fiscal Review The purpose of the Fiscal Review is to determine if the District has allocated federal (IDEA) and state resources appropriately meet the needs of students receiving special education services.

Tom Torlakson State Superintendent of Public Instruction Fiscal Review Fiscal Review Time sheet & payroll records Low incidence equipment records Excess Cost Worksheet Professional development allocation budget Proportionate share documents NPS/NPA student list & service records Staff assignment records Independent Auditor Report The LEA must review all necessary records including :

Tom Torlakson State Superintendent of Public Instruction

SESR Activity Two – Step 15

The Finding Statement Directly relates to the legal requirement Demonstrates through the evidence reviewed and written why the district does not meet the legal requirement States the source of the evidence Is stated in a complete sentence

Tom Torlakson State Superintendent of Public Instruction Worksheet 1c is used to summarize findings from the District level protocols.

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 16

Tom Torlakson State Superintendent of Public Instruction SESR Software Preparation One person One person should be responsible for entering data and making corrections in the software. This person should: Have analytical skills to be able to question the reviewer information and findings Have good editing skills  (Detailed Software Manual) Page 22-27

Tom Torlakson State Superintendent of Public Instruction When the software is started, the "LOG ON" screen will appear. It requires four items: USERNAME PASSWORD DISTRICT name and DISTRICT PASSWORD

Tom Torlakson State Superintendent of Public Instruction The USERNAME is "sesr" The PASSWORD is “1112" Enter the DISTRICT name from the drop down list. There is an individual password for each district to protect student confidentiality. Your CDE Consultant will provide the DISTRICT PASSWORD. Once the required information has been entered in the four fields, select the "OK" button.

Tom Torlakson State Superintendent of Public Instruction If all of the log-on information is correct, a "LOG SUCCESSFUL-VALID ENTRY" message box will be displayed indicating that the software has accepted the log on data input and is ready to proceed. Select the "OK" button.

Tom Torlakson State Superintendent of Public Instruction Phase II - Enter Student Data and LEA Findings includes a number of functions: Entering new students- students not included in the CASEMIS data download; Editing entries of new students; Entering findings at the student and district level; Editing findings; and Previewing and Printing Reports.

Tom Torlakson State Superintendent of Public Instruction To enter review findings in the software, select the "ENTER FINDINGS" button, this will access the "Select a Form" screen.

Tom Torlakson State Superintendent of Public Instruction The "Select a Form" screen provides access for entering Student and LEA findings into the software.

Tom Torlakson State Superintendent of Public Instruction To enter student level findings, select the "Student Level Forms" button.

Tom Torlakson State Superintendent of Public Instruction Begin by selecting the student’s name whose findings are to be entered. Use the Drop Down List.

Tom Torlakson State Superintendent of Public Instruction For every section of the protocol reviewed for the student, select the radio button to document the results.

Tom Torlakson State Superintendent of Public Instruction The Summary of Noncompliant Findings is used to enter review findings into the software.

Tom Torlakson State Superintendent of Public Instruction School Age Review Items Recording findings in the proper section of the Summary of Noncompliant Findings Worksheet facilitates accurate identification of Student Level Forms to be entered into the software.

Tom Torlakson State Superintendent of Public Instruction To enter a Student Level Form, each form must be accessed separately and the findings entered. For example, the School Age Student Level Form has been selected by placing the cursor on the radio button and clicking. This accesses the "Enter A Finding" screen. 

Tom Torlakson State Superintendent of Public Instruction Use navigation buttons or the Drop Down Menu to locate items, enter findings, and go on to the next section.

Tom Torlakson State Superintendent of Public Instruction Enter only findings that are Noncompliant or Not applicable by first selecting the appropriate button and then writing the Findings statement. When the entry is complete, select the SAVE button.

Tom Torlakson State Superintendent of Public Instruction If a student has been reviewed on a specific Student Level Form but there were no "Noncompliant" or "Not Applicable" findings, you must select the “Return to Selection” button. The software will automatically default to Compliant for all items in that area. This ensures an accurate student count. The "Findings Added Successfully" message box will appear. Select the "OK" button and the screen re-set to enter another finding.

Tom Torlakson State Superintendent of Public Instruction If the specific subsection has been completed, there is a notation, in green. Areas that remain incomplete are noted in red. Areas that did not pertain to the student and thus were not reviewed remain noted in black.

Tom Torlakson State Superintendent of Public Instruction The process for entering district findings into the District Level Forms, e.g., Policy & Procedure, SELPA Governance, and Fiscal, is like the process for entering student findings.

Tom Torlakson State Superintendent of Public Instruction Select the District Level Forms button. This makes available the Policies and Procedures, Parent and Staff Interview, SELPA Governance Fiscal Review. The Parent and Staff Interview and Other Documentation forms are not used.

Tom Torlakson State Superintendent of Public Instruction Next, select the District Level Form: Policies and Procedures, Fiscal Review, or SELPA Governance.

Tom Torlakson State Superintendent of Public Instruction After selecting the Policies and Procedures area, the "Enter A Finding-Policies and Procedures" screen is displayed. This screen contains a Drop Down Menu that contains all of the Item Numbers that correspond to areas that are subject to examination during the Policies and Procedures review.

Tom Torlakson State Superintendent of Public Instruction Scroll through the Drop Down Menu until reaching the Item Number that reflects the compliance finding revealed during the Policies and Procedures review. In addition to the Drop Down Menu, the navigation buttons may be used to locate the Item Number and allow the finding to be entered.

Tom Torlakson State Superintendent of Public Instruction Select either the "Noncompliant” button or the "Not Applicable" button to enter the finding for the selected item. The Findings screen becomes white allowing the finding to be entered. When the entry is complete, select the “SAVE” button.

Tom Torlakson State Superintendent of Public Instruction The "Findings Added Successfully" message box will appear. Select the "OK" button and the screen will be re-set to enter another finding or exit this area. Type the finding here in the findings text box.

Tom Torlakson State Superintendent of Public Instruction If there are no more noncompliant or not applicable findings to be entered, select the "RETURN TO SELECTION“ button.

Tom Torlakson State Superintendent of Public Instruction The "Form Status Check-Have you reviewed all items in this form?" message will appear. Select the "Yes“ button and the software will exit the screen.

Tom Torlakson State Superintendent of Public Instruction If there are no findings resulting from the review of the LEA's Policies and Procedures, select the "RETURN TO SELECTION“ button. Since the default is automatically set to Compliant, the software will note that the District has completed this element of the SESR review.

Tom Torlakson State Superintendent of Public Instruction The "Select a Form" screen will indicate that the Policies and Procedures review has been COMPLETED.

Tom Torlakson State Superintendent of Public Instruction To edit student or District findings select the "EDIT FINDINGS" button.

Tom Torlakson State Superintendent of Public Instruction Submit District Findings After all reviews have been completed and findings entered into the SESR Software – Read page of the Detailed Software Manual Read page of the Detailed Software Manual oAlways backup data oNever select “Final Submission” oNever share district passwords oContact your Consultant after submission Page  (Detailed Software Manual)

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 17 and 18 Revisions needed SELPA/CDE Approved

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 17 and 18 SELPA and CDE will review the LEA’s submission. The LEA will be contacted if the submission is unclear and in need of revision. The LEA will submit revisions by a specified due date established by the CDE consultant in collaboration with the LEA and SELPA.

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 17 and 18 Once accepted, written approval will be sent to the LEA stating that the findings identification portion of the SESR is complete.

Tom Torlakson State Superintendent of Public Instruction SESR Activity Two – Step 19

Tom Torlakson State Superintendent of Public Instruction Contact Information Questions or technical assistance should be directed to the SELPA. If SELPA staff is unable to answer the questions, contact the CDE consultant assigned to your county. Questions or technical assistance should be directed to the SELPA. If SELPA staff is unable to answer the questions, contact the CDE consultant assigned to your county. To access the list of consultants assigned by county go to: To access the list of consultants assigned by county go to: