Chapter 405 Requirements - September 2003

September 2003

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To:	Superintendents of Public Schools Identified under Chapter 405 of the Laws of 1999

From:	Rebecca Cort, Statewide Coordinator, Special Education Quality Assurance & Support Services

	Fredric DeMay, Coordinator, Program Development and Support Services

	James Viola, Regional Education Coordinator, Office of Elementary, Middle, Secondary and Continuing Education
Subject:	Requirements for Districts Identified under Chapter 405 of the Laws of 1999

The purpose of this memorandum is to inform the 353 school districts identified under Chapter 405 of the Laws of 1999 of requirements associated with the resolution of problem areas for the 2003-04 school year.

Background

In December 2002, the 353 school districts were notified, some for the first time, of potential issues in one or more problem areas identified pursuant to Chapter 405 of the Laws of 1999 (i.e., high rates of identification of students as students with disabilities, low rates of declassification of students with disabilities, high rates of placement of students with disabilities in separate sites, and/or significant disproportion based on race and ethnicity, in identification and placement in particular settings of students with disabilities). Following that notification, the Department surveyed the identified districts to verify data associated with the problem areas and to determine possible or hypothesized underlying causes. (This verification procedure was in addition to the verification procedures that are routinely completed by SEDCAR.) Chapter 405 includes provisions for addressing and improving results in each of the problem areas. These provisions include technical assistance by the Department and, if appropriate, the development of corrective action plans by districts.

Required Planning Process for Districts Identified Under Chapter 405

Similar to the first Chapter 405 notification, the Comprehensive System of Personnel Development (CSPD) plan¹ was selected as the vehicle to address systemic problems associated with Chapter 405. Enclosed is a duplicate copy of Attachment D that was sent to all identified districts in December 2002 that describes the three technical assistance levels--targeted, regional, and self-review--and the CSPD planning requirements for each level. The Department will provide technical assistance for both the planning process and professional development through the SETRC and RSSC networks.

Review Process

The review process developed by VESID is based on CSPD quality indicators that have been used by SETRC with local districts over the past several years. Generally, the quality indicators look for evidence in the following five areas:

The district analyzed data and identified problem areas;
The district engaged in root cause discussions;
The district developed long-term and annual goals, and strategies based on data analysis and root cause discussions;
District implementation of the CSPD plan will result in addressing the identified problem area(s); and

The district described how progress would be monitored and evaluated throughout the year.

The review of CSPD plans submitted by school districts designated as targeted and regional training districts will be based on these quality indicators. Enclosed is a scoring rubric, scoring guidelines and review form to guide districts in developing the CSPD plan and assessing the success of goals and objectives in addressing the Chapter 405 problem areas. These tools are applicable to all Key Performance Indicators (KPI's) and all identified districts are encouraged to use these tools in the CSPD process. Districts with CSPD plans that score in the "not approved" range will have the release of their IDEA flow-through funds delayed until the necessary revisions are made to the plan. Districts with CSPD plans designated as "conditionally approved" could be in jeopardy of delayed funding if the necessary revisions to the plan are not submitted promptly.

CSPD Plan Submission

Updated CSPD plans for the 2003-04 school year are to be submitted as indicated below.

Chapter 405 Targeted Technical Assistance Districts—By November 1, 2003, submit the CSPD plan indicating how identified Chapter 405 problem areas are to be addressed. The submission and review process of the CSPD plan is as follows:

The School Superintendent (LEA) of the targeted district is responsible for ensuring that a CSPD plan is developed by assembling a team of key local stakeholders in collaboration with SETRC, RSSC, and SED Special Education Quality Assurance (SEQA) personnel. The team must engage in a planning process that includes a thorough analysis of data and root causes related to the Chapter 405 problem areas.

A SETRC, RSSC, and SEQA panel will evaluate the CSPD plan utilizing the CSPD Scoring Rubric and Review Form. The panel will provide a copy of the completed Review Form to the School Superintendent (LEA) of the targeted district and the BOCES District Superintendent.

The School Superintendent (LEA) revises the CSPD plan if needed and submits the plan to the BOCES District Superintendent for approval. The review team can be used to provide ongoing evaluation of the district's CSPD plan.

The BOCES District Superintendent (or designee) will review the CSPD plan for targeted districts and designate the plan as approved, conditionally approved, or not approved using the Review Form.

By November 1, the School Superintendent (LEA) submits the CSPD plan and completed Review Form to the Department: Daniel J. Ryan, New York State Education Department, One Commerce Plaza, Room 1624, Albany, New York 12234. A copy must also be submitted to the SEQA Regional Associate assigned to the district, SETRC, and RSSC. (See enclosed addresses).

The Department will review the plan and provide the BOCES District Superintendent and School Superintendent (LEA) with a written summary of the outcome of the review and if any modifications are necessary to address the Chapter 405 problem areas. The Department will continue to require modifications until the plan is approved.

Chapter 405 Regional Technical Assistance Districts— By November 1, 2003, submit to the Department the CSPD plan indicating how identified Chapter 405 problem areas are to be addressed. This is the same due date for all other school districts to submit CSPD plans.

Submit a copy of the CSPD plan by November 1 to (1) SETRC, (2) RSSC and (3) (SEQA). See enclosed addresses.

The SETRC, RSSC, and SEQA jointly review the CSPD plan.

The district is expected to participate in regional training programs sponsored by the Department or through local networks.

Chapter 405 Self-Review Districts— By November 1, 2003, submit a copy of the CSPD plan indicating how identified Chapter 405 problem areas are to be addressed. This is the same due date for all other school districts to submit CSPD plans.

Submit a copy of the CSPD plan by November 1 to SETRC. See enclosed addresses.
The school district is expected to use the CSPD plan as a self-assessment tool to determine if the planned activities will effectively address the Chapter 405 problem areas.
The district is expected to implement the CSPD plan with local and regional resources.

VESID’s Next Steps

VESID’s next steps regarding Chapter 405 will include an analysis of the trend data reflecting the impact of each district’s CSPD plan to address the problem areas identified. VESID will continue to notify school districts that are significantly above the statewide average for each Chapter 405 problem area or when data indicate disproportionality, based on race/ethnicity. The Department will require data verification, completion of surveys, and, as necessary, require selected school districts to develop and implement a corrective action plan specific to their identified Chapter 405 problem area(s). VESID will notify districts of technical assistance resources as they become available.

We appreciate your support and efforts on this important activity. For additional information or clarification, please contact the SETRC or RSSC in your region.

Enclosures

cc:       District Superintendents/Big Four City Superintendents
           Executive Directors of Regional School Support Centers
            SETRC Professional Development Specialists and Project Directors
            Lawrence Gloeckler
            James Kadamus
            James Butterworth
            Daniel Johnson
            Candace Shyer
            Pat Shubert

7/21/03

REGIONAL SCHOOL SUPPORT CENTER (RSSC)
NETWORK DIRECTORY

NO

REGION

BOCES LEA

EXECUTIVE DIRECTOR

1

Eastern

QUESTAR III

Debbie Brown
Phone – (518) 477-2431
Fax – (518) 477-6873

2

Long Island

Eastern Suffolk

Edward Zero
Phone – (631) 218-4123
Fax – (631) 218-4127

3

Lower Hudson Valley

Dutchess

Kirsten Ruglis
Phone – (845) 486-4840,
ext. 3129
Fax – (845) 483-3946

4

Mid-State

Onondaga-Cortland-Madison

Marge Meggesto
Phone – (315) 431-8542
Fax – (315) 434-9347

5

Mid-West

Monroe I

Elaine McAdam
Phone – (585) 271-3352
Fax – (585) 271-3373

6

Western New York

Erie I

Carolyn Steele
Phone – (716) 630-4203
Fax – (716) 630-4205

7

New York City

New York City Board of Education

Aminda Gentile
Phone – (212) 475-3737
Fax – (212) 475-9049

SPECIAL EDUCATION TRAINING AND RESOURCE CENTERS
IN NEW YORK STATE TRAINING NETWORK

Office of Vocational and Educational Services for Individuals with Disabilities
New York State Education Department, Albany, New York 12234
Phone (518) 486-7462
Lparis@mail.nysed.gov
Fdemay@mail.nysed.gov
*R – Regional Professional Development Specialist

Broome-Delaware-Tioga BOCES SETRC
435 Upper Glenwood Road
Binghamton, New York 13905-1699
(607) 763-3362 or 763-3303
Fax: (607) 763-3474
Richard Fedor
rfedor@btboces.org

Buffalo City SETRC
85 Military Road
Buffalo, New York 14207
(716) 871-6074 or 871-6075
Fax: (716) 871-6055
Mimi Barnes-Coppola
Judi Harris-DiTallo
Tamara Pozantides-Bilingual SETRC
mbarnescoppola@buffalo.k12.ny.us
jditallo@buffalo.k12.ny.us
tpozantides@buffalo.k12.ny.us

Capital Region BOCES SETRC
Maywood School – 1979 Central Avenue
Albany, New York 12205
(518) 456-9069
Fax: (518) 456-7669
Trish Ross
Mary Ann Eaton
Tross@gw.neric.org
MEaton@gw.neric.org
Wilma Jozwiak-Coordinator, NYS Statewide SIG Activities
Ellen Chernoff-Bilingual SETRC, Upstate Region
Wjozwiak@gw.neric.org
EChernof@gw.neric.org

Cattaraugus-Allegany-Erie-Wyoming BOCES SETRC
1825 Windfall Road
Olean, New York 14760
(716) 376-8224 or (716) 376-8210
Fax: (716) 376-8438
Sandra Monachino
Sandy_monachino@cabo.wnyric.org

Cayuga-Onondaga BOCES SETRC
5890 South Street Road
Auburn, New York 13021
(315) 253-0361
Fax: (315) 255-3859
C. Albert Sabin
Kimberly Savage
asabin@cayboces.org
ksavage@cayboces.org

Clinton-Essex-Warren-Washington BOCES SETRC
Box 455
Plattsburgh, New York 12901
(518) 561-0100 Ext. 309
Fax: (518) 561-5624
Lora Parks – R*
Michael Loughman
laparks@cves.org
mloughman@cves.org

Delaware-Chenango BOCES SETRC
6678 County Road 32
Norwich, New York 13815-3554
(607) 335-1320
Fax: (607) 336-8201
Tamie Leslie
Dan Sloat
Karen Van Wagner – R* (607) 335-1259
lesliet@dcmoboces.com
sloatd@dcmoboces.com
VanwagnK@dcmoBOCES.com

Dutchess BOCES SETRC
900 Dutchess Turnpike
Pougheepsie, New York 12603
(845) 486-4840 Ext. 3023
Fax: (845) 486-4832
Carol Buyakowski
Cecilia Dansereau Rumley
cbuyakow@beta.dcboces.org
crumley@its.dcBOCES.org

Erie I BOCES SETRC
1050 Maryvale Drive
Cheektowaga, New York 14225
(716) 630-4240
Fax: (716) 630-4205
Sue Locke-Scott
Sharon Hance
slockesc@erie1.wnyric.org
Shance@erie!.wnyric.org
MaryAnn White - *R
Mwhite@erie1.wnyric.org

Erie 2-Chautauqua-Cattaraugus BOCES SETRC
LoGuidice Center D Building
Fredonia, New York 14063
(716) 672-4371 Ext. 2057/2060
Fax: (716) 672-2368
Michele Boutwell
Amy Edgerton
mboutwell@e2ccboces.wnyric.org
aedgerton@e2ccboces.wnyric.org

Franklin-Essex-Hamilton BOCES SETRC
Adirondack Educational Center
711 State Route 3
Saranac Lake, New York 12983
(518) 891-1330
Fax: (518) 891-6043
Dana Retherford
dretherf@mail.fehb.org

Genesee Valley BOCES SETRC
80 Munson Street
LeRoy, New York 14482
(585) 344-7545
Fax: (585) 344-7538
Jacqueline Czamanske
Alissa Mayer
jczamanske@gvboces.org
amayer@gvboces.org

Hamilton-Fulton-Montgomery BOCES SETRC
14 School Street
Broadalbin, New York 12025
(518) 883-6510
Fax: (518) 883-6509
Susan Naple
Robert Mark
Snaple@superior.net
rmark@hfmboces.org

Herkimer-Fulton-Hamilton-Otsego BOCES SETRC
352 Gros Blvd.
Herkimer, New York 13350-1499
(315) 867-2082
Fax: (315) 867-2087
Catherine Quackenbush
cquackenbu@herkimer-boces.org

Jefferson-Lewis-Hamilton-Herkimer- Oneida BOCES SETRC
Arsenal Street Road
20104 NYS Route 3
Watertown, New York 13601
(315) 779-7132
Fax: (315) 779-7109
1-800-356-4356
Dan McDougal
dmcdouga@mail.boces.com

Madison-Oneida BOCES SETRC
4937 Spring Road, PO Box 168
Verona, New York 13478
(315) 361-5544
Fax: (315) 361-5595
Bess Kirnie - *R
bkirnie@mohawk.moric.org

Monroe 1 BOCES SETRC
15 Linden Park
Fairport, New York 14625
(585) 249-7024
Fax: (585) 218-6267
Cyndi Besig - *R
Linda Bordwell
Anna Frank
cyndi_besig@boces.monroe.edu
linda_bordwell@boces.monroe.edu
anna_frank@boces.monroe.edu

Monroe 2-Orleans BOCES SETRC
3599 Big Ridge Road
Spencerport, New York 14559
(585) 352-2443
Fax: (585) 352-2659
Kathy Garcia
kgarcia@monroe2boces.org

Nassau County BOCES SETRC
Rosemary Kennedy School
2850 North Jerusalem Road
Wantagh, New York 11793
(516) 781-4992
Fax: (516) 221-6176
Linda Denny – R*
Naomi Gershman
Naomi Glaser
ngershma@mail.nasboces.org
nglaser@mail.nasboces.org

NYC Central SETRC
52 Chambers Street
Room 2-08
New York, New York 10007
(212) 374-0344
Fax: (212) 374-5901
Regina Zacker, Director
Rzacker@nycboe.net

See NYC list for all district locations, supervisors, & professional development specialists.

Oneida-Herkimer-Madison BOCES SETRC
Box 70-Middle Settlement Road
New Hartford, New York 13413
(315) 793-8614 or 793-8686
Fax: (315) 736-4427
Susan Collver
scollver@oneida-boces.moric.org

Onondaga-Cortland-Madison BOCES SETRC
P.O. Box 4774
Syracuse, New York 13221
(315) 433-2645
Fax: (315) 431-8495
Debbie Grimshaw
Joyce Trinkley-Wolfson
khoward@ocmboces.org
dgrimsha@ocmboces.org
jtrinkle@ocmboces.org
Karen Howard – R*
khoward@ocmboces.org
Mid-State Regional SETRC
P.O. Box 4774
Syracuse, New York 13221
(315) 431-8563
1-800-429-0497
Fax: (315) 431-8495

Ontario-Seneca-Yates-Cayuga-Wayne BOCES SETRC
22 Teft Street
Clifton Springs, N.Y. 14432
(315) 462-5056
Fax: (315) 462-7300
Patricia Anderson
Janet LeRoux
patsetrc@fltg.net
jansetrc@fltg.net

Orange-Ulster BOCES SETRC
53 Gibson Road
Goshen, New York 10924
(845) 291-0520
Fax: (845) 291-0528
Carol Bliefernich
cbliefernich@ouboces.org

Orleans-Niagara BOCES SETRC
Conference Center
4124 Saunders Settlement Road
Sanborn, New York 14132
(716) 731-4176 or 1-800-836-7510
Fax: (716) 731-2148
Patricia Kelly, ext. 753
Kathleen Donner, ext. 754
Susan Tomaszewski, ext. 755
pkelly@onboces.org
kdonner@onboces.org
stomaszewski@onboces.org

Oswego BOCES SETRC
County Route 64
Mexico, New York 13114
(315) 963-4320
Fax: (315) 963-4369
Teri Marks
tmarks@oswegoboces.org

Otsego-Northern Catskills BOCES SETRC
Cyr Center
Stamford, New York 12167
(607) 652-1240
Fax: (607) 652-1264
Kimberly Brown
Kbrown@mail.oncboces.org

Putnam-No.Westchester BOCES SETRC
200 BOCES Drive
Yorktown Heights, New York 10598
(914) 248-2290
Fax: (914) 248-2288
Irene Ross
Laurie Levine - *R
iross@pnwboces.org
llevine@pnwboces.org

Questar III BOCES SETRC
10 Empire State Boulevard
Castleton, New York 12033
(518) 477-8771
Fax: (518) 479-3230
Nancy Mills
Patti Simonds
nmills@questar.org
psimonds@questar.org

Rochester City SETRC
Central Administrative Offices
131 West Broad Street
Rochester, New York 14614
(585) 262-8710 or 262-8711
Fax: (585) 262-8611
Lourdes O’Dell – Bilingual SETRC
Linda Blankenhorn
linda.blankenhorn@rcsdk12.org
lourdes.odell@rcsdk12.org

Rockland BOCES SETRC
65 Parrott Road - Building #10
West Nyack, New York 10994
(845) 627-4726
Fax: (845) 623-3343
Stuart Goldstein
sgoldste@rboces.lhric.org

St. Lawrence-Lewis BOCES SETRC
Learning Resource Center
7229 State Highway 56
Norwood, New York 13668
(315) 353-6175
Fax: (315) 353-2978
Gerry Swalnick
gswalnick@sllboces.org

Schuyler-Chemung-Tioga BOCES SETRC
Instructional Support Center
459 Philo Road
Elmira, NY 14903
(607) 739-3581 Ext. 2455
Fax: (607) 795-5310
Jean Papandrea
jpapandr@mail.sctboces.org

Steuben-Allegany BOCES SETRC
Bath High School - Room 438
25 Ellas Avenue
Bath, NY 14810
(607) 776-6327
Fax: (607) 776-6398
Amy Beard
abeard25@yahoo.com
Hildreth Rose - *R
hrose825@yahoo.com

Eastern Suffolk BOCES SETRC
West Hampton Beach Center
215 Old Riverhead Road
West Hampton Beach, New York 11978
(631) 288-7186
Fax: (631) 288-5868
Todd Catanzano - *R
Rose Reilley
Fanny Schneider
Marilyn Adsitt
Elizabeth C. Silva- Bilingual SETRC- Long Island Region
tcatanza@esboces.org
rreilley@esboces.org
fschneid@esboces.org
madsitt@esboces.org
esilva@esboces.org

Sullivan BOCES SETRC
6 Wierk Avenue
Liberty, New York 12754
(845) 292-0082 ext. 131
Fax: (845) 292-8694
Denise Shaffer
dshaffer@scboces.org

Syracuse City SETRC
Teacher Center
1153 W. Fayette Street, 2^nd Floor
Syracuse, New York 13204
(315) 435-4685
Fax: (315) 435-4218
Chris Johns Kirby
David Zawadzki
Dennis Loftus
Cjohns44@.scsd.us
Dzawad41@.scsd.us
dloftu75@.scsd.us

Tompkins-Seneca-Tioga BOCES SETRC
555 South Warren Road
Ithaca, New York 14850
(607) 257-1551 Ext. 276
Fax: (607) 266-0611
Trisha Flaccus
tflaccus@mail.tstboces.org

Ulster BOCES SETRC
175 Route 32 North
New Paltz, New York 12561
(845) 255-1402 Ext. 250
Fax: (845) 255-3836
Claudetter Best
cbest@mhric.org

Washington-Saratoga-Warren-Hamilton-Essex BOCES SETRC
1153 Burgoyne Avenue
Fort Edward, New York 12828
(518) 746-3820
Fax: (518) 746-3823
Linda Friedman
Sally McGuirk
lfriedman@wswheboces.org
smcguirk@wswheboces.org

Kathy Pociluk - *R
27 Gick Road
Saratoga Springs, New York 12866
(518) 581-3731/746-3731
Fax: (518) 581-3701/746-3701
kpociluk@wswheboces.org

Westchester 2 BOCES SETRC
Instructional Services Department
2 Westchester Plaza
Elmsford, New York 10523
(914) 345-8500
Fax: (914) 347-7304
Roger Berman
Denise Jaffe
Alison Telsey
rberman@swboces.org
djaffe@swboces.org
atelsey@swboces.org

Yonkers City SETRC
1109 North Broadway
Yonkers, NY 10701
(914) 376-8689 or 376-8690
Fax: (914) 964-5361
Ellen Small
Martha Trujillo Torp-Bilingual SETRC
esmall@yonkerspublicschools.org
mtorp@yonkerspublicschools.org

VESID SPECIAL EDUCATION QUALITY ASSURANCE (SEQA)

WESTERN REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
2A Richmond Avenue
Batavia, NY 14020
(585) 344-2002, ext. 420
(585) 343-2422 (fax)

HUDSON VALLEY REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
Room 1623 One Commerce Plaza
Albany, NY 12234
(518) 473-1185
(518) 486-7693 (fax)

CENTRAL REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
State Office Building
333 East Washington Street, Suite 527
Syracuse, NY 13202
(315) 428-3287
(315) 428-3286 (fax) LONG ISLAND REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
The Kellum Educational Center
887 Kellum Street
Lindenhurst, NY 11757
(631) 884-8530
(631) 884-8540 (fax)

EASTERN REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
Room 1623 One Commerce Plaza
Albany, NY 12234
(518) 486-6366
(518) 486-7693 (fax) NEW YORK CITY OFFICE
NYS Education Department
VESID Special Education Quality Assurance
55 Hanson Place, Room 545
Brooklyn, NY 11217-1580
(718) 722-4544
(718) 722-2032 (fax)

COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT (CSPD) PLAN REVIEW MATRIX

CSPD Plan Review Date: ______________________

High

4

3

2

Low

1

Inadequate

0

Analysis of Special Education Data and Problem Identification

District provided current as well as longitudinal data on SWDs that is disaggregated. There is evidence of the prioritization of needs in order to develop long-term CSPD goals that are based on multiple measures of assessment.

District provided current and longitudinal data on SWDs that is disaggregated. There is a single measure used as evidence of the prioritization of needs and use of data to develop long-term CSPD goals.

District provided current and longitudinal KPI and/or school processes data that is not disaggregated. There is some evidence of prioritizing needs and use of data to develop long-term CSPD goals.

District provided generalized information concerning data and special education problem areas with little or no linkage to CSPD goals

District provided no information or data to support CSPD Plan

Root Cause Discussions

District developed a clear and appropriate list of root causes based on data and with evidence of discussion

District developed a list of root causes with evidence of discussion

District developed a list of root causes without evidence of discussion

District listed causes without identifying root cause and without evidence of discussion

No evidence of cause/root cause analysis or discussion

Annual and Long-term Goals and Objectives

Goals and objectives are written in measurable terms and reflect a direct linkage to the analysis of data as measured by SWD student achievement and other key indicators

Goals and objectives are written in measurable terms and reflect a direct linkage to the analysis of data as measured by district's staff development needs and other key indicators

Goals and objectives may or may not be written in measurable terms but do reflect some analysis of data

Goals and objectives are not written in measurable terms and do not reflect analysis of data

Goals and objectives are not written in measurable terms and are not data based

Implementation of CSPD Plan

District's implementation of proposed CSPD activities exhibit adequate personnel and fiscal resources and should result in end of year expected student outcomes. CSPD activities are integrated with general education initiatives, and are based on changes in intermediate school processes data and/or SWD data that address goals and objectives that lead to improved KPI data.

District's implementation of CSPD activities exhibit some supportive resources and may result in end of year expected outcomes. CSPD activities may be integrated with general education initiatives and are based solely on improved KPI data without intermediate student achievement measures.

District's implementation of CSPD activities is based on the number of staff implementing change

District's implementation of CSPD activities is based on hours/number of staff trained

District's implementation of CSPD activities is unspecified

Evaluation of District's Monitoring of CSPD Plan

District has demonstrated specific evidence that activities will be implemented as scheduled with evaluation based on measures of job-embedded staff development and intermediate measures of student achievement leading to improved KPI data

District has demonstrated specific evidence that activities will be implemented and monitored as scheduled with evaluation based on measures of staff development leading to improved KPI data

District's plan has demonstrated specific evidence that activities will be implemented and monitored with specific linkage to LEA staff development but activities are not effectively linked to CSPD long-term goals and objectives

District's CSPD plan exhibits general evidence that CSPD activities will monitored without specifying linkage to staff development or long-term CSPD goals and objectives

District's CSPD Plan has not selected a method for monitoring progress

CSPD Plan Review Form

Name & Title of Reviewer(s):____________________________________________

District Reviewed: _______________________ Date of Review:_______________

Instructions:

This review form was developed for SETRC, RSSC, and the Regional Associate to use when jointly reviewing a CSPD plan. However, the Department encourages all districts to use this review form in developing and monitoring the implementation of the CSPD plan. The review form corresponds to the CSPD plan review matrix, Section VIII of the CSPD plan and Guidance document. The Department will use this form to review CSPD plans of the Chapter 405 targeted school districts.

Check the Chapter 405 problem area(s) identified for the Chapter 405 school district:

o 1 – Classification – School-Age
o 2 – Declassification – Preschool
o 3 – Declassification – School-Age
o 4 – Separate Site Placements – School-Age
o 5 – Disproportionate Representation – School-Age Identification
o 6 – Disproportionate Representation – Preschool Placement
o 7 – Disproportionate Representation – School-Age Placement

1) Analysis of Special Education Data and Problem Identification. Look for:

Area

Present?

Yes/No

If Yes, indicate quality: (1 = Low success to 4= High success) If No/Inadequate, score = 0

Identification of problem areas as a result of data analysis
. .

Discussion of the rationale for prioritization of long-term needs
. .

Evidence of data analysis as a basis for development of annual and long-term goals and objectives
. .

TOTAL
.

Comments:

2) Root cause discussions. Look for:

Area

Present?

Yes/No

If Yes, indicate quality and probability of:
(1 = Low success to 4= High success) If No, score = 0

Evidence of discussions about root causes
.. .

Description of identified root causes
. .

TOTAL
. .

Comments:

3) Annual and Long-term goals and objectives. Look for:

Area

Present?

Yes/No

If Yes, indicate quality: (1 = Low success to 4= High success) If No/Inadequate, score = 0

Linkage of district data to CSPD long-term and annual goals and objectives
. .

Goals and objectives written in measurable terms
. .

TOTAL
.

Comments:

4) Implementation of the CSPD plan. Look for:

Area

Present?

Yes/No

If Yes, indicate quality: (1 = Low success to 4= High success) If No/Inadequate, score = 0

Extent to which the proposed activities will result in expected student outcomes (End of Year Evaluation)
.. .

Integration of CSPD activities with general education programmatic and professional development initiatives
. .

Extent to which staff development activities will address goals and objectives
. .

Adequacy of the personnel and fiscal resources to implement the activities
. .

TOTAL
. .

Comments:

5) Evaluation of District's Monitoring of CSPD plan. Look for:

Area

Present?

Yes/No

If Yes, indicate quality: (1 = Low success to 4= High success) If No/Inadequate, score = 0

Evidence that the activities will be responsibly implemented and coordinated within the district
. .

Quality, comprehensiveness and appropriateness of the activities relative to the issues they address
. .

Provision of a schedule of implementation with initiation and completion dates for each activity
. .

Evidence of appropriate and ongoing evaluation to determine the effectiveness of the personnel development activities that are based on measures of effective implementation of staff development knowledge/skills
. .

Evidence of appropriate and ongoing evaluation to determine the effectiveness of the personnel development activities that are based on measures of student educational outcomes
. .

TOTAL
.

Comments:

CSPD Plan Review
Scoring Sheet Form

Scoring (Add up scores in each section)

Section 1: Data Analysis _______________
(Maximum 12 points)

Section 2: Root Cause _______________ (Maximum 8 points)

Section 3: Annual Goals _______________ (Maximum 8 points)

Section 4: Implementation _______________ (Maximum 16 points)

Section 5: Monitoring _______________ (Maximum 20 points)

Final Total: (Maximum 64 points)

Recommendation Guide:

56-64 points – CSPD plan approved and flow-through funds continued.

Meets quality standards, likely positive impact on planned outcomes

48-55 points – CSPD plan conditionally approved and must be resubmitted with modifications.

Does not meet quality standards and modifications are necessary for likely positive impact on planned outcomes.

The BOCES District Superintendent recommends continuation of funding of flow-through funds for one quarter while modifications leading to approval are made.

Under 48 points – CSPD plan not approved and must be resubmitted with modifications.

Does not meet all quality standards and significant modifications are necessary for likely positive impact on planned outcomes.

The BOCES District Superintendent recommends a hold on flow-through funds until necessary revisions to the CSPD plan are made and the plan is approved.

Check a recommendation below that corresponds to the recommendation guide above. Explain any recommendations inconsistent with the recommendation guide. Specify modifications or corrective actions as appropriate.

o CSPD plan approved as submitted.

o CSPD plan conditionally approved and must be resubmitted with modifications in the following areas: __________________________________________________

___________________________________________________________________

___________________________________________________________________

o CSPD plan not approved and must be resubmitted with modifications in the following areas: _____________________________________________________

___________________________________________________________________

___________________________________________________________________

I declare that I have reviewed the CSPD plan and provided a copy of the recommendation above to the School Superintendent (LEA).

Preliminary Review Sign-Off

Signature
__________________________________
Date _____________

SETRC Professional Development Specialist

Final Review Sign-Off

Signature
__________________________________
Date _____________

BOCES District Superintendent (or designee)

Additional Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

NO	REGION	BOCES LEA	EXECUTIVE DIRECTOR
1	Eastern	QUESTAR III	Debbie Brown Phone – (518) 477-2431 Fax – (518) 477-6873
2	Long Island	Eastern Suffolk	Edward Zero Phone – (631) 218-4123 Fax – (631) 218-4127
3	Lower Hudson Valley	Dutchess	Kirsten Ruglis Phone – (845) 486-4840, ext. 3129 Fax – (845) 483-3946
4	Mid-State	Onondaga-Cortland-Madison	Marge Meggesto Phone – (315) 431-8542 Fax – (315) 434-9347
5	Mid-West	Monroe I	Elaine McAdam Phone – (585) 271-3352 Fax – (585) 271-3373
6	Western New York	Erie I	Carolyn Steele Phone – (716) 630-4203 Fax – (716) 630-4205
7	New York City	New York City Board of Education	Aminda Gentile Phone – (212) 475-3737 Fax – (212) 475-9049

WESTERN REGIONAL OFFICE NYS Education Department VESID Special Education Quality Assurance 2A Richmond Avenue Batavia, NY 14020 (585) 344-2002, ext. 420 (585) 343-2422 (fax)	HUDSON VALLEY REGIONAL OFFICE NYS Education Department VESID Special Education Quality Assurance Room 1623 One Commerce Plaza Albany, NY 12234 (518) 473-1185 (518) 486-7693 (fax)
CENTRAL REGIONAL OFFICE NYS Education Department VESID Special Education Quality Assurance State Office Building 333 East Washington Street, Suite 527 Syracuse, NY 13202 (315) 428-3287 (315) 428-3286 (fax)	LONG ISLAND REGIONAL OFFICE NYS Education Department VESID Special Education Quality Assurance The Kellum Educational Center 887 Kellum Street Lindenhurst, NY 11757 (631) 884-8530 (631) 884-8540 (fax)
EASTERN REGIONAL OFFICE NYS Education Department VESID Special Education Quality Assurance Room 1623 One Commerce Plaza Albany, NY 12234 (518) 486-6366 (518) 486-7693 (fax)	NEW YORK CITY OFFICE NYS Education Department VESID Special Education Quality Assurance 55 Hanson Place, Room 545 Brooklyn, NY 11217-1580 (718) 722-4544 (718) 722-2032 (fax)

	High 4	3	2	Low 1	Inadequate 0
Analysis of Special Education Data and Problem Identification	District provided current as well as longitudinal data on SWDs that is disaggregated. There is evidence of the prioritization of needs in order to develop long-term CSPD goals that are based on multiple measures of assessment.	District provided current and longitudinal data on SWDs that is disaggregated. There is a single measure used as evidence of the prioritization of needs and use of data to develop long-term CSPD goals.	District provided current and longitudinal KPI and/or school processes data that is not disaggregated. There is some evidence of prioritizing needs and use of data to develop long-term CSPD goals.	District provided generalized information concerning data and special education problem areas with little or no linkage to CSPD goals	District provided no information or data to support CSPD Plan
Root Cause Discussions	District developed a clear and appropriate list of root causes based on data and with evidence of discussion	District developed a list of root causes with evidence of discussion	District developed a list of root causes without evidence of discussion	District listed causes without identifying root cause and without evidence of discussion	No evidence of cause/root cause analysis or discussion
Annual and Long-term Goals and Objectives	Goals and objectives are written in measurable terms and reflect a direct linkage to the analysis of data as measured by SWD student achievement and other key indicators	Goals and objectives are written in measurable terms and reflect a direct linkage to the analysis of data as measured by district's staff development needs and other key indicators	Goals and objectives may or may not be written in measurable terms but do reflect some analysis of data	Goals and objectives are not written in measurable terms and do not reflect analysis of data	Goals and objectives are not written in measurable terms and are not data based
Implementation of CSPD Plan	District's implementation of proposed CSPD activities exhibit adequate personnel and fiscal resources and should result in end of year expected student outcomes. CSPD activities are integrated with general education initiatives, and are based on changes in intermediate school processes data and/or SWD data that address goals and objectives that lead to improved KPI data.	District's implementation of CSPD activities exhibit some supportive resources and may result in end of year expected outcomes. CSPD activities may be integrated with general education initiatives and are based solely on improved KPI data without intermediate student achievement measures.	District's implementation of CSPD activities is based on the number of staff implementing change	District's implementation of CSPD activities is based on hours/number of staff trained	District's implementation of CSPD activities is unspecified
Evaluation of District's Monitoring of CSPD Plan	District has demonstrated specific evidence that activities will be implemented as scheduled with evaluation based on measures of job-embedded staff development and intermediate measures of student achievement leading to improved KPI data	District has demonstrated specific evidence that activities will be implemented and monitored as scheduled with evaluation based on measures of staff development leading to improved KPI data	District's plan has demonstrated specific evidence that activities will be implemented and monitored with specific linkage to LEA staff development but activities are not effectively linked to CSPD long-term goals and objectives	District's CSPD plan exhibits general evidence that CSPD activities will monitored without specifying linkage to staff development or long-term CSPD goals and objectives	District's CSPD Plan has not selected a method for monitoring progress

Area	Present? Yes/No	If Yes, indicate quality: (1 = Low success to 4= High success) If No/Inadequate, score = 0
Identification of problem areas as a result of data analysis	.	.
Discussion of the rationale for prioritization of long-term needs	.	.
Evidence of data analysis as a basis for development of annual and long-term goals and objectives	.	.
TOTAL		.
Comments:

Area	Present? Yes/No	If Yes, indicate quality and probability of: (1 = Low success to 4= High success) If No, score = 0
Evidence of discussions about root causes	..	.
Description of identified root causes	.	.
TOTAL	.	.
Comments:

Scoring	(Add up scores in each section)
Section 1:	Data Analysis	_______________	(Maximum 12 points)
Section 2:	Root Cause	_______________	(Maximum 8 points)
Section 3:	Annual Goals	_______________	(Maximum 8 points)
Section 4:	Implementation	_______________	(Maximum 16 points)
Section 5:	Monitoring	_______________	(Maximum 20 points)

Signature	__________________________________	Date _____________
	SETRC Professional Development Specialist