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  1. 1. OSPI Consolidated Program Review (CPR) Overview and Information 2002-03
  2. 2. Purpose <ul><li>The state of Washington administers a range of programs, including those funded by the federal government. A new, consolidated review process has been established to streamline program monitoring. The OSPI team visited our district on January 23 rd and 24 th to monitor program compliance and provide technical assistance to our staff. </li></ul>
  3. 3. Programs Monitored <ul><li>Title I/LAP (including Even Start) </li></ul><ul><li>Title II (Professional Development/Technology) </li></ul><ul><li>Title III (Limited English Proficiency) </li></ul><ul><li>Title IV (Safe and Drug Free Schools) </li></ul><ul><li>Title V (Libraries) </li></ul><ul><li>State Highly Capable (PATS) </li></ul><ul><li>McKinney-Vento (Homeless) </li></ul><ul><li>Carl Perkins (Vocational Education) </li></ul><ul><li>Special Education </li></ul>
  4. 4. Review Process <ul><li>Program staff completed self study process using WebApps Consolidated Program Review (CPR) format </li></ul><ul><li>Worked with school administrators and program staff to provide information and planning support for site visits </li></ul><ul><li>On the morning of January 23 rd , District team met with the OSPI Review Team in the Board Room (included MANY building administrators) </li></ul>
  5. 5. Review Process <ul><li>Program staff were interviewed and documents reviewed and evaluated </li></ul><ul><li>All schools were identified for site visits and OSPI monitors traveled to schools for review </li></ul><ul><li>On the afternoon of January 24 th , District team met with the OSPI Review team in the Board Room to debrief </li></ul>
  6. 6. Collaborative Planning <ul><li>How are staff, families, and members of the community involved in planning processes? </li></ul><ul><ul><ul><li>Data Driven Planning Leadership Teams </li></ul></ul></ul><ul><ul><ul><li>Futures Team/Strategic Plan </li></ul></ul></ul><ul><ul><ul><li>Site Councils </li></ul></ul></ul><ul><ul><ul><li>Advisory Committees </li></ul></ul></ul><ul><ul><ul><li>Budget Advisory Group </li></ul></ul></ul><ul><ul><ul><li>Curriculum Alignment </li></ul></ul></ul>
  7. 7. Assessment and Evaluation <ul><li>Data Driven School Improvement Plans </li></ul><ul><ul><li>Reading Accountability </li></ul></ul><ul><ul><li>Math Accountability </li></ul></ul><ul><li>District Curriculum Initiatives </li></ul><ul><ul><li>Harcourt Reading </li></ul></ul><ul><ul><li>Step Up To Writing </li></ul></ul>
  8. 8. Why Visit Schools? <ul><li>To ensure that programs are administered in accordance with state and federal requirements </li></ul><ul><li>To ensure accountability for the use of state and federal funds </li></ul>
  9. 9. Preliminary Results (ESEA) <ul><li>Commendations: </li></ul><ul><ul><li>Variety of extended learning opportunities </li></ul></ul><ul><ul><li>Community involvement and support </li></ul></ul><ul><ul><li>Use of assessment data </li></ul></ul><ul><ul><li>Strong professional development program </li></ul></ul><ul><ul><li>McKinney-Vento Homeless Program </li></ul></ul><ul><ul><li>Commitment to small schools/small class size </li></ul></ul><ul><ul><li>Systematic/focused early childhood programs </li></ul></ul><ul><ul><li>ELL Opportunities </li></ul></ul>
  10. 10. Preliminary Results (ESEA) <ul><li>Commendations (Continued) </li></ul><ul><ul><li>Teacher commitment to students and families </li></ul></ul><ul><ul><li>Welcoming, nurturing, safe environment </li></ul></ul><ul><ul><li>Career/Technical staff knowledgeable and understand professional development needs </li></ul></ul><ul><ul><li>Exemplary school improvement planning process </li></ul></ul><ul><ul><li>Use of Title IV funds for Chemical Dependency Specialist, good coordination with school care teams </li></ul></ul><ul><ul><li>Title IV required signage in schools </li></ul></ul>
  11. 11. Preliminary Results (ESEA) <ul><li>Commendations (Continued) </li></ul><ul><ul><li>OVERALL, no compliance issues related to ESEA at this time </li></ul></ul><ul><ul><li>Review process extremely open and collaborative between district and schools </li></ul></ul>
  12. 12. Preliminary Results (SPED) <ul><li>Commendations </li></ul><ul><ul><li>Excellent Continuum of Services (i.e. Preschool, TEACCH, LEAP) </li></ul></ul><ul><ul><li>Training opportunities for certificated and classified staff </li></ul></ul><ul><ul><li>Procedural notices in good order </li></ul></ul><ul><ul><li>Full time support staff at each building </li></ul></ul><ul><ul><li>“ Present Levels” are very thorough </li></ul></ul><ul><ul><li>All teachers in the buildings feel supported by the building and district administration </li></ul></ul>
  13. 13. Preliminary Results (SPED) <ul><li>Commendations (Continued) </li></ul><ul><ul><li>Students are happy, engaged, and on-task </li></ul></ul><ul><ul><li>Informative progress reports </li></ul></ul><ul><ul><li>Excellent collaboration and communication between basic and special education staff </li></ul></ul><ul><ul><li>High percentage of parents in attendance at IEP meetings </li></ul></ul>
  14. 14. Preliminary Results (SPED) <ul><li>Commendations (Continued) </li></ul><ul><ul><li>OVERALL, very strong program and a wonderful visit </li></ul></ul>
  15. 15. Preliminary Results (ESEA) <ul><li>Exit Items </li></ul><ul><ul><li>Title V: Implement needs assessment process and consider highest priority for use of Title V Innovative Program funds (most flexible ESEA funds) </li></ul></ul><ul><ul><li>Highly Capable: Expand identification to include exceptionally creative, create education plan for each identified student that continues through middle and high school </li></ul></ul><ul><ul><li>Title IV: Update district policies and data collection processes, coordinate curriculum implementation at the elementary level (i.e. PeaceBuilders, Second Step) </li></ul></ul>
  16. 16. Preliminary Results (ESEA) <ul><li>Exit Items (Continued) </li></ul><ul><ul><li>Carl Perkins: Include more diversity in advisory committee membership and keep meeting minutes </li></ul></ul><ul><ul><li>Fiscal: Ensure that Title I school-wide program funds are combined correctly, revise 5-day sample for time and effort to account for all paid hours </li></ul></ul>
  17. 17. Preliminary Results (SPED) <ul><li>Exit Items </li></ul><ul><ul><li>IEP Implementation: Inconsistencies between evaluation, IEP, and goals/objectives </li></ul></ul><ul><ul><li>Some IEP goals not written in measurable terms </li></ul></ul><ul><ul><li>Pending: implementation of “specially designed instruction” </li></ul></ul><ul><ul><li>Pending: transition services </li></ul></ul>
  18. 18. Final Report(s) <ul><li>Final ESEA report should be complete in approximately 6 weeks </li></ul><ul><li>Final Special Education report should be available within a few weeks </li></ul><ul><li>When final results are available, a corrective action plan must be submitted </li></ul><ul><li>Items may be contested within 30 days </li></ul>