PART B STAKEHOLDER QUESTIONS

State Advisory Panel (SAP)

Directions:  Each respondent should answer the six questions below regarding your role on the State Advisory Panel (SAP). 

1. What is your role or constituency you represent on the State Advisory Panel?
2. How does the SAP advise the SEA of the unmet needs in the State in the education of children with disabilities?
3. How does you comment publicly on any rules or regulations proposed by the State regarding the education of children with disabilities?
4. How do you advise the SEA in developing evaluations and reporting on data to the Department of Education?
5. What is your involvement in advising the SEA in developing and implementing policies and procedures relating to the coordination and provision of services children with disabilities?
6. What is your involvement in the preparation and submission of the annual report to the Governor and the Annual Performance Report on the status of special education programs operated by the State?

State Advisory Panel (SAP) and Parent Training and
Information Center Staff (PTI)

Directions:  Based on your experience, please provide information about the State’s General Supervision, Data, and Fiscal management systems outlined below.  (You do not have to respond to each question).  The SAP chairperson will summarize comments submitted under each section and provide the summary to OSEP.  The chairperson should also provide a listing of all panel members and the membership requirement they fulfill.  In addition, include a description of how often the panel meets.

General supervision - monitoring (the identification and timely correction of noncompliance) of States’ systems through self-assessment, on-site visits, record review, etc.; dispute resolution systems such as due process hearings, complaints and mediation; and technical assistance and guidance

GS1:  Identification of Noncompliance

• Considering the various parts of the State’s general supervision (monitoring) system (e.g.; dispute resolution, self assessments, on-site visits, etc.), does the State utilize these components timely and effectively in identifying noncompliance in the State?
• If not, how does the State identify noncompliance at the local level?
• What are the strengths and challenges of the State’s system in identifying noncompliance?
• What systems are in place to address the challenges/barriers?

GS2:  Correction of Noncompliance

• What systems are in place to ensure timely correction of identified noncompliance?
• Does the State implement technical assistance, training, enforcement sanctions, or other specific actions to ensure correction of noncompliance?
• What procedures and/or processes does the State have in place to ensure correction of noncompliance?
• What are the strengths and challenges of the State’s system in ensuring correction of noncompliance?
• What systems are in place to address the challenges/barriers?

GS3:  Dispute Resolution

• Does the State have practices and procedures in place that are reasonably designed to ensure the implementation of dispute resolution procedures (complaints, due process hearings, and mediation) in the State?
• If no, how does the State handle complaints, etc.?
• What are the strengths and challenges of the State’s dispute resolution system?
• What systems are in place to address the challenges/barriers?

GS4:  Educational Results/Improved Outcomes

• What is the State doing to ensure improved outcomes for students with disabilities (e.g.; preschool and postschool outcomes)?
• Are these programs and strategies helping to improve outcomes in the State?
• What are the challenges in ensuring improved outcomes in the State?  How are they being addressed?

GS5:  Implementation of Grant Assurances

• Determinations – What procedures does the State have in place for making local determinations and implementing enforcement? 
• How does the State inform the public of its determination as determined by the Secretary of Education as well as the State’s determination of local school districts?

• Significant Disproportionality – What are the State’s procedures for collecting, examining and reporting data regarding significant disproportionality?
• Parentally Placed Private School – Do children with disabilities placed by their parents in private schools receive equitable services as with children with disabilities in public schools?
• Coordinated Early Intervening Services (CEIS) – How does the State ensure students are properly receiving CEIS at the local level?
• How does the State track students who received early intervening services and subsequently received special education and related services under Part B of Individuals with Disabilities Education Act (IDEA) during the preceding 2-year period?

Data - collecting, reporting and disseminating valid and reliable data to the general public

DS1:  Data Collection

• What mechanisms does the State have in place to ensure that the data collected by its data system is valid, reliable, timely and accurate?
• What are the strengths and challenges of the State’s system in collecting valid and reliable data?
• What steps has the State implemented to improve data collection?

DS2:  Data Verification

• What systems does the State have in place to ensure the data collected reflect actual practices in the State?

DS3:  Data Integration

• How does the State use and integrate its data across all systems to make informed decisions and to improve outcomes for children with disabilities?
• How might the State improve this process?  What are the barriers?

 
Fiscal management - mechanisms to ensure fiscal accountability at the State and local level

FS1:  Obligation and liquidation

• Does the State have mechanisms in place to ensure IDEA funds are obligated and liquidated in a timely manner?

 
FS2:  Distribution

• What is your role, if any, in advising the State’s procedures and practices to ensure appropriate distribution of IDEA funds within the State?

 
FS3:  Use of Funds

• Does the State have procedures and practices in place to ensure appropriate management and use of IDEA funds?

• What are the strengths and challenges of the State’s system in managing its use of IDEA funds?
• What steps has the State implemented to improve the use of IDEA funds?