Technical Assistance for Part B, Indicator 11

Issue: Monitoring and Identification of Noncompliance:

• Has the State examined and, as needed, revised policies and procedures?
• Has the State identified the root cause of the noncompliance?
• Has the State determined if the noncompliance is localized or systemic?
• If the noncompliance is systemic, has the State done State-wide technical assistance?
• If the noncompliance is localized, has the State taken specific action with the noncompliant locals?
• Has the State implemented strategies that are aligned with the root causes of the noncompliance?
• Has the State evaluated the effect of any training it provided?
• If the noncompliance is continuing, can the State document the enforcement actions taken?

Issue: Recruitment and retention of qualified personnel

• Does the State provide technical assistance to LEAs on strategies for how to recruit and retain qualified personnel?
• Does the State provide any teacher recruitment or incentive programs which address the issue of teacher shortages in specific specialty areas?
• Does the State collaborate with Institutes of Higher Education to design programs that address teacher shortage areas?
• What other mechanisms does the State have in place to address teacher shortages? How are these mechanisms evaluated to ensure that they are addressing the identified issue?

Original Word Document

• Optional B11 APR Template (10.14.09)
• Local Corrective Action Plans: Collection and Use of Valid and Reliable Data for Determining Factors Contributing to Noncompliance (2008) developed by NECTAC, WRRC and DAC. This document provides ideas for the types of questions a local program team would consider in investigating contributing factors for noncompliance and developing improvement strategies. See pages 20 -22 for Indicator B11.
• Included in this season are specific questions to ask when a State has persistent noncompliance.
• State sample of a Corrective Action (CAP) template that includes information to help ensure the development of a meaningful CAP that addresses contributing factors of noncompliance in a timely manner. Although this is a C form, it can serve as an example of how to design a Part B corrective action plan as well.
• State Sample of a Completed Corrective Action Template that provides an example of the kinds of strategies a local program might develop to address contributing factors related to noncompliance. This form provides examples that can be used in Part B as well.
• States use a variety of methods to monitor local districts/early intervention programs including off-site activities and on-site activities. This link provides a variety of examples of tools used by States for monitoring purposes.
• When trying to determine the reasons for continued noncompliance, it may be helpful to drill down using the Related Requirements, page 18 for Indicator 11.
• A State sample for developing and approving CAPs and for tracking correction of noncompliance.  The description includes both a listing of state and regional program responsibilities for the activities as well as when the activities are conducted throughout the year.  Although it is a Part C sample, it can be adapted for Part B.
• State example for developing Root Cause Questions for Developing Meaningful Corrective Action Plan.
• Checklist developed by NCSEAM a state can use in reviewing and approving CAPs submitted by local programs.
• Building the Legacy: Individuals with Disabilities Education Act Amendments of 2004 The Purpose of Training Curriculum is to provide authoritative information about, and training materials on, IDEA and its final Part B regulations. Theme C: Evaluating Children for Disability. The modules under Theme C look closely at what IDEA requires when children are evaluated to determine if they have a disability and if they are eligible for special education and related services. Module 9: Introduction to Evaluation and Module 10: Initial Evaluation and Reevaluation
• Coalition to Address Vermont’s Personnel Shortages in Speech-Language Pathology.  Report from Vermont’s Coalition to Address Personnel Shortages in Speech-Language Pathology, including assessment of root causes and strategies to address the shortages.
• Do You Have a Vacancy? Factors Affecting Personnel Shortages and Strategies for Successful Recruitment/Retention.  This is a PowerPoint presentation using information from ASHA’s focused initiative on shortages of speech-language pathologists. It is relevant for SLPs serving all ages of children and youth. The presentation includes specific strategies used by some states.

• The IT Kit, an improvement planning tool, provides states with a process to examine their existing system of general supervision. Based upon the review of the existing system, states can use the PIER improvement planning process provided in the IT Kit to develop a plan for increasing effectiveness and efficiency of their system.  For more information on the IT Kit please contact NCRRC Coordinator, Maureen Hawes at hawes001@umn.edu
• Involvement in the Child Find Community of Practice (when developed) will offer access to multiple technical assistance strategies through a single venue