Compliance & Systems Improvement
The El Dorado County Charter SELPA is committed to enhancing educational outcomes for California students receiving special education services. Through a strategic, data-driven approach, the Charter SELPA empowers local educational agencies (LEAs) to strengthen their systems. A variety of innovative resources are available to help LEAs transition to lower tiers of monitoring and technical assistance. By leveraging Annual Determination Letters and Statewide Performance Plan Indicators, we support charter schools in driving systemic improvements. Access these resources for valuable insights and comprehensive technical support to guide your participation in special education monitoring processes, ensuring that every student has the opportunity to succeed and thrive.
State Performance Plan and Annual Performance Report
State Performance Plan
The Individuals with Disabilities Education Act (IDEA) requires that the Office of Special Education Programs (OSEP) monitor each state’s implementation of the IDEA. As such, each state must develop a 6-year long plan that evaluates efforts to meet the requirements of IDEA. This plan is referred to as the State Performance Plan (SPP). The plan includes 17-indicators of compliance and student performance. States must set measurable targets for the State Performance Plan Indicators (SPPI).
More information on the SPP and its indicators can be found here: https://www.cde.ca.gov/sp/se/qa/index.asp
State Performance Plan Resources
Annual Performance Report
States must report their progress on the SPPIs to OSEP annually through a state-level Annual Performance Report (APR). The CDE also reports local performance on the SPPIs through APRs for each LEA in California. More information on the APR can be found here: https://www.cde.ca.gov/sp/se/ds/leadatarpts.asp
Annual Determination Letters
Resources coming soon (new ADL format Winter 2025)
Compliance and Improvement Monitoring
The California Department of Education (CDE) utilizes a Tiered Monitoring System to support LEAs that are not meeting targets on the State Performance Plan Indicators (SPPI). This system is referred to as the Compliance and Improvement Monitoring (CIM) process. Monitoring begins at the Universal Tier, in which all LEAs have access to resources and assistance through the Statewide System of Support and the CA Special Education Technical Assistance Network. Beyond that, LEAs may enter into either Targeted or Intensive Monitoring depending on a number of factors including timeline compliance, disproportionality, and other performance factors such as graduation rate, chronic absenteeism, etc.
More information on CDE’s Tiered Monitoring System can be found here: https://www.cde.ca.gov/sp/se/qa/cimprocess.asp
More information on CDE’s Tiered Monitoring System can be found here: https://www.cde.ca.gov/sp/se/qa/cimprocess.asp
Targeted/Intensive Resources
Cyclical Monitoring for Small LEAs
To ensure equitable participation in Special Education Monitoring, the Cyclical Monitoring Process for Small LEAs is specifically designed for districts and charter schools that have 100 or fewer students with disabilities on census day. Unlike larger LEAs, Small LEAs will not be selected for monitoring based on State Performance Plan Indicators. Instead, they will be monitored on a cyclical basis every three years. Monitoring activities currently include 3 comprehensive reviews including:
- Policy and Procedure Review
- Educational Benefit Review
- Student Record Review
More information on CDE’s Cyclical Monitoring for Small LEAs can be found here: https://www.cde.ca.gov/sp/se/qa/cyclicalmonitoring.asp
Smalls Cyclical Monitoring Resources
IEP Implementation Monitoring
To meet its monitoring and enforcement obligations under IDEA, the California Department of Education (CDE) has launched the IEP Implementation Monitoring process. This initiative aims to identify systemic issues within local education agencies (LEAs) and ensure the delivery of services as outlined in students' IEPs. LEAs are required to collect data on services provided during a specified period, after which CDE will select a sample of students for review. On a designated date, LEAs will report the aggregate percentage of IEP services delivered for these students through an online portal, allowing CDE to monitor compliance and address any gaps in service delivery.
Please visit our Data Management: IEP Implementation page for additional information.
Significant Disproportionality
Significant Disproportionality is a term used in special education to describe a situation where there are significant disparities in the identification, placement, or discipline of students with disabilities in comparison to their non-disabled peers, within a particular LEA. The Individuals with Disabilities Education Act (IDEA) requires states to identify significant disproportionality in its LEAs and take action to address it. In California, this work is supported by the State Performance Plan Technical Assistance Project (SPP-TAP), through a 4-phase process, by applying a cultural lens to local policy and practice.
More information on disproportionality and significant disproportionality can be found here: https://www.cde.ca.gov/sp/se/qa/sigdisp.asp
More information on disproportionality and significant disproportionality can be found here: https://www.cde.ca.gov/sp/se/qa/sigdisp.asp
Significant Disproportionality
State Performance Plan Technical Assistance Project (SPP-TAP):
2024 SigDis Materials
CIM for CCEIS Padlet 2023 Padlet (includes CIM for CCEIS Action Plans)
CIM for CCEIS Padlet 2022 Padlet
CIM for CCEIS Padlet 2021 Padlet
CIM for CCEIS Padlet 2020 Padlet
KEY RESOURCES
KEY RESOURCES
KEY RESOURCES
| CalTAN Monitoring Page |
| SEIS Professional Learning Opportunities |
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State Performance Plan Indicator (SPPI) Guide. Note: Please ensure the dates on the cover align with your intended APR year. Historical SPPI Guides are available at https://systemimprovement.org/resources.
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