[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585823-105":3,"doc-detail-585823-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","fast-five-five-principles-plus-one-to-guide-state-monitoring","fast five - Five Principles (Plus One!) to Guide State Monitoring","","fast five outlines five guiding principles (plus one) for state education agencies to monitor local education agency implementation under the Individuals with Disabilities Education Act (IDEA). It emphasizes data-driven monitoring through risk assessments to set timing, review intensity, and the scope of desk or onsite audits. It explains cyclical and risk-based monitoring coverage for all FAPE-responsible entities, and highlights how monitoring priorities and technical assistance needs can shift year to year. It also stresses that monitoring must use SPP/APR data while going beyond to other IDEA and state-specific requirements, with compliance defined through multiple data sources.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/fast-five-five-principles-plus-one-to-guide-state-monitoring/585823/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/fast-five-five-principles-plus-one-to-guide-state-monitoring/585823.png","ImageObject",300,407,{"name":42,"@type":43},"Riley West","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the key SEA responsibility under IDEA discussed in fast five?","Question",{"text":63,"@type":64},"The SEA must monitor local education agency (LEA) implementation of IDEA requirements within specified timeframes and using an approach informed by data.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the document recommend deciding which LEAs to monitor and how intensely?",{"text":68,"@type":64},"It recommends starting with a risk assessment using available data, such as prior compliance and achievement results, grant size, number of students served, staff tenure, annual determinations, and other state priorities.",{"name":70,"@type":61,"acceptedAnswer":71},"Is SPP/APR data sufficient for monitoring LEAs?",{"text":72,"@type":64},"No. The document states that SPP/APR is important but must not be the only tool, because monitoring should also cover additional IDEA requirements and state-specific factors.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585823,1792696978,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"fast five  \nFive Principles (Plus One!) to Guide State Monitoring  \n\n| A key responsibility of state education agencies (SEAs) under the Individuals with Disabilities Education Act (IDEA) is to monitor local education agency (LEA) implementation of the law (34 C.F.R. § 300.600–604) . This Fast Five details five principles (plus one!) that we recommend SEAs incorporate as part of their LEA monitoring. In addition to the principles described below, it is important to note that states’ IDEA grants are subject to the U.S. Department of Education General Administrative Regulations, often referred to as Uniform Guidance (UG) (C. F. R. § 200) 1 |  |  |  2. Monitoring is data-driven.\u003Cbr>State decisions about which LEAsto monitor as well as the depth and breadth of monitoring activities should be based on data. Most often, these decisions will start with a risk assessment, which may include available data about the LEA or entity, such as previous compliance levels, achievement results, size of grant award, number of students served, tenure of the special education coordinator/director or other critical staff, annual LEA determinations, or other factors (e.g., specific priorities of the state, performance on SPP/ APR indicators, dispute data) . Data from a risk assessment can be\u003Cbr>used to adjust the timing of LEA monitoring, influence the intensity of the monitoring review (e.g., desk audit or onsite), and/or determine whether comprehensive or focused monitoring is needed (e.g., monitoring focused on a particular issue, such as eligibility determinations or LRE decision-making, as opposed to abroad-based review) . |\n| --- | --- | --- | --- |\n|  | 1. Every LEA is monitored within a specified period\u003Cbr>of time. | to monitor each year can be determined by a cyclical schedule (typically three-six years), by a risk analysis, or some combination of both. Many states have chosen to use both a cycle and a risk assessment to decide which LEAs will be monitored in a given year. For example, the state may planto monitor all LEAs on a fiveyear cycle, but also use a risk assessment to determine if any LEAs should be moved earlier or later in the schedule based on their performance, the number of students they serve, and/or other criteria as described in Principle 2 below. In addition, if data or other information reveals the need for it, states have the responsibility to monitor any LEA at any time, regardless of where the LEA is in the monitoring cycle or their risk assessment results. |  |\n| States should ensure that they monitor all entities that are responsible for providing a free appropriate public education (FAPE) to students in the state within a specified period of time or cycle of monitoring. This principle applies to charter LEAs, traditional LEAs, and unique entities such as schools for the deaf or the blind, residential facilities, regional programs, or other unique arrangements existing within a state’s context.\u003Cbr>States have flexibility in designing their monitoring schedule. However, over a defined period of time, all LEAs and entities should be monitored in some way by the SEA. State decisions about which LEAs |  |  |  |\n\n| Data can also influence specific priorities for monitoring at the state level (for all LEAs in the state) or for the needs of a particular LEA at a particular time. Analyzing\u003Cbr>data available to the state about LEA implementation of IDEA (e.g., compliance data, results data, dispute resolution data) can help identify trends, challenges, and gaps, and inform state monitoring priorities from year to year. Likewise, data and information gathered from the monitoring process can inform individual LEA, regional, or statewide needs for technical assistance or professional development. State monitoring practices should not be static but should be flexible in response to the SEA’s analysis of relevant data. State monitoring can change from year to year, or vary from LEA to LEA, based on data from a variety of sources, ","cbCaimghWG6SnfbQ","https://ap.wps.com/l/cbCaimghWG6SnfbQ","pdf",284226,5,"English","# Fast Five\n## Data-driven monitoring\n## Monitoring coverage within a cycle\n## Monitoring beyond SPP/APR","[{\"question\":\"What is the key SEA responsibility under IDEA discussed in fast five?\",\"answer\":\"The SEA must monitor local education agency (LEA) implementation of IDEA requirements within specified timeframes and using an approach informed by data.\"},{\"question\":\"How does the document recommend deciding which LEAs to monitor and how intensely?\",\"answer\":\"It recommends starting with a risk assessment using available data, such as prior compliance and achievement results, grant size, number of students served, staff tenure, annual determinations, and other state priorities.\"},{\"question\":\"Is SPP/APR data sufficient for monitoring LEAs?\",\"answer\":\"No. The document states that SPP/APR is important but must not be the only tool, because monitoring should also cover additional IDEA requirements and state-specific factors.\"}]","fast five - Five Principles (Plus One!) to Guide State Monitoring | PDF",1792056019,13,{"code":4,"msg":82,"data":100},[101,105,109,113,117,121,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},"Technology",50,"technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":92,"slug":144},19,"General","general"]