Full Form of TFM (Tired Focused Monitoring)
About TFM (Tired Focused Monitoring)- District chartered schools are reviewed
every three years through Tired Focused Monitoring. This review process
emphasizes elements most tied to student outcomes, and alternates the focus of
each review of either Group A Universal Standards or Group B Universal
Group-A Universal Standards Address-
Programming & Support Services
Group-B Universal Standard Address-
Licensure & Professional Development
Facilities & Classroom Observation
Time & Learning
In additional, the department has reserved a specific set of criteria, collectively
known as targeted standards, employed when LEA or school-level risk assessment
data indicate that there is a potential issue. Identified targeted standards are
assessed in addition to the Universal Standards.
Phases Of Tiered Focused Monitoring (TFM)
Depending on the group of Universal Standards under review, the phases of
Tiered Focused Monitoring are as follows:
District/school reviews special education and civil rights documentation for
required elements, including document uploads into WBMS.
District/school reviews a sample of special education students record
selected across grade levels, disability categories and levels of need.
Upon completion of these two internal reviews, the district/school’s self-
assessment is submitted via WBMS to the department of review.
On-Site Verification Phase-
Review of students records for special education: The department selects a
sample of student records from those the district reviewed as part of its self
assessment, as well as records chosen by the department from the special
education student roster. The onsite team conducts this review, using
standard department procedures, to determine whether procedural and
programmatic requirements are being met.
Review of additional documents for special education or civil rights.
Surveys of parents of students with disabilities: Parents of students with
disabilities are sent a survey to solicit information regarding their
experiences with the district’s implementation of special education
programs, related services, and procedural requirements.
Interviews of staff consistent with those criteria selected for onsite
Interviews of parent advisory council (PAC) representatives and other
telephones interviews, as requested, by other parents or members of the
Observations of Classrooms and other Facilities: The onsite team visits a
sample of classrooms and school facilities used in the delivery of programs
and services to determine general levels of compliance with program