Crossing the River – Bridging & Sharing Data to Make Transition Successful in Connecticut

Crossing the River – Bridging & Sharing Data to Make Transition

Successful in ConnecticutMaria Synodi, 619 CoordinatorState Department of Education

Linda Goodman, Part C CoordinatorDepartment of Developmental Services

OSEP National Early Childhood ConferenceWashington D.C.December 8-10, 2008

2

Presentation Parameters

Demographics Agency structures Data System Capacity Protocols for Data Entry Protocols for Sharing Data Analysis and Use of Transition Data Data used for Decision-Making SPP/APR

3

Connecticut Small geographic state Part C lead agency is the Department of

Developmental Services. Part C is called Birth to Three.

Approximately 9,100 children served annually in Part C, approximately 2,300 referred to Part B, approximately 75% Part B eligible

50 Birth to Three programs each serving multiple districts

Approximately 2,000 three-year-old children with an IEP

160 school districts responsible for early childhood special education (3-5)

4

Agency Structures – Parts B and C Primary contact person in Part B (619

Coordinator) and Part C (Part C Coordinator) for all transition issues.

SDE maintains a number of data systems including one for all students (PSIS) and one for special education students (SEDAC).

SDE has a Bureau of Data Collection, Research, and Evaluation.

DDS maintains a statewide real-time data network for Birth to Three connecting programs, intake, and Part C administration. Birth to Three has 1.5 FTEs of IT staff plus a program data manager.

5

Agency Structures – Parts B and C

Working relationship between the same 619 Coordinator and Part C Director over 12 years builds trust and respect.

Frequent communication leads to informal and formal problem solving strategies.

6

Agency Infrastructures – Part B and C Policy: transition requirements and

timelines aligned Personnel Development: designated

personnel share responsibility for inter-agency trainings

Staff Training and Resources: joint training and TA designed, implemented, evaluated, joint information dissemination across B and C

Monitoring & Evaluation: monitoring activities aligned, inter-agency participation in monitoring

7

Data System & Processes – Part B and C Data system capacity allows for collection

necessary data to support effective transition Clear identification of protocols for the

collection of timely & accurate data Protocols for the sharing of information clearly

defined Analysis and use of data has improved

performance Data has assisted in identifying interagency

transition issues Data allows for decision-making within and

across programs

8

FERPA & IDEA

Foundation of state agency data structures, policies and procedures

Assurance of protection of identifiable information

Designated individuals have access to student directory information

Identification and analysis based upon unique student identification numbers

Data used for state evaluation and analysis of performance, study

9

FERPA & IDEA

99.31 Under what conditions is prior consent not required to disclose information? (a) An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by § 99.30 if the disclosure meets one or more of the following conditions:

(1) The disclosure is to other school officials, including teachers, within the agency or institution whom the agency or institution has determined to have legitimate educational interests.

(2) The disclosure is, subject to the requirements of § 99.34, to officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll.

(3) The disclosure is, subject to the requirements of § 99.35, to authorized representatives of-

(i) The Comptroller General of the United States; (ii) The Attorney General of the United States; (iii) The Secretary; or (iv) State and local educational authorities.

10

FERPA & IDEA § 99.35 What conditions apply to disclosure of

information for Federal or State program purposes? (a) The officials listed in § 99.31(a)(3) may have access to education records in connection with an audit or evaluation of Federal or State supported education programs, or for the enforcement of or compliance with Federal legal requirements which relate to those programs.

(b) Information that is collected under paragraph (a) of this section must:

(1) Be protected in a manner that does not permit personal identification of individuals by anyone except the officials referred to in paragraph (a) of this section; and

(2) Be destroyed when no longer needed for the purposes listed in paragraph (a) of this section.

(c) Paragraph (b) of this section does not apply if: (1) The parent or eligible student has given written consent for

the disclosure under § 99.30; or (2) The collection of personally identifiable information is

specifically authorized by Federal law. (Authority: 20 U.S.C.1232g(b)(3))

11

Data System Capacity: Part C

Part C Data System Real Time Checkbox for transition plan in IFSP Performance dashboard for programs on

timely transition conferences Ticklers for programs-90 day transition

report Fields for “Responsible LEA” and

“Permission to Share Information,” “Referral to LEA,” “Transition Conference Date” “Reason for Delay” and “LEA invited but not present”.

12


13


Mailing Address vs. actual “town” vs. responsible school district

14


Linda

15

Data System Capacity: Part BData System - Registration Registration file All-student web-based data registration system School districts “register” their students –

registration by district & building Real-time data collection First-time or “new” students assigned a unique

identifier Students keep their unique identifier – randomly

assigned Students who have a unique identifier are

recognized by the file School districts “un-register” a student when the

student leaves a building, district

16

Data System Capacity: Part B

Data System - Public School Information PSIS (public school information system) Web-based data collection 3-Points-in-Time data collection All students 3 through 21, regular and special

education First collection, October 1st

Additional collections: January, Last Day School Built-in Error Checks Y/N question – whether student receives special

education

17


Data System - Special Education SEDAC (special ed data application collection) Web-based data collection Point-in-Time and Real-Time data collection Students 3-21 receiving special education Data collection, October 1st Data system open ‘live’ January 1st –

September 30 Built-in Error Checks FAPE by Age 3 Data Collection

18

Data System Capacity: Part BData System - SEDAC Data collection aligned with statewide IEP

form Data collection child-specific with unique

identifiers IEP and data collection includes information

on: evaluation dates, IEP team meeting date, start date of service, whether child received birth to three, and if FAPE not provided by age 3 the reasons why not

Some reasons identified in IEP and data collection – and include an “other” with opportunity to collect additional information

19


Screen Shot?????

20


21


22


•Late Referral/Moved into district late (less than 90 days before 3rd birthday)•Parental Choice (requested delay)•FAPE met via earlier PPT (when selected the SEDAC user must provide the date of initial PPT)•Child initially found not eligible by age 3 (re-referred to district at a later date)•Other (when selected the SEDAC user must provide a response in the text box)

23

Protocol for Data Entry – Part B and C Data manuals describing and defining data

entry fields Collections used for Federal 618 data reporting Training on data collection Technical assistance on data fields, entry and

ensuring data accuracy Processes in place for validating data accuracy

and measuring timeliness FAQ documents and other available materials

about data collection to assist data personnel in 0-3 programs and school districts

24

Protocols for Sharing Data – Parts B and C

Connecticut is using one common child identification number across Part C and B.

One common identification number aids in data analysis

Statutory language permits Part C to obtain a student identification number from the State Department of Education

Protocols include “registering” children for the purpose of obtaining a student identification number

Protocols include “un-registering” children from the system

25

Protocol for Sharing Data – Part B and C Part C

The unique child identification number is kept hidden in the Birth to Three Data System and can be linked with the Birth to Three case number by IT and data management staff only.

Part B Once a child enters public school, including

special education as a 3-year-old, a school district is responsible for registering the child – if the child had a previous registration number – that same identification number will remains/assigned

26


Memorandum of Understanding (MOU) between Part C and Part B addresses the issue of data sharing

Data sharing for: Analysis for the SPP/APR Focused monitoring General supervision responsibilities

Other

27


Data and Data Sharing - MOUThe State Department of Developmental Services will: Register individual infants and toddlers with disabilities

found eligible for early intervention to the State Department of Education for a State Assigned Student Identification (SASID) numbers. The registration will occur in order to obtain a SASID number for such children through Department of Developmental Services’ Unified School District #3. Such children will be immediately un-registered.

For purposes of tracking aggregate, de-identified student progress, “research” data exports that have been stripped of all identifying information other than the SASIDs will be exchanged between both state agencies. Any data variable that could potentially link a child’s SASID number to any other personally identifiable number will not be accessible to any staff but those staff using the research data. Each data export will be destroyed when it is no longer needed.

28

Statutory Authority: Department of Education

Sec.10-10a Conn. Gen. Statutes

(a) The Department of Education shall develop and implement a statewide public school information system. The system shall be designed for the purpose of establishing a standardized electronic data collection and reporting protocol that will facilitate compliance with state and federal reporting requirements, improve school-to-school and district-to-district information exchanges, and maintain the confidentiality of individual student and staff data. The initial design shall focus on student information, the system shall be created to allow for future compatibility with financial, facility and staff data. The system shall provide for the tracking of the performance of individual students on each of the statewide mastery examinations under section 1-14n in order to allow the department to compare the progress of the same cohort of students who take each examination and to better analyze school performance.

29

Statutory Authority: Department of Education

Sec.10-10a Conn. Gen. Statutes (c) The department shall initiate a pilot system project not

later than the 2002-2003 school year with full implementation in the school year following successful implementation of the pilot. All school districts shall participate in the system, provided the department provides for technical assistance and training of school staff in the use of the system.

(d) Local and regional boards of education and preschool programs which receive state or federal funding shall participate, in a manner prescribed by the Commissioner of Education, in the statewide public school information system described in subsection (a) of this section. Participation for purposes of this subsection shall include, but not be limited to, reporting on (1) student experiences in preschool by program type and by numbers of months in each such program, and (2) the readiness of students entering kindergarten and student progress in kindergarten. Such reporting shall be done by October 1, 2007, and annually thereafter.

30

Analysis and Use of Transition Data Use of the unique student identification number:

helps Part B ensure valid and accurate FAPE at three data for reporting in the SPP/APR

allows Part C to report on the number and percentage of children exiting Part C who no longer require special education in Kindergarten and who are considered “ready” for Kindergarten (as defined by the state’s “Ready by Five” early childhood initiative)

allows Part B and C the opportunity for longitudinal

studies using “research” data exports stripped of all personally identifiable information. Part C/B graduates can be tracked all the way through high school to compare their school performance with other groups of students

31

Analysis and Use of Transition Data: Part C Data

All Transition Reports 3/17/07-9/17/07

Conf #days LEA

Case# Name DOB date 3rd BD conf-3rd BD referral?

78622 Claus, Nick 12/10/04 12/10/07 Not Yet

Conference on Time

Conference Late:

Conference Not Recorded: 1(counted as late)

32

Analysis and Use of Transition Data: Part C

District: Bloomfield Referral Serv. Coord/

Name/Condition DOB Mos Decision Date Agency

12/05 33 No 8/8/08 Julie Smith HARC

Bonnie Sunshine315.9 Spch Delay 12/30/05 33 Yes 6/13/08 Mary Flower

CREC

Linda Goodman436 Stroke 10/4/05 35 Yes 6/1/08 Maria Synodi

Early Connections

Town Total 3

33

Analysis and Use of Transitions Data: Part C

Connecticut Birth to Three System

For purposes of child find, below is directory information for children within 90 days of age three who are currently eligible for Birth to Three. A decision has not yet been made by the parent(s) as to whether of not to refer their child to their school district

BRIDGEPORT

First Name Last Name

Yvette Smith

Parent First Name Parent Last NameFelicity SmithJuan Smith

Address Home Phone150 Grove Street, 3rd floor (203) 555-4739Bridgeport 06605

34

Analysis and Use of Transition Data: Part C

35

Data used for Decision-Making – Parts B and C Allows for review and revision of B and C

policies, procedures and helps to ensure continued alignment

Allows for jointly designed training and technical assistance to be focused on areas of need

Maximizes use of fiscal resources and personnel based upon need

Assists in analyzing performance at the state and local level within and across programs/districts

Assists in focused monitoring & general supervision activities

36

SPP/APR – Parts B and C

EI programs and school districts recognize the importance of data

Data accuracy, validity and timeliness has improved

Documents the state’s efforts to meet the requirements of C & B

SPP/APR data collected on targets ensure appropriate improvement activities

SICC and SAC advise, assist and support systems based upon data

Families have data as an measure of performance

37

Next Steps?1. The Early Childhood Cabinet Data and

Accountability Committee is seeking unique identifiers for all children from birth.

2. It is projected that in the future, unique child identifiers may be issued by Public Health based on birth records rather than by the Department of Education

3. Part C is designing a web-based data system for improved access by providers and greater efficiency for both the intake office and for providers.

38

Questions?

Crossing the River – Bridging & Sharing Data to Make Transition Successful in Connecticut

Documents

Transcript of Crossing the River – Bridging & Sharing Data to Make Transition Successful in Connecticut