Office of Special Education (OSE) It's Not the Same Data Anymore August 2012 Fran Loose Supervisor,...
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Transcript of Office of Special Education (OSE) It's Not the Same Data Anymore August 2012 Fran Loose Supervisor,...
Office of Special Education (OSE)
It's Not the Same Data AnymoreAugust 2012
Fran LooseSupervisor, Performance ReportingMichigan Department of Education (MDE), [email protected] (517) 241-4414
1
Our Agenda
1. Backdrop Resources
2. 2012-2013 MSDS data collection/reporting changes
3. How to support accurate MSDS data collection/analysis
4. SPP data available on the Wayne State University/Center for Urban Studies website
5. Emerging special education elements in the MI-School Data Portal
2
What Does Michigan Collect/Report and Why?
IDEA-Required State Performance Plan Indicators
1– Graduation2– Dropout3– Statewide Assessment4A–Suspension/Expulsion4B- Susp/Exp by Race/Ethnicity5– Educational Environments6– Preschool Ed. Environments7– Preschool Outcomes8– Facilitated Parent Involvement9– Disproportionate Rep. –Child with a Disability
3
SPP Compliance Indicators
1– Graduation2– Dropout3– Statewide Assessment4A–Suspension/Expulsion4B- Susp/Exp by Race/Ethnicity5– Educational Environments6– Preschool Ed. Environments7– Preschool Outcomes8– Facilitated Parent Involvement9– Disproportionate Rep. –Child with a Disability
4
What Does Michigan Collect/Report and Why?
SPP Results Indicators
1– Graduation2– Dropout3– Statewide Assessment4A–Suspension/Expulsion4B- Susp/Exp by race/ethnicity5– Educational Environments6– Preschool Ed. Environments7– Preschool Outcomes8– Facilitated Parent Involvement9– Disproportionate Rep. –Child with a Disability
10- Disproportionate Rep. – Eligibility Category
11- Child Find12- Early Childhood Transition13- Secondary Transition14- Postsecondary Transition15- Compliance Findings16- State Complaints17- Hearings Adjudicated18- Resolution Session Agreements19- Mediation Agreements20- Timely and Accurate Data
5
What Does Michigan Collect/Report and Why?
NEW: OSEP SPP Data Changes Affect How We Use MSDS Data
• Dropout–If new calculation methodology implemented, 2009- 2010 dropout rate changes from 6.1% to 25.9%.
• State Assessment
– AYP adjustment (2011-2012 data), district = 1 large school, no more separate elementary, middle, HS analysis
– (3C) Proficiency-- students who have not been enrolled in a building/LEA for a full academic year (FAY) will now be counted.
• Disproportionate Representation--Under-representation gone
• State Complaints & Hearings Adjudicated gone. Associated data will be submitted via EDFacts. District accountability continues for timely correction of non-compliance. Uncorrected noncompliance reported in Indicator 15.
6
IDEA-Required EDFacts Tables
1– Child Count2– Personnel3- Educational Environments4– Exit5– Suspension/Expulsion6– Statewide Assessment7– Due Process8– Maintenance of Effort & Coordinated Early Intervening Services
7
What Does Michigan Collect/Report and Why?
Michigan’s determination from the OSEP—In 2012 Michigan received a “needs assistance”, determination level 2 rating for Part B of IDEA 2004.
Elements in LEA Determinations from the OSE--June 2012
● Performance on each SPP compliance indicator (4B, 9, 10, 11, 12, 13, 15)
● Timely, valid, and reliable data submitted by LEAso Timely MSDS, CIMS, and 4096 submissionso Consistent collection to collection data on students,
or correctly exit students● Timely IEPs● Uncorrected noncompliance from other sources● Audit findings8
What Does Michigan Collect/Report and Why?
OSE Data Contacts
Performance Reporting Staff
Contact Data Responsibility for
SPP Indicators / EDFacts Tables
Determinations
Oren Christmas 517-335-0394
All SPP Indicators All SPP Indicators
Jayme Kraus 517-373-0346
Indicators: 6, 7, 11, 12, 13 SPP Indicators: 11, 12, 13
John Robertson 517-335-0454
Indicators: 1, 2, 5,
Tables: Child Count, Ed. Environment, Discipline, Exit, Personnel,
Valid, Reliable Data
Timely IEPs
Julie Treviño 517-241-0497
All SPP Indicators All SPP Indicators
Darren Warner 517-241-0786
Indicators: 3, 15, 16, 17, 18, 19, 20 Tables: Due Process, Maintenance of Effort/Coordinated Early Intervening Services
SPP Indicator 15
Timely Data
Debbie Young 517-241-1448
Indicators: 4, 8, 9, 10, 14 SPP Indicators: 4B, 9, 10, 14
9
• OSE Program Accountability Unit
• OSE Continuous Improvement and Compliance Team – CIMS workbooks 3/year www.cenmi.org/cims
• OSE Data Advisory Committee
• Bureau of Assessment and Accountability
• Center for Educational Performance and Information (CEPI) www.michigan.gov/cepi
• Office of Great Start
• Interagency Information Systems (MI-CIS)
• Public Sector Consultants
• Wayne State University, Center for Urban Studies www.cus.waye.edu/ecd
State Data Partners
10
• National:o Data Accountability Center, Westat
www.ideadata.org o Education Information Management Advisory
Consortium (EIMAC)
National Data Partners
11
• Educational Entity Master (EEM)—updated special education contact, grade levels and center programs
• Registry of Educational Personnel (REP) —personnel
• Michigan Student Data System (MSDS)—reports and new 2012-2013 aspects
• MI School Data Portal—new special education demographics and APR Public Reporting
CEPI Customer Support
517-335-0505 / [email protected]
CEPI Resources/Contacts
Data Accountability Center
13
www.IDEAdata.org
• Left Tab: State Data
• Center Tab: Data TA Resources
• Right Tab: Data Collections Forms
Part 2
2012-2013 MSDS data collection/reporting changes
…
And a few other quick facts
14
Bridge from Early On® (Part C)
The collection of Early On data has moved from MI-CIS to MSDS for 2012-2013
•The Early On component collects data relative to children under the age of three (3) who receive services which may or may not include special education
•NOTE: Children receiving special education services must be reported in the Special Education Component in addition to the Early On Component.
15
Initial IEP Component Updates
•Only report children at least 2½ years of age
•New Characteristic: Part C Transition Timeliness
– For children referred by Part C prior to age 3 and who have been receiving special education services
•NOTE: Children 2-1/2 to 3 years of age transitioning from Part C must have their initial IEP both--
– within 30 school days of receiving parental consent or within agreed-upon written extension AND
– by their 3rd birthday16
Educational Environments for Children Three Through Five (3-5)
•Time spent with typically developing peers reported by o 10 hours or more per weeko Less than 10 hours per week
•AND whether the majority of special education service occurs in regular early childhood setting or a separate special education classroom or building
•A quick guide, instructions and attached tools are available at: www.michigan.gov/ecse
New Educational Environments in 2011
17
Educational Environments for Children Three Through Five (3-5)
18
MSDS and EDFactsCode Description
22 Early Childhood Special Education Program/Class
23 Home (ages 3-5)
25 Residential Facility
26 Separate School
27 Service Provider Location
46 Regular EC program at least 10 hrs/wk, majority of SE hrs. in EC program (A1)
47 Regular EC program at least 10 hrs/wk, majority of SE hrs. in other location (A2)
48 Regular EC program less than 10 hrs/wk, majority of SE hrs. in EC program (B1)
49 Regular EC program less than 10 hrs/wk, majority of SE hrs. in other location (B2)
Part B State Annual Performance Report-Indicator 6
Measurement A# of children aged 3 through 5 with IEPs
attending a regular early childhood program and receiving the majority of
special education and related services in the regular early childhood program
(Codes 46 & 48)
Measurement B# of children aged 3 through 5 with IEPs attending a separate special education
class, separate school or residential facility
(Codes 22, 25 & 26)
Educational Environments for Children Three Through Five (3-5)
19
6A. # of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education
and related services in the regular early childhood program (5,743)
Total # of children aged 3 through 5 with IEPs (21,086)
x 100 = 27.2%
6B. # of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential
facility (9,325)
Total # of children aged 3 through 5 with IEPs (21,086)
x 100 = 44.2%
Calculated using EDFacts Tables submitted to USED/OSEP February 2012
Preliminary Indicator 6 ResultsSpecial Education Child Count 2011
Educational Environments for Children Three Through Five (3-5) EDFacts-Table
3
20
Grade 14: Special Education Transition
Grade 14 may only be reported if all of the following conditions are met:
1.The student with an IEP is attending a transition program, or is moving from a standard K-12 environment to a transition program.
2.The student with an IEP is 18 years of age or older as of September 1 of the current school year.
3.The student completed or will be completing a high school state assessment in the current school year.
21
In Lieu of Grade 14
If the student with an IEP is
•in a graded classroom for either special or general education, report that grade. This includes shared time students who attend graded classrooms in other districts.
•only educated in an ungraded setting, report the most appropriate grade based on the student’s age as of December 1 of the current school year. The following is a guideline for districts to follow when assigning a grade based on the student’s age.
22
Ungraded Classrooms
Assign to a Grade by Age as of December 1
23
Age Grade CodeUnder 5 Early Childhood 305 or 6 years old K 007 years old 1 018 2 029 3 0310 4 0411 5 05… … …18 12 12
New CEPI Downloadable SE File
24
ISD DCODE DNAME StudwoIEP
StudwIEP
SpEd% CI EI HI VI PI SLI ECDD SLD SXI ASD TBI DB OHI AI AA AS
11 11010 Benton Harbor Area Schools 2664 442 14.2% 126 38 <5 <5 <5 75 52 128 <5 6 <5 <5 13 <5 406 <5
15 15050 Charlevoix Public Schools 1034 125 10.8% 6 13 <5 <5 <5 29 <5 53 <5 5 <5 <5 17 12 <5 <5
33 33010 East Lansing School District 3349 316 8.6% 33 13 9 <5 <5 109 10 68 <5 31 <5 <5 36 <5 72 16
29 37010 Mt. Pleasant City School District 3409 625 15.5% 63 18 9 <5 <5 209 <5 215 8 34 <5 <5 56 94 28 9
28 45020 Leland Public School District 567 40 6.6% <5 <5 <5 <5 <5 8 <5 16 <5 5 <5 <5 <5 <5 <5 <5
82 82010 Detroit City School District 58461 11957 17.0% 2341 502 245 56 153 1624 359 4777 310 806 39 <5 745 31 10834 53
82 82702 University Preparatory Academy (PSAD) 1586 142 8.2% 6 <5 <5 <5 <5 43 <5 70 <5 5 <5 <5 13 <5 138 <5
HS WH HW MR LEP Migrant FRL Bto3 PreK KG 01 02 03 04 05 06 07 08 09 10 11 12 14* F M Home (0-3)
Other
11 22 <5 <5 <5 <5 412 6 10 29 46 39 34 41 31 38 46 23 33 30 22 14 <5 127 315 <5 <5
<5 101 <5 5 <5 <5 87 <5 <5 13 6 5 9 8 11 14 15 10 10 7 9 8 <5 41 84 <5 <5
27 182 <5 17 11 <5 144 16 15 22 17 27 23 19 23 24 18 20 25 22 17 22 6 105 211 <5 <5
33 444 <5 17 <5 <5 363 <5 <5 52 35 63 42 47 54 34 42 38 48 58 51 22 39 220 405 <5 <5
7 31 <5 <5 <5 <5 20 <5 <5 <5 <5 <5 <5 <5 6 <5 <5 <5 <5 6 <5 <5 <5 16 24 <5 <5
692 343 <5 <5 683 <5 9900 394 172 319 546 656 750 875 917 985 936 965 1122 1025 905 895 495 3948 8009 246 <5
<5 <5 <5 <5 <5 <5 114 <5 <5 5 6 12 14 13 10 19 13 11 10 15 8 6 <5 41 101 <5 <5
25
Downloadable Data File Layout
Michigan Student Data System (MSDS)
Special Education - Oct 5 Count,
Public Data
*2011-2012 School Year
Column Name Description
ISD
ISD Code
DCODE
District Code
DNAME District Official Name StudwoIEP Number of students without an IEP StudwIEP Number of students with an IEP SpEd% Percentage of students with an IEP in the District
CI
Number of students with Cognitive Impairment
EI
Number of students with Emotional Impairment
…
… OHI
Number of students with Other Health Impairment
AI
Number of American Indian students …
…
MR
Number of Multi-Racial students LEP
Number of students who are limited English proficient
Migrant Number of students who are migrant FRL
Number of students who receive free and/or reduced lunch
Bto3
Number of students birth to 3 years old Pre-K Number of pre-kindergarten students KG
Number of students in kindergarten
…
… 14*
Number of students in Grade 14 as submitted by the Districts
F
Number of Female students M
Number of Male students
Home (0-3) Number of students at Home (ages birth - 3)
http://www.michigan.gov/cepi/0,4546,7-113-
21423_30451_37305---,00.html
Data and Reports
26
27
Part 3
How to support accurate MSDS data collection/analysis
…
And a few other quick facts
28
MSDS—So, How Do I Get Access?
• Work with your local MSDS super-user who can assist with authorizations.
• Consider requesting viewer rights.
• And then, how do I learn to use it?
29
MSDS--So, How Do I Use It?
30
• Start with CEPI Applications
• Then Michigan Student Data System
• Go to MSDS
• Authorized User Login
• Login and click on your subscription to the Michigan Student Data System
Step 1: Go to http://www.michigan.gov/cepi
31
• Start with Certified Data Reports
• Then, Certified Reports
• Enter your Submitting Entity, Collection, Report, Format, then View Report
Step 2: Once in the MSDS
MSDS--So, How Do I Use It?
New MSDS District Special Education Report
32
Sample Public School District (11111)
Sample High School (00000)
Grade 09
UICFirst
NameLast
Name
Local Student
ID IEP DatePrimary
Disability
Primary Program
Code
Primary Service Code
Primary Ed
Setting
Placed By Other District
Section 52 FTE
Section 53 FTE
Is Initial IEP
123456789 aaaaaa bbbbb 9876543 2011-09-12 20 194 12 false 0.46 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-05-12 13 194 11 false 0.15 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-04-28 13 194 310 12 false 0.46 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-04-14 13 194 290 13 false 0.31 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-10-17 05 110 290 13 false 1.00 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-03-09 06 194 310 13 false No
123456789 aaaaaa bbbbb 9876543 2009-12-11 05 194 11 false 0.32 0.00 No
123456789 aaaaaa bbbbb 9876543 2010-10-22 13 194 310 12 false 0.47 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-11-15 13 194 310 12 false 0.31 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-10-26 13 194 310 12 false 0.16 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-01-27 13 194 11 false 0.31 0.00 No
123456789 aaaaaa bbbbb 9876543 2011-04-19 06 194 310 11 false No
123456789 aaaaaa bbbbb 9876543 2011-04-25 13 194 310 12 false No
123456789 aaaaaa bbbbb 9876543 2011-02-09 13 194 12 false 0.30 0.00 No
Summary for Grade : 09Total Records: 14
MSDS Data Quality Checks
Discipline
●Some districts under-reported or mis-reported data
o Amended during verification
●Incidents must be reported consecutivelyo Counting by student will lead to
inaccuracies in reporting
>250,000 lost days of instruction for
2010-2011 school year
33
34
35
Note: new version has separate tab
per bldg.
Office of Special Education36
36
Office of Special Education37
37
MSDS Discipline Report
Data vary from what you see in CIMS Strand Report, APR Public Reporting, and determinations because
•MSDS shows all discipline vs. only out-of-school suspensions/expulsions >10 days
•MSDS views the data as submitted for any one given collection
•CIMS, Public Reporting, and determinations data = a composite of the Fall, Spring, and EOY collections.
38
Initial IEPs●Some districts over-reported
o Some students reported did not have initial IEPs during 2011-2012
●Some districts under-reported
o Must include “Evaluated and found Not Eligible”, including preschoolers
●Some districts did not also include the Special Education component—required if found eligible
MSDS Data Quality Checks
39
MSDS Initial IEP Report
40
MSDS Initial IEP Report
MSDS Initial IEP Report data may vary from what you see in CIMS Strand Report, APR Public Reporting, and determinations.
This is okay, as they are not intended to match.•MSDS Initial IEP report = a tool designed to allow districts the ability to view the data they submitted for any one given collection
•CIMS, Public Reporting, and determinations data = a composite of the Fall, Spring, and EOY collections.
•Additional business rules are then applied to the data to we meet OSEP reporting requirements
41
Examples of OSE Business Rules
For Part B Child Find (Indicator 11):Filters are used
• to limit records to the current school year for Date Of Parental Consent
• to limit records for Age As of Count Date to 2 years, 6 months -21 years of age
• To limit district accountability for Timeliness of Initial IEP for certain situations (e.g., where parents did not make child available, student died, parent withdrew consent, and student moved)
•De-duplication completed when multiple records exist for any one student
42
Special Education Component
•Complete this component for every child 2½ or older who receives special education programs or services
•Include children who do not generate a special education FTE--e.g., speech/language service 60 minutes/week
•Do not use Primary Educational Setting code (02) Special Education School Building when a child attends a center program in a general education building.
MSDS Data Quality Checks
43
Other Completer or Dropout??
•If the district offers a certification of completion,o those receiving certificate of completion count as “other
completers”. o those who don’t meet the local criteria count as
“dropouts”.
•If the district doesn’t offer certification of completion, o they count as “dropouts”.
Students With IEPs Ages 14-21 Exiting School Without a Regular High School Diploma
44
Annual Performance Report Graduation Rate —Sample Calculation (a cohort calculation)
45
Annual Performance Report Dropout Rate —Sample Calculation (an event calculation)
46
2010-2011 BASIS OF EXIT
AGE (ALL DISABILITY CATEGORIES)
14 15 16 17 18 19 20 2114-21 TOTAL
(A) TRANSFERRED TO REGULAR EDUCATION
5 11 12 6 1 2 0 0 38
(B) GRADUATED WITH REGULAR HIGH SCHOOL DIPLOMA
0 2 14 4,054 3,531 583 85 36 8,305
(C) RECEIVED A CERTIFICATE 1 0 0 179 328 108 41 25 682
(D) REACHED MAXIMUM AGE
(E) DIED 7 8 10 7 5 2 3 3 45
(F) MOVED, KNOWN TO BE CONTINUING 1,563 1,730 1,860 1,505 842 279 94 69 7,942
(G) DROPPED OUT184 284 578 895 732 350 93 55 3,171
(H) TOTAL (OF ROWS A-G): 1,760 2,035 2,475 6,646 5,439 1,324 316 188 20,183
47
A reminder from CEPI: 2010-2011 MSDS Reports
For continued access to your district’s 2010-2011 student-level reports, save them by August 30. e.g.
•Discipline Incident and Consequence report
•District special education report
•Early childhood special education assessment report
•Initial IEP report
•Primary disability count
•Student count by primary educational setting 48
Timely and Reliable Data
Do you have an Electronic IEP program that feeds into your Student Information System?
●If you answered yes, please remember to update your Electronic IEP program with complete and current data in time to make sure that the following transfers result in accurate data being reflected in the MSDS:
o Electronic IEP SIS
o SIS MSDS
49
Part 4
SPP data available on the Wayne State
University/Center for Urban Studies website
50
www.cus.wayne.edu/ecd
51
52
53
54
55
56
Part 5
Emerging special education elements in the MI School
Data Portal
57
Home Page Mock-up
58
59
Provide data immediately when user arrives to the
portal.
As in existing dashboard, links take user to specific reports where
locations can be set and report options can be adjusted.
10
Waiting for input from Paul/Steve
Social media integration.
Integrate report settings into display.
Integrate navigation/report type into display.
Use frame to control text vertically. Try to
move data graph higher onto page.
Provide additional summary
information.
Update data chart .
Best Practices
Dashboard
61
Location Set and Sort Order
11
Data Page Mock-up
63
MI School Data Portal--What’s Coming?
• September 2012: User acceptance testing of special education demographic data inquiries (customized data portraits) using 2011 data
• January 2013: Special education demographic data inquiries using 2012 data
• June 2013: APR Public Reports
64
65
What’s new with Public Reports?
• Limited narrative, more information available, one click away
• Graphics like those used throughout the MI School Data Portal
• New comparisons in the future: to all students, to previous years
• Core elements from Special Education Facts incorporated on to webpage, a click away, with hot links to other resources
66
• Districts now have more tools to access their own data and generate reports for analysis.
• Shared Educational Entities (SEEs & S2E2s1) affect reporting of AYP data
• Grade 14 modifications statewide consistency
• New rules and data reporting impact birth-3 data
• MI-CIS will be decommissioned 9/30/12—Save any Data Portraits you want prior to then.
1Specialized shared educational entities
Short Term Forecast
67
Long Term Data Forecast
● USED Grants to Improve Assessments for Students with Disabilities o Aligned to the common set of college- and
career-ready standards o Michigan in Smarter Balanced consortiumo Assess knowledge of mathematics and English
language arts in grades 3-8, and one grade in high school
o New generation of alternate assessments for students with the most significant cognitive disabilities-- Dynamic Learning Maps Alternate Assessment System Consortium led by the University of Kansas.
● ESEA then IDEA reauthorization
68