1	Division of Special Education Data Coordination July/August 2007
2	Competencies Participants will: Know why you are reporting Special Education data and how it is being used Know where to report data required by DESE Know how to report data accurately Know how data relate to improvement planning
3	WHY? IDEA says so!
4	Individuals with Disabilities Education Improvement Act (IDEA 2004) (from a data manager’s point of view) Emphasizes RESULTS and OUTCOMES Places greater emphasis on PERFORMANCE in addition to compliance Makes it very difficult to ignore or downplay DATA related to results and outcomes
5	Data Requirements of IDEA04 State Performance Plan and Annual Performance Reports Twenty (20) performance indicators for the state (14 apply to districts) Targets for six years were established in the SPP Annual state progress to be reported in Annual Performance Reports District progress to be publicly reported annually (School Data and Statistics)
6	Data Requirements of IDEA04 Child Count Educational Environments Exiting Discipline (Suspension/Expulsion) Personnel Assessment Due process/mediation Disproportionality Parentally-placed private school children Early intervening services
7	Local Uses of Data ACCOUNTABILITY FOR IMPROVED RESULTS Student performance reports and analysis PROGRAM IMPROVEMENT Improvement Planning Comprehensive School Improvement Plan (CSIP) PUBLIC REPORTING OF DATA District and building report cards School board reports
8	State Uses of Data ACCOUNTABILITY FOR IMPROVED RESULTS MSIP/Special Education monitoring activities Focused review activities Grant invitations & awards State to Local Determinations PROGRAM IMPROVEMENT State Performance Plan and Annual Performance Reports Identifying technical assistance needs and assessing the effectiveness of TA Supporting/justifying education appropriations to state legislators PUBLIC REPORTING OF DATA State and district-level reporting on SPP Indicators NCLB and AYP and OSEP reporting
9	National Uses of Data ACCOUNTABILITY FOR IMPROVED RESULTS Focused Monitoring of States – Rank ordering of states to determine which states are most in need of assistance Monitor the performance of states in meeting the requirements of IDEA State Performance Plan requirements – data-based decision making Federal to State Determinations PROGRAM IMPROVEMENT Determine the allocation of resources, develop policy and identify needed research studies PUBLIC REPORTING OF DATA Reported in the Annual Report to Congress on the Implementation of the IDEA
10	What are SCREENS and EXHIBITS? A “Screen” is a data collection DESE currently has 30 screens, several involve special education data Each Screen has instructions in the Core Data Manual “Exhibits” in the Manual provide code sets and definitions that are used for the Screens Core Data Manual: http://dese.mo.gov/divimprove/coredata/CDcollect.html
11	What is MOSIS? Missouri Student Information System Student level record system Student level collections will eventually replace the Core Data Collections http://www.dese.mo.gov/MOSIS/
12	Special Education Reporting Table District Contact Personnel Screen 3 Due August 15 State Educator Data Screen 18 Due October 15 Federal and State Course and Assignment Data Screen 20 Due October 15 Federal and State Child Count & Placement of Students with Disabilities Screen 11 Due December 15 Federal Follow-up on Previous Year’s Graduates Screen 8 Due February 15 Federal and State
13	Special Education Reporting Table (cont.) Exiting Report for Students with Disabilities Screen 12 Due June 30 Federal Graduates, Transfers and Dropouts Screen 13 Due June 30 Federal and State Attendance Screen 14 Due June 30 Federal and State Discipline Incidents Screen 9 Due June 30 Federal and State Professional Development Screen 19 Due June 30 Federal Parentally-Placed Private School Children I-form Due June 30 Federal Early Intervening Services I-form Due June 30 Federal
14	General Process Fall Core Data Collection System Manuals are updated and distributed to school districts and posted on the web Core Data staff provides annual in-service training for district staff One Month Prior to Collection The Division of Special Education notifies districts via the Special Education Listserv (SELS) about any collections involving special education data
15	Screen 11 – Child Count and Placements UNDUPLICATED count of students with disabilities as of December 1, ages 3-21, by Building Age Disability category (2006-07 – Split Speech and Language Impairment into two categories) Placement or educational environment category Gender Race/ethnicity Limited English Proficiency (LEP)
16	Screen 11 Miscellaneous Review Reporting Guidelines & other TA on web ECSE – placement vs. educational environment ECSE – separate class vs. separate school ECSE – reported by district of residence (except for St. Louis County) SSSH, MSB, MSD students NOT reported by local districts
17	Screen 12 – Exiting UNDUPLICATED count of students with disabilities, ages 3-21, who left special education by Building Age Disability category Exit category Gender Race/Ethnicity LEP
18	Exiter Codes – Who are Dropouts? DROPOUT CODES used to determine dropout rates for ages 14+: 03 - Received Certificate 04 - Reached Maximum Age 07 - Moved, Not Known to be Continuing 08 - Dropped Out
19	Graduation and Dropout Rate Calculations Office of Special Education Programs (OSEP) Missouri Division of Special Education (DSE) Missouri Department of Elementary and Secondary Education (DESE)
20	Graduation Rate Calculations OSEP = (Graduates ¸ ALL LEAVERS) x 100 ALL LEAVERS include Graduates, Certificates, Max Age, Deaths, Moved Not Known and Dropouts Source: Missouri Core Data Screen 12 DSE = [Graduates ¸ (GRADUATES + ALL DROPOUTS)] x 100 All dropouts include Certificates, Max Age, Moved Not Known and Dropouts Source: Core Data Screen 12 DESE = [Number of Graduates ¸ (9-12 COHORT DROPOUTS + Graduates)] x 100 Source: Core Data Screen 13 USED for AYP purposes
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22	Dropout Rate Calculations OSEP = [(Dropouts + Moved Not Known) ¸ ALL LEAVERS] x 100 Source: Missouri Core Data Screen 12 DSE = (All Dropouts ¸ 14-22 CHILD COUNT) x 100 All Dropouts include Certificates, Max Age, Moved Not Known and Dropouts Sources: Core Data Screens 11 and 12 DESE = (Number of Dropouts ¸ AVERAGE ENROLLMENT) x 100 Sources: Core Data Screens 13 and 16
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24	What’s wrong with this picture?
25	Screen 09 - Discipline Report of all incidents resulting in suspension or expulsion Building Student ID and Grade Date and Type of Offense Weapon Type Race/Ethnicity Gender & LEP Disability Category Removal Type & Length Modified Length (expulsions only) Alternate Placement (expulsions only)
26	Screen 09 - Discipline Report ALL incidents regardless of length of removal HINT: Use the FTP Process!!
27	Screens 18/20 - Course & Assignment Core Data Manual Exhibit 16 Reporting table and TA on the web NEW for 2007-08 – no Special Ed Contact Number or caseload calculation Data evaluated for highly qualified and appropriate certification purposes
28	Parentally Placed Private School Children with Disabilities I-form due June 30 Number of children EVALUATED during the school year Number of those evaluated who were determined ELIGIBLE Number of those determined eligible who were SERVED by the public school
29	Early Intervening Services Early intervening services are services that the district may provide, using up to 15% of IDEA Part B funds, to students who have NOT been identified as needing special education and related services, but who need additional academic and behavioral support to succeed in a general education environment Voluntary except when required
30	Early Intervening Services I-form due June 30 Number of students without IEPs who received early intervening services during school year Number of students with IEPs who had received early intervening services in past two school years
31	Monitoring Collections Part C to Part B Transition Timelines IEP by third birthday Initial Evaluation Timelines 60 day timeline Both collected in IMACS the year prior to MSIP year, so not every year for every district
32	Early Childhood Outcomes Required for SPP Indicator 7 Data collected at entry and exit from ECSE Data reported to DESE at end of year All entry and exit data compiled during that school year MOSIS ID very important!
33	Early Childhood Outcomes For more information: http://www.dese.mo.gov/ divspeced/ECOtraining.html
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35	Checks and Balances Nuts & Bolts: Watch for the “Edits” button that indicates that there are errors Total number of reported students reasonable FIX any data errors before submitting the data Review Data Notes and Q&A on web Compare to other Screens that report similar data Screens 8 (current) & 12 (previous) – Graduates with diplomas Screens 12 & 13 - Exiters Compare current year to previous years and find an explanation for significant changes (+/- 10 and 10%)
36	And Most Importantly… USE THE DATA!!
37	Improvement Planning A good improvement plan has to start with data and systems analysis to understand performance Figure out what’s working and what’s not working Identify strengths and concerns Build a plan that includes activities that will address what is not working Avoid “random acts of improvement”
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39	How to NOT Need a Miracle Drill down – consider multiple data sources and keep asking “why” We have a high dropout rate. What data sources are available? Why? 2. We have low 7^th grade communication arts scores. What data sources are available? Why?
40	Homework! Review your Special Education Profile Bookmark the link or print the Core Data Manual Bookmark the Data page with Q&A & TA Identify the Core Data Coordinator and find out what your Core Data responsibilities are
41	"Questions" Questions? And Answers! ?
42	Special Education Data Coordination Contacts Telephone: (573) 526-0299 Fax: (573) 526-5946 Mary Corey, Director E-mail: Mary.Corey@dese.mo.gov Jackie McKim, Planner E-mail: Jackie.McKim@dese.mo.gov Bill Connelly, Planner E-mail: Bill.Connelly@dese.mo.gov Kristy Luebbert, Data Specialist E-mail: Kristy.Luebbert@dese.mo.gov Regina Miller, Administrative Assistant E-mail: Regina.Miller@dese.mo.gov