Status of Part B 619 State Data Systems Laura Hudson, Cristina Novoa, & Kathy Hebbeler Improving Data, Improving Outcomes Conference August, 2016

Today’s Goals Share information about Part B 619 data systems Summarize info about changes to data systems between 2013 and 2015 Encourage discussion and gather feedback Highlight resources and products

First, let’s talk about you

Overview and background

About the survey Data collected through online survey Response rates Conducted survey in mid 2013 and fall 2015 Sent to 619 coordinators in 56 states and territories, group effort encouraged Response rates 2013: 96% (54/56) 2014: 93% (52/56) 89% (51 states) answered the survey both years Data presented here include missing data

Findings

Topics Data sources and systems Data linkages & transfer Child level data Workforce level data School/program level data Data linkages & transfer Data governance and quality Data access and use Plans for data system design & enhancement

Child-level data & data systems

All states reported having at least one electronic data system with personally identifiable child level data for all/nearly all children receiving Part B 619 services. There was no change from 2013. No states in either survey year lacked a child-level data system.

More states in 2015 have their child-level data in one data system or linked across data systems.

All states that responded to the survey in 2015 reported using a unique identifier for children. 30% of states in both 2013 and 2015 reported that they used the same unique child ID as Part C.

Most states (>75%) have these elements: Child elements: Service elements: Name/ID Date of service initiation Date of birth Service setting Demographics Name/ID of school or program Disability category Exit date & reason

Many states (50-74%) have these elements: Family demographics Services authorized Date of: Services received Notification from Part C Name/ID of personnel working with child Transition conference Evaluation assessment Parent consent to evaluation/services Initial IEP meeting

Fewer states (25-49%) have these elements: Referral source Child scores from assessment tools Attendance Name/ID of general education teacher working with child Other information about disability (other than category)

These data are complicated Does your state have a data element on “family demographics?” No > Yes Yes > No No > No Yes > Yes 8 states 13 states 9 states 21 states Comparing data across years leads to questions about data quality.

A few data elements are now being collected by more states. 89% Name/ID of school/program 80% 78% Date of referral to Part B 68% 57% Date of transition conference 45%

Workforce-level data & data systems

The majority of states have at least one data system with data on individual preschool special education teachers, and there has been little change over time. 7%

The majority of states have at least one data system with data on individual related services personnel, and there has been little change over time.

The majority of states have at least one data system with data on individual general education teachers working with children with IEPs, and there has been little change over time.

Most states reported using a unique identifier for workforce members, and this number has remained stable across survey years. Seven states reported that they used the same unique workforce ID as Part C.

Slightly more states have data on special education teachers than other professions

Slightly more states have data on special education teachers than other professions

School and program-level data & data systems

Less than half of states have a data system with classroom or program level data for classrooms/programs attended by children aged 3-5 with IEPS, and there has been little change over time. 7%

Most states use unique identifiers for school districts

Slightly fewer states use unique identifiers for schools or programs 8 states use the same school/program ID as Part C.

Very few states use unique identifiers for individual classrooms

Programming/ curriculum Whether program serves children without IEPs 12 states Program structure 21 states Program quality 13 states Whether program serves children without IEPs 17 states States most often collect school and program data related to program structure and whether a program serves children without IEPs

Comments? Questions?

Data linkages & transfer

Districts/LEAs use a variety of methods to report data to the state lead agency 79% of states use a web-based data system. 34% of states use batch uploads. 29% of states use spreadsheets. 13% of states use an internal network.

Individual workforce member data 19 states Individual workforce member data 5 states Individual child data 14 states 6 states Classroom data 7 states Individual workforce member data School/program data

Individual workforce member data 19 states Individual workforce member data 5 states Individual child data 14 states 6 states Classroom data 7 states Individual workforce member data School/program data

Most states have child level data for Part B 619 and K-12 special education in the same system or linked. Most states have child level data for Part B 619 and K-12 general education in the same system or linked

Data governance and data quality

Most states have a data governance body responsible for data on children age 3-5 receiving special education. 7%

Data governance bodies that 619 programs participate in vary in scope

States use many tools to verify data 54% 63% 77% 91% Fewer states More states

Data access and use

Districts/LEA staff have greatest access to data

Most states allow 619 coordinators to produce aggregated data displays or reports, and there has been little change over time.

Most states allow 619 coordinators to access any child level data, but there seems to be a decrease over time.

Agreed or Strongly agreed Most individuals feel that they are able to get data analyzed in timely manner for recurring data needs. 91% Agreed or Strongly agreed

Agreed or Strongly agreed Fewer, but still most individuals feel that they are able to get data analyzed in timely manner for new requests. 83% Agreed or Strongly agreed

More 619 coordinators/Part B data managers know about CEDS now compared to 2013.

Of those 619 coordinators/Part B data managers who knew about CEDS, relatively few had used it.

Plans for data system enhancements and new data systems

One quarter of states are planning to develop a new data system in the next two years.

Nearly half of states are planning major data system enhancements in the next two years.

Plans for enhancements are diverse

Summary: selected findings States collect a good deal of data on children. More states are now able to link child data across multiple systems or keep it all in one data system. Most states have workforce data; data on preschool special education teachers is most common. Less than half of states have a data system for classroom or program level data.

Summary: selected findings In most states, districts/LEAs use web-based data systems to report data to the state lead agency; batch uploads and spreadsheets are also common. Linkages between individual child data and workforce data are most common, followed by linkages between individual child data and school/program data.

Summary: selected findings The majority of 619 programs participate in a data governance body that also includes K-12 special and general education in the scope. Districts/LEAs have greatest access to data; 619 coordinators are less likely to have access. Quite a few states are planning to develop a new data system or majorly enhance an existing data system in the next 2 years.

Comments? Questions?

Products and resources

Products and resources State of the states maps Framework and self-assessment Critical questions

Tell us what you think Click here to access the evaluation after the session is over.

Comments? Questions?

Connect with us Questions about the 619 data? Laura.hudson@sri.com Visit the DaSy website at: http://dasycenter.org/ Like us on Facebook: https://www.facebook.com/dasycenter Follow us on Twitter: @DaSyCenter

Photos Baby: acjetter, CC license

The contents of this presentation were developed under a grant from the U.S. Department of Education, # H373Z120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Meredith Miceli and Richelle Davis.