Office of Special Education (OSE) It's Not the Same Data Anymore August 2012 Fran Loose Supervisor, Performance Reporting Michigan Department of Education (MDE), OSE (517)

Our Agenda 1.Backdrop Resources 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– Graduation 2– Dropout 3– Statewide Assessment 4A–Suspension/Expulsion 4B- Susp/Exp by Race/Ethnicity 5– Educational Environments 6– Preschool Ed. Environments 7– Preschool Outcomes 8– Facilitated Parent Involvement 9– Disproportionate Rep. – Child with a Disability 10- Disproportionate Rep. – Eligibility Category 11- Child Find 12- Early Childhood Transition 13- Secondary Transition 14- Postsecondary Transition 15- Compliance Findings 16- State Complaints 17- Hearings Adjudicated 18- Resolution Session Agreements 19- Mediation Agreements 20-Timely and Accurate Data 3

SPP Compliance Indicators 1– Graduation 2– Dropout 3– Statewide Assessment 4A–Suspension/Expulsion 4B- Susp/Exp by Race/Ethnicity 5– Educational Environments 6– Preschool Ed. Environments 7– Preschool Outcomes 8– Facilitated Parent Involvement 9– Disproportionate Rep. – Child with a Disability 10- Disproportionate Rep. – Eligibility Category 11- Child Find 12- Early Childhood Transition 13- Secondary Transition 14- Postsecondary Transition 15- Compliance Findings 16- State Complaints 17- Hearings Adjudicated 18- Resolution Session Agreements 19- Mediation Agreements 20-Timely and Accurate Data 4 What Does Michigan Collect/Report and Why?

SPP Results Indicators 1– Graduation 2– Dropout 3– Statewide Assessment 4A–Suspension/Expulsion 4B- Susp/Exp by race/ethnicity 5– Educational Environments 6– Preschool Ed. Environments 7– Preschool Outcomes 8– Facilitated Parent Involvement 9– Disproportionate Rep. – Child with a Disability 10- Disproportionate Rep. – Eligibility Category 11- Child Find 12- Early Childhood Transition 13- Secondary Transition 14- Postsecondary Transition 15- Compliance Findings 16- State Complaints 17- Hearings Adjudicated 18- Resolution Session Agreements 19- Mediation Agreements 20-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, dropout rate changes from 6.1% to 25.9%. State Assessment –AYP adjustment ( 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 Count 2– Personnel 3- Educational Environments 4– Exit 5– Suspension/Expulsion 6– Statewide Assessment 7– Due Process 8– 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 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 LEAs o Timely MSDS, CIMS, and 4096 submissions o Consistent collection to collection data on students, or correctly exit students ●Timely IEPs ●Uncorrected noncompliance from other sources ●Audit findings 8 What Does Michigan Collect/Report and Why?

OSE Data Contacts Performance Reporting Staff Contact Data Responsibility for SPP Indicators / EDFacts Tables Determinations Oren Christmas All SPP Indicators Jayme Kraus Indicators: 6, 7, 11, 12, 13 SPP Indicators: 11, 12, 13 John Robertson Indicators: 1, 2, 5, Tables: Child Count, Ed. Environment, Discipline, Exit, Personnel, Valid, Reliable Data Timely IEPs Julie Treviño All SPP Indicators Darren Warner 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 Indicators: 4, 8, 9, 10, 14SPP Indicators: 4B, 9, 10, 14 9

OSE Program Accountability Unit OSE Continuous Improvement and Compliance Team – CIMS workbooks 3/year OSE Data Advisory Committee Bureau of Assessment and Accountability Center for Educational Performance and Information (CEPI) Office of Great Start Interagency Information Systems (MI-CIS) Public Sector Consultants Wayne State University, Center for Urban Studies State Data Partners 10

National: o Data Accountability Center, Westat 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 aspects MI School Data Portal—new special education demographics and APR Public Reporting CEPI Customer Support / 12 CEPI Resources/Contacts

Data Accountability Center 13 Left Tab: State Data Center Tab: Data TA Resources Right Tab: Data Collections Forms

Part 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 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 3 rd birthday 16

Educational Environments for Children Three Through Five (3-5) Time spent with typically developing peers reported by o 10 hours or more per week o 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: New Educational Environments in

Educational Environments for Children Three Through Five (3-5) 18 MSDS and EDFacts CodeDescription 22Early Childhood Special Education Program/Class 23Home (ages 3-5) 25Residential Facility 26Separate School 27Service Provider Location 46Regular EC program at least 10 hrs/wk, majority of SE hrs. in EC program (A1) 47Regular EC program at least 10 hrs/wk, majority of SE hrs. in other location (A2) 48Regular EC program less than 10 hrs/wk, majority of SE hrs. in EC program (B1) 49Regular 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 Results Special 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

New CEPI Downloadable SE File 24 ISDDCODEDNAMEStudwoI EP StudwI EP SpEd%CIEIHIVIPISLIECDDSLDSXIASDTBIDBOHIAIAAAS Benton Harbor Area Schools %12638< <56 13<5406< Charlevoix Public Schools %613<5 29<553< < East Lansing School District %33139< <531<5 36< Mt. Pleasant City School District %63189<5 209< < Leland Public School District %<5 8 16< Detroit City School District % < University Preparatory Academy (PSAD) %6<5 43<570<55 13<5138<5 HSWHHWMRLEPMigrantFRLBto3PreKKG *FMHome (0-3) Other 1122< < <5 101<55 87< <54184< <51711< < <517<5 363< <5 731<5 20< < <5 683< <5 114< <541101<5

25 Downloadable Data File Layout Michigan Student Data System (MSDS) Special Education- Oct 5 Count, Public Data * School Year Column Name Description ISD Code DCODE District Code DNAME District Official Name StudwoIEP Number of students without anIEP 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) 46, _30451_ ,00.html

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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

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 UIC First Name Last Name Local Student IDIEP Date Primary Disability Primary Program Code Primary Service Code Primary Ed Setting Placed By Other District Section 52 FTE Section 53 FTE Is Initial IEP aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb falseNo aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb false No aaaaaabbbbb falseNo aaaaaabbbbb falseNo aaaaaabbbbb false No Summary for Grade : 09 Total Records: 14

MSDS Data Quality Checks Discipline ●Some districts under-reported or mis- reported data o Amended during verification ●Incidents must be reported consecutively o Counting by student will lead to inaccuracies in reporting >250,000 lost days of instruction for school year 33

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35 Note: new version has separate tab per bldg.

Office of Special Education 36 36

Office of Special Education 37 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 ●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 Exiting School Without a Regular High School Diploma 44

# of youth with IEPs who entered 9 th grade in and received a regular diploma in 2011 ­­­­­­­­­­­­­­­­­­­­­­­­­­­total # of youth with IEPs in the cohort District A: (awards certificates) 700 graduates ­­­­­­­­­­­­­­­­­­­­­­­­­­700 graduates +100 continuing +100 certificate recipients +100dropouts =70% graduation rate District B: (does not award certificates) 700 graduates ­­­­­­­­­­­­­­­­­­­­­­­­­­700 graduates continuing dropouts =70% graduation rate Annual Performance Report Graduation Rate —Sample Calculation (a cohort calculation) 45

# of youth with IEPs who dropped out of high school during ­­­­­­­­­­­­­­­­­­­­­­­­­­­total # of youth with IEPs enrolled in grades 9-12 in the same year District A: (awards certificates) 100 dropouts ­­­­­­­­­­­­­­­­­­­­­­­­­­ 700 graduates +2,500 continuing +100 certificate recipients +100 dropouts =2.9% dropout rate District B: (does not award certificates) 200 dropouts ­­­­­­­­­­­­­­­­­­­­­­­­­­700 graduates + 2,500 continuing dropouts =5.9% dropout rate Annual Performance Report Dropout Rate —Sample Calculation (an event calculation) 46

BASIS OF EXIT AGE (ALL DISABILITY CATEGORIES) TOTAL (A) TRANSFERRED TO REGULAR EDUCATION (B) GRADUATED WITH REGULAR HIGH SCHOOL DIPLOMA ,0543, ,305 (C) RECEIVED A CERTIFICATE (D) REACHED MAXIMUM AGE (E) DIED (F) MOVED, KNOWN TO BE CONTINUING 1,5631,7301,8601, ,942 (G) DROPPED OUT ,171 (H) TOTAL (OF ROWS A-G): 1,7602,0352,4756,6465,4391, ,183 47

A reminder from CEPI: MSDS Reports For continued access to your district’s 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

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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

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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 & S2E2s 1 ) 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. 1 Specialized 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 consortium o 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