1. 2016-17 Special Education Data Collections
Oregon Department of Education :
Welcome to this training on Special Education Data Collection.
This training is intended for staff who are responsible for submitting special education data and special education directors.
We will provide updates and discuss common problems associated with December Child Count, June Exit and Child Find collections, as well as respond to any questions. If you are new to the reporting of special education data, hopefully you had an opportunity to attend one of our Boot Camp trainings. You should have four handouts in your packet:
PowerPoint Presentation
Regional Training Q & A document
Regional Training Q & A document
Spring Collections Q & A document –April 2015
Special Education Data Collections
October 2016

2. Non-Discrimination Statement
It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, religion, sex, marital status, sexual orientation, national origin, age or disability in any educational programs, activities or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Deputy Superintendent of Public Instruction at the Oregon Department of Education, 255 Capitol Street NE, Salem, Oregon 97310; phone or fax
This is a reminder that ODE follows and adheres to the following Non-Discriminatory policy.
Please contact ODE at the numbers listed on this slide if you have any questions.

3. Agenda Information Security & ODE Help Desk Collection Timelines
December Child Count
June Exit
Child Find
Electronic Correction Reports (ECRs)
Data Quality
This is what we will be going over today.
We estimate about 2 hours for this webinar; if you have questions, please type it in the chat box. As time permits, we will answer your questions at the end of each section.
Given the number of participants in this session, please try not to ask questions that appear on any of the Q&A documents that you were sent yesterday.
We will try to answer as many questions as we can. If we are unable to get to all of the questions. we will be sending a Q&A document to all the participants

4. Major Objectives Learn about and discuss changes to the collections
Have an opportunity to ask questions about the collections
Have an opportunity to discuss difficult to code scenarios
Understand common problem areas
Become familiar with navigating the audit page in Consolidated during ECRs
These are the major objectives of today’s training.

5. Information Security & ODE HelpDesk
Data is confidential
FERPA
HIPPA
SSID numbers only! No names.
ODE Data Unit
Always call us first (really – we’re nice!)
If necessary, we can refer you to the Help Desk.
Data collected is considered confidential
Protected by FERPA (Family Educational Rights and Privacy Act)
Oregon Identity Theft Protection Act
And in some cases, HIPAA (Health Insurance Portability and Accountability Act)
Loss of Protected data can have a financial impact to your school, district, ESD including fines and cost of remediation! Failure to comply can lead to legal problems, law suits, fines, cost of remediation, etc.
Keep in mind that State is public – Be careful when sending information to us, e.g. student name, DOB, grade, etc. It is okay to send SSID only (with zero personal information).
ODE HelpDesk
If you are having technical difficulties with submitting your data, you can call the helpdesk for:
Technical assistance submitting your data
See if data submitted
Questions about access rights and permissions
However, the ODE HelpDesk:
Can’t answer questions about our collections, June Exit, Child Find and December Child Count
Recommend that you always call a member of Data Unit first
If necessary we will send you to HelpDesk

6. Collection Timelines (July 1, 2016- June 30, 2017)
September 26
June Exit & Child Find ECRs closed
October
Communications with OSD & Regional Programs
October 3
CEIS Collection closes
November 4
Private School Collections closes
December 1
December SECC official Count Date
December 19
December SECC close
February 10
December SECC ECRs close
January 30
Staff Position closes
June 2
IDEA Annual Applications due
July 3
End of year collections close (Child Find, June Exit, Discipline)
For now we are going to cover when collections close.
September 26 – ECRs closed, had four week window to make corrections.
October – Districts should be contacting and communicating with their Regional Programs and the Oregon School for the Deaf to gather the data to be reported. Keep in mind, it is your district’s responsibility to gather and report these data.
October 3– Coordinated Early Intervening Services was due. A link to this one-page form and instructions can be found on the SECC Webpage. Jennifer Bevers is the data owner for this collection so if you need help with it, please contact her, or if he is not available, any member of the Data Unit.
November 4 – Private School Data Form is due. For this collection you will report:
Total enrollment at parentally placed private schools within your boundaries
Total count of eligible special education students ages 3-21 in public schools and parentally placed private schools within your boundaries. Doesn’t matter if they are on a service plan or not.
You can contact your local EI/ECSE to gather the data to be reported for ECSE kids. Call us if you need contact information.
Even if there are no private schools in your district boundaries– you MUST still submit a form.
This report is important fiscally, since it affects IDEA dollars.
December 1 – official count date.
December 19 – due date for December Child Count.
February 10 – December Child Count ECRs close
January 30 – Staff Position closes. It is used with Staff Assignment data to determine HQ.
June 2 - IDEA Annual Application is due.
July 3 – end of year collections closes.

7. Collection Webpages June Exit
Child Find
CEIS
Private School
December SECC
IDEA Annual Application
Here are the links to the collections that the Special Education Data Unit handles.

8. December Child Count Opens: 11/17/2016 Closes: 12/19/2016 (Monday!)
ECRs
Opens: 01/19/2017
Closes: 02/10/2017
The collection opens November 17 and closes December 19
Electronic Correction Reports (ECRs) will open January 19, 2017 and close February 10, 2017.
There are no collection changes to December Child Count this year.

9. December Child Count What?
Count of special education students as of December 1
Why?
Required by IDEA
Who?
All eligible students receiving services
Exceptions: PPPS
Purpose of December Child Count or SECC as it is otherwise known is to collect the count of special education students as of December 1.
Why do we collect these data? Because it is required by IDEA.
For December Child Count you report students who:
Have current valid Oregon eligibility
Have a valid IEP and
Are receiving services
Unless it is a parentally placed private school student who is not receiving services. These students should also be reported. We are required to report this data to the federal government for tracking purposes, and it is just an aggregate count.

10. December Child Count Who is NOT Reported? Students in referral status
Exited students
Students who graduated with a regular diploma OR students who graduated with a modified diploma who no longer receive services
Do not report students:
Who are being evaluated for an initial disability
Who left special education
Who received a regular HS diploma – FAPE ends
Be careful with reporting students who receive a Modified diploma. If they continue to receive services, you report them on Child Count. If they don’t continue to receive services then you wouldn’t report them.

11. December Child Count Who is responsible for reporting?
Resident district
This refers to the district where the parent/guardian resides
Exceptions:
Parentally Placed Private School
Charter School
Open Enrollment
Inter-District Transfer
The Resident District reports. Generally, this is where the parent or guardian resides.
However, there are some exceptions:
Parentally placed private school students – if the school is within your district boundaries then you must report them.
A Charter school - if it is within your district’s boundaries then you must report them.
Online schools – if charter in boundary district reports; if not charter then it may be inter-district transfer.
Open Enrollment – if student accepted in an Open Enrollment slot in your district you must report them – the student becomes your district’s responsibility. In other words, in an Open Enrollment slot, the attending district becomes responsible for FAPE and for reporting the student.
Inter-District or Inter-Agency transfer agreement - this is a written agreement involving the parent or guardian with another district to serve the student for the your district. Starting , the attending district became responsible for FAPE and reporting inter-district transfers. For EI/ECSEs, this did not change. The EI/ECSE where the parent/ guardian resides reports the student.

12. December Child Count How are the data used?
Reporting to the U.S. Department of Education
Fiscal
Statistical
SPP/APR & SPR&I
Federal Reports - Oregon annually submits multiple reports to the U.S. Department of Education to comply with the Individuals with Disabilities Education Act (IDEA).
The SECC no longer drives the federal IDEA Part B flow-through allocations. It does however determine the number of eligible students served by State Programs (YCEP, JDEP, LTCT and Hospital) that receive a portion of district federal funds. The SECC determines the number of eligible students who generate State School Fund Special Education Weight. Districts receive twice the basic state school support for up to 11% of their student population who are eligible and receiving special education from the district and resident students served by Regional programs.
Data is used in the Multi-Year Database, Special Education Report Card and the Special Education Systems Performance Review & Improvement reporting system.

13. December Child Count Problem Areas:
Claiming students who are not eligible on December 1
Web submission after verifying reports
Not Reporting OSD students or wrong placement
Inside Regular Ed Codes vs Separate Placement Codes
Be sure that the student meets the three criteria for reporting – current Oregon eligible, has an IEP and is receiving services.
When adding students via web submission, the student demographic information is pulled from the SSID system. The Resident District/School and Attending District/School information needs to be changed to reflect your district information. If you do not change the information, often you will receive an error stating you do not have the authorization to submit. This occurs mostly with the June Exit Collection.
Contact OSD to see if there are students to report and to check on their placement.
Inside Regular Ed Codes vs Separate Placement Codes:
Separate Placement Codes 34, 35, 36, and 37 are only for students in schools, facilities and separate (off campus) programs that exclusively serve students with disabilities (all have IEPs). Examples include Oregon School for the Deaf, and some (but not all) Long Term Care or Treatment Programs.
Students in LTCT facilities (day or residential) that are educated with students without disabilities would be coded as 30, 31, or 33 depending on the time outside of the regular class (the “regular” class here would mean the class in the treatment center that serves both students with and without IEPs).
Only students served in separate schools or programs where all the students have IEPs can correctly be coded 34, 35, 36, or 37.
Separate schools or programs can change through the year. It is important to check and report these as of December 1.

14. Secondary Federal Placement
December Child Count
Problem Areas:
Secondary Federal Placement M1
EC ≥10 Hours & ≥50% Services in EC M2
EC ≥10 Hours & <50% Services in EC L1
EC <10 Hours & ≥50% Services in EC L2
EC <10 Hours & <50% Services in EC
MORE
Secondary Federal Placement sometimes poses a problem.
Secondary Federal Placement only applies to ECSE and to age 5 kindergarteners. Keep in mind that the kindergarten classroom in this instance is considered an early childhood classroom.
In deciding which code to use, the easiest way is to first look at the amount of time students spend in the Early Childhood classroom. If ≥ 10 hours, it will be an “M” code (think “m” for more) if <10 hours, it will be an “L” code (think “l” for less).
Next think about where the student receives their services. If 50% or more of the services are provided in the Early Childhood classroom, then it will be a M1 or L1 code, if <50% of services in the Early Childhood classroom, then it will be an M2 or L2 code.
LESS

15. Questions
Questions?

16. June Exit Opens: 05/25/2017 Closes: 07/3/2017 ECRs Opens: 08/24/2017
The collection opens May 25 closes July 3
Electronic Correction Reports (ECRs) will open August 24, and September 15, 2017
There are no collection changes this year.

17. June Exit What? Count of exited students 7/1/16 through 6/30/17 Why?
Required by IDEA
Who?
All students who have exited special education AND
All eligible students still receiving services
Purpose of June Exit is to collect the count of students who exited special education from July 1 to June 30.
Why do we collect these data? Because it is required by IDEA.
For this collection, you report both exited and active records.

18. June Exit Submitting ALL Records: Exit Records (E1, E2, E3)
Active Records (A1, A2, A3)
Not Claimed Records (Code 80)
Not Reported (Code 70) - Ignored
To clarify, even though this is the June Exit collection, we ask that you also report your active records. These are the students who are still in your district and have not exited special education.
To sum it up, you are reporting all records so think of June Exit as a cumulative count of all students from July 1 to June 30.
Code 80 Not Claimed can be used when the student’s IEP or Eligibility is out of date.
Please note that code 70 is only used in the data manager or a district’s system to exclude records. If code 70 records are submitted to ODE, there will be error messages.
If the Data Manager is used, it will exclude the code 70 records from the submission file.
If your district is utilizing their own system, make sure it excludes the code 70 records from the submission file.

19. June Exit Rationale for Adding All Records: To Validate Data: ADM
Discipline
Child Find
Assessment
Post School Outcomes
SPR&I
Part C - EI cumulative counts (IDEA required)
Improve June Exit data
Active records – this is the second year. Used to:
validate data reported in other collections, such as ADM, Discipline and Assessment
Provide cumulative counts for EI (required by IDEA…eventually, not an if but a when).
improve June Exit data

20. June Exit Who is reported for Exit Records?
EI students who exited Part C (E1)
ECSE and School Age Students who exited special education (E2 & E3)
For the June Exit report, districts or the EI/ECSE programs report:
EI students who exited Part C.
ECSE and School Age students who exited special education. In short, we are not asking how the student left school, we are asking how the student left special education.
If the student has moved and returned within the same year, you will not report an exited record.

21. June Exit Who is reported for Exit Records?
All students who have left special education including:
Graduates (more on this later)
Returned to Regular Education, e.g. no longer eligible or revoked
Reached Maximum Age
Moved
Dropped Out
Deceased
Here are some of the major exit categories for school age:
Graduates (will talk more about this later)
Returned to regular education such as no longer eligible or revoked
Reached maximum age
Moved to another district
Deceased
Dropped out. Some things to keep in mind:
Check the SSID system to see if they showed up in another district.
If a student left school to enter either a GED or Job Corps program they should be considered a drop out. In rare instances, students continue to be jointly enrolled in school and either the GED or Job Corp programs and continue to receive special education services. Assuming special education services continue, these later students may be considered graduating with a certificate upon completion of their GED or Job Corps program.

22. June Exit Who is reported for Exit Records? Graduates: Regular Diploma
Extended Diploma
Modified Diploma, Only If…..
More on graduates:
When a student receives a regular diploma, FAPE ends. The district can continue to serve, you just can’t report them on Child Count and must submit an exit record.
Extended diploma, student is still eligible for FAPE until age 21.

23. June Exit Modified Diplomas under age 21:
If expected back or uncertain if student will return, report as Active Record
If not expected back, report as Exit Record, BUT if student returns in the Fall, change back to Active Record during ECRs
Modified diploma, student is also still eligible for FAPE until age 21.
If the student is expected back, report as an active record. But if the student does not show up the next year, exit the first day of school of the next .
If the student is not expected back, and you are sure they are not returning - for example, you complete the SOP, they are set them up for post school employment or attending college, you will report them as exiting with a modified diploma. But if the student shows up in the fall, during ECRs change the record to back an active record and do not exit the student.
Talk to special education director, if you are not sure how to report these students. This information is discussed during the annual IEP meeting.
There is a huge gap in Oregon. A significant number of post school surveys are not being completed for two years due to waiting more than one year after the student left to exit them.
Remember that modified diploma is now considered a standard diploma option. Counts as a graduate in calculating the graduation rate.

24. June Exit Who is not reported for Exit Records?
Students in referral status found not eligible
Under age 21 receiving services
A student must be eligible to be reported as exited.
If still being evaluated for a disability, do not report them.
If they are under 21 and still receiving services, do not report them as exited.

25. June Exit Exit Records - Problem Areas: 10-day drop rule
Turning Age 21 During Summer (July 1 to Sept. 1)
Inter-district Transfers
Modified Diploma
Dropped out
10 day drop rule – must be in seat/attending for ADM. However, this does not apply to June Exit, e.g. medically fragile student still requires FAPE.
If the student will be turning age 21 and exiting between July 1 and September 1, in other words during Extended School Year, be sure to report as exited the preceding regular school year. For example, if the student will turn 21 and exits on July 3, 2017, be sure to report the exit record on the June Exit , using the last day of the school year or June 30, 2017.
Inter-district transfer – for new inter-district transfers, we expect an exit record from the resident district since the responsibility for FAPE transfers to the attending district.
Modified diploma but under age 21 – if a student left at the end of the school year, exit the first day of following year if they don’t show up.
Always check SSID system to see if showed up somewhere else before reporting as drop out.

26. June Exit Who is reported for Active Records?
Students under age 21 who
Have Current Oregon Eligibility
Have an IEP
Still Receiving services from your district
Not Claimed (Code 80)
Allow Code 70, but ignored
~ Report Only one eligible record per student!
Who is reported for Active Records?
All eligible students under age 21 who are still receiving services and have not exited special education.
FYI – Active records are not a replacement for December Child Count.
Only one active record can be reported for each student including not claimed (code 80).
As stated previously, code 70 is only used in the Data manager or a district’s system to exclude records. If code 70 records are submitted to ODE, there will be error messages.

27. June Exit Active Records - Problem Areas: Not reporting Active Records
Duplicate records
Active records - problem areas
was the first year we asked districts to report active records (A1, A2, A3).
27 Districts didn’t report their active records.
128 students had duplicate records reported. Only about 10 were duplicate exit, the rest were active records.

28. June Exit Who is responsible for reporting? Resident district
Exceptions:
Parentally Placed Private School
Charter School
Open Enrollment
Inter-District Transfer
The Resident District reports.
There are some exceptions:
Parentally placed private school students – if the school is within your district boundaries then you must report them.
A Charter school – if it is within your district’s boundaries then you must report them.
Online schools – if the online school is a charter in boundary district reports; if not charter then it may be inter-district transfer.
Open Enrollment – if student accepted in an Open Enrollment slot in your district you must report them – the student becomes your district’s responsibility. In other words in an Open Enrollment slot, the attending district becomes responsible for FAPE and for reporting the student.
Inter-District or Inter-Agency transfer agreement – this is a written agreement involving the parent or guardian with another district to serve the student for the your district. Starting , the attending district became responsible for FAPE and reporting inter-district transfers.

29. June Exit How are the data used?
Reporting to the U.S. Department of Education
Statistical
Coming Soon: Indicator B1 & B2 reports
Oregon is required to complete a federal report to the U.S. Department of Education on students 14 years or older who exited special education to comply with the Individuals with Disabilities Education Act (IDEA). EI/ECSE Exit data is also submitted and used for federal reporting.
These data are used by USED for State level determinations on graduation and dropout rates.
New Federal reporting requirement – states will be required to report cumulative counts of Early Intervening students.
Data is used in the Special Education Systems Performance Review & Improvement reporting system for:
Post School Outcomes.
June exit data will be displayed in SPR&I for Indicators B1 & B2, i.e. graduation and dropout rates. However, determinations of met/not met will still be made using the ADM graduation and dropout rates.

30. June Exit Please DON’T report an exit record AND active record!
Submitting an exit record or an active record is okay BUT an exit record and an active or not claimed record is not.

31. June Exit Would this be an active, exit or not claimed record?
A 14 year old student receiving special education services from your district moves to Germany during spring break (March 2016). The student shows up the last week of school before summer break.
How the student is reported on June Exit depends:
When the student returned did they resume receiving services with current eligibility and IEP?
If yes to all, then report an active record for this student.
If the student resumes receiving services but does not have current Oregon eligibility or a current IEP, report the record as “not claimed.”
Was the student just stopping by for a visit? Report an exit record.

32. Questions
Questions?

33. Child Find 2015-2016 Opens: 05/25/2017 Closes: 07/03/2017
Data Owner: Linda Brown
ECRs
Opens: 08/24/2017
Closes: 09/15/2017
The collection opens May 25, 2017 and closes July 3, There are no changes to the collection this year.
Linda Brown is the data owner.
Electronic Correction Reports (ECRs) will open around August 24 and close September 15, 2017.
The ECR period is your opportunity to make corrections to the data and to review audits from the data unit to help clean up your data. We will talk more about this later in the presentation.

34. Child Find Why? Description/Purpose:
To identify, locate and evaluate children with disabilities in a timely manner
Why?
Required by IDEA
The purpose of Child Find is to identify, locate and evaluate children with disabilities in a timely manner.
Why do we collect these data? Because it is required by IDEA.

35. Child Find Key to Child Find: Timeliness = 60 school days or less
Count Days ~ Consent Date to Determination Date
The key to Child Find is timeliness. Once you obtain consent, the process should be completed in 60 school days or less.
Consent starts the time clock for the 60 days.
Count only the days school is in session. In other words, don’t count observed holidays, snow days, teacher in-service days , etc.

36. Child Find Major Criteria to Determine if Reportable Record:
New or not new but “Returned to Regular Education”
Consent Required
Determination date must fall within July 1, – June 30, 2017
The Child Find collection has two pieces to keep in mind when trying to decide if you have to report a student.
Is the student new to special education, brand new, no IEP and services, or were they “Returned to Regular Education” because eligibility was terminated by an IEP team or parent revoked consent?
Did you need to get consent to evaluate?
If YES, to both these questions, report the student on Child Find.
3. You collect Child Find data from July 1, 2016 though June 30, 2017.
The determination date must fall within these dates.
Students whose evaluations were not completed within these dates are reported the following year.
For example: if your consent date is May 16, 2017, and you complete the evaluation process July 1, 2017, the student would be reported in the Child Find collection.

37. Child Find Who is reported? Initial referrals
Students who exited special education being evaluated for special education again
Moved to Oregon with:
Out of state eligibility
Oregon consent required
IMPORTANT: Report Eligible and Not Eligible Records
More on who is reported. Child Find includes:
Initial Referrals: Be sure to report students found eligible for special education as well as those found not eligible.
Students who exited Special Education being evaluated for special education again. This includes when a parent revokes services in writing or the IEP team determined the student is not eligible.
If out of state – if you need consent to test to meet Oregon eligibility.
Report found eligible and not eligible (NOT eligible sometimes missed).

38. Child Find Who is not reported?
Currently eligible for special education
Currently eligible, moved within Oregon
Transitioning from ECSE to Kindergarten
Let’s review who is NOT reported:
Students currently eligible for special education.
Students currently eligible who have moved within the state of Oregon.
Students transitioning from ECSE to kindergarten – these are students whose current eligibility is Developmental Delay (disability code 98) and need to be evaluated to establish an appropriate school-age disability.

39. Child Find Who is responsible for reporting? Resident district
Exceptions:
Parentally Placed Private School - District Boundary
Charter School - District Boundary
Open Enrollment - Attending District
Inter-District Transfer – Attending District
Generally speaking the resident district (or where the parent or guardian lives) is responsible for reporting. This is the district that is responsible for FAPE.
Like December Child Count and June Exit the same exceptions apply.

40. Child Find Reason Codes: Not Applicable 2
Not Applicable 2
Parent/guardian did not present child/student for testing (comment required) 3
Parent/guardian did not attend eligibility meeting 4
Initial testing results indicated need for additional testing not identified through initial evaluation planning 5
Delay by doctor/medical personnel (comment required) 6
Delay by district/program evaluation staff 7
Within extended timeline by written agreement for a transfer student 8
Within extended timeline by written agreement to determine if a student has a specific learning disability. 9
Other (comment required)
When you exceed the 60 Day timeline, there are reason codes that must be entered.
If codes 2, 7, and 8 are used, the district is not flagged in SPR&I as it is an allowable exemption.
Codes 2, 5 and 9 require a comment.
We look at all comments.
We decide if the record needs to be recoded then during ECRs we ask you to recode. If a recode is not corrected, the district will be marked as inaccurate.
Note that Code 9 – Other should only be used if one of the other codes is not applicable. If you choose this code, we will review your comment and recommend a new code during ECRs.

41. Your Turn…
The school calendar has a 4 day week. Due to a lack of SLP availability, the evaluation timeline count was 62 days. This includes Veteran’s Day, Thanksgiving and the teacher grading day.
What code should be used if a delay is caused by the following situation?
Would this be an allowable exemption?
This is an inaccurate count. The count is actually 59 days and is not untimely. Unfortunately, ODE will not go back and recount your days for you. Our system doesn’t allow it. This will register as over the 60 school day window at ODE and your district will be flagged.
Remember when counting school days, this only includes days when school is in session. Do not include non-school days, such as holidays and teacher grading days in your calculation of the 60 school day timeline.

42. Your Turn…
Family delayed in making doctor appointment due to lack of insurance. Once the doctor was identified by the school’s case manager, paperwork was taken to the doctor by school personnel. The evaluation meeting was held on day 67.
What code should be used if a delay is caused by the following situation?
Would this be an allowable exemption?
Is this Code 5–Delay by doctor/medical personnel? It could be if the doctor or medical personnel delayed in returning the paperwork or canceled appointments. Code 5 would still be considered a delay by district staff.
In general, this scenario could be coded as a 6–Delay by district/program evaluation staff. Keep in mind that it is the district’s responsibility to ensure doctor's appointments are made, to provide transportation if needed and to pay if the parent lacks insurance. It is not the responsibility of the parent to arrange for the medical examination of the child. This responsibility falls to the district. In this instance, the district would be flagged in SPR&I.

43. Your Turn…
Student demonstrated chronic absenteeism and withdrawal from school. This prevented testing within the 60 school days.
What code should be used if a delay is caused by the following situation?
Would this be an allowable exemption?
Code 2–Parent failed to present child?
Code 6–Delay by district / program evaluation staff?
Comment does not provide enough information to answer this. What other information would you need?
The district needs to expand comment to indicate specificity regarding absences, e.g. number of days absent, etc.
If sufficient evidence is indicated then reason code could be 2; otherwise this would be code 6. If there is insufficient evidence for a code 2, we would ask the district to recode it during ECRs. If you are unsure how to code a situation, please call a member of the Data Unit for assistance.

44. Child Find How are the data used?
Reporting to the U.S. Department of Education
State Performance Plan (SPP) Indicator B11
Compliance Target is 100%
SPR&I
Special Education Report Card
Federal Reports - Oregon annually submits multiple reports to the U.S. Department of Education to comply with the Individuals with Disabilities Education Act (IDEA).
The data is used to meet reporting requirements for Indicator B11 of State Performance Plan (SPP) (Refer to SPP Indicators handout).
The compliance target is 100% of students with parental consent to evaluate will be evaluated and eligibility determined within 60 school days.
The data are also used for:
SPR&I (Systems Performance Review & Improvement) System, the system for district/program improvement planning
Special Education Report Card, which is used to share district and program progress on SPP indicators with the public.

45. Child Find Problem Areas: Stops/Starts
Lack of response for corrections/recode audit
Comprehensive Evaluation
Restarting the 60 school day timeline, essentially “extending” the deadline by finding the child ineligible and then signing a new consent to evaluate. The district shouldn’t restart the process because they don’t have all the information to compete the eligibility determination. In other words, determining the student not eligible while awaiting receipt of the medical statement.
Lack of response for corrections - There were 5 districts in who did not respond to our directive to change comment or revise their reason code. This year for , all districts responded which is good news. We want to stress the importance of continuing to call the data unit if you don’t agree with or if you are confused about the audit asking you to recode the record.
IDEA requires comprehensive evaluation in all areas of suspected disability. Evaluations completed in one day or less, we ask you about during ECRs.

46. Questions
Questions?

47. Electronic Correction Reports (ECR)
Purpose is data clean-up
ECR Periods:
Child Find and June Exit – In Fall (September)
December Child Count – After New Year’s (January)
Time permitting I wanted to briefly talk about ECRs.
For the regular collection, please don’t submit placeholder data! The purpose of the ECR period is to clean up the data, not for submitting your original data to ODE.
It is the correction period to make revisions to the data or to add records or delete records.
In addition, we screen data for errors and provide audits to help you with data clean-up.
The respective ECR periods are as follows:
Child Find and June Exit – In Fall (September)
December Child Count – After New Year’s (January)
For these, you have about a three weeks to do data clean-up, including reviewing and addressing ODE audits.

48. ECRs When the ECR period opens, login to Consolidated.
In Consolidated, select the collection (e.g. June Special Education Exit ECR 14-15) then from the fly-out menus, select Error Management and then Review Audits.

49. ECR Audits Audit Count Audit Type Audit Description
In the “Review Audits” screen, you will see:
Audit Count – indicates how many records have the respective audit type.
Audit Type – indicated that type a potential error.
Audit Description – defines the audit type (tip: don’t need to pay a lot of attention to this). Instead, under Action, click on “Review” to reveal the audit details.

50. ECRs Review Audit (Pay Attention to Comment!)
Click on green checkmark to correct record
Confirm
Under “Audit Details,” pay attention to the audit comment.
The comment is a message from the special education Data Unit indicating why the record is being flagged as an error or warning.
If you are not sure what the comment means, call a member of the Data Unit for assistance. It’s best not to just confirm it.
Click on the green check mark to review the record.
Once corrected, click “Confirm” (top left). This will save your corrections, and the record will disappear from the audit list.
Time permitting talk about verifying/approving reports and printing final submission forms for June Exit and December Child Count.

51. Data Quality Timely Accurate
Timely means that you submitted your data by the due date. This includes verifying your reports. If we have to open a collection for you to finish or for you to verify your reports, your submission is considered late.
Accurate means just that… You submitted accurate data.
If you submit a Post Submission Correction Form for us to correct or delete a record in Child Count, then your submission is not accurate. We do not allow corrections to June Exit or Child Find after ECRs close. For Child Find, if you fail to recode or change your comment as requested during Child Find ECRs, you will be considered inaccurate.

52. Contact Information
December Child Count, June Exit & Child Find:
Jackie McKim
Jennifer Bevers
Joanne Manning
Child Find:
Linda Brown
Data Unit
Customer Service is important to us!
Here is our contact information should you need help with your collections. Please call or us if you need help.
The data unit can answer questions for any of the three collections.
Linda Brown is the data owner and expert for child find. The special education data unit can answer technical questions regarding the data to be reported. However, compliance questions should always be directed to Linda.
Any questions about what we covered thus far?

53. Thank you!
Thank you. We appreciate all your hard work. Enjoy your day!