1. Using Integrated Data to Support the Transitions in Special Education
Missy
Wednesday, July 13, 2016
9:00 – 10:00 AM
2016 NCES STATS-DC Data Conference

2. Presenters Meredith Miceli Missy Coffey Sherry Franklin Colleen Murphy
Donna Johnson
GA Part C
Kriste Elia
GA ECIDS

3. Presentation Objectives
Increased knowledge on the importance of reliable transition data
Increased knowledge on how states are utilizing both the ECIDS and SLDS to coordinate the sharing of transition data
Increased knowledge on the current efforts of DaSy to help states with the coordination and communication between Part C and Part B 619
Increased knowledge on key considerations when linking C and 619 child outcomes data
Missy

4. Why Smooth Transitions Matter
Missy

5. Eligibility Children Potentially Eligible:
The Lead Agency defines potentially eligible policy
In many states, all children receiving Part C services are considered potentially eligible
Characteristics of potentially eligible policies include
children who:
Have IFSPS;
Are turning 2 years old;
Are not attaining IFSP outcomes;
Are served under established condition or developmental delay categories
Missy

6. Benefits for Families Maintain timely access to appropriate services
Maintain consistent and effective communication
Most difficult for families is the change from the family focused services of early intervention (Part C) to the child centered education programs of Part B
Builds strong partnerships between families and school
Missy

7. Benefits for Programs Maintain timely access to appropriate services
Ensure parental values and priorities align with the educational team
Establish roles and expectations
Transition period requires a 6 month minimum. Coordination of:
Evaluations and meetings that are required by law
Missy

8. Transition Requirements
Sherry

9. Transition Requirements
Part C
Part B
Develop IFSP transition steps and services 90 days to 9 months before child turns 3
Notify state and local education agencies
Conduct a transition conference 90 days to 9 months before child turns 3
State and local education agencies accept transition notification
LEA attends Part C transition conferences
Children referred by Part C, found eligible for Part B, have an IEP developed and implemented by 3rd birthday
Sherry

10. Transition Requirements
PART C AND PART B SPP/APR INDICATORS
Part C Indicator C8 Effective Transition
Percent of all children exiting Part C who received timely transition planning to support the child’s transition to preschool and other appropriate community services by their third birthday, including:
IFSPs with transition steps and services;
Notification to SEA and LEA, if child potentially eligible for Part B; and
Transition conference, if child potentially eligible for Part B
Sherry

11. Transition Requirements
PART C AND PART B SPP/APR INDICATORS
Part B Indicator B11 Child Find
Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation
Part B Indicator B12 Effective Transition
Percent of children referred by Part C prior to age 3, who are found eligible for Part B and who have an IEP developed and implemented by their third birthday
Sherry

12. Transition Requirements
PART C AND PART B SPP/APR INDICATORS
Part B Indicator B11 Child Find
Includes children transitioning from Part C
# of children for whom parent consent to evaluate was received
# of children whose evaluations were completed within 60 days (or state-established timeline)
Sherry

13. Transition Requirements
Part B Indicator B12 Effective Transition
Number of Children
a. served in Part C and referred to Part B for eligibility determination
b. referred determined to be NOT eligible and whose eligibility was determined prior to their 3rd birthdays
c. Found eligible who have an IEP developed and implemented by their 3rd birthdays
Sherry

14. Transition Requirements
Part B Indicator B12 Effective Transition
Number of Children
d. for whom parent refusal to provide consent caused delays in evaluation and initial services
e. referred to Part C less than 90 days before their birthday
Sherry

15. Considerations for Transition C to B
THESE TWO DATA POINTS SHOULD BE THE SAME IF STATES ARE REPORTING CENSUS DATA
INDICATOR C 8B: the number of potentially eligible toddlers exiting Part C for whom the lead agency has notified the SEA and LEA
And
INDICATOR B 12, component a: the number of children who are potentially eligible served in Part C and referred to Part B for eligibility determination
Sherry

16. Considerations for Transition C to B
Differences in:
state notification timelines,
processes and
definitions of children who are potentially eligible for Part B services
May account for variations in state data
Sherry

17. Linking Part C and Part B Cohort
Sherry

18. Benefits of Part C and Part B 619 Data
Colleen

19. Benefits of Linking Continuum of services Program Improvement
Identify referral and exiting patterns
Higher data quality – less errors
Children don’t get “lost”
Less duplication of records
Data for decision making and monitoring
Colleen
The process of joining or connecting records in one data set/system with those in another data set/system. Records can be linked through a common identifier in both data sets or by some other method.

20. Benefits of Integrating
Data for decision making and monitoring
Distinct count of children
Broader application for the data
A complete picture of child/student, workforce, and program
Identify influences outside program or agency
Recognize program or policy effects over time
Colleen
Data integration - The combination of technical and business processes used to combine data from disparate sources into meaningful and valuable information. A complete data integration solution encompasses discovery, cleansing, monitoring, transforming and delivery of data from a variety of sources.
Source:
What does integrating data mean?
Resolution of
data definitions from multiple sources
data element code sets from multiple sources
Distinguishing the subtle differences in data from multiple sources
Example: Gender codes “M/F” in Source A vs. “male/female” in Source B vs. “1=male/2=female” in Source C
Goal: To spend more time on what the data say than reconciling the various meanings

21. State Example – Georgia
Colleen will introduce GA

22. Transitions in Georgia
Why is GA looking to have the ECIDS/SLDS support their transition data?
What will it look like when it is created?
What is the goal of the partnership to support transition data?
How have you gone about this work?
Colleen will moderate these questions

23. Current accomplishments in Georgia to Supporting Transitions
Buy-In from Leadership
Partnership
Shared vision
Meetings
Program Directors
Epidemiologist
Attorneys
Memorandum of Understanding
Data Vendor
Donna

24. How SLDS in Georgia is Supporting Transitions
The Georgia ECIDS
Who: Early/Head Start, CAPS, Lottery Funded Pre-K, Vital Records, IDEA C, IDEA B, Home Visiting, GAAWARDS P20W
What: Birth to Workforce integrated data system
Why: Early Learning Challenge Grant, Children with High Needs data system funds
How: Strong Governance Committee with wonderful active members, Data Sharing Agreement and Use Policy
Now: Five years of integrated data from financial needs, pilot year from IDEA B, IDEA C, Vital Records
Next: Five years of integrated data from all and Reporting
Kris

25. Georgia’s Challenges and Opportunities
Screening Program
First point of entry into Child Health Services
Part of the 45 Day Timeline
HIPAA to FERPA / FERPA to HIPAA
All privacy sharing laws are not created equal.
FERPA to FERPA
Can make the process a little smoother.
Data Usage
Destroying data vs. Returning Data
Donna

26. Press Reset? Attorneys meet first Overview of Available Data
HIPAA to FERPA / FERPA to HIPAA
Overview of Available Data
Define what can and cannot be shared
Discuss differences in what is needed vs what is available (i.e., format)
Donna

27. Next, Example Reporting
Reporting and Research
Shared indicators like Eligibility Type. IDEA C has 5 and IDEA B has 17
Cross system Unique Child ID from ECIDS to P20W
Time
DPH has IFSP driven by DOB, DOE has IEP driven by school year
Kris

28. Georgia’s Next Steps No Reset: Moving Forward Educate new staff
First dataset has been sent
Educate new staff
Program managers
Epidemiologist
Determine how to use data
Donna

29. State Lessons Learned – If I were starting over….
2 full time/time limited data team members from the beginning
Short term to get the data in quickly, sometimes it is the ability to keep momentum that can kill the project
Data Dictionary – in parallel to data mapping
Just begun 2 years in and having to revisit decisions to get them documented
Include funds for each agency to have data stewards
There was some funds for agency support but not full time/time limited support
Kris

30. Discussion
What can your data system do to help with the promotion of effective and responsive transition for children with disabilities and their families
Missy, Sherry, Colleen

31. Questions and Answers
Missy

32. DaSy Resources
Colleen

33. OSEP Resources https://osep.grads360.org/#program
Colleen

34. OSEP Resources https://osep.grads360.org/#program
Colleen

35. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H373Z 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.