1. Required Data Report April 5, 2011 2/25/2019
It has been awhile since we talked about the required data report that you run on a regular basis.
For those data entry personnel who are new, at least some of this information may be new to you. For those of you who are seasoned data entry personnel, I hope that this review will be helpful.
2/25/2019

2. The required data report is a tool for each of you
The required data report is a tool for each of you. It will identify data that needs which needs to be followed-up.
In the past, there was an emphasis on the Required Data Report around Count time. This report is still important during the Count time.
It is becoming more and more important in-between child counts as well. Some statewide reports for other purposes are relying on the IMS data. For example, we are in the process of developing some reports for Steve Crew that will provide IMS data to LEAs.
In mid-March, there were 575 records in the Required Data report. This was a combined total for all AEAs. I did not count any record that said “EC Code Blank”. For the time being, we will disregard those items as well as the possible duplicate students section. We will talk more about the EC Code Blank at a future meeting.
2/25/2019

3. Introduction
I’m going to provide a review of some of the guidelines and details around the Required Data report and then will give you an opportunity for some practice at your site. First of all, this report looks at a number of factors (show image of data verification report).
As a beginning point of this conversation, most of you are very familiar with the parts of the Required Data Report:
Legal name
DOB
Placement Status
Resident and Attending data
Corrections – the reason the record is listed; in some cases, there may be more than one reason (last record)
And the Count comments which are recorded by the data entry personnel at the bottom of the Child Demographic screen
2/25/2019

4. Correction Guidelines
The guidelines to correct items in the report are rather straightforward.
You will research the record. If you find that the data are incorrect or incomplete, you enter or correct the data in IMS. As a result, that record will no longer appear in the report.
If your research finds that the data are correct, you enter a short notation in the Count Comments field. The record will continue to appear in the report but it is clearly stated that there is nothing further that can be done with this record.
2/25/2019

5. Correction Guidelines
Question why record is included, contact Center.
Corrected record and report still lists record next day for same reason, contact Center.
If you have questions about a record, contact John Lee.
Two more short comments about when you are correcting data:
If you have researched IMS and/or the web IEP or web IFSP and can’t figure out why the record is listed, contact the Center.
If you corrected a record and the next day the report still lists the record for the same reason, contact the Center.
There are going to be situations that will be unique. These records may be listed in the Required Data Report and they may be correct. We will be dealing with the typical situations here.
2/25/2019

6. Correction Specifics Blank 2/25/2019
Now, let’s get into some specifics about corrections.
There are two examples:
The first one is that Gender is blank.
The second example is that Hispanic Yes/No is Blank and the Category to report is blank.
If the message says that a code is blank, you could research the answer and then enter the correct code. For example, if the Gender or Race Ethnicity is blank, look at the IEP.
In almost every case, a missing code should be in the most current IEP or IFSP.
2/25/2019

7. Correction Specifics Invalid 2/25/2019
I have two examples of where messages are invalid:
First of all, this example says that Full/Part time Invalid.
This example says that disability 02 invalid.
If the message says that a code is invalid, do some research and then enter the correct code. Again, I would refer to the IEP or IFSP.
In almost every case, an invalid code would indicate a mis-keying of data that are in the IEP or IFSP. The correct data should be in the most current IEP or IFSP.
2/25/2019

8. Correction Specifics Questionable Age/Grade Combination
mmt correct per IEP
There are a group of error messages that are called Questionable.
This example is about error message questionable age/grade combination.
A questionable error message such as Questionable Age/Grade Combination takes a bit of digging to figure out.
You could look at the IEP or IFSP to see if the data were entered into IMS as they appear in the IEP or IFSP. If they were not, change the data.
If you look at the IEP or IFSP and the data in IMS match the data in the IEP or IFSP, then you can decide to either make a notation such as
Example: mmt correct per IEP
OR you can go through your normal AEA channels to verify the data, if you have reason to believe that the data in the IEP or IFSP are not correct.
2/25/2019

9. Correction Specifics Questionable LRE If Level 1 and LRE > 79
RS or R1 and LRE > 19
Another example of a questionable error message is about example is about a questionable LRE.
This example is about error message questionable LRE.
This means that based on the recommended program, the LRE appears to be too high. The system will point out anyone who:
Is Level 1 and has an LRE greater than 79
Is Level 2 and has an LRE greater than 89
Or if the recommended program is RS or R1 and the LRE is greater than 19
2/25/2019

10. Correction Specifics Questionable LRE Check for typos
Recommended program
LRE
Follow AEA procedures to check with team
If OK, document in Count comments
Example: mmt correct per IEP
First step is to check for IMS typos from IEP recommended program and LRE and edit IMS as needed.
If no edits are needed, then the next step is to follow your AEA’s procedures to check student's program and how services were recorded in the IEP.
If your research indicates the LRE and recommended program are OK, then make a notation in the Count Comments such as: mmt correct per IEP
2/25/2019

11. Correction Specifics Invalid Program/Served Status Combination
This error message is about the invalid program/served status combination.
If the message is about Invalid Program/Served Status Combination, this refers to the Recommended Program and Served Status fields.
You could look at the IEP to see if the data were entered into IMS as they appear in the IEP. If they are different, change the data in IMS.
If the program is entered as it should, then take a look at the Served Status.
2/25/2019

12. Correction Specifics Invalid Program/Served Status Combination
Here is a copy of the table that appears if you double click on the Served Status field in IMS.
For all practical purposes, N and S will not be used. N, not eligible, is not the same a blank. If a student is just being entered into IMS, a blank in this field is OK, until a student has a service. The required data report will not report a student who has a blank served status and has no services.
If a student has a weighting, the student is a B; If a student is not weighted, then the code is an F.
2/25/2019

13. Correction Specifics Exit and Change Codes 2/25/2019
Now let’s move into the error messages that I think are not as simple as some of the other error messages.
The two examples both change codes:
This record has an error message of 08/15/2009 MAK Exit Follow-up needed.
This record has an error message of 01/03/2011 CPI Follow-up needed.
2/25/2019

14. Correction Specifics Exit Codes 2/25/2019
If a record has an Exit code, the required data report will not look for any further action.
An Exit Code means that the Placement Status is truly an 8 and there should be no other services for that student or child.
That is why if an Exit Code is used, you will never find that record in the Required Data report.
2/25/2019

15. Correction Specifics Change Codes 2/25/2019
If a service record has a change code, IMS is expecting another service record to be added in the place of the one that has a change code.
Another way to look at it is that this student should be a placement status of 7 because the hasn’t been exited from Special education but is in transition. So, in order for the student to be a PS of 7, he/she needs a service record that is opened.
So when you see MAK, CRD, CAD, CRI in the Required Data report, the system wants at least one record to replace the record that has the Change Code.
2/25/2019

16. Correction Specifics Change Codes MGS PDS CPI 2/25/2019
There are a couple of change codes that are confusing. They are:
MGS – this can be used for one or multiple services but not all services. If all services are ended, the code has to be from the Exit Codes.
PDS – this can be used for one or multiple services but not all services. If all services are ended, the code has to be from the Exit Codes.
CPI – Because this is a change code, IMS is looking for a service to “replace” the CPI.
My suggestion is that if kids are listed in the required data report with the reason of MGS, PDS or CPI, look at the IEP or IFSP. If all of the services are being exited at this time, then it should be an Exit Code, not a change code. Go through the channels set up in your AEA to check what the codes should be.
2/25/2019

17. Correction Specifics Word of Caution 2/25/2019
If the Change Code is correct and it is truly a change code, it is OK to make a notation in the Count Comments.
However, in the case of the Change Codes, a comment in the Count Comments does not mean that the record can be unmonitored. Please check on the change code records on a regular basis. Minimally this would be when the record first surfaced and then during October. If the student surfaces in the state and another service record is added, that student will no longer appear in the Required Data report.
However, at some point in time, it becomes necessary to not let records linger. The last image on this slide is a record that has been around since The names and AEA number has been changed. If this student has not resurfaced in a reasonable period of time (ASK JOHN about his expectations), then exit the student. In most cases, the most appropriate Exit Code might be UNK which is something that we want to use very sparingly but if you don’t know what happened to the student, it may be the most appropriate code.
2/25/2019

18. Practice Exercise Identify whose birthday is coming up next.
Complete practice exercises by self or groups of 3-4.
Task
using the images and answer sheet
write answers in Count Comments field
how you would proceed or fix the correction.
Example 1: Review IEP; enter the correct F/P code.
Before we move into the next part of this agenda item, at your site, identify whose birthday is coming up next. I’ll give you 15 seconds to identify that person.
Please raise your hand if you are the person whose birthday is coming up next. Congratulations! You are the spokesperson for your site.
Here is the next task.
You will now have time to practice by yourself or with your group.
I ask that if you have a large group at your site that you divide into smaller groups of 3 – 4 so that everyone can participate. As you know, if you work in a large group, it is difficult to get participation from each person.
Here is the task:
Using the images and answer sheet that were included with the agenda, write your answers in the Count Comments field as to how you would proceed or fix the correction.
I will give you about 15 – 20 minutes to work on this task. After that I will ask site coordinators at different sites for the answers to the questions.
2/25/2019

19. Practice Exercise Check your answers What did you learn? 2/25/2019
We are now going to check your answers.
I’m going to call on different sites. So, site spokespersons, be ready to give your answer.
I want you to turn to your elbow partner and tell him/her one thing that you learned or are reminded to do as a result of doing this exercise.
2/25/2019

20. A word about “EC Code Blank”
Refer to from Michelle dated
“EC Code Blank” AND the child listed will turn 6 before the next Special Education Enrollment Count (October 28, 2011), ignore that record. 
If “EC Code Invalid” appears in the Corrections column, that record will need to be corrected. 
Only disregard records with “EC Code Blank”. Otherwise, follow established procedures to correct.
In an that I sent out on January 20, 2011, I provided instructions on the error code “EC Code Blank”.
If the EC code is blank and the child will turn 6 before the next special education count, ignore that record. By the time of the next Count, each child who is in this category should have an LRE rather than an EC Setting Code and will not appear in this list.  I know that it is not ideal to have to “weed” through these records to get to the data that truly need to be corrected.  However, we will not tweak the report, at least now, to eliminate these records from this report as it is identifying the records it is supposed to report:  records without a new EC code.
If the message is that the EC code is invalid, then you need to correct that record. For example, if the code A was entered rather than A1, that child’s name will appear in the Required Data report. 
If you are unable to find the in which this information was contained, I’ve asked Mary to include the text in the meeting notes for this meeting.
2/25/2019

21. Summary Keep up to date with corrections and research Research
If a current notation isn’t current or doesn’t have initials and/or date, research again
Research
Understand the codes
Ask when you have questions
In summary,
On a regular basis, run the Required Data report and keep up with the corrections. For some of you, the regular basis may mean daily. If you keep up with your corrections on a daily basis, you will have fewer to do than if you leave them for awhile. By doing the corrections daily, the data you entered the day before will be fresher in your memory than if you wait for awhile.
Also, you will see some corrections that are missing the initials and date of the correction or isn’t current. Please research those items as well.
You have several resources available to you when you research: IMS may give you some clues, the answer may be in the IEP or IFSP and each AEA has a procedure on how to obtain answers.
Know the codes and the differences, when applicable. For example, it is important for you to understand the differences between change codes and exit codes so that you can bring that knowledge to the task at hand.
And if something doesn’t make sense, ask your colleagues, John or the Center. Not only will you get an answer but it also helps all of us to increase in our knowledge and understanding of the data and system.
2/25/2019