2013 Office of Special Education (OSE) Fall ForumTuesday, November 4, 2013 10:15 am – 11:45 am Ballroom E

Jayme KrausData Analyst, Performance Reporting Unit

Jeanne Anderson TippettCoordinator, Monitoring and Technical Assistance

Team

John RobertsonData Quality Consultant, Performance Reporting

Unit

Nick ThelenData Analyst, Performance Reporting Unit

Being Covered Today• Why we collect and monitor data

• Review data sources and their uses

• Dig deeper into the Part B APR Indicators that result in the greatest number of questions from the field: B-1, B-2, B-5, B-6, B-11, B-12, and Timely Individualized Education Programs (IEPs)

• Identify the data source and collection period for each of the selected indicators

• Identify any unique circumstance related to each indicator

• Identify the monitoring cycle and the required monitoring activities associated with each indicator

• Provide sources of additional information 2

Why Collect and Monitor Data

• Federal and state reporting requirements

• Drive decision- making at the state and local level to improve outcomes for each student with an IEP

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Poll Question 1

What is the MDE main application for collecting student data?

a) MISchoolData

b) Michigan Student Data System (MSDS)

c) Michigan Compliance Information System (MI-CIS)

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Sources of Data• MISchoolData.org

– Special Education Inquiries– Data Portraits– Public Reporting

• Center for Educational Performance & Information (CEPI)– Michigan Student Data System (MSDS)– Educational Entity Master (EEM)– Data Reports

• Graduation and Dropout Application (GAD)

• Continuous Improvement and Monitoring System (CIMS)

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Uses of DataData submitted by locals are used for:(but not limited to)

•Michigan Part B State Performance Plan (SPP) and Annual Performance Report (APR)

•EDFacts

•Financial Allocations

• Public Reporting

• Determinations

• Monitoring and Compliance Activities

• Ad Hoc Reports

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Michigan Part B State Performance Plan (SPP) and Annual Performance

Report (APR)• State Performance Plan (SPP)

Six year plan developed by the OSE and approved by US Department of Education (USED) that includes baseline data, measurable and rigorous targets, and improvement activities for various indicators to help the state evaluate its efforts in implementing The Individuals with Disabilities Education Act (IDEA)

• Annual Performance Report (APR)Submitted annually to the USED by the OSE to report on the progress the state has made that year in meeting the targets established in the SPP

• DeterminationsJust like local determinations, states receive annual determinations from the USED that document overall progress in meeting the requirement of the IDEA based on information submitted in the APR, as well as additional sources

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EDFacts• USED initiative to collect, analyze, report on and

promote the use of high-quality K-12 performance data for use in education planning, policymaking, and management and budget decision-making to improve outcomes for students

• Coordinates data from multiple data sources, providing information on students, school, staff, services and education outcomes at the state, local and school levels for grades K-12

• Fall Special Education Count Data are submitted the following February

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Financial Allocations

• The Special Education Child Count (ages 3-21) is used to calculate the IDEA awards to the ISDs and three state agencies for the Enhancing Opportunities for Students with Disabilities (EOSD) grant

• The Special Education Child Count (ages 14-21) is used to calculate the IDEA awards to the ISDs for the Transition Coordination (TC) grant

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Public Reporting• IDEA requires states publicly report on each local’s

performance in meeting specific targets outlined in the SPP

• MISchoolData.org is used as the tool to publicly report

• Reminder: Some indicators have a one-year data lag

• Due to federal and state privacy laws, data are not shown when a local has 10 or fewer students in a subgroup (information is considered personally identifiable)

• Also available in downloadable Excel spreadsheet format11

Local Determinations• States are required to make Determinations

annually on the performance of locals per the IDEA

• States must consider:– Performance on compliance indicators– Whether data submitted by locals is valid, reliable, and

timely– Uncorrected noncompliance from other sources– Any audit findings

• States may also consider:– Performance on results indicators– Other

• States must use same four categories as the USED uses for state determinations: – Meets Requirements– Needs Assistance– Needs Intervention– Needs Substantial Intervention

• In Michigan, Local Determinations are issued in the August 15th CIMS workbook

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Monitoring and Compliance Activities

• The IDEA requires the use of data when determining the monitoring activities for locals to ensure their compliance with the IDEA and the Michigan Administrative Rules for Special Education (MARSE)

• Monitoring activities include:– Focused Monitoring– Data Reviews– Results Transmittals

• Monitoring focuses on:– Improving educational results and functional outcomes

for all students with an IEP– Ensuring public agencies meet program requirements

under the rules and regulations 13

Ad Hoc ReportsMiscellaneous data requests come from:

•Governor’s Office

•Superintendent’s Office

•Legislators

•Parents

•News Agencies

•Researchers

•Districts

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Digging Deeper• The Part B APR Indicators that result in the greatest

number of questions from the field tend to be:– Indicator 1: Graduation– Indicator 2: Dropout– Indicator 5: Educational Environments– Indicator 6: Preschool Educational Environments*– Indicator 11: Child Find– Indicator 12: Early Childhood Transition– Timely IEPs

• For each of the above indicators we will discuss:– Description of indicator– Data source for indicator– Unique circumstances related to indicator– Monitoring cycle and activities associated with indicator– Provide sources of additional information for indicator

*Indicator 6 data for 2012-2013 SY is being publicly reported for 1 st time in 2014

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