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Determinations and Data

Purpose of Presentation. To briefly review what SEB looks at in STARS and at what reporting periodsTo discuss how determinations are madeTo show state percentages on data and whether we met state targets. STARS. Reporting Periods. 40th day80th dayDecember 1120th dayEnd of Year. What does the Data Validation Process Consist of?.

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Determinations and Data

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    1. Determinations and Data Joanie Roybal & Cynthia Romero

    2. Purpose of Presentation To briefly review what SEB looks at in STARS and at what reporting periods To discuss how determinations are made To show state percentages on data and whether we met state targets

    3. STARS

    4. Reporting Periods 40th day 80th day December 1 120th day End of Year

    5. What does the Data Validation Process Consist of? District submits data into STARS Data goes through a PED sanity check EA assigned to district will initiate data validation EA runs the STARS reports If no errors, EA proceeds with data validation for reporting period SEB EA informs Special Ed Director of data errors Director/District STARS Coordinator resubmit corrected data Assigned SEB EA reviews resubmission of data SEB EA validates data for Budget Bureau review

    6. To Review Your Data To validate the Districts data, the EA runs the “Special Education Profile Report” In STARS under: Public Folders > eScholar Framework for Cognos - Verify > District/Location Reports > Special Education > SPED Profile Reports Make sure you have a STARS User ID and Password If there are discrepancies/errors, then you need to run the individual validation report for the details – See Sections A & B of the Special Education Profile Report With Charters * Errors within the Individual Reports are usually highlighted in RED – other areas to pay attention are those highlighted in blue

    8. Validation Report 1 Special Ed Status Verification IEP Verification Gender Verification ELL Verification SEG Membership Verification Primary by Ethnicity Verification Private School – Parentally Placed Educational Environment Verification

    9. EXCEPTION - Student Snapshot/Special Ed Snapshot/Program Facts Verification Report

    10. SEG Membership 2009-2010 Membership - District Detail Report - Charters Included

    11. SPP# 7 - Early Childhood Outcomes Measured by looking at students with IEPs compared to typically developing peers Entry data and Progress data are required STARS allows for entry assessment and progress assessment Common errors may include: Entry test date, progress test date, and type of instrument used Errors will be indicated in RED

    12. SPP #11 – Child Find – Percent of children determined eligible within 60 days 100% Compliance Indicator Percent of children with parental consent to evaluate, who were evaluated within 60 days Measures 60 days from parental consent to initial evaluation Common errors: Initial Date of Parental Consent, Initial Evaluation Date, Non Compliance Reason ….RED when errors are present Reviewed throughout all reporting periods, reported at EOY

    13. SPP# 12 – Part C to B Transition – Percent of children with IEP by 3rd Birthday 100% Compliance Indicator Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP/IFSP developed and implemented by their third birthday Errors (RED) – Eligibility determination Y or N, Initial placement, Eligibility determination Date, 90 day conference, Parental consent, IEP implementation, Non compliance code (if applicable)

    14. Combined Funding Reports – Related Services Funding Section Outlines all FTEs and their specific caseloads Informs you if your FTEs are over their caseloads And, whether the district need to submit a caseload waiver

    15. SPED – Pathways to Diploma Detail Report

    16. Remember Input and correct data in a timely manner The Software that you use (Power School, JMAC, etc.) – problems with software are to be reported to the vendor The data is the LEAs, SEB is not responsible for the LEAs data SEB is not able to make STARS corrections for the LEAs Work with your data person and EA to get the data in timely and correctly

    17. APR – IDEA Part B SPP Indicators Indicator #1 – Graduation (STARS) – 40th Day and EOY Data Reporting Periods Indicator #2 – Drop Out (STARS) – 40th Day from Year to Year Indicator #3 – Participation/Performance Assessment (STARS) – Prior Year Indicator #4A – Suspension/Expulsion (STARS) EOY Indicator #5 – LRE 6- 12 (STARS) 12/1 Data Reporting Period Indicator #6 – Preschool LRE (STARS) 12/1 Data Reporting Period Indicator #7 – Preschool Outcomes (STARS) - EOY Indicator #8 – Parent Involvement - Not in STARS Indicator #9 – Disproportionality (Race/Ethnicity)– Spec. Ed. (STARS) 12/1 Indicator #10 – Disproportionality (Race/Ethnicity by Disability) – (STARS) 12/1 Indicator #11 – Evaluation Timelines/Child Find 60 Day (STARS) - EOY Indicator #12 – Pre-school (EC) Transition (Part C to Part B) (STARS) - EOY Indicator #13 – High School Transition Post Secondary & IEP Goals (Not in STARS) EOY Indicator #14 – Post School Outcomes - Not in STARS - EOY Indicator #15 – Monitoring Complaints & Hearings - Not in STARS Indicator #16 – Written Complaints - Not in STARS (Table #7- Due in November 1st ) Indicator #17 – Due Process Hearings - Not in STARS (Table #7 Due in November 1st ) Indicator #18 – Resolution Sessions - Not in STARS (Table #7 Due in November 1st) Indicator #19 – Mediations (Not in STARS) Table #7 (Due in November 1st) Indicator #20 – Timely and Accurate Data - Not in STARS (All Reporting Periods)

    18. Federal Reports IDEA Part B Data Reports (OSEP) - Child Count (Table 1) – Reported February 1st from 12/1 - Personnel Form (Table 2) Reported on November 1st - Educational Environment – (Table 3) – Reported on February 1st from 12/1 - Exiting Students Data (Table 4) Reported on November 1st Comes from EOY Data - Disciplinary Removal (Table 5) Comes from EOY Data Reported on November 1st - Assessment Data (Table 6) – Reported February 1st - Dispute Resolution (Table 7) – Reported November 1st

    19. Determinations

    20. What Indicators are included in our Determinations? The Compliance Indicators: 9, 10, 11,12,13, 15, and 20 9 = Disproportionate representation in Special Education 10 = Disproportionate representation in specific disability categories 11 = 60 day timeline 12 = Part C to B transition 13 = Secondary Transition w/ IEP goals 15 = Monitoring, complaints, and hearings (correction of non compliance) 20 = Timely, Accurate, and Valid data submissions

    21. Does that mean the Performance Indicators aren’t important? No, they are still monitored through the Educational Plan for Student Success (EPSS) Monitored quarterly by SEB Missed performance indicators need to be included in the district EPSS

    22. Which years data are we looking at? We have always been looking at data that is one year old. We are getting onto the NCLB cycle and we are currently getting the 08-09 Determinations completed

    23. Level of Determination New Mexico PED/SEB has established criteria and consequences for school districts/charter schools in each level of determination.

    24. Determinations The New Mexico PED/SEB assigns annual special education determinations to all school districts in the State. Every school district will be in one of the following determinations.

    25. Authority (CFR 300.600-604) CFR 300.600(b) The primary focus of a State’s monitoring activities must be on improving educational results and functional outcomes for all children with disabilities; and ensuring that school districts/charters meet the program requirements under Part B, with particular emphasis on these requirements that are most closely related to improving educational results for children with disabilities.

    26. Authority CFR 300.600(d) The State must monitor the school districts/charter schools using quantifiable indicators in the following priorities. FAPE/LRE General Supervision Disproportionate Representation

    28. A Successful System of General Supervision includes the Following Mechanisms: As a result of the reauthorization, the components of a State’s system of General Supervision were revised and additional components were added Policies, Procedures, and the Effective Implementation Data Review Targeted Processes and Results, Technical Assistance and Professional Development Effective Dispute Resolution Integrated Monitoring Activities Improvement, Corrections, Incentives, and Sanctions Fiscal Management

    30. Phase One – SEB Desk Audit Review of Indicators in the State Performance Plan (SPP) – Rating Process for the Annual Determination Timely, valid, and reliable submission of the LEA’s and SSEP’s Program’s data as part of the State’s General Supervision system: Child Count (OSEP Table 1) Personnel (OSEP Table 2) Educational Environments (OSEP Table 3) Exiting (OSEP Table 4) Discipline (OSEP Table 5) Assessment (OSEP Table 6) Dispute Resolution (OSEP Table 7) Examination of IDEA audit findings as determined by the NMPED’s Inspector General Review of uncorrected noncompliance from other sources Alternative and Formal Dispute Resolution Significant Disproportionality Any other information as determined by the State

    31. Criteria for LEAs assigned the Determination of Meets Requirements: Meets all SPP Compliance Targets (9,10,11,12,13,15, and 20) with at least Substantial Compliance of 95% or higher Have no uncorrected non-compliance findings on indicators Have no annual audit findings Have followed and implemented all Due Process Hearing Officer’s orders in a timely manner Implemented and completed all Corrective Action Plans (CAPS) Have submitted timely, accurate, and valid data

    33. Annual Determination: Needs Assistance (Year 1 +) Have no uncorrected non-compliance findings on Indicators The LEA does not demonstrate Substantial Compliance of 95% or above on one or more of the Compliance Indicators The LEA demonstrates at least Substantial Compliance of 95% or above on corrected non-compliance Significant issues have been identified in at least one of the following: Special Education audit findings LEA did not submit timely and reliable data in one or more of the required data collections – IEP membership, parental consent, initial evaluations, drop out, educational environments, data pertaining to State Rules, dispute resolution, discipline, and fiscal information An LEA with uncorrected non-compliance (less than 95% or above) beyond one year automatically proceeds to NI

    34. Annual Determination: Needs Assistance (Year 2 +) If the State determines, for two or more consecutive years, that the LEA Needs Assistance, the State shall take one or more of the following enforcement actions, consistent with section 616(e)(1): Advise the LEA of available sources of technical assistance Direct the use of State-level funds Identify the LEA as a high-risk grantee and impose special conditions on the LEA’s annual Sub-grant The LEA not meeting compliance (of at least 95% or better) as soon as possible but in no case later than one year on the Compliance Indicators will automatically proceed to Needs Intervention or Needs Substantial Intervention.

    36. Annual Determination: Needs Intervention (Year 1 +) Does not meet one or more of the SPP Compliance Targets (9,10,11,12,13,15 and 20) with at least Substantial Compliance of 95% or better The LEA does not demonstrate that it corrected its non-compliance, and has not had significant progress of at least 95% or above, in correcting the non-compliance In accordance with 34 CFR § 300.603(b)(2) a LEA that is determined to Need Intervention, and does not agree with this determination, may request an opportunity to meet with the Assistant Secretary of Instructional Support and Vocational Education to demonstrate why the department should change its determination

    37. Needs Intervention Year 1+ Significant issues may have been identified in at least one of the following: Special Education audit findings LEA did not submit timely and reliable data in one or more of the required data collections – IEP membership, parental consent, initial evaluations, drop out, educational environments, data pertaining to State Rules, dispute resolution, discipline, and fiscal Corrective Action Plan (CAP) not followed Hearing Officer’s decisions not followed within time frame Uncorrected non-compliance on Indicators

    38. Needs Intervention 3+ The State may take any of the actions described under needs assistance and shall take one or more of the following enforcement actions, consistent with section 616 (e)(2) of the Act: Require the LEA to prepare a Corrective Action Plan or improvement plan, if the State determines that the LEA should be able to correct the problem within one year Require the LEA to enter into a compliance agreement under section 457 of the General Education Provisions Act (GEPA), as amended, if the State has reason to believe that the LEA cannot correct the problem within one year Withhold a percentage, not less than 20 percent and not more than 50 percent, of the LEA’s funds under Section 611 (e) of the Act, for each year of the determination until the LEA has addressed the areas in which were in needs intervention Seek to recover funds under section 452 of GEPA Withhold any further payments to the LEA under Part B of the Act Refer the matter for appropriate enforcement action, which may include referral to the Department of Justice

    39. Indicators

    40. SPP #1 – Graduation - Percent of youth with IEPs graduating with regular diploma

    41. SPP #2 – Dropout – Percent of youth with IEPs dropping out

    42. SPP #3 – Statewide Assessment - Participation and Performance

    43. SPP #4(A) – Suspension/Expulsion

    44. SPP #5 – Lease Restrictive Placement (LRE) Percent of age 6 – 21 children removed from regular class, served in public/private separate school, residential, homebound, hospital

    45. SPP #6 Preschool Settings – Percent of preschool children with IEPs in settings with typically developing Establishing new baseline & targets using 2009-2010 data

    46. SPP #7 Preschool Skills – Percent of preschool children with improved positive social-emotional skills/acquisition and use of knowledge and skills; use of appropriate behaviors EAs currently verifying for accuracy and errors - errors are in RED Progress data reported to OSEP Will be reported in 2008-2009 APR

    47. SPP #8 – Percent of parents with child receiving SPED services who report schools facilitated parent involvement

    48. SPP #9 – Disproportionate Representation - Percent of districts with disproportionality due to inappropriate ID

    49. SPP #10 – Disproportionate Representation in Specific Disability Categories – Percent of districts with racial and ethnic disproportionality in specific disability categories as a result of inappropriate ID

    50. SPP #11 – Percent of students who were evaluated and eligibility determined within 60 days of parent consent

    51. SPP #12 – Part C to B Transition – Percent of children with IEP by 3rd birthday

    52. SPP #13 – Secondary Transition with IEP Goals Percent of youth age 16+ with IEP with measurable, annual IEP goals and transition services

    53. SPP #14 – Secondary Transition/Post-School Outcomes – Competitive Employment, Enrolled in School – Percent of youth who had IEPs; are no longer in secondary school; and who have been employed, enrolled in postsecondary school, or both, within one year of leaving high school

    54. SPP # 15 - 19 SPP #15 – Monitoring Complaints & Hearings - NM SPP #16 – Written Complaints – MET SPP #17 – Due Process Hearings - MET SPP #18 - Hearing Requests that went to Resolution Sessions Had less than 10 could not set target SPP #19 – Mediations - MET

    55. SPP #20 – Timely and accurate data reporting to OSEP (Rubric)

    56. Questions: Other questions can be sent to your district’s EA, or call (505) 827-1423 to speak to your EA

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