Office of Special Education (OSE)

It's Not the Same Data AnymoreAugust 2012

Fran LooseSupervisor, Performance ReportingMichigan Department of Education (MDE), OSEloosef@michigan.gov (517) 241-4414

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Our Agenda

1. Backdrop Resources

2. 2012-2013 MSDS data collection/reporting changes

3. How to support accurate MSDS data collection/analysis

4. SPP data available on the Wayne State University/Center for Urban Studies website

5. Emerging special education elements in the MI-School Data Portal

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What Does Michigan Collect/Report and Why?

IDEA-Required State Performance Plan Indicators

1– Graduation2– Dropout3– Statewide Assessment4A–Suspension/Expulsion4B- Susp/Exp by Race/Ethnicity5– Educational Environments6– Preschool Ed. Environments7– Preschool Outcomes8– Facilitated Parent Involvement9– Disproportionate Rep. –Child with a Disability

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SPP Compliance Indicators

1– Graduation2– Dropout3– Statewide Assessment4A–Suspension/Expulsion4B- Susp/Exp by Race/Ethnicity5– Educational Environments6– Preschool Ed. Environments7– Preschool Outcomes8– Facilitated Parent Involvement9– Disproportionate Rep. –Child with a Disability

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What Does Michigan Collect/Report and Why?

SPP Results Indicators

1– Graduation2– Dropout3– Statewide Assessment4A–Suspension/Expulsion4B- Susp/Exp by race/ethnicity5– Educational Environments6– Preschool Ed. Environments7– Preschool Outcomes8– Facilitated Parent Involvement9– Disproportionate Rep. –Child with a Disability

10- Disproportionate Rep. – Eligibility Category

11- Child Find12- Early Childhood Transition13- Secondary Transition14- Postsecondary Transition15- Compliance Findings16- State Complaints17- Hearings Adjudicated18- Resolution Session Agreements19- Mediation Agreements20- Timely and Accurate Data

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What Does Michigan Collect/Report and Why?

NEW: OSEP SPP Data Changes Affect How We Use MSDS Data

• Dropout–If new calculation methodology implemented, 2009- 2010 dropout rate changes from 6.1% to 25.9%.

• State Assessment

– AYP adjustment  (2011-2012 data), district = 1 large school, no more separate elementary, middle, HS analysis

– (3C) Proficiency-- students who have not been enrolled in a building/LEA for a full academic year (FAY) will now be counted.

• Disproportionate Representation--Under-representation gone

• State Complaints & Hearings Adjudicated gone. Associated data will be submitted via EDFacts. District accountability continues for timely correction of non-compliance. Uncorrected noncompliance reported in Indicator 15.

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IDEA-Required EDFacts Tables

1– Child Count2– Personnel3- Educational Environments4– Exit5– Suspension/Expulsion6– Statewide Assessment7– Due Process8– Maintenance of Effort & Coordinated Early Intervening Services

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What Does Michigan Collect/Report and Why?

Michigan’s determination from the OSEP—In 2012 Michigan received a “needs assistance”, determination level 2 rating for Part B of IDEA 2004.

Elements in LEA Determinations from the OSE--June 2012

● Performance on each SPP compliance indicator (4B, 9, 10, 11, 12, 13, 15)

● Timely, valid, and reliable data submitted by LEAso Timely MSDS, CIMS, and 4096 submissionso Consistent collection to collection data on students,

or correctly exit students● Timely IEPs● Uncorrected noncompliance from other sources● Audit findings8

What Does Michigan Collect/Report and Why?

OSE Data Contacts

Performance Reporting Staff

Contact Data Responsibility for

SPP Indicators / EDFacts Tables

Determinations

Oren Christmas 517-335-0394

christmaso@mi.gov

All SPP Indicators All SPP Indicators

Jayme Kraus 517-373-0346

krausj1@mi.gov

Indicators: 6, 7, 11, 12, 13 SPP Indicators: 11, 12, 13

John Robertson 517-335-0454

robertsonj@mi.gov

Indicators: 1, 2, 5,

Tables: Child Count, Ed. Environment, Discipline, Exit, Personnel,

Valid, Reliable Data

Timely IEPs

Julie Treviño 517-241-0497

trevinoj1@mi.gov

All SPP Indicators All SPP Indicators

Darren Warner 517-241-0786

warnerd@mi.gov

Indicators: 3, 15, 16, 17, 18, 19, 20 Tables: Due Process, Maintenance of Effort/Coordinated Early Intervening Services

SPP Indicator 15

Timely Data

Debbie Young 517-241-1448

youngd16@mi.gov

Indicators: 4, 8, 9, 10, 14 SPP Indicators: 4B, 9, 10, 14

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• OSE Program Accountability Unit

• OSE Continuous Improvement and Compliance Team – CIMS workbooks 3/year www.cenmi.org/cims

• OSE Data Advisory Committee

• Bureau of Assessment and Accountability

• Center for Educational Performance and Information (CEPI) www.michigan.gov/cepi

• Office of Great Start

• Interagency Information Systems (MI-CIS)

• Public Sector Consultants

• Wayne State University, Center for Urban Studies www.cus.waye.edu/ecd

State Data Partners

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• National:o Data Accountability Center, Westat

www.ideadata.org o Education Information Management Advisory

Consortium (EIMAC)

National Data Partners

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• Educational Entity Master (EEM)—updated special education contact, grade levels and center programs

• Registry of Educational Personnel (REP) —personnel

• Michigan Student Data System (MSDS)—reports and new 2012-2013 aspects

• MI School Data Portal—new special education demographics and APR Public Reporting

CEPI Customer Support

517-335-0505 / CEPI@michigan.gov12

CEPI Resources/Contacts

Data Accountability Center

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www.IDEAdata.org

• Left Tab: State Data

• Center Tab: Data TA Resources

• Right Tab: Data Collections Forms

Part 2

2012-2013 MSDS data collection/reporting changes

…

And a few other quick facts

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Bridge from Early On® (Part C)

The collection of Early On data has moved from MI-CIS to MSDS for 2012-2013

•The Early On component collects data relative to children under the age of three (3) who receive services which may or may not include special education

•NOTE: Children receiving special education services must be reported in the Special Education Component in addition to the Early On Component.

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Initial IEP Component Updates

•Only report children at least 2½ years of age

•New Characteristic: Part C Transition Timeliness

– For children referred by Part C prior to age 3 and who have been receiving special education services

•NOTE: Children 2-1/2 to 3 years of age transitioning from Part C must have their initial IEP both--

– within 30 school days of receiving parental consent or within agreed-upon written extension AND

– by their 3rd birthday16

Educational Environments for Children Three Through Five (3-5)

•Time spent with typically developing peers reported by o 10 hours or more per weeko Less than 10 hours per week

•AND whether the majority of special education service occurs in regular early childhood setting or a separate special education classroom or building

•A quick guide, instructions and attached tools are available at: www.michigan.gov/ecse

New Educational Environments in 2011

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Educational Environments for Children Three Through Five (3-5)

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MSDS and EDFactsCode Description

22 Early Childhood Special Education Program/Class

23 Home (ages 3-5)

25 Residential Facility

26 Separate School

27 Service Provider Location

46 Regular EC program at least 10 hrs/wk, majority of SE hrs. in EC program (A1)

47 Regular EC program at least 10 hrs/wk, majority of SE hrs. in other location (A2)

48 Regular EC program less than 10 hrs/wk, majority of SE hrs. in EC program (B1)

49 Regular EC program less than 10 hrs/wk, majority of SE hrs. in other location (B2)

Part B State Annual Performance Report-Indicator 6

Measurement A# of children aged 3 through 5 with IEPs

attending a regular early childhood program and receiving the majority of

special education and related services in the regular early childhood program

(Codes 46 & 48)

Measurement B# of children aged 3 through 5 with IEPs attending a separate special education

class, separate school or residential facility

(Codes 22, 25 & 26)

Educational Environments for Children Three Through Five (3-5)

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6A. # of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education

and related services in the regular early childhood program (5,743)

Total # of children aged 3 through 5 with IEPs (21,086)

x 100 = 27.2%

6B. # of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential

facility (9,325)

Total # of children aged 3 through 5 with IEPs (21,086)

x 100 = 44.2%

Calculated using EDFacts Tables submitted to USED/OSEP February 2012

Preliminary Indicator 6 ResultsSpecial Education Child Count 2011

Educational Environments for Children Three Through Five (3-5) EDFacts-Table

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Grade 14: Special Education Transition

Grade 14 may only be reported if all of the following conditions are met:

1.The student with an IEP is attending a transition program, or is moving from a standard K-12 environment to a transition program.

2.The student with an IEP is 18 years of age or older as of September 1 of the current school year.

3.The student completed or will be completing a high school state assessment in the current school year.

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In Lieu of Grade 14

If the student with an IEP is

•in a graded classroom for either special or general education, report that grade. This includes shared time students who attend graded classrooms in other districts.

•only educated in an ungraded setting, report the most appropriate grade based on the student’s age as of December 1 of the current school year. The following is a guideline for districts to follow when assigning a grade based on the student’s age.

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Ungraded Classrooms

Assign to a Grade by Age as of December 1

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Age Grade CodeUnder 5 Early Childhood 305 or 6 years old K 007 years old 1 018 2 029 3 0310 4 0411 5 05… … …18 12 12

New CEPI Downloadable SE File

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ISD DCODE DNAME StudwoIEP

StudwIEP

SpEd% CI EI HI VI PI SLI ECDD SLD SXI ASD TBI DB OHI AI AA AS

11 11010 Benton Harbor Area Schools 2664 442 14.2% 126 38 <5 <5 <5 75 52 128 <5 6 <5 <5 13 <5 406 <5

15 15050 Charlevoix Public Schools 1034 125 10.8% 6 13 <5 <5 <5 29 <5 53 <5 5 <5 <5 17 12 <5 <5

33 33010 East Lansing School District 3349 316 8.6% 33 13 9 <5 <5 109 10 68 <5 31 <5 <5 36 <5 72 16

29 37010 Mt. Pleasant City School District 3409 625 15.5% 63 18 9 <5 <5 209 <5 215 8 34 <5 <5 56 94 28 9

28 45020 Leland Public School District 567 40 6.6% <5 <5 <5 <5 <5 8 <5 16 <5 5 <5 <5 <5 <5 <5 <5

82 82010 Detroit City School District 58461 11957 17.0% 2341 502 245 56 153 1624 359 4777 310 806 39 <5 745 31 10834 53

82 82702 University Preparatory Academy (PSAD) 1586 142 8.2% 6 <5 <5 <5 <5 43 <5 70 <5 5 <5 <5 13 <5 138 <5

HS WH HW MR LEP Migrant FRL Bto3 PreK KG 01 02 03 04 05 06 07 08 09 10 11 12 14* F M Home (0-3)

Other

11 22 <5 <5 <5 <5 412 6 10 29 46 39 34 41 31 38 46 23 33 30 22 14 <5 127 315 <5 <5

<5 101 <5 5 <5 <5 87 <5 <5 13 6 5 9 8 11 14 15 10 10 7 9 8 <5 41 84 <5 <5

27 182 <5 17 11 <5 144 16 15 22 17 27 23 19 23 24 18 20 25 22 17 22 6 105 211 <5 <5

33 444 <5 17 <5 <5 363 <5 <5 52 35 63 42 47 54 34 42 38 48 58 51 22 39 220 405 <5 <5

7 31 <5 <5 <5 <5 20 <5 <5 <5 <5 <5 <5 <5 6 <5 <5 <5 <5 6 <5 <5 <5 16 24 <5 <5

692 343 <5 <5 683 <5 9900 394 172 319 546 656 750 875 917 985 936 965 1122 1025 905 895 495 3948 8009 246 <5

<5 <5 <5 <5 <5 <5 114 <5 <5 5 6 12 14 13 10 19 13 11 10 15 8 6 <5 41 101 <5 <5

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Downloadable Data File Layout

Michigan Student Data System (MSDS)

Special Education - Oct 5 Count,

Public Data

*2011-2012 School Year

Column Name Description

ISD

ISD Code

DCODE

District Code

DNAME District Official Name StudwoIEP Number of students without an IEP StudwIEP Number of students with an IEP SpEd% Percentage of students with an IEP in the District

CI

Number of students with Cognitive Impairment

EI

Number of students with Emotional Impairment

…

… OHI

Number of students with Other Health Impairment

AI

Number of American Indian students …

…

MR

Number of Multi-Racial students LEP

Number of students who are limited English proficient

Migrant Number of students who are migrant FRL

Number of students who receive free and/or reduced lunch

Bto3

Number of students birth to 3 years old Pre-K Number of pre-kindergarten students KG

Number of students in kindergarten

…

… 14*

Number of students in Grade 14 as submitted by the Districts

F

Number of Female students M

Number of Male students

Home (0-3) Number of students at Home (ages birth - 3)

http://www.michigan.gov/cepi/0,4546,7-113-

21423_30451_37305---,00.html

Data and Reports

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Part 3

How to support accurate MSDS data collection/analysis

…

And a few other quick facts

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MSDS—So, How Do I Get Access?

• Work with your local MSDS super-user who can assist with authorizations.

• Consider requesting viewer rights.

• And then, how do I learn to use it?

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MSDS--So, How Do I Use It?

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• Start with CEPI Applications

• Then Michigan Student Data System

• Go to MSDS

• Authorized User Login

• Login and click on your subscription to the Michigan Student Data System

Step 1: Go to http://www.michigan.gov/cepi

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• Start with Certified Data Reports

• Then, Certified Reports

• Enter your Submitting Entity, Collection, Report, Format, then View Report

Step 2: Once in the MSDS

MSDS--So, How Do I Use It?

New MSDS District Special Education Report

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Sample Public School District (11111)

Sample High School (00000)

Grade 09

UICFirst

NameLast

Name

Local Student

ID IEP DatePrimary

Disability

Primary Program

Code

Primary Service Code

Primary Ed

Setting

Placed By Other District

Section 52 FTE

Section 53 FTE

Is Initial IEP

123456789 aaaaaa bbbbb 9876543 2011-09-12 20 194 12 false 0.46 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-05-12 13 194 11 false 0.15 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-04-28 13 194 310 12 false 0.46 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-04-14 13 194 290 13 false 0.31 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-10-17 05 110 290 13 false 1.00 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-03-09 06 194 310 13 false No

123456789 aaaaaa bbbbb 9876543 2009-12-11 05 194 11 false 0.32 0.00 No

123456789 aaaaaa bbbbb 9876543 2010-10-22 13 194 310 12 false 0.47 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-11-15 13 194 310 12 false 0.31 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-10-26 13 194 310 12 false 0.16 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-01-27 13 194 11 false 0.31 0.00 No

123456789 aaaaaa bbbbb 9876543 2011-04-19 06 194 310 11 false No

123456789 aaaaaa bbbbb 9876543 2011-04-25 13 194 310 12 false No

123456789 aaaaaa bbbbb 9876543 2011-02-09 13 194 12 false 0.30 0.00 No

Summary for Grade : 09Total Records: 14

MSDS Data Quality Checks

Discipline

●Some districts under-reported or mis-reported data

o Amended during verification

●Incidents must be reported consecutivelyo Counting by student will lead to

inaccuracies in reporting

>250,000 lost days of instruction for

2010-2011 school year

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Note: new version has separate tab

per bldg.

Office of Special Education36

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Office of Special Education37

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MSDS Discipline Report

Data vary from what you see in CIMS Strand Report, APR Public Reporting, and determinations because

•MSDS shows all discipline vs. only out-of-school suspensions/expulsions >10 days

•MSDS views the data as submitted for any one given collection

•CIMS, Public Reporting, and determinations data = a composite of the Fall, Spring, and EOY collections.

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Initial IEPs●Some districts over-reported

o Some students reported did not have initial IEPs during 2011-2012

●Some districts under-reported

o Must include “Evaluated and found Not Eligible”, including preschoolers

●Some districts did not also include the Special Education component—required if found eligible

MSDS Data Quality Checks

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MSDS Initial IEP Report

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MSDS Initial IEP Report

MSDS Initial IEP Report data may vary from what you see in CIMS Strand Report, APR Public Reporting, and determinations.

This is okay, as they are not intended to match.•MSDS Initial IEP report = a tool designed to allow districts the ability to view the data they submitted for any one given collection

•CIMS, Public Reporting, and determinations data = a composite of the Fall, Spring, and EOY collections.

•Additional business rules are then applied to the data to we meet OSEP reporting requirements

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Examples of OSE Business Rules

For Part B Child Find (Indicator 11):Filters are used

• to limit records to the current school year for Date Of Parental Consent

• to limit records for Age As of Count Date to 2 years, 6 months -21 years of age

• To limit district accountability for Timeliness of Initial IEP for certain situations (e.g., where parents did not make child available, student died, parent withdrew consent, and student moved)

•De-duplication completed when multiple records exist for any one student

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Special Education Component

•Complete this component for every child 2½ or older who receives special education programs or services

•Include children who do not generate a special education FTE--e.g., speech/language service 60 minutes/week

•Do not use Primary Educational Setting code (02) Special Education School Building when a child attends a center program in a general education building.

MSDS Data Quality Checks

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Other Completer or Dropout??

•If the district offers a certification of completion,o those receiving certificate of completion count as “other

completers”. o those who don’t meet the local criteria count as

“dropouts”.

•If the district doesn’t offer certification of completion, o they count as “dropouts”.

Students With IEPs Ages 14-21 Exiting School Without a Regular High School Diploma

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Annual Performance Report Graduation Rate —Sample Calculation (a cohort calculation)

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Annual Performance Report Dropout Rate —Sample Calculation (an event calculation)

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2010-2011 BASIS OF EXIT

AGE (ALL DISABILITY CATEGORIES)

14 15 16 17 18 19 20 2114-21 TOTAL

(A) TRANSFERRED TO REGULAR EDUCATION

5 11 12 6 1 2 0 0 38

(B) GRADUATED WITH REGULAR HIGH SCHOOL DIPLOMA

0 2 14 4,054 3,531 583 85 36 8,305

(C) RECEIVED A CERTIFICATE 1 0 0 179 328 108 41 25 682

(D) REACHED MAXIMUM AGE

(E) DIED 7 8 10 7 5 2 3 3 45

(F) MOVED, KNOWN TO BE CONTINUING 1,563 1,730 1,860 1,505 842 279 94 69 7,942

(G) DROPPED OUT184 284 578 895 732 350 93 55 3,171

(H) TOTAL (OF ROWS A-G): 1,760 2,035 2,475 6,646 5,439 1,324 316 188 20,183

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A reminder from CEPI: 2010-2011 MSDS Reports

For continued access to your district’s 2010-2011 student-level reports, save them by August 30. e.g.

•Discipline Incident and Consequence report

•District special education report

•Early childhood special education assessment report

•Initial IEP report

•Primary disability count

•Student count by primary educational setting 48

Timely and Reliable Data

Do you have an Electronic IEP program that feeds into your Student Information System?

●If you answered yes, please remember to update your Electronic IEP program with complete and current data in time to make sure that the following transfers result in accurate data being reflected in the MSDS:

o Electronic IEP SIS

o SIS MSDS

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Part 4

SPP data available on the Wayne State

University/Center for Urban Studies website

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www.cus.wayne.edu/ecd

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Part 5

Emerging special education elements in the MI School

Data Portal

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Home Page Mock-up

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Provide data immediately when user arrives to the

portal.

As in existing dashboard, links take user to specific reports where

locations can be set and report options can be adjusted.

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Waiting for input from Paul/Steve

Social media integration.

Integrate report settings into display.

Integrate navigation/report type into display.

Use frame to control text vertically. Try to

move data graph higher onto page.

Provide additional summary

information.

Update data chart .

Best Practices

Dashboard

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Location Set and Sort Order

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Data Page Mock-up

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MI School Data Portal--What’s Coming?

• September 2012: User acceptance testing of special education demographic data inquiries (customized data portraits) using 2011 data

• January 2013: Special education demographic data inquiries using 2012 data

• June 2013: APR Public Reports

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What’s new with Public Reports?

• Limited narrative, more information available, one click away

• Graphics like those used throughout the MI School Data Portal

• New comparisons in the future: to all students, to previous years

• Core elements from Special Education Facts incorporated on to webpage, a click away, with hot links to other resources

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• Districts now have more tools to access their own data and generate reports for analysis.

• Shared Educational Entities (SEEs & S2E2s1) affect reporting of AYP data

• Grade 14 modifications statewide consistency

• New rules and data reporting impact birth-3 data

• MI-CIS will be decommissioned 9/30/12—Save any Data Portraits you want prior to then.

1Specialized shared educational entities

Short Term Forecast

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Long Term Data Forecast

● USED Grants to Improve Assessments for Students with Disabilities o Aligned to the common set of college- and

career-ready standards o Michigan in Smarter Balanced consortiumo Assess knowledge of mathematics and English

language arts in grades 3-8, and one grade in high school

o New generation of alternate assessments for students with the most significant cognitive disabilities-- Dynamic Learning Maps Alternate Assessment System Consortium led by the University of Kansas.

● ESEA then IDEA reauthorization

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