Special Education Federal Reporting Requirements Where does all that data come from? Presented by Jody A. Fields, PhD Director, IDEA Data & Research Center for Applied Studies in Education, UA Little Rock 501-683-7219 jafields@ualr.eu
Federal Reporting Requirements in IDEA Section 618: Section 618 of the Individuals with Disabilities Education Act (IDEA) requires that each state submit data about the infants and toddlers, birth through age 2, who receive early intervention services under Part C of IDEA and children with disabilities, ages 3 through 21, who receive special education and related services under Part B of IDEA. Section 616 (b): Section 616(b) of the Individuals with Disabilities Education Act (IDEA) requires that each state submit a State Performance Plan with rigorous targets and submit an Annual Performance Report based on the targets
IDEA Section 618 Federal Reporting Requirements School Age Child Count and Educational Environment: First Wednesday in April Early Childhood Child Count Educational Environment: First Wednesday in April School Age MOE/CEIS: First Wednesday in May School Age Exits: First Wednesday in November School Age and Early Childhood Special Education Personnel: First Wednesday in November School Age and Early Childhood Special Education Discipline: First Wednesday in November Dispute Resolution: First Wednesday in November Statewide Assessment: Mid-December
School Age Child Count and Environments Data Sources: SIS Cycle 4 submission period December 1-15 Source Data: eschool, MySped Resource (non-eschool State Agencies) Data is based on special education module s entry date. Student must be active on December 1 Submitted at the State, District, and School Building level Race Gender Age (on December 1) Disability Category Educational Environment LEP Status Federal submission deadline: First Wednesday in April
Early Childhood Child Count and Environments Data Sources: SIS Cycle 4 submission period December 1-15 Source Data: eschool, MySped Resource (DDS Application) Data is based on special education module s entry date. Student must be active on December 1 Submitted at the State and District level Race Gender Age (on December 1) Disability Category Educational Environment LEP Status Federal submission deadline: First Wednesday in April
School Age Maintenance of Effort/Coordinated Early Intervening Services Data Source: SIS Cycle 7 submission period June 1-15. Early Intervening Services Module in eschool Federal submission deadline: First Wednesday in May
School Age Maintenance of Effort/Coordinated Early Intervening Services This report is submitted at the District level and includes the following State allocation for each district for the past two years includes a breakdown between 611 (school age) and 619 (early childhood) funds Annual Performance Report Determinations and year of data used District flags for a reduction of state and/or local funds occurred District flags for mandated CEIS and Voluntary CEIS Area of Disproportionality (Identification, Disability, Educational Placement, and/or Discipline) if mandated district District budgeted amount for CEIS Mandated must equal 15% of allocation Voluntary up to 15% of allocation Number of students served under CEIS (mandated and voluntary) Number of students served during the last 3 years who were placed into Special Education
School Age Exits Data Sources: SIS Cycle 7 submission period June 1-15. School age module in eschool and MySped Resource for non-eschool state agencies Federal submission deadline: First Wednesday in November
School Age Exits Data is reported at the state and district level Data set includes Basis of Exit Disability Category Age (based on December 1) Race/ethnic group Gender LEP Status (Y/N)
Data Sources: School Age & Early Childhood Personnel SIS Cycle 4 submission period December 1-15. Special Education Employee module in eschool and MySped Resource for non-eschool state agencies and DDS Centers Federal submission deadline: First Wednesday in November. Three files are submitted at the state and district levels Teachers: fully certified/not fully certified by EC and SA Paraprofessionals: fully certified/not fully certified by EC and SA Related Service Providers: fully certified/not fully certified by EC and SA
School Age and Early Childhood Discipline Data Sources: SIS Cycle 7 submission period June 1-15. eschool Discipline module and MySped Resource for non-eschool state agencies and DDS Centers Federal submission deadline: First Wednesday in November. Five files are submitted at the state and district level Removal to Interim Alternative Educational Setting Suspension/Expulsion (ISS and OSS, > 10 days, 10 days or less) Reasons for Unilateral Removals (guns, drugs, etc) Disciplinary Removals Total Disciplinary Removals
Statewide Assessment Data Source: Post-appeal cleaned data for the Office of Innovation in Education at UA- Fayetteville Contractor for ADE to handle assessment data from start through appeals and accountability APSIRE, MSAA, Science Portfolio (Questar) Federal submission deadline: Mid-December for the CSPR Part I Six files are submitted at the state, district and school level for Math, ELA, and Science, respectfully. Each subject has a participation and performance file.
Section 616: SPP/APR Sec. 616(b)(1)(A) each State shall have in place a performance plan that evaluates that State's efforts to implement the requirements and purposes of this part and describes how the State will improve such implementation. Sec.616(b)(2) (A) As a part of the State performance plan described under paragraph (1), each State shall establish measurable and rigorous targets for the indicators established under the priority areas described in subsection (a)(3). (B) Data collection.-- (i) In general.--each State shall collect valid and reliable information as needed to report annually to the Secretary on the priority areas described in subsection (a)(3). (C) Public reporting and privacy.-- (i) In general.--the State shall use the targets established in the plan and priority areas described in subsection (a)(3) to analyze the performance of each local educational agency in the State in implementing this part. (ii) Report.-- (I) Public report.--the State shall report annually to the public on the performance of each local educational agency located in the State on the targets in the State's performance plan. The State shall make the State's performance plan available through public means, including by posting on the website of the State educational agency, distribution to the media, and distribution through public agencies. (II) State performance report.-- The State shall report annually to the Secretary on the performance of the State under the State's performance plan.
How is the APR Reported? GRADS360 is the USDE website for reporting the APR and provided public access to the final APR documents for every state. https://osep.grads360.org/#program
Indicator 1: Graduation and Indicator 2: Dropout - Results Indicator 1: Graduation percent of youth with IEPs graduating from high school with a regular high school diploma Data Source: Four-year adjusted graduation cohort Special education students are identified in their 9 th grade year Data is prepopulated into GRADS360 from EDFacts file Indicator 2: Drop Out Percent of youth with IEPs dropping out of high school Data Source: Common Core of Data. Subset of the CCD drop out data file for grades 7-12 Data is calculated based on October 1 through September 30. Cycle 3 Drop out data is compared to the previous years October 1 count and verified against the current October 1 data to determine if a student is actually a drop out. If the student was flagged as special education on the previous October 1 and dropped out, they would be flagged as a special education dropout. Data is manually entered in GRADS360 from a Research and Technology data set.
Indicator 3: Assessment - Results Participation and performance of children with IEPs on statewide assessments: Indicator 3A -- Reserved Participation rate for children with IEPs. Proficiency rate for children with IEPs against grade level and alternate academic achievement standards. Data Source: EDFacts file submitted by ADE Research & Technology Data is preloaded into GRADS360 System for the APR after it was submitted via the EDFacts System
Indicator 4: Discipline Results and Compliance Rates of Suspension and Expulsion: A. Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and B. Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions Data Source: Cycle 7 Discipline data; Research& Technology; and IDEA Data & Research
Indicator 4A: Discipline - Results and Compliance A. Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs The rates of suspensions and expulsions for children with IEPs to nondisabled children within the LEAs. If the special education rate of children having greater than 10 days of OSS/expulsion in a school year is more than 1.36 percentage points than the rate of non-disabled children a district is identified Districts not meeting the target must complete a self-assessment of policies, procedures, and practices related to discipline
Indicator 4B: Discipline - Compliance B. Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. If special education rate is more than 4 percentage points higher than the general education rate, a district is identified as having a significant discrepancy and must complete a self-assessment of policies, procedures, and practices related to discipline
Indicator 5: School Age LRE - Results Percent of children with IEPs aged 6 through 21 served: A. Inside the regular class 80% or more of the day; B. Inside the regular class less than 40% of the day; and C. In separate schools, residential facilities, or homebound/hospital placements. Data Source: December 1 Child Count. EDFacts file submitted in April Preloaded to GRADS360 from EDFacts file Does not look at Inside the regular classroom 40-79%; Correctional facilities, parentally placed in a private school
Indicator 6: Early Childhood LRE - Results Percent of children with IEPs aged 3 through 5 attending a: A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and B. Separate special education class, separate school or residential facility Data Source: December 1 Child Count. EDFacts file submitted in April Preloaded to GRADS360 from EDFacts file Does not look at children served in categories B1, B2, itinerant, or home
Indicator 7: Early Childhood Outcomes - Results Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: A. Positive social-emotional skills (including social relationships); B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and C. Use of appropriate behaviors to meet their needs. Summary Statements for Each of the Three Outcomes: Summary Statement 1: Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.
Indicator 7: Early Childhood Outcomes - Results Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved: A. Positive social-emotional skills (including social relationships); B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and C. Use of appropriate behaviors to meet their needs. Data Source: Cycle 7 EC Outcomes; calculations completed by IDEA Data & Research Manually entered into GRADS360
Indicator 8: Family Involvement - Results Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. Data Source: Family Surveys submitted online or scan forms Rate is based on how the surveys are answered not how many were returned Representativeness is also calculated at the state level. Does the number of surveys returned representative of the child count? Race and Disability
Indicator 9: Disproportionality Identification - Compliance Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification Source Data: Child Count and October 1 enrollment by race Calculation is a risk ratio Any risk ratio greater than 4 is flagged for disproportionate representation and must complete a self-assessment of policies, procedures, and practices related to identification. Self-assessments are reviewed by the Special Education Unit and if any item is found to be inappropriate a district is identified as having disproportionate representation and must take action
Indicator 10: Disproportionality Disability Category - Compliance Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. Source Data: Child Count and October 1 enrollment by race Six disability categories are required to be examined: ID, ED, OHI, SLD, SI, AU Calculation is a risk ratio Any risk ratio greater than 4 is flagged for disproportionate representation and must complete a self-assessment of policies, procedures, and practices related to identification. Self-assessments are reviewed by the Special Education Unit and if any item is found to be inappropriate a district is identified as having disproportionate representation and must take action.
Indicator 11: Child Find - Compliance Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe. Measurement: # of children for whom parental consent to evaluate was received. # of children whose evaluations were completed within 60 days (or Stateestablished timeline). Data Source: Cycle 7 Referral Tracking SIS Submission and MySped Resource for non-eschool agencies Calculations completed by IDEA Data & Research Manually entered into GRADS360
Indicator 12: Early Childhood Transition - Compliance 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 birthdays. a. # of children who have been served in Part C and referred to Part B for Part B eligibility determination. b. # of those referred determined to be NOT eligible and whose eligibility was determined prior to their third birthdays. c. # of those found eligible who have an IEP developed and implemented by their third birthdays. d. # of children for whom parent refusal to provide consent caused delays in evaluation or initial services or to whom exceptions under 34 CFR 300.301(d) applied. e. # of children determined to be eligible for early intervention services under Part C less than 90 days before their third birthdays. f. # of children whose parents chose to continue early intervention services beyond the child s third birthday through a State s policy under 34 CFR 303.211 or a similar State option. Data Source: Cycle 7 Referral Tracking SIS Submission and MySped Resource for non-eschool agencies Calculations completed by IDEA Data & Research Manually entered into GRADS360
Indicator 13: Secondary Transition- Compliance Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. Data Source: Monitoring Data Indicator 13 check list Calculations completed by IDEA Data & Research Manually entered into GRADS360
Indicator 14: Post-school Outcomes - Results Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: A. Enrolled in higher education within one year of leaving high school. B. Enrolled in higher education or competitively employed within one year of leaving high school. C. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. Data sources: Phone survey conducted by LifeTrack Services. Inc. and administrative data mining across state agencies by Research & Technology Data compiled by IDEA Data & Research Data entered manually into GRADS360
State Indicator: Timely and Accurate Reporting - Compliance Was student data, financial data, and all requested information submitted timely and accurately? Cycle 4 and Cycle 7 submitted on time All errors in Cycle 4 and Cycle 7 were corrected during the review periods Cycle 1 Budget was submitted on time and the correct codes were used. Correction of financial audit findings Submitted documentation and met timelines for correction of findings of noncompliance related to monitoring Submitted documentation and met timelines for corrections of findings of non-compliance in dispute resolution including complaints, hearings, mediations, and resolution sessions.
APR Determinations FFY 2015 (2015-16 data) Based on COMPLIANCE indicators 4B Discipline (Significant Difference) 09 Disproportionality Identification 10 Disproportionality Disability Category 11 Child Find Timely Evaluation 12 Part C to Part B Transition 13 Secondary Transition State Timely and Accurate Reporting District will receive their APR Determination early- to mid-august FFY 2016 (2016-17 data) Based on COMPLIANCE and RESULTS indicators you will hear more at the LEA Academy