Transcript Slide 1

REPORTING
ON MARSS
Many lines are a good thing!
MORE THAN JUST MONEYADDITIONAL USES OF MARSS DATA
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MARSS data is used for
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District Data Profiles
Graduation Rates/Dropout Rates
 Federal Setting Rates
 AYP status (Special Education Group)
 Suspension / Expulsion Rate
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Use MARSS for compliance / monitoring
 Use to calculate Disproportionate Representation
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DECEMBER 1 CHILD COUNT PROCEDURES
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Valid IEP that is less than 1 year old as of Dec. 1st
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Valid (current) evaluation or re-evaluation
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Less than 3 years old as of Dec. 1st
Is receiving Special Education & related services on
Dec. 1st
MARSS Data submission for Dec. 1 Child Count 2009
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Oct. 14; Nov. 18; Dec. 16 (final)
ROLE OF SPECIAL EDUCATION TEACHER
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Ensure IEP and ER are current as of Dec. 1st
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Calculate Federal Settings
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Ensure due process has been validated &
finalized on SPED and on file at District & BRIC
Communicate to MARSS Recorder when status,
setting, or disability category changes
ROLE OF MARSS RECORDER
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Enter data
Communicate critical MARSS data entry
timelines
ENROLLMENT & INTAKE
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District Intake form
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Determination of Residency
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Where parent resides
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Parental Rights terminated > where student resides
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Physical address not PO Box
Court document
Parent Location Unknown
NON-RESIDENT STUDENTS WITH IEPS
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State Aid Categories (SAC)
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01 – open enrollment
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11 – agreement between school boards
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19 – tuition agreements (court or district choice)
PART B MARSS REPORTING
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Evaluation Status Codes 1 - 9
2 - K-12 evaluated does not need service
 3 – Evaluated – requires services but not yet in a program
(Never used or shouldn’t be used)
 4 – receiving special education services
 5 - Evaluated – qualifies for services, parent refused
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Use this code if parents have rejected IEP in writing, not verbal
6 – Evaluated – receiving service and receiving services
through another public agency
 7 – IEP/IFSP/IIIP was terminated during the school year
 8 – Early Intervening Services (NEVER USED)
 9 – Student has active IEP and only receiving
indirect services (NEW THIS YEAR)
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PART B MARSS REPORTING
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Federal Setting
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Setting should be calculated on annual basis at time
of IEP – If changed report change to MARSS person
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Should be reported consistent with current IEP
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Interim Alternative Education Service
program(IAES) = Federal Setting 08 Code
Homebound/Hospital Placement
CONDITIONS TO CLAIM HOMEBOUND
INSTRUCTION
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In case of disabled students, the student’s IEP team may
place then on homebound instruction if they agree it is in
the students best interest.
The IEP must be modified to include Homebound
instruction
To qualify for Homebound a medical note must be on file
OR
For out of school suspension exceeding five consecutive days
and leading to expulsion …
Students place on homebound by IEP team must receive
one hour of instruction per day to claim as full time and
have a medical note
Without a medical note, the students are considered parttime; each hour of instruction generates one hour of
membership
HOMEBOUND SERVICE INDICATOR
Student
place by
IEP team
at home
Student
place by
IEP placed
in hospital
Student
Placed by
IEP placed
in Care
and
Treatment
Student
place by
IEP
Medically
placed at
home
(Medical
note on file)
Homebound NO
Flag
NO
NO
YES
Setting 08
YES
YES
YES
YES
PART B MARSS REPORTING
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Primary Disability
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Consistent with Evaluation Report & IEP
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Report Primary Disability
PART B MARSS REPORTING
Transportation
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Code 03 – Disabled. All students in this category
must have a SPECIAL EDUCATION STATUS
equal to 4 or 6 and must receive special
transportation or special accommodations such as
an aide on the bus route. The special education
transportation or special education
accommodation must be written into the
students’ IEP/IFSP/IIIP to be reported under the
category.
MARSS REPORT / CHANGE POINTS
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Can be many lines
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Start date change
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Annual IEP or Amendment to IEP
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Start date is date of parent consent
Student graduates, moved, or dropped
REPORTING ECSE KIDS
ON MARSS
Many lines are a good thing!
WHO DOES WHAT?
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MARSS recorders are charged with entering EC
data accurately for:
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a small number of children,
each of whom require many lines,
have codes that have changed frequently over the last
5 years,
generate many error messages,
are different from every other kid in the building.
MARSS recorders need to get this information from
early childhood teachers who are frequently out of
the building on home visits or serving kids in
community programs.
Plus do all their other job duties……….
WHO DOES WHAT?
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ECSE Teachers are responsible for providing the
MARSS recorders with information that is
specific enough to allow for accurate data entry
including:
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Special Ed Evaluation start and end dates
Special education evaluation hours
Special education service hours
Special education federal setting
Reason for services being discontinued
In addition to completing due process; COSF’s;
scheduling home visits; coordinate service with OT’s
public health, etc; tracking down medical records,
process referrals………….
THE MIRACLE
Somehow, this usually works out!
 FYI
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Part C= Birth through Age 2
 Part B= Age 3 and on
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MORE THAN JUST MONEYADDITIONAL USES OF MARSS DATA IN EC
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MARSS data is used for
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EC District Data Profiles
Percentage of children ages birth to age 1
 Percentage of children ages birth to age 3
 Services provided in natural environments
 Inclusion percentages of settings for ages 3-5
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IEIC performance data
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Part C timelines
45 day evaluation
 Timely initiation of services
 Transition requirements at age 3
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FREQUENTLY USED STATE AID CATEGORIES
(SACS )IN ECSE
01-Open enrolled to your district with current open
enrollment paperwork on file
 11-Parent Initiated agreement between school boards
(much like open-enrollment but occurs outside the
formal open enrollment deadlines)
 00-Resident of your district
 19-Tuition Agreement with Resident District (placed
in enrolling district by resident district)
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Used for children with IFSPs or IEPs who are in foster care but who
are NOT wards of the state.
 Also used for children placed in a charter school by the resident
district
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EC EVALUATION TIMELINES
Status Start Date:
 Birth through Age 2: Date of referral
 3 to Kindergarten enrollment: Date parent gives
written consent
Status End Date:
 Birth through Age 2: Date of IFSP team meeting
 3 to Kindergarten enrollment: Date eval results
are shared with the parent
SPECIAL ED EVALUATION STATUS (SEES)
Used to verify Primary Disability and Instructional
Setting.
 SEES must be kept current during the year.
 A change in the SEES from a 1, 2, or 3 to a 4, 5 or 6
or from a 4 or 6 to a 7 triggers the close of one
enrollment record and the start of a new record.
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EC EVALUATION-SEES
SEES is a 2 for the enrollment record during the
period of evaluation.
 Each hour of evaluation generates one hour of
attendance/membership.
 When multiple staff evaluate simultaneously the time
of each staff member is counted.
 Time spent meeting with the parent to obtain
evaluation information may be claimed.
 Up to 2 hours of IEP/IFSP/IIIP writing may also be
included and reported.
 A warning message is generated when 40+ hours of
evaluation time is claimed.
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SPECIAL ED EVAL STATUS (SEES)
4-Student is receiving special education services
through an IFSP or IEP.
6-Student is receiving special education through a
III-P document and receives services from one or
more additional public agencies.
 SEES of 4 and 6 trigger inclusion on 12/1 child
count
 BRIC is not recommending use of the IIIP.
SPECIAL ED EVALUATION STATUS IN ECSE
2-Student was evaluated and
 was determined NOT Eligible for ECSE services
(Status End of 25) OR
 was determined eligible (Status End of 50 AND the
creation of a new enrollment record)
 3-Student was evaluated and requires special
education services but is not currently participating in
a special education program
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Eval status of 3 is rarely used, and should NOT be used as a
placeholder between the time an evaluation was completed
and the time parental consent is received. MDE expects
that a gap would exist in this time period.
SPECIAL ED EVALUATION STATUS
5-Student was evaluated and determined eligible but
parents declined services (Primary disability must be
reported)
For ECSE only:
 close the SEES 2 record with a status end of 99.
 Create a new record with a SEES of 5. There will be
no attendance or membership hours in this record.
Close same day with a 50.
SPECIAL ED EVALUATION STATUS
7-Student’s IEP/IFSP/IIIP was terminated during
this school year.
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These students must have both a primary disability and
a federal instructional setting that reflect the last
IFSP/IIIP/IEP. There must be a prior enrollment
record with a SEES of 4 or 6.
COMMON ECSE STATUS ENDS
01-Change in student’s grade level
 02-Transferred to another public school in the same
district
 04-Moved outside of the district
 05-Moved outside of the state or the country
 11-Student died
 14-Students withdrawn after 15 consecutive days
absence—expected back.
 20-Student transferred to another district or state but
did not move
 21-Early Childhood Withdrawal because
IFSP/IEP/IIIP Goals were met
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COMMON ECSE STATUS ENDS
23-Kindergarten withdrawal, expected back next year
 25-Early Childhood Evaluation Only: child
determined not eligible for services
 26-Early childhood Special Education student on an
IFSP or IEP withdrawn early by parent
 40-End of year, student enrolled the last day
 50-Special Ed information changes and a new record is
needed e.g. change in SpEd Eval status
 99-Student’s enrollment status has changed
necessitating the closing of one record and the opening
of another for reasons NOT related to special
education program changes
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TRANSITION AT AGE 3*
Each toddler with an enrollment record having a
SEES of 4 or 6 MUST have a new enrollment record
created as he/she turns age 3.
 Close the existing record with a status end of 27,28
or 29 on the day prior to the 3rd birthday.
 The new enrollment record must include a new
instructional setting code—appropriate for 3-5 year
olds.
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*This is required for federal reporting purposes.
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COMMON EC STATUS END CODES
TRANSITION AT AGE 3
27-EC transition at 3;Part B eligible
 28-Not Part B eligible, exiting Part C with
referrals to other programs
 29-Not Part B eligible, exiting Part C with no
referrals to other programs
 30-Part B eligibility not yet determined
 34-Attempts to contact unsuccessful
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INSTRUCTIONAL SETTINGS B-2
11-Program designed for children with developmental
delays or disabilities
 Traditional ECSE classroom
12-Program designed for typically developing children
 ECFE
 Child Care Center
 Early Head Start
INSTRUCTIONAL SETTING B-2
13-Home
14-Hospital (in-patient)
15-Residential facility (public or private)
16-Service provider location--School, clinic or hospital
where the child receives services (1:1 or in a small
group for speech, OT, PT, etc…)
17-Other Setting--Any setting that is not included in the
settings or examples described.
INSTRUCTIONAL SETTINGS 3-5
31-33 Early Childhood Setting: All special ed & related
services provided in a program designed primarily for
children without disabilities or special ed and related
services provided in multiple settings regular ed and
special ed:
Public or private preschools
 Head Start, School Readiness or ECFE
 Regular kindergarten classroom
 Child care center
 Any combination of the above
 Also includes home/EC setting combination
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31-Regular EC program80% of the time
 32-Regular EC program 40-79% of the time
 33-Regular EC program less that 40% of the time
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INSTRUCTIONAL SETTINGS 3-5
41-ECSE Setting: All sp ed & related services provided in a
setting designed for children with disabilities including:
 ECSE classes in elementary school buildings or in
trailers or portables outside regular school buildings
 ECSE classrooms in child care facilities, hospitals,
or other community based settings, and
45-Home: Child’s home or home of primary caregiver
42-Separate School
43-Residential Facility
44 Service Provider Location
WITHDRAWAL PROVISIONS
Must be withdrawn after 15 consecutive days of
absence during the school year or 5 consecutive days
during the summer.
 A child may only be considered absent on a day that
the child was scheduled to receive service.
 Child does not need to be reevaluated at time of
reenrollment.
 A child, grade level EC, whose IEP/IFSP/IIIP is
terminated midyear, or who transfers to another
district or school, must be withdrawn on the last day
of scheduled instruction.
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EMERGENCY CLOSING
When school is cancelled for an entire day, no
membership is generated for any student.
 When school starts late or is dismissed early, children
in grade level EC generate the scheduled membership
hours.
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RECORDS NEEDED FOR AUDIT
PURPOSES
The IEP/IFSP/IIIP stating hours & days of service
 Data parental consent for initial service plan.
 Home based program: Dates and duration of the
visits made by each service provider.
 EC program:
 a calendar of the days the program met; and
 the length of each day. (Include the start and end
time of the lunch period, if applicable.)
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RECORDS NEEDED FOR AUDIT
PURPOSES
For each student:
 A calendar of the scheduled contact days and
length of each day
 Record of daily attendance including entry and
withdrawal days, when applicable
 Maintain a record of all eligible indirect service
For children served in community placements:
 Maintain invoices showing tuition payments.
 Maintain record of dates and length of teacher
visits.
SPECIAL EDUCATION SERVICE HOURS
(SESH)
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Includes direct and indirect time of licensed personnel
Paraprofessional time is not included
Time in regular ed settings with no direct special
instruction or related service is not included in this
calculation
Includes EC,HK , Homebound, Homebased, ALC &
Independent Study students
For ALC & ALP & IS calculate SESH only if not dual
enrolled
SESH can be “stacked” in EC
Initial evaluation hours are not part of SESH but
count as assessment hours in EC
SESH Worksheet
MEMBERSHIP HOURS-NON EC
Membership hours = hours a student is
scheduled to attend
 Attendance = hours a student is actually present
 In many cases the two numbers are identical
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MEMBERSHIP HOURS-EC
Membership hours drive the general education
revenue
 In EC, anything above 231 hours increases the
general education revenue
 This is where special education paraprofessional
support in regular education settings is factored
in
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EC MEMBERSHIP DAYS (HOURS)
Used to calculate ADM which is the basis for general
education revenue.
 For ages 0 through 5, must report in terms of hours.
 Report the number of hours that children were
scheduled to receive special ed services.
 Include time that children were absent.
 Include all time during fiscal year (7/1- 6/30). This
allows for inclusion of Part C infants and toddlers
and ESY services for Part B children.
 For HK students, special ed staff should only need to
track SESH hours, attendance and membership can
be tracked through the district attendance program.
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MEMBERSHIP DAYS (HOURS)
Includes direct and indirect services as per the child’s
IFSP/IEP/IIIP.
 Para time may be claimed as specified on a child’s
plan as long as it is not concurrent with time already
claimed by a licensed staff person.
 Paraprofessionals assigned to a program do not
generate membership hours for GER.
 Excludes lunch unless program is part day.
 Staff travel time does not generate membership.
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EC MEMBERSHIP DAYS (HOURS)
Eligible indirect services:
 Ongoing progress reviews
 Cooperative planning
 Consultation with reg ed, spec ed, parents, para
 Modifying/adapting curriculum, materials,
environment
 To the extent they are documented on plan
 For audit purposes, must be documented in a student
contact log or daily record
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EC MEMBERSHIP DAYS (HOURS)
Claiming time in Community Placements
 Must be placed through IFSP/IEP/IIIP team process
 Tuition must be paid by the school district
 Program must be licensed or program must employ a
licensed teacher
 Children in placements paid for by the parent cannot be
claimed for membership except for time that a special ed
service is provided.
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EC ATTENDANCE DAYS (HOURS)
The total number of instructional days students were
present for the period covered by the enrollment
record.
 For grade level EC, attendance days must be reported
in terms of hours. Report the number of hours they
were scheduled to receive special education AND were
actually present.
 For pre-K children who receive evaluation services
only, report the actual number of hours of evaluation
provided. For these children attendance days (hours)
will equal membership days (hours).
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