Transcript Indicator #13 - VCU-RRTC

Telling Your Data Story:
Collection Through Reporting
Marianne Moore, VDOE
Paul Raskopf, VDOE
Elizabeth Evans Getzel, VCU-RRTC
Transition Forum 2010
Roanoke, VA
Objectives:
• Understand the new language for the
Secondary Indicators
• Know how the data will be collected
• Know what the data collection tools are
and how they are used
• Become familiar with the analysis tools
VDOE has developed
• Know how data is reported and begin
to develop your data story.
March 16 VTF 2010
You cannot tell your data story if
you do not ……
• Understand the Indicators and how they
influence your data story
• Know that there are more than four
– 1 through 8: FAPE in the LRE
– 9 &10: Disproportionate Representation
– 11 / Child Find: General Supervision
– 12 / Effective Transition (Part C to B)
– 13 through 14 / Effective Transition (Part B)
– 15 through 20 General Supervision
March 16 VTF 2010
Graduation
• Indicator #1
Percent of youth with IEPs graduating
from high school with a regular diploma
• States must report using the graduation
rate calculation and timeline established
by US ED under the Elementary
Secondary Education Act (ESEA)
calculation:
March 16 VTF 2010
Graduation Rate
the number of graduates in a given
year divided by the number of
graduates in that year, plus other
completers that year, plus the number of
12th, 11th, 10th, and 9th grade dropouts.
The numerator includes only Standard
diplomas and Advanced Studies diplomas. It
accounts for students that may take longer to
graduate.
March 16 VTF 2010
Graduation Rate: ESEA
The percentage of students who
graduate from secondary school
with a regular diploma in the
standard number of years.
Section 1111(b)(2)(C)(vi) of ESEA
March 16 VTF 2010
Graduation: ESEA
Under 34 C.F.R. §200.19(b)(1)(iv), a “regular high school
diploma” means the standard high school diploma awarded
to students in a State that is fully aligned with the State’s
Academic content standards and does not include a GED
credential, certificate of attendance, or any alternative
award. The term “regular high school diploma” also
Includes a “higher diploma” that is awarded to students
who complete requirements above and beyond what is
required for a regular diploma.
March 16 VTF 2010
Graduation
See handout for other calculations
Standard and Advanced Studies Diploma Graduates in Year X
÷
All Diploma Graduates & Completers + dropouts from the
12th for Year X, 11th grade Year X - 1, 10th grade Year X - 2, &
9th grade Year X- 3
March 16 VTF 2010
Graduation
60
50
40
T ar get
30
P er f or manc e
20
10
0
2005
2006
2007
2008
2009
2010
2005
2006
2007
2008
2009
2010
Target
55
43
45
47
50
53
Performance
42
43
44
47
March 16 VTF 2010
Dropout
• Indicator #2
Percent of youth with IEPs dropping out
of high school
States must use the dropout data used in
the ESEA graduation rate calculation and
follow the timeline by US ED under ESEA
March 16 VTF 2010
Dropout
Dropout as an individual in grades 7-12 who was
enrolled in school at some time during the previous
school year and was not enrolled on October 1 of the
current school year,
or
was not enrolled on October 1 of the previous school
year although expected to be in the membership, has
not graduated from high school or completed a state or
district approved educational program and does not
meet any of the exclusionary conditions: transfer to
another public school district, private school or state or
district approved education program, temporary school
recognized absence due to suspension, illness or death.
March 16 VTF 2010
Dropout Rate for Students with
Disabilities
3
2. 5
2
T ar get
1. 5
P er f or manc e
1
0. 5
0
2005
Target
Performance
2006
2007
2008
2009
2010
2005
2006
2007
2008
2009
2010
1.93
1.91
1.89
1.87
1.85
1.83
2.2
2.3
2.4
2.51
March 16 VTF 2010
youth aged 16 and
Indicator 13:Percent
OLDofLanguage

above with an IEP that includes
coordinated, measurable, annual
IEP goals and transition services
that will reasonably enable the
student to meet the postsecondary goals.
120
100
80
T ar get
60
P er f or mance
40
20
0
2005
Target
Performance
2006
2007
2008
2009
2010
2005
2006
2007
2008
2009
2010
100
100
100
100
100
100
77
70
83
94
March 16 VTF 2010
Indicator 13
appropriate measurable
postsecondary goals
annually
updated
Percent of youth with IEPs aged 16 and above with an IEP
based upon an
that
includes appropriate measurable postsecondary goals
age
appropriate
that are annually updated and based upon an age
transition
assessment
appropriate transition assessment,
transition
services,
transition
services,
including
of study, enable
that willthe
including courses of study, thatcourses
will reasonably
annual IEP goals
reasonably
enable
the
student
student
to
meet
those
postsecondary
goals,
and
annual
IEP
related to the
to meet those
postsecondary
goals related
to the student’s transition
services
needs.
student’s
transition
goals
Thereneeds
also must be evidence that the student was invited to
services
the IEP Team meeting
wherethat
transition services are to be
evidence
discussed and evidence
that a representative
of any
the student
was
with the prior
to the to theconsent
participating
was invited
IEP Team
meeting
evidence
that aagencyinvited
of the
IEPofTeam
parent or
representative
with the prior of
consent
the parent or student
who has
student
who
has
meeting
any
participating
reached the age of majority.
reached the age
agency was
of majority.
(20
U.S.C.
1416(a)(3)(B))
invited to the IEP
Team meeting
March 16 VTF 2010
Indicator 13
Look at your Checklist. What questions will
be used to compute your percent?
19
3
13
15
7b
14
21
7a
March 16 VTF 2010
Indicator 13
Virginia Transition Requirements Checklist
Online; Password Protected
Online Tutorial
1:1 consultation via phone
Limited face to face PD
Self Assessment
IEPs must be corrected in a timely manner
Required data is extracted for the Annual
Performance Report on JULY 15
March 16 VTF 2010
Indicator 13
• It is a compliance indicator. Target is 100%.
• 20%
•
•
•
•
16 through 21
» Across disabilities, proportionate
» Across schools
» Across settings
Think dip stick
JULY 15
FPM
CAP: Correct actual IEP plus…….
March 16 VTF 2010
Indicator # 13
• If you have NOT provided VDOE and
the RRTC with contact information
– NAME, EMAIL, PHONE of contact
person(s)
– You cannot get into the sites for both
Indicators 13 & 14
March 16 VTF 2010
OLD Indicator #14 Language
Percent of youth who had IEPs, are no longer in
secondary school and who have been
competitively employed, enrolled in some type of
postsecondary school, or both, within one year
of leaving high school.
March 16 VTF 2010
Indicator 14
90
80
70
60
50
T ar get
40
P er f or mance
30
20
10
0
2005
2005
Target
Performance
2006
2007
2006
2008
2009
2010
2007
2008
2009
2010
60
65
70
85
75.5
73.6
March 16 VTF 2010
New Language for Indicator #14
• 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.
(20 U.S.C. 1416(a)(3)(B))
March 16 VTF 2010
1=
# Higher Ed
2=
#Competitive
Employed
3=
#Postsecondary
Education or
Training
A
B
C
Total Respondents
March 16 VTF 2010
4=
# Other
Employed
# Other/Not
Engaged (States
are not required
to report this #)
School Leaver
• Leavers are students who exit school with a/an:
–
–
–
–
–
–
–
Advanced Studies Diploma
Standard Diploma
Modified Standard Diploma
Special Diploma
Certification of Program Completion
General Education Development Certificate (GED)
General Achievement Diploma
OR
– Drop Out
– age out of the eligibility for FAPE.
March 16 VTF 2010
Definitions: Dropout
An individual who was enrolled in school at some time during
the previous school year and was not enrolled on October 1
of the current school year, or was not enrolled on October 1
of the previous school year although expected to be in
membership; and has not graduated from high school or
completed a state- or district-approved educational
program; and does not meet any of the following
exclusionary conditions: transfer to another public school
district, private school, or state- or district-approved
education program; temporary school-recognized absence
due to suspension or illness or death.
March 16 VTF 2010
Definitions:
Competitive Employment
It is, “work in the (i) competitive labor market
that is performed on a full-time (35 hours or
more per week) or part-time (less than 35
hours per week) basis in an integrated setting;
and (ii) for which an individual is compensated
at or above minimum wage, but not less than
the customary wage and level of benefits paid
by the employer for the same or similar work
performed by individuals who are not disabled.”
March 16 VTF 2010
Employment
• Either ninety (90) cumulative days or three
months of continuous work at an average of 20
hours per week.
• “20 hours a week” includes:
• 1) At least 20 hours a week for 90 cumulative
days;
• 2) 20 hours or more a week for 90 cumulative
days;
• 3) An average of 20 hours a week for 90
cumulative days.
March 16 VTF 2010
Employment
• If the youth is working less than 20 hours a
week, even if employment has been for 90
cumulative days, it will be calculated as
“some other employment,” because the
youth is working 16 hours per week rather
than 20 hours per week and thus not
meeting the definition of “competitive
employment.”
March 16 VTF 2010
Definitions: Higher Education
engaged in “higher education” means a student who is enrolled in a two- or
four-year degreed program provided by a community or technical college
(two-year) and/or college/university (four- or more year program).
•“Other postsecondary education or training” includes all other
postsecondary education or training programs. These may include, but are
not are limited, to:
•Compensatory education programs;
•High school completion document or certificate classes (e.g., Adult Basic
Education, General Education Development (GED));
•Short-term education or employment training program (e.g., Workforce
Investment Act (WIA));
•Job Corps;
•Vocational technical school which is less than a two-year program;
•Adult education;
March 16 VTF 2010
•Workforce development.
Federal Requirements
• Additional changes: 90 cumulative days and can contact
students year around
• State Data reported to OSEP on 2-01 annually
• States must have data on the following demographic
information:
•
•
•
•
•
Disability category
Gender
Ethnicity
Student exit information (graduated, dropped out, etc.)
Limited English Proficient Student
March 16 VTF 2010
Federal Requirements
• Census
• New indicator
• 2009-2010 collection is base line to set new
targets for state
March 16 VTF 2010
What is Reported
• Competitive—new definition
• Post secondary---new definition
• Post secondary training
• Total
• Relative to small school divisions, the State will
not report to the public or the federal
government any information that would result in
personally identifiable information
• VDOE has determined 10 or fewer
March 16 VTF 2010
Virginia Data Collection Process
• Web based survey developed for school divisions
• Survey is designed for follow-up contact by
telephone (primarily)
• School divisions will determine who will collect
follow-up data
March 16 VTF 2010
Virginia Data Collection Process
• For the 2010 submission, all school
leavers who had IEPs in 2009-2010 will be
interviewed
• Training on completing interview survey
posted
– www.worksupports.com
– Links to site posted on TTAC Online, VDOE,
March 16 VTF 2010
Indicator #14 Timeline
• School division will generate a list of all
school leavers based on the 2009-2010 End
of Year Report and submit to VCU-RRTC no
later than April 30, 2010
• The list of leavers might need to be updated
because some students will return to school
and some students may not have been on
the original list of leavers.
March 16 VTF 2010
Indicator #14 Timeline
• No access to data base until leaver number
is reported to VCU-RRTC
• No access to data base until a contact
person is identified—primary person to
respond to VDOE and VCU-RRTC
– Contact information:
• NAME
• EMAIL ADDRESS
• PHONE NUMBER
March 16 VTF 2010
Virginia Data Collection Process
• Note: The school division is expected to
maintain supporting documentation of
reported data. Verification of data is part of the
state’s general supervision and monitoring
procedures through selected on-site reviews.
• Contact Person: Marianne Moore, (804) 2252700; [email protected]
March 16 VTF 2010
Staying in Touch with the Leavers
• Use the SoP
• Send a letter
• Ask for updated contact info 2-3 times during the
school year
• Ask students who will always know how to reach
them
• Tell students and families WHY
• Emphasis on confidentiality
• Small N-not reported
• Always issues withMarch
a collection
16 VTF 2010
Contacting Individuals to Interview
• 4 attempts
• Different days and
• Different times (parent comment)
• Who can provide student interview information?
March 16 VTF 2010
Developing Your Indicator #14 Process
• Identify members of your team
• Team coordination
– Coordinate interview training
– Incentives for interviewers?
• Determine location of interview calls
• Determine times for interviews
• Determine process to resolve issues with
interviews
• Determine target dates
March 16 VTF 2010
Indicator #14 Data Reporting
• Student interviews can be conducted year around if
school division so decides
• Data reports will be generated by VCU-RRTC as school
divisions complete their interviews
• All reports available to special education directors by 1015-2010 to verify information.
• Close 9-30-10—files sitting on data base not completed
will be included in your report as unable to contact
March 16 VTF 2010
Indicator #14 Data Reporting
Identify School
Exiters
Data Reported
to Federal
Government
February 1
Collect Data on
School Exiters
2005-2006

2007

2008
2006-2007

2008

2009
2007-2008

2009

2010
2008-2009

2010

2011
March 16 VTF 2010
Public Reporting for ALL Indicators
• Stakeholder Groups
– Review data
– Recommend improvement activities
• Aggregate data
• Local data
• Met target/did not meet target
March 16 VTF 2010
Busting Urban Legends
• You will not be asking 27 questions
• You are not breaking the law by asking questions
• There is a report in your division giving you the
names of youth who have exited and HOW they
left
• The interview should take no more than 15
minutes--max
March 16 VTF 2010
OTHER APR INDICATORS
•
•
•
•
Indicator 3 - Assessment
Indicator 4 - Discipline
Indicator 5 - Placement
Indicator 9 – Race Data
• Connection To Indicators 13 & 14
March 16 VTF 2010
Like your family tree
14
5
2
9
4
12
11
13
8
7
1
10
3
6
they are all related.
March 16 VTF 2010
USING and UNDERSTANDING
DATA
• Data Story – “what do the data mean?”
• Using Data – division level & school level
• Difference between APR and profile –
measurement against a target vs. “interesting
data”
• Comparing data sets; e.g. graduation and drop
out data or assessment by disability and
placement by disability
March 16 VTF 2010
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March 16 VTF 2010
Remember
If you don’t tell your
data story,
someone else will
tell it for you!
March 16 VTF 2010
Questions/Suggestions for
Interview Techniques
• Questions?
• Liz Getzel Contact info
– 804-827-0748 (w) or 804-840-8986 (c)
– [email protected]
• Marianne Moore contact info
– 804-225-2700
– [email protected]
March 16 VTF 2010