Transcript Using Statewide Longitudinal Data Systems

Using Statewide Longitudinal Data Systems for PostSchool Outcomes Data Collection
State Capacity Building Institute
May 20, 2010
Charlotte, North Carolina
Presented by:
Sheila Gritz, Florida Department of Education
Jordan Knab, Project 10 (Transition Education Network)
Florida Department of Education
Dr. Eric J. Smith,
Commissioner
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Florida Education and Training Placement
Information Program (FETPIP)
History
• Established in the Florida Department of
Education
– Legislative action in 1988
• Negotiated an arrangement with the
Department of Labor and Employment
Security
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Current Legislation
• Florida Education and Training Placement
Information Program (FETPIP)
– Florida Statutes
• Title XLVIII K-20 Education Code
• Chapter 1008 Assessment and
Accountability
• Section 1008.39
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Process
• Follow-up studies
– Annually
– “Record linkage” (graduates, completers or exiters)
– Aggregate statistics
– Postsecondary education and employment
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Participants…
• Individual information for follow-up is collected
from the following:
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Universities
State Colleges, formerly Community Colleges
School districts
Selected private vocational schools, colleges, and
universities
Welfare Transition Services
Agency for Workforce Innovation, formerly Workforce
Investment Act (WIA)
Corrections system
Farm Worker Jobs and Education programs
Specialized and longitudinal studies
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…Participants
• The records are electronically linked with
the following:
– Florida Department of Education
– Florida Department of Corrections
– Florida Department of Children and Families
– U.S. Department of Defense
– U.S. Office of Personnel Management
– U.S. Postal Service
– National Student Clearinghouse
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Support
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Statutory authority
Funding
Collaboration
Anticipating needs
Stakeholder buy-in
Facilitating discussion
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Security..
• Location within the state education agency
• Surpasses requirements and expectations for
security
• Limits use to statistical purposes for evaluation
and program improvement
• Exchange agreements kept current, and
employees and stakeholders apprised of security
and confidentiality issues
• Inquiries about particular resources relayed to
resource owners
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…Security
• All individually identifiable data are
protected from public disclosure as
specified in the Buckley Amendments and
Florida Statutes.
• Fields less than 10 are suppressed.
• Districts may access reports with less than
10 with confidentiality statements and
notes that “only aggregates of 10 or more
can be publicly disseminated.”
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Use of Data
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Employment
Earnings by level
Federal employment data
Continuing education data
Receiving public assistance
Florida Department of Corrections Data
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Benefits
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Existing data resources
Cost efficient, accurate, more capabilities
Objective data
Common core set of outcome measures,
comparisons, discussions
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Dissemination of Data
• Aggregate numbers posted in LEA profiles
and selected reports
• LEA data by exceptionality and outcome
sent directly to districts
• Broader data on Florida Department of
Education website
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Suggested District Activities: Data
• Access data and ensure accuracy.
• Review and analyze multiple years of
FETPIP data to determine whether an area
is consistently problematic.
• Determine if there are trends among
groups.
• Disseminate data to all relevant
stakeholders (e.g., administrators,
teachers).
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Suggested District Activities: Policies,
Procedures and Practices
• Review district and school policies and
procedures to determine if existing policies or
procedures may be impacting postsecondary
outcomes.
• Review inter-institutional agreements and
interagency agreements to determine if
provisions need to be changed or added to
improve postsecondary outcomes.
• Identify and implement evidence-based
practices that are known to impact
employment and/or postsecondary education
outcomes.
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Suggested District Activities: Training and
Technical Assistance
• Identify areas of need and develop a
schedule of professional development
activities designed to impact
postsecondary outcomes.
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State and Project 10: District Impact
• Explaining how data is collected
• Helping districts understand how to read
the data
• Assisting districts with identifying
evidence-based practices tied to improving
poor outcome areas
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Resources
• Florida Department of Education FETPIP website
– http://www.fldoe.org/fetpip/
• National Post-School Outcomes Center, State Profile Archives
– http://www.psocenter.org/state_profiles_archive.html#FL
– Pfeiffer, J. (2005). Florida’s experience in accessing administrative records.
National Post-school Outcomes Center Teleconference.
– Pfeiffer, J. (2004). Student follow-up using state and federal administrative
records: Lessons from Florida’s education and training placement information
program (FETPIP).
– Pfeiffer, J., (2003). Overview of federal laws pertaining to sharing of
individually-identifiable education records.
• Achieving the Dream
– http://www.achievingthedream.org/DATARESEARCH/PUBLICATI
ONSANDPRESENTATION/default.tp
– Mills, J. (2005). State data systems and privacy concerns: Strategies for
balancing public interests. An Achieving the Dream Policy Brief.
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For additional information:
• Sheila Gritz, Program Specialist for Transition
Florida Department of Education
Bureau of Exceptional Education and Student Services
http://www.fldoe.org/ese/
[email protected]
(850) 245-0478
• Jordan Knab, Ed.S., Project Director
University of South Florida St. Petersburg
529 1st Street South, SVB 108
St. Petersburg, FL 33701
http://www.project10.info
[email protected]
(727) 873-4662
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Questions?
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“UTILIZING DATA TO DIAGNOSE THEN TREAT”
Program Evaluation & Improvement
Utilizing Data to Identify Strengths & improve Challenging
Areas
___________District
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Presented By:
Federico Valadez Jr., M.Ed.,
Regional Transition Representative, Region 4
University of South Florida St. Petersburg
Project 10
529 1st Street South, SVB 108
St. Petersburg, FL 33701
p (727) 873-4661
f (727) 873-4660
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Objectives
Understand the importance of data
Understand local school demographics; population
demographics, and major economic industries/employers
Understand where to find data on Florida Department of
Education (FDOE) website
Understand the importance of Local Education Agency (LEA)
Profile for improving performance
Understand district strengths & challenges by reviewing
monitoring self-assessment results
Understand that breaking down the data to the school level can
assist with capacity building in terms of focused training and
technical assistance to improve outcomes at each school
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Why does a doctor take
vital signs, x-rays, etc…?
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Demographic Data
• Ethnic/racial make up of the
community (using Census Data)
• Number of individuals with
disabilities (using Census Data)
• Major industries and employers in
the community
– http://www.census.gov/
– http://www.onetcenter.org/tools.html
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Why Compare?
Comparing yourself to the state and
size-alike school districts is a good
way to see how well you are doing
and where you might need
improvement – much like going to
the doctor to see how healthy you
are or if you might need some
medication to help make you better.
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Where to find data? FDOE Data
– http://www.fldoe.org/ese/datapage.asp
• Exercises:
1. How many African-American and
Hispanic students are currently enrolled
in your school district?
2. What percent are classified as EBD?
3. How does your ratio of these students
compare to the state data?
4. If the number is less or greater than the
state data, are you doing well or do you
need to improve?
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The LEA Profile…
The profile is intended to provide districts with a
tool for use in planning for systemic improvement in
exceptional student education programs.
The profile contains a series of data indicators
that describe measures of educational benefit,
educational environment, prevalence, parent
involvement and provides information about
district performance as compared to state level
targets in Florida’s State Performance Plan.
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…The LEA Profile
Required by IDEA 2004, the State Performance
Plan (2005-2010) is a six-year plan that establishes
annual benchmarks and targets for 20 indicators.
Annual Performance Reports are submitted to
report progress in these performance areas and the
process requires annual public reporting for the
state and each local education agency.
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The LEA profile
Introduction:
Demographics
Section One:
Educational Benefit
Section Two:
Educational Environment
Section Three:
Prevalence
Section Four:
Parental Involvement
Section Five:
State Performance Plan Indicators
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Introduction: Demographics
1) District Name
2) Student Enrollment
3) Enrollment Group
4) Percentage of Students with Disabilities
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Section One: Educational Benefit
•
No Child Left Behind (NCLB) Graduation
Rate
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Standard Diploma Graduation Rate
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Dropout Rate
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Postschool Outcome Data
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Section Two: Educational Environment
•Students with disabilities ages 6-21 by placement
setting and children with disabilities ages 3-5 by
placement setting
•Part C to Part B transition
•Secondary Transition IEPs
•Discipline Rates and Risk Ratios
•Students with disabilities suspended/expelled for more
than 10 days in a school year
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Section Three: Prevalence
•Evaluations completed within 60 days
•Student membership by race/ethnicity
•Risk ratios of racial/ethnic groups being identified
as disabled
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Section Four: Parent Involvement
•Survey of Parent Perceptions
•Preschool
•K-12
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Section Five: State Performance Indicators
•Summary information on selected State
Performance Plan Indicators
•State level targets
•District level data
Do you know all 20 of the Indicators?
Go to the last page of your LEA Profile and let’s review the
Indicators and examine your school district’s data.
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Section Five: State Performance Indicators
Let’s examine your data.
•Where did you meet the target?
•Where did you not meet the target?
Make the best use of capacity building/training/
technical assistance resources.
Can you break this data down even further by school to
determine which school might need more assistance in
making improvements (i.e., There might be a high school with
a low graduation rate or a high dropout rate…one might focus
on helping that particular school more.)?
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Now let’s look at Monitoring Self-Assessment Data for
Indicator 13. http://www.fldoe.org/ese/mon-home.asp
MONITORING SELF ASSESSMENT DATA 20-_______County was required to assess ___ standards. One
or more incidents of noncompliance were identified on ___ of
those standards (__%). The following is a summary of
______County School District’s correction of student-specific
incidents of noncompliance:
Number
Records
Reviewed/Protocols
Completed
Total Items Assessed
Noncompliant
Timely Corrected
Percentage
SELF-ASSESSMENT DATA for Indicator 13
2008-09…
•Let’s review the sections where you are doing
well.
•Let’s review the sections where you need
improvement.
…SELF-ASSESSMENT DATA for Indicator 13 2008
•Can you break down this data even further?
•Yes, which school(s) were the particular IEP
Folders pulled from with concerns/challenges?
•Is training around the areas of need being
implemented at each school?
owriting measurable postsecondary goals
owriting measurable annual goals
o inviting agencies
o getting consent…
Now we know your vital
signs…what’s next…
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Important Points to Remember
&
Questions
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