WELCOME

Data Updates

September 14th, 2011 1

September 14th, 2011

SEDAC Upload

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UPLOAD ERROR MESSAGE REPORT  Error messages for each student record are displayed after the upload is processed.

I MPORTANT :

Save the “Error Messages Report” to your computer.

 If a student’s SASID, Last Name, DOB or Facility Code cannot be verified: The Record will not upload!

 Search the Error Messages Report for: “SASID provided is not valid.” September 14th, 2011 3

September 14th, 2011

SEDAC FIELD REMINDERS

R EASON FAPE AT THREE NOT ON TIME 1-Late Referral (less than 90 days before 3rd birthday; OR referred after 3rd birthday ) 2-Parental Choice ( requested delay in implementation of IEP ) 3-Other (when selected the SEDAC user must provide a response in the text box) 4-FAPE met via earlier PPT (when selected the SEDAC user must provide the date of initial PPT) 5-Child initially found not eligible by age 3 (re referred to district at a later date) 6-Moved into district late 7-PPT rescheduled due to weather/emergency September 14th, 2011 5

NEW Federal Reporting Groups for 3-5 Placement Setting

 Regular E.C. Program 10 hours or More/Week  Majority of Special Ed delivered in Regular EC Program  Majority of Special Ed delivered outside of Reg. EC Program  Regular E.C. Program Less than 10 hours/Week   Majority of Special Ed delivered in Regular EC Program Majority of Special Ed delivered outside of Reg. EC Program  E.C. Special Education program:

(no changes)

 Separate Class   Separate School Residential Facility  Home

(no changes)

 Service Provider Location

(no changes)

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Federal Environment Groups for children ages 3, 4, and 5.

 3-5 Placement Settings on Page 12. No changes.

 Page 11 Hours Fields  should reflect only the programming provided as part of the IEP. No changes.

   NEW “E.C. Program Hours ( Not part of IEP )” added to page 12 (Data Collection Page of the IEP) collected in SEDAC September 14th, 2011 7

NEW 3-5 Placement Settings

Regular E.C. Program: 10+ hours/week Majority of Special Education delivered in Reg. E.C. Program SEDAC RULES 3-5 Placement Setting = EC PK or K Program NEW Pg. 12 "EC Hours Not in IEP“ AND/OR Pg. 11 Total School Hrs. >= 10.0

% TWNDP >= 50.0% (calculated from Pg. 11 hours) Majority of Special Education delivered outside Reg. E.C. Prog.

3-5 Placement Setting = EC PK or K Program NEW Pg. 12 "EC Hours Not in IEP“ AND/OR Pg. 11 Total School Hrs. >= 10.0

% TWNDP < 50.0% (calculated from Pg. 11 hours) Regular E.C. Program: <10 hours/week Majority of Special Education delivered in Reg. E.C. Program 3-5 Placement Setting = EC PK or K Program NEW Pg. 12 "EC Hours Not in IEP“ AND/OR Pg. 11 Total School Hrs. < 10.0

% TWNDP >= 50.0% (calculated from Pg. 11 hours) Majority of Special Education delivered outside Reg. E.C. Prog.

3-5 Placement Setting = EC PK or K Program NEW Pg. 12 "EC Hours Not in IEP“ AND/OR Pg. 11 Total School Hrs. < 10.0

% TWNDP < 50.0% (calculated from Pg. 11 hours) September 14th, 2011 8

September 14th, 2011

SEDAC REPORTS

September 14th, 2011 Moves after SEDAC Freeze Moves during Collection 10

SEDAC Exit Report

September 14th, 2011 11



SEDAC Grade Twelve Report

Accuracy in Reporting District Exit Dates     If a student graduated prior to 7/1 be sure to use a District Exit Date before 7/1 in order to receive credit for the graduate in the correct federal fiscal year calculated graduation rate.  Incorrect reporting of exit dates may negatively affect the calculation of a district’s graduation and dropout rates.

Graduated with regular, advanced, international baccalaureate, or other type of diploma (PSIS Exit Code 15)  Student participates in the graduation ceremony, but does not take receipt of the diploma, you should not see a PSIS Exit.

Completed school with other credentials (PSIS Exit Code 16) Reached maximum age ( PSIS Exit Code 20 )

7/5/2011 6/27/2011 7/5/2011 6/27/2011 15 20

September 14th, 2011 12

September 14th, 2011

SEDAC and other SYSTEMS

Resolution Meetings Collection

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Resolution meetings must be held or waived (in writing) within 15 calendar days of the receipt of the due process hearing request.

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Resolution Meetings Collection 2011-2012 (

Individual – not aggregate

)

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Resolution Meetings Collection 2011-2012

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Birth to Three Notifications

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This report is provided by the Department of Developmental Services (DDS) three times a year:



August (NEW data are live!)



December



April

September 14th, 2011

EVALUATION TIMELINES

September 14th, 2011 18

Review of the “Timeline”

September 14th, 2011

Indicator 11: Timelines Data Collection

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Evaluation Timelines - FAQs

Daycare/Preschool, Birth-to-three, and home schooled referrals are ALL Private Pay.

Students were not enrolled in a public school at the time of consent, and therefore must be reported as private pay.

Foster Care

(Ed Stability Bill/DCF 15% rule)

: Due to the problem of identifying the responsible district for IDEA evaluation through PSIS Active Roster/Registration, we have added a FOSTER CARE module to the timelines database. LEAs must call the CSDE to add a SASID to the module.

Eligible – Exited (Re)Referred: We are currently writing a module to allow these cases in. We will update you as soon as it is ready.

September 14th, 2011 20

Eval. Timelines: Noncompliance Notice

Corrective Actions

1) Report individualized student data for monitored submission review using the Evaluation Timelines online data collection for the following time periods:

By the due date above, send an e-mail stating your completion of this step to the e-mail address below.

September 14th, 2011 21

Eval. Timelines: Noncompliance Notice

Corrective Actions cont.

2) Submit a statement of assurance, on district letterhead, that the district has reviewed, and if necessary, revised its policies, procedures and practices related to conducting and completing initial evaluations in order to ensure future compliance.

3) Submit a copy of the district's Special Education Policy and Procedures Manual, if any changes or updates have been made since the district's most recent IDEA grant application submission.

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September 14th, 2011

DESK AUDIT

DESK AUDIT – 100% MATCH

The desk audit system (§300.640) compares randomly sampled IEPs to data reported in SEDAC October 1.

Summary of Findings:  The IEP Implementation Date collected in SEDAC should come from Page 11 of the IEP, not the page 3 Prior Written Notice Page. IEP implementation date should reflect the data services were to be delivered from the page 11 grid. If multiple implementation dates exist, please report the date closest to October 1.  On page 6, the Academic Program question (#6) must have one of the two options checked for all students of transition age. IEPs had text but no check, or nothing at all. September 14th, 2011 24

DESK AUDIT – findings continued

   If a district actually represents several feeder districts and a regional, the IEP should list the appropriate district at the top. For example, Regional SD #1 has 4 feeder LEAs and a regional high school. The IEPs of elementary/middle school students should indicate the appropriate K-8 LEA the student attends (Canaan, Cornwall, Kent or North Canaan), not RSD #1.

EIS/EIP from page 12: once this field is reported the answer should never change and should be carried over from IEP to IEP. Expected Graduation Year: once this field is reported the answer should never change and should be carried over from IEP to IEP. (The only time this field can change is if a student transfers into your district; you can reconsider the graduation year reported by the previous district.) September 14th, 2011 25

DESK AUDIT – findings continued

  Page 7 – Districts appear to be selecting the “other” box and typing in “employment/postsecondary training”. This is not appropriate. IEPs for students of transition age should have at least one page 7 with Employment checked and at least one page 7 with Postsecondary Education/Training checked.

The hours fields (Total School Hours/Special Ed Hours/ Non-Disabled Peer Hours) reported to SEDAC for October 1 st must be what is in effect on October 1 Review.

st , including any amendments that are put into effect after the Annual September 14th, 2011 26

Possible Changes to Desk Audit

  BSE is considering using the Desk Audit or the FM File Review systems to address the IDEA requirement to conduct compliance reviews.

This might include review of:      student records IEPs Professional Development Plans Teacher Certification Provision of Accommodations/Modifications September 14th, 2011 27

September 14th, 2011

APR Indicators

OLD Graduation Formula Data

September 14th, 2011 29

ESEA versus NGA Grad Rates

ESEA – required 4-year formula  Cohort assigned by 9 th grade entry year  4-year rate is reported with AYP/NCLB  Can calculate a 5-yr, 6-yr, & 7-yr rate too  Anticipated Grad Year has NO bearing  Used for SPP/APR reporting under Ind. #1 NGA – all governor’s agreed to report  Cohort assigned by Anticipated Grad Year  Calculate “on-time” graduation rate (once) September 14th, 2011 30

ESEA versus NGA Grad Rates

Diane is 1 st  time 9 th grader in Oct. 2006.

4-year graduation rate = 2009-10   Anticipated Graduation Year determined at 9 th grade PPT is 11-12 (2 years of transition).

Diane Graduates (exits) in June of 2012.

  Reported in: 2009-10 ESEA/AYP 4-year rate: Still Enrolled category   2009-10 ESEA/AYP 5-year rate: Still Enrolled category 2009-10 ESEA/AYP 6-year rate: Graduate  2011-12 NGA On-Time rate: Graduate September 14th, 2011 31

4-Year Cohort Graduation Rate

Cohort includes:  # students 1 st time 9 th graders ( Oct. 1, 2006 )  Minus transfers out  Plus transfers in  Of these students, sort into 4 categories depending on status as of Sept./Oct. 2010.

 Graduate, Still Enrolled, Certificate, Dropout September 14th, 2011 32

Indicator 4: Suspension and Expulsion   Significant Discrepancy (Ind.4B; 10+ days)     Over-Representation only All Races RRI >= 2.0 Discrepancy due to inappropriate Policies, Practices or Procedures 15% - CEIS - Significant Disproportionality     Over-Representation only All Races RRI >= 4.0 for 2 consecutive years Disproportionality driven by numbers only September 14th, 2011

September 14th, 2011

Indicator 7 ECO

Indicator 7: Understanding Your ECO Data ECO is comprised of three developmental and functional progress areas: (1) social emotional skills including positive social relationships; (2) acquisition and use of knowledge and skills, including language and early literacy; and (3) behavior to meet needs. There are multiple Brigance IED-II subtests that inform or contribute to the data in the three areas.

September 14th, 2011

Indicator 7: Understanding Your ECO Data Districts can run their own ECO data by student and by aggregate Progress Area. The SPP/APR indicator data represent progress categories that have been collapsed in order to provide ‘summary statements’. Individual Student Subtest Report Student-Level Progress Area Report District Aggregate Progress Area Report September 14th, 2011

September 14th, 2011 37

ECO CATEGORY CALCULATIONS

A.

Did the child not improve functioning?

B.

Progress Question Did the child improve but not at a level comparable to same age peers?

C.

Did the child improve functioning close to same-age peers?

D.

Did the child reach functioning at a level comparable to same age peers?

E.

Did the child maintain functioning at a level comparable to same age peers? Decision Point The child’s Point 2 data indicate that the child did not demonstrate skills at a level comparable to same age peers and did not demonstrate any new skill on any of the sub-tests administered for a particular outcome. The child’s Point 2 data indicate that the child did not demonstrate skills at a level comparable to same age peers but, between Point 1 and Point 2 the child was able to demonstrate the acquisition of one or more new skills, although the growth was less than the growth in actual age. The child’s Point 2 data indicate that the child did not demonstrate skills at a level comparable to same age peers but, between Point 1 and Point 2 the child was able to demonstrate the acquisition of one or more new skills AND the growth was > or equal to the growth in actual age. The child’s Point 1 data indicate that the child did not demonstrate skills at a level comparable to same age peers and at Point 2 the child was able to demonstrate skills at a level comparable to same age peers. At both Point 1 and 2, the child’s data indicate the child was demonstrating skills at a level comparable to same age peers.

September 14th, 2011 39

ECO Progress Categories

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Indicator 7: How we aggregate ECO Progress Data into Summary Statements 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 exited the program.

Measurement for Summary Statement 1:

Percent = (c + d) / (a + b + c + d) times 100.

September 14th, 2011

Indicator 7: How we aggregate ECO Progress Data into Summary Statements Summary Statement 2: The percent of preschool children who were functioning within age expectations in each Outcome by the time they exited the program.

Measurement for Summary Statement 2:

Percent = (d + e) / (a + b + c + d + e) times 100.

September 14th, 2011

Indicator 7: Consider the following questions:    Of those children represented in the data – what were the ‘disability categories’?

Of those children represented in the data – what was the length of time in service? Is this a district that has a great deal of mobility, diversity, changing population?

In what areas did the district not meet the target? How different was the district data from the state data?

September 14th, 2011

Indicator 7: Consider the following questions:  What is the relationship between the ECO area that the district did not meet the state target and the district’s use of a curriculum or instruction.  For example, if a district did not meet the target for ‘behavior to meet needs’, does the district have a curriculum that includes the developmental areas included in this indicator area (e.g., motor, self-help, etc.) September 14th, 2011

Indicator 7: Consider the following questions:   What is the relationship between the two summary statements in an area?  For example, maybe a district exceeded the target in the percent of children who were functioning at age appropriate but did not meet the state target for the percent of children who substantially increased their rate of growth. What does that tell you?

A district may wish to consider looking at other nearby similar districts to compare data.

September 14th, 2011

OSEP Determinations

05-06 06-07 07-08 08-09 09-10 CT IDEA Part B Meets Req.

Needs Assist.

Meets Req.

Meets Req.

Meets Req.

Districts in Meets Requirements Districts in Needs Assistance Districts in Needs Intervention 55 I = 105 II = 0 I = 9 II = 0 114 I = 23 II = 31 I = 0 II = 1 134 I = 25 II = 11 I = 0 II = 0 150 I = 15 II = 5 I = 0 II = 0 142 I = 25 II = 3 I = 0 II = 0 September 14th, 2011 46

Teacher-Course-Student

Implications for Directors and District Offices of Special Ed

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What is TCS?

• A data link for Students, Teachers, Courses, and “Outcomes” ( i.e., grades ) • Linking student SASIDs, teacher EINs, and NCES course codes (in 2012); • Includes all students registered in your district on the last day of the 2010-2011 school year (students reported in your district’s June PSIS). September 14th, 2011 48

Why is TCS being implemented?

 Requirement for CT’s State Longitudinal Data System (SLDS) Grant with a deadline of August 2012.

 New Data Requirement mandated by the State Fiscal Stabilization Fund (SFSF) Program with a deadline of September 2011.

September 14th, 2011 49

Who will implement TCS?

• • Implementation of TCS will require: District Level Staff   Data Managers for TCS, PSIS, ED163 Directors of Special Education and Curriculum Others     Bureau of Data Collection, Research and Evaluation Bureau of Information Technology SIS Vendors Choice Solutions, Inc.

September 14th, 2011 50

TCS Record Layout includes:

• • • Student Data SASID Reporting District DOB • • Teacher Data EIN (not req.) Teacher Type (Req.) • • • • Course Data NCES Course Code ( or Local Course Code ) Course Facility Code Section Number Course Outcome Each SASID must have at least 1 record; many students will have multiple records.

September 14th, 2011 51

For More Information on TCS

 TCS Help Site: http://www.csde.state.ct.us/public/tcs/  CSDE Staff:   Karen Addesso, [email protected]

or 860-713-6827 Vanessa Kass, 860-713-6873 [email protected]

or September 14th, 2011 52

September 14th, 2011

A Reminder:

Secure CEDaR

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September 14th, 2011 55

Secure CEDaR

If you are interested in using the Secure Analysis Tools or piloting the Student Profiles please contact:

Mark Vocca [email protected]

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September 14th, 2011

Timely and Accurate

TIMELY AND ACCURATE DEADLINES September 14th, 2011

CONTACT INFORMATION

Laura Guerrera SEDAC, SEDAC-G, Resolution Meetings [email protected]

or 860-713-6898 Marquelle Middleton ECO [email protected]

or 860-713-6876 Diane Murphy Eval. Timelines, APR Indicators and Disproportionality [email protected]

or 860-713-6891 John Watson Uploading, Eval. Timelines, SEDAC and ECO [email protected]

or 860-713-6899 September 14th, 2011 59