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Special Education Data Collection and Reporting
Data Collection, Verification, and Reporting Timelines
Sara Berscheit / Steve W. Smith
2009 COSA Conference
October 2009
Objectives
Know where to find data collection documentation
Understand why the data is collected and how the data is used by ODE
Understand the importance of reporting timely and accurate data
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District Website
District Homepage: https://district.ode.state.or.us/
Schedule of Due Dates: https://district.ode.state.or.us/apps/info/
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District Website
Data Collection Committee (DCC)Purpose: Advisory committee to ODE on the collection of data from Oregon schools, school districts and
educational service districts. Quarterly Meetings
Website: https://district.ode.state.or.us/search/results/?id=402
Data NEWSLineTo join the listserv: http://listsmart.osl.state.or.us/mailman/listinfo/datacollection
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Special Education Data Collection (SEDC) Webpage Special Education Post School Outcomes
Special Education Child Find (Indicator 11)
Special Education Child Count (SECC)
> Includes June Special Education Exit Collection
Special Education Data Collection Trainings
> 2 Boot camp trainings for new staff
> 5 Regional trainings
Website: http://www.ode.state.or.us/search/results/?id=167
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Special Education Data Collection
(SEDC) Webpage Special Education Agency Contact Form:
http://www.ode.state.or.us/data/schoolanddistrict/funding/sped/secc/5815167n_district.doc
Submit a new form anytime there is a change!
Special Education Data Collection (SEDC) Listserv
To join, email Claire Kemmerer [email protected]
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Data Collections
Special Education Collections
EI/ECSE Monthly Child Count (ongoing)
Coordinated Early Intervening Services (CEIS) 08-09
Private School Enrollment 09-10
Post School Outcomes: Exit Interviews 09-10 and One -Year Follow-up 08-09
December Special Education Child Count (SECC) 09-10
High Cost Disability (HCD) 08-09
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Data Collections
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Special Education Collections (continued)
IDEA Excess Cost Calculation 08-09
Extended Assessments (M, R, S, W) and Mathematics FIELD TEST 09-10
IDEA Annual Application for Federal Funds 10-11
June Special Education Exit Collection 09-10
Special Ed Child Find (Indicator 11) 09-10
Data Collections
Non Special Education Collections
SSID (ongoing)
USID (ongoing)
Early Leavers 08-09
Cumulative ADM1st Period (7/1 - 10/1)2nd Period (7/1 - 12/31)3rd Period (7/1 – 5/3)Annual (7/1 – 6/30)
Actual Expenditures 08-09
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Data Collections
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Non Special Education Collections (continued)
American Recovery and Reinvestment Act (ARRA) Section 1512 – 4 quarters
Staff Assignment 09-10
Staff Position 09-10
Discipline Incidents 09-10
Data Use for Federal, State, and Public Reporting Fiscal Data and Reports
Significant Disproportionality Calculations
IDEA Federal Data Reports
State Performance Plan and Annual Performance Report for Special Education (SPP/APR)
System Performance Review and Improvement (SPR&I)
Special Education Report Cards
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IDEA 2004
The general purposes of the Individuals with Disabilities Education Act (IDEA 2004) are “to ensure that all children with disabilities have available a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” [20.U.S.C. Sec. 1401(d)(1)(A)]
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Fiscal Data and Reports
IDEA Funding for Districts
Base payment of IDEA funds based on FY 1999
85% of remaining IDEA funds based on public/private enrollment
Source: Fall Student Membership and Private School Enrollment Form
15% of remaining IDEA funds based on children living in poverty (Free & Reduced Lunch)
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Fiscal Data and Reports
Special Education Funding website: http://www.ode.state.or.us/search/page/?id=894
Federal IDEA Estimates
Federal IDEA Distribution
IDEA District/Consortium Annual Application
State Annual Application for Funds
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Fiscal Data and Reports
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Special Education Funding Question?
Eric Richards at 503-947-5786 or [email protected]
Special Education Funding website:
11% Cap Waiver
High Cost Disability> Contact Michael Wiltfong at 503-947-5914 or
Special Education Funding Q & A
Significant Disproportionality Calculations IDEA 2004 requires states to define significant
disproportionality of racial/ethnic groups with regards to four areas:
Identification in special education
Identification in specific disability categories
Placement
Discipline
Significant Disproportionality Criteria - http://www.ode.state.or.us/schoolimprovement/accountability/monitoring/sigdispthreshjust.doc
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Data Collections Utilized:
December Special Education Child Count (SECC)
Fall Student Membership
Discipline Incidents
Any district found significantly disproportionate in any of the four areas, will have preventative measures enforced by ODE, including the required use of 15% of IDEA funds for Coordinated Early Intervening Services (CEIS)
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Significant Disproportionality Calculations
Disproportionality Question?Dianna Carrizales at 503-947-5634 or
IDEA Federal Data Reports IDEA 2004 requires states to submit 11 state-level
reports regarding aspects of special education in Oregon:
Part B, ages 3 through 21
Part C, ages birth though 2
Reports Due Annually:
Due February 1st or November 1st
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IDEA Federal Data Reports
Part B (ages 3-21)
Table 1: Children with Disabilities Receiving Special EducationSource: December Special Education Child Count (SECC)
Table 2: Personnel Employed to Provide Special Education and Related Services for Children with DisabilitiesSource: Staff Position, Staff Assignment
Table 3: Educational EnvironmentsSource: December Special Education Child Count (SECC)
Table 4: Children with Disabilities Exiting Special EducationSource: June Special Education Exit Collection
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IDEA Federal Data Reports
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Part B (ages 3-21)
Table 5: Children with Disabilities Subject to Disciplinary RemovalSource: Discipline Incidents
Table 6: Participation and Performance of Students with Disabilities on State Assessments Source: Assessments, Spring Membership, December Special Education Child Count (SECC)
Table 7: Dispute Resolution Under Part B of IDEA Source: Dispute Resolution Database
IDEA Federal Data Reports
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Part C (ages Birth - 2)
Table 1: Children Receiving Early Intervention Services in Accordance with Part C Source: December Special Education Child Count (SECC)
Table 2: Program Settings Where Early Intervention Services are Provided to Children with Disabilities and Their Families in Accordance with Part C Source: December Special Education Child Count (SECC)
Table 3: Infants and Toddlers Exiting Part C Source: June Special Education Exit Collection
Table 4: Dispute Resolution Under Part C of IDEA Source: Dispute Resolution Database
State Performance Plan and Annual Performance Report for Special Education (SPP/APR)
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Six-year State Performance Plan
Annual Performance Report
20 Part B Indicators
14 Part C Indicators
Website: http://www.ode.state.or.us/search/page/?id=1813
SPP/APR for Special EducationPart B Indicators:1: Graduation Rate
2: Dropout Rate
3: Statewide Assessment
4: Suspension and Expulsion Rate
5: Placement in the LRE for School Age
6: Placement in the LRE for Preschool
7: Improved Outcomes for Preschool
8: Parent Involvement
9: Disproportionate Representation
10. Disproportionate Representation by Disability
11: Timely Evaluation within 60 School Days
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12: Timely Transition from Part C to Part B
13: Secondary Transition Goals and Services
14: Postsecondary Outcomes
15: Identification and Correction of Noncompliance
16: 60-day Timeline for Complaint Resolution
17: 45-day Timeline for Due Process Hearings
18: Resolution Settlements
19: Mediation Agreements
20: Timely and Accurate Data Reporting
SPP/APR for Special EducationPart C Indicators:
1: Timely IFSP Services
2: Early Intervention Services in Natural Environment
3: Improved Child Outcomes
4: Family Involvement
5: Child Find Birth to One with IFSPs
6: Child Find Birth to Three with IFSPs
7: Timely Evaluation within 45 Days
8: Timely Transition Planning
9: Identification and Correction of Noncompliance
10: 60-day Timeline for Complaint Resolution
11: 45-day Timeline for Due Process Hearings
12: Resolution Settlements
13: Mediation Agreements
14: Timely and Accurate Data Reporting
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SPP/APR for Special Education
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Heavy emphasis on:
Timely and accurate data – Indicators B20 and C14
Timely correction of all non-compliance identified through any means – Indicators B15 and C9:
File reviews or any findings from an on-site monitoring visit
Data collections
Complaints or due process investigations
System Performance Review and Improvement (SPR&I)
A statewide special education monitoring system
Aligns with IDEA General Supervision requirements
Supports improvement planning through:
(1) collection and interpretation of data,
(2) development and implementation of an improvement plan,
(3) evaluation of impact and effectiveness of improvement strategies
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Website: http://www.ode.state.or.us/search/results/?id=253
SPR&IDistrict Reports: Federal Placement (B5)
Source: December Special Education Child Count (SECC)
Disproportionality (B9 & B10)Source: December Special Education Child Count (SECC), Fall Student Membership
Leaver (B1-B2)Source: Early Leavers, High School Completers, Fall Student Membership, December Special Education Child Count (SECC)
Assessment (B3)Source: Students Assessments, Spring Membership, December Special Education Child Count (SECC)
Discipline (B4)Source: Discipline Incidents
Child Find (B11)Source: Special Ed Child Find (Indicator 11)
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SPR&IProgram Reports:
Child Identification: Birth-1, Birth-2 (EI), ECSE (3-4+)Source: US Census data from Population Research Center, December Special Education Child Count (SECC)
Federal Placement: EI, ECSESource: December Special Education Child Count (SECC)
Child Find (B11)Source: Special Ed Child Find (Indicator 11)
Primary Disability Distribution – EI, ECSESource: December Special Education Child Count (SECC)
Ethnicity Distribution - EI/ECSE CombinedSource: December Special Education Child Count (SECC), Fall Student Membership
Procedural Compliance Review (File Reviews)Source: December Special Education Child Count (SECC)
SPR&IDistrict and Program Determinations
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Annual Review of District Performance Towards Meeting IDEA Requirements
Criteria used by the ODE include:
the extent of current compliance;
timeliness and accuracy of data reporting;
procedural non-compliance (audit) findings that have been corrected within required timelines;
additional noncompliance identified through other sources; and
compliance indicators from the State Performance Plan (SPP)
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SPR&IDistrict and Program DeterminationsDistrict Indicators: Procedural Compliance Review (File Reviews)
B15: Identification and Correction of Noncompliance
B13: Secondary Transition Goals and Services
SPP Compliance Indicators
B9: Disproportionate Representation
B10: Disproportionate Representation by Disability
B11: Timely Evaluation within 60 School Days Timely and Accurate Data Submissions
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SPR&IDistrict and Program DeterminationsProgram Indicators: Procedural Compliance Review (File Reviews)
C1: Timely IFSP Services
C7: Timely Evaluation within 45 Days
C8: Timely Transition Planning
C9: Identification and Correction of Noncompliance
B11: Timely Evaluation within 60 School Days
B12: Timely Transition from Part C to Part B
Timely and Accurate Data Submission
SPR&I
Questions?Always start with your County Contact
List posted: http://www.ode.state.or.us/search/page/?=2550
Regional TrainingsGo to ODE Calendar of Events for dates and locations:http://www.ode.state.or.us/news/events/
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Timely and Accurate Data
Timeliness and Accuracy are tracked for three collections:
December Special Education Child Count (SECC)
June Special Education Exit Collection
Special Ed Child Find (Indicator 11)
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Timely and Accurate Data
Criteria used for tracking Timeliness:
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Untimely:
1. No data submitted by the close of the Collection
2. Have uncorrected errors after the close of the Collection
3. Did not complete the correction process during the Electronic Correction period
Timely and Accurate Data
Criteria used for tracking Accuracy:
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Inaccurate:
1. Collection had to be opened or left open after the Electronic Correction period closed
2. A Post-Submission Correction form was submitted
Timely and Accurate Data
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Accuracy as it relates to Noncompliance:
Any potential noncompliance reported in data collections must be followed-up on by ODE
Data Collections examples:
Special Ed Child Find (Indicator 11)
Discipline Incidents
Always review reported data for accuracy!
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Timely and Accurate Data
Special Education Report Cards Developed to inform parents and the community about
the special education programs and services provided by Oregon school districts and Oregon EI/ECSE county programs
Technical Assistance Documentation is available on the Report Cards webpage:
Report Templates How-to-Read guides Distribution Information Technical Manuals with explanations of data sources,
calculations, and contact information.
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Website: http://www.ode.state.or.us/search/page/?=1831
Special Education Report Cards
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District Report Card Graduation and Dropout Rates Least Restrictive Environment (LRE) Calculating Academic Achievement: Performance Calculating Academic Achievement: Participation Adequate Yearly Progress Parent Survey Results Student Receiving Special Education Services Timeline for Eligibility IEP Goals and Transition Services Suspension / Expulsion Post School Outcomes Local Information Provided by Your District
Special Education Report CardsProgram Report Card Timely EI Services
Timeline for EI IFSP
Services in Natural Setting
Services in Typical Setting
Timely Transition
Individual Family Services Plan (IFSP)
Family and Parent Survey
Timeline for ECSE Eligibility
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Special Education Report Cards
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Important Dates
March 9-17, 2010Special Education Report Validation Period
March 29, 2010Final Special Education Reports available to Districts and Programs
March 31, 2010Public Release of the Special Education Reports
Questions?Email the District Special Education Reports mailbox at [email protected] or Program Special Education Reports mailbox at [email protected]
Special Education Data ContactsData Unit
Sara Berscheit – Data Coordinator
[email protected] or 503-947-5872 Trish Lutgen – Research Analyst
[email protected] or 503-947-5798 Alex Toth – Research Analyst
[email protected] or 503-947-5795 Gretchen Gear – Research Analyst
[email protected] or 503-947-5817 Claire Kemmerer – Data Unit Support Specialist
[email protected] or 503-947-5696
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