Special Education Data Reporting - files.serc.cofiles.serc.co/bts15/pm/NCASE Data Training/Back to School_NCASE... · ED 166 – Disciplinary Offense Data Collection And PSIS –

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S p e c i a l E d u c a t i o n D a t a

R e p o r t i n g

Agenda

• State Performance Plan and Annual Performance Report (SPP/APR )

• Federal/State Reporting Requirements

• Restraint and Seclusion

Public Reporting Documents

• Work backward from outputs to inputs

• Link reporting to data collection process

Goal

• Interrupt; ask questions

• See the big picture

Your Role

Communication

1. Remember: Use the word “hypothetical”.

2. We often receive issue based calls from LEA data managers that raise “red flags” for the department. It is imperative that district data personnel bring issues to the attention of the director before calling the department!

3. Always call the department with a question, rather

than sitting at your computer getting frustrated with an error message or a question for which you cannot find the answer in an FAQ document or other guidance documents.

Communication

4. KEEP your SEDAC Contact List Up-to-Date! This list is

used by BSE and Assessment as their primary phone book for district level Special Education contacts.

5. Primary Data Contact – the person who works with SEDAC the most; not the Director. Who do you want us to call when we have a data-based question?

6. Alternate Data Contact – do NOT list the Director here. We will always copy the director on email communication from the department. Please use this to give us another person’s contact information who can answer student questions in the absence of the primary data contact.

Communication

7. There are 5 of us:

– SEDAC: Laura, Diane or Jayne

– Resolution Meetings: Laura

– Restraint/Seclusion: Laura or Stephanie

– ECO: Marquelle, Diane or Stephanie

– Eval Timelines: Marquelle, Diane or Stephanie

You should be able to get help within 24 hours (except maybe

the week before the collection “timely due date”. ) If you do not get a response to a phone message within 48 hours; follow-up with an email to the original consultant and cc to other members of our staff. One of us will get back to you!

SPP/APR

17 Indicators, each with stakeholder

established statewide targets.

Progress is reported annually at both the

District and State Level through the APR.

State Determinations

• In accordance with Section 616 of the statute, OSEP issues state determinations in June using the following categories:

Meets Requirements

Needs Assistance

Needs Intervention

Needs Substantial Intervention

• District and State data reported in the APR affect the state’s determination, how the state is monitored by OSEP and, in some cases, the direction/payment of federal funds

• Connecticut received a determination (for Part B) of “Needs Assistance 1” for the first time in June 2014; after 6 years of “Meets Requirements”. CT was MR for 2015.

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District Determinations

• Pursuant to IDEA Section 616(a)(1)(C), States are

required monitor implementation and enforce this part

of the act on the LEAs using the same four categories

(Meets Req., Needs Assistance, Needs Intervention,

Needs Substantial Int.)

• 2013-2014 District Determinations: 158 MR,

8 NA-1, 3 NA-2, and 1 NI-1

• Section 616 also requires the State to report annually

to the public on the performance of each LEA in the

state

• Publish district-level Annual Performance Reports

(APRs) and related explanation documents each spring

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Indicators 1 and 2

Indicator #1: 4-year Cohort

Graduation Rate

Indicator #2: “Dropout” Rate (required by OSEP to use the “other” column

from ESEA 4-yr Grad Rate.)

Indicators 1 and 2

Cohort includes:

# students who are1st time

9th graders

Oct. 1, 2010 – expected to

graduate spring 2014

Oct. 1, 2011 – expected to

graduate spring 2015

Minus transfers out

Plus transfers in

Of these students, sort into 4

categories based on status

as of September following

their anticipated spring

graduation:

Graduate

Still Enrolled

Certificate

“Other” (Dropouts and

students who transfer

but do not re-enroll)

The Data: Ind. 1 and 2

CATEGORY FINAL

COHORT

4-YEAR

GRADUATION

RATE

STILL

ENROLLED

“OTHER”

(DROPOUTS)

All Students 13-14 43,050 87.0 5.6 7.3

Special

Education 13-14 5,640 65.2 22.6 12.3

General

Education 13-14 37,410 90.3 3.1 6.6

TARGETS 2013-14 2014-15 2015-16 2016-17 2018-19

Graduation 67.6% 70.3 72.9 75.6% 78.2%

Dropout 14.5% 14.0% 13.6% 13.3% 13.0%

Data Source: Ind. 1 & 2

PSIS Registration

• Exit Date And Type

Graduate = Exit Code 15

Certificate = Exit Code 16

Still Enrolled = Student is reported in PSIS Oct. Collection, in

the fall AFTER they are expected to graduate.

IMPORTANT Consideration!!!

Students who AGE OUT (exit code 20) are coded as

“Other”(dropouts). Consider if these students could

earn a certificate. This would help your ESEA Waiver “holding

power” grad rate.


“Other” Category (only the “last recorded” exit code is considered):

• 20 – reached maximum age for services (aged out);

• 21 – discontinued schooling;

• 23 – transfer to GED program;

• 24 – transfer to post-secondary education;

• 25 – moved, not known to be continuing;

• 27 – transfer to an Adult High School Credit Diploma (AHSCD);

• 02 – transfer to other in-state public school, but not reported by

new district in a later PSIS collection as enrolled; and

• any student with any transfer exit code that is identified as

enrolled in a Connecticut Adult Education program (up through

the next fall). (i.e., student tells you they are moving to

California; district reports the out-of-state transfer exit code, but

the student’s plans change and they actually enroll in adult

education. This student will be recoded to a dropout.)

SEDAC – Grade 12 Report

• Verify the correct exit codes and dates are reported.

Additional Data Cleaning Opportunities:

• School Principal cleaning prior to Superintendent

Certification.

• If you question the accuracy of the reported PSIS

Registration exit codes, contact your PSIS

Coordinator. Any inaccuracies must be corrected in

PSIS Registration (w/Kendra Shakir) and reported to

Francis Apaloo at [email protected].

Clean or Edit the Data

How Do I

mailto:[email protected]

Reporting: Ind. 1 and 2

IMPLICATIONS for Reporting

APR – Ind. 1 & 2

Currently, does not impact District Determination

ESEA Waiver implications

Calculated for the District and School Performance Indices

and publicly reported on the District and High School

Level School Profiles.

Has implications for a high school’s Classification under

ESEA (excelling/progressing/transition/review/turnaround).

*Reported to federal government and publicly reported at:

http://www.eddataexpress.ed.gov

Indicator 3

Indicator #3:

Participation and Performance of

SWD on State Assessments

(New: Waiver SPI)

and

AYP Designation

(New: ESEA School Classifications)

The Data: Ind. 3

3A: Percent of Districts (meeting the minimum “n”

size) that met ESEA Annual Measureable

Objective (AMO) targets for the SWD subgroup.

3B: Participation Rates must be greater than or

equal to 95%.

3C: Proficiency Rates:

To be determined

Data Cleaning opportunities…

• Work with your district test coordinator and

the Bureau of Student Assessment (BSA)

• Make sure that all your SWD taking an

ALTERNATE assessment are tested on the

correct form.

• Verify that the IEP (p.9) and CSDE

Accommodations/Modifications Data

collection MATCH! And that the student

actually receives the accommodations or

modifications they are entitled to.


How Do I

Reporting: Ind. 3


APR – Ind. 3

Currently, does not impact District IDEA Determination

Assessed against state performance targets

established in the ESEA Waiver. But DOES impact

State IDEA Determination (RESULTS Rubric)



Indicator 4

A – Significant Discrepancy (> 2.0%) in

the Rate of out-of-school Susp/Exp of

SWD for greater than 10 days (all

offenses)

B – Significant Discrepancy (> 2.0%) by

Race/Ethnicity in the Rate of out-of-school

Susp/Exp of SWD for greater than 10

days (serious offenses only) due to

inappropriate PPP’s.

The Data: Ind. 4

4A –

2013-14: 16 districts have a significant discrepancy in

the suspension of SWD

2012-13: 18 districts have a significant discrepancy in

the suspension of SWD

4B-

2013-14: 10 districts have a significant discrepancy by

race/ethnicity; 0 of these 15 districts had a

significant discrepancy as a result of


2012-13: 10 districts have a significant discrepancy by

race/ethnicity.

The Data: Susp/Exp

Remember that in addition to the indicator analysis,

there is also a Significant Disproportionality by

race/ethnicity analysis that uses Relative Risk Indices

(RRI’s) to determine if 15% of IDEA funds in a district

must be redirected for early intervening services (target:

RRI < 4.0). 2 YEAR Rule in place!!!

Analysis Data Points:

In-School Suspension 0-10 days

In-School Suspension 11+ days

Out-of-School Suspension 0-10 days

Out-of-School Suspension 11+ days

2013-14 data =

1 districts with Significant Disproportionality in Discipline

Data Source: Ind. 4

ED 166 – Disciplinary Offense Data Collection

And

PSIS – Registration

• Race/Ethnicity

And

SEDAC • Primary Disability

SEDAC

ED166 Primary Disability Collection Report

Located under SEDAC Data Cleaning Reports

ED 166

Primary Disability Collection Report

Located under Administrator Data Reports


How Do I

Reporting: Ind. 4


APR – Significant Discrepancy

Impacts District IDEA Determination!

Both A and B are assessed against state performance

target of 2.0%.

Significant Disproportionality

Only reported in SEDAC under: Reporting/Statewide

Reports/Significant Disproportionality Summary

Report


OSEP may be requiring national rule for 2015-16.

Indicator 5: LRE

5A: % SWD 80-100% TWNDP

5B: % SWD 0-40% TWNDP

5C: % SWD in Separate Schools,

Residential Facilities or

Hospital/Homebound Placements

In addition to the indicator analysis, there is also

a Significant Disproportionality by race/ethnicity

analysis that uses Relative Risk Indices (RRI’s) to

determine if 15% of IDEA funds in a district must

be redirected for early intervening services.

(target: RRI < 4.0)

The Data: Ind. 5

5A: % of CT SWD educated in settings with

80-100% TWNDP.

2013-14: 68.1% 2014-15: 68.7%

5B: % of CT SWD educated in settings with

0-40% TWNDP.

2013-14: 6.0% 2014-15: 5.2%

5C: % of CT SWD educated in segregated

settings (sep. sch./res. fac./hosp./hmbd.).

2013-14: 7.2% 2014-15: 8.4%

Indicator 6: Preschool LRE

OSEP has changed the measurement for Ind. 6 multiple

times over 6 years. The data are collected under the

following environment rules.

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 Prog.

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 Prog.

E.C. Special Education program:

– Separate Class or Separate School or Residential Facility

Home

Service Provider Location

The Data: Ind. 6

Preschool Settings 2013-14 2012-13

Percent of children ages 3 through

5 receiving the Majority of special

education and related services in

the Regular Early Childhood

program.

76.6% 73.5%

Percent of children ages 3 through

5 receiving special education and

related services in separate special

education classes, schools or

residential facilities.

11.8% 13.2%


SEDAC • % TWNDP (Non-disabled Peer Hours per

Week / Total School Hours per Week)

• “Where Living” variable

• “Type” variable (IEP/service plan)

• Federal Environment Calculations

And

PSIS (all variables at time of SEDAC Freeze)

• Race/Ethnicity

• Facility Code (program codes are key!)

• Special Program Status Code

Child Count Verification Reports

Indicator 5

• Educational Placement of Students with Disabilities (K-12) (including the student level report)

• Count and Percent of Students (K-12) by Racial/Ethnic Group within Disability Subgroups

Indicator 6

• Age of Children with Disabilities by Educational Environment (3-5) Report

• Preschool Student Data (race/ethnicity)


How Do I

Reporting: Ind. 5 and 6


APR – Ind. 5 and 6

Does not impact District IDEA Determination


Significant Disproportionality (ind. 5 only; ages 6-21)



Report



Indicator 7: ECO

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.

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

Summary Statement 2: The percent of preschool children who were

functioning within age expectations in each Outcome by the time they

exited the program.

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

Monitor Summary Statements across the three Outcome areas:

• Positive Social-Emotional Skills

• Acquisition and Use of Knowledge and Skills

• Use of Appropriate Behaviors to Meet Needs

The Data: Ind. 7

2013-14

A1 = 56.0

T=55.5

A2 = 51.9

T=51.5

B1 = 65.6

T=65.5

B2 = 32.7

T=32.5

C1 = 52.2

T=52.0

C2 = 25.2

T=25.0

District students that require a Pre Test: Lists students reported as Grade PK, with a SPED indicator of Y=Yes in a recent PSIS collection with your district as nexus, but without a PRE-TEST entered or valid reason for no PRE provided.

District students that require a Post Test: Lists students with an ECO PRE-TEST entered, but the students have been reported in a subsequent PSIS October collection in Grade K with no ECO Posttest entered or valid reason for no POST provided.

Preschool Social, Knowledge and Behavior Skills – Individual: Provides student-level progress outcomes categories for previous reporting years

Preschool Social, Knowledge and Behavior Skills – Aggregate: Provides aggregate district level data on progress outcomes for previous reporting years


How Do I

Reporting: Ind. 7


APR – Ind. 7

Does not impact District IDEA Determination


Indicators 9 and 10

9 – Disproportionate Representation (RRI >

2.0) by race/ethnicity, in the

identification of SWD; due to


10 – Disproportionate Representation (RRI

> 2.0) by race/ethnicity, in the

identification of SWD within specific

disability categories, due to


The Data: Ind. 9 & 10

9 – 0 districts have a Disproportionate

Representation in the suspension of SWD

10-

2012-13: 26 districts have a Disproportionate

Representation by disability category; 0 of

these districts as a result of inappropriate

PPP’s.


Representation by disability category; 0 of

these districts as a result of inappropriate

PPP’s.


Representation by disability category; PPP’s

are currently being reviewed.

The Data: Identification

Remember that in addition to the indicator analysis, there

is also a Significant Disproportionality by race/ethnicity

analysis that uses Relative Risk Indices (RRI’s) to determine

if 15% of IDEA funds in a district must be redirected for

early intervening services. (target: RRI < 4.0; for 2 years)

2010-11 data =

1 districts with Significant Disproportionality in Identification

2011-12 data =


2012-13 data =


2013-14 data =

0 district with Significant Disproportionality in Identification



SEDAC

• Primary Disability

And

PSIS data at time of SEDAC freeze

• Nexus

• Race/Ethnicity

Child Count Verification Reports

• Count and Percent of Students (K-12) by Racial/Ethnic Group within Disability Subgroups

Data Cleaning Reports

• Student Missing Nexus Information in PSIS

• Reported as “Eligible” in Eval Timelines, but student not reported in SEDAC

View / Download IEP [Services Plan] Students (used for searching & analysis)

Review the Prevalence Rate Data posted under Statewide Reports in SEDAC.


How Do I

Reporting: Ind. 9 & 10


APR – Disproportionate Representation

Ind. 9 and 10 impact District IDEA Determination!




Report. ALTHOUGH, OSEP and other public agencies

placing greater importance on these data.

Prevalence Rate

MOST publicly requested data report!!!

Indicator 11

Percent of children evaluated and

had eligibility* determined within

60 days of receiving parental

consent for initial evaluation (or

the state established timeframe of

45 school days).

*Eligibility for Special Ed and Related Services,

NOT 504 eligibility

The Data: Ind. 11

2012-13 = 99.3%

99 children not timely

Delays between 1 and 129 days

38 districts out-of-compliance

(29 had 95-99% compliance)

2013-14 = 99.2%

113 children not timely

Delays between 1 and 178 days

32 districts out-of-compliance

(28 had 95-99% compliance)

Data Source: Ind. 11

Evaluation Timelines Data Collection

And

PSIS

Evaluation Timelines Updates

1. Private Pay – B23 field

Public School Student, Private Pay, and Private Pay – Birth to

Three (*department needs to distinguish between Birth to Three referrals and

other private pay referrals because Birth to Three referrals do not count toward a

district’s calculation of proportionate share.)

A student is Private Pay if they were NOT sitting in (enrolled in) a public school

district at the time you receive the referral.

2. Citation/Admin Override Process

Allows: the addition of a “missed” student record to a previous

collection, changing eligibility status of a previous collection

record, and will allow the deletion of a misreported record (i.e.,

a re-evaluation record).

Evaluation Timelines FAQs

Error Says: Another evaluation record has been found for

this student. If you still want to add this record, PRESS

Continue.

Most Frequent Phone Call: My preschool records won’t

upload; it says they need a SASID! Private Pay?

Error Says: Student found eligible in current or a previous

collection. Call SDE, we need to change a setting to allow

an extra record for an individual student.

Error Says: Student found, but not owed by your district.

Call SDE, if FOSTER CARE student, we need to change a

setting to allow a foster care record. HAND ENRY ONLY

REPORTS:

SPP Indicator 11 Summary Report

Certification Confirmation Report

Reason for Delay Review Report

Reported as “Eligible” in Eval Timelines, but

student not reported in SEDAC

*IEP Direct - Eval Timeline Mismatch Report

VIEWS:

All Student Records (w/status)


How Do I

Reporting: Ind. 11

APR – Ind. 11

Impacts District IDEA Determination; Target = 100%

Use Eligible Student List (from reports) to tell PSIS Coordinator

the required Nexus Entry information for PSIS Registration.


Reporting: Ind. 11


The SDE recommends HIGHLY that districts upload

evaluation timelines data on a MONTHLY basis.

• Monthly uploads will allow the SEDAC Report (Reported

as “Eligible” in Eval Timelines, but student not reported in SEDAC) to

identify students who are missing from PSIS and/or

are missing Nexus District Entry Date in PSIS.

• Nexus District Entry Date has implications for student

testing and how students are reported in Smarter

Balanced and Accountability Data.

Indicator 12

Percent of children referred by Part C

prior to age 3, who are found eligible for

Part B and who have an IEP developed

and implemented by their third birthday.

The Data: Ind. 12

2013-14 = 100.0%

2012-13 = 99.9%

2011-12 = 100.0%

2010-11 = 100.0%

2009-10 = 100.0%


SEDAC and DSS Birth to Three System

Databases

SEDAC

• Date of Birth

• Annual Review/Initial PPT to Develop IEP

• FAPE at Three Calculation

• Reason FAPE at Three not on time = Other

o results in noncompliance

Administrative Report that Laura and

Diane monitor…you receive a phone

call if we have a question or concern.

(Don’t call us…we’ll call you!)

Birth to Three NOTIFICATION Reports

Updated nightly to help you

complete this portion of your Child

Find responsibilities.


How Do I

Reporting: Ind. 12


APR – Ind. 12

Impacts District IDEA Determination

Assessed against 100% target

Indicator 13

Percent of youth aged 16 and above with an IEP that

includes appropriate, measureable postsecondary goals

that are annually updated and based upon age

appropriate transition assessments, transition services

including courses of study, that will reasonable enable the

student to meet those postsecondary goals and annual

IEP goals related to the student’s transition service needs.

There must also be evidence that the students was:

• invited to the PPT where transition was discussed,

• and evidence, if appropriate, a representative of any

participating agency was invited to the meeting with

prior consent of the parent or student.

The Data: Ind. 13

2011-12 = 99.7%

35 students did not meet criteria

13 (of 143) districts out-of-compliance

2012-13 = 99.9%



2013-14 = 99.7%




SEDAC

• Secondary Transition In Place

o No - results in noncompliance

• Student Invited To PPT

o No - results in noncompliance

• Outside Agency Invited To PPT

o 04-No Outside Agency Invited –

results in noncompliance

Managing Student Data Reports

• Secondary Transition (15 yr olds)

• if any of the transition fields are not in

compliance immediately schedule PPT

in order to correct the noncompliance.

• Looking to build a new “ind. 13

transition report” that would allow

districts to preview their compliance

with this indicator.


How Do I

Reporting: Ind. 13

Desk Audit Notes:

9 districts who reported 100% compliance with Transition in

SEDAC were found to have Oct. 1, 2014 IEPs (13 students)

that were NOT in compliance for indicator 12.

These districts IEPs had the following errors:

• Did not have a separate Page 7 for Employment and Post

Secondary Education/Training Goals and Objectives.

• Did not invite student to the transition PPT.

• Did not consider the involvement of outside agencies.

• Did not have goal statements on Page 6.

• Did not have transition Assessments.

These districts will have their SEDAC data reset to reflect

noncompliance with Indicator 13.

Reporting: Ind. 13


APR – Ind. 13

Impacts District IDEA Determination

Assessed against 100% target

Other Indicators

General Supervision:

Correction and Verification of Noncompliance

Timely/Accurate Data Reporting:

*Both of these indicators impact district level

Determinations on the APR.

The Data:

Timely/Accurate Data

2014-15 = 1 district with findings

1 finding for 10/1/13 desk audit

0 finding for late data submission

2013-14 = 11 districts with findings

6 findings for 10/1/13 desk audit


2012-13 = 6 districts with findings

6 findings for 10/1/12 desk audit


Reporting and


Non-Compliance Finding LEA-Level vs. SEA-Level

APR Reporting Section

SEDAC Field Level Citations* General Supervision (SEA)

Timely/Accurate Database

Submissions


Focused Monitoring General Supervision (SEA)

SPP/APR Indicators General Supervision (SEA)

Dispute Resolution General Supervision (SEA)

SEDAC Desk Audit Timely/Accurate Data

GSS File Reviews General Supervision (SEA)

Timely/Accurate 2015-16

MOST RECENT EVALUATION DATE

• MRE cannot be held more than 3 years, to the day, from the last reevaluation date. (Citation is issued during SEDAC October Collection only.)

FIELD LEVEL NONCOMPLIANCE

• needs to be resolved before SEDAC closes…thus PPT’s scheduled ASAP

REPORTING ALL SWD on 10/1

• if child enters your district in Sept. you must report in SEDAC Oct. 1, even if your PPT to accept or exit isn’t held until after 10/1.

• 603’s – Districts may have a policy requiring a student to be registered in the district, but this policy cannot interfere with the mandatory delivery of special education services or with the federal reporting requirements.

• Evaluation Timeline (ET) Eligible Records not in SEDAC (400+)


Field Level Citations

UPLOAD Errors

• Consistent errors occur for districts who upload.

• These errors can be avoided if the Upload Error

Report is saved and reviewed.

• SEDAC rejects at the record level.

• Records will not upload if there is a mismatch of

critical data fields across department data collections.

Directory

Manager

PSIS

Registration

PSIS Collection

TCS

Staff File SEDAC

ECO

Eval Timelines ED165

ED166

CMT/CAPT &

SBAC

Other

Department

Collections and

systems (ED400, ELL,

ED540, Grants, etc.)

SEDAC G

The Department’s Collections Are Linked

69

Restraint/Seclusion

Help Site http://www.csde.state.ct.us/public/help/sedac/default.aspx

71

HAND ENTRY VS. UPLOAD

Hand Entry

o data entered directly into SEDAC

o verify every data field

do NOT correct red errors only

Upload

o data uploaded from vendor program via

csv file into SEDAC.

o SAVE and Review Upload Error Report

72

UPLOAD ERROR MESSAGE REPORT

Error messages for each of the student entries are

displayed on the screen after the upload is processed.

1. Save the Error Message

Report to your computer.

73


2. Search the Error Message

Report for “Record Did Not

Upload.”

256 9876543210 ~ Murphy: was found to have the following errors: The student's Facility Code 1 could not be matched. Record did not upload.

74


If a student’s NEXUS District, SASID, DOB

or FACILITY CODE 1 cannot be verified

the “Record did not upload”!

o Student may be there because of previous year

record via the “rollover” process from active

roster…but NO NEW data was stored in the

record.

75


You need to make a decision, either :

resolve issues related to the upload file

and re-upload OR

complete via hand-entry:

odo not resolve red errors only

overify every data field

if you make any corrections using hand entry then

upload again those changes will be overwritten

with the data in the csv file.

76


3. Search the Error Message

Report for “The student

could not be found.”

872 11261998 ~ Murphy : was found to have the following errors:

The student could not be found.

77


For IEP students, this means the SASID# is

not listed in SEDAC under View IEP

students because in PSIS October

Collection:

the SASID# is not reported, or

NEXUS indicator does not reflect your district, or

the SPECIAL EDUCATION indicator does not =

YES.

78


For Services Plan students, this means the

SASID# is not listed in SEDAC under View

Services Plan students because in PSIS

Registration

the SASID# does not exist, or

the SASID# has not been registered/unregistered

with your town listed as NEXUS district.

Desk Audit

80

DESK AUDIT – New Process

3 separate reviews occurred:

• SEDAC Desk Audit

• Bureau of Student Assessment -

Modifications/Accommodations Audit

• Bureau of Special Education –

General Supervision File Review

Moving forward – 3 year cycle for GSS File

Review will align with selection of desk audit

districts and the mailing of the BSE parent

survey (ind. 8).

81

DESK AUDIT – 100% MATCH

Summary of Findings:

• The IEP Start Date collected in SEDAC should come from Page 11 of the IEP, not the page 3 Prior Written Notice Page.

• IEP Start date should reflect the SCHOOL YEAR date closest to October 1, not summer school.

• Transition check box on page 1 is about post secondary age 15 and older “stuff” – Appears it is being used for transition from school to school and

grade to grade.

• Couse of study (Page 6) – required to write something that links to transition goals

• Primary reason for Ed Location on page 12 says PPT but edit checks against other fields force you to update Primary Reason to the more appropriate code (for example: FC1 = magnet, charter, etc.). REMEMBER to update the IEP!

The desk

audit

system

(§300.640)

compares

randomly

sampled

IEPs to data

reported in

SEDAC

October 1.

Guerrera, Laura

860-713-6898

[email protected]

Middleton, Marquelle

860-713-6877

[email protected]

Murphy, Diane

860-713-6891

[email protected]

O’Day, Stephanie

860-713-6803

stephanie.o’[email protected]

Brooks, Jayne

860-713-6881

[email protected]






Final Questions

Restraint and

Seclusion

Restraint & Seclusion

Public Act No. 12-88, requires the department to collect data from each local or regional board of education, institution or facility that provides direct care, education or supervision of persons at risk. Persons at risk are defined as children receiving special education or being evaluated for eligibility. The required data include:

• all instances of the emergency use of restraint and seclusion;

• the nature of the emergency that necessitated its use;

• all instances of the seclusion via an IEP;

• all instances of physical injury as a result of restraint or seclusion; including serious injuries (defined as requiring attention beyond basic first aid).


2015-16 Data –

This file is open 24/7; data are hand entry only.

Please Note: It is department policy that both

serious and non-serious injuries associated with the

use of restraint or seclusion must be reported to

the CSDE within 2 business days.

Restraint & Seclusion -

Definitions

Special Ed Status: IEP or “Consent for Evaluation”

Select Facility: Students attending more than one

facility need to have the location of the incident

selected (PSIS Facility Code 1 or 2)

Nature of the Incident: Restraint or Seclusion

Circumstances: Risk of injury to self; Risk of

injury to others; Risk of injury to self and others;

Seclusion via IEP; other (provide explanation).

Injury to the Student: No injury; Non-Serious

Injury; Serious Injury (requires medical attention beyond 1st aid)

Note: a non-

serious injury

includes

bruises and

“red marks”.

It is

important

that any and

all injuries

associated

with the

restraint or

seclusion are

documented

regardless

of severity!

Restraint & Seclusion -

Important Notes: LEA’s are responsible for entering data on R/S within

their district and for nexus IEP students out-of-state or in

“other non-public programs” (e.g., Forman School)

RESCs, Endowed/ Incorporated Academies, Charter

Schools, & APSEPs will complete their own reporting!

We have reports that allow the Nexus District to see the

records of their nexus students reported by other

organizations. If your student is placed in a RESC or

other LEA special ed program, and is restrained or

secluded, you will have read-only access to that record

through this report.

Thus it is CRITICAL that NEXUS DISTRICT is accurate!!!


Definitions Administrative Cleaning Reports:

The department is required to review all reports of injury

to the student (both serious and non-serious). It is possible,

after you have reported a record, to receive notification

from the BSE to change the injury type (if deemed inaccurate

upon reading the provided description).

All records of Serious Injury will be forwarded to the

Office of Protection and Advocacy for Persons with

Disabilities and, if appropriate, to the Office of Child

Advocate.

An Annual

Summary

Report on the

Use of

Restraint and

Seclusion will

be submitted

to the

General

Assembly, not

later than

December

fifteenth of

each year.

DO NOT REPORT injuries to staff or other students!


Parental Notification Rules

Requirements that remain in effect:

• Within 24 hours, the facility where the R/S

occurred must notify the parent or guardian

of the occurrence. Notification may occur by

phone, email, or in writing.

• Within 2 business days, the facility where the

R/S occurred must send the parent or

guardian AND the Nexus LEA a written report

detailing the incident circumstances (you may

send a copy of the state model incident form).

Additional Slides Regarding Early Childhood Outcomes

(ECO)

EARLY CHILDHOOD

OUTCOMES (ECO)

What is ECO?

ECO is a CSDE data collection that looks

at functional and developmental progress

of Pre-K students receiving Special

Education Services

The Brigance IED-III is administered as PRE

and POST assessments to determine the

child’s growth over time.

ECO DEADLINES

Although the ECO data collection is accessible all year,

districts must adhere to the Nov. 1, 2015 timely

reporting deadline.

• CSDE provides reports on the ECO website that will

list students for whom a PRE or POST is required.

(See Reports and Downloads feature in ECO)

District Students that Require a Pre Test

District Students that Require a Post test

WHO WILL BE ASSESSED?

All preschool children with an IEP will be administered an assessment to collect ECO information.

All preschool children with an IEP including preschool children receiving itinerant services – such as speech only children – as well as children receiving special education and related services in a classroom program.

*The federal requirement to collect and report ECO information applies to all preschool children with an IEP.

ECO and PSIS Connections

IF A STUDENT IS TO APPEAR IN ECO THE FOLLOWING MUST BE TRUE:

A. The student has your district listed as the Nexus District in PSIS Registration and appropriate PSIS collections

B. Student is reported in PSIS active registration and most recent collection with Grade level = PK

C. The student is reported as Special Ed = Y in the most recent PSIS collection

Handling Student

Transfers

SCENARIO

Student A enters PK Program 1 and is reported in PSIS Registration as such.

Student A attends PK Program 1 for a period of 1 year then leaves the district and is exited in PSIS.

Student A enters PK Program 2 in a new district and is enrolled until Grade K.

WHAT HAPPENS?

PK Program 1 must enter

ECO PRE-TEST data

PK Program 1 can not no

longer view student’s PRE

scores on ECO

PK Program 2 can now

view pre-test scores on

ECO and must administer

POST data

Early Childhood

Outcomes (ECO) If you have further questions regarding the ECO data collection or special cases please

contact the following staff:

Mr. Marquelle Middleton, ECO Data Manager

[email protected]

860-713-6877

For Policy Related Questions:

Maria Synodi, Early Childhood SPED Coordinator [email protected]

860-713-6941



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PUBLIC DATA COLLECTIONS HELP SITE

http://www.csde.state.ct.us/public/help/sedac

/default.aspx

ENTER BUTTON (SEDAC, Eval Timelines, ECO)

https://www.csde.state.ct.us

Data Manager Directory (Restraint & Seclusion)

http://www.csde.state.ct.us/help.asp

Special Education Data Collections

http://www.csde.state.ct.us/public/help/sedac/default.aspx



https://www.csde.state.ct.us/

https://www.csde.state.ct.us/


