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Telling Your Data Story: Collection Through Reporting
Marianne Moore, VDOEPaul Raskopf, VDOE
Elizabeth Evans Getzel, VCU-RRTCTransition Forum 2010
Roanoke, VA
March 16 VTF 2010
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 givenyear divided by the number ofgraduates in that year, plus othercompleters that year, plus the number of12th, 11th, 10th, and 9th grade dropouts.
The numerator includes only Standarddiplomas and Advanced Studies diplomas. Itaccounts for students that may take longer tograduate.
March 16 VTF 2010
The percentage of students whograduate from secondary schoolwith a regular diploma in thestandard number of years.
Section 1111(b)(2)(C)(vi) of ESEA
Graduation Rate: ESEA
March 16 VTF 2010
Graduation: ESEAUnder 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
0
10
20
30
40
50
60
2005 2006 2007 2008 2009 2010
T ar get
P er f or mance
2005 2006 2007 2008 2009 2010
Target 55 43 45 47 50 53
Performance 42 43 44 47
March 16 VTF 2010
Dropout
• Indicator #2Percent 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
DropoutDropout as an individual in grades 7-12 who wasenrolled in school at some time during the previousschool year and was not enrolled on October 1 of thecurrent school year,
or was not enrolled on October 1 of the previous schoolyear although expected to be in the membership, hasnot graduated from high school or completed a state ordistrict approved educational program and does notmeet any of the exclusionary conditions: transfer toanother public school district, private school or state ordistrict approved education program, temporary schoolrecognized absence due to suspension, illness or death.
March 16 VTF 2010
Dropout Rate for Students with Disabilities
0
0.5
1
1.5
2
2.5
3
2005 2006 2007 2008 2009 2010
T ar get
P er f or mance
2005 2006 2007 2008 2009 2010
Target 1.93 1.91 1.89 1.87 1.85 1.83
Performance 2.2 2.3 2.4 2.51
March 16 VTF 2010
Indicator 13: OLD Language
0
20
40
60
80
100
120
2005 2006 2007 2008 2009 2010
T ar get
P er f or mance
2005 2006 2007 2008 2009 2010
Target 100 100 100 100 100 100
Performance 77 70 83 94
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.
March 16 VTF 2010
Indicator 13
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.
(20 U.S.C. 1416(a)(3)(B))
appropriate measurable postsecondary goals
annually updated
based upon an age appropriate transition assessment transition services, including
courses of study, that will reasonably enable the student to meet those postsecondary goals
evidence that the student was invited to the IEP Team meeting
evidence that a representative of any participating agency was invited to the IEP Team meeting
with the prior consent of the parent or student who has reached the age of majority.
annual IEP goals related to the student’s transition services needs
March 16 VTF 2010
Indicator 13
Look at your Checklist. What questions will
be used to compute your percent?
1315
14
21
19 3
7a
7b
March 16 VTF 2010
Indicator 13Virginia 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 LanguagePercent 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
2005 2006 2007 2008 2009 2010
Target 60 65 70 85
Performance 75.5 73.6
0
10
20
30
40
50
60
70
80
90
2005 2006 2007 2008 2009 2010
T ar get
P er f or mance
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
4 = # Other
Employed
# Other/Not Engaged (States are not required to report this #)
A
B
C
Total Respondents
March 16 VTF 2010
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;•Workforce development.
March 16 VTF 2010
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) 225-2700; [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 with a collection
March 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 10-15-2010 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
Collect Data on School Exiters
Data Reported to Federal
GovernmentFebruary 1
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
1 6
95
8
7
2
4
3
12
10
1113
Like your family tree
14
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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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
