STARS DATA & REPORTING

Special Education New Directors’ Academy August 23, 2011 Purposes, Resources, Processes to report Special Education data

PRESENTATION OVERVIEW   Student Teacher Accountability Reporting

System (STARS)

  STARS – NMPED Perspective Richard Trujillo, Information Technology (IT)

  STARS – Special Education Bureau (SEB) Perspective, Stephanie Sena, SEB

  STARS – SEB Education Administrator Perspective, Mario Vigil, SEB

  STARS – School District Perspective, Diane Sandoval, Special Education Director, Dexter Consolidated Schools

  Questions & Discussion

STARS DATA & REPORTING NEW MEXICO PUBLIC EDUCATION DEPARTMENT PERSPECTIVE

Richard Trujillo, Project Manager, Information Technology (IT) Bureau

STARS DATA & REPORTING SPECIAL EDUCATION BUREAU PERSPECTIVE

Stephanie Sena, SEB Education Administrator and Acting Data Manager

MULTIPLE PURPOSES OF STARS DATA

  Meets the current PED and USDE federal reporting requirements

  Improves the quality of special education programs

  Provides longitudinal data system of student progress and educational history

  Report timely and accurate education data to state and federal education stakeholders

RESOURCES

  Student Teacher Accountability Reporting System (STARS) Manuals

- Vol. 1: Updates and templates - Vol. 2: Appendix B and Appendix D

applicable codes to report   SEB Education Administrators   District STARS coordinator and Special

Education Director   PED Information Technology Bureau

WHY IS DATA SO IMPORTANT? STATE LEVEL

  State implements all data for all reported SPP (State Performance Plan) Indicators to finalize the districts’ or state chartered charter schools’ determination profiles.

  Final data for all SPP Indicators is implemented and reported within the Annual Performance Report (APR). The report reflects the quality of special education programs within New Mexico.

  The final APR is submitted to the Office of Special Education Programs (OSEP) for review. OSEP will then designate determination status for the State.

HOW DOES THE SUBMITTED DATA AFFECT THE DISTRICT/CHARTER?   The quality of the submitted data for all

Indicators determines the districts’/charters’ Determination Profile Status for the 2011-2012 school year.

  Each Determination Profile status will require varying levels of progress monitoring.

  Progress Monitoring activities are determined by the Special Education Bureau following IDEA-B federal regulations.

ESSENTIAL COMPONENTS TO DETERMINE DETERMINATION STATUS

Quality of documentation

of Special Education data

Quality of submitted data from district or

charter

Determination Status for next school

year

WHAT ARE THE DETERMINATION STATUS PROFILES?   Meets Requirements

  Needs Assistance Year 1 (NA 1)

  Needs Assistance Year 2 (NA 2)

  Needs Assistance Year 3 (NA 3)

  Needs Intervention Year 1 (NI 1)

  Needs Intervention Year 2 (NI 2)

  Needs Intervention Year 3 plus (NI 3)

WHAT ARE THE REQUIREMENTS FOR EACH DETERMINATION STATUS?

Least Prescriptive Progress

monitoring-

• Meets Requirements, NA 1 • Desktop Monitoring; EPSS progress monitoring;

Webinar Professional Development

Collaborative Professional Development

• NA 2; NA 3 • Collaborative Technical Assistance and

Collaborative Professional Development

Most Prescriptive Progress

Monitoring

• NA 3; NI 1; NI 2 and NI 3 plus • Mandatory trainings; site reviews; possible

direction of funds; Corrective Action Plans

HOW DO WE PREPARE DISTRICT DATA?

  Ensure documentation is valid and complete.   Ensure existing data systems are updated prior

to submission (Ex: J-Mac, Powerschool, Skyward, etc.).

  Prepare templates prior to reporting window opening up.

  Communicate with any charters within the district to ensure all data is accurate and reported within the 10 day timeframe.

REPORTING IS A TEAM EFFORT - DISTRICT/CHARTER, IT AND SEB

• SEB Education Administrator

• District, IT and SEB EA staff

• District SPED coordinator and STARS data personnel

• NMPED Information Technology (IT)

Open submission

window

Submit ALL data

including data for charter

schools

Review data and

communicate with LEA

status of data review

Data is either validated OR corrected and resubmitted

STARS REPORTS: WHERE AND HOW DO WE FIND THE ERRORS?   Special Education Profile Report Section A-

Special Education Summary

  Total IEPs count should match the Total Membership count on Section C- SEG Membership

Snapshot date

Total lEPs

3Y 4Y 1/A 2/B 3/C 4/D

EOY 49 1 2 19 19 3 4

Report date

3Y 4Y C D A/B Total

EOY 1 2 3 4 38 48

HOW TO FIND THE ERRORS: EXCEPTION REPORTS – SECTION B

  Once all data is submitted, all 19 areas in Section B are marked with a pass OR with number of errors in red (3).

  Special Education Detail Exception Report details the errors including student name, ID # and location code.

status Description of errors

pass Student with missing or invalid Primary Area of Exceptionality

(3) High School students with no expected diploma type code

(4) Missing or invalid Program Start Date for 3Y and 4Y program.

WHICH STUDENTS ARE INCLUDED IN THE SPECIAL EDUCATION REPORT?

  Students with the Primary Exceptionality of Gifted are NOT to be included in the Special Education reports.

  Students with Secondary Exceptionality of Gifted WILL BE included in the Total IEP count as well as SEG membership.

  Students placed in Private Schools will be included in Total IEPs but will not be included in SEG membership.

HOW DOES THE DISTRICT REPORT DATA FROM CHARTER SCHOOLS?

  Charter schools within the district should report data to district prior to district’s final submission.

  All data should be submitted and corrected within the 10 day timeframe.

  The quality and validity of the data submitted by charter schools will reflect the

district’s determination profile for the 2011-2012 school year.

WHAT ABOUT OTHER EXCEPTION REPORTS?

  Overdue IEP report – identifies students with IEPs not yet completed by last annual review date.

  Overdue Evaluation Date Report - identifies students with overdue re-evaluations.

  Prior EOY Students with Transition IEPs Not Found - primarily used at first reporting period.

  Coordinated Early Intervening Services (CEIS)report - identifies students receiving CEIS either by voluntary CEIS or mandatory CEIS.

SPP INDICATORS

  Indicator 1- Graduation   Indicator 4- Suspensions/Expulsions   Indicator 7- Early Childhood Outcomes   Indicator 11- 60 Day timeline   Indictor 12- Part C to B Transition   Indicator 13 - Transition Summary Outcomes   Indicator 20- Timeliness and accuracy of data

that is reported and of Reports

REPORTING DATES

 40D= YYYY-10-01  80D= YYYY-12-15  120D= YYYY-03-01  AYP(NMSBA)= YYYY-04-20  EOY = YYYY-06-01

INDICATOR 20 -TIMELY & ACCURATE STATE REPORTED DATA AND REPORTS

  Definition of Timely: Submission – Data is submitted by the deadline date Data Complete – All discrepancies are completed and verifications

complete by the deadline date

  Definition of Accurate: Following Instructions – Data sources comply with the STARS standards

and data entry methods and follow directions of staff and User Guides Data Verification Checks – District responded to requests to verify and/or

correct data   STARS Training: Participation in annual STARS data training (fall and spring)

Points Possible: SPP Indicators 1 point for each category (4 categories) STARS Trainings 1 point for each time LEA attends , fall

and/or spring

INDICATOR 20 – TIMEFRAMES FOR COLLECTED DATA

Indicator Timeframe

Indicator 1- Graduation 2nd Wednesday in October and EOY

Indicator 4- Discipline report/Suspensions Expulsions

End of Year

Indicator 5- Least Restrictive Placement

2nd Wednesday in October

Indicator 6- Preschool Settings 2nd Wednesday in October

Indicator 7- Early Childhood Outcomes

2nd Wednesday in October and EOY

Indicator 9 and 10- Disproportionate Representation

2nd Wednesday in October

Indicator 11- 60 Day timeline ALL REPORTING PERIODS

Indicator 12- Part C to B Transition

2nd Wednesday in December

Indicator 13- Secondary Transition with IEP Goals

2nd Wednesday in December and EOY

STARS DATA & REPORTING SPECIAL EDUCATION BUREAU EDUCATION ADMINISTRATOR PERSPECTIVE

Mario Vigil, SEB Education Administrator

FERPA

•  Student education records are official, confidential documents protected by the Family Educational Rights and Privacy Act (FERPA, 20 USC 1232g). •  FERPA defines education records as all records that schools or education agencies maintain about students, and protects both paper and computerized records. FERPA and other privacy laws (such as Title I, Special Education, and the NM Manual on Protecting Student Information) ensure that information about citizens collected by schools and government agencies is released only for specific and legally defined purposes. (See Volume 2, Appendix F for additional summary information on FERPA)

DATA COLLECTION AND VALIDATION

•  The majority of the data for the State Performance Plan (SPP) is collected electronically through the State’s data warehouse (STARS) and the State’s data base. •  The data source and reporting period for each indicator are listed in the chart [located on page 19 of the New Mexico’s Integrated Special Education Accountability System (SEAS)]

SUBMISSION AND VALIDATION PROCESS

• Example: the LEA validates the child specific data before submitting to the PED. The Information Technology (IT) determines if data are duplicates, have errors or are incomplete. The SEB further validates the data specific to children, IEPs, require fields for compliance indicator validation, and the prong one and prong two criteria. [See chart on page 20 (SEAS)]

EPSS/CORRECTIVE ACTION PLAN/STARS

•  The LEA could also be required to participate in professional development activities or be the recipient of targeted technical assistance •  STARS validation process could be part of the validation plan

COORDINATED EARLY INTERVENING SERVICES (CEIS)

 Mandatory CEIS is monitored through STARS and OBMS

 The students who have been identified to receive CEIS are monitored through STARS

 Each student has an unique identification (ID) number

 Through the unique ID, SEB staff can verify important information such as the student’s race/ethnicity and grade level

STARS DATA & REPORTING SCHOOL DISTRICT PERSPECTIVE

Diane Sandoval, Special Education Director, Dexter Consolidated Schools

QUESTIONS, ANSWERS & DISCUSSION

NMPED Presentation Team Members:  Stephanie Sena, EA, SEB (505) 827-1460

stephanie.sena@state.nm.us  Richard Trujillo, IT Program Manager, NMPED (505) 827-7935 richard.trujillo@state.nm.us  Mario Vigil, EA, SEB (505) 827-3505

mario.vigil@state.nm.us  Noreen Romero, EA, SEB (505) 827-1424

noreen.romero1@state.nm.us Thank You!