Presentation on theme: "Telling Your Data Story: Collection Through Reporting Marianne Moore, VDOE Paul Raskopf, VDOE Elizabeth Evans Getzel, VCU-RRTC Transition Forum 2010 Roanoke,"— Presentation transcript:
Telling Your Data Story: Collection Through Reporting Marianne Moore, VDOE Paul Raskopf, VDOE Elizabeth Evans Getzel, VCU-RRTC Transition 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 given year divided by the number of graduates in that year, plus other completers that year, plus the number of 12 th, 11 th, 10 th, and 9 th grade dropouts. The numerator includes only Standard diplomas and Advanced Studies diplomas. It accounts for students that may take longer to graduate.
March 16 VTF 2010 The percentage of students who graduate from secondary school with a regular diploma in the standard number of years. Section 1111(b)(2)(C)(vi) of ESEA Graduation Rate: ESEA
March 16 VTF 2010 Graduation: ESEA Under 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 States 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 12 th for Year X, 11 th grade Year X - 1, 10 th grade Year X - 2, & 9 th grade Year X- 3
March 16 VTF 2010 Graduation Target Performance
March 16 VTF 2010 Dropout Indicator #2 Percent 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 Dropout Dropout as an individual in grades 7-12 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 the membership, has not graduated from high school or completed a state or district approved educational program and does not meet any of the exclusionary conditions: transfer to another public school district, private school or state or district approved education program, temporary school recognized absence due to suspension, illness or death.
March 16 VTF 2010 Dropout Rate for Students with Disabilities Target Performance
March 16 VTF 2010 Indicator 13: OLD Language Target100 Performance 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 students 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 students transition services needs
March 16 VTF 2010 Indicator 13 Look at your Checklist. What questions will be used to compute your percent? a 7b
March 16 VTF 2010 Indicator 13 Virginia 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, , PHONE of contact person(s) –You cannot get into the sites for both Indicators 13 & 14
March 16 VTF 2010 OLD Indicator #14 Language Percent 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 Target Performance
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 = # 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 assome 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 collection is base line to set new targets for state
March 16 VTF 2010 What is Reported Competitivenew 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 will be interviewed Training on completing interview survey posted –www.worksupports.comwww.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 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 identifiedprimary person to respond to VDOE and VCU-RRTC –Contact information: NAME 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 states general supervision and monitoring procedures through selected on-site reviews. Contact Person: Marianne Moore, (804) ;
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 to verify information. Close 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 Government February
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 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
Remember If you dont 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 – (w) or (c) Marianne Moore contact info –