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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
[email protected] Richard Trujillo, IT Program Manager, NMPED (505) 827-7935 [email protected] Mario Vigil, EA, SEB (505) 827-3505
[email protected] Noreen Romero, EA, SEB (505) 827-1424
[email protected] Thank You!