Data Discovery:
Placement Data
Monica Ballay mballay@lsu.edu
People First Language
“People First Language puts the person before the disability and
describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved
August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
When analyzing SWD
data which data point
do you view first?
Discipline
Class Grades
Standardized Test Score
Placement
Goal: Use a data-based process to analyze
educational placement (SPP 5a & 5c) of SWD
(students with disabilities)
Objectives:
• Gain knowledge of educational placement
of SWD
• Gain skills on breaking down placement
data by variables (discipline, achievement,
exceptionality, grade)
SPP Indicator 5
Educational Environment –
(Placement) setting where SWD are
served
◦ SPP 5a - Inside the regular class 80% or more of
the day (General Education Placement)
◦ SPP 5c - Inside the regular class less than 40% of
the day (Self-Contained Placement)
Outcome Data
Improve Graduation Rate (SPP 1) for
SWD
Improve Performance (SPP 3c) for ELA
& Math
Where do we start?
◦ Placement Data (SPP 5)
What percent of your
staff views SWD as
general education
students first?
0-25%
26% - 50%
51%-75%
76% - 100%
SWD are General
Education Students first…
What is placement?
 Least restrictive environment
(LRE)
• Decided by Team (IEP Team)
• IEP Decision
• Data-driven decision
When Determining LRE
• Placement should be:
– Based on student
support needs and
abilities
– A continuum and not an
absolute
– Determined with the
least restrictive
placement first
• Placement should not
be:
– A financial decision
– Based on
teacher/personnel
– Determined with the
most restrictive
placement first
Most Importantly
• Students with disabilities do not have to earn
they way into the general education setting.
• Always start with the least restrictive
environment and move along the continuum
from there.
Keep In Mind…
• These exceptionalities do NOT have a negative
impact on intelligence:
– Learning Disability
– Emotional Disturbance
– Other Health Impairment
– Speech/Language
– Autism
Placement Data
• After viewing ….Where are students
placed?
KNOW YOUR DATA
•
•
•
•
•
•
•
•
What is our data as a district???
What is our data as a school???
What is our data by grade level???
What is our data by ELA & MATH???
What is our data by placement???
What is our data by exceptionalities???
What is our data by teacher???
What is our data by student???
General Education Placement
What does LEA data look like…
SPP Indicator 5a
Inside Reg. Ed. 80% or more of day
Year
LDOE Avg
SPP Target
LEA
2009-2010
62.9%
65.15%
?
2010-2011
61.1%
67.61%
?
2011-2012
63.1%
62.5%
?
2012-2013
TBA
62.5%
?
General Education Placement
What does School data look like…
District
Target 62.5%
Self-Contained Placement
What does LEA data look like…
SPP Indicator 5c
Inside Reg. Ed. less than 40% of day
Year
LDOE Avg
SPP Target
LEA
2009-2010
14.6%
11.35%
?
2010-2011
14.2%
9.76%
?
2011-2012
13.9%
12.5%
?
2012-2013
TBA
12.0%
?
Self-Contained Placement
What does School data look like…
Why would it be important
to identify the Root Cause to
a problem?
Review: Placement Data
• Have discussion about school/LEA data
• Where does the school/LEA need to
focus?
• General Education Placement for SWD
• Inside the Reg. Class 80% or more day
• Self-Contained Placement of SWD
• Inside the Reg. Class less than 40% of the day
• Both General Education & Self-Contained Placement
2. Identify Causes:
“What are the causes?” (5min.)
Share causes? (5min.)
2b. Disaggregate Data by Placement and variables
(Gender, Race/Ethnicity, Expectionality)…
Inside Reg. Class 79-40% of day
Inside Reg. Class less 40% of day
TOTAL
Any patterns, concerns among variables in table above?
• Exceptionality
-Inside Reg. Class 80% or ↑ of day –
-Inside Reg. Class < 40% of day –
Dev Delay
TB Injury
Orthopedic
Deaf-Blind
Hearing Im
Visual Imp
ID (Mod)
ID (Severe)
ID (Mild)
Sp/Lang
OHI
ED
Inside Reg. Class 80% or ↑ of day
SLD
Autism
F
2 or ↑ races
M
Exceptionality
White
%
Black/
African Am
n
Asian
Total
SWD
Race/Ethnicity
Am India/
AK Native
2013-2014
Inside Reg Class < 80% of Day
Gender
Hispanic/
Latino
School Name: ______________________________
2c. Disaggregate Placement by student
• How well are the students doing…
•
•
•
•
Attendance
Behavior
Academics
Standardized Testing (pull student test history)
3. Action Steps:
Placement Data
School Level Data
Analysis
Disaggregate School Placement Data by Student & Placement:
School Name: ______________________________ School Year: 2013-2014 # of SWD _______________
2nd
1st
2nd
1st
2nd
1st
2nd
SS
Academics
2nd
1st
SS
2nd
Sci
1st
Math
2nd
Eng
1st
Other
2nd
ODR
1st
#
Days
#
OSS
Days
Exceptionality
Grade
ISS
SS
Sci
1st
Math
2nd
Eng
1st
Other
2nd
ODR
1st
#
Sci
Academics
Days
Days Absent
Days Absent
#
OSS
Days
Gender
Gender
Exceptionality
Grade
ISS
2nd
Math
1st
Eng
2nd
Other
1st
#
Academics
ODR
Days
Days
Days Absent
#
OSS
Discipline
Self-Contained Placement:
Inside Reg. Class < 40% of day
Students:
ISS
Discipline
Resource Placement:
Inside Reg. Class 79-40% or ↑ of day
Students:
Gender
Grade
Students:
Exceptionality
Discipline
General Education Placement:
Inside Reg. Class 80% or ↑ of day
Recap: Outcomes for SWD
SWD are General Education Students 1st
 Know your data
 Start with placement data, then…

◦ Academics
◦ Behavior
Analyze data at all levels
 Use a team approach
 Monitor data periodically
 Make changes as needed to benefit SWD

What percent of your
staff views SWD as
general education
students first?
0-25%
26% - 50%
51%-75%
76% - 100%
Building Capacity
•When you leave today, what will you do with
this information?
•How will you share it with others in your
district?
•When will you share it? (Timeline)
www.laspdg.org
Monica Ballay mballay@lsu.edu
The contents of this PowerPoint presentation were developed under a grant from the US
Department of Education, #H323A110003. However those contents do not necessarily
represent the policy of the US Department of Education, and you should not assume
endorsement by the Federal Government.