What’s New with Special
Education Data?
(…and Reminders for what is not
new!)
•
We still have…
The Office of Special Education (OSEP) Tables
– Table 1 – Child Count (last Fri. October)
– Table 2 – Special Education Personnel (December)
– Table 3 – Environments (last Friday in October)
– Table 4 – Exits
(Final pull – Oct 1 for 08/09)
– Table 5 – Discipline
(Final pull – Oct 1 for 08/09)
– Table 6 – Academic achievement (Feb 1 – Annual Report)
– Table 7 – Due Process
(DPA completes – Nov. 1)
And now we also have:
– Table 8 - Early Intervention (Coming Attraction)
We have a better way to report!!
• NASIS!!
• Steps:
–
–
–
–
Find student (left panel)
Click on most recent enrollment
Find the BIE enrollment section
Enter special education status
• 1 if not now or ever special education
• 2 if referred – must complete assessment within 60 days of
permission
• 3 receiving services
• 4 exited from services – complete reason and date
– Enter primary disability
– Enter special education setting
More NASIS
• Make sure all other information is correct
– Discipline with incidences, resolutions and dates
as needed
– Complete Exit data
– Homeless checked if appropriate
– Limited English Proficiency data
– Graduation data if appropriate
– All other basic data is correct
– For Spring 2010 graduates data will be from NASIS
NEW - Early Intervention
• On the BIE enrollment tab
– Put a check in the Intervening Services box if
– You are using special education dollars to provide
services
– Table 8 will require reporting this information
NEW – High Quality Teachers
• Enter High Quality Teacher (HQT) information
into NASIS
• Will be found under census
• School must keep paper record of
qualifications
• Teacher must meet the HQT requirements for
teaching the class to which they are assigned
Forms in NASIS
•
•
•
•
IEP forms now on NASIS – yea!!!
Please complete the forms as indicated
Forms are data entry points
Work with system administration to make sure
right people have right level of access
• Remember confidentiality – few people will
need this access
Right Now…
Discipline
• ‘618’ regulations
• Remove to an
Interim Alternative
Education Setting
• Suspensions /
expulsions
• By gender and
ethnicity
Exits
• No longer receives
services
• Transferred – proof
( end grade a school)
• Dropped out
• Graduated
• Certificate
• Maximum age
• Died
Why do we do all this?
Basic student roster
Federal Reporting requirements
Funds distribution
ISEP
Titles
Part B
Most Important:
To give guidance for instructional planning
Trends over time…
School Year
Number of students with IEPs
•
•
•
•
•
•
•
•
•
•
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
7,998
7,465
6,918
7,057
6,724
Enrollment
Number of SWD
7998
8000
7000
6000
5000
4000
3000
2000
1000
0
7465
6684
6732
6399
Number of SWD
2004- 2005- 2006- 2007- 20082005 2006 2007 2008 2009
Where are these students served?
Environments by Year
100%
90%
80%
70%
60%
50%
Separate (C)
40%
>60
30%
21-60
20%
<21
10%
0%
2004- 2005- 2006- 2007- 20082005 2006 2007 2008 2009
Year
Think About
• Where are students served at your school
• What impact would the total number have on
the year to year change in %
• Things to consider when determining service
LRE
– Individual needs
– Limiting amount of time away from peers but also
meeting special education needs
– How can time in regular classroom be increased
without denying services
Graph 1. Graduation Two Year Trend:
Graduation Rates
80
70
60
50
40
30
20
10
0
70.14
74.88
48.78
44.1
Non Disabled
SWD
2006-2007
2007-2008
Graduation Rate..Why Different?
• BIE moved to the Cohort concept all states must use.
• Last year - first attempt at verifying the data
• Next data year data will be taken from NASIS
GOAL:
• To reduce gap between the all students category and the
SWD category
• Formula: _____#_graduates___________
9th grd (fall 4 yrs prev.) + (trans. in 9th, 10th, 11th, 12th) – (trans. out +decea.)
2007-2008 Reading Achievement
Number of Participatio
Students
n Rate
Basic %
Proficient
%
Advanced Proficient +
%
Advanced %
All Students
20954
96.57%
61.60%
35.60%
2.80%
38.40%
Males
10476
96.40%
66.19%
31.19%
2.61%
33.81%
Females
10478
96.74%
57.02%
40.00%
2.98%
42.98%
20954
96.57%
61.60%
35.60%
2.80%
38.40%
IEP
3700
98.30%
83.97%
14.57%
1.46%
16.03%
Limited
English
Proficient
7625
90.19%
74.28%
24.97%
0.76%
25.72%
Race and
Ethnicity
Native
American
Other
Groups
120
96.57
96.3
100
83.97
80
61.6
All Students
60
38.4
35.6
40
16.03
14.57
20
2.81.46
%
%
dv
an
ce
d
dv
an
ce
d
ro
f ic
ie
nt
+
A
A
ro
f ic
ie
nt
P
B
as
ic
%
%
P
P
ar
t ic
ip
at
io
n
R
at
e
0
IEP
2007-2008 Mathematics Achievement
Number of Students Participation Rate
Basic %
Proficient %
Advanced %
Proficient +
Advanced %
All Students
14711
96.78%
64.98%
30.83%
4.19%
35.02%
Males
7351
96.75%
65.78%
30.08%
4.15%
34.22%
Females
7360
96.81%
64.18%
31.58%
4.24%
35.82%
14711
96.78%
64.98%
30.83%
4.19%
35.02%
IEP
2371
97.60%
84.70%
14.09%
1.21%
15.30%
Limited English
Proficient
7518
96.74%
73.15%
24.53%
2.32%
26.85%
Race and Ethnicity
Native American
Other Groups
Number of
Students
4.190
Proficient +
Advanced %
20
30.83
14.09
Advanced %
40
Proficient %
80
Basic %
100
Participation
Rate
120
96.78
97.6
84.7
64.96
60
All Students
35.02
IEP
15.3
0 0
0
Parent Survey
FFY2006
FFY2007
Total number of Parent
respondents
Number who reported
school facilitated their
involvement
2,087
3, 143
689
1,037
Percentage who reported
school facilitated their
involvement
33%
33%
# Surveys by Disability Category
Disability Distribution
60%
50%
40%
30%
20%
10%
0%
Survey
BIE
40 41 42 43 44 45 46 47 48 49 50 51 52
# Surveys by Disability
Survey BIE
Survey BIE
MR
40
3%
5.50% D/B
48
<1%
0.01%
HI
41
1%
0.57% Mult.
49
2%
1.77%
Sp/Lg
42
50
1%
0.79%
VI
43
1%
0.28% TBI
51
<1%
0.34%
ED
44
4%
52
7%
5.34%
OI
45
<1%
5.80% DD
Missin
0.18% g
13%
0.00%
0.00%
OHI
46
6%
SLD
47
17% 21.80% Autism
5.54% More Than One
37% 51.90%
9%
We are getting better!!
Sites
Surveys
distributed
Surveys
returned
Sites
108
7, 591
175
2,087
Surveys
distributed
Sites
Surveys
returned
Sites
6,566
172
3,143
152
Levels – Things to consider
• Indicator 11 – timely evaluations this is critical
• Indicator 8 – parent surveys in so they are
counted
• Indicator 20 – timely data examples
– Child Count rosters back on time
– Personnel data returned in a timely manner
– Discipline data correctly entered in NASIS
– Exit data entered in NASIS
Final Word…
– Data collections are getting much better every
year
– Make the task useful, look at your own data and
use it