Office of Special
Education (OSE)
It's Not the Same Data Anymore
August 2012
Fran Loose
Supervisor, Performance Reporting
Michigan Department of Education (MDE), OSE
loosef@michigan.gov
(517) 241-4414
1
Our Agenda
1. Backdrop Resources
2. 2012-2013 MSDS data collection/reporting
changes
3. How to support accurate MSDS data
collection/analysis
4. SPP data available on the Wayne State
University/Center for Urban Studies website
5. Emerging special education elements in the MISchool Data Portal
2
What Does Michigan Collect/Report and Why?
IDEA-Required State Performance Plan Indicators
1– Graduation
2– Dropout
3– Statewide Assessment
4A–Suspension/Expulsion
4B- Susp/Exp by Race/Ethnicity
5– Educational Environments
6– Preschool Ed. Environments
7– Preschool Outcomes
8– Facilitated Parent
Involvement
9– Disproportionate Rep. –
Child with a Disability
3
10- Disproportionate Rep. –
Eligibility Category
11- Child Find
12- Early Childhood Transition
13- Secondary Transition
14- Postsecondary Transition
15- Compliance Findings
16- State Complaints
17- Hearings Adjudicated
18- Resolution Session Agreements
19- Mediation Agreements
20- Timely and Accurate Data
What Does Michigan Collect/Report and Why?
SPP Compliance Indicators
1– Graduation
2– Dropout
3– Statewide Assessment
4A–Suspension/Expulsion
4B- Susp/Exp by Race/Ethnicity
5– Educational Environments
6– Preschool Ed. Environments
7– Preschool Outcomes
8– Facilitated Parent
Involvement
9– Disproportionate Rep. –
Child with a Disability
4
10- Disproportionate Rep. –
Eligibility Category
11- Child Find
12- Early Childhood Transition
13- Secondary Transition
14- Postsecondary Transition
15- Compliance Findings
16- State Complaints
17- Hearings Adjudicated
18- Resolution Session Agreements
19- Mediation Agreements
20- Timely and Accurate Data
What Does Michigan Collect/Report and Why?
SPP Results Indicators
1– Graduation
2– Dropout
3– Statewide Assessment
4A–Suspension/Expulsion
4B- Susp/Exp by race/ethnicity
5– Educational Environments
6– Preschool Ed. Environments
7– Preschool Outcomes
8– Facilitated Parent
Involvement
9– Disproportionate Rep. –
Child with a Disability
5
10- Disproportionate Rep. –
Eligibility Category
11- Child Find
12- Early Childhood Transition
13- Secondary Transition
14- Postsecondary Transition
15- Compliance Findings
16- State Complaints
17- Hearings Adjudicated
18- Resolution Session
Agreements
19- Mediation Agreements
20- Timely and Accurate Data
NEW: OSEP SPP Data Changes
Affect How We Use MSDS Data
• Dropout–If new calculation methodology implemented, 20092010 dropout rate changes from 6.1% to 25.9%.
• State Assessment
– AYP adjustment (2011-2012 data), district = 1 large school,
no more separate elementary, middle, HS analysis
– (3C) Proficiency-- students who have not been enrolled in a
building/LEA for a full academic year (FAY) will now be
counted.
• Disproportionate Representation--Under-representation gone
• State Complaints & Hearings Adjudicated gone. Associated
data will be submitted via EDFacts. District accountability
continues for timely correction of non-compliance. Uncorrected
noncompliance reported in Indicator 15.
6
What Does Michigan Collect/Report and Why?
IDEA-Required EDFacts Tables
1–
2–
34–
5–
6–
7–
8–
7
Child Count
Personnel
Educational Environments
Exit
Suspension/Expulsion
Statewide Assessment
Due Process
Maintenance of Effort & Coordinated Early
Intervening Services
What Does Michigan Collect/Report and Why?
Michigan’s determination from the OSEP—In 2012
Michigan received a “needs assistance”, determination level
2 rating for Part B of IDEA 2004.
Elements in LEA Determinations from the OSE--June
2012
● Performance on each SPP compliance indicator (4B, 9,
10, 11, 12, 13, 15)
● Timely, valid, and reliable data submitted by LEAs
o Timely MSDS, CIMS, and 4096 submissions
o Consistent collection to collection data on students,
or correctly exit students
● Timely IEPs
● Uncorrected noncompliance from other sources
8 ● Audit findings
OSE Data Contacts
Performance
Contact
Reporting Staff
Oren Christmas 517-335-0394
Data Responsibility for
SPP Indicators / EDFacts Tables
All SPP Indicators
christmaso@mi.gov
Jayme Kraus
517-373-0346
Julie Treviño
SPP Indicators:
11, 12, 13
517-335-0454
Indicators: 1, 2, 5,
robertsonj@mi.gov
Tables: Child Count, Ed. Environment,
Discipline, Exit, Personnel,
Valid, Reliable
Data
517-241-0497
517-241-0786
warnerd@mi.gov
Debbie Young
517-241-1448
youngd16@mi.gov
9
Timely IEPs
All SPP Indicators
All SPP
Indicators
Indicators: 3, 15, 16, 17, 18, 19, 20
Tables: Due Process, Maintenance of
Effort/Coordinated Early Intervening
Services
Indicators: 4, 8, 9, 10, 14
SPP Indicator 15
trevinoj1@mi.gov
Darren Warner
All SPP
Indicators
Indicators: 6, 7, 11, 12, 13
krausj1@mi.gov
John
Robertson
Determinations
Timely Data
SPP Indicators:
4B, 9, 10, 14
State Data Partners
• OSE Program Accountability Unit
• OSE Continuous Improvement and Compliance Team – CIMS
workbooks 3/year www.cenmi.org/cims
• OSE Data Advisory Committee
• Bureau of Assessment and Accountability
• Center for Educational Performance and Information (CEPI)
www.michigan.gov/cepi
• Office of Great Start
• Interagency Information Systems (MI-CIS)
• Public Sector Consultants
• Wayne State University, Center for Urban Studies
www.cus.waye.edu/ecd
10
National Data Partners
• National:
o Data Accountability Center, Westat
www.ideadata.org
o Education Information Management Advisory
Consortium (EIMAC)
11
CEPI Resources/Contacts
• Educational Entity Master (EEM)—updated special
education contact, grade levels and center programs
• Registry of Educational Personnel (REP) —personnel
• Michigan Student Data System (MSDS)—reports and
new 2012-2013 aspects
• MI School Data Portal—new special education
demographics and APR Public Reporting
CEPI Customer Support
517-335-0505 / CEPI@michigan.gov
12
Data Accountability Center
www.IDEAdata.org
• Left Tab: State Data
• Center Tab: Data TA
Resources
• Right Tab: Data
Collections Forms
13
Part 2
2012-2013 MSDS data
collection/reporting changes
…
And a few other quick facts
14
Bridge from Early On® (Part C)
The collection of Early On data has moved
from MI-CIS to MSDS for 2012-2013
• The Early On component collects data relative to
children under the age of three (3) who receive
services which may or may not include special
education
• NOTE: Children receiving special education
services must be reported in the Special Education
Component in addition to the Early On Component.
15
Initial IEP Component Updates
• Only report children at least 2½ years of age
• New Characteristic: Part C Transition Timeliness
– For children referred by Part C prior to age 3 and
who have been receiving special education services
• NOTE: Children 2-1/2 to 3 years of age transitioning
from Part C must have their initial IEP both-– within 30 school days of receiving parental consent
or within agreed-upon written extension AND
– by their 3rd birthday
16
New Educational Environments in 2011
Educational Environments for Children
Three Through Five (3-5)
• Time spent with typically developing peers reported by
o 10 hours or more per week
o Less than 10 hours per week
• AND whether the majority of special education service
occurs in regular early childhood setting or a separate
special education classroom or building
• A quick guide, instructions and attached tools are
available at: www.michigan.gov/ecse
17
Educational Environments for Children
Three Through Five (3-5)
MSDS and EDFacts
Code
22
23
Early Childhood Special Education
Program/Class
Home (ages 3-5)
25
Residential Facility
26
Separate School
27
Service Provider Location
46
Regular EC program at least 10
hrs/wk, majority of SE hrs. in EC
program (A1)
Regular EC program at least 10
hrs/wk, majority of SE hrs. in other
location (A2)
Regular EC program less than 10
hrs/wk, majority of SE hrs. in EC
program (B1)
Regular EC program less than 10
hrs/wk, majority of SE hrs. in other
location (B2)
47
48
49
18
Description
Part B State Annual Performance
Report-Indicator 6
Measurement A
# of children aged 3 through 5 with IEPs
attending a regular early childhood
program and receiving the majority of
special education and related services in
the regular early childhood program
(Codes 46 & 48)
Measurement B
# of children aged 3 through 5 with IEPs
attending a separate special education
class, separate school or residential
facility
(Codes 22, 25 & 26)
Educational Environments for Children
Three Through Five (3-5)
Preliminary Indicator 6 Results
Special Education Child Count 2011
6A.
# of children aged 3 through 5 with IEPs attending a regular
early childhood program and receiving the majority of special education
and related services in the regular early childhood program (5,743)
x 100 = 27.2%
Total # of children aged 3 through 5 with IEPs (21,086)
6B.
# of children aged 3 through 5 with IEPs attending a
separate special education class, separate school or residential
facility (9,325)
x 100 = 44.2%
Total # of children aged 3 through 5 with IEPs (21,086)
Calculated using EDFacts Tables submitted to USED/OSEP February 2012
19
Educational Environments for Children
Three Through Five (3-5) EDFacts-Table
3
20
Grade 14: Special Education Transition
Grade 14 may only be reported if all of the
following conditions are met:
1.The student with an IEP is attending a transition
program, or is moving from a standard K-12
environment to a transition program.
2.The student with an IEP is 18 years of age or
older as of September 1 of the current school year.
3.The student completed or will be completing a
high school state assessment in the current school
year.
21
In Lieu of Grade 14
If the student with an IEP is
• in a graded classroom for either special or general
education, report that grade. This includes shared
time students who attend graded classrooms in
other districts.
• only educated in an ungraded setting, report the
most appropriate grade based on the student’s age
as of December 1 of the current school year. The
following is a guideline for districts to follow when
assigning a grade based on the student’s age.
22
Ungraded Classrooms
Assign to a Grade by Age as of December 1
Age
Under 5
5 or 6 years old
7 years old
8
9
10
11
…
18
23
Grade
Early Childhood
K
1
2
3
4
5
…
12
Code
30
00
01
02
03
04
05
…
12
New CEPI Downloadable SE File
ISD DCODE
DNAME
StudwoI StudwI SpEd%
EP
EP
CI
EI
HI
VI
PI
SLI
ECDD
SLD
SXI
ASD
TBI
DB
OHI
AI
AA
AS
11
11010
Benton Harbor Area Schools
2664
442
14.2%
126
38 <5
<5
<5
75
52
128
<5
6
<5
<5
13
<5
406
<5
15
15050
Charlevoix Public Schools
1034
125
10.8%
6
13 <5
<5
<5
29
<5
53
<5
5
<5
<5
17
12
<5
<5
33
33010
East Lansing School District
3349
316
8.6%
33
13 9
<5
<5
109
10
68
<5
31
<5
<5
36
<5
72
16
29
37010
Mt. Pleasant City School District
3409
625
15.5%
63
18 9
<5
<5
209
<5
215
8
34
<5
<5
56
94
28
9
28
45020
Leland Public School District
567
40
6.6%
<5
<5 <5
<5
<5
8
<5
16
<5
5
<5
<5
<5
<5
<5
<5
82
82010
Detroit City School District
58461
11957
17.0%
2341 502 245 56
153 1624 359
4777 310 806
39
<5
745
31
10834
53
82
82702
University Preparatory Academy (PSAD) 1586
142
8.2%
6
<5
70
<5
5
<5
<5
13
<5
138
<5
M
Home
(0-3)
Other
<5 <5
<5
43
<5
HS WH HW MR
LEP
Migrant
FRL Bto3
PreK KG
01
02
03
04
05
06
07
08
09
10
11
12
14*
F
11
22
<5
<5
<5
412
6
10
29
46
39
34
41
31
38
46
23
33
30
22
14
<5
127 315
<5
<5
<5
101 <5
5
<5
<5
87
<5
<5
13
6
5
9
8
11
14
15
10
10
7
9
8
<5
41
<5
<5
27
182 <5
17
11
<5
144
16
15
22
17
27
23
19
23
24
18
20
25
22
17
22
6
105 211
<5
<5
33
444 <5
17
<5
<5
363
<5
<5
52
35
63
42
47
54
34
42
38
48
58
51
22
39
220 405
<5
<5
7
31
<5
<5
<5
<5
20
<5
<5
<5
<5
<5
<5
<5
6
<5
<5
<5
<5
6
<5
<5
<5
16
<5
<5
692 343 <5
<5
683
<5
9900 394
172
319 546 656 750 875 917 985 936 965 1122 1025 905 895 495 3948 8009 246
<5
<5
<5
<5
<5
114
<5
5
<5
<5
24
<5
<5
<5
6
12
14
13
10
19
13
11
10
15
8
6
<5
41
84
24
101
<5
Data and Reports
Downloadable Data File Layout
Michigan Student Data System (MSDS)
Special Education - Oct 5 Count,
Public Data
*2011-2012 School Year
Column Name
ISD
DCODE
Description
ISD
Code
District
Code
http://www.michigan.gov/cepi/0,45
46,7-113-21423_30451_37305--,00.html
DNAME
District Official Name
StudwoIEP
Number of students without an IEP
StudwIEP
Number of students with an IEP
SpEd%
Percentage of students with an IEP in the District
CI
Number of students with Cognitive Impairment
EI
Number of students with Emotional Impairment
…
…
OHI
Number of students with Other Health Impairment
AI
Number of American Indian students
…
…
MR
Number of Multi-Racial students
LEP
Number of students who are limited English proficient
Migrant
Number of students who are migrant
FRL
Number of students who receive free and/or reduced lunch
Bto3
Number of students birth to 3 years old
Pre-K
Number of pre-kindergarten students
KG
Number of students in kindergarten
…
…
14*
Number of students in Grade 14 as submitted by the Districts
F
Number of Female students
M
Number of Male students
25
26
27
Part 3
How to support accurate
MSDS data collection/analysis
…
And a few other quick facts
28
MSDS—So, How Do I Get Access?
• Work with your local MSDS superuser who can assist with
authorizations.
• Consider requesting viewer rights.
• And then, how do I learn to use it?
29
MSDS--So, How Do I Use It?
Step 1:
Go to http://www.michigan.gov/cepi
• Start with CEPI
Applications
• Then Michigan Student
Data System
• Go to MSDS
• Authorized User Login
• Login and click on your
subscription to the
Michigan Student Data
System
30
MSDS--So, How Do I Use It?
Step 2:
Once in the MSDS
• Start with Certified
Data Reports
• Then, Certified
Reports
• Enter your
Submitting Entity,
Collection, Report,
Format, then View
Report
31
New MSDS District Special Education Report
Sample Public School District (11111)
Sample High School (00000)
Grade 09
Local
Primary Primary Primary Placed
Student
Primary Program Service
Ed
By Other Section
ID
IEP Date Disability Code
Code
Setting District 52 FTE
UIC
First
Name
Last
Name
123456789
aaaaaa
bbbbb
9876543
2011-09-12
20
194
12
false
0.46
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-05-12
13
194
11
false
0.15
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-04-28
13
194
310
12
false
0.46
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-04-14
13
194
290
13
false
0.31
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-10-17
05
110
290
13
false
1.00
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-03-09
06
194
310
13
false
123456789
aaaaaa
bbbbb
9876543
2009-12-11
05
194
11
false
0.32
0.00
No
123456789
aaaaaa
bbbbb
9876543
2010-10-22
13
194
310
12
false
0.47
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-11-15
13
194
310
12
false
0.31
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-10-26
13
194
310
12
false
0.16
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-01-27
13
194
11
false
0.31
0.00
No
123456789
aaaaaa
bbbbb
9876543
2011-04-19
06
194
310
11
false
123456789
aaaaaa
bbbbb
9876543
2011-04-25
13
194
310
12
false
123456789
aaaaaa
bbbbb
9876543
2011-02-09
13
194
12
false
Summary for Grade : 09
32
Section Is Initial
53 FTE
IEP
No
No
No
0.30
0.00
No
Total Records: 14
MSDS Data Quality Checks
Discipline
● Some districts under-reported or misreported data
o Amended during verification
● Incidents must be reported consecutively
o Counting by student will lead to
inaccuracies in reporting
>250,000 lost days of instruction for
2010-2011 school year
33
34
Note: new version
has separate tab
per bldg.
35
Office of Special Education
36
36
Office of Special Education
37
37
MSDS Discipline Report
Data vary from what you see in CIMS Strand
Report, APR Public Reporting, and
determinations because
• MSDS shows all discipline vs. only out-ofschool suspensions/expulsions >10 days
• MSDS views the data as submitted for any
one given collection
• CIMS, Public Reporting, and determinations
data = a composite of the Fall, Spring, and
EOY collections.
38
MSDS Data Quality Checks
Initial IEPs
● Some districts over-reported
o Some students reported did not have initial
IEPs during 2011-2012
● Some districts under-reported
o Must include “Evaluated and found Not
Eligible”, including preschoolers
● Some districts did not also include the Special
Education component—required if found eligible
39
MSDS Initial IEP Report
40
MSDS Initial IEP Report
MSDS Initial IEP Report data may vary
from what you see in CIMS Strand Report,
APR Public Reporting, and determinations.
This is okay, as they are not intended to
match.
• MSDS Initial IEP report = a tool designed to allow
districts the ability to view the data they submitted
for any one given collection
• CIMS, Public Reporting, and determinations data = a
composite of the Fall, Spring, and EOY collections.
• Additional business rules are then applied to the data
to we meet OSEP reporting requirements
41
Examples of OSE Business Rules
For Part B Child Find (Indicator 11):
Filters are used
• to limit records to the current school year for Date
Of Parental Consent
• to limit records for Age As of Count Date to 2
years, 6 months -21 years of age
• To limit district accountability for Timeliness of
Initial IEP for certain situations (e.g., where
parents did not make child available, student died,
parent withdrew consent, and student moved)
• De-duplication completed when multiple records exist
for any one student
42
MSDS Data Quality Checks
Special Education Component
• Complete this component for every child 2½ or
older who receives special education programs or
services
• Include children who do not generate a special
education FTE--e.g., speech/language service 60
minutes/week
• Do not use Primary Educational Setting code (02)
Special Education School Building when a child
attends a center program in a general education
building.
43
Students With IEPs Ages 14-21 Exiting School
Without a Regular High School Diploma
Other Completer or Dropout??
• If the district offers a certification of completion,
o those receiving certificate of completion count as “other
completers”.
o those who don’t meet the local criteria count as
“dropouts”.
• If the district doesn’t offer certification of
completion,
o they count as “dropouts”.
44
Annual Performance Report Graduation Rate
—Sample Calculation (a cohort calculation)
# of youth with IEPs who entered 9th grade in 2007-2008 and received a
regular diploma in 2011 total # of youth with IEPs in the cohort
District A: (awards certificates)
700 graduates
700 graduates +100 continuing +100 certificate recipients +100dropouts
=70% graduation rate
District B: (does not award certificates)
700 graduates
700 graduates + 100 continuing + 200 dropouts
=70% graduation rate
45
Annual Performance Report Dropout Rate
—Sample Calculation (an event calculation)
# of youth with IEPs who dropped out of high school during 2010-2011
total # of youth with IEPs enrolled in grades 9-12 in the same year
District A: (awards certificates)
100 dropouts
700 graduates +2,500 continuing +100 certificate recipients +100 dropouts
=2.9% dropout rate
District B: (does not award certificates)
200 dropouts
700 graduates + 2,500 continuing + 200 dropouts
=5.9% dropout rate
46
AGE (ALL DISABILITY CATEGORIES)
2010-2011
BASIS OF EXIT
14
(A) TRANSFERRED TO
REGULAR EDUCATION
(B) GRADUATED WITH
REGULAR HIGH SCHOOL
DIPLOMA
(C) RECEIVED A
CERTIFICATE
15
16
17
18
19
20
14-21
TOTAL
21
5
11
12
6
1
2
0
0
38
0
2
14
4,054
3,531
583
85
36
8,305
1
0
0
179
328
108
41
25
682
7
8
10
7
5
2
3
3
45
1,563
1,730
1,860
1,505
842
279
94
69
7,942
184
284
578
895
732
350
93
55
3,171
1,760
2,035
2,475
6,646
5,439
1,324
316
188
20,183
(D) REACHED MAXIMUM
AGE
(E) DIED
(F) MOVED, KNOWN TO
BE CONTINUING
(G) DROPPED OUT
(H) TOTAL
(OF ROWS A-G):
47
A reminder from CEPI:
2010-2011 MSDS Reports
For continued access to your district’s 2010-2011
student-level reports, save them by August 30. e.g.
• Discipline Incident and Consequence report
• District special education report
• Early childhood special education assessment
report
• Initial IEP report
• Primary disability count
• Student count by primary educational setting
48
Timely and Reliable Data
Do you have an Electronic IEP program
that feeds into your Student
Information System?
● If you answered yes, please remember to update
your Electronic IEP program with complete and
current data in time to make sure that the
following transfers result in accurate data being
reflected in the MSDS:
o Electronic IEP
o SIS
49
MSDS
SIS
Part 4
SPP data available on the
Wayne State
University/Center for Urban
Studies website
50
www.cus.wayne.edu/ecd
51
52
53
54
55
56
Part 5
Emerging special education
elements in the MI School
Data Portal
57
Home Page Mock-up
58
Provide data
immediately
when user arrives
to the portal.
As in existing dashboard, links
take user to specific reports where
locations can be set and report
options can be adjusted.
59

Use frame to control
text vertically. Try to
move data graph
higher onto page.
Waiting for input from Paul/Steve
Provide additional
summary
information.
Integrate report
settings into display.
Integrate
navigation/report
type into display.
Update data chart .
Social media
integration.
10
Best
Practices
Dashboard
61
Location Set and Sort Order
11
Data Page Mock-up
63
MI School Data Portal--What’s Coming?
• September 2012: User acceptance
testing of special education
demographic data inquiries (customized
data portraits) using 2011 data
• January 2013: Special education
demographic data inquiries using 2012
data
• June 2013: APR Public Reports
64
65
What’s new with Public Reports?
• Limited narrative, more information available,
one click away
• Graphics like those used throughout the MI
School Data Portal
• New comparisons in the future: to all students,
to previous years
• Core elements from Special Education Facts
incorporated on to webpage, a click away, with
hot links to other resources
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Short Term Forecast
• Districts now have more tools to access their own
data and generate reports for analysis.
• Shared Educational Entities (SEEs & S2E2s1) affect
reporting of AYP data
• Grade 14 modifications  statewide consistency
• New rules and data reporting impact birth-3 data
• MI-CIS will be decommissioned 9/30/12—Save any
Data Portraits you want prior to then.
1Specialized
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shared educational entities
Long Term Data Forecast
● USED Grants to Improve Assessments for
Students with Disabilities
o Aligned to the common set of college- and
career-ready standards
o Michigan in Smarter Balanced consortium
o Assess knowledge of mathematics and English
language arts in grades 3-8, and one grade in
high school
o New generation of alternate assessments for
students with the most significant cognitive
disabilities-- Dynamic Learning Maps Alternate
Assessment System Consortium led by the
University of Kansas.
● ESEA then IDEA reauthorization
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