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Division of Special Populations

Division of Special Populations. Data Services. Data Services. What do we do? Oversee the statewide IEP data management system Collect and submit IDEA federal reports to include the Annual Performance Report (APR) Maintain and revise Tennessee’s educational disability standards

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Division of Special Populations

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  1. Division of Special Populations Data Services

  2. Data Services • What do we do? • Oversee the statewide IEP data management system • Collect and submit IDEA federal reports to include the Annual Performance Report (APR) • Maintain and revise Tennessee’s educational disability standards • Why is this important to the success of students in Tennessee? • Promotes compliance with state and federal standards • Focuses on results driven accountability (i.e., new Local Letters of Determinations process) • Ensures that students are appropriately identified for IDEA services

  3. Data Services Team • Nathan Travis, Director of Data Services • Sheryn Ordway, EasyIEP Help Desk Coordinator • Rachel Wilkinson, Data Coordinator • Theresa Nicholls, Evaluation Services Coordinator • Steve Sparks, Coordinator of Federal Reporting

  4. Sheryn Ordway EasyIEP Help Desk Coordinator

  5. Student Data In EasyIEP™ • Used for state and federal reporting • Used for State BEP funding • Special Education Average Daily Membership (ADM) is pulled from EIS • Refer to the EasyIEP Administrators Manual • State and Federal Report Section • Year End / Startup Procedures Section

  6. EasyIEP™ Training and Support • What are your district support procedures for your special education and related services staff? • How do you train new personnel? • How do you provide updates about changes in EasyIEP™ • Documents posted on Main Menu page • EasyIEP™ Administrator and End User Manuals • EasyTRAC • Paperclip

  7. Helpful Hints Top 10 Things You Should Know About EasyIEP™ EasyIEP™ Help Desk Toll Free Number – 1-888-212-3162 EasyIEP™ email address – tniep.support@tn.gov Sheryn.Ordway@Tn.gov EasyIEP™ email distribution list – Verify email address and phone number on user’s page and send to the message board

  8. Rachel Wilkinson Data Coordinator

  9. Data Management – Background • Tennessee’s statewide and federal special education reports include: • Statewide Report Card • Annual Performance Report (APR) • Local Determinations • Federal EdFactsreports • There are two reporting periods throughout the school year during which much of this data is collected from LEAs: • Dec 1 Reporting period • End of Year (EOY) Reporting period

  10. Data Management – Dec 1 Reporting Period • The Dec 1 Reporting packet is annually submitted by districts to the Department • The packet must contain the following information: • Combined Table 1 & 3 Dec 1 Report – Contains the basic demographic information and environment data for students with disabilities (SWD) ages 3-5 and 6-21. Must be as of Dec 1 for child count • Status of Service (Court Report) – Unduplicated count of SWD receiving appropriate and less than appropriate services. Count must be as of Oct 1 • Inappropriately Served Students (Court Report) – Information on students receiving less than appropriate services. Count must be as of Oct 1 • Students Suspected of Being Disabled (Court Report) – Count of students by age who have been referred for evaluation but have not been evaluated or have been evaluated but not yet determined eligible. Count must be as of Oct 1

  11. Data Management – End of Year (EOY) Reporting Period • The EOY Reporting packet is annually submitted by districts to the Department • The packet must contain the following information: • Personnel Report (Table 2) – Count of the FTE personnel employed and contracted to provide special education and related services as of Dec 1. Must be as of Dec 1 for child count • Exited Students Report (Table 4) – Unduplicatedcount of SWD aged 14-21 exiting special education. Count must be done between July 1 and June 30 of the following year • EOY Frequency Report (Table 1) – Table should include all SWD who received services during school year (unduplicated, cumulative count). Count must be as of the last instructional school day

  12. Data Management – End of Year (EOY) Reporting Period Continued • The packet must contain the following information: • End of Year Referral Data Report – Count by disability category of students screened and referred for special education and students determined eligible for special education. Count must be collected throughout the school year • Status of Service (Court Report)– Count must be as of Feb 1 • Inappropriately Served Students (Court Report) – Count must be as of Feb 1 • Students Suspected of Being Disabled (Court Report) – Count must be as of Feb 1 • Restraint and Isolation – Count of instances in which SWDs are subject to restraint/isolation. Count must be collected throughout the school year

  13. Data Management • It is important that special education staff consistently review data to ensure accuracy • It’s recommended that significant reports like Table 1 & 3 be run consistently (at least monthly) to check student counts and placements • Routine assessments of aggregate level reports can prevent errors and last minute problems

  14. Data Management – Important Reports • Table 1 & 3 Dec 1 Report • Personnel Report • Exited Student Report • ADM Option Reports • Restraint and Isolation Reports • Options Reports • Services Report • All Student Export (SPED only) • Frequency Report

  15. Data Management – Contact Information • Please forward all questions and concerns about data management and reports to: Rachel Wilkinson – Data Coordinator Division of Special Populations Rachel.Wilkinson@tn.gov 615-532-9702

  16. Theresa Nicholls Evaluation Services Coordinator

  17. RTI²: Implications for Initial Eligibility and Re-evaluations Beginning July 1, 2014, RTI² will be the framework used to identify students with a Specific Learning Disability (SLD).

  18. SLD Re-evaluations as of July 1, 2014 • All re-evaluations for students with a Specific Learning Disability will be grounded in progress monitoring data. • Existing data including ongoing assessments of progress and focused/diagnostic evaluations will be reviewed through the Re-evaluation Summary Report to determine if additional information is needed. • A gap analysis will be completed and the student’s ROI will be calculated in order to determine the amount of services/intervention required to close the achievement gap. • The level of service required (special education versus general education) will be used to negate or substantiate continued eligibility.

  19. Indicator 11: Child Find • Initial Evaluation Timeline • Current: 40 school days • After January 29, 2014: 60 calendar days, placement within 30 calendar days of eligibility determination • Evaluation Timeline Extension Requests • Current: Fax to 615-532-8536. Attn: Theresa Nicholls • In January: Requested and processed through EasyIEP

  20. Out of State Transfers

  21. Resources • To contact Theresa Nicholls: • Theresa.Nicholls@tn.gov • (615) 741-0572 • RTI² websites: • www.tnspdg.com • RTI² Manual and Implementation Guide • Regional training information • Online modules • www.tncore.org • RTI² Manual and Implementation Guide • Common Core State Standards • Online Learning Series

  22. Steve Sparks Federal Reporting Coordinator

  23. Federal Reporting • Required of all States receiving IDEA funds • Referred to as the Annual Performance Report (APR)

  24. The Part B Annual Performance Report (APR) for Federal Fiscal Year (FFY) 2011 • The APR provides information specific to measuring the State’s progress on indicators identified by the United States Department of Education, Office of Special Education Programs (OSEP). • All states are required to report annually on approximately 18 indicators or standards as defined by United States Department of Education, Office of Special Education Programs (OSEP) [refer to handout 1].

  25. Based on their targets, performance, and compliance data, and improvement efforts each State is determined to: • Meet Requirements • Need Assistance • Need Intervention • Need Substantial Intervention • The determination received, other than Meets Requirements, will dictate what actions a State must take to be fully compliant with IDEA regulations. Actions required usually include solicitation of technical assistance (TA) from federally funded TA agencies, more effective improvement planning connected to student results, and in more extreme instances the withholding of federal funding.

  26. How do Local Education Agencies (LEAs) contribute to the completion of TN’s Annual Performance Report? • LEAs contribute to the completion of the State’s Annual Performance Report through the submission of local data, participating in a Parent Involvement Survey, and an Exited Students Survey, and by completing a review of their policies, procedures and practices in relation to selected Indicators.

  27. Based on the requirements of Indicator 4, an LEA found to have discrepancy in its suspension rates (i.e. over 10 days), will be asked to complete a review of policies, procedures, and practices via a self-assessment. • Often discrepant suspension data can be tied to data entry errors. Therefore, one portion of the self-assessment will include questions related to the entry of suspension data to the LEA’s data reporting system [refer to handout 2]. • The self-assessment is submitted by the LEA and reviewed by Division staff. If it is determined that a particular policy, procedure, or practice of the LEA contributes to excess suspension rates, that LEA will be required to amend the policy, procedure, or practice in question.

  28. Indicator 8 asks what percent of parents with a child receiving special education services report that schools facilitated their involvement as a means of improving services and results for their child. This data is collected via a parent survey. The survey is provided by the State and is overseen locally [refer to handout 3]. • Based on parental response to survey questions, LEAs are asked to select those with lower rates of agreement as the basis for improvement planning [refer to handout 4]. • The State follows up with LEAs at the close of the school year in order to receive a status report on their improvement efforts. • Particularly effective parental involvement activities are shared with LEAs across the State.

  29. For Indicators 9 and 10, which measure disproportionate representation, LEAs may be asked to complete a review of their policies, procedures, and practices if data indicate an overrepresentation of a particular disability or ethnic group as special education eligible [refer to handout 5]. • Being asked to complete the review does not automatically indicate that an LEA has been found noncompliant with an IDEA requirement. However, if results indicate that overrepresentation is due to inappropriate identification, the LEA will be asked to amend the policy, procedure, or practice which contributes to this disproportionate representation. Follow up review of the LEAs data will be conducted within a year to ascertain any effects of amendments put in place.

  30. Indicator 11 addresses the timelines for determining students’ eligibility for special education services. Division staff review data from the EasyIEP system and ask LEAs to explain any overages in eligibility timelines. The data in question are provided to the LEA with instructions as follows: Dear Supervisor, It is time to begin analyzing our Indicator 11-Child Find data from FFY12. Attached you will find a list of referrals that were found to be either outstanding or noncompliant for the reporting period of July 1, 2012 through June 30, 2013. Please review these referrals to ensure that the information reported in EasyIEP is accurate. Please add a column to your spreadsheet to indicate any discrepancies (i.e., incorrect eligibility dates, students who were removed due to transfer or withdrawal, incomplete reasons for delay) that have been corrected in EasyIEP.  Please return this spreadsheet in an email using the subject line “Indicator 11 data”by Friday, September 27 and feel free to call with any questions or concerns you may have.  • Many overages are cleared or justified by this review. If an overage involves a student still awaiting eligibility determination, this must be completed as soon as possible and the completion date reported to the Division.

  31. Data collection for Indicator 14, which includes information on the status of exited students as employed, enrolled in higher education, or enrolled in some other postsecondary training is collected via a survey and is completed one year after students exit the school system. This electronic survey is provided by the State and findings are input locally. Results are summarized and reports provided to LEAs for use in the improvement of transition planning at the high school level [refer to handout 6].

  32. The Students with Disabilities Advisory Council • The Division of Special Populations is provided advisory input through the Students with Disabilities Advisory Council. Staff of the Division act as liaisons to the Council and coordinate their quarterly meetings, answer inquiries of members, provide updates on the latest Division and Department initiatives, and maintain records of member appointments and term limits. • Purpose of the Advisory Council • The Advisory Council is organized as mandated in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) for the purpose of providing policy guidance with respect to special education and related services for children with disabilities in Tennessee. See Appendix A for IDEA citations on Council membership. • Positions • Positions on the Council are defined by the IDEA, appointed by the Governor, and limited to 25 members who serve for three year terms [refer to handout 7].

  33. For more information on the State’s Federal reporting requirements or the State SWD Advisory Council, contact: • Steve Sparks, Federal Reporting Coordinator • Email: Steve.Sparks@tn.gov • Telephone: (615) 741-3619

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