how the special education bureau uses data nmped data conference

How The Special Education BureauUses Data

NMPED Data Conference

NMPED Data Conference - Spring 2008

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Federal Reports IDEA Part B Data Reports (OSEP)

- Child Count (Table 1 – STARS) 12/1 Data Report

- Educational Environment – (Table 3 – STARS) –

12/1 Day Data

- Personnel Form (Table 2) Prior Year

- Exiting Students Data (Table 4) – EOY Data

- Disciplinary Removal (Table 5) EOY Data

- Dispute Resolution (Table 7) – Reported Yearly

Nov 1st

- Assessment Data (Table 6) – Reported 2/1

Previous Year’s Data


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APR – IDEA Part B SPP Indicators Indicator #1 – Graduation (STARS) – 40th Day and EOY Data Reporting Periods Indicator #2 – Drop Out (STARS) – 40th Day from Year to Year Indicator #3 – Participation/Performance Assessment (STARS) – Prior Year Indicator #4A – Suspension/Expulsion (STARS) EOY Indicator #5 – LRE – 6- 12 (STARS) 12/1 Data Reporting Period Indicator #6 – Preschool LRE (STARS) 12/1 Data Reporting Period Indicator #7 – Preschool Outcomes (Results in STARS) Not currently a STARS submission (2009) Indicator #8 – Parent Involvement (Results in STARS) Not currently a STARS submission Indicator #9 – Disproportionality (Race/Ethnicity)– Spec. Ed. (STARS) 12/1 Data Reporting Period Indicator #10 – Disproportionality (Race/Ethnicity by Disability) – (STARS) 12/1 Data Reporting

Period Indicator #11 – Evaluation Timelines/Child Find 60 Day (STARS) EOY Indicator #12 – Pre-school (EC) Transition (Part C to Part B) (STARS) 40th Day Indicator #13 – High School Transition Post Secondary & IEP Goals (Results in STARS) Not

currently a STARS submission Indicator #14 – Post School Outcomes (Results in STARS) Not currently a STARS submission Indicator #15 – Monitoring Complaints & Hearings (Not in STARS, 2009) Indicator #16 – Written Complaints (Not in STARS) Indicator #17 – Due Process Hearings (Not in STARS) Indicator #18 – Resolution Sessions (Not in STARS) Indicator #19 – Mediations (Not in STARS) Indicator #20 – Timely and Accurate Data (Not in STARS)


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Under State’s General Supervision – under IDEA, outlined are is the process to review and validate District submitted data at each reporting period.

1. District submits data on period date (40th, 12/1 80th, 120th , EOY) Districts have a statutory requirement to submit their data 5 days from data period date

2. STARS IT tracks data submission to schedule3. STARS IT notifies Bureaus upon District submission completion 4. Upon notification Bureaus run the districts Period Profile Report for that

reporting period to begin data review.5. Bureaus send profile report to District identifying any errors/discrepancies that

may arise6. Bureaus and Districts work together to address any issues7. Bureaus finalize data and recommend approvaL8. District Signs off on data for that period

VALIDATION PROCESS


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Special Education Summary Validation Report 1

Special Ed Status Code/Exited Students Membership

Total Students with IEPs

Students with mismatched/invalid Exceptionality Codes (Indicators 9 & 10)

Students with Gender Verification Errors (Indicator 4)

Students with Ethnicity Verification Errors (Indicators 9 & 10)

Students with Invalid Service Levels

Students with Invalid Setting Codes (Indicator #5, Feb 1, Section 618 Data Report Table 3)


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To validate your data, the first thing you should run is the Special Education Profile Report. It can be found at:

Public Folders > eScholar Framework for Cognos - Verify > District/Location Reports > Special Education > SPED Profile Reports

The Special Education Profile Report summarizes 5 primary reports you will use to validate your Special Ed data.

• Special Education Summary Validation Report 1

• Special Education Summary Validation Report 2

• Exception – Expected Diploma Types

• EXCEPTION – Student Snapshot/Special Ed Snapshot/ Programs facts Verification Report

• Membership District Detail Report

If there are discrepancies reported on this report then you need to run the individual validation report for the details


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Special Education Summary Validation Report 1 gives you the count of the data discrepancies associated with the primary special education code sets

The first chart counts the number of records submitted via the Special Ed Snapshot template.

Red highlighted fields display records that . . .

The second chart counts the number of records submitted via the Special Ed Snapshot template.

Red highlighted fields display records that . . .


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The third chart displays the match between the Primary Disability as submitted in the Special Ed Snapshot and the Challenge/Primary Disability submitted in the Student Snapshot.

Counts off of the diagonal indicate missing, invalid, or mismatched codes.


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The fourth chart displays Valid and Invalid Gender Codes for students with IEPs

Red highlighted fields indicate invalid gender coder.

The fifth chart displays the counts for ELL Eligibility codes as submitted in the … template


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The sixth chart displays Valid grade and Level of Integration assignments.

Red highlighted fields indicate either an invalid grade or a Student with an IEP without a Level of Integration assigned in the Student Snapshot Template


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The seventh chart displays valid Exceptionality and Ethnicity assignments.

Red highlighted fields indicate invalid exceptionality or ethnicity codes.


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The eighth chart displays valid Exceptionality and Educational Environment assignments.

Red highlighted fields indicate invalid Exceptionality and/or Environmental setting codes.


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Special Education Summary Validation Report 2 gives you the count of records submitted via Educational Environments.

The first table displays the counts of 3 to 5 year olds by disability and Educational Environment.


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The second table displays the counts of 6-21 year olds by disability an Educational Environment.


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The third table displays the counts of students with IEPs by age and disability.

This chart can be used to see if you submitted any DD>9, which is not allowed.


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This table displays the counts of students with IEPs by age and Educational Environment.

This chart can be used to see if you submitted any records with an inappropriate age and setting combination.

Unacceptable combinations:EC > 5 year old (except 6 year olds in kindergarten)

SA<6 year old (except 5 year olds in kindergarten)


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Exception – Expected Diploma Types

This reports the 8-12 graders that do not have Expected Diploma Types assigned, or assigned incorrectly.

The Transition IEP Status Code is used ONLY FOR 12th GRADERS RETURNING next year.

Transition IEP Status Code "T" is valid for Student Snapshot>Level of Integration Code (Service Level) 1 only and Transition IEP Status Code "C" is valid for service levels 2, 3 or 4 only.


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EXCEPTION - Student Snapshot/Special Ed Snapshot/Program Facts Verification Report

Student SnapshotMissing/Invalid Level of Integration codesMissing/Invalid Primary Disability CodesPrimary Disability Code = DD with Age>9

Invalid/Missing Ethnicity Code

This section of the report displays Special Education related data errors submitted on the Student Snapshot, Special Ed Snapshot, and Programs Facts templates. Common errors include:

Programs FactsInvalid Current Grade level

Program ID = EIS and Special Ed Status Code = YProgram ID = EIS and Current Grade level = PK

Program ID = 3Y/4y/A/B/C/D and Special Ed Status Code = N

Special Ed SnapshotSpecial Ed Exit date with Special Ed Status Code of Y

Missing Special Ed Staff ID (Staff Key)Missing Last IEP/Last Evaluation Date

Invalid Transition CodesMissing/Invalid Primary Setting/Primary Setting Codes


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2007-2008 Membership - District Detail Report - Charters Included

This section of the report displays the number of students with IEPs based on 3Y, 4Y, A, B, C, and D level of service. This is compared to the number of IEPS as displayed in Section 1.b. of the SPED Profile Report.

These should equal, however there are circumstances when Students with IEPs are greater than Total SEB Membership Count. However, there should not be a time when Total SEB Membership is > Total IEPs.

Improperly licensed Related Services FTE is also identified on this report. This detail can be found in the SPED Combined Funding - Related Svc Funding Section - 2007-2008 report


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How Have We Done?Our 120th day accuracy statistics represented on the SPED Profile:

Potential Errors 8,570,879Actual Errors 203.88Error Percentage 0.00238%Accuracy Percentage 99.99762%

Critical Errors that MUST be fixed by EOY:

DD>9ESPANOLARIO RANCHO

No Diploma TypeBERNALILLO BLOOMFIELDDEMING ESTANCIAGRANTS LAS VEGAS CITYMESA VISTA RIO RANCHOSANTA FE TAOSTATUM WEST LAS VEGASZUNI

EIS IssuesBLOOMFIELDCOBREEUNICELOS ALAMOSWAGON MOUND


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What do we need to do for EOYIndicator #1 - GraduationIndicator #3 – DisciplineIndicator #11 – Parental ConsentIndicator #12 - Transition Part C-B

Remaining Data Clean up.

These will be covered in the next session.


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What is new for Next YearIndicator #7 – Early Childhood Outcomes

We will be collecting and Reporting all Indicator #7 data within STARS

Indicator #11 – Initial EvaluationWe will be collecting MDT dates by adding Special Event codes for MDT – Eligible and MDT Non-eligible to

Table #2 – PersonnelWe will be collecting and reporting the number of qualified and non qualified Instructional Assistants, Physical Therapy Assistants, and Certified Occupational Therapy Assistants.

Table #3 – Educational EnvironmentAll current Environment Settings will be replaced with new settings.

Table #5 – Discipline

Suspension reporting will include breakdown of suspension duration.

These will be covered in the next session.

how the special education bureau uses data nmped data conference

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