monica ballay mballay@lsu.edumballay@lsu.edu data discovery: placement data

Monica Ballay mballay@lsu.edu

Data Discovery:Placement Data

People First Language

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 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

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

When analyzing SWD data which data point do you view first?DisciplineClass GradesStandardized Test ScorePlacement

Goal: Use a data-based process to analyze educational placement (SPP 5a & 5c) of SWD (students with disabilities)

Objectives:•Gain knowledge of educational placementof SWD•Gain skills on breaking down placement data by variables (discipline, achievement, exceptionality, grade)

SPP Indicator 5Educational 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 DataImprove Graduation Rate (SPP 1) for

SWDImprove 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 PlacementWhat 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

District

Target 62.5%

What does School data look like…What does School data look like…

SPP Indicator 5cInside 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 PlacementSelf-Contained PlacementWhat does LEA data look like…What does LEA data look like…

Self-Contained PlacementSelf-Contained PlacementWhat does School data look like…What does School data look like…

Why would it be important to identify the Root Cause to

a problem?

• Have discussion about school/LEA dataHave discussion about school/LEA data

• Where does the school/LEA need to Where does the school/LEA need to focus?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

Review: Placement Data

2. Identify Causes:“What are the causes?” (5min.)

Share causes? (5min.)

2b. Disaggregate Data by Placement and variables (Gender, Race/Ethnicity, Expectionality)…

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 AnalysisDisaggregate School Placement Data by Student & Placement:

School Name: ______________________________ School Year: 2013-2014 # of SWD _______________

Recap: Outcomes for SWDSWD are General Education Students 1st

Know your dataStart with placement data, then…

◦Academics◦Behavior

Analyze data at all levelsUse a team approach Monitor data periodicallyMake 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)

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.

www.laspdg.org

Monica Ballay mballay@lsu.edu