USING DATA TO TRANSFORM SPECIAL EDUCATION

July 26, 2019

Special Education Directors Conference

Springfield, Illinois

WELCOME AND INTRODUCTIONS

Whole Child • Whole School • Whole Community

Barb Moore, Director of Special Education Services

bmoore@isbe.net

Scott Norton, Principal Consultant, Data Manager

snorton@isbe.net

Learning Objectives

Understand characteristics of transformational data leaders

Understand the importance of special education data

Discover the sources of data

Develop skills in data literacy and data use for continuous improvement in meeting needs of students with disabilities

Partnering for Success

Transformational Data Leaders

Create a vision for a data-rich culture

Develop structures for data collaboration

Embrace and support change

Share all the data

Build interest in the value of data

Create opportunities to build data skill set

Teach others how data supports growth

Transformational Data Leaders

Provide data tools.

Strategically plan continuous improvement.

Set short-term and long-term objectives.

Identify change agents to carry out and lead.

Support the process through partnerships.

Engage others in reflection and evaluation.

Shift in Data Focus

Reactive problem-solving

Add programs Focus on improving

scores "Fix the kids" Top-down change Evaluate for

accountability

Proactive problem-solving

Develop a vision Focus on improving

learning "Fix the system" Collaborative change Evaluate for continuous

improvement

Data for Compliance Data for Improvement

Data Skill Sets

The ability to collect, analyze, communicate, and use multiple measures of data to continuously improve teaching and learning

The ability to transform data into information and then take action to improve all aspects of the learning organization

Data Literacy Data Use

Results-Based Accountability

Shift from become Data Collectors to Data Evaluators

This is the focus of Results-Based Accountability

Move from compliance to results is not new, but difficult because it takes months to get the compliance part completed each year

Need to continue to focus on data quality to make compliance a non-issue

Data Leadership Teams

National level IDEA Data Center, National Center for Systemic Improvement

State level Data Governance Council Special Education Data Governance Committee Data Governance Policy Committee Division Data Team and Indicator Teams

Cooperative level District level School level

Grade level/Cross-grade level Student level

Why Is Special Ed Data So Important?

Federal Level SPP/APP Report to OSEP

How Illinois compares to other states

State Designation Current designation – Needs Assistance

Support for states

State Level Support for districts

District and School Level Support for students

ALL LEVELS: To drive continuous improvement to support positive outcomes for students with disabilities

Whole Child • Whole School • Whole Community

State Level vs. Local Level

States typically look at overarching data and generic statistics.

States' focus traditionally has been on compliance.

ISBE is shifting to assist local level with results while still ensuring compliance.

Districts are interested more in results and frustrated when compliance is the focus.

Both have not done a great job at looking at the "why."

Data Evaluators – Focus on Outcomes

Why do some students struggle even though a district is compliant?

Has the district been successful in achieving the goals of each student's IEP?

Is the program producing a positive benefit?

Are students receiving educational benefit in light of their individual circumstances?

What is quality and how do we design programs that deliver quality student outcomes?

Partnering for Success

Quality reporting requires collaboration between local district and state staff.

Coordinate our schedules.

Submit data early and often.

Share data early and often.

Communicate.

Tiered system of supports.

Drive continuous improvement with best practices.

Process of gathering, sharing, planning, and doing –TOGETHER!

Data Quality

Reflection Question:

What mechanisms do you have in place in your district or cooperative to ensure your data is of the highest quality?

What could you do in your district or cooperative to improve your data quality?

Data Quality

Illinois Data

https://www2.ed.gov/about/reports/annual/osep/2018/parts-b-c/index.html

Where Is All the Data?

ISBE Special Education Data Road Map – This document has recently been updated and is a good source of information for Special Education data. The link is below.

https://www.isbe.net/Documents/data_road_map.pdf#search=Special%20Education%20Data%20Road%20Map

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Data Sources for SPP Indicators

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SPP Indicators Data Sources

SPP-1 Graduation SIS

SPP-2 Dropout SIS

SPP-3 Statewide Assessments SIS

SPP-4 Suspension/Expulsion SIS

SPP-5 & 6 Educational Environments I-Star

SPP-7 Early childhood Outcomes SIS

SPP-8 Parent Participation Survey

SPP-9 & 10 Disproportionality SIS and I-Star

SPP-11 Child Find/Evaluation I-Star

SPP-12 Early Childhood Transition SIS

SPP-13 Secondary Transition I-Star

SPP-14 Post-School Outcomes I-Star

Special Education Profiles

Interactive School Report Card (https://www.isbe.net/ilreportcard)

Special Education Profiles can only be seen on District-level Report Cards and are in PDF (Adobe) forms.

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Where Is All the Data?

Special Education Services website link

https://www.isbe.net/Pages/Special-Education-Programs.aspx

Navigate to the Planning Calendar

https://www.isbe.net/Documents/planning-calendar.pdf

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Where Is All the Data?

Funding and Disbursements – Profile of Special Education Data (mailed annually to Districts and Cooperatives)

Show State-level Profile of Special Education Data

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Where Is All the Data?

Whole Child • Whole School • Whole Community

Where Is All the Data?

Whole Child • Whole School • Whole Community

Where Is All the Data?

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Break

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Where Is All the Data?

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Ed360 (multiple sources of data in one system)

I-Star (IEP Student Tracking and Reporting System)

SIS (Student Information System)

Ed360

The Illinois Report Card is the primary accountability measure from the Illinois State Board of Education.

Ed360 is not a new data collection; the data provided in Ed360 represents the current state of multiple source systems. If a district has not provided data, it will not be available or if data is incorrect in Ed360, a district must correct it in the original source system (EIS, SIS, ELIS, EPS, IStar, 5 Essentials).

Ed360

Ed360 data is operational; it is updated daily. Once a district makes changes in a source system, Ed360 reflects the change the next day.

Utilize the informational and training resources available via the Ed360 homepage; the FAQs, Administrator User Guide, and Vimeo Channel will probably be the most helpful.

If you have questions, contact the Ed360 Outreach Team at ed360@isbe.net.

I-Star

How to run a report in I-Star

Personnel and Student

Report Categories

Approvals

Class Lists

Errors

Events

Reimbursement

Statistics

Results Output – PDF or XLS

I-Star

How to filter a report in I-Star

I-Star

Indicator 11 Report by Resident District – measures the percentage of students with initial parental consent to evaluate who were evaluated and had eligibility determined within 60 school days

Report Type: Student – Report Categories: Approvals

Provides a list of students with eligibility determined in the selected school year.

I-Star

Indicator 13 NOT Meeting Requirements – measures the percentage of students who are 14 ½ and older with an IEP that includes postsecondary goals that are annually updated

Report Type: Student – Report Categories: Approvals

Provides a list of students with transition data for the selected school year that does not meet compliance requirements for Indicator 13

I-Star

IDEA Excess Cost Calculation – allows districts to use IDEA funds for excess cost of educating students with disabilities. Each district must calculate and verify its excess cost threshold annually. This data collection is typically due January 31.

Report Type: Student – Report Categories: Approvals

I-Star

Class Lists – allows districts to track teacher caseloads in I-Star for programs formation and/or data accuracy. This portion of I-Star is optional and is not required for any statutory due dates.

Report Type: Student – Report Categories: Class Lists

I-Star

Statistics

Report Type: Student – Report Categories: Statistics

I-Star

Errors / Warnings

Report Type: Student – Report Categories: Statistics

Errors = Disapproved

Warnings = Approved

I-Star

I-Star / SIS Alignment Report

This report is intended to help align data from SIS and I-Star.

The report will print mismatches in data

If I-Star is error-free, then alignment findings can be disregarded.

SIS/I-Star Alignment Report

SIS Reports

SIS Early Childhood Reports

SIS Discipline Reports

Reflection

Reflection Question:

Besides state systems for data collection, how else do you collect data?

How can you use individual student data from IEP goal progress reports to make school level decisions?

Using Data Meaningfully

Whole Child • Whole School • Whole Community

Gather data Decide what quantitative data to focus on

Start with your Indicator Data

Analyze data Conduct a root analysis - the "why" of what has been measured

Add qualitative data to the analysis

Make a plan Set the stage for transformation

Execute the plan

Evaluate of the plan and focus on continuous improvement

Mistakes in Gathering Data

Failure to Look at Data

Gathering the Data:Need for the Big Picture

Analyzing the Data

Start with the Big Picture.

Narrow your focus.

Decide what questions you want to answer.

Conduct a root analysis.

Root Analysis

Root Analysis Models

The 5 Whys

Fishbone Technique

Tally Chart

Fault Tree

What, Where, When, How, Who, Why

Make a Plan

Make a Plan

Execute Your Plan

Transformation

When we move beyond compliance and focus on outcomes, real transformation can happen. By leveraging both qualitative and quantitative data, schools can implement substantive changes to drastically change teaching and learning.

Whole Child • Whole School • Whole Community