MIS Data Conference

1
MIS Data Conference

• July, 2005

2
Timeline

• June - September District rolls Personnel data -
  SPED data rolls the next night
• July 1 New School Year begins in MSIS
• July 1 to December 1 use Pre Cut-Off Reports to
  review SPED data
• August TST begins review of Intervention screen
  - students populated on the screen must be
  referred to the TST Committee within 20 days of
  the beginning of school

3
Timeline

• September 30 ALL teacher schedules must be
  completed in MSIS (monthly files will fail if
  teacher and student schedules do not match)
• September 30 Set placement for any student who
  are not SA, SB, or SC
• October Once LRE procedure has been run against
  M1 data, review district LRE data for possible
  changes in M2
• October Personnel (Table 2), Exiting (Table 4),
  and Discipline (Table 5) data are pulled from
  MSIS for the previous school year
• November 1 Tables 2, 4, and 5 due to Feds

4
Timeline

• November Once LRE procedure has been run against
  M2 data, review district LRE data for possible
  changes in M3
• December 1 Child Count Day! Review the December
  1 Checklist
• December 2 - June 30 Use Current Live Data
  report to review SPED data
• December 10 Personnel data must be complete in
  MSIS - districts lose access to personnel - MDE
  begins personnel MAEP edit review

5
Timeline

• December LRE procedure runs against M3 data for
  the final placement calculation (used for
  profiles and reporting)
• December 31 Child Count Data Verification due
  from each school district
• Winter Parts V - VII of District Data Profiles
  published
• February 1 Child Count (Table 1), Placement
  (Table 3), and Assessment (Table 6) data are due
  to Feds (Tables 1 and 3 are current school year
  data, Table 6 is previous school year data)

6
Timeline

• Spring Parts I -IV of District Data Profiles
  published
• April 15 SCD and Served by Resident District
  data elements must be set in MSIS
• May Check Promotion Indicators and Graduation
  Types in MSIS before district approval
• June 30 Summer Program Report Entry Screen
  initial data due
• July 30 Summer Program Report Entry Screen data
  completed

7
Monthly Reporting

• Month 1 (M1) July 1 to September 30
• Month 2 (M2) October 1 to October 31
• Month 3 (M3) November 1 to November 30
• Month 4 (M4) December 1 to School Holidays
• Month 5 (M5) January 1 to January 31
• Month 6 (M6) February 1 to February 28/29

8
Monthly Reporting

• Month 7 (M7) March 1 to March 31
• Month 8 (M8) April 1 to April 30
• Month 9 (M9) May 1 to Last Day of School (no
  later than June 30)
• Month 10 (M10) Summer School file for those
  students who have earned a Carnegie Unit

9
When should I submit a DSD file?

• Whenever
• a new Student arrives in your district and they
  were SPED in their previous school
• a Student moves from one school to another school
  within your district
• you rule a student SPED
• a Student has completed their SPED services
• NOTE ALL the above must be completed before the
  end of the day on the Child Count Day! Be sure
  someone checks the results file for the submitted
  DSD.

10
Instructional Minutes and LRE

• Check your Instructional minutes in MSIS!
• If school starts at 800 and ends at 300, you
  have students in school 420 minutes
• Within those 420 minutes, you may have 7 periods
  at 50 minutes each - for a total instructional
  time of 350 minutes
• In many cases, we see the 420 for total
  instructional time instead of 350
• Incorrect instructional minutes are lowering your
  LRE percentages

11
Example

• Instructional Minutes in MSIS 420
• Lunch 30
• Break 10
• Student has 7 periods at 50 minutes each of
  regular ed classes for a total of 350 regular ed
  minutes
• (350 30 10) / (420 30 10)
• 390/460 84
• SHOULD BE 100! SA both ways but the percentage
  is lower.

12
Another Example

• Instructional Minutes in MSIS 420
• Lunch 30
• Break 10
• Student has 5 periods at 50 minutes each of
  regular ed classes for a total of 250 regular ed
  minutes
• (250 30 10) / (420 30 10)
• 290/460 63 or SB
• But if the correct Instructional Minutes of 350
  were entered into MSIS
• (250 30 10) / (350 30 10)
• 290/390 74 or SB

13
Relating District Data Profiles and Special
Education Goals
14
District Data Profile

• Similar to State/District Report Card
• All data is pulled from MSIS this is data that
  each district approved during the school year
• Targets ages 6-21
• Will add ages 3-5 in coming years
• Shows district and state data on each profile to
  allow a comparison between the district and the
  state

15
Parts of the District Profile

• I. Population Data
• II. Child Identification
• III. Disproportionate Differentials
• IV. Education Environments
• V. Statewide Assessment
• VI. Exiting Data
• VII. ESY Data

16
   

• District Data Profile for the State, page 1

17
   

•  District Data Profile for the State, page 2

18
Special Education Goals

• Goal One MS will increase the number of eligible
  children transitioning from Part C to Part B,
  receiving services at age 3 by 2 per year for
  the next 5 years.
• Goal Two MS will increase the percentage of
  students with Emotional Disturbance to be at .55
  (75 of the 0.74 of the national average as
  indicated in the Twenty Third Annual Report to
  Congress) by 2007-2008.
• Goal Three MS will increase the percentage of
  students with Other Health Impairments to be at
  .30 (75 of the 0.40 of the national average as
  indicated in the Twenty-third Annual Report to
  Congress) by 2007-2008.

19
Special Education Goals

• Goal Four MS will ensure that the districts have
  a differential of 1.15 or less in the proportion
  of Black students from the proportion of other
  race students identified with educable mental
  retardation by 2007-2008.
• Goal Five MS will ensure that the districts must
  have a differential of 1.85 or less in the
  proportion of Black students from the proportion
  of other race students identified as specific
  learning disabilities.
• Goal Six MS will increase the percentage of
  students with disabilities, excluding students
  identified with speech and language impairments,
  who are not removed from general education less
  than 21 of the day from 27 to 32 by 2007-2008.

20
Special Education Goals

• Goal Seven MS will increase the percentage of
  students with low incidence disabilities
  (excludes speech and language impairments and
  learning disabilities) who are not removed from
  general education less than 21 of the day from
  15 to 18 by 2007-2008.
• Goal Eight MS will decrease the percentage of
  students with disabilities, excluding students
  identified with speech and language impairments,
  who are educated in separate settings 60 or more
  of the day from 29 to 24 by 2007-2008.

21
Special Education Goals

• Goal Nine MS will decrease the percentage of
  students with low incidence disabilities
  (excludes speech and language impairments and
  learning disabilities) who are educated in
  separate settings 60 or more of the day from 48
  to 45 by 2007-2008.
• Goal Ten MS will increase the percentage of
  students with disabilities in grades 3, 5, and 7
  scoring Proficient or above on the MCT in
  reading and math by 2 per year.

22
Demographic Data
23
Goal 2

• Goal 2 increase EmD to .55 across the state
• 2003-2004 0.15
• 2004-2005 0.23
• 2005-2006 0.33
• 2006-2007 0.43
• 2007-2008 0.55

24
Goal 3
Goal 3 increase OHI to .30 across the
state 2003-2004 0.05 2004-2005
0.09 2005-2006 0.15 2006-2007
0.22 2007-2008 0.30
25
Goal 4
Goal 4 differential for EMR should be 1.15 or
less NOTE If district black enrollment is 96
or greater, then look at EMR in section II of the
profile to see if it is 1.65 or less.
26
Goal 5
Goal 5 differential for SLD should be 1.85 or
less NOTE If district black enrollment is 96
or greater, then look at SLD in section II of the
profile to see if it is 5.65 or less.
27
Goal 6
Goal 6 increase Regular Placement to 32
(excluding L/S) 2003-2004 27.28 2004-2005
27.80 2005-2006 28.80 2006-2007
30.43 2007-2008 32.00
28
Goal 7
Goal 7 increase Regular Placement to 18
(excluding L/S and SLD) 2003-2004
15.61 2004-2005 16.11 2005-2006
16.61 2006-2007 17.36 2007-2008 18.36
29
Goal 8
Goal 8 decrease Self Contained Placement to 24
(excluding L/S) 2003-2004 28.70 2004-2005
28.18 2005-2006 27.13 2006-2007
25.59 2007-2008 24.00
30
Goal 9
Goal 9 decrease Self Contained Placement to 45
(excluding L/S and SLD) 2003-2004
48.11 2004-2005 47.62 2005-2006
47.12 2006-2007 46.37 2007-2008 45.36
31
Goal 10
Goal 10 increase MCT scores in the Proficient
category
32
Enrollment Groups

• State was divided into four Enrollment Groups
• Based on enrollment ranges

33
Comparison of State Data
34
Chart Comparison
35
Intervention Screen
36
TST

• Teacher Support Team
• Created by state legislation in 1988
• Part of Chapter 20 Remedial Education
• State Code 37-20-7
• Included in the requirements for funding
• (e) The program must establish a teacher support
  team in each building wherein the program is
  implemented to play a key role in determining the
  instructional services by a child.
• January, 2005 IEI adopted as part of MDE Board
  Policy requiring all districts to adopt the three
  tier instructional process

37
TST and Intervention

• A Regular Education process NOT
• a referral process for
• Special Education

38
TST and Intervention

• Included in Regular Education Policies and
  Procedures
• http//www.mde.k12.ms.us/public/IEI.htm

39
State Board Policy
40
Overview of Three Tiers

• The model has three levels or tiers of
  instruction
• Tier I Effective Classroom Instruction
• How can we help the student succeed in the
  classroom?
• Tier II Supplemental Instruction
• What can we do differently for the student to
  help them succeed?
• Tier III Instruction for Intensive Intervention
  
• Student is referred to the Teacher Support Team.
  MSIS Intervention screens are used at this point.
  This starts the 18 week timeline.

41
Students Served by the Three-Tier Model
Effective classroom instruction
All students
Approximately 20 30
Supplemental instruction
Intensive intervention instruction
Approximately 5 10
42
Intervention When/Where

• An intervention(s) is a current action that
  differs from the activities that normally occur
  in the childs regular education program.
• Should be part of the regular education program
• Is not conducted outside regular school year
  (i.e. can not be during ESY)
• Repeating a grade is NOT considered a type of
  Intervention

43
Intervention Timeline

• 18 weeks TOTAL
• Develop and begin implementation within two weeks
  of referral to TST
• TST must conduct a documented review within 6 and
  12 weeks of implementation
• Final review is due at the end of sixteen weeks
  of implementation of intervention

44
Intervention - How

• Goals for the interventions must be set.
  Timelines for implementation must be outlined and
  evaluation criteria established to determine if
  these goals have been met.
• In accordance with the specified timelines for
  completion of the interventions, the Teacher
  Support Team must review the success of the
  interventions and make a determination as to
  whether
• A. The interventions were successful
• B. Additional interventions will be developed and
  implemented or
• C. The interventions did not meet the childs
  needs

NOTE Keep in mind that all the above must be
completed within the 18 week timeline described
previously.
45
Intervention - Who

• TST Chair shall be the school principal as the
  schools instructional leader OR the principals
  designee (NOTE The designees primary
  responsibility can not be special education.)
• Screen and reports will be assigned to
• MSIS District Primary Contact
• SPED District Role
• TST Role
• this is the person responsible for the data that
  is entered into the Intervention screen
• new role being created for the lead TST of each
  school

46
Intervention Which Students

• Students will be populated on the screen
  according to the following criteria
• Grades 1-3 A student has failed one grade
• Grades 4-12 A student has failed two grades
• A student failed either of the preceding two
  grades and has been suspended or expelled for
  more than twenty days in the current school year.
• Students who do not make adequate progress
  following Tiers I II should be referred to TST
  and can be pulled into the screens by the
  district users

47
Criteria 1 and 2 Students

• For the first two criteria
• Grades 1-3 A student has failed one grade
• Grades 4-12 A student has failed two grades
• MSIS will pull from Month 9 any student who has
  failed the criteria above IF their SPED Indicator
  is set to N (new exception to this rule is the
  Language Speech ONLY students can be populated or
  pulled into the screen)
• MSIS will populate these students at the
  beginning of each school year
• Users have 20 school days from the beginning of
  school to refer these students to TST for
  intervention

48
Criteria 3 Students

• For the third criteria
• A student failed either of the two preceding
  grades and has been suspended or expelled for
  more than twenty days in the current school year.
• MSIS will run a procedure each weekend to check
  for any suspensions or expulsions to populate
  these students to the screen
• Users should check at the beginning of each week
  for any of these students
• Wont see any of these students before the 20th
  day school is in session (theoretically)

49
Intervention Screen Select District/School

• Launch MSIS
• Go to Modules -gt Students-gt Student Intervention
  Screen
• Select School

50
Intervention Screen Select Students
51
Select Students Tab Intervention Students
52
InterventionTab
53
Intervention Tab
54
Intervention Tab

• MSIS Populates
• Promoted Last School Year? MSIS populates a Y
  or N, for all those that met the criteria for 1
  and 2- an N will be displayed this comes from
  the data that was submitted in Month 9
• Number of Suspension Days for the Current School
  MSIS will display the number of reported
  suspension days

55
Intervention NOTE

• Intervention will follow a student if they move
  from district to district or school to school
• EX If a student in District A fails grade 3 at
  the end of the school year, then the student
  moves to District B over the summer, the student
  will show up on District Bs Intervention screen

56
Intervention NOTE

• The number of days for suspension or expulsion
  will also follow the student from district to
  district and school to school within that school
  year
• EX A student with 8 days of suspension moves
  from District A to District B - District B
  suspends the student for 12 days, the student now
  has a cumulative total of 20 suspended days and
  will populate on District Bs Intervention screen

57
Intervention Tab Entering Data

• Users will enter
• Referred to TST Date enter the date you
  referred the student to TST -- limited to dates
  within the current school year
• TST Decision Date enter the date the TST made a
  decision on the success of the Intervention
  cant be before the Referral to TST Date
• Intervention Success? users have three choices
• Yes Student remains in Regular ED
• Yes Student is referred to Child Study
• No

58
Intervention Tab Entering Data

• Intervention Success? NOTE
• Yes Student remains in Regular ED - - user
  should select this choice if students
  intervention was a success and the student will
  remain in regular education while being monitored
  user will NOT enter any further data for the
  student on the Intervention screen
• Yes Student is referred to Child Study - - user
  should select this choice if the students
  intervention was a success but the student is
  still going to be referred to LSC (maybe the
  parent requested referral to the LSC, etc.)
• No - user selects this choice if the intervention
  was not a success, the student will now be
  referred to LSC (Local Survey Committee)

59
Intervention Tab Student Referred to LSC

• When you select for Intervention Success? Yes
  Student is referred to Child Study OR No
• This will activate the LSC Referral Date data
  field when you enter this date (cant be before
  the TST Decision Date), you would want to notify
  your District SPED Office that you are referring
  a student to them for testing
• The District SPED role will then enter the next
  four data elements if needed

60
Intervention Tab Student Referred to LSC

• Parent Permission to Serve data field defaults to
  Yes for everyone you will only need to change
  this data element, if the parent decides they do
  not want their child served we are adding
  Parent Permission to test
• Eligibility Decision user selects Yes if the
  student is going to be served or No if the
  student is not going to be served
• A Yes in BOTH the Parent Permission to Serve and
  the Eligibility Decision is required to allow
  access to the next two data fields
• NOTE We are adding a data field for Parent
  Permission to Test - a Yes will be required for
  all three fields before you can go to the
  Eligibility field.

61
Intervention Tab Student Referred to LSC

• After the user enters the Eligibility Date (cant
  be before the LSC Referral Date) and IEP Date
  (cant be before the Eligibility Date) AND a MSD
  (Monthly Student Data) or DSD (Daily Student
  Data) file is submitted to MSIS to update the
  students SPED indicator to Y, these two dates
  will be populated on the Student Update screen
• NOTE Once the student is indicated as being
  served by SPED, MSIS will begin checking the DSD
  and MSD files to make sure that you set the SPED
  Indicator to Y

62
Select Students TabReferral Students

• For Referral Students
• Select the radio button next to Referral Students
• This clears the screen and will put you in Query
  Mode
• Enter the MSIS ID for the student that you want
  to refer to Intervention or Child Study

63
Intervention TabReferral Students

• Data field Type of Referral will become active
  for the Referral Students only
• User can select Intervention OR Child Study
• If user selects Intervention, the next three data
  elements become active to allow data entry

64
Intervention TabReferral Students

• If Child Study is selected, LSC Referral Date
  becomes active to allow data entry
• Note ALL Intervention data element fields are
  made inactive the user can NOT enter any
  Intervention Data if Child Study is selected as
  the referral
• User follows same rules as before entering the
  remaining data elements

65
Referral Student

• Once data is entered for a Referral student on
  the Intervention tab, the Referral student will
  now show up when the Intervention radio button is
  selected
• Users will not be able to query for the student
  by selecting the Referral radio button
• MSIS will place a check under the appropriate
  referral column to indicate the selection that
  was made previously as to why the student was
  referred

66
Q A

• Who should oversee the data entry on the
  Intervention Screen? The Lead TST of each school.
• Why is the screen being assigned to the District
  SPED Role? Many SPED District Offices assist
  Regular Ed with Intervention and if a student is
  referred to LSC, the SPED user will need to enter
  the data elements after that.

67
Q A

• Interventions are not
• Accommodations or modifications
• Simply alternate settings
• Existing placements or programs that are not
  specific to the students needs
• Special Education placement
• Interagency referrals
• Assessments, evaluations, or screenings
• Classroom Observations
• Advice and consultation contacts that are not
  child specific, not targeted to a specific
  behavior, or that do not generate data that can
  be graphed or tabled to show change over time
• Parent contacts
• Retention
• Home work
• Suspension

68
Q A

• Why does ESY not count toward Intervention?
  Extended School Year (ESY) is beyond the normal
  school year of the local district In other
  words, this is not a sufficiently regular
  education setting to allow for proper
  intervention.

69
Q A

• Why is the repeating of a grade for a student not
  intervention even if they are making straight
  As the second time around? Policy states that
  intervention is a current action that differs
  from the activities that normally occur in the
  childs regular education program, therefore even
  though the student is now excelling in their
  repeated grade, they should be monitored to
  ensure that the progress continues.

70
Q A

• Why do we have an Intervention Create Date? The
  screen will be populated by a procedure that is
  run on the weekend. The users will need to know
  when that procedure populated the student on the
  Intervention screen.

71
Q A

• Where does MSIS pull the Referred to Intervention
  Date? For those students that meet criteria 1 or
  2, MSIS will pull the first day of school from
  the District Events Calendar (Modules -gtCalendar
  -gtDistrict Events)

72
Intervention Reports

• MSIS will provide two reports that are generated
  from data entered on the Intervention Screen
• Intervention Student Roster Report
• Intervention Compliance Report
• Reports-gtStudent Data -gtIntervention

73
Intervention Student Roster Report
74
Intervention Student Roster Report Data Elements

• Name (Last Name, First Name, MI)
• MSIS ID
• Inv 1, Inv 2, Inv 3 an X will appear in
  the column to reflect the criteria the student
  met
• Type of Referral I will represent
  Intervention and C will represent Child Find
• Prev Referred Date dates are populated ONLY if
  the student has appeared on the Intervention
  screen previously
• Inv Create Date the date the procedure was run
  to populate the screen

75
Intervention Student Roster Report Data Elements

• of Suspen Days number of days reported to
  MSIS for suspension for the current school year
• Referral to TST
• TST Decision Date
• Inv Success MSIS will populate a
• Y user selects Yes - Student remains in Regular
  ED
• C user selects Yes Student is referred to
  Child Study
• N user selects No
• LSC Referral Date
• Parent Perm To Serve remember this defaults to
  Y for all
• Elig. Dec. Eligibility Decision to serve (Y or
  N)
• Eligibility Date
• IEP Date

76
Intervention Compliance Report
77
Intervention Compliance Report Data Elements

• Name (Last Name, First Name, MI)
• MSIS ID
• Inv 1, Inv 2, Inv 3 an X will appear in
  the column to reflect the criteria the student
  met
• Type of Referral I will represent
  Intervention and C will represent Child Find
• Referral to TST must be within 20 school days
  of Referred to Intervention date
• Inv Success must be within 18 weeks of the
  Referral to TST date MSIS will use school days
  to calculate

78
Intervention Compliance Report Data Elements

• Eligibility Date must be within 60 calendar
  days of Referral to LSC date
• IEP Date must be within 30 calendar days of
  Eligibility Date
• NOTE A Y will appear under each of the above
  headings if the dates are in compliance. An N
  will appear under each of the above headings if
  the dates are NOT in compliance.

79

• Contact Information
• Ellen Davis Burnham
• Special Education MSIS Coordinator
• eburnham_at_mde.k12.ms.us
• Sheila Thompson
• Web Manager
• sthompson_at_mde.k12.ms.us
• 601-359-3498
• http//www.mde.k12.ms.us/special_education/