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Reporting on MARSS

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Title: Reporting on MARSS


1
Reporting on MARSS
  • Many lines are a good thing!

2
More Than Just Money-Additional Uses of MARSS
Data
  • MARSS data is used for
  • District Data Profiles
  • Graduation Rates/Dropout Rates
  • Federal Setting Rates
  • AYP status (Special Education Group)
  • Suspension / Expulsion Rate
  • Use MARSS for compliance / monitoring
  • Use to calculate Disproportionate Representation

3
December 1 child count Procedures
  • Valid IEP that is less than 1 year old as of Dec.
    1st
  • Valid (current) evaluation or re-evaluation
  • Less than 3 years old as of Dec. 1st
  • Is receiving Special Education related services
    on Dec. 1st
  • MARSS Data submission for Dec. 1 Child Count 2009
  • Oct. 14 Nov. 18 Dec. 16 (final)

4
Role of Special Education Teacher
  • Ensure IEP and ER are current as of Dec. 1st
  • Calculate Federal Settings
  • Ensure due process has been validated finalized
    on SPED and on file at District BRIC
  • Communicate to MARSS Recorder when status,
    setting, or disability category changes

5
Role of MARSS Recorder
  • Enter data
  • Communicate critical MARSS data entry timelines

6
ENROLLMENT INTAKE
  • District Intake form
  • Determination of Residency
  • Where parent resides
  • Physical address not PO Box
  • Parental Rights terminated gt where student
    resides
  • Court document
  • Parent Location Unknown

7
Non-Resident students with IEPs
  • State Aid Categories (SAC)
  • 01 open enrollment
  • 11 agreement between school boards
  • 19 tuition agreements (court or district
    choice)

8
Part B MARSS Reporting
  • Evaluation Status Codes 1 - 9
  • 2 - K-12 evaluated does not need service
  • 3 Evaluated requires services but not yet in
    a program (Never used or shouldnt be used)
  • 4 receiving special education services
  • 5 - Evaluated qualifies for services, parent
    refused
  • Use this code if parents have rejected IEP in
    writing, not verbal
  • 6 Evaluated receiving service and receiving
    services through another public agency
  • 7 IEP/IFSP/IIIP was terminated during the
    school year
  • 8 Early Intervening Services (NEVER USED)
  • 9 Student has active IEP and only receiving
    indirect services (NEW THIS YEAR)

9
Part B MARSS Reporting
  • Federal Setting
  • Setting should be calculated on annual basis at
    time of IEP If changed report change to MARSS
    person
  • Should be reported consistent with current IEP
  • Interim Alternative Education Service
    program(IAES) Federal Setting 08 Code
    Homebound/Hospital Placement

10
Conditions to Claim Homebound Instruction
  • In case of disabled students, the students IEP
    team may place then on homebound instruction if
    they agree it is in the students best interest.
  • The IEP must be modified to include Homebound
    instruction
  • To qualify for Homebound a medical note must be
    on file OR
  • For out of school suspension exceeding five
    consecutive days and leading to expulsion
  • Students place on homebound by IEP team must
    receive one hour of instruction per day to claim
    as full time and have a medical note
  • Without a medical note, the students are
    considered part-time each hour of instruction
    generates one hour of membership

11
Homebound Service Indicator
Student place by IEP team at home Student place by IEP placed in hospital Student Placed by IEP placed in Care and Treatment Student place by IEP Medically placed at home (Medical note on file)
Homebound Flag NO NO NO YES
Setting 08 YES YES YES YES
12
Part B MARSS Reporting
  • Primary Disability
  • Consistent with Evaluation Report IEP
  • Report Primary Disability

13
Part B MARSS Reporting
  • Transportation
  • Code 03 Disabled.  All students in this
    category must have a SPECIAL EDUCATION STATUS
    equal to 4 or 6 and must receive special
    transportation or special accommodations such as
    an aide on the bus route.  The special education
    transportation or special education accommodation
    must be written into the students IEP/IFSP/IIIP
    to be reported under the category.

14
MARSS Report / Change Points
  • Can be many lines
  • Start date change
  • Annual IEP or Amendment to IEP
  • Start date is date of parent consent
  • Student graduates, moved, or dropped

15
Reporting ECSE Kids on MARSS
  • Many lines are a good thing!

16
Who Does What?
  • MARSS recorders are charged with entering EC data
    accurately for
  • a small number of children,
  • each of whom require many lines,
  • have codes that have changed frequently over the
    last 5 years,
  • generate many error messages,
  • are different from every other kid in the
    building.
  • MARSS recorders need to get this information from
    early childhood teachers who are frequently out
    of the building on home visits or serving kids in
    community programs.
  • Plus do all their other job duties.

17
Who Does What?
  • ECSE Teachers are responsible for providing the
    MARSS recorders with information that is specific
    enough to allow for accurate data entry
    including
  • Special Ed Evaluation start and end dates
  • Special education evaluation hours
  • Special education service hours
  • Special education federal setting
  • Reason for services being discontinued
  • In addition to completing due process COSFs
    scheduling home visits coordinate service with
    OTs public health, etc tracking down medical
    records, process referrals.

18
The Miracle
  • Somehow, this usually works out!
  • FYI
  • Part C Birth through Age 2
  • Part B Age 3 and on

19
More Than Just Money-Additional Uses of MARSS
Data in EC
  • MARSS data is used for
  • EC District Data Profiles
  • Percentage of children ages birth to age 1
  • Percentage of children ages birth to age 3
  • Services provided in natural environments
  • Inclusion percentages of settings for ages 3-5
  • IEIC performance data
  • Part C timelines
  • 45 day evaluation
  • Timely initiation of services
  • Transition requirements at age 3

20
Frequently used State Aid Categories (SACs )in
ECSE
  • 01-Open enrolled to your district with current
    open enrollment paperwork on file
  • 11-Parent Initiated agreement between school
    boards (much like open-enrollment but occurs
    outside the formal open enrollment deadlines)
  • 00-Resident of your district
  • 19-Tuition Agreement with Resident District
    (placed in enrolling district by resident
    district)
  • Used for children with IFSPs or IEPs who are in
    foster care but who are NOT wards of the state.
  • Also used for children placed in a charter school
    by the resident district

21
EC Evaluation Timelines
  • Status Start Date
  • Birth through Age 2 Date of referral
  • 3 to Kindergarten enrollment Date parent gives
    written consent
  • Status End Date
  • Birth through Age 2 Date of IFSP team meeting
  • 3 to Kindergarten enrollment Date eval results
    are shared with the parent

22
Special Ed Evaluation Status (SEES)
  • Used to verify Primary Disability and
    Instructional Setting.
  • SEES must be kept current during the year.
  • A change in the SEES from a 1, 2, or 3 to a 4, 5
    or 6 or from a 4 or 6 to a 7 triggers the close
    of one enrollment record and the start of a new
    record.

23
EC Evaluation-SEES
  • SEES is a 2 for the enrollment record during the
    period of evaluation.
  • Each hour of evaluation generates one hour of
    attendance/membership.
  • When multiple staff evaluate simultaneously the
    time of each staff member is counted.
  • Time spent meeting with the parent to obtain
    evaluation information may be claimed.
  • Up to 2 hours of IEP/IFSP/IIIP writing may also
    be included and reported.
  • A warning message is generated when 40 hours of
    evaluation time is claimed.

24
Special Ed Eval Status (SEES)
  • 4-Student is receiving special education services
    through an IFSP or IEP.
  • 6-Student is receiving special education through
    a III-P document and receives services from one
    or more additional public agencies.
  • SEES of 4 and 6 trigger inclusion on 12/1 child
    count
  • BRIC is not recommending use of the IIIP.

25
Special Ed Evaluation Status in ECSE
  • 2-Student was evaluated and
  • was determined NOT Eligible for ECSE services
    (Status End of 25) OR
  • was determined eligible (Status End of 50 AND the
    creation of a new enrollment record)
  • 3-Student was evaluated and requires special
    education services but is not currently
    participating in a special education program
  • Eval status of 3 is rarely used, and should NOT
    be used as a placeholder between the time an
    evaluation was completed and the time parental
    consent is received. MDE expects that a gap
    would exist in this time period.

26
Special Ed Evaluation Status
  • 5-Student was evaluated and determined eligible
    but parents declined services (Primary disability
    must be reported)
  • For ECSE only
  • close the SEES 2 record with a status end of 99.
  • Create a new record with a SEES of 5. There will
    be no attendance or membership hours in this
    record. Close same day with a 50.

27
Special Ed Evaluation Status
  • 7-Students IEP/IFSP/IIIP was terminated during
    this school year.
  • These students must have both a primary
    disability and a federal instructional setting
    that reflect the last IFSP/IIIP/IEP. There must
    be a prior enrollment record with a SEES of 4 or
    6.

28
COMMON ECSE STATUS ENDS
  • 01-Change in students grade level
  • 02-Transferred to another public school in the
    same district
  • 04-Moved outside of the district
  • 05-Moved outside of the state or the country
  • 11-Student died
  • 14-Students withdrawn after 15 consecutive days
    absenceexpected back.
  • 20-Student transferred to another district or
    state but did not move
  • 21-Early Childhood Withdrawal because
    IFSP/IEP/IIIP Goals were met

29
Common ECSE Status Ends
  • 23-Kindergarten withdrawal, expected back next
    year
  • 25-Early Childhood Evaluation Only child
    determined not eligible for services
  • 26-Early childhood Special Education student on
    an IFSP or IEP withdrawn early by parent
  • 40-End of year, student enrolled the last day
  • 50-Special Ed information changes and a new
    record is needed e.g. change in SpEd Eval
    status
  • 99-Students enrollment status has changed
    necessitating the closing of one record and the
    opening of another for reasons NOT related to
    special education program changes

30
Transition at Age 3
  • Each toddler with an enrollment record having a
    SEES of 4 or 6 MUST have a new enrollment record
    created as he/she turns age 3.
  • Close the existing record with a status end of
    27,28 or 29 on the day prior to the 3rd birthday.
  • The new enrollment record must include a new
    instructional setting codeappropriate for 3-5
    year olds.
  • This is required for federal reporting
    purposes.

31
Common EC Status end codes Transition at Age 3
  • 27-EC transition at 3Part B eligible
  • 28-Not Part B eligible, exiting Part C with
    referrals to other programs
  • 29-Not Part B eligible, exiting Part C with no
    referrals to other programs
  • 30-Part B eligibility not yet determined
  • 34-Attempts to contact unsuccessful

32
Instructional Settings B-2
  • 11-Program designed for children with
    developmental delays or disabilities
  • Traditional ECSE classroom
  • 12-Program designed for typically developing
    children
  • ECFE
  • Child Care Center
  • Early Head Start

33
Instructional Setting B-2
  • 13-Home
  • 14-Hospital (in-patient)
  • 15-Residential facility (public or private)
  • 16-Service provider location--School, clinic or
    hospital where the child receives services (11
    or in a small group for speech, OT, PT, etc)
  • 17-Other Setting--Any setting that is not
    included in the settings or examples described.

34
Instructional Settings 3-5
  • 31-33 Early Childhood Setting All special ed
    related services provided in a program designed
    primarily for children without disabilities or
    special ed and related services provided in
    multiple settings regular ed and special ed
  • Public or private preschools
  • Head Start, School Readiness or ECFE
  • Regular kindergarten classroom
  • Child care center
  • Any combination of the above
  • Also includes home/EC setting combination
  • 31-Regular EC program80 of the time
  • 32-Regular EC program 40-79 of the time
  • 33-Regular EC program less that 40 of the time

35
Instructional Settings 3-5
  • 41-ECSE Setting All sp ed related services
    provided in a setting designed for children with
    disabilities including
  • ECSE classes in elementary school buildings or in
    trailers or portables outside regular school
    buildings
  • ECSE classrooms in child care facilities,
    hospitals, or other community based
    settings, and
  • 45-Home Childs home or home of primary
    caregiver
  • 42-Separate School
  • 43-Residential Facility
  • 44 Service Provider Location

36
Withdrawal Provisions
  • Must be withdrawn after 15 consecutive days of
    absence during the school year or 5 consecutive
    days during the summer.
  • A child may only be considered absent on a day
    that the child was scheduled to receive service.
  • Child does not need to be reevaluated at time of
    reenrollment.
  • A child, grade level EC, whose IEP/IFSP/IIIP is
    terminated midyear, or who transfers to another
    district or school, must be withdrawn on the last
    day of scheduled instruction.

37
Emergency Closing
  • When school is cancelled for an entire day, no
    membership is generated for any student.
  • When school starts late or is dismissed early,
    children in grade level EC generate the scheduled
    membership hours.

38
Records Needed for Audit Purposes
  • The IEP/IFSP/IIIP stating hours days of service
  • Data parental consent for initial service plan.
  • Home based program Dates and duration of the
    visits made by each service provider.
  • EC program
  • a calendar of the days the program met and
  • the length of each day. (Include the start and
    end time of the lunch period, if applicable.)

39
Records Needed for Audit Purposes
  • For each student
  • A calendar of the scheduled contact days and
    length of each day
  • Record of daily attendance including entry and
    withdrawal days, when applicable
  • Maintain a record of all eligible indirect
    service
  • For children served in community placements
  • Maintain invoices showing tuition payments.
  • Maintain record of dates and length of teacher
    visits.

40
Special Education Service Hours (SESH)
  • Includes direct and indirect time of licensed
    personnel
  • Paraprofessional time is not included
  • Time in regular ed settings with no direct
    special instruction or related service is not
    included in this calculation
  • Includes EC,HK , Homebound, Homebased, ALC
    Independent Study students
  • For ALC ALP IS calculate SESH only if not
    dual enrolled
  • SESH can be stacked in EC
  • Initial evaluation hours are not part of SESH but
    count as assessment hours in EC
  • SESH Worksheet

41
Membership Hours-non EC
  • Membership hours hours a student is scheduled
    to attend
  • Attendance hours a student is actually present
  • In many cases the two numbers are identical

42
Membership Hours-EC
  • Membership hours drive the general education
    revenue
  • In EC, anything above 231 hours increases the
    general education revenue
  • This is where special education paraprofessional
    support in regular education settings is factored
    in

43
EC Membership Days (Hours)
  • Used to calculate ADM which is the basis for
    general education revenue.
  • For ages 0 through 5, must report in terms of
    hours.
  • Report the number of hours that children were
    scheduled to receive special ed services.
  • Include time that children were absent.
  • Include all time during fiscal year (7/1- 6/30).
    This allows for inclusion of Part C infants and
    toddlers and ESY services for Part B children.
  • For HK students, special ed staff should only
    need to track SESH hours, attendance and
    membership can be tracked through the district
    attendance program.

44
Membership Days (Hours)
  • Includes direct and indirect services as per the
    childs IFSP/IEP/IIIP.
  • Para time may be claimed as specified on a
    childs plan as long as it is not concurrent with
    time already claimed by a licensed staff person.
  • Paraprofessionals assigned to a program do not
    generate membership hours for GER.
  • Excludes lunch unless program is part day.
  • Staff travel time does not generate membership.

45
EC Membership Days (hours)
  • Eligible indirect services
  • Ongoing progress reviews
  • Cooperative planning
  • Consultation with reg ed, spec ed, parents, para
  • Modifying/adapting curriculum, materials,
    environment
  • To the extent they are documented on plan
  • For audit purposes, must be documented in a
    student contact log or daily record

46
EC Membership Days (hours)
  • Claiming time in Community Placements
  • Must be placed through IFSP/IEP/IIIP team process
  • Tuition must be paid by the school district
  • Program must be licensed or program must employ a
    licensed teacher
  • Children in placements paid for by the parent
    cannot be claimed for membership except for time
    that a special ed service is provided.

47
EC Attendance Days (hours)
  • The total number of instructional days students
    were present for the period covered by the
    enrollment record.
  • For grade level EC, attendance days must be
    reported in terms of hours. Report the number of
    hours they were scheduled to receive special
    education AND were actually present.
  • For pre-K children who receive evaluation
    services only, report the actual number of hours
    of evaluation provided. For these children
    attendance days (hours) will equal membership
    days (hours).
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