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 > 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 shouldn’t 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 student’s 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

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; COSF’s; scheduling home visits; coordinate service with OT’s 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-Student’s 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 student’s 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 absence—expected 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-Student’s 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 code—appropriate 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 3;Part 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 (1:1 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. InstructionalSettings 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: Child’s 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 child’s IFSP/IEP/IIIP. • Para time may be claimed as specified on a child’s 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).