Using Statewide Longitudinal Data Systems for Post-School Outcomes Data Collection State Capacity Building Institute May

1. Using Statewide Longitudinal Data Systems for Post-School Outcomes Data Collection State Capacity Building Institute May 20, 2010 Charlotte, North Carolina Presented by: Sheila Gritz, Florida Department of Education Jordan Knab, Project 10 (Transition Education Network) Florida Department of Education Dr. Eric J. Smith, Commissioner

2. Florida Education and Training Placement Information Program (FETPIP)History • Established in the Florida Department of Education • Legislative action in 1988 • Negotiated an arrangement with the Department of Labor and Employment Security

3. Current Legislation • Florida Education and Training Placement Information Program (FETPIP) • Florida Statutes • Title XLVIII K-20 Education Code • Chapter 1008 Assessment and Accountability • Section 1008.39

4. Process • Follow-up studies • Annually • “Record linkage” (graduates, completers or exiters) • Aggregate statistics • Postsecondary education and employment

5. Participants… • Individual information for follow-up is collected from the following: • Universities • State Colleges, formerly Community Colleges • School districts • Selected private vocational schools, colleges, and universities • Welfare Transition Services • Agency for Workforce Innovation, formerly Workforce Investment Act (WIA) • Corrections system • Farm Worker Jobs and Education programs • Specialized and longitudinal studies

6. …Participants • The records are electronically linked with the following: • Florida Department of Education • Florida Department of Corrections • Florida Department of Children and Families • U.S. Department of Defense • U.S. Office of Personnel Management • U.S. Postal Service • National Student Clearinghouse

7. Support • Statutory authority • Funding • Collaboration • Anticipating needs • Stakeholder buy-in • Facilitating discussion

8. Security.. • Location within the state education agency • Surpasses requirements and expectations for security • Limits use to statistical purposes for evaluation and program improvement • Exchange agreements kept current, and employees and stakeholders apprised of security and confidentiality issues • Inquiries about particular resources relayed to resource owners

9. …Security • All individually identifiable data are protected from public disclosure as specified in the Buckley Amendments and Florida Statutes. • Fields less than 10 are suppressed. • Districts may access reports with less than 10 with confidentiality statements and notes that “only aggregates of 10 or more can be publicly disseminated.”

10. Use of Data • Employment • Earnings by level • Federal employment data • Continuing education data • Receiving public assistance • Florida Department of Corrections Data

11. Benefits • Existing data resources • Cost efficient, accurate, more capabilities • Objective data • Common core set of outcome measures, comparisons, discussions

12. Dissemination of Data • Aggregate numbers posted in LEA profiles and selected reports • LEA data by exceptionality and outcome sent directly to districts • Broader data on Florida Department of Education website

13. Suggested District Activities: Data • Access data and ensure accuracy. • Review and analyze multiple years of FETPIP data to determine whether an area is consistently problematic. • Determine if there are trends among groups. • Disseminate data to all relevant stakeholders (e.g., administrators, teachers). 

14. Suggested District Activities: Policies, Procedures and Practices • Review district and school policies and procedures to determine if existing policies or procedures may be impacting postsecondary outcomes. • Review inter-institutional agreements and interagency agreements to determine if provisions need to be changed or added to improve postsecondary outcomes. • Identify and implement evidence-based practices that are known to impact employment and/or postsecondary education outcomes.

15. Suggested District Activities: Training and Technical Assistance • Identify areas of need and develop a schedule of professional development activities designed to impact postsecondary outcomes.

16. State and Project 10: District Impact • Explaining how data is collected • Helping districts understand how to read the data • Assisting districts with identifying evidence-based practices tied to improving poor outcome areas

17. Resources • Florida Department of Education FETPIP website • http://www.fldoe.org/fetpip/ • National Post-School Outcomes Center, State Profile Archives • http://www.psocenter.org/state_profiles_archive.html#FL • Pfeiffer, J. (2005). Florida’s experience in accessing administrative records. National Post-school Outcomes Center Teleconference. • Pfeiffer, J. (2004). Student follow-up using state and federal administrative records: Lessons from Florida’s education and training placement information program (FETPIP). • Pfeiffer, J., (2003). Overview of federal laws pertaining to sharing of individually-identifiable education records. • Achieving the Dream • http://www.achievingthedream.org/DATARESEARCH/PUBLICATIONSANDPRESENTATION/default.tp • Mills, J. (2005). State data systems and privacy concerns: Strategies for balancing public interests. An Achieving the Dream Policy Brief.

18. For additional information: • Sheila Gritz, Program Specialist for Transition Florida Department of Education Bureau of Exceptional Education and Student Services http://www.fldoe.org/ese/ Sheila.Gritz@fldoe.org (850) 245-0478 • Jordan Knab, Ed.S., Project Director University of South Florida St. Petersburg 529 1st Street South, SVB 108 St. Petersburg, FL 33701 http://www.project10.info jknab@stpete.usf.edu (727) 873-4662

19. Questions?

20. “UTILIZING DATA TO DIAGNOSE THEN TREAT”Program Evaluation & ImprovementUtilizing Data to Identify Strengths & improve Challenging Areas ___________District

21. Presented By: Federico Valadez Jr., M.Ed., Regional Transition Representative, Region 4 University of South Florida St. Petersburg Project 10 529 1st Street South, SVB 108 St. Petersburg, FL 33701 p (727) 873-4661 f (727) 873-4660

22. Objectives • Understand the importance of data • Understand local school demographics; population demographics, and major economic industries/employers • Understand where to find data on Florida Department of Education (FDOE) website • Understand the importance of Local Education Agency (LEA) Profile for improving performance • Understand district strengths & challenges by reviewing monitoring self-assessment results • Understand that breaking down the data to the school level can assist with capacity building in terms of focused training and technical assistance to improve outcomes at each school

23. Why does a doctor take vital signs, x-rays, etc…?

24. Demographic Data • Ethnic/racial make up of the community (using Census Data) • Number of individuals with disabilities (using Census Data) • Major industries and employers in the community • http://www.census.gov/ • http://www.onetcenter.org/tools.html

25. Why Compare?Comparing yourself to the state and size-alike school districts is a good way to see how well you are doing and where you might need improvement – much like going to the doctor to see how healthy you are or if you might need some medication to help make you better.

26. Where to find data? FDOE Data • http://www.fldoe.org/ese/datapage.asp • Exercises: • How many African-American and Hispanic students are currently enrolled in your school district? • What percent are classified as EBD? • How does your ratio of these students compare to the state data? • If the number is less or greater than the state data, are you doing well or do you need to improve?

27. The LEA Profile… • The profile is intended to provide districts with a tool for use in planning for systemic improvement in exceptional student education programs. • The profile contains a series of data indicators that describe measures of educational benefit, educational environment, prevalence, parent involvement and provides information about district performance as compared to state level targets in Florida’s State Performance Plan.

28. …The LEA Profile • Required by IDEA 2004, the State Performance Plan (2005-2010) is a six-year plan that establishes annual benchmarks and targets for 20 indicators. Annual Performance Reports are submitted to report progress in these performance areas and the process requires annual public reporting for the state and each local education agency.

29. The LEA profile Introduction: Demographics Section One: Educational Benefit Section Two: Educational Environment Section Three: Prevalence Section Four: Parental Involvement Section Five: State Performance Plan Indicators

30. Introduction: Demographics District Name Student Enrollment Enrollment Group Percentage of Students with Disabilities

31. Section One: Educational Benefit • No Child Left Behind (NCLB) Graduation Rate • Standard Diploma Graduation Rate • Dropout Rate • Postschool Outcome Data

32. Section Two: Educational Environment • Students with disabilities ages 6-21 by placement setting and children with disabilities ages 3-5 by placement setting • Part C to Part B transition • Secondary Transition IEPs • Discipline Rates and Risk Ratios • Students with disabilities suspended/expelled for more than 10 days in a school year

33. Section Three: Prevalence • Evaluations completed within 60 days • Student membership by race/ethnicity • Risk ratios of racial/ethnic groups being identified as disabled

34. Section Four: Parent Involvement • Survey of Parent Perceptions • Preschool • K-12

35. Section Five: State Performance Indicators • Summary information on selected State Performance Plan Indicators • State level targets • District level data • Do you know all 20 of the Indicators? • Go to the last page of your LEA Profile and let’s review the Indicators and examine your school district’s data.

36. Section Five: State Performance Indicators • Let’s examine your data. • Where did you meet the target? • Where did you not meet the target? • Make the best use of capacity building/training/ technical assistance resources. • Can you break this data down even further by school to determine which school might need more assistance in making improvements (i.e., There might be a high school with a low graduation rate or a high dropout rate…one might focus on helping that particular school more.)?

37. Now let’s look at Monitoring Self-Assessment Data for Indicator 13. http://www.fldoe.org/ese/mon-home.asp MONITORING SELF ASSESSMENT DATA 20-- _______County was required to assess ___ standards. One or more incidents of noncompliance were identified on ___ of those standards (__%). The following is a summary of ______County School District’s correction of student-specific incidents of noncompliance:

38. SELF-ASSESSMENT DATA for Indicator 13 • 2008-09… • Let’s review the sections where you are doing well. • Let’s review the sections where you need improvement.

39. …SELF-ASSESSMENT DATA for Indicator 13 2008 • Can you break down this data even further? • Yes, which school(s) were the particular IEP Folders pulled from with concerns/challenges? • Is training around the areas of need being implemented at each school? • writing measurable postsecondary goals • writing measurable annual goals • inviting agencies • getting consent…

40. Now we know your vital signs…what’s next…

41. Important Points to Remember & Questions