Using Statewide Longitudinal Data Systems for Post-Using Statewide Longitudinal Data Systems for Post-School Outcomes Data CollectionSchool Outcomes Data Collection

State Capacity Building InstituteState Capacity Building InstituteMay 20, 2010May 20, 2010

Charlotte, North CarolinaCharlotte, North Carolina

Presented by:Presented by:Sheila Gritz, Florida Department of EducationSheila Gritz, Florida Department of Education

Jordan Knab, Project 10 (Transition Education Network)Jordan Knab, Project 10 (Transition Education Network)

Florida Department of EducationFlorida Department of EducationDr. Eric J. Smith, Dr. Eric J. Smith,

CommissionerCommissioner 1

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

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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

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Process• Follow-up studies

– Annually – “Record linkage” (graduates, completers or exiters)– Aggregate statistics– Postsecondary education and employment

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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

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…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

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

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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

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…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.”

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

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

comparisons, discussions

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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

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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).

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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.

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Suggested District Activities: Training and Technical Assistance

• Identify areas of need and develop a schedule of professional development activities designed to impact postsecondary outcomes.

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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

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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. 17

For additional information:• Sheila Gritz, Program Specialist for Transition

Florida Department of EducationBureau of Exceptional Education and Student Serviceshttp://www.fldoe.org/ese/ Sheila.Gritz@fldoe.org(850) 245-0478

• Jordan Knab, Ed.S., Project DirectorUniversity of South Florida St. Petersburg529 1st Street South, SVB 108St. Petersburg, FL 33701http://www.project10.info jknab@stpete.usf.edu(727) 873-4662

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Questions?Questions?

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“UTILIZING DATA TO DIAGNOSE THEN TREAT”Program Evaluation & Improvement

Utilizing Data to Identify Strengths & improve Challenging Areas

___________District

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Presented By:Federico Valadez Jr., M.Ed.,

Regional Transition Representative, Region 4

University of South Florida St. PetersburgProject 10

529 1st Street South, SVB 108St. Petersburg, FL 33701

p (727) 873-4661f (727) 873-4660

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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

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

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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

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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.

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Where to find data? FDOE Data– http://www.fldoe.org/ese/datapage.asp

• Exercises:1. How many African-American and

Hispanic students are currently enrolled in your school district?

2. What percent are classified as EBD?3. How does your ratio of these students

compare to the state data? 4. If the number is less or greater than the

state data, are you doing well or do you need to improve? 26

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.

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…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.

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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

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Introduction: Demographics

1)District Name

2)Student Enrollment

3)Enrollment Group

4)Percentage of Students with Disabilities

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Section One: Educational Benefit

•No Child Left Behind (NCLB) Graduation Rate

•Standard Diploma Graduation Rate

•Dropout Rate

•Postschool Outcome Data

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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

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Section Three: Prevalence

•Evaluations completed within 60 days •Student membership by race/ethnicity

•Risk ratios of racial/ethnic groups being identified as disabled

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Section Four: Parent Involvement

•Survey of Parent Perceptions•Preschool•K-12

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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.

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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.)?

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Number Percentage

Records Reviewed/Protocols Completed

Total Items Assessed

Noncompliant

Timely Corrected

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:

SELF-ASSESSMENT DATA for Indicator 132008-09…

•Let’s review the sections where you are doing well.

•Let’s review the sections where you need improvement.

…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?

owriting measurable postsecondary goalsowriting measurable annual goalso inviting agencieso getting consent…

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

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Important Points to Remember &

Questions

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