1. No category

Special Education Reports
Technical Manual
2007-2008
Reports Available April 2009
Oregon Department of Education
Office of Student Learning & Partnerships
255 Capitol St. NE
Salem, OR 97310-0203
Phone: (503) 947-5600
Fax: (503) 378-5156
http://www.ode.state.or.us
Special Education Reports Technical Manual Table of Contents
I. Preface ........................................................................................................................................................3
II. Introduction ...............................................................................................................................................4
III. Graduation and Dropout Rates.................................................................................................................5
IV. Least Restrictive Environment (LRE) ...................................................................................................10
V. Calculating Academic Achievement: Performance ...............................................................................14
VI. Calculating Academic Achievement: Participation ..............................................................................22
VII. Adequate Yearly Progress ....................................................................................................................30
VIII. Parent Survey Results..........................................................................................................................34
IX. Students Receiving Special Education Services ....................................................................................40
X. Timeline for Eligibility............................................................................................................................45
XI. IEP Goals and Transition Services ........................................................................................................48
XII. Suspension / Expulsion.........................................................................................................................51
XIII. Post-School Outcomes ........................................................................................................................58
XIV. Local Information Provided By Your District ....................................................................................61
XV. Adding Comments to the Special Education Report............................................................................62
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I. Preface
The Technical Manual provides detailed information about how the data are collected and
calculated for the Oregon 2007-2008 Special Education Reports to be released in April 2009.
In Oregon, Special Education reports were first issued in March 2007. Based on requirements
of the 2004 Individuals with Disabilities Education Act (IDEA), the special education reports
were developed to inform parents and the community about the special education programs and
services provided by Oregon school districts and Oregon EI/ECSE county programs.
In December 2005, the Oregon Department of Education submitted the State Performance Plan
(SPP) to the Office of Special Education Programs (OSEP) in Washington, D.C. The Annual
Performance Report (APR), which reports Oregon’s progress on the thirty-four required
indicators in the SPP, is submitted to OSEP in February each year.
http://www.ode.state.or.us/search/page/?id=1813
For 2007-2008, information about nineteen of the thirty-four indicators is required to be reported
to the public. Oregon has developed two reports: a school district report and an EI/ECSE
county program report. Reports for all school districts and county programs are posted on the
Oregon Department of Education website at http://www.ode.state.or.us/search/page/?=1831
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
state targets which were approved by the Office of Special Education Programs (OSEP) in
Washington, D.C. Data provided by each school district and program are displayed with the
state targets on the Oregon Special Education Reports.
Federal Law
The 2004 Individuals with Disabilities Education Act (IDEA):
Public report.--The State shall report annually to the public on the performance of each local educational
agency located in the State on the targets in the State's performance plan. The State shall make the State's
performance plan available through public means, including by posting on the website of the State
educational agency, distribution to the media, and distribution through public agencies.
34 CFR §300.616(b)(2)(C)(ii)(I)
For more information, please visit:
http://idea.ed.gov/explore/search/GO_x/14/GO_y/11/query/public+reporting/search_option/statute
3
II. Introduction
This Technical Manual describes the displays for the 2007-2008 School District Special
Education Reports issued in April 2009. This manual also provides detailed information about
the specific definitions and calculations that lead to the data that are displayed in the reports.
The Technical Manual describes in detail the following major topics:
• Required elements for the 2007-2008 Special Education Report
• Special Education Report format
• State targets
• Data collection
• Definitions of data elements
• Calculation details
Elements included in the 2007-2008 School District Special Education Reports
• Students Graduating 2007-2008
• High School Dropout 2007-2008
• Least Restrictive Environment
• Academic Achievement: Percentage of Students Meeting Standards
• Academic Achievement: Participation by Students with IEPs
• Adequate Yearly Progress (AYP)
• Parent Survey Results
• Students Receiving Special Education Services
• Timeline for Eligibility
• IEP Goals and Transition Services
• Suspension / Expulsion
• Post-School Outcomes
• Local Information Provided by Your District
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III. Graduation and Dropout Rates
Displays
1. Students Graduating 2007-2008
This table shows the percentage of students graduating with a regular diploma during the 2007-2008 school
year.
2. High School Dropout 2007-2008
This table shows the percentage of students ages 14 and above that dropped out of school during the 20072008 school year.
Public Report Format
State Targets
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
state targets which were approved by the Office of Special Education Programs (OSEP) in
Washington, D.C.
Graduation
FFY
Measurable and Rigorous Target
2005
(2005-2006)
The graduation rate for students with disabilities will increase to 69%.
2006
(2006-2007)
The graduation rate for students with disabilities will increase to 72%.
2007
(2007-2008)
Revised
The graduation rate for students with disabilities will increase to 58%.
2008
(2008-2009)
Revised
The graduation rate for students with disabilities will increase to 60%.
2009
(2009-2010)
Revised
The graduation rate for students with disabilities will increase to 62%.
2010
(2010-2011)
Revised
The graduation rate for students with disabilities will increase to 64%.
5
Dropout
FFY
Measurable and Rigorous Target
2005
(2005-2006)
The dropout rate for students with disabilities will decrease to 5.5%.
2006
(2006-2007)
The dropout rate for students with disabilities will decrease to 5.4%.
2007
(2007-2008)
Revised
The dropout rate for students with disabilities will decrease to 6.0%.
2008
(2008-2009)
Revised
The dropout rate for students with disabilities will decrease to 5.8%.
2009
(2009-2010)
Revised
The dropout rate for students with disabilities will decrease to 5.6%.
2010
(2010-2011)
Revised
The dropout rate for students with disabilities will decrease to 5.4%.
Data Collection
2007-2008 Special Education Graduates and Dropouts
Data are collected annually from each school district on the Special Education Child Count (SECC)
and the June Special Education Exit collections.
SECC: The 2007 SECC is used to identify special education students who are reported as eligible
for special education services on December 1, 2007. The SECC collects data on students ages
birth to 22. However, only data for students aged 14-21 as of December 1, 2007, who are reported
as eligible on the 2007 December SECC, are used in calculating the 2007-2008 dropout rates.
June Special Education Exit: The 2007-2008 June Special Education Exit collection collects data
on students who exited special education services from July 1, 2007, through June 30, 2008. Only
data for students who exited as dropouts or graduates with a regular diploma and were ages 14-21
on the SECC prior to their exit date are used in calculating the 2007-2008 graduation and dropout
rates.
Per federal guidance, “The age of the student should reflect his/her age in years on the date
of the most recent child count prior to the child’s exiting, not at time of exit.” Thus, if a
student exited special education services between July 1, 2007, and November 30, 2007,
the student’s age will be reflective of the 2006 SECC. However, if a child exited special
education services between December 1, 2007, and June 30, 2008, the student’s age will
be reflective of the 2007 SECC.
The Special Education Exit Date is defined as the date that the student exited the special
education program, such as the date the student graduated with a regular diploma or
dropped out. For the 2007-2008 Special Education Report, this date will fall between July 1,
2007, and June 30, 2008. Note: This is the date the student exited special education
services, which may or may not be the same as the date the student exited school.
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Definitions
2007-2008 Special Education Graduates
For the 2007-2008 June Special Education Exit Collection, students reported as exiting special
education services with a code of graduate with regular diploma are counted as graduates. All
other students with different reasons for exiting special education services are not counted as
special education graduates.
Graduation with Regular Diploma: Individuals who exited an educational program through receipt
of a high school diploma identical to that for which non-disabled students are eligible. These are
students who met the same standards for graduation as those students without disabilities.
The following are not considered Graduates with a Regular Diploma:
• Received a Modified Diploma
• Received a Certificate
• Reached Maximum Age
• Deceased
• Moved, Continuing in Education
• Returned to Regular Education
• Dropped Out
2007-2008 Special Education Dropouts
Students who were enrolled during the 2007-2008 school year, have withdrawn from school or
were enrolled in the 2006-2007 school year but not in the 2007-2008 school year, and did not
meet any of the following conditions are considered dropouts:
• Transferred to another school that leads to graduation.
• Moved and enrollment is verified by contact with the student’s new school.
• Received a high school diploma issued by a school district.
• Received a modified diploma based on completion of an IEP.
• Received home instruction paid for by the district.
• Temporarily absent because of suspension, long-term illness, or family emergency.
• Enrolled in an approved, district-sponsored alternative education program.
• Enrolled in a foreign exchange program.
• Moved out of the United States and enrollment status is unknown.
• Enrolled in an adult high school diploma program sponsored by the district.
• In protective custody and the location of the student is not legally available.
• Placed in a corrections facility, substance abuse facility, or mental health facility, or a CSD
certified shelter care program, or legally deported.
• Deceased.
• Withdrew to be taught at home by a parent or private tutor and registered with the ESD.
• Received a GED certificate, while jointly enrolled.
Note: A student who left school to enter either a GED program or a Job Corps program is
considered a dropout. In rare instances, a student may continue to be jointly enrolled in school
and the GED or Jobs Corps program and continue to receive special education services. If the
special education services continue, the student may be considered a graduate with an alternate
document upon completion of the GED or Job Corps program, and then would not be considered a
dropout.
7
The following is a list of the most common circumstances that lead to the student’s being included
as a dropout. This list does not include every possible circumstance of dropping out.
• Left school without notice and cannot be located
• Withdrew from a district-sponsored alternative program
• Moved with a migrant family and is not known to be in school
• Moved to another district or state and is not known to be in school
• Suspended or expelled and did not return to school when scheduled to return
• Expelled and did not enroll in the alternative education program that was offered
• Reported for active duty in military service before receiving a high school diploma or GED
• Withdrew for home schooling and did not register with the ESD
• Was sent back from home schooling by the ESD and did not re-enroll
• Withdrew near the end of the school year before full credit for classes was awarded
• Withdrew from a GED program without earning a GED
• Received a certificate of completion based on completion of an IEP
• Enrolled independently in an alternative education program
• Enrolled independently in a community college without having received a high school
diploma
• Was released from compulsory attendance and did not stay in school
The following exit codes are not considered dropouts:
• Graduated with a Regular Diploma
• Received a Modified Diploma
• Received a Certificate
• Reached Maximum Age
• Deceased
• Moved, Continuing in Education
• Returned to Regular Education
Calculation Details
2007-2008 Special Education Graduates
The formula used to calculate the 2007-2008 special education graduation rate uses the 20072008 June Special Education Exit data. The numerator is the number of special education
students reported on the June Special Education Exit Collection as having graduated with a
regular diploma and who were aged 14-21 on the SECC prior to their exit date. The denominator
is the number of special education students reported on the June Special Education Exit Collection
as having graduated with a regular diploma and who were aged 14-21 on the Special Education
Child Count prior to their exit date plus the number of special education students reported on the
June Special Education Exit Collection as a dropout and who were aged 14-21 on the SECC prior
to their exit date.
The 2007-2008 Special Education Graduation Rate formula is shown below.
Number of Special Education Graduates with a Regular Diploma aged 14-21
[Number of Special Education Graduates with a Regular Diploma, aged 14-21] + [Number of Special Education Dropouts aged 14-21]
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2007-2008 Special Education Dropouts
The 2007-2008 special education dropout rate calculation uses the number of special education
dropouts who were reported on the June Special Education Exit Collection and who were aged 1421 on the SECC prior to their exit date as the numerator. The number of special education
students aged 14-21 who were reported as eligible on the 2007 SECC is used for the denominator.
The 2007-2008 Special Education Dropout formula is shown below.
Number of Special Education Dropouts, aged 14-21
Number of Eligible Students, aged 14-21, on the 2007 SECC
Additional information
Special Education June Exit
Webpage: http://www.ode.state.or.us/search/page/?id=2118
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=180
Contact: Sara Berscheit (503) 947-5872 or [email protected]
Special Education Child Count (SECC)
Webpage: http://www.ode.state.or.us/search/page/?id=2118
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=180
Contact: Sara Berscheit (503) 947-5872 or [email protected]
9
IV. Least Restrictive Environment (LRE)
Display
LRE for School Age
This table shows the district percentages for placements in the Least Restrictive
Environment (LRE) compared to the state targets for placement. Students are placed in
classes based on decisions by the student’s IEP team.
Public Report Format
Least Restrictive Environment
Students removed from regular
class less than 21% of day
Students removed from regular
class greater than 60% of day
Students served in public or
private separate schools,
residential placements, or
homebound / hospital
District
66.3%
9.1%
0.9%
State
Target
69.0%
or more
11.0%
or less
2.2%
or less
State Targets
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
state targets which were approved by the Office of Special Education Programs (OSEP) in
Washington, D.C.
FFY
2005
(2005-2006)
2006
(2006-2007)
Measurable and Rigorous Target
A. 72% of children with IEPs are removed from regular class less than 21% of the day
while ensuring a continuum of placement options is offered to students with disabilities,
based on individual need.
B. 10.2% of children with IEPs are removed from regular class greater than 60% of the
day while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
C. 2.4% of children with IEPs are served in public or private separate schools,
residential placements, or homebound and hospital placements; while ensuring a
continuum of placement options is offered to students with disabilities, based on
individual need.
A. 72.5 % of children with IEPs are removed from regular class less than 21% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
B. 10.1% of children with IEPs are removed from regular class greater than 60% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
C. 2.3% of children with IEPs are served in public or private separate schools,
residential placements, or homebound and hospital placements; while ensuring a
continuum of placement options is offered to students with disabilities, based on
individual need.
10
2007
(2007-2008)
Revised
A. 69.0 % of children with IEPs are removed from regular class less than 21% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
B. 11.0 % of children with IEPs are removed from regular class greater than 60% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
C. 2.2% of children with IEPs are served in public or private separate schools,
residential placements, or homebound and hospital placements; while ensuring a
continuum of placement options is offered to students with disabilities, based on
individual need.
2008
(2008-2009)
Revised
A. 69.5% of children with IEPs are removed from regular class less than 21% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
B. 10.9% of children with IEPs are removed from regular class greater than 60% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
C. 2.1% of children with IEPs are served in public or private separate schools,
residential placements, or homebound and hospital placements; while ensuring a
continuum of placement options is offered to students with disabilities, based on
individual need.
2009
(2009-2010)
Revised
A. 70.0% of children with IEPs are removed from regular class less than 21% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
B. 10.8 % of children with IEPs are removed from regular class greater than 60% of
the day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
C. 2.0% of children with IEPs are served in public or private separate schools,
residential placements, or homebound and hospital placements; while ensuring a
continuum of placement options is offered to students with disabilities, based on
individual need.
2010
(2010-2011)
Revised
A. 70.5% of children with IEPs are removed from regular class less than 21% of the
day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
B. 10.7 % of children with IEPs are removed from regular class greater than 60% of
the day; while ensuring a continuum of placement options is offered to students with
disabilities, based on individual need.
C. 1.9% of children with IEPs are served in public or private separate schools,
residential placements, or homebound and hospital placements; while ensuring a
continuum of placement options is offered to students with disabilities, based on
individual need.
Data Collection
Data are collected annually from each school district through the Special Education Child Count
(SECC) and the Systems Performance Review & Improvement (SPR&I) process.
•
The SECC collects data on students eligible for special education services as of December 1,
2007. For this section of the Special Education Report, data reported for students aged 6 – 21
are used in order to align with the data that were used to set the state targets. As part of the
SECC, the Federal Placement is reported for every student. These data are used to determine
the percent of children receiving services in the different placement locations. The total number
of eligible students reported on the SECC is also used for the calculations.
11
•
The SPR&I process collects data annually from each district. Based on the SECC data
provided by district, Federal Placement category percentages are calculated by ODE. Through
the SPR&I process, a district is required to analyze their Federal Placement data if the district
does not meet the state targets for one or more of the categories outlined. The information
provided by the district in the self-guided analysis worksheet is evaluated by ODE to determine
if the district has a particular circumstance that warrants a Justified Met designation and to
ensure that the district is appropriately placing students to best meet the students’ special
education needs. A district that does not receive a Justified Met designation based on the
worksheet analysis is required to complete a district improvement plan.
Definitions
Federal placement refers to the location where a student receives education services. The
definitions of federal placement come from the U.S. Department of Education and refer to the
proportion of time the student receives special education and related services. To calculate the
percentage of time in the regular classroom, divide the number of hours per day the student
receives special education and related services outside the regular classroom by the total number
of hours in the school day.
Students removed from regular class less than 21% of day: Students who are in the regular
classroom for 80 % or more of the school day.
Students removed from regular class greater than 60% of day: Students who are in the regular
classroom less than 40 % of the day.
Students in corrections, being home schooled, or parentally placed in private schools are not
included in the regular class placements.
Students served in public or private separate schools, residential placements, or homebound /
hospital: Public or Private Separate Schools and Public or Private Residential Facilities only
include students who are served in programs that exclusively serve students with disabilities.
•
•
•
•
•
•
Public Separate School: Students receive special education and related services more than
50 % of the school day in separate public schools.
Private Separate School: Students receive their educational programs, at public expense,
in a private separate school more than 50 % of the school day.
Public Residential Facility: Students receive their educational programs in public residential
facilities more than 50 % of the school day and are residents of the facility during the school
week.
Private Residential Facility: Students receive their educational programs in private
residential facilities more than 50 % of the school day and are residents of the facility during
the school week.
Homebound: Students receive education programs in a homebound environment, includes
students with disabilities placed in and receiving special education and related services in
homebound programs.
Hospital: Students receive education programs in a hospital environment, including
students with disabilities placed in and receiving special education and related services in
hospital programs.
12
Calculation Details
The formula used to calculate the percentage of students in a particular placement category is the
number of students in the placement category divided by the total number of students on IEPs.
The formula for calculating the percentage of Students Removed from Regular Class Less than
21% of the Day is shown below.
Number of Students on IEPs Removed < 21%
Total Number of Students on IEPs
The formula for calculating the percentage of Students Removed from Regular Class Greater than
60% of Day is shown below.
Number of Students on IEPs Removed > 60%
Total Number of Students on IEPs
Public Separate School, Private Separate School, Public Residential Facility, Private Residential
Facility, Homebound, and Hospital are combined into one Placement Category. The formula for
calculating the percentage of Students Served in Public/Private/Homebound/Hospital is shown
below.
Number of Students on IEPs Served in Public/Private/Homebound/Hospital
Total Number of Students on IEPs
Additional information
Special Education Child Count
Webpage: http://www.ode.state.or.us/search/results/?id=167
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=180
Contact: Sara Berscheit (503) 947-5872 or [email protected]
Systems Performance Review & Improvement (SPR&I)
Webpage: http://www.ode.state.or.us/search/results/?id=253
Documentation: http://www.ode.state.or.us/search/page/?id=1537
Contact: David Guardino (503) 947-5811 or [email protected]
13
V. Calculating Academic Achievement: Performance
Display
Academic Achievement: Percentage of Students Meeting Standards
The graphs show the percentage of students with IEPs in the district at the indicated grades
that met or exceeded state grade level standards on the 2007-2008 Oregon Statewide
Assessments in Reading and Math Knowledge and Skills. Displays are also shown for
three other groups: Oregon students with IEPs meeting or exceeding grade level
standards, district students with IEPs meeting or exceeding alternate standards, and
Oregon students with IEPs meeting or exceeding alternate standards.
Public Report Format
.
State Targets
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
state targets which were approved by the Office of Special Education Programs (OSEP) in
Washington, D.C. Grade level standards were established for all Oregon students and match the
standards set for compliance with the No Child Left Behind Act requirements. Alternate
achievement standards were developed for students with the most significant cognitive disabilities.
FFY
2005
(2005-2006)
2006
(2006-2007)
Measurable and Rigorous Target
Performance:
49% of students with IEPs will meet AYP performance standards for math.
50% of students with IEPs will meet AYP performance standards for ELA.
Performance:
49% of students with IEPs will meet AYP performance standards for math.
50% of students with IEPs will meet AYP performance standards for ELA.
14
2007
(2007-2008)
2008
(2008-2009)
2009
(2009-2010)
2010
(2010-2011)
Performance:
59% of students with IEPs will meet AYP performance standards for math.
60% of students with IEPs will meet AYP performance standards for ELA.
Performance:
59% of students with IEPs will meet AYP performance standards for math.
60% of students with IEPs will meet AYP performance standards for ELA.
Performance:
59% of students with IEPs will meet AYP performance standards for math.
60% of students with IEPs will meet AYP performance standards for ELA.
Performance:
70% of students with IEPs will meet AYP performance standards for math.
70% of students with IEPs will meet AYP performance standards for ELA.
Data Collection
The data for the Academic Achievement displays are collected through the Oregon Statewide
Assessment process for students in the appropriate grades. Data are validated by school district
personnel. The Special Education Child Count (SECC) is used to identify the special education
students who participated in statewide assessment in 2007-2008. The Spring Membership
collection is used to identify the special education students who were enrolled in the same district
for the full academic year.
Assessment Records
Assessment data include all records for all statewide assessments. The assessment performance
calculations for the Special Education Report include only the following records:
All records with CalcAdminCd = blank, TstValidFg = Y, and SSIDBestScore = Y
AND
TestSubj = MA OR TestSubj = RL and AYP_LEP not equal to B
Special Education Child Count
The 2007 SECC data are used to identify all students eligible for special education services. All
eligible school age students are included (ages 5-21) for the match to the assessment data, except
students who are reported with an enrollment type of Y, which is parent placed with a service plan
in private or parochial school.
Spring Membership
The Spring Membership Collection accounts for all students enrolled on the first school day in May
for which a district receives state school funds. Data are reported by the institution where the
student is attending.
As part of the information collected, districts must report whether or not each student was enrolled
in the same district for a full academic year (PTFullAcdmYrDistFg). A student is enrolled for a full
academic year if the student is enrolled in the same district for more than 1/2 of the instructional
days in the school year, as of the first school day in May. Note: The determination for a student to
be included in full academic year refers to the range: from the first day of school to the first school
day in May. The days of enrollment need not be consecutive, and enrollment may be full-time or
part-time. Only records with PTFullAcdmYrDistFg = Y are included in the performance
calculations.
15
Steps in Identifying Special Education Assessment Records
1. Assessment data are matched to the SECC data using SSID. Any records in the assessment
file that did not have a match from the SECC file are deleted, and the records are not
considered special education students for this report.
2. The remaining SECC assessment records are matched to the Spring Membership data using
SSID. Any records that do not match a record in the Spring Membership collection are deleted
because the students were not enrolled in the same district for the full academic year.
3. The file now contains all special education students with an assessment record that were
enrolled in the same district for the full academic year.
Records for students in grades 3, 4, 5, 6, 7, 8, and 10 are used in the performance and
participation calculations. The enrolled grade listed in the assessment collection is the official
grade used for reporting purposes. However,
• If the assessment enrolled grade is ungraded (UE, UM, US, GE, P1, P2, AE, TR), the Spring
Membership enrolled grade is used.
• If the Assessment and Spring Membership enrolled grades are both ungraded, the SECC
enrolled grade is used.
• If the SECC enrolled grade is also ungraded, the grade is recoded to reflect the grade the
student would be in according to the student’s age on September 1, 2007.
The table below shows the grade assigned for all records with an ungraded enrolled grade.
Records with Ungraded Enrolled Grade
Grade Assigned
Student Age on September 1, 2007
PK
0, 1, 2, 3, 4
KG
5
1
6
2
7
3
8
4
9
5
10
6
11
7
12
8
13
9
14
10
15
11
16
12
17, 18, 19, 20, 21
na
22
For the performance calculations, only records with an enrolled grade of 3, 4, 5, 6, 7, 8, or 10 are
used. All other records are deleted.
Definitions
Assessments Used for Special Education Reports
• Math: Math Knowledge and Skills assessment for each student in grades 3 - 8 and 10.
• ELA: Reading Knowledge and Skills assessment for each student in grades 3 - 8 and 10.
16
Assessment Types
In 2007-2008, the Oregon Statewide Assessment System provided two primary assessment
options for students with disabilities:
• A standard assessment judged against grade level achievement standards,
• An alternate assessment judged against alternate achievement standards.
For students with disabilities, assessment decisions, including the use of accommodations1 or
modifications1 with the general assessment, are made by the student’s IEP team.
Standard Assessment: standard administration of a regular assessment judged against grade
level standards.
Standard assessment allows for standard (general/regular) grade level
assessment at the student’s grade of enrollment with or without accommodations. In Oregon,
accommodations are defined as alterations to the test administration or student response method
that do not change the intended construct of the assessment and reflect the instructional
approaches used in the classroom. In Oregon, all students may participate in the standard
assessment with or without accommodations. A student may meet or exceed the grade level
performance standards using the standard assessment with or without accommodations.
The Oregon statewide assessment is typically administered as an online adaptive assessment
referred to as the Oregon Assessment of Knowledge and Skills Online (OAKS-Online); however, a
paper and pencil version of each assessment is also available.
For the performance calculations, records for the standard assessment are identified with TstBnch
= 1B, 2B, 3B, 4M, G4, G6, or G7.
Alternate Assessment: alternate assessment that is judged against alternate achievement
standards. An IEP team may decide that a student with significant cognitive disabilities may be
assessed using an alternate assessment that is judged against alternate achievement standards.
In 2007-2008, IEP teams were allowed to recommend participation in Oregon’s alternate
assessment, the Extended Assessment, via one of two possible administration methods.
• Standard administration of the Extended Assessment
• Scaffold administration of the Extended Assessment.
Both administration options of the Extended Assessment are linked to grade-level content. The
standard administration allows students to be assessed in grade-level content that is reduced in
depth, breadth, and complexity from grade-level content standards. The scaffold administration
option allows students to be assessed in grade-level content reduced in depth, breadth, and
complexity, but that has been adjusted to provide additional supports for students with a
demonstrated need (e.g., additional graphics or information presented prior to each item to
facilitate student access).
In 2007-2008, students in grades 3 – 5 participated in the Elementary Extended Assessment,
students in grades 6 – 8 participated in the Middle Extended Assessment, and students in grade
10 participated in the High Extended Assessment.
1
Under the Oregon Statewide Assessment system, a modification refers to any alteration to the presentation, directions, allowable responses,
setting, scheduling, or tools that, when implemented in an assessment, alters the construct under assessment thereby altering the expectations
associated with a student’s learning. A modification is typically made to provide a student the opportunity to participate productively in learning
experiences and environments. Conversely, an accommodation refers to an alteration in the presentation, directions, allowable responses, setting,
scheduling, or tools that do not substantially change level, content or performance criteria. The changes are made in order to provide a student
equal access to learning and equal opportunity to demonstrate what is known.
17
For the performance calculations, records for the alternate assessment are identified with
TstBnch = XE, XJ, or XH.
Assessment with Modifications: modified administration of a regular assessment judged by
grade level standards. Modifications are changes in the content or expectations of an assessment
and are available only to students with disabilities through the IEP process. In 2007-2008, a
student was not able to meet grade level performance standards via modified administration of the
assessment, nor did the student’s participation count toward AYP.
For performance calculations, records for the standard assessment with modifications are
considered invalid and are identified with CalcAdminCd = 3 or 5. These records were not included
in the assessment file that was used to match to the SECC data; therefore, there are no records in
the performance calculations for students who were assessed using a modified assessment.
Juried Assessment: regular assessment judged by grade level standards. In 2007-2008, juried
assessment was not an assessment option for students with or without disabilities.
Targeted Assessment: assessment targeted to lower or higher grade level standards. In 20072008, targeting assessments to a lower grade level was not an option. For performance
calculations, records for an assessment targeting to a lower grade level are considered invalid.
These records are identified with Challenge = L which automatically makes TstValidFg = N. These
records were not included in the assessment file that was used to match to the SECC data;
therefore, there are no records in the performance calculations for students who were assessed
using an assessment targeted to a lower grade level.
In 2007-2008, students were allowed to participate in assessments above their grade of
enrollment. However, students at the 8th grade level that targeted up to the 10th grade
assessment were also required to take the 8th grade assessment, in order to be counted among
participants. For 8th grade students taking both the 8th grade and 10th grade assessment, the 8th
grade assessment is counted under standard administration of a regular assessment judged
against grade level standards. In these instances, only the 8th grade test is counted during the
year that the student is in the 8th grade. If the student meets or exceeds on the 10th grade
standards during the 8th grade year, the student's test record is banked and counted when the
student is in 10th grade.
For performance calculations, records for the standard assessment targeted to higher grade level
standards are identified with TstBnch = 1B, 2B, 3B, 4M, G4, G6, or G7.
Cut Scores
Cut scores used to determine if a student met, exceeded, or did not meet the standard can be
found at the following link: http://www.ode.state.or.us/search/results/?id=223.
Assessment Data Fields
The assessment data fields used for the special education performance and participation
calculations are listed below. Only the values listed are used for the calculations. For a list
of all fields and valid values, refer to
https://district.ode.state.or.us/docs/datacollect/2007_08/smf_format_stucntrstaging_0708_0131200
8.xls.
18
EnrlGrade = Enrolled Grade
CalcAdminCd = Current Administration Code
Blank = Standard Test Administration
1 = Student Refusal/Absent for extended period of time (applies only to TstAtmptFg = Y, N, or P)
3 = Modified – Language (applies only to TstAtmptFg = Y or P)
5 = Modified – Disability (applies only to TstAtmptFg = Y or P)
6 = Not enrolled/Home school
7 = Parent Request (applies only to TstAtmptFg = N, P, or V)
8 = Not enrolled at current school on May 1 during district testing window – for subject area (applies only to
TstAtmptFg = N or V)
9 = Medical Emergency during the testing window (applies only to TstAtmptFg = N, P, or V)
TestSubj = Test Subject
MA = Math multiple choice test
RL = Reading/Literature multiple choice test
TstBnch = Benchmark
1B = Benchmark 1 (Grade 3)
2B = Benchmark 2 (Grade 5)
3B = Benchmark (Grade 8)
4M = CIM Benchmark (Grade 10 level for Grades 9, 10, 11, and 12)
G4 = Grade 4
G6 = Grade 6
G7 = Grade 7
XE = Extended Assessment elementary test grade band (Grade 3-5)
XJ = Extended Assessment middle/junior high test grade band (Grade 6-8)
XH = Extended Assessment high test grade band (Grade 9-12)
TstValidFg = Test Valid Flag (This field is calculated dependent on Test Attemptedness, Challenge, and Administrative
Code
Y = Yes – valid test appropriate for grade of student (TstAtmptFg = Y, Challenge not = L, and CalcAdminCd =
blank or 6)
N = No – non-valid test appropriate for grade of student
V = Virtual record
Plg_Tot = Performance Level for Grade (Grade Level of Student)
Benchmark Performance Level for Enrolled Grade of Student (applies to grades 3-12):
E = Exceeds Benchmark
M = Meets Benchmark
D = Does Not meet Benchmark
N = No Rating
AYP_LEP = Limited English Proficiency
Blank = Not an LEP student
B = LEP student enrolled for less than one year in U.S. school
Challenge = Challenge Flag
L = Lower (Student challenged a lower grade level test than the enrolled grade of the student at the time of
testing)
H = Higher
Blank = Not a challenged test (Test calibrated for same grade level as the enrolled grade of the student)
SSIDBestScore = Highest Score
Y = Yes, highest score for all OSAT tests by student (as identified by SSID) for this subject.
N = No, not highest score
ParticDistInstID = May 1 District (from Resident District ID on Membership Collection)
Must be valid ODE assigned Institutional Identifier
Plb_Tot = Performance Level for Benchmark of Test
Benchmark Performance Level for Enrolled Grade of Student:
E = Exceeds Benchmark
M = Meets Benchmark
D = Does Not meet Benchmark
N = No Rating
TstAtmptFg = Test Attemptedness Flag
Y = Yes, student attempted and completed test
19
P = Partial attempted test (at least one response but insufficient responses to score)
N = No attempt made on test (assigned "N" or no performance level calculated)
V = Virtual record
AcmdtnCd = Accommodations Code
Y = Yes, test administration with accommodations as listed (http://www.ode.state.or.us/search/page/?=487)
N = No (Test taken without accommodations)
Spring Membership Data Field
A student is enrolled for a full academic year if the student is enrolled in the same district for more
than 1/2 of the instructional days in the school year, as of the first school day in May. Note: The
determination for a student to be included in full academic year refers to the range: from the first
day of school to the first school day in May. The days of enrollment need not be consecutive, and
enrollment may be full-time or part-time.
PTFullAcdmYrDistFg = Full Academic Year School District
Y = Yes
N = No
Calculation Details
Student assessment records are attributed to the district that is listed in the ParticDistInstID field.
The district listed in this field is accountable for the student’s assessment performance and
participation.
The calculations for District and Oregon performance are the same. The only difference is the
records are disaggregated by district for the district-level calculations using the ParticDistInstID
field.
Students with IEPs meeting or exceeding grade level standards
• Math
Numerator = Number of records with TestSubj = MA, TstBnch not equal to XE, XJ, or XH, and PLG_TOT = M or E
Denominator = Number of records with TestSubj = MA and TstBnch not equal to XE, XJ, or XH
Percent of students with IEPs meeting or exceeding grade level standards = (Numerator / Denominator) * 100
•
ELA
Numerator = Number of records with TestSubj = RL, TstBnch not equal to XE, XJ, or XH, and PLG_TOT = M or E
Denominator = Number of records with TestSubj = RL and TstBnch not equal to XE, XJ, or XH
Percent of students with IEPs meeting or exceeding grade level standards = (Numerator / Denominator) * 100
Students with IEPs meeting or exceeding alternate standards
• Math
Numerator = Number of records with TestSubj = MA, TstBnch = XE, XJ, or XH, and PLB_TOT = M or E
Denominator = Number of records with TestSubj = MA and TstBnch = XE, XJ, or XH
Percent of students with IEPs meeting or exceeding alternate standards = (Numerator / Denominator) * 100
•
ELA
Numerator = Number of records with TestSubj = RL, TstBnch = XE, XJ, or XH, and PLB_TOT = M or E
Denominator = Number of records with TestSubj = RL and TstBnch = XE, XJ, or XH
Percent of students with IEPs meeting or exceeding alternate standards = (Numerator / Denominator) * 100
20
Additional Information
Office of Student Learning & Partnerships
Webpage: Special Education Assessment Website
http://www.ode.state.or.us/search/page/?id=554
Extended Assessments http://www.ode.state.or.us/search/results/?id=178
Assessment/Testing http://www.ode.state.or.us/search/results/?id=169
Contact: Dianna Carrizales (503) 947-5634 or [email protected]
Spring Membership Collection
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=105
FAQs: http://www.ode.state.or.us/apps/faqs/index.aspx?=75
Contact: Lynn McCallister (503) 947-5632 or [email protected]
Office of Assessment and Information Services
Assessment/Testing: http://www.ode.state.or.us/search/results/?id=169
Achievement/Performance Standards: http://www.ode.state.or.us/search/results/?id=223
Assessment Results: http://www.ode.state.or.us/search/page/?id=1302
Assessment Data File Format:
https://district.ode.state.or.us/docs/datacollect/2007_08/smf_format_stucntrstaging_0708_0131200
8.xls
Contact: Rob Siegel (503) 947-5828 or [email protected]
21
VI. Calculating Academic Achievement: Participation
Display
Academic Achievement: Participation by Students with IEPs
The table shows the percentage of students with IEPs in the district that participated in
2007-2008 Oregon Statewide Assessments in Reading and Math Knowledge and Skills
and/or Extended Assessments. The total district participation is disaggregated by
assessment conditions appropriate to the specific assessments available.
Public Report Format
State Targets
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
state targets which were approved by the Office of Special Education Programs (OSEP) in
Washington, D.C. The participation rate of 95% was established for all Oregon students and
matches the standard set for compliance with the No Child Left Behind Act requirements.
FFY
2005
(2005-2006)
2006
(2006-2007)
2007
(2007-2008)
2008
(2008-2009)
2009
(2009-2010)
2010
(2010-2011)
Measurable and Rigorous Target
Participation:
96.3% of students with IEPs will participate in the statewide assessments.
Participation:
95% of students with IEPs will participate in the statewide assessments.
Participation:
95% of students with IEPs will participate in the statewide assessments.
Participation:
95% of students with IEPs will participate in the statewide assessments.
Participation:
95% of students with IEPs will participate in the statewide assessments.
Participation:
95% of students with IEPs will participate in the statewide assessments.
22
Data Collection
The data for the Academic Achievement displays are collected through the Oregon Statewide
Assessment process for students in the appropriate grades. Data are validated by school district
personnel. The Special Education Child Count (SECC) is used to identify the special education
students who participated in statewide assessment in 2007-2008. The Spring Membership
collection is used to identify the special education students who were enrolled on the first school
day in May.
Assessment Records
Assessment data include all records for all statewide assessments. The assessment participation
calculations for the Special Education Report include only the following records:
All records with CalcAdminCd = blank, 1, 3, 5, or 7; TstValidFg = Y or V; SSIDBestScore = Y;
AND
TestSubj = MA or RL.
Special Education Child Count
The 2007 SECC data are used to identify all students eligible for special education services. All
eligible school age students are included (ages 5-21) for the match to the assessment data, except
students who are reported with an enrollment type of Y, which is parent placed with a service plan
in private or parochial school.
Spring Membership
The Spring Membership Collection accounts for all students enrolled on the first school day in May
for which a district receives state school funds. Data are reported by the institution where the
student is attending.
Steps in Identifying Special Education Assessment Records
1. Assessment data are matched to the SECC data using SSID. Any records in the assessment
file that did not have a match from the SECC file are deleted, and the records are not
considered special education students for this report.
2. The remaining SECC assessment records are matched to the Spring Membership data using
SSID. Any records that did not match a record in the Spring Membership collection are
deleted.
3. The file now contains all special education students with an assessment record that were
enrolled on the first school day in May.
Records for students in grades 3, 4, 5, 6, 7, 8, and 10 are used in the performance and
participation calculations. The enrolled grade listed in the assessment collection is the official
grade used for reporting purposes. However,
• If the assessment enrolled grade is ungraded (UE, UM, US, GE, P1, P2, AE, TR), the Spring
Membership enrolled grade is used.
• If the Assessment and Spring Membership enrolled grades are both ungraded, the SECC
enrolled grade is used.
• If the SECC enrolled grade is also ungraded, the grade is recoded to reflect the grade the
student would be in according to the student’s age on September 1, 2007.
23
The table below shows the grade assigned for all records with an ungraded enrolled grade.
Records with Ungraded Enrolled Grade
Grade Assigned
Student Age on September 1, 2007
PK
0, 1, 2, 3, 4
KG
5
1
6
2
7
3
8
4
9
5
10
6
11
7
12
8
13
9
14
10
15
11
16
12
17, 18, 19, 20, 21
na
22
For the participation calculations, only records with an enrolled grade of 3, 4, 5, 6, 7, 8, or 10 are
used. All other records are deleted.
Definitions
Assessments Used for Special Education Reports
• Math: Math Knowledge and Skills assessment for each student in grades 3 - 8 and 10.
• ELA: Reading Knowledge and Skills assessment for each student in grades 3 - 8 and 10.
Assessment Types
In 2007-2008, the Oregon Statewide Assessment System provided two primary assessment
options for students with disabilities:
• A standard assessment judged against grade level achievement standards,
• An alternate assessment judged against alternate achievement standards.
For students with disabilities, assessment decisions, including the use of accommodations1 or
modifications1 with the general assessment, are made by the student’s IEP team.
Standard Assessment: standard administration of a regular assessment judged against grade
level standards.
Standard assessment allows for standard (general/regular) grade level
assessment at the student’s grade of enrollment with or without accommodations. In Oregon,
accommodations are defined as alterations to the test administration or student response method
that do not change the intended construct of the assessment and reflect the instructional
approaches used in the classroom. In Oregon, all students may participate in the standard
assessment with or without accommodations. A student may meet or exceed the grade level
performance standards using the standard assessment with or without accommodations.
1
Under the Oregon Statewide Assessment system, a modification refers to any alteration to the presentation, directions, allowable responses,
setting, scheduling, or tools that, when implemented in an assessment, alters the construct under assessment thereby altering the expectations
associated with a student’s learning. A modification is typically made to provide a student the opportunity to participate productively in learning
experiences and environments. Conversely, an accommodation refers to an alteration in the presentation, directions, allowable responses, setting,
scheduling, or tools that do not substantially change level, content or performance criteria. The changes are made in order to provide a student
equal access to learning and equal opportunity to demonstrate what is known.
24
The Oregon statewide assessment is typically administered as an online adaptive assessment
referred to as the Oregon Assessment of Knowledge and Skills Online (OAKS-Online); however, a
paper and pencil version of each assessment is also available.
For the participation calculations, records for the standard assessment are identified with
TstBnch = 1B, 2B, 3B, 4M, G4, G6, or G7.
Alternate Assessment: alternate assessment that is judged against alternate achievement
standards. An IEP team may decide that a student with significant cognitive disabilities may be
assessed using an alternate assessment that is judged against alternate achievement standards.
In 2007-2008, IEP teams were allowed to recommend participation in Oregon’s alternate
assessment, the Extended Assessment, via one of two possible administration methods.
• Standard administration of the Extended Assessment
• Scaffold administration of the Extended Assessment.
Both administration options of the Extended Assessment are linked to grade-level content. The
standard administration allows students to be assessed in grade-level content that is reduced in
depth, breadth, and complexity from grade-level content standards. The scaffold administration
option allows students to be assessed in grade-level content reduced in depth, breadth, and
complexity, but that has been adjusted to provide additional supports for students with a
demonstrated need (e.g., additional graphics or information presented prior to each item to
facilitate student access).
In 2007-2008, students in grades 3 – 5 participated in the Elementary Extended Assessment,
students in grades 6 – 8 participated in the Middle Extended Assessment, and students in grade
10 participated in the High Extended Assessment.
For the participation calculations, records for the alternate assessment are identified with
TstBnch = XE, XJ, or XH.
Assessment with Modifications: modified administration of a regular assessment judged by
grade level standards. Modifications are changes in the content or expectations of an assessment
and are available only to students with disabilities through the IEP process. In 2007-2008, a
student was not able to meet grade level performance standards via modified administration of the
assessment; nor did the student’s participation count toward AYP.
For participation calculations, records for the standard assessment with modifications are
considered invalid. These records are not counted as participating (in the numerator) for any of
the participation calculations and are identified with CalcAdminCd = 3 or 5.
Juried Assessment: regular assessment judged by grade level standards. In 2007-2008, juried
assessment was not an assessment option for students with or without disabilities.
Targeted Assessment: assessment targeted to lower or higher grade level standards. In 20072008, targeting assessments to a lower grade level was not an option. For participation
calculations, records for an assessment targeting to a lower grade level are considered invalid.
These records are identified with Challenge = L which automatically makes TstValidFg = N. These
records were not included in the assessment file that was used to match to the SECC data;
25
therefore, there are no records in the participation calculations for students who were assessed
using an assessment targeted to a lower grade level.
In 2007-2008, students were allowed to participate in assessments above their grade of
enrollment. However, students at the 8th grade level that targeted up to the 10th grade
assessment were also required to take the 8th grade assessment, in order to be counted among
participants. For 8th grade students taking both the 8th grade and 10th grade assessment, the 8th
grade assessment is counted under standard administration of a regular assessment judged
against grade level standards. In these instances, only the 8th grade test is counted during the
year that the student is in the 8th grade. If the student meets or exceeds on the 10th grade
standards during his 8th grade year, the student's test record is banked and counted when the
student is in 10th grade.
For participation calculations, records for the standard assessment targeted to higher grade level
standards are identified with TstBnch = 1B, 2B, 3B, 4M, G4, G6, or G7.
Assessment Data Fields
The assessment data fields used for the special education performance and participation
calculations are listed below. Only the values listed are used for the calculations. For a list
of all fields and valid values, refer to
https://district.ode.state.or.us/docs/datacollect/2007_08/smf_format_stucntrstaging_0708_0131200
8.xls.
EnrlGrade = Enrolled Grade
CalcAdminCd = Current Administration Code
Blank = Standard Test Administration
1 = Student Refusal/Absent for extended period of time (applies only to TstAtmptFg = Y, N, or P)
3 = Modified – Language (applies only to TstAtmptFg = Y or P)
5 = Modified – Disability (applies only to TstAtmptFg = Y or P)
6 = Not enrolled/Home school
7 = Parent Request (applies only to TstAtmptFg = N, P, or V)
8 = Not enrolled at current school on May 1 during district testing window – for subject area (applies only to
TstAtmptFg = N or V)
9 = Medical Emergency during the testing window (applies only to TstAtmptFg = N, P, or V)
TestSubj = Test Subject
MA = Math multiple choice test
RL = Reading/Literature multiple choice test
TstBnch = Benchmark
1B = Benchmark 1 (Grade 3)
2B = Benchmark 2 (Grade 5)
3B = Benchmark (Grade 8)
4M = CIM Benchmark (Grade 10 level for Grades 9, 10, 11, and 12)
G4 = Grade 4
G6 = Grade 6
G7 = Grade 7
XE = Extended Assessment elementary test grade band (Grade 3-5)
XJ = Extended Assessment middle/junior high test grade band (Grade 6-8)
XH = Extended Assessment high test grade band (Grade 9-12)
TstValidFg = Test Valid Flag (This field is calculated dependent on Test Attemptedness, Challenge, and Administrative
Code
Y = Yes – valid test appropriate for grade of student (TstAtmptFg = Y, Challenge not = L, and CalcAdminCd =
blank or 6)
N = No – non-valid test appropriate for grade of student
V = Virtual record
26
Plg_Tot = Performance Level for Grade (Grade Level of Student)
Benchmark Performance Level for Enrolled Grade of Student (applies to grades 3-12):
E = Exceeds Benchmark
M = Meets Benchmark
D = Does Not meet Benchmark
N = No Rating
AYP_LEP = Limited English Proficiency
Blank = Not an LEP student
B = LEP student enrolled for less than one year in U.S. school
Challenge = Challenge Flag
L = Lower (Student challenged a lower grade level test than the enrolled grade of the student at the time of
testing)
H = Higher
blank = Not a challenged test (Test calibrated for same grade level as the enrolled grade of the student)
SSIDBestScore = Highest Score
Y = Yes, highest score for all OSAT tests by student (as identified by SSID) for this subject.
N = No, not highest score
ParticDistInstID = May 1 District (from Resident District ID on Membership Collection)
Must be valid ODE assigned Institutional Identifier
Plb_Tot = Performance Level for Benchmark of Test
Benchmark Performance Level for Enrolled Grade of Student:
E = Exceeds Benchmark
M = Meets Benchmark
D = Does Not meet Benchmark
N = No Rating
TstAtmptFg = Test Attemptedness Flag
Y = Yes, student attempted and completed test
P = Partial attempted test (at least one response but insufficient responses to score)
N = No attempt made on test (assigned "N" or no performance level calculated)
V = Virtual record
AcmdtnCd = Accommodations Code
Y = Yes, test administration with accommodations as listed (http://www.ode.state.or.us/search/page/?=487)
N = No (Test taken without accommodations)
Calculation Details
Student assessment records are attributed to the district that is listed in the ParticDistInstID field.
The district listed in this field is accountable for the student’s assessment performance and
participation. The records are disaggregated by district using the ParticDistInstID field for each of
the participation calculations.
Statewide Assessment
Numerator =
Number of records with CalcAdminCd = blank and TstValidFg = Y and TestSubj = MA or RL
OR
TestSubj = RL, TstValidFg = V, and AYP_LEP = B
Denominator = All records
Percent of students with IEPs who participated in the Statewide Assessment = (Numerator / Denominator) * 100
27
Regular Statewide Assessment
Numerator =
Number of records with CalcAdminCd = blank and TstBnch not equal to XE, XJ, or XH; AND TstValidFg = Y and
TestSubj = MA or RL;
OR
TestSubj = RL, TstValidFg = V, and AYP_LEP = B
Denominator = All records
Percent of students with IEPs who participated in the Regular Statewide Assessment = (Numerator / Denominator) * 100
Regular Statewide Assessment with Accommodations
Note: Regular Statewide Assessment with Accommodations is a subset of Regular Statewide Assessment. Only
students who participated in the Regular Statewide Assessment with Accommodations are included in the Regular
Statewide Assessment with Accommodations numerator.
Numerator =
Number of records with CalcAdminCd = blank and TstBnch not equal to XE, XJ, or XH; AcmdtnCd = Y; AND
TstValidFg = Y and TestSubj = MA or RL;
OR
TestSubj = RL, TstValidFg = V, and AYP_LEP = B
Denominator = All records included in the numerator for the Regular Statewide Assessment.
Number of records with CalcAdminCd = blank and TstBnch not equal to XE, XJ, or XH; AND TstValidFg = Y and
TestSubj = MA or RL;
OR
TestSubj = RL, TstValidFg = V, and AYP_LEP = B
Percent of students with IEPs who participated in the Regular Statewide Assessment with Accommodations = (Numerator /
Denominator) * 100
Alternate Statewide Assessment Measured Against Grade Level Standards
Oregon does not have an alternate assessment that assesses students against grade level
standards.
Alternate Statewide Assessment Measured Against Alternate Standards
Numerator =
Number of records with CalcAdminCd = blank and TstBnch = XE, XJ, or XH; AND TstValidFg = Y and TestSubj =
MA or RL;
OR
TestSubj = RL, TstValidFg = V, and AYP_LEP = B
Denominator = All records
Percent of students with IEPs who participated in the Alternate Statewide Assessment Measured Against Alternate
Standards = (Numerator / Denominator) * 100
28
Additional Information
Office of Student Learning & Partnerships
Webpage: Special Education Assessment Website
http://www.ode.state.or.us/search/page/?id=554
Extended Assessments http://www.ode.state.or.us/search/results/?id=178
Assessment/Testing http://www.ode.state.or.us/search/results/?id=169
Contact: Dianna Carrizales (503) 947-5634 or [email protected]
Spring Membership Collection
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=105
FAQs: http://www.ode.state.or.us/apps/faqs/index.aspx?=75
Contact: Lynn McCallister (503) 947-5632 or [email protected]
Office of Assessment and Information Services
Assessment/Testing: http://www.ode.state.or.us/search/results/?id=169
Achievement/Performance Standards: http://www.ode.state.or.us/search/results/?id=223
Assessment Results: http://www.ode.state.or.us/search/page/?id=1302
Assessment Data File Format:
https://district.ode.state.or.us/docs/datacollect/2007_08/smf_format_stucntrstaging_0708_0131200
8.xls
Contact: Rob Siegel (503) 947-5828 or [email protected]
29
VII. Adequate Yearly Progress
Display
Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act requires the annual determination of whether schools,
districts, and the state have made adequate yearly progress (AYP) toward the goal of
having all students meet rigorous state academic standards by the 2013-2014 school year.
Each year, the performance of all students in the school and district, as well as subgroups of
students, is measured against annual performance targets. If all groups meet the targets in
English Language Arts and Mathematics, and the school and/or district meets the target for
attendance or graduation, the school and/or district is designated as Meeting AYP. If any
target is not met, then the school and/or district is designated as Did Not Meet AYP.
For the Special Education Report, the focus is on the progress / proficiency of the group
students with IEPs. A rating of Met or Not Met indicates whether the district as a whole, for
the group students with IEPs, Met AYP. See the Public Report Format section below.
The state target is the percentage of Oregon school districts that met AYP requirements for
the group students with IEPs. For 2007-2008, the state target is 11%. However, for the
Special Education Report display, as shown below, the target is represented with a note
saying, The state target is based on an annual percentage increase in the number of
districts that met the criteria.
Public Report Format
Adequate Yearly Progress (AYP)
District AYP for progress /
proficiency of students with IEPs
District
State
Target
Met
Note
3
State Targets
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
AYP state targets for districts meeting AYP for the disability subgroup which were approved by the
Office of Special Education Programs (OSEP) in Washington, D.C. The performance and
participation targets are established for all Oregon students, including students with disabilities,
and match the standards set for compliance by ODE with the No Child Left Behind Act
requirements.
FFY
2005
(2005-2006)
2006
(2006-2007)
2007
(2007-2008)
2008
(2008-2009)
2009
(2009-2010)
Measurable and Rigorous Target
Districts meeting AYP:
14% of districts will meet AYP for the disability subgroup.
Districts meeting AYP:
10% of districts will meet AYP for the disability subgroup.
Districts meeting AYP:
11% of districts will meet AYP for the disability subgroup.
Districts meeting AYP:
12% of districts will meet AYP for the disability subgroup.
Districts meeting AYP:
13% of districts will meet AYP for the disability subgroup.
30
2010
(2010-2011)
Districts meeting AYP:
14% of districts will meet AYP for the disability subgroup.
Data Collection
The data for the Academic Achievement displays are collected through the Oregon Statewide
Assessment process for students in the appropriate grades. Data are validated by each school
district. The AYP subgroup designations for students with disabilities are displayed in a Systems
Performance Review and Improvement (SPR&I) report for each district to review.
For the Special Education Report, four variables are considered for the students with disabilities
subgroup:
Math Participation, English/Language Arts Participation, Math Performance, and
English/Language Arts Performance at all levels of elementary, middle, and high school.
Attendance and graduation rates are not used in determining the results displayed on the Special
Education Report.
The data used for determining if the district met AYP for the students with disabilities subgroup can
be found at the link http://www.ode.state.or.us/data/reportcard/media.aspx
The following variables were used from the “RC Districts” file:
English/Language Arts Performance = AYPAchvSWDELA
Math Performance = AYPAchvSWDMTH
English/Language Arts Participation = AYPPartSWDELA
Math Participation = AYPPartSWDMTH.
SPR&I
Through the SPR&I process, each district is provided with a report showing if the district met the
targets for students with disabilities for Math Participation, English/Language Arts Participation,
Math Performance, and English/Language Arts Performance. Each district that did not meet the
AYP targets in one or more of the four variables is required to conduct focused analysis and
address assessment issues in the district improvement planning through SPR&I.
Definitions
Students with disabilities subgroup for AYP: All students served at any time during the school
year by special education programs in which students are instructed and monitored based on
decisions defined by Individualized Education Programs (IEP). Students with disabilities are
identified based on district pre-coding of student assessment sheets and/or the SSID file indicating
special education program participation and/or the special education program flag in the Spring
Membership Collection.
Note: The Special Education Child Count (SECC), June Special Education Exit, and Special
Education Child Find collections are not used to identify special education students for the
students with disabilities subgroup for AYP.
The values for the four AYP variables:
Met = Met the target
Not Met = Did not meet the target
NA = Did not meet the minimum “n” size
31
The minimum “n” size for each of the four AYP variables:
Math Participation = 40 tests
English/Language Arts Participation = 40 tests
Math Performance = 42 tests
English/Language Arts Performance = 42 tests
Note: Oregon uses tests and not students in determining “n” size. The minimum “n” is a combined
total of the 2 years of data (2006-2007 and 2007-2008). Specific provisions for small districts are
posted on the ODE website at http://www.ode.state.or.us/initiatives/nclb/pdfs/aypmanual0708.pdf.
In order for a district to receive a designation of Met for each of the four variables, the district must
meet the state target for the variable. The targets apply to both years of data used for AYP (20062007 and 2007-2008).
The target for each of the four variables:
Math Participation = 95%
English/Language Arts Participation = 95%
Math Performance = 59%
English/Language Arts Performance = 60%
If a district does not meet AYP for the special education subgroup in any of the areas at any of the
levels, then the district does not meet AYP for the Special Education Report.
Calculation Details
Met: A designation of Met on the Special Education Report is assigned if a district has Met the
targets for all four variables of Math Participation, English/Language Arts Participation, Math
Performance, and English/Language Arts Performance. From the RC Districts file, this is
equivalent to the value of Met for each of the four variables:
AYPAchvSWDELA,
AYPAchvSWDMTH, AYPPartSWDELA, and AYPPartSWDMTH.
Not Met: A designation of Not Met on the Special Education Report is assigned if a district has Not
Met in all four variables of Math Participation, English/Language Arts Participation, Math
Performance, and English/Language Arts Performance, or the district has any combination of Met
and Not Met for the four variables. If the district had NA for any of the four variables, Not Met is
never assigned.
NA: A designation of NA on the Special Education Report Card is assigned if a district has NA for
any of the four variables of Math Participation, English/Language Arts Participation, Math
Performance, and English/Language Arts Performance. A designation of NA means the district did
not meet the minimum “n” size for at least one of the variables.
32
Additional Information
Office of Student Learning & Partnerships: Special Education Assessment
Webpage: Special Education Assessment Website
http://www.ode.state.or.us/search/page/?id=554
Extended Assessments http://www.ode.state.or.us/search/results/?id=178
Contact: Dianna Carrizales (503) 947-5634 or [email protected]
Office of Assessment and Information Services
Media Page for Report Card and AYP data downloads:
http://www.ode.state.or.us/data/ReportCard/Media.aspx
AYP and Report Card Download: http://www.ode.state.or.us/data/ReportCard/Reports.aspx
Assessment/Testing http://www.ode.state.or.us/search/results/?id=169
Contact: Rob Siegel (503) 947-5828 or [email protected]
33
VIII. Parent Survey Results
Display
Parent Survey Results
This table shows the percentage of parents who report schools facilitated parent
involvement as a means of improving services and results. Between the years 2005 - 2010,
each district will have been selected once to collect parent survey results through a random
sampling of parents of students with IEPs. The results of the survey are displayed for the
district from that year forward through school year 2010 - 2011.
Public Report Format
The 2010 target is displayed on the public reports. Between the years 2005-2010, each district will
have been selected once to collect parent survey results. Therefore, the 2010 target is displayed
for all years.
State Targets
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
state targets which were approved by the Office of Special Education Programs (OSEP) in
Washington, D.C. The 2010 target is displayed on the public reports.
FFY
Measurable and Rigorous Target
2005
(2005-06)
Since this is a new indicator, baseline data and targets will be provided in the 2005 APR
due February 1, 2007.
2006
(2006-07)
Part B (619):
44% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
Part B (school age):
25% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
2007
(2007-08)
Part B (619):
49% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
Part B (school age):
31% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
34
2008
(2008-09)
Part B (619):
54% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
Part B (school age):
34% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
2009
(2009-10)
Part B (619):
61% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
Part B (school age):
37% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
2010
(2010-11)
Part B (619):
66% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
Part B (school age):
41% of parents with a child receiving special education services report that schools
facilitated parent involvement as a means of improving services and results for children
with disabilities.
Data Collection
For the purposes of the Parent Survey, the December Special Education Child Count (SECC) is
used to create a list of student addresses for the sampling frame. Data are collected annually from
each district through the SECC, which is a count of children eligible for special education services
on December 1, 2007. The SECC collects data on children ages birth to 22. For the Parent
Survey display, data for school age students are used, which includes students aged 5 to 21.
Oregon has 194 school districts. One-sixth (about 32) of the districts in the state will be sampled
each year for six years. The 32 districts will be randomly selected each year, until all of the 194
districts are surveyed once. Within the randomly-selected districts, surveys will be mailed to some
parents whose children were receiving special education services on December 1, 2007.
Beginning in the 2005-2006 school year and continuing through the 2010-2011 school year, ODE
will survey a statewide representative sample of parents of students with disabilities. Each year,
the sample will be representative of the total population with respect to race/ethnicity, gender,
primary disability, grade, and district size. By the 2010-2011 school year, data will have been
collected from all districts in Oregon.
Avatar International, Inc. is the contractor administering the Parent Survey. Avatar mails a survey,
along with a self-addressed stamped return envelope to each selected parent. Avatar then scans
the completed surveys and produces statistical reports showing the extent to which the population
served is represented by the sample.
35
Sampling
A list of the names and addresses of all children, with addresses submitted to ODE, who are
served under Part B in the 194 districts in Oregon constitutes the sampling frame. These schoolage children are ages 5 through 21 on the December 2007 SECC. ODE provides Avatar
International, Inc. with this mailing list. Note: Avatar will only send surveys to addresses for
students in the districts that were selected for the specific year. Not all addresses will be used
each year.
Survey
The National Center for Special Education Accountability Monitoring (NCSEAM) Parent Survey –
Special Education is administered to parents of children participating in Part B. The survey can be
found at the following link:
http://www.monitoringcenter.lsuhsc.edu/New%20DATA%20FEB%202006/2005NCSEAM_PartB_
Watermarked_(21244%20-%20Activ.pdf.
Definitions
Sampling frame: The definition of a population from which a sample is to be drawn.
Sample: A subset of a population.
Reliability: The consistency of a measurement, or the degree to which an instrument measures the
same way each time it is used under the same condition with the same subjects. In short, it is the
repeatability of the measurement.
Validity: Refers to the accuracy of a measure. It is the extent to which a measuring instrument
actually measures the underlying concept it is intended to measure.
Order of agreeability: For survey items, order of agreeability is similar to order of difficulty for test
items. Some of the items are easier for people to agree with than others, for anyone taking the
survey. Similarly for tests, regardless of how people score on the test, they are more likely to get
the easier items correct than the more difficult items because of the order or agreeability.
Rasch Analysis:
• Confirms the items being surveyed belong together and that the items are actually measuring
what they are intended to measure.
• Determines where each item is located on the measurement ruler.
• Tests whether the response categories are working as expected.
• Provides an estimate of the reliability of both the calibration values (of the items) and the
measures (of people’s responses).
For more information about Rasch Analysis, see http://www.rasch.org
For more information about the Rasch Analysis, as it pertains to the Parent and Family surveys,
http://www.monitoringcenter.lsuhsc.edu/PDF%20Word/NCSEAM%20%20Survey%20FAQ%20December%202006.pdf
For technical information about the creation of the surveys,
http://www.monitoringcenter.lsuhsc.edu/TechManual/SurveyTechInfoForPostingV1Adjusted%202006.doc
36
The “Schools’ Efforts to Partner with Parents” section of the NCSEAM Parent Survey – Special
Education is used to address the Parent Survey Results display on the Special Education Reports.
Calculation Details
Development of the NCSEAM Parent Survey
According to NCSEAM, the following were completed in developing the Parent Survey:
• NCSEAM conducted the National Item Validation Study in order to obtain item responses from
a nationally representative sample of families. Data analyses for this study confirmed the high
reliability and validity of the measurement scales.
• The items that NCSEAM piloted were suggested by families and other stakeholders. The items
were then vetted by professionals in the areas of parent involvement and family-centered
services, as well as a national organization that supports families of children with disabilities.
For more information about the creation of the surveys and standard setting,
http://www.monitoringcenter.lsuhsc.edu/PDF%20Word/NCSEAM%20%20Survey%20FAQ%20December%202006.pdf
When a survey is constructed for the purpose of measuring an idea such as the impact of services
on family outcomes, it is possible to estimate, through Rasch analyses, the level of agreeability of
each individual survey item. The Rasch analysis applied in development of the NCSEAM surveys
yields a value for each item on the scale (survey) which is known as the item’s calibration. This
value represents the item’s agreeability. A low calibration means the item (question/statement) is
easier to agree with than items with high calibrations.
The items on the NCSEAM scales (surveys) have a consistent order of agreeability (calibrations),
which means that regardless of the population that is asked to respond to the items, more people
are likely to agree with the items that have lower calibrations than the higher calibrations.
A Rasch analysis condenses a person’s responses to all items in a scale (survey) into a single
number which is called the person’s measure on the scale. Since the Rasch framework puts
people’s measures on the same scale as the survey item calibrations, a person’s measure on a
scale can be meaningfully interpreted in terms of the items (questions/statements) on the scale. A
person with a higher measure is expressing more agreement with items, overall, than a person
with a lower measure.
The same interpretation can be applied to the average measure across parents within a state. If
the average measure is 580, this means that, overall, parents are agreeing strongly or very
strongly with all the items up to the item (question/statement) that calibrates at 580.
The items near the bottom of the scale with lower calibrations are items that parents tend to agree
with most. The items near the top of the scale with higher calibrations are items that parents tend
to agree with least. A parent who agrees with a given statement will have an exceedingly high
likelihood of agreeing, or agreeing even more strongly, with all the items below it on the scale.
37
Scale for Measuring Schools Efforts to Partner with Parents
Item Calibration
Statement
673
I was offered special assistance so that I could participate in the IEP meeting.
653
The school offers parents training about special education issues.
647
I was given information about organizations that offer support for parents of students with
disabilities.
634
The school provides information on agencies that can assist my child in the transition from
school.
600
The school explains what options parents have if they disagree with a decision of the school.
591
I have been asked for my opinion about how well special education services are meeting my
child’s needs.
581
The school gives parents the help they may need to play an active role in their child's education.
573
Written justification was given for the extent that my child would not receive services in the
regular classroom.
570
The school gives me choices with regard to services that address my child's needs.
564
We discussed how my child would participate in statewide assessments.
561
The school offers parents a variety of ways to communicate with teachers.
550
The school communicates regularly with me regarding my child's progress on IEP goals.
544
Teachers and administrators seek out parent input.
533
Teachers and administrators show sensitivity to the needs of students with disabilities and their
families.
528
Teachers and administrators ensure that I have fully understood the Procedural Safeguards.
526
Teachers and administrators encourage me to participate in the decision-making process.
523
The school has a person on staff who is available to answer parents' questions.
513
All of my concerns and recommendations were documented on the IEP.
511
Teachers treat me as a team member.
507
I am considered an equal partner with my child's teachers and other professionals in planning
my child’s program.
505
Written information I receive is written in an understandable way.
505
My child's evaluation report is written in terms I understand.
504
Teachers and administrators respect my culture and language.
492
Teachers are available to speak with me.
490
We discussed accommodations and modifications that my child would need.
Standard Setting
To set the standards, NCSEAM convened a group of nationally representative stakeholders,
including parents of children with disabilities, state directors of special education, state early
intervention coordinators, district and program personnel, advocates, attorneys, and community
representatives. Participants were asked to designate the highest item on the scale with which
they would want parents to have a response in one of the agree categories, in order for us to be
able to say with some confidence that the school facilitated that parent’s involvement. Based on
the items the stakeholders decided were the minimum for a score of yes, the score for that item on
the scale was then used as the standard to differentiate between the yes and no groups. Parents
whose measures were at or above the standard were put in the yes group and the parents whose
measures were below the standard were put in the no group.
38
The wording of the parent and family indicators requires states to divide their parents or families
into two groups: the yes and the no group. The standard provides ODE with a cut-score, the
minimum acceptable score that creates the boundary between the yes and the no for tabulating
the results of the Parent Survey.
Standards Used
ODE uses the NCSEAM recommended standard of 600 for Parents who report schools facilitated
parent involvement as a means of improving services and results for children with disabilities.
District results will be displayed on the Special Education Reports for the duration of the survey
collection period, school years 2005-2006 to 2010-2011. The districts surveyed in the first year
(2005-2006 school year) of the survey collection will have their results displayed on the Special
Education Reports from 2006-2007 through 2010-2011. The districts surveyed in the last year
(2010-2011 school year) of the survey collection will have their results displayed on the 2010-2011
Special Education Reports. By the 2010-2011 school year, all districts will have been surveyed
once, and all districts will have survey results displayed on the 2010-2011 Special Education
Reports.
The formula used to calculate the percentage of parents with a child receiving special education
services who report that schools facilitated parent involvement as a means of improving services
and results for children with disabilities is shown below.
Percent = [(Number of respondent parents who report schools facilitated parent involvement as a means of improving
services and results for children with disabilities) divided by (Total number of respondent parents of children with
disabilities participating in Part B section 619)] times 100.
The standard of 600 on the scale was used as the cutscore to tally the yes and no responses.
Additional Information
Office of Student Learning & Partnerships
National Center for Special Education Accountability Monitoring
Website: http://www.monitoringcenter.lsuhsc.edu/parent_Family_Involvement.htm
Contact: Robbi Perry (503) 947-5782 or [email protected]
39
IX. Students Receiving Special Education Services
Display
Students Receiving Special Education Services
This table shows whether the district was identified with disproportionate representation of
racial and ethnicity groups in special education and in specific disability categories that is a
result of inappropriate identification. Students with IEPs in racial/ethnicity categories are
compared to students without IEPs in racial/ethnicity categories. Students with IEPs in
racial/ethnicity and specific disability categories are compared to students without IEPs in
racial/ethnicity categories.
Public Report Format
State Targets
For this indicator, the Oregon Department of Education (ODE), in collaboration with Oregon
stakeholders, set criteria which were approved by the Office of Special Education Programs
(OSEP) in Washington, D.C.
Disproportionate representation of racial and ethnic groups in special education and related services
FFY
Measurable and Rigorous Target
2005
Since this is a new indicator, measurable and rigorous targets will be provided in the
(2005-2006) 2005 APR due February 1, 2007.
2006
0 percent of districts in Oregon are identified with disproportionate representation of
(2006-2007) racial and ethnic groups in special education and related services that is the result of
inappropriate identification.
2007
0 percent of districts in Oregon are identified with disproportionate representation of
(2007-2008) racial and ethnic groups in special education and related services that is the result of
inappropriate identification.
2008
0 percent of districts in Oregon are identified with disproportionate representation of
(2008-2009) racial and ethnic groups in special education and related services that is the result of
inappropriate identification.
2009
0 percent of districts in Oregon are identified with disproportionate representation of
(2009-2010) racial and ethnic groups in special education and related services that is the result of
inappropriate identification.
2010
0 percent of districts in Oregon are identified with disproportionate representation of
(2010-2011) racial and ethnic groups in special education and related services that is the result of
inappropriate identification.
40
Disproportionate representation of racial and ethnic groups in specific disability categories
FFY
Measurable and Rigorous Target
2005
Since this is a new indicator, measurable and rigorous targets will be provided in the
(2005-2006) 2005 APR due February 1, 2007.
2006
0 percent of districts in Oregon are identified with disproportionate representation of
(2006-2007) racial and ethnic groups in specific disability categories that is the result of inappropriate
identification.
2007
0 percent of districts in Oregon are identified with disproportionate representation of
(2007-2008) racial and ethnic groups in specific disability categories that is the result of inappropriate
identification.
2008
0 percent of districts in Oregon are identified with disproportionate representation of
(2008-2009) racial and ethnic groups in specific disability categories that is the result of inappropriate
identification.
2009
0 percent of districts in Oregon are identified with disproportionate representation of
(2009-2010) racial and ethnic groups in specific disability categories that is the result of inappropriate
identification.
2010
0 percent of districts in Oregon are identified with disproportionate representation of
(2010-2011) racial and ethnic groups in specific disability categories that is the result of inappropriate
identification.
Data Collection
Data are collected annually from each school district through the Fall Membership, Special
Education Child Count (SECC), and the Systems Performance Review & Improvement (SPR&I)
process.
• Fall Membership is a count of the number of students enrolled in Oregon school districts as of
October 1 each year. All students in public schools and programs are included.
• The SECC is a count of students eligible for special education services on December 1 of each
year.
• The SPR&I process collects data annually from each district. Based on the data provided for
the SECC and Fall Membership collections, percentages and weighted risk ratios are
calculated by ODE. Through the SPR&I process, a district is required to analyze the Ethnicity
and Disability by Ethnicity data, if the district does not meet the state targets for the categories
outlined. The information provided by the district in the analysis worksheet is evaluated by
ODE to determine if the district has provided sufficient analysis and to ensure that the district is
appropriately identifying students eligible for special education services. If a district is identified
by ODE as inappropriately identifying students, the district is required to review its policies,
procedures, and practices.
Definitions
Special Education Report Values
Yes = The district has been identified as having a disproportionate representation of racial and
ethnic groups in special education and related services or specific disability categories that is the
result of inappropriate identification.
No = The district has not been identified as having a disproportionate representation of racial and
ethnic groups in special education and related services or specific disability categories that is the
result of inappropriate identification.
41
Ethnicity Definitions
American Indian or Alaskan Native (Native American): A student having origins in any of the
original peoples of North America and who maintains cultural identification through tribal
affiliation or community recognition.
Asian or Pacific Islander (Asian): A student having origins in any of the original peoples of the Far
East, Southeast Asia, the Pacific Islands or the Indian subcontinent. This includes for
example: China, India, Japan, Korea, the Philippine Island, and Samoa.
Hispanic or Latino (Hispanic): A student of Mexican, Puerto Rican, Cuban, Central or South
American, or other Spanish culture or origin regardless of race.
Black or African American (not Hispanic) (Black): An African American or a student having origins
in any of the Black racial groups of Africa.
White (not Hispanic) (Caucasian): A student having origins in any of the original peoples of
Europe, North Africa, or the Middle East.
Calculation Details
Data for students aged 6-21 are used in order to comply with OSEP reporting requirements.
Special Education Child Count (SECC)
• Ages: 6-21, as of collection date December 1, 2007
• Ethnicity: The SECC allows only one ethnicity to be reported for each child. Unknown is not a
valid option.
• Exclusions: Students served by Long-Term Care and Treatment facilities, Youth Corrections
Education Programs, Juvenile Detention Education Programs, Adult Correction Education
Programs, and Hospitals were excluded from the percentages and weighted risk ratio
calculations.
Fall Membership:
• Ages: 6-21, as of collection date October 1, 2007
• Ethnicity: Fall Membership allows more than one ethnicity to be reported for each child.
Unknown is a valid option. However, for comparison purposes when data were aggregated to
the school level, the count of records for unknown and multi-ethnic were redistributed according
to OSEP criteria for handling missing data.
For more information, see
https://www.ideadata.org/docs/PartBRaceEthnicity.pdf Unknowns were redistributed to 1 of the
5 ethnicities allowed, proportionately, according to the ethnicities that were already known for
each individual school. Multi-ethnicities were redistributed, proportionately to the ethnicities
that were selected at the school level. For example, if Black and Hispanic were selected, the
number of records with only Black and Hispanic selected were distributed proportionately
between the Black and Hispanic categories for that school. If all of the unknown and multiethnic counts did not redistribute proportionately to one of the five categories, due to rounding
errors, the counts were hand-adjusted at the school-level according to the percentages closest
to 0.5. If the percentages closest to 0.5 were the same, redistributions were hand-adjusted
according to the district’s ethnicity distribution and, if necessary, the state ethnicity distribution
was used.
• Exclusions: Any institutions with aggregate student counts were excluded from the district-level
weighted risk ratio calculations, if they were not actual school districts (ESDs, ODE). However,
the students were still included in the state count of total students.
42
Weighted Risk Ratios
For the weighted risk ratios, an N of greater than or equal to 10 was applied. If there were less
than 10 students in an ethnicity category for the district’s Fall Membership count, the weighted risk
ratio relating to that ethnicity was not calculated. This applies to the SECC Ethnicity and Primary
Disability by Ethnicity weighted risk ratio calculations.
Weighted Risk Ratio Calculation
For a detailed description of the weighted risk ratio calculation, see the OSEP document at the
following link:
https://www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20Guide.pdf.
Percent
• SECC Ethnicity percent calculations: The SECC ethnicity count was divided by the Total SECC
count for the district. The Fall Membership ethnicity count was divided by the total district Fall
Membership count. The SECC ethnicity percent was then compared to the Fall Membership
ethnicity percent for the same ethnicity.
Example:
[(N SECC / T SECC) * 100] is compared to [(N Fall / T Fall) * 100]
The variables used in the example of percent calculation above:
N SECC = Count of the Native American students on the SECC
T SECC = Total number of students on the SECC
N Fall = Count of the Native American students on Fall Membership
T Fall = Total number of students on Fall Membership
•
Primary Disability Ethnicity percent calculations: The disability ethnicity count was divided by
the Total disability count for the district. The Fall Membership ethnicity count was divided by
the total district Fall Membership count. The disability ethnicity percent was then compared to
the Fall Membership ethnicity percent for the same ethnicity.
Example:
[(N Aut / T Aut) * 100] is compared to [(N Fall / T Fall) * 100]
The variables used in the example of percent calculation above:
N Aut = Count of the Native American students on the SECC whose primary disability is Autism Spectrum
Disorder
T Aut = Total number of students on the SECC whose primary disability is Autism Spectrum Disorder
N Fall = Count of the Native American students on Fall Membership
T Fall = Total number of students on Fall Membership
Disproportionality Flag
All disproportionality flags also had a minimum N of 10 applied. Districts with less than 10 students
in an ethnicity category within their SECC count could not be flagged. Districts also could not be
flagged on the Primary Disability by Ethnicity percent and weighted risk ratio, if there were less
than 10 students within the ethnicity category, within the disability. Only high incidence disabilities
were used to flag districts for Primary Disability by Ethnicity. (Autism Spectrum Disorder,
Emotionally Disturbed, Mental Retardation, Other Health Impairment, Specific Learning Disability,
Speech/Language Disorder).
43
In order for a district to be flagged for disproportionality in SPR&I, the criteria described below must
have been met for the SECC ethnicity disproportionality or primary disability by ethnicity
disproportionality:
• SECC Ethnicity disproportionality: The SECC ethnicity percent differed by + 20% from the Fall
Membership ethnicity percent, the weighted risk ratio value for the same ethnicity was greater
than 2.0, and there were at least 10 students in the SECC ethnicity count. A district could also
be flagged if the SECC ethnicity percent differed by - 20% from the Fall Membership ethnicity
percent, the weighted risk ratio value for the same ethnicity was less than 0.25, and there were
at least 10 students in the SECC ethnicity count.
•
Primary Disability by Ethnicity disproportionality: The Disability ethnicity percent differed by +
20% from the Fall Membership ethnicity percent, the weighted risk ratio value for the same
ethnicity within the same disability category was greater than 2.0, and there were at least 10
students in the Disability ethnicity count. A district could also be flagged if the Disability
ethnicity percent differed by - 20% from the Fall Membership ethnicity percent, the weighted
risk ratio value for the same ethnicity within the same disability was less than 0.25, and there
were at least 10 students in the Disability ethnicity count.
Districts that are flagged in SPR&I for either disproportionality indicator are required to complete
guided self-analysis and, if necessary, a formal policy-to-practice review. Districts may be justified
due to unique characteristics through either the guided self-analysis worksheet or policy-to-practice
review. If a district is flagged, but then is justified due to unique characteristics, the district display
shows a ‘No’ on the special education report for the corresponding disproportionality indicator. If a
district is flagged and is not justified due to unique characteristics, the district display shows a ‘Yes’
on the special education report for the corresponding disproportionality indicator.
Additional information
Special Education December Child Count
Webpage: http://www.ode.state.or.us/search/results/?id=167
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=180
Contact: Sara Berscheit (503) 947-5872 or [email protected]
Systems Performance Review & Improvement (SPR&I)
Webpage: http://www.ode.state.or.us/search/results/?id=253
Documentation: http://www.ode.state.or.us/search/page/?id=1537
Contact: David Guardino (503) 947-5811 or [email protected]
Fall Membership
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=165
Contact: Lynn McCallister (503) 947-5715 or [email protected]
44
X. Timeline for Eligibility
Display
Timeline for Eligibility
This table shows the percentage of students with parental consent to evaluate who were
evaluated and eligibility determined within 60 school days.
Public Report Format
State Targets
The Oregon Department of Education (ODE) set the state targets which were required by the
Office of Special Education Programs (OSEP) in Washington, D.C.
FFY
Measurable and Rigorous Target
2005
(2005-2006)
Since this is a new indicator, measurable and rigorous targets will be provided in the
2005 APR due February 1, 2007.
2006
(2006-2007)
100% of students with parental consent to evaluate will be evaluated and eligibility
determined within 60 school days.
2007
(2007-2008)
100% of students with parental consent to evaluate will be evaluated and eligibility
determined within 60 school days.
2008
(2008-2009)
100% of students with parental consent to evaluate will be evaluated and eligibility
determined within 60 school days.
2009
(2009-2010)
100% of students with parental consent to evaluate will be evaluated and eligibility
determined within 60 school days.
2010
(2010-2011)
100% of students with parental consent to evaluate will be evaluated and eligibility
determined within 60 school days.
Data Collection
Data are collected annually from each school district through the Child Find Indicator 11 collection
between May 1 and June 30 of each year. The 2007-2008 collection reports all students for whom
parental consent, initial evaluation and eligibility/non-eligibility were completed between July 1,
2007, and June 30, 2008. Data is collected beginning on the date of signed consent and
continuing through to the determination of eligibility/non-eligibility. If the process was not
completed by the end of the 2007-08 count on June 30, 2008, those students are not included on
the 2007-08 count.
45
This data collection relates to the IDEA, Part B Child Find requirements. Districts are required to
collect and report data for the following:
• Children currently receiving Early Intervention services who are being evaluated to determine
eligibility for Early Childhood Special Education services;
• Children currently eligible under the Early Childhood Special Education Developmental Delay
category being considered for school age eligibility;
• Students being considered for initial special education (including Early Childhood Special
Education) evaluation/eligibility;
• Students being evaluated and considered for eligibility who were previously eligible under the
IDEA but were terminated or whose eligibility has expired;
• Students who have moved to Oregon from another state (with eligibility from another state).
Definitions
Timeline: ODE defines the timeline as “within 60 school days” (state established timeline). The
“60 school days” timeline begins on the date the parent signs consent. The IDEA Regulations
established “school day means any day, including a partial day, that children are in attendance at
school for instructional purposes.”
Initial Evaluation Consent Date: The date the parent/guardian has signed the consent form, not
the date the district/program received it.
Initial Eligibility Determination Date: The date that eligibility (or ineligibility) was determined. This
date should coincide with the most recent team meeting held to complete eligibility determination
and must occur at least one day after the Initial Evaluation Consent Date.
Child Eligibility Flag: This indicates whether or not a child was found eligible for special education.
Y = Yes, N = No.
Timeline School Days: The number of elapsed school days before evaluation and eligibility were
completed.
Reason Timeline Not Met Type Code: The code indicating the reason the 60 school days timeline
was not met. If the 60 school day timeline was not met, one of the reasons (1-9) must be selected:
0. Not Applicable (Timeline Met)
1. Prolonged student absence
2. Parent/guardian did not present child/student for testing
3. Parent/guardian did not attend eligibility meeting
4. Initial testing results indicated need for additional testing not identified through initial evaluation
planning
5. Delay by doctor/medical personnel
6. Delay by district/program evaluation staff
7. Within extended timeline by written agreement for a transfer student
8. Within extended timeline by written agreement to determine if a student has a specific learning
disability
9. Other (Comment Required)
Note: Records with 1, 2, 7, or 8 for the Reason Timeline Not Met Type Code are excluded from
the calculation. They are not included in the numerator or denominator.
46
Calculation Details
The formula used to calculate the percentage of students with parental consent to evaluate who
were evaluated within 60 school days is shown below.
a. Number of School Age children for whom parental consent to evaluate was received: the total number of schoolage children that were reported on the Child Find Indicator 11 collection that did not have 1, 2, 7, or 8 for the
Reason Timeline Not Met Type Code.
b. Number of School Age children determined not eligible whose evaluations were completed within 60 school days:
the total number of school-age children reported on the Child Find Indicator 11 collection with No for the Child
Eligibility Flag and 0 for the Reason Timeline Not Met Type Code.
c. Number of School Age children determined eligible whose evaluations were completed within 60 school days: the
total number of school-age children reported on the Child Find Indicator 11 collection with Yes for the Child
Eligibility Flag and 0 for the Reason Timeline Not Met Type Code.
Percent = [(b + c) / a] x 100
Note: Records with 1, 2, 7, or 8 for the Reason Timeline Not Met Type Code are excluded from the
calculation and are not included in the numerator or denominator.
Additional Information
Office of Student Learning & Partnerships
Webpage: http://www.ode.state.or.us/search/page/?id=2120
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=227
Contact: Colleen Stover 503-947-5705 or [email protected]
47
XI. IEP Goals and Transition Services
Display
Transition Goals and Services
This table shows the percentage of youth aged 16 and above with IEP goals that will
reasonably enable the student to meet post-secondary goals.
Public Report Format
IEP Goals and
Transition Services
Youth aged 16 and above with
IEP goals and transition
services that will reasonably
enable students to meet postsecondary goals
District
State
Target
*
100.0%
State Targets
The Oregon Department of Education (ODE) set the state targets which were required by the
Office of Special Education Programs (OSEP) in Washington, D.C.
FFY
Measurable and Rigorous Target
2005
(2005-2006)
Since this is a new indicator, measurable and rigorous targets will be provided in
the 2005 APR due February 1, 2007.
2006
(2006-2007)
100% of youth aged 16 and above with an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will reasonably enable
the student to meet the post-secondary goals.
2007
(2007-2008)
100% of youth aged 16 and above with an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will reasonably enable
the student to meet the post-secondary goals.
2008
(2008-2009)
100% of youth aged 16 and above with an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will reasonably enable
the student to meet the post-secondary goals.
2009
(2009-2010)
100% of youth aged 16 and above with an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will reasonably enable
the student to meet the post-secondary goals.
2010
(2010-2011)
100% of youth aged 16 and above with an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will reasonably enable
the student to meet the post-secondary goals.
48
Data Collection
Data are collected annually from each school district through the Systems Performance Review &
Improvement (SPR&I) process.
As part of the SPR&I process, local school district teams conduct an annual self-assessment
through data collection, review, and analysis to assure compliance and, if necessary, address the
IEP goals and transition services standards in the district improvement plan. For the selfassessment process, ODE selects a number of files for the district to review, based on the district’s
size. Districts must review the files selected by ODE.
At least one file of a student aged 16 or older is selected for the district to review. Specifically, for
the file of a student aged 16 and older, the district must determine if the IEP includes the
necessary secondary transition standards. Through the SPR&I Procedural Compliance data
collection, special education administrators in the school district report to ODE the status of the
district in meeting the standards.
The IEP must include secondary transition standards, beginning not later than the first IEP to be in
effect when the student turns 16, and updated annually, thereafter. The IEP in effect when the
child turns 16, and all subsequent IEPs, must include the following secondary transition standards:
• Appropriate measurable post-secondary goals, based upon age appropriate transition
assessments, related to training, education, employment, and where appropriate,
independent living skills;
• Transition services, including courses of study, needed to assist the student in reaching
post-secondary goals; and
• A statement of measurable annual goals, including goals that are academic and functional.
The district has reasonably enabled the student to meet the post-secondary goal if the IEP team
has developed an appropriate, measurable, post-secondary goal; transition services; and
measurable annual goals; and the district has implemented these as outlined on the student’s IEP.
If the district is non-compliant in any of the three transition standards, then the district must:
1) Correct each of the standards that are non-compliant through file correction and training,
2) Address transition in the district improvement plan,
3) Demonstrate compliance of all three secondary transition standards within one year, and
4) Demonstrate sustained compliance the following year.
Definitions
Secondary transition standards:
• Appropriate measurable post-secondary goals, based upon age appropriate transition
assessments, related to training, education, employment, and where appropriate,
independent living skills;
• Transition services, including courses of study, needed to assist the student in reaching
post-secondary goals; and
• A statement of measurable annual goals, including goals that are academic and functional.
49
Calculation Details
The formula used to calculate the percentage of youth age 16 and above with an IEP that includes
coordinated, measurable, annual IEP goals and transition services that will reasonably enable the
student to meet the post-secondary goals is shown below.
Percent = [(Number of students age 16 or older with all three standards met) / (Number of students age 16 or older
selected for review)] * 100
Note: Only files reviewed for students aged 16 or older are used in the calculation.
Additional Information
Secondary Transition
Secondary transition webpage: http://www.ode.state.or.us/search/results/?id=266
SPR&I webpage: http://www.ode.state.or.us/search/results/?id=253
Oregon Standard IEP: http://www.ode.state.or.us/search/page/?id=1163
Contact: Jackie Burr (503) 947-5639 or [email protected]
50
XII. Suspension / Expulsion
Display
Suspension / Expulsion
This table shows whether the district was identified with a significant discrepancy in the rate
of suspension/expulsion for more than ten days by students with IEPs compared to students
without IEPs.
Public Report Format
State Targets
For this indicator, the Oregon Department of Education (ODE), in collaboration with Oregon
stakeholders, set criteria which were approved by the Office of Special Education Programs
(OSEP) in Washington, D.C.
FFY
Measurable and Rigorous Target
2005
(2005-2006)
ODE will collect and report data identifying the percent of districts/programs with significant
discrepancies in the rates of long-term suspension and expulsion of students with disabilities
compared to rates of long-term suspensions and expulsions of students without disabilities.
Because this is the first year that state data systems have the capacity to provide these data,
ODE will establish initial baseline data during 2005-2006.
Percentage of districts/programs with significantly discrepant rates of suspension and
expulsion for students with and without disabilities will decrease by 2%.
Percentage of districts/programs with significantly discrepant rates of suspension and
expulsion for students with and without disabilities will decrease by 2%.
2006
(2006-2007)
2007
(2007-2008)
2008
(2008-2009)
2009
(2009-2010)
2010
(2010-2011)
Percentage of districts/programs with significantly discrepant rates of suspension and
expulsion for students with and without disabilities will decrease by 2%.
Percentage of districts/programs with significantly discrepant rates of suspension and
expulsion for students with and without disabilities will decrease by 2%.
No significant difference is found between the rates of suspension and expulsion for students
with and without disabilities.
Data Collection
Data are collected annually from each school district on the Discipline Incidents Collection, the
December Special Education Child Count (SECC), and the Fall Membership Collection.
Discipline Incidents: The Discipline Incidents collection gathers data on the suspensions,
expulsions, removals, and truancies for all students from July 1 through June 30 of each year. The
data are collected annually at the end of each school year. For the Special Education Reports,
only out-of-school suspension and expulsion data for July 1, 2007, through June 30, 2008, are
used to determine significant discrepancy.
51
SECC: The SECC is a count of students eligible for special education services on December 1 of
each year. The data from the December 2007 SECC are used in the chi-square calculations.
Fall Membership: The Fall Membership collection is a count of the number of students enrolled in
Oregon school districts as of October 1 each year. All students in public schools and programs
are included.
SPR&I: Discipline data are displayed in a SPR&I report. The number of special education
students suspended or expelled for greater than 10 days is identified as significantly discrepant
through the following analysis:
• Chi Square analysis (value greater than 3.8) or
• Suspension/expulsion rate of 1% or greater and the district has 10 or more students
receiving special education services
ODE requires each district identified as significantly discrepant to complete a formal Policy-toPractice review. Based on the outcome of the Policy-to-Practice review, a district with significant
discrepancy is then required to complete a Corrective Action Plan (CAP) addressing findings made
by ODE.
Definitions
Special Education Report Values
Yes = The district has been identified as having a significant discrepancy.
No = The district has not been identified as having a significant discrepancy.
Significant Discrepancy Definition
Significant discrepancy is defined as a rate of suspension/expulsion of greater than 10 days based
on chi-square analysis and/or a greater than or equal to 1% suspension/expulsion rate of special
education students within a district.
Discipline Incidents Collection Definitions
Special Education Flag
Yes = The student did have an active IEP and was receiving special education services at the time
of the disciplinary action.
No = The student did not have an active IEP and/or was not receiving special education services at
the time of the disciplinary action.
Note: Only the records with a Yes for the Special Education Flag are included in the count of
Discipline Days for each student.
Discipline Action Type Code
Code describing the disciplinary action taken against the student as a result of the incident:
1 = Expulsion
2 = In-School Suspension
3 = Out-of-School Suspension
4 = Truancy
5 = Removal to an Alternative Educational Setting
52
Primary Offense Type Code
Code describing the primary offense perpetrated by the student during the incident.
Out-of-School Suspension: Instance in which a child is temporarily removed from his/her regular
school for disciplinary purposes to another setting (e.g., home, behavior center). This includes
both removals in which no IEP services are provided because the removal is 10 days or less as
well as removals in which the child continues to receive services according to his/her IEP.
Out-of-School Suspensions are reported with the following Offense Type categories:
• Alcohol: Violation of school policy or law relating to alcohol.
• Other drugs: Violation of school policy or law relating to other drugs.
• Tobacco: Violation of school policy or law relating to tobacco.
• Vandalism: Damage or destruction of school or private property on school grounds, on
school sponsored transportation and/or school sponsored activities.
• Physical fighting and/or battery: Physical violence-directed at another person against his/her
will or intentionally causing bodily harm to an individual.
• Bullying, harassment and intimidation: Any act that substantially interferes with a student’s
educational benefits, opportunities or performance, that takes place on or immediately
adjacent to school grounds, at any school-sponsored activity, on school-provided
transportation or at any official school bus stop and that has the effect of: physically harming
a student or damaging a student’s property; knowingly placing a student in reasonable fear
of physical harm to the student or damage to the student’s property; or creating a hostile
educational environment.
• Burglary, theft and robbery: Unlawful entry or attempted entry into a building or other
structure with intent to commit a crime; unlawful taking of property belong to another person
without threat, violence, or bodily harm; taking of or attempting to take, anything of value
that is owned by another person or organization by force or threat of force or violence
and/or by putting the victim in fear.
• Persistent failure to comply with directions/rules (insubordination, violation of school rules):
Repeated refusal or failure to comply with direction or instruction of a staff member.
• Weapons (for students on IEPs only): Means a weapon, device, instrument, material or
substance, animate or inanimate, that is used for, or is readily capable of causing death or
serious bodily injury, except that it does not include a pocket knife with a blade of less than
2 ½ inches in length.
Note: All records reported with a Discipline Action Type of Out-of-School Suspension (Code = 3)
are included in the count of Discipline Days for each student.
Expulsion: An action taken by the local educational agency that removes a child from his/her
regular school for disciplinary purposes for the remainder of the school year or longer in
accordance with local educational agency policy. Include removals resulting from violations of the
Gun Free Schools Act that are modified to less than 365 days.
Expulsions are reported with the following Offense Types categories:
• Possession of Firearms:
o Handguns
o Rifles/Shotguns
o Other firearms: 18 USC 921 any weapon (including a starter gun) designed to or may
readily be converted to expel a projectile by the action of an explosive; any destructive
53
•
•
•
device which includes any explosive, incendiary or poison gas, bomb, grenade, rocket,
mine, or similar device
Weapons other than firearms: ORS 339.250(6) Weapons are instruments that may have the
effect of causing physical harm to individuals and/or property. Included are knives, clubs,
numchucks, and other martial arts instruments, and toxic materials.
Violent Behavior: ORS 339.250(3)(4), OAR 581-021-0055, OAR 581-021-0059. Expelled, not
arrested, for any of the following behaviors: battery/other forms of physical fighting; sexual
battery (assault); homicide; suicide; arson; and robbery; hate/bias crime; coercion/extortion;
intimidation; threats of violence or harm; kidnapping; school threat; vandalism/damage to
school or private property.
Violent Criminal Offenses (Arrests): Expelled from your school and arrested for any of the
following criminal offenses on school grounds, on school sponsored transportation, and/or
school sponsored activities:
o Assault (ORS 163.160, ORS 163.165, ORS 163.175, ORS 163.185)
o Manufacture or delivery of a controlled substance (ORS 475.992 (1-3))
o Sexual crimes using force, threatened use of force or against incapacitated person (ORS
163.375, ORS 163.395, ORS 163.411, ORS 163.427)
o Arson (ORS 164.315, ORS 164.325)
o Robbery (ORS 164.395, ORS 164.405, ORS 164.415),
o Hate/Bias Crime (ORS 166.155, ORS 166.165)
o Coercion (ORS 163.275),
o Kidnapping (ORS 163.225, ORS 163.235).
o Alcohol and Tobacco: OAR 581-021-0055, OAR 581-021-0110.
o Drug Offenses (other than alcohol and tobacco): 581-021-0055.
o Other Offenses, Persistent failure to comply with directions/rules (insubordination/ violation
of school rules): OAR 581-021-0055.
State law requires a one-year expulsion for any weapons offense, but each case can be modified.
See ORS 339.250 (6). Therefore, students on IEPs who are required to receive services while
receiving disciplinary actions are able to be reported with a suspension or removal for a weapons
offense.
Note: All records reported with a Discipline Action Type of Expulsion (Code = 1) are included in
the count of Discipline Days for each student.
Removal to an Alternative Educational Setting: Instance in which school personnel (not the IEP
team) order the removal of children with disabilities from their current educational placement to an
appropriate interim alternative educational setting for not more than 45 school days. The IEP team
is responsible for determining the interim alternative educational setting. Unilateral removals do
not include decisions by the IEP team to change a student’s placement.
School personnel may order such a removal for the following:
• A firearms offense (includes Handguns, Rifles/Shotguns, and other Firearms. Other firearms
are any weapon, including a starter gun, designed to or may readily be converted to expel a
projectile by the action of an explosive; any destructive device which includes any explosive,
incendiary or poison gas, bomb, grenade, rocket, mine, or similar device);
• A weapons offense ("a weapon, device, instrument, material, or substance, animate or
inanimate, that is used for, or is readily capable of causing death or serious bodily injury, except
such a term does not include a pocket knife with a blade of less than 2 1/2 inches");
54
•
•
•
A drug offense ("the use, sale or solicitation of drugs as identified in OAR 581-015-0555.
These offenses do not include use, possession, sale or solicitation of alcohol or tobacco.");
Serious bodily injury ("a bodily injury that involves a substantial risk of death; extreme physical
pain; protracted and obvious disfigurement, or protracted loss or impairment of the function of a
bodily member, organ or faculty.");
Removal by Administrative Law Judge (likely injury to self or others).
The "removal" code for students without disabilities should only be used for students who are being
placed in an alternative educational setting, or who are not yet identified but the district "has
knowledge" of the student's disability and extends the protections of the IDEA to the student under
20 USC Sec. 1415(k)(5), or for students who have a disability under Section 504 of the
Rehabilitation Act and the district extends the protections under IDEA as a means of complying
with Section 504.
Note: All records reported as Removals to an Alternative Educational Setting (Code = 5) are
included with the out-of-school suspension/expulsion records, unless the Primary Offense Type is
one of the following:
• 1300 – Battery (Physical Attack/Harm)
• 1600 – Drugs Excluding Alcohol and Tobacco (Illegal Drug Possession, Sale, Use/Under
the Influence)
• 2000 – Homicide (Murder or Manslaughter)
• 2800 – Sexual Battery (Sexual Assault)
• 3000 – Suicide
• 3700 – Weapons Possession (Firearms and Other Weapons)
Discipline Days
The number of school days associated with the disciplinary action taken. Suspensions up to a ½
day are counted as .5 and suspensions more than ½ day are counted as 1. Note: If a
suspension/expulsion extended past June 30, 2008, it was counted only in the school year that the
incident occurred.
Suspensions and Expulsions Exceeding 10 Days
The count of discipline days for out-of-school suspensions and expulsions is cumulative. Single or
multiple instances throughout the school year for the same student attending the same school
district are counted together. If the discipline days for the instances add up to more than 10
discipline days, then that student is counted as a student with suspensions/expulsions exceeding
10 days. The count of students with suspensions/expulsions exceeding 10 days for each district is
used in the calculations below.
Calculation Details
Chi-Square
Chi-Square calculates whether there is a discrepancy between a district's rate of
suspensions/expulsions for more than 10 days for special education students compared to the
district's rate of suspension/expulsion for more than 10 days for non-special education students.
55
In order to calculate the chi square, all data must be in mutually exclusive categories. Thus the
data is divided into the following four categories:
• Special Education students not suspended/expelled for more than 10 days
• Special Education students suspended/expelled for more than 10 days
• Non-Special Education students not suspended/expelled for more than 10 days
• Non-Special Education students suspended/expelled for more than 10 days
In table format, it could be presented as the following:
Not Suspended / Expelled
Suspended / Expelled
Special Education
A
B
Not Special Education
C
D
N is equal to the Fall Membership total for each district as shown in the equation below.
(A + B + C + D) = N
Before the chi-square can be calculated, an expected value must first be calculated. To calculate
the expected number of special education suspensions/expulsions of more than 10 days, use the
following calculation:
(A + B) * ((B + D) / N)
Note: If the expected value is less than 5, the chi-square cannot be calculated.
To calculate the chi-square, use the calculations shown below.
Chi-Square:
N(AD - BC)²
χ² =
(A + B)(C + D)(A + C)(B + D)
Yates Correction if any cell is less than 10 (note absolute value signs):
N[ |AD - BC| - N/2]²
χ² =
(A + B)(C + D)(A + C)(B + D)
A significant chi square value (greater than 3.8) indicates district special education students are
suspended/expelled at a statistically significant higher (or lower) rate than non-special education
students. Chi-square values greater than 3.8 are significant at the .05 level.
Chi-square = 6.40 (significant) versus chi-square = 2.41 (not significant)
Based on the chi-square analysis, if the district’s chi-square value is greater than 3.8, the district is
identified as having significant discrepancy. The district is required to analyze their data and
complete a formal Policy-to-Practice review and Corrective Action Plan through the SPR&I
process. The district display shows a Yes on the Special Education Report.
56
Percent
To calculate the percent of special education students suspended/expelled for more than 10 days,
use the following calculation:
Number of special education students suspended/expelled for more than 10 days
[(Number of special education students suspended/ expelled for more than 10 days) + (Number of special education
students not suspended/expelled for more than 10 days)]
If the percent is 1% or greater and the district has at least 10 special education students, the
district is identified as having significant discrepancy. The district is required to analyze their data
and complete a formal Policy-to-Practice review and Corrective Action Plan through the SPR&I
process. The district display shows a Yes on the Special Education Report.
Additional Information
Office of Student Learning & Partnerships
Webpage: http://www.ode.state.or.us/search/results/?id=107
Documentation: https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=228
Contact: Scott Hall (503) 947-5628 or [email protected]
57
XIII. Post-School Outcomes
Display
Post-School Outcomes
This table shows the percentage of youth with IEPs who are no longer in school and are
competitively employed, enrolled in postsecondary school, or both, within one year of
leaving high school.
Public Report Format
State Targets
The Oregon Department of Education (ODE), in collaboration with Oregon stakeholders, set the
state targets which were approved by the Office of Special Education Programs (OSEP) in
Washington, D.C.
FFY
Measurable and Rigorous Target
2005
(2005-06)
Since this is a new indicator, measurable and rigorous targets will be provided in the
2006 APR due February 1, 2008.
2006
(2006-07)
Since this is a new indicator, measurable and rigorous targets will be provided in the
2007 APR due February 1, 2009.
2007
(2007-08)
74% of youth who had IEPs, are no longer in secondary school and who have been
competitively employed, enrolled in some type of postsecondary school, or both, within
one year of leaving high school.
2008
(2008-09)
76% of youth who had IEPs, are no longer in secondary school and who have been
competitively employed, enrolled in some type of postsecondary school, or both, within
one year of leaving high school.
2009
(2009-10)
78% of youth who had IEPs, are no longer in secondary school and who have been
competitively employed, enrolled in some type of postsecondary school, or both, within
one year of leaving high school.
2010
(2010-11)
80% of youth who had IEPs, are no longer in secondary school and who have been
competitively employed, enrolled in some type of postsecondary school, or both, within
one year of leaving high school.
58
Data Collection
Data are collected annually from each school district through the Special Education Post School
Outcomes (PSO) Application. All districts collect follow-up post school outcome data between April
and September each year by interviewing selected students who exited special education services
the prior year.
Selection of students for follow-up interviews is based on the Special Education Exit Collection
completed the previous June. The Special Education Exit data collection provides ODE with the
distribution of exited students by school/program, race/ethnicity, disability, gender, and method of
exit. ODE established a representative sample of school leavers based on the categories of
disability, race, gender and method of exit for students ages 14-21 who left district services with an
IEP. The methods of exit included
• Graduating with a regular diploma
• Graduating with a modified diploma
• Graduating with an alternate certificate
• Reaching maximum age for special education services
• Dropping out
Note: If a student was reported as receiving services on the following December’s Special
Education Child Count, the student was not included in the sample for the district to interview.
ODE’s sampling plan uses a combination of census and stratified sampling to collect the data. The
number of district students to be interviewed is based on a combination of district and
school/program size. Districts with 15 or fewer exited students will interview all students one year
after exit (census). Districts with more than 15 exited students will interview all students in the
schools/programs that have fifteen or fewer exited students (stratified sampling). Districts with
more than 15 exited students in some or all of their schools/programs will be provided with a list(s)
of 15 students selected to be interviewed for each school(s)/program(s).
If the district finds that it cannot complete required interviews due to student refusal or inability to
contact the exited student, the next steps for the district are dependent upon district size:
For districts with 15 or fewer students to interview, there are no alternative students to
interview.
For districts with more than 15 students to interview, the district has the following options:
• Select a similar student(s) from the alternative list to replace the student(s) for whom the
interview could not be completed;
• Interview other exiters; this option will provide the district with information for
improvement but will not be used in the formula for the district response rate or
engagement (employed, enrolled in school, or both) rate.
ODE provides instructions and a script to complete the follow-up post school outcome interview
with each participating student or a family member of the student. The interview includes
questions about the student’s competitive employment post-graduation and questions about
postsecondary education since leaving high school.
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Definitions
Competitive Employment: Work in the competitive labor market that is performed on a full-time or
part-time basis in an integrated setting, and for which an individual is compensated at or above the
minimum wage, but not less than the customary wage and level of benefits paid by the employer
for the same or similar work performed by individuals who are not disabled. Military service is
included in the definition of competitive employment.
Post-Secondary School: Course work at any college, university, community college, trade school,
distance learning, or vocational training school in which enrollment is part-time or full-time. ODE
defines full-time post-secondary school as 12 or more credit hours per term of course work. Job
Corps is included in the post-secondary school definition.
Calculation Details
The formula used to calculate the percentage of youth with IEPs, who are no longer in secondary
school and who have been competitively employed, enrolled in some type of post-secondary
school, or both, within one year of leaving high school is shown below.
Percent = [(Number of youth who had IEPs, are no longer in secondary school and who have been competitively
employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school) / (Number of
youth assessed who had IEPs and are no longer in secondary school)] x 100
The 2007-2008 Special Education reports will display the following notes, if appropriate for a
district:
• Your district did not submit data for the survey.
• The district response rate for students successfully contacted for the Oregon Post-School
Outcomes survey was less than the state's average response rate of 66.8%. These data
should be interpreted with caution.
Additional Information
Secondary Transition
Post School Outcomes webpage: http://www.ode.state.or.us/search/page/?id=2078
Transition Community Network webpage: http://www.tcntransition.org/districtResources.php
Contact: Jackie Burr (503) 947-5639 or [email protected]
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XIV. Local Information Provided By Your District
Display
Local Information Provided By Your District
The information in this panel was provided by the local school district for the patrons of the
district. This information has not been reviewed or approved by the Oregon Department of
Education and is not shown in the special education reports posted on the Oregon
Department of Education website.
Public Report Format
For more information, please view documents at www.ode.state.or.us
Beaver Falls SD 101 (3333)
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XV. Adding Comments to the Special Education Report
Adding Comments in Adobe Acrobat 7.0
Using the Text Field Tool
Select Tools > Advanced Editing > Text Field Tool from the menu. With the cross-hair cursor, draw a
box where you would like to add comments. A red box will appear and the Text Field Properties window will
open.
Click the Options tab. Enter the comments you would like to add in the Default Value box.
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Click the Appearance tab. Format the border, fill, and font of the text field.
Click the Close button when finished. You can add as many Text Fields as you want. The boxes will not
print unless you've selected a border color using the Appearance tab above.
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Adding Comments in Adobe Acrobat 8.0
Select Tools > Typewriter > Show Typewriter Toolbar, and then click the Typewriter button.
Click where you want to type, and begin typing. Text will appear in a long straight line. Click on
the Select Tool (arrow on the tool bar) and click next to text to activate the text box and resize to
the specified area. To add another text block, just click on the Typewriter Button, click where you
want the text, and begin typing.
Once you have the text block appropriately sized, you can right click on the block and go to Show
Comments List. A screen will appear at the bottom of the page for you to continue typing or
editing comments.
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