Steel Magnolias: Strengthening 619 Data Culture in Mississippi

00:00:01.52 >> You're listening to "A Date With Data" with your host, Amy Bitterman.

00:00:07.34 >> Hey, it's Amy, and I am so excited to be hosting "A Date With Data." I'll be chatting with state and district special education staff who, just like you, are dealing with IDEA data every day.

00:00:19.50 >> "A Date With Data" is brought to you by the IDEA Data Center.

00:00:24.76 >> Hello, and welcome to "A Date With Data." On this episode, we're going to be throwing a spotlight on 619 data with Candice Taylor, who is the Early Childhood Special Education 619 Supervisor, and Becky Palculict, who is the 619 Coordinator, both with the Mississippi Department of Education. Thank you both so much for being on the podcast. And I would love to get things started by having you each say just a little bit about your role at the Department. Candice, do you want to kick us off?

00:00:59.81 >> Absolutely. Thanks for having us, Amy. So I am Candice Taylor. I have been with the Mississippi Department of Education for 9 years. This is my 28th year in education. I've done all kinds of special education work in public schools over the years, and I was 619 Coordinator for several years and then finally was able to grow our team, and now I have Becky.

00:01:23.44 >> Yes, Becky, what about you? Tell us about your role.

00:01:27.40 >> Well, again, thank you for having us. I am Dr. Becky Palculict. I am the 619 Coordinator. I took Candice's place, and she has been a great mentor to me. This is my 32nd year in education, all in special ed. I have enjoyed learning everything there is to learn about preschool education. My job is to provide technical assistance, answer questions, and help districts with whatever they need.

00:02:15.39 >> To set the stage, can you start off by telling us the data story of your 619 indicators?

00:02:33.84 >> I've always done this work in three buckets: Indicator 6, Indicator 7, and Indicator 12.

00:02:41.18 >> For Indicator 6, we don't have universal pre-K in our state, so we’ve worked to increase preschool seats—especially in general education programs—to support LRE data.

00:03:08.07 >> One way we’ve done that is through a blended program where we provide funding to districts to start new general education classes that include children with disabilities.

00:03:31.04 >> For Indicator 7, we changed how we collect data over the last few years—from a single screener to the Child Outcome Summary (COS) process.

00:03:52.05 >> For Indicator 12, we do joint trainings with Part C and keep ongoing communication. We’re also looking to increase that connection by hiring a coordinator focused on CSPD (Comprehensive System of Personnel Development).

00:04:22.54 >> Can you talk about data quality challenges you’ve encountered and how you’ve addressed them?

00:04:50.26 >> Historically, we used a single screener for Indicator 7. When that contract ended, we moved to the COS process because many states and territories use it in both Part B and Part C. We felt the screener only gave a snapshot, while COS provides a fuller picture through IEP committee discussion. We anticipate improved data quality as the process matures.

00:06:04.84 >> With Indicator 12, the data team and I meet twice a month as needed. We revamped communication between districts and Part C: districts are required to contact Part C monthly and submit a report so we can confirm ongoing communication and track transition work.

00:06:52.06 >> We’re also using technology to increase communication. Our systems aren’t connected, so we changed the notification system so Becky and I receive notifications when data comes from Part C, helping us confirm communication is flowing.

00:07:45.46 >> What are some ways you’re strengthening data culture in Mississippi?

00:08:17.47 >> We meet with Part B colleagues and provide joint trainings—statewide and regional. We also provide technical assistance and monitoring to districts as they learn the COS process.

00:08:53.78 >> Turnover has been a challenge. Even in year three of COS, districts are still learning due to staff changes, so we retrain regularly.

00:09:46.02 >> We’ve done small regional trainings with neighboring districts and make ourselves available for questions—daily calls and emails. If I don’t know an answer, I find it and follow up quickly.

00:10:32.78 >> Building our team has helped. Becky and I are in the Office of Early Childhood, while the data team is in the Office of Special Education—we’re not even in the same building. Becky meeting regularly with the data team helps us stay connected throughout the year, rather than only at annual reporting time.

00:11:30.47 >> What are your plans moving forward to continue improving 619 data quality?

00:12:01.02 >> We have more district trainings planned. Mississippi was selected as one of four states for a cohort focused on using the COS process to improve IEPs—using outcomes to write better goals and develop SMART IEPs as children move into kindergarten and first grade. After the cohort, the trained team will return and conduct regional trainings statewide.

00:13:57.32 >> We’re trying to help districts understand data isn’t just for compliance—it’s about understanding where children are and providing more appropriate services to improve outcomes.

00:14:53.84 >> To access podcast resources, submit questions related to today's episode, or share ideas for future topics, the links are in the episode content or connect via the podcast page on the IDC website at ideadata.org.