Show Me Improvement: Building LEA Capacity in Missouri

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

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

00:00:24.52 >> Hello. On this episode of "A Date with Data," we are joined by Tori Chance, who is a Data Research Analyst with the Missouri Department of Elementary and Secondary Education. Tori is going to talk to us about how Missouri is working to build their LEAs’ capacity to collect, analyze, report, and use high-quality IDEA data. Tori, welcome. Can you start off by saying a little bit about your role and what you do at the department?

00:00:53.55 >> Sure. So my role is mostly Part B Data Manager, Data Research Analyst. I work with all of the indicator data. I have no specific focus. However, what I do work on is collecting data and helping our stakeholders use the data. I contact LEAs, walk them through calculations, how they collect their data. I verify data. We use data in different reporting situations in which I help collect and prepare those reports. I give presentations to our stakeholders, help out other areas of special education with any data requests they need, and support data literacy and understanding. I also help develop systems and information to help educate our LEAs in better use of data.

00:01:40.38 >> Great. So lots of data work—so you're perfect for this podcast.

00:01:44.90 >> Yes.

00:01:46.98 >> If there’s one data lesson you could share with peers in other states, what would it be?

00:02:04.61 >> I've been in my role for about five years. One thing I've really learned is that when we're talking to LEAs, they don't always understand the words we're using when we're discussing data. Learn to present what you're explaining in plain language—ways they can understand the data without having to “understand data” itself. The first step in data literacy is understanding what you're looking at. Taking the time to work with LEAs, building trusted relationships, and breaking down what each section of data means for them is a first step toward better data quality.

00:02:50.62 >> What are some other strategies Missouri uses to build LEA IDEA data capacity?

00:03:04.13 >> One thing we’ve done for a long time is the Special Education Directors Academy. Our compliance team, effective practice team, and data team participate, along with RPDC (Regional Professional Development Centers). We present sessions on what data is expected, how to use it, and how to report it—and how to apply it to compliance standards and effective practices in the classroom. It’s usually a three-day, in-person conference. All new directors are invited, and the state provides it for free.

00:03:59.62 >> And that's in-person?

00:04:01.04 >> That's in-person, yes.

00:04:04.99 >> We’re also adding office hours for data cycles. For each data cycle, we’ll host an office hour where LEAs can contact us, hear a short overview of what’s being collected, and ask questions specific to that cycle.

00:04:40.76 >> For significant discrepancy and significant disproportionality, LEAs that are identified also receive one-on-one Zoom meetings to talk through their data—how it’s collected, how it’s counted, and what the calculations look like—so they can apply them on an ongoing basis. We’ve also instituted a directional tool that supports root cause analysis to help LEAs determine plans of action to improve outcomes.

00:05:24.94 >> What challenges have you encountered, and how have you addressed them?

00:05:43.80 >> Turnover is a huge challenge. We have to retrain LEAs every year because you can’t walk into this level of data collection without experience. That was a driver behind office hours—new staff can ask questions without judgment and get what they need to be effective.

00:06:44.59 >> What kind of turnout have you had at office hours?

00:06:48.24 >> Our last one had 154 people—at least one representative from about a third of our districts.

00:06:56.78 >> What was the focus in that one?

00:07:02.14 >> The October 1 data cycle, including personnel reporting and enrollment.

00:07:11.38 >> What were some questions that came up?

00:07:14.74 >> Questions about students attending across districts—how to report them, who’s responsible for IEPs, and how to record that in systems. Another common question was about reporting educational environment when a student attends only half the school day per their IEP.

00:08:21.18 >> We wrote down every question and created an answer sheet with links to the resources needed, along with the answers. We plan to continue doing that for all office hours.

00:08:57.17 >> Another challenge is that new special education staff—sometimes without a special education background—may not be familiar with indicators or the data. To help, and inspired by Rachel Wilkinson from IDC, we created a game to make learning indicators more engaging and fun.

00:10:00.36 >> Is there a success story you want to highlight?

00:10:10.34 >> An LEA flagged for Indicator 4B used our office hours and one-on-one process. Understanding calculations helped them track data throughout the year, and root cause analysis helped them implement practices to redirect discipline issues. They went from about 20 OSS incidents greater than 10 days (out of ~50 students with IEPs) last year to only one this year.

00:11:58.06 >> Another success is the game. We’ve used it in staff meetings, a staff retreat, and at the Special Education Directors Academy. Some districts requested copies to play with their special education teachers, and regional consultants want copies to use in meetings. Capacity is a continuum—you can’t effectively use data to change outcomes if you don’t understand what the data is and how it’s calculated.

00:13:15.29 >> Can you describe the game?

00:13:36.92 >> I made it in Canva using a free game platform—similar to Chutes and Ladders. There’s a board, dice, and question cards like Trivial Pursuit. Each card includes a question and answer about indicators (currently three questions per indicator, with plans to expand). Players roll, answer questions, and move. It can also be used as a quick flashcard-style activity if there isn’t time for a full game.

00:15:00.45 >> What’s coming up next?

00:15:20.06 >> In spring, around identification and placement, we’ll host statewide office hours focused on discrepancies and disproportionality, including districts that received warning letters. We’re also planning more advanced learning modules for experienced special education directors (3+ years), focused on deeper implementation and using data to drive improvement.

00:17:19.21 >> To access podcast resources, submit questions, or share ideas for future topics, connect with us via the podcast page on the IDC website at ideadata.org.