Agenda

1. Special Education DivisionCASEMIS Fall Webinar October 11, 2012Presented by Assessment, Evaluation and Support Unit

2. Agenda CASEMIS Tables: • Table A: CASEMIS Student Data • Table B: Student Services Data • Table C: Discipline Data (June Only) • Table D: Post-secondary Follow-up (June Only) • Table E: Desired Results Developmental Profile (DRDP) Data

3. Agenda • Anomaly Reports • Checking Data Prior to Submission • Notes and Reminders • Due Dates • Contacts

4. Table A: Student Data

5. Table A – Student Data Table Table A shall contain one record for each student: • Found eligible for and received special education services as of December 1, 2012. • Referred and evaluated but not eligible for special education or related services. referred, found eligible, and did not receive special education and related services because parent declined services or child was parentally placed in private school where no ISP services were provided.

6. Table A – Student Data Table

7. A-4 District of Service • District, county office of education or state-operated program site providing the majority of services and/or receiving funds for a student

8. A-5 District of Residence • This is the district of responsibility and is based on: • District where the student lives • District where the parent lives • District receiving student under an inter-district transfer • District authorizing a charter school (unless the charter has a seven-digit district code) • District or COE for wards of the court

9. A-10 Statewide Student Identifier(SSID) It is CRUCIAL to the data collection process that all LEAs obtain, maintain, and report accurately SSIDs for all K-12 public school students enrolled in the district. In addition to all K-12 students, this includes: • students enrolled in education programs administered through County Offices of Education • charter school students

10. A-10 SSID, continued • preschool-aged students receiving special education services. • district students that are placed in nonpublic, nonsectarian schools (NPS) • Students enrolled in private schools are not required to have SSIDs.

11. A-15 Ethnicity • If a student is coded 500 in Ethnicity (A-15) the child is Hispanic no matter what you put in RACE1 or RACE2 or RACE3…the child will always be counted as Hispanic and will never be counted as multi-ethnic (as far as federal reporting is concerned)!

12. A-16 to A18 Race • If you have a student coded  900 or 501 in ethnicity (A-15)  and the 900 code is used for RACE1 (A-16) the student defaults to multi-ethnic (because no race/ethnicity is reported, and by federal law we have to identify a race/ethnicity for every child … so hence the multi-ethnic as the default)

13. A-16 to A18 Race • If you have a student coded 900 or 501 in ethnicity (A-15) and has a code in RACE1 (not 900) and nothing reported in RACE2…the child race is as identified in RACE1... • If you have a student coded 900 or 501 in ethnicity (A-15) and has a code in RACE1 (not 900) and a code in RACE2 (and possibly RACE3) ..the child is identified as multi-ethnic

14. A-36 and A-37 Last IEP/Evaluation Dates • Please check to be sure: • Last IEP should be within one year of the submission date (December 2, 2011 to December 1, 2012) • Last evaluation (triennial) should be within three years of the submission date (December 2, 2009 to December 1, 2012)

15. A-46 Grade • Students enrolled in Transitional Kindergarten should be coded as “18” Kindergarten

16. A-47 to A-54 Transition Goals • All eight transition goals must be included in the student’s IEP by their 16th birthday (student turns 16 prior to December 2, 2012) • A code 20 (“no”) response to any of the eight goals is noncompliant (even though you do not get a error message) • For Goal 8, a code 30 (not applicable) is compliant

17. Reminders for Table A • Fields 55 and 56 (AB 3632 reporting) have been deleted. • The Field numbers have changed as a result of the deletions.

18. Table B Services

19. Table B - Student Services Data Table • Shall contain at least one record for each student in Table A, except those students with a code 70, 80 or 90 in Data Field A-32, PLAN_TYPE. • May contain more than one record, one for each service received by the student. • Frequency and duration are reported for infants only and not for related (mental health) services

20. Table B - Student Services Table

21. Related Services(as part of IDEA Related Services) • AB114 relieves county mental health agencies of the responsibility to provide mental health services to SWD • LEAs must rely on the IDEA guidance on the requirements for providing related services (Section 300.34 of Title 34 of the CFR)

22. IDEA Related Services* • To the extent the IEP team determines that in order to benefit from special education, a child needs a related service to address a mental health need, the service should be provided as described in the IEP and reported as a related service. *(Services formerly known as mental health services)

23. Related Services to Address Mental Health Needs • These are the 500 series services identified in the CASEMIS TAG • Individual counseling, counseling and guidance, parent counseling, social work services, psychological services, behavior intervention, day treatment, and residential treatment • All services identified in the student’s IEP must be reported

24. Related Services to Address Mental Health Needs • Students identified as having day treatment or residential treatment services should have other related services to meet mental health needs identified in the IEP and reported in CASEMIS (unbundled services)

25. Related Services to Address Mental Health Needs • Frequency and duration are not reported for these related services • The providers for all reported 500 series related services will continue to be reported in CASEMIS in Table B-6

26. Charter Schools

27. Charter Schools Students with Disabilities who are served by charter schools may be coded differently, depending on the type of charter school Serving the student: 1. Charters that are schools of the district 2. Charters that are LEAs for special education purposes 3. Schools chartered by the State Board of Education

28. Charter Schools Charters that are schools of the district, code • SELPA: where authorizing district is a member • District of Residence (DOR): authorizing district CDS code • District of Service (DOS): authorizing district CDS code • School: Charter school CDS code number • School Type = 55

29. Charter Schools Charters that are LEAs for special education purposes, code • SELPA: Where Charter is a member • DOR: Authorizing district CDS code • DOS: Charter school CDS code (requires authorization by CASEMIS) • School: Charter school CDS code number • School: Type = 56 In order to be considered a charter acting as a LEA, the school must be included in a CDE approved Local Plan. For more information about local plans contact Alexa Slater by e-mail at aslater@cde.ca.gov

30. Charter Schools Schools chartered by the State Board of Education, code • SELPA: Where Charter is a member • DOR: Charter school LEA CDS code • DOS: Charter school LEA CDS code • School: Charter school CDS code number • School: Type = 56

31. DRDP UP DATES

32. DRDP access Changes to DRDP TAG: • Assessment period extended for programs who start programs early: September 1, 2012 – December 31, 2012 • Removed EL designation and languages • Clarifications: • Page 1, SELPAs will provide DRDP access assessment ratings on all measures. • Page 12, List of Adaptations Used with the DRDP access instruments.

33. September 1, 2012: The rating of the Fall DRDP is based on observations made between September 1 and November 30. During this time you should review the measures of the DRDP access and focus your authentic assessment observations on rating the measures. DRDP

34. DRDP December 31, 2012: The general period for teachers and service providers to finalize and submit DRDP data is during December. There are three steps to finalize and submit DRDP data. • Complete the child’s Information Page • Check the Rating Record to make sure all the measures are rated • Submit DRDP data

35. DRDP January-February Fall Data • SELPAs have until February 1, 2013 to submit and certify their Fall DRDP data to CASEMIS.

36. Anomaly Reports

37. Anomaly Reports • CASEMIS software automatically generates reports showing year-to-year comparison of data for districts and SELPAs as a part of the verification process. • Potential data discrepancies or anomalies are encircled on these reports.

38. Anomaly Reports • The SELPAs shall review these reports prior to sending SELPA data files to the CDE and provide an explanation regarding any encircled data element. • In order for SELPAs to be compliant, these explanations must be received by the Department along with the data files and signed certification page.

39. Accountability • Review data submissions carefully • Look for inconsistencies beyond the identified anomalies • It is crucial that the data is accurate, valid, and reliable • Data can be used for funding or allocation decisions • Data will be used to identify noncompliance

40. Notes and Reminders

41. Notes & Reminders • It is important that each data table maintained by the LEA contains all data fields with appropriate codes. • In the CASEMIS Technical Assistance Guide, the term IEP (Individualized Education Program) includes IFSP (Individual Family Service Plan) and ISP (Individual Service Plan) as applicable.

42. Notes & Reminders • There are no optional data fields (infant data as necessary) in the CASEMIS data tables for students receiving special education and related services. • Certain fields may be left blank, for example, for students served under an ISP do not need to complete certain fields (See TAG pg. 6 Figure 1)

43. Notes & Reminders • All students in the data file must be receiving (or have received) special education and related services according to an IEP (includes IFSP and ISP) and all applicable state and federal laws and regulations, or were referred, and evaluated for special education services.

44. Notes & Reminders • All data for a student in the student level data file shall be based on the student's IEP, ISP, IFSP or evaluation. • A student who is receiving (or has received) special education services in a state-operated program for the disabled, shall not be included in the student level data file submitted by an LEA (SELPA). The SOP shall report these students.

45. Notes & Reminders • If a student is placed by a SELPA to another SELPA for providing special education services, the SELPA that provides the services to the student shall report the student; the SELPA that placed the student shall not report the student.

46. Notes & Reminders • If more than one SELPA county or district (dually enrolled) provides special education services to a pupil, the agency that provides the most intensive or majority of the services shall report the pupil • A pupil placed in a nonpublic school or agency (NPS) shall be reported by the school district, county office or the SELPA that is currently paying for the services.

47. Notes & Reminders • A disabled child who is receiving a related service may be reported only if that related service assists the child in benefiting from special education. • Native American children on or near a reservation may be reported onlyif the SELPA provides special education services to these children.

48. Notes & Reminders • Disabled children on military facilitiesmay be reported only if the SELPA provides special education services to these children. • A child younger than three years with a disability whose services are funded through a contract or vendor agreement with a regional center of the Department of Developmental Services is not to be included in the CASEMIS report process.

49. Notes & Reminders • Be consistent in reporting school type, services, provider and location, for example: • If a student is receiving related (mental health) services, and the location or school is reported as a residential facility, the student should also be reported as receiving residential treatment services • If the district is responsible for the placement • Not if the student was placed by DPSS or Probation

50. Notes & Reminders • If a student is reported in a nonpublic residential school, he/she can not be reported in a correctional facility or home location • If a student is reported in a correctional facility, school type and service location should, in most cases, reflect that placement