Steering Committee Location: 6767 Green Valley Rd., Placerville Room B2 Time: Wednesday, November 9, 2016 2:30‐4:30 pm NOTES ITEM SUBJECT SPEAKER PAGE A. Introductions and Announcements Group B. SELPA Executive Committee & SELPA Superintendents’ Council Meeting Report District Data Reports Tamara C. Federal and State News Finance Update* Bob 1 State Accountability System/LCAP Rubric Kevin Monsma D. SELPA Report LRE Indicator Kirstin & Janelle Professional Learning* Kirstin & Janelle 5 CAC* Kirstin & Janelle 7 CA Assessment Update* Janelle 9 E. Data and Compliance Compliance Determinations/DINC Tamara CASEMIS/CALPADS* Sharon 23 SEIS Suggested Searches* Sharon/ Amanda 29 F. Information Sharing Group G. Closing *Denotes a handout included in the packet
Transcript
Steering Committee
Location:
6767 Green Valley Rd., Placerville
Room B2
Time:
Wednesday, November 9, 2016 2:30‐4:30 pm
NOTES
ITEM SUBJECT
SPEAKER
PAGE
A.
Introductions and Announcements
Group
B.
SELPA Executive Committee & SELPA Superintendents’ Council Meeting Report
District Data Reports Tamara
C.
Federal and State News
Finance Update* Bob 1
State Accountability System/LCAP Rubric Kevin Monsma
D.
SELPA Report
LRE Indicator Kirstin & Janelle
Professional Learning* Kirstin & Janelle 5
CAC* Kirstin & Janelle 7
CA Assessment Update* Janelle 9
E.
Data and Compliance
Compliance Determinations/DINC Tamara
CASEMIS/CALPADS* Sharon 23
SEIS Suggested Searches* Sharon/ Amanda 29
F.
Information Sharing
Group
G.
Closing
*Denotes a handout included in the packet
1. State News
• The DOF reports that State General Fund Revenues are below estimates by $217 million and down $923 million since May. This is quite different than what we saw in 2013-2015 where the revenues consistently were significantly above estimates.
• LAO reports that LCFF is 96% toward full implementation.
• The State Board will adopt the revised LCAP template and Annual Update Template on November 2nd.
− Three year template
− Plan summary
− Tied to Evaluation Rubrics adopted in September
• College Readiness Block Grant funds that were approved in the 2016-2017 State Budget have been released.
• Polling is indicating that Proposition 55, which extends the Proposition 30 income tax on high earners for twelve more years, has over the 50% support needed for passage. However, Proposition 51, the facilities bond is polling below the 50% level.
2. Federal News
• No budget bills have been approved. A Continuing Resolution has been passed keeping the Government open through December 9th.
SELPA ADMINISTRATORS OF CALIFORNIA
FINANCE COMMITTEE November 2016
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California Department of Education (http://www.cde.ca.gov/sp/se/ac/useofmhfunds.asp)Page Generated: 9/9/2014 8:00:19 AM
January 5, 2012
Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices of Education, Charter School Administrators, Principals, and Nonpublic School Directors:
ASSEMBLY BILL 114: USE OF MENTAL HEALTH FUNDS IN THE BUDGET ACT OF 2011–12
The purpose of this letter is to provide background and guidance regarding the use of funds authorized in the Budget Act of 2011–12 restricting the use of certain funds to “educationally related mental health services.”
General Funds
Pursuant to Assembly Bill (AB) 114, Section 54 (Chapter 43, Statutes of 2011), and provisions 18 and 26 of Item 6110 161-0001 of the Budget Act of 2011–12 funds must be used for:
. . . educationally related mental health services, including out-of-home residential services for emotionally disturbed pupils, required by an individualized education program pursuant to the federal Individuals with Disabilities Education Act (IDEA) of 2004 (20 U.S.C. Sec. 1400 et seq.) and as described in Section 56363 of the California Education Code (EC). The State Superintendent of Public Instruction shall allocate these funds to special education local plan areas in the 2011–12 fiscal year based upon an equal rate per pupil using the methodology specified in Section 56836.07 of the EC.
These provisions have been assigned Resource Code 6512, which differentiates these funds from Resource Code 6500, special education general fund programs. These funds shall be exclusively available for these services only for fiscal year (FY) 2011–12 and FY 2012–13.
Federal Funds
Pursuant to AB 114, Section 54 (Chapter 43, Statutes of 2011), provision 9 of Item 6110 161 0890 of the Budget Act of 2011–12, funds shall be available only for the purpose of providing:
. . . educationally related mental health services, including out-of-home residential services for emotionally disturbed pupils, required by an individualized education program pursuant to the federal IDEA of 2004 (20 U.S.C. Sec. 1400 et seq.) and as described in Section 56363 of the EC.
These funds were allocated to special education local plan areas (SELPAs) on a one-time basis in the 2011–12 fiscal year using data available from the California Special Education Management Information System (CASEMIS) as of December 1, 2010. If funds are appropriated for the purpose of providing the educationally related mental health services for the 2012–13 fiscal year, they will be allocated based on an equal rate per pupil using a methodology specified in Section 56836.07 of the EC and using average daily attendance for the 2011–12 fiscal year.
Definition of Educationally Related Mental Health Services
As noted in the provisions above, educationally related mental health services are described in 30 EC Section 56363. Section 56363 defines the term “designated instruction and services” to mean “related services” as that term is defined in Section 1401(26) of Title 20 of the United States Code and Section 300.34 of Title 34 of the Code of Federal Regulations(CFR).
Related services under IDEA are defined in Section 300.34 of Title 34 of the CFR:
Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training. (34 CFR 300.34(a))
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Section 300.34 of Title 34 of the CFR further defines individual related services terms. The following list represents some of the services that may be appropriate when addressing the emotional and behavioral needs of students with disabilities:
• Counseling services (34 CFR 300.34(c)(2)) and California EC 56363(b)(9)• Parent counseling and training (34 CFR 300.34(c)(8)) and California EC 56363(b)(11)• Psychological services (34 CFR 300.34(c)(10)) and California EC 56363(b)(10)• Social work services in schools (34 CFR 300.34(c)(14)) and California EC 56363(b)(13)
Refer to 34 CFR Section 300.34 for the complete list of individual related services terms. Residential placement is not listed as a related service in Section 300.34 of Title 34 of the CFR. However, residential placement is addressed elsewhere in the IDEA:
If placement in a public or private residential program is necessary to provide special education and related services to a child with a disability, the program, including non medical care and room and board, must be at no cost to the parents of the child (34 CFR 300.104).
In addition, the list of related services in the IDEA is not exhaustive or finite. The individualized education program (IEP) team must decide what related services are necessary to provide a free appropriate public education (FAPE) to each student with a disability.
To maintain clear and understandable terminology based upon existing statute, the California Department of Education (CDE) will be using the term “related services for students who have emotional and behavioral needs” in place of “educationally related mental health services.”
Frequently Asked Questions
What limitations are on the use of state and federal funds provided in the Budget Act of 2011–12 for educationally related mental health services?
The legislature was clear that these funds are targeted for related services and that the funds are made available to local educational agencies (LEAs) to provide services formerly provided by the County Mental Health agencies and the Department of Social Services. The funds cannot be spent on educational services that have historically been provided by LEAs for students with emotional or behavioral needs.
What are allowable uses of the state and federal funds due to the term “educationally related mental health services”?
These funds may be used for:
The salaries of certificated supervisors and administrators; and clerical, technical, and office staff salaries associated with administering related services for students with emotional or behavioral needs.
The room and board cost of residential placement if it is included in the student’s IEP.
Professional and consulting service (e.g., case management, medical services, day treatment, individual therapy, family therapy, group therapy, group rehabilitation, therapeutic behavior services, assessment, psychological services, and residential placement) costs for students with emotional or behavioral needs.
Rental and/or lease of office space to provide professional and consulting services for students with emotional or behavioral needs.
Transportation costs of student to receive related services from a provider.
Books and supplies related to providing related services.
If you have any questions regarding this subject, please contact Chris Essman, Education Programs Consultant, Special Education Division, by phone at 916-327-3507 or by e-mail at [email protected].
Sincerely,
Original signed by Fred Balcom. Hard copy of the signed document is available by contacting the Special Education Division's Director's Office at 916-445-4602.
Fred Balcom, DirectorSpecial Education Division
FB:rb
Last Reviewed: Wednesday, May 22, 2013
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Highlight
For any questions about upcoming professional learning offerings, contact Tara Stout
Program Date Location SEIS Quarterly Training / Open
Forum Q&A November 16
2:00pm – 3:30pm Webinar
Crisis Prevention Intervention
Certificate December 7
8:00am – 4:00pm SELPA Office
4355 Golden Center Dr., Ste. B
Placerville, CA 95667 Paraeducators: Teaching
Moderate to Severe
January 10
8:00am – 11:30am
SELPA Office
4355 Golden Center Dr., Ste. B
Placerville, CA 95667
Crisis Prevention Intervention
Certificate
January 11
8:00am – 4:00pm
SELPA Office
4355 Golden Center Dr., Ste. B
Placerville, CA 95667
Crisis Prevention Intervention
Certificate
January 19
8:00am – 4:00pm
EDCOE
Room B2/B3
6767 Green Valley Road
Placerville, CA 95667
Crisis Prevention Recertification January 26
8:00am – 12:00pm
Rescue Union School District
Board Room
2390 Bass Lake Road
Rescue, CA 95672
SEIS 101: 2017 January 27
9:00am – 12:00pm
Webinar
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6767 Green Valley Road Placerville, CA 95667 Phone (530) 295-2462 FAX (530) 295-9227
ED MANANSALA, Ed.D., County Superintendent of SchoolsDAVID M. TOSTON, Associate Superintendent
CASEMIS to CALPADS Transition
CASEMIS to CALPADS Transition
The CASEMIS to CALPADS transition has created more questions than answers for all Districts in the State of California. Rest assured, however, that the transition timeline provides us with time to develop, implement, and test our systems:
2016‐2017 – CDE Development of requirements and business processes 2017‐2018 – CDE Development & Implementation 2018‐2019 – Pilot Year 2019‐2020 – Full Implementation
Preparing for the Transition Requires Collaboration
Develop systems & processes that ensure data integrity between CASEMIS and CALPADS Make time to collaborate – special education and CALPADS staff Engage in Active Planning and Collaboration with your Program Specialists, Program
Technicians, and SELPA Staff
What Data is the CDE Monitoring? Graduation & Drop‐Out Rates Statewide Assessment (AYP & Participation) Suspensions & Expulsions LRE Preschool LRE & Assessments % of Parents Reporting Parental Involvement Disproportionate Representation Disproportional Representation by Disability Category Transition (Post‐Secondary & Preschool) Post‐School Outcomes Audits Timely Correction Timely Reporting Annual & Tri IEP Timelines Child Find
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6767 Green Valley Road Placerville, CA 95667 Phone (530) 295-2462 FAX (530) 295-9227
ED MANANSALA, Ed.D., County Superintendent of SchoolsDAVID M. TOSTON, Associate Superintendent
What Can We Do NOW to Prepare? As we embark upon the 2016‐2017 school year, the first step you can take is to examine your data ‐ SSID #s Demographic Information (Gender, Age, Ethnicity, Race) Contact Information Misspellings Multiple Entries District of Residence, District of Services, and County IEP Dates Ensure that the parent participation box is checked on all IEPS (signature page in the
IEP)
Why look at the small things? Eliminating minor input errors can drastically impact your performance indicator results and keep you OUT of compliance monitoring.
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CASEMIS and CALPADS Alignment
1. The CDE will be examining the demographic data integrity between your CALPADS data and your CASEMIS data: o Race o Ethnicity o Gender o Age o Grade o Identifiable Information o Discipline and Interim Alternative Education Setting (CALPADS Reports 7.3, 7.4, 7.8, and
7.9)
2. The focus will be 95% accuracy between submitted and certified CALPADS data and CASEMIS data.
3. The CDE will continue its focus on special education students placed in an Interim Alternative Education Setting (IAES) – CALPADS Reports 7.3, 7.4, 7.8, and 7.9).
4. The SELPA must certify your CALPADS discipline data for the 2016-2017 school year.
5. Your LEA certified CALPADS data must be sent to the SELPA (CALPADS Discipline report #s 7.3, 7.4, 7.8, and 7.9 and certification page) no later than July 1, 2017.
6. The SELPA will continue to certify your LEA’s CALPADS discipline data until the 2019-2020 school year.
7. Please begin the process of creating internal procedures and processes that foster consistent communication between your SEIS District Level User and your CALPADS personnel or provider to ensure data integrity between the CALPADS and CASEMIS systems.
ED MANANSALA, Ed.D., County Superintendent of SchoolsDAVID M. TOSTON, Associate Superintendent
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How to be prepared for the December 1 CASEMIS report…
The CASEMIS software will not be released until early November but there are many tasks that can be
performed now to get your district and schools ready for CASEMIS:
1. Manage the “Meeting Alerts” on your SEIS homepage.
If any student record in these alerts are marked in red, then they are considered OVERDUE.
a. 30 Day Alert for Next Annual Meeting: This section highlights all annual IEPs that are either due
within the next 30 days or are overdue.
b. 75 Day Alert for Next Triennial Meeting: This section highlights all triennials that are either due
within the next 75 days or are overdue.
c. Upcoming Initial Evaluations: This section highlights all initial evaluations that are approaching
their 60 day timeline or are overdue.
If there is a student record marked red and you know the IEP
and/or Triennial has been held then there is a clerical error. This will affect CASEMIS.
Please get a hold of your SELPA Program Technician for assistance.
2. Manage the “Shared Searches” in SEIS. From the Black Navigation bar Searches Shared Searches
a. CASEMIS Prep Duplicate Services: This search will show all CASEMIS duplicate services.
During the month prior to CASEMIS, these student records will generate an error code (E211).
i. A service code may only be used once per student. All duplicate services must either be
removed or marked DNR.
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SEIS Suggested Searches DINC Prevention
Trans Reg Fields 1-8 - SPP Indicator 13 This search will show all 8 of the Transition Reg fields for any eligible/previously eligible student who is 16 or older. You can download the results to Excel and filter to find results that are not “Yes”. You can adjust the age if you want to see preparation for younger students or if requirements change. You should NOT be reporting anything in these fields for students outside of the age range. You can filter on each Trans Reg field individually as well.
1. Filter Section: o Age >= 16 o Student Exited = No o Student Eligibility Status = Eligible/Previously Eligible
2. Columns to Show Section: o Trans Reg 1 o Trans Reg 2 o Trans Reg 3 o Trans Reg 4 o Trans Reg 5 o Trans Reg 6 o Trans Reg 7 o Trans Reg 8
Initial Evaluation Timeline Review - SPP Indicator 11 Used to determine Initial Evaluation timelines in excess of 60 days, reason(s) noted for the delay, and outcome of the assessment. You will download this data to Excel and run calculation on the Date of Initial Parent Consent and Date of Initial Evaluation to determine those that are over 60 days. Filter Section:
1. Date of Initial Parent Consent is between whatever timeframe you wish to look at 2. Columns to Show Section:
o Student Eligibility Status o Case Manager o School of Attendance o Date of Initial Parent Consent o Date of Initial Evaluation o Evaluation Delay (Exceeds 60‐day timeline)
ED MANANSALA, Ed.D, County Superintendent of Schools
DAVID M. TOSTON, Associate Superintendent
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Evaluation Delay Searches Eval Delay Code 90 “Other” Without Reason Eval Delay of Code 90 Other without explanation. You will need to sort the results by the EVLDLAY Other Reason field to find the blanks. *Code 90 is to be used only in extreme circumstances, such as Acts of God or Death in a Family.
1. Filter section o Eval Delay (exceeds 60‐day timeline) is in 90 Other (Please note the SELPA Director must list reason
in district summary report) ** NOTE if Pending students show in this search who have had an Initial Eval, the Eligibility Status needs to be addressed ASAP.
2. Columns to Show section: o EVLDLAY Other Reason o Student Eligibility Status o Date of Birth o Case Manager o District of Service o School of Attendance
Evaluation Delay Code 90 “Other” With Reason Eval Delay of Code 90 “Other” and the reason noted which will be submitted to CDE.
1. Filter section o Eval Delay (exceeds 60‐day timeline) is in 90 Other (SELPA must list reason in district summary
report to CDE) ** NOTE if Pending students show in this search who have had an Initial Eval, the Eligibility Status needs to be addressed ASAP.
2. Columns to Show section: o Date of Birth o Student ID (District SIS) o Case Manager o District of Service o School of Attendance o Date of Initial Referral o Date of Initial Parent Consent o Date of Initial Evaluation o Evaluation Delay (exceeds 60‐day timeline) o EVLDLAY Other Reason
Initial Evaluation Beyond 60 Day Time Line without Explanation
1. Filter section o Eval Delay (exceeds 60‐day timeline) is in Blank o Optional: Date of Parent Consent is between Whatever time frame you indicate ** NOTE if Pending
students show in this search who have had an Initial Eval, the Eligibility Status needs to be addressed ASAP
o The home page Upcoming Initial Eval alert will show Pending Students who have a Parent o Consent Date, but do not have an Initial Eval Date.
2. Columns to Show section: o Date of Initial Referral
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o Date of Initial Parent Consent o Date of Initial Evaluation o EVLDLAY Other Reason o Student Eligibility Status o Date of Birth o Case Manager o District of Service o School of Attendance
Third Birthday Delay When comparing dates for Initial Eval and first IEP, remember that infants may be coming from outside your SELPA, serviced by Regional Centers or COEs, so the transition may not be completed recorded in SEIS.
1. Filter Section: o Evaluation Delay (exceeds third birthday timeline) is in 10, 20, 30, 90 o Date of Initial Referral is date you establish (SST meeting, parent request)
2. Columns to Show section: o Date of Birth o Case Manager o School of Attendance o Date of Initial Evaluation o Date of IEP (meeting date of Future IEP forms) o Evaluation Delay (exceeds third birthday timeline) o TBDLAY Other Reason
You may also consider a search for all students whose Age = 3 and showing their IEP Date and Date of Birth in results, You may opt to use Excel to find figure when the 3rd birthday was and then those whose IEP date is after the 3rd birthdate.
