1. New SELPA Directors November 2016 Presented by Heather DiFede
CASEMIS Overview
New SELPA Directors
November 2016
Presented by Heather DiFede

2. Important Contact Information
CASEMIS Committee
Kurt Leptich, Imperial County SELPA

3. CASEMIS
A data reporting and retrieval system for special education, developed by the CDE, Special Education Division. The system is designed to assist LEAs (SELPAs, COE, and school districts) to submit student level data to the CDE.

4. Importance Data is used for numerous high stakes reports
Annual Performance Report
Data Identified Non-Compliance
Performance Indicator Review
Compliance Determination-3 Year
Disproportionality
Significant Disproportionality

6. Indicators used in the QAP

7. CASEMIS Table A: Student Data Table B: Services Data
Table C: Discipline Data
Table D: Post-School Outcomes Data
Table E: DRDP

8. CASEMIS December 1, 2016-One Day Pupil Count Table A: Student Data
Table B: Services Data
Table E: DRDP
June 30, 2017-All students throughout the year
Table D: Post-School Outcomes Data
August 11, 2017 Discipline

9. Fall DRDP
FALL:
To be included in the fall assessment, children must begin services (Part C or B) before October 1
Assessment window open now
Consider a SELPA “closing” date prior to due date
By February 2, 2017 data is reported to CDE

10. December CASEMIS Timelines
December 2016 submission dates: January 8, 2016
Count Date: December 1, 2016
CASEMIS Report due to CDE: January 8, 2017*
Certification Report to CDE: January 8, 2017*
Anomaly Report to CDE: January 8, 2017*
Final Unduplicated report Due: February 12, 2017*
Revisions to the data are no longer allowed. SELPAs need to review their data thoroughly prior to submission.
*These are Sundays, the date may change

11. Unduplication This occurs with the December submission only
Be on the look out for the list of “duplicated” students reported in multiple districts
Work with the other SELPA to determine who should report
Submit to CDE, the “kept list”
Submit new files with updated students

12. Spring DRDP
SPRING:
To be included in the Spring assessment, children must begin services (Part C or B) before March 1
Assessment window open April until June
Set a SELPA due date prior to teachers leaving, so you have time to correct before they are gone for the summer
Must be submitted to CDE July 1, 2017

13. June CASEMIS Timelines
Count Date: Any students throughout school year
June 2017 submission dates: August 14, 2017**
CASEMIS Report due to CDE: August 14, 2017
Certification Report to CDE: August 14, 2017
Anomaly Report to CDE: August 14, 2017
Discipline Certification due August 11, 2017
** There was discussion at CASEMIS trainings that the dates would align between CASEMIS submissions and CALPADS certification.

14. Errors, Warnings, & Non-Compliance
Data cannot be submitted with “Errors”
Data can be submitted with Warnings
Data can be considered to pass CASEMIS validations (meaning 0 errors and 0 warnings) but is NON-COMPLIANT (Tran_Reg8=No, passes CASEMIS, but is non-compliant)

15. What is submitted?
Submit required data in Tables in acceptable format through secure portal
Anomaly Report (Use template)
Other Delay Explanations (Use template)
Certification Report
Prefer to have it uploaded through Portal
Fax, , or mail to CDE

16. Anomaly Report
A comparison is made of prior year statistics with current reporting year’s statistics.
Any anomalies identified by the CASEMIS software are circled in the report. An anomaly is a shift in the population from prior year.
In order for SELPAs to be compliant, these explanations must be received by CDE with the data file and signed certification page.
Anomalies are explained at SELPA and District level.

17. Anomaly Report Calculating Anomalies
The ED, OSEP and the Office of the Inspector General (OIG) require that states provide explanations of data anomalies by category, if changes are significant. In the CDE effort to provide accurate and quality data and timely response to the OSEP and OIG, CASEMIS software automatically generates reports showing year-to-year comparison of data for districts and SELPAs as a part of the verification process. These reports are designed to assist SELPA directors and staff in identifying potential data anomalies from last year to the current year before sending the data to the CDE. Potential data discrepancies or anomalies are encircled on these 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.
        Calculated by comparison with prior year. Must have at least 20 in at least one of the years for comparison
                Test 1: ( )/2006*100>=100 percent
                Test 2: ( )/2007*100>=100 percent
                Test 3: | |>=50

19. Anomaly Report Some reasons for Anomalies: Look diagonally
“Bubble” populations, give specific details of the bubble-don’t just say “due to a bubble”
Opening or closure of a school or program
Don’t forget impact of Charter enrollment
Group Homes
Look to patterns in general education
Small populations can be affected by change of one or two students

20. Sample Anomaly Statements
Although the number of identified second graders in the district have gone up by 20, this is due to the increase in general education enrollment of second graders across the district by 175.
The number of students identified with

21. Certification Page
A properly signed Certification Report page must accompany data files
By signing off on this Certification page you are verifying all of the data is complete and accurate
In a multi-district SELPA, it is a good practice to require each LEA Director to sign a Certification page for their district's student data.
Examine the data on this page closely! Does it make sense?

25. CASEMIS Technical Assistance Guide (TAG)
Revised before each CASEMIS submission.
Available at:
Includes:
Database structure
CASEMIS Software
Reporting Requirements

26. Know Your Local Contacts
Identify who is responsible for CASEMIS in each of your districts
Don’t forget your charters!
Identify who is responsible for consolidating the data SELPA-wide
Consider meeting with district contacts for CASEMIS on a regular basis
Encourage districts to communicate with general education data counterparts.

27. Review Data Early & Often
Have districts run monthly reports on data that CASEMIS is collecting.
Review the data to ensure it makes sense.
If student is in RTC, check Federal Settings code is residential , and that there is an RTC service on the IEP
If student has a Plan Type of ISP, make sure School Type is not a public school
If student is EL, make sure their Native Language is not English.

31. Use Annual Service Report
This report within the software was left over from when our ASP was generated from services actually provided
BUT! Still has value!
Look at the services do they make sense for that site?
Think of:
Infant services
Day Treatment
Residential
Do those locations make sense with those services?

32. Study Up!
Run the Annual Service Plan reports within CASEMIS software this data helps create your ASP
Examine “900-Other” service codes. Those services coded as 900 should match those from your Annual Service Plan.
Monitor s from
Important to check what the status of your submission is-make sure it is accurate
Keep abreast of changes in CASEMIS codes
Use data to calculate SELPA-wide average of SLP caseloads
Participate in CASEMIS trainings
When in doubt refer to CASEMIS TAG

33. Check for Accuracy & Consistency
Check District of Residence carefully. Many compliance reports are now tied to this field.
Collaborate with those responsible for data collection for general education.
Match general and special education data.
Compare data to other sources (Graduation data)

34. Infants
Check for Plan Type 15 for those over age 3, should be Plan Type 10 (This was an error but now will only be a warning, but missing this is noncompliance!)
Check Initial Eval date is not the Infant Initial Eval Date
Export Initial Eval dates compare to Third Birthday. Review any that are after Third Birthday and determine if delay code is needed.

35. Sample Schedule of Data Review

36. Sample Searches

37. Monitor Progress Nightly

38. Compare Data from Prior Submissions

39. Questions?
Thank you!