CALPADS Data Guide v7.0 - California Longitudinal Pupil ...
California Longitudinal Pupil Achievement Data System
(CALPADS)
CALPADS Data Guide
A Guide for Program Staff
Version 7.0
09/17/2015
[pic]
California Department of Education
This version supersedes previous versions of this guide.
3.1.6 Special Education
|Introduction |This section describes the types of data that are collected and used to identify and report on special education students. |
|What data must special |Most LEAs maintain student level information about special education students in separate management information systems, and these |
|education staff provide? |systems are generally viewed as the LEA’s authoritative source for special education data. LEAs report data from these systems to their |
| |Special Education Local Plan Areas (SELPAs). SELPAs in turn submit LEA data to the California Special Education Management Information |
|and |System (CASEMIS) maintained by the CDE. CASEMIS maintains detailed information required to meet state and federal reporting requirements|
| |on special education students. |
|Why are students’ special| |
|education statuses |However, a minimal amount of data must be submitted to CALPADS. Specifically, |
|reported to CALPADS when | |
|LEAs report special |Whether a student is a special education student, |
|education data to |The student’s primary disability, and |
|CASEMIS? |The “District of Special Education Accountability” which is the district responsible for ensuring that special education services are |
| |provided to the student. |
| | |
| |This is because: |
| | |
| |State and federal reporting requirements for the general student population requires data to be reported by various subgroups, including|
| |special education; |
| |Registration for the California Assessment of Student Performance and Progress (CAASPP) is based on students’ enrollment and special |
| |education status in CALPADS; and |
| |State accountability rules require special education student data to be attributed to the district of special education accountability. |
| | |
| |Additional discipline data is also required for special education students and reported to CALPADS. The CDE is transitioning to using |
| |CALPADS discipline data to meet federal reporting requirements for special education students. For more information on reporting |
| |discipline data, see the section on Student Discipline in Chapter 2 of this guide. |
Continued on next page
3.1.6 Special Education, Continued
|Special Education student|The following data elements submitted to CALPADS through the Student Program (SPRG) file are used to determine counts of special |
|data elements |education students, and to disaggregate student data to meet federal reporting requirements: |
| | |
| |Field # |
| |Data Element Public Name |
| |Comment |
| | |
| |3.13 |
| |Education Program Code |
| | |
| |Education Program Code 144 – Special Education should be used. |
| | |
| |3.21 |
| |Primary Disability Code |
| |This is required for special education students. |
| | |
| | |
| |3.22 |
| |District of Special Education Accountability |
| |The District of Special Education Accountability (DSEA) for a student with an Individualized Education Program (IEP) is defined to be |
| |either of the following: |
| | |
| |The district of GEOGRAPHIC residence, if any of the following conditions apply: |
| |The student’s parents or guardians reside in the same district in which the student is receiving special education instruction. |
| |The student is placed outside of his/her district of geographic residence through the IEP process. |
| |or: |
| | |
| |A district OTHER THAN the district of geographic residence, if any of the following conditions apply: |
| |The student has a formal inter-district transfer agreement under Education Code 63600. (The DSEA = the county/district code of the |
| |district to which the student has transferred.) |
| |The student attends a charter school. (The DSEA = the county/district code of the charter authorizer, or the school code of the charter |
| |school if direct-funded.) |
| |The student is a ward of the court and housed in a juvenile court, court/community school, or licensed children’s institution. (The DSEA|
| |= the county/district code of the district or COE serving the student while the student is incarcerated.) |
| |The student is a ward of the court and housed in an adult correctional facility (e.g., a county jail). (The DSEA = the county/district |
| |code of the district that was last responsible for the student’s IEP.) |
| | |
| | |
Continued on next page
3.1.6 Special Education, Continued
|Special Education student|The following data elements are required for special education students and are submitted to CALPADS through the Student Discipline |
|data elements, Continued |(SDIS) file: |
| | |
| |Field # |
| |Data Element Public Name |
| |Comment |
| | |
| |4.19 |
| |Disciplinary Action Authority Code |
| |Per federal requirements: This is required for special education students. See the CALPADS Code Sets, Disciplinary Action Authority. |
| | |
| |4.20 |
| |Incident Disciplinary Action Duration Days |
| |Per federal requirements: This is required for special education students. Note: For expulsions that have been modified (shortened or |
| |suspended), the duration days should represent the count of days from the time the student is expelled to the date the student returns. |
| |For non-modified expulsions, the student often does not return to the school from which they are expelled. In these cases, the duration |
| |days should represent the count of days from the time the student is expelled (which may be the date the student is exited) to the end |
| |of the school year. |
| |See the CALPADS File Specifications for definition. |
| | |
| |4.21 |
| |Student Instructional Support Indicator |
| |Per federal requirements: This is required for special education students. |
| |See the CALPADS File Specifications for definition. |
| | |
| |4.23 |
| |Removal to Interim Alternative Setting Reason Code |
| |Per federal requirements: This is required for special education students. Note the following: |
| |If the student was removed to an interim alternative setting for 45 days or less for drug, weapon, or violence-related offenses, LEAs |
| |should indicate the reason for the student’s removal, or should indicate “no removal” if no removal: |
| |Removal by Hearing Officer |
| |Removal by School Personnel |
| |No Removal |
| | |
Continued on next page
3.1.6 Special Education, Continued
|What reports must LEAs |There are no “special education reports;” however, students’ special education statuses are used to disaggregate various information, |
|certify and when? |such as student enrollment, and graduate and dropout counts, when data are reported to the federal government. In addition, the |
| |discipline related data elements required for special education students will be used when reporting discipline data to the federal |
| |government (see “Are the discipline data elements required for special education students used in federal reporting?” further in this |
| |section). |
| | |
| |Submis-sion |
| |Census Day** |
| |Official Submission Window*** |
| |Re- |
| |port # |
| |Name of Report |
| | |
| |Fall 1 |
| |Fall |
| |Fall Census Day – |
| |Mid-December |
| |1.1 |
| |Enrollment – Primary Status by Subgroup |
| | |
| |EOY* 3 |
| |None** |
| |Early June – Late July |
| |7.1 |
| |Discipline Incidents – Count by Most Severe |
| | |
| | |
| | |
| | |
| |7.3 |
| |Discipline Actions – Count |
| | |
| | |
| | |
| | |
| |7.4 |
| |Discipline Actions – Count by Offense |
| | |
| |*EOY = End of Year. |
| | |
| |**Fall Census Day is the first Wednesday in October. The EOY submissions do not have a Census Day; data collected reflects activity |
| |throughout the reporting year. |
| | |
| |***Followed by an amendment window. |
| | |
| |Report 1.1 – Enrollment – Primary Status by Subgroup displays an aggregate count of special education students enrolled in the LEA on |
| |Census Day. |
| |Discipline Reports – LEAs may filter on special education students to view only those discipline records for special education students.|
| |These reports do not display a summary of the data elements required for special education students. In order to view these specific |
| |data elements LEAs must view the student level reports listed below. |
| |The 2015–2016 End-of-Year 3 Student Discipline data submission will include the collection of discipline data for special education |
| |students that were previously collected in the California Special Education Management Information System (CASEMIS). This will be the |
| |first time these data will be used to satisfy federal reporting requirements discipline incidents for special education students. |
| |Additional certification reports will be added to the |
| |2015–2016 End-of-Year 3 Student Discipline data submission that will be specific to special education students. |
|What detailed data will |LEAs have access to the following supporting reports that provide the detailed data that make up the certification reports: |
|LEAs have to help them | |
|certify reports? |Report # |
| |Name of Report |
| | |
| |1.2 |
| |Enrollment – Primary Status Student List |
| | |
| |7.5 |
| |Discipline Offenses – Student List |
| | |
Continued on next page
3.1.6 Special Education, Continued
|Are the discipline data |LEAs generally maintain discipline data for special education students in a system separate from the LEA’s student information system |
|elements required for |(SIS), and report data from that system to their Special Education Local Plan Area (SELPA) for submission to the California Special |
|special education |Education Management Information System (CASEMIS) maintained by the CDE. LEAs also report discipline data for all students, including |
|students used in federal |special education students, to CALPADS. Currently the CASEMIS data is used for federal reporting, however, the CDE plans to transition |
|reporting? |to CALPADS data as the source for federal discipline reporting in 2015–2016. |
| | |
| |The business rules for reporting discipline data to CASEMIS and CALPADS are consistent. Therefore, LEAs should work to make the data |
| |reported to these two systems consistent. This requires keeping student information systems updated with special education program |
| |records, as well as discipline data. |
|Who should review special|Most LEAs have a special education director. This person should implement and maintain processes that ensure the LEA’s special education|
|education student data? |student data is consistent in all systems. For example, if the LEA’s authoritative source for special education student data is a system|
| |separate from the LEA’s primary student information system (SIS), then data from the special education system should routinely update |
| |the LEA’s primary SIS. The special education director should then review appropriate CALPADS reports. |
|For more information |For more information about programs related to special student populations, refer to the relevant Web site listed below. |
| | |
| |For information about: |
| |Refer to: |
| | |
| |Special Education |
| |The CDE’s Special Education Web page: |
| | |
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