WEBVTT 1 00:00:33.360 --> 00:00:34.470 Brandi: Good afternoon, everybody. 2 00:00:42.420 --> 00:00:44.340 Brandi: We'll get started here shortly. 3 00:00:48.000 --> 00:00:54.360 Shiyloh Duncan-Becerril: So i'm just, we're letting everyone come in there's about 500 participants so it's going to take a minute for everybody to get in. 4 00:00:56.520 --> 00:01:01.320 Brandi: And yes, I'm getting ready to paste the link to the slides in the chat. 5 00:01:02.370 --> 00:01:04.170 Brandi: So we'll give it just a second for more people to come in. 6 00:01:04.200 --> 00:01:05.970 Shiyloh Duncan-Becerril: Yeah, let everyone get in. 7 00:01:06.030 --> 00:01:11.100 Shiyloh Duncan-Becerril: Because, then people come in and can't see the chat, and we will have to do it a couple times. 8 00:01:14.640 --> 00:01:20.250 Brandi: I know right, believe it or not, I do actually still have a voice which is weird. 9 00:01:34.950 --> 00:01:36.120 Brandi: Good afternoon. 10 00:01:39.420 --> 00:01:43.560 Brandi: And we will be posting the link to the slides shortly. We're just waiting for more people to join. 11 00:02:03.000 --> 00:02:06.840 Brandi: Pam, no, I don't actually. Just this week, apparently, I do. 12 00:02:09.030 --> 00:02:10.650 Brandi: She asked "Do you do every CALPADS webinar?" So... 13 00:02:11.820 --> 00:02:12.540 Brandi: it's her life. 14 00:02:12.570 --> 00:02:14.850 Shiyloh Duncan-Becerril: She is CALPADS. 15 00:02:14.850 --> 00:02:15.420 Nate Holmes: The face of CALPADS. 16 00:02:15.480 --> 00:02:18.810 Shiyloh Duncan-Becerril: CALPADS queen, as others call her. 17 00:02:19.080 --> 00:02:21.690 Brandi: Poor CALPADS. CALPADS is getting old. 18 00:02:25.350 --> 00:02:27.030 Shiyloh Duncan-Becerril: Could be 11 right. 19 00:02:29.700 --> 00:02:31.920 Brandi: Well, on the outside, maybe. 20 00:02:32.910 --> 00:02:33.630 Shiyloh Duncan-Becerril: 12 maybe. 21 00:02:34.260 --> 00:02:39.570 Brandi: Or maybe, maybe good on the inside, looking pretty raggedy on the outside right now. 22 00:02:40.020 --> 00:02:42.840 Shiyloh Duncan-Becerril: Just like everyone's agreeing with me that you're the Queen of calpads. 23 00:02:44.610 --> 00:02:45.690 Brandi: ever get to wear my ground. 24 00:02:51.810 --> 00:02:54.810 Brandi: I didn't, I did not do a webinar today, but I did 25 00:02:56.040 --> 00:02:58.230 Brandi: 10 hours of webinars over the last two days. 26 00:02:59.400 --> 00:03:00.960 Brandi: And my voice is a little tired. 27 00:03:02.370 --> 00:03:21.720 Brandi: Okay, so we're at about 218 people. I'm just going to go ahead and start pasting the link to the meeting material in the chat. I just pasted it at the 2:03 time stamp, and I will paste it several more times so you can download the PowerPoint and the meeting materials. 28 00:03:24.000 --> 00:03:28.110 Brandi: yeah no I was at 10 webinars. it was five webinars that were two hours long. 29 00:03:31.080 --> 00:03:33.900 Brandi: And then Q&A afterwards, which was very fun. 30 00:03:48.390 --> 00:03:54.390 Brandi: So, and also, if you are from an NPS school, specifically, if you could... 31 00:03:57.510 --> 00:04:03.180 Brandi: type your name and NPS school in the chat box, that would be really, really helpful. 32 00:04:08.430 --> 00:04:12.180 Shiyloh Duncan-Becerril: Somebody said they were going to retire when he leaves ready. 33 00:04:14.430 --> 00:04:21.360 Brandi: Well lucky for you, I don't get to retire for another 12 years, so you guys stick around for me. 34 00:04:28.800 --> 00:04:36.600 Brandi: Welcome everybody from NPS schools. I know there are lots of districts on here and they're happy to see that you're here. 35 00:04:43.650 --> 00:04:47.700 Brandi: umm, you can't access the link, the CDE link, the box link. 36 00:04:48.930 --> 00:04:54.600 Brandi: Is it I would try a different browser for those of you that are having issues with that link. It should be working on the team. 37 00:05:05.820 --> 00:05:08.220 Brandi: yeah it came up for me. 38 00:05:08.430 --> 00:05:09.510 Nate Holmes: It works for me as well. 39 00:05:10.470 --> 00:05:15.060 Brandi: Yeah, so I would just try a different browser. that link works in chrome it works in edge. 40 00:05:17.790 --> 00:05:34.800 Brandi: Okay perfect i'm typing in a few more times. I am, for those of you that are just joining we're about 250 people holding steady. I am typing in the link to the meeting material in the chat box, so please feel free to... 41 00:05:48.570 --> 00:05:50.700 Brandi: Shiyloh, you just let me know when you're ready to get started. 42 00:05:53.880 --> 00:05:57.990 Shiyloh Duncan-Becerril: Um yeah I mean we're 15 minutes till six I think we've got to get started. 43 00:06:00.000 --> 00:06:00.360 Shiyloh Duncan-Becerril: We are 44 00:06:00.480 --> 00:06:02.010 Shiyloh Duncan-Becerril: Recording so. 45 00:06:03.870 --> 00:06:04.200 perfect. 46 00:06:05.490 --> 00:06:18.660 Brandi: Okay well welcome everybody, this is a webinar specifically targeted at data required from non public non-sectarian schools to be provided to the districts, who students, they serve. 47 00:06:19.110 --> 00:06:24.930 Brandi: And we're going to go over the incident data submission, or what was previously called the student discipline data submission um.. 48 00:06:25.980 --> 00:06:39.960 Brandi: The meeting materials that I'm referencing today and that we're going to be talking about today, there are links to it obviously in the PowerPoint and you can download the PowerPoint along with those associated document at that CD box link that I just. 49 00:06:41.010 --> 00:06:45.450 Brandi: Put in at the 2:06 timestamp and we'll just go ahead and put it in one more time. 50 00:06:47.100 --> 00:06:50.700 Brandi: Our presenters today i'm going to let them introduce themselves so Shiyloh, let's start with you. 51 00:06:52.800 --> 00:06:59.760 Shiyloh Duncan-Becerril: Good afternoon, everyone, my name is shiloh Duncan best real I am the associate director for special education here at the California department of education. 52 00:07:00.240 --> 00:07:09.450 Shiyloh Duncan-Becerril: But many of you know me and my prior role which I was the data administrator for special education and worked very closely with Brandi as we migrated 53 00:07:09.870 --> 00:07:22.020 Shiyloh Duncan-Becerril: the special education data into CALPADS over a period I think of like five years um, and so I wanted us to sort of come back again today to talk a bit more about this data. 54 00:07:22.680 --> 00:07:32.340 Shiyloh Duncan-Becerril: And sort of what we've seen in the last couple submissions and then kind of re ground us in the requirements, so thank you so much for joining faces here to Pam. 55 00:07:33.180 --> 00:07:38.820 Nate Holmes: Well Hello everyone i'm Nate Holmes, I'm the client services representative with CSIS. 56 00:07:39.270 --> 00:07:50.550 Nate Holmes: i'm a trainer so i've had the pleasure of tagging along behind Brandy and Shiyloh as we transition from CALPADS and when we previously did this iteration of the MPs training so. 57 00:07:51.120 --> 00:08:01.530 Nate Holmes: For all the familiar names I see in the chat box Hello again and those unfamiliar names, I look forward to establishing communications with you, so I look forward to today's training. 58 00:08:03.780 --> 00:08:08.970 Brandi: And for those of you that do not know me, my name is Brandy, howdy, to you I work in the education data management. 59 00:08:09.630 --> 00:08:18.420 Brandi: Specifically, I work on CALPADS project and have been doing that for about the last 15 years, so thank you all for attending today. 60 00:08:18.930 --> 00:08:31.710 Brandi: We look forward to sharing lots of really good information with you, if you do have questions, I would ask that you put your questions into the Q & A box, rather than the chat. 61 00:08:32.400 --> 00:08:40.650 Brandi: Reserve the chat for conversations with your colleagues, or, if you want to make general comments, but if you have specific questions that you will put them in the Q & A. 62 00:08:41.070 --> 00:08:54.210 Brandi: it'll make it'll make things a lot easier. so reserve the Q & A for solely questions about the content we're talking about here today, and then use the chat for conversations with your colleagues and just general comments so. 63 00:08:55.410 --> 00:09:02.370 Brandi: That will make things move a lot smoother So if you do have questions about any of the content content, please feel free to 64 00:09:03.780 --> 00:09:05.940 Brandi: drop it there. Okay. Shiyloh, take it away. 65 00:09:08.370 --> 00:09:12.270 Shiyloh Duncan-Becerril: So i'm the purpose of um 66 00:09:13.410 --> 00:09:22.260 Shiyloh Duncan-Becerril: So, as you know about the sound what feels like feels like we've been home forever, but I believe it was three short years ago. 67 00:09:22.920 --> 00:09:23.160 Shiyloh Duncan-Becerril: that a 68 00:09:23.220 --> 00:09:35.040 Shiyloh Duncan-Becerril: law passed called at 2627 which made significant changes to education code for 49005 and that education code really identified 69 00:09:36.600 --> 00:09:46.980 Shiyloh Duncan-Becerril: restraint and seclusion data as a particular data set of data of interest and it required LEAs to collect that data and submit it to the CDE. 70 00:09:47.670 --> 00:09:58.050 Shiyloh Duncan-Becerril: And so we worked with a broad stakeholder group to identify the best manner in which to collect this data, and now we are collecting the data through CALPADS and so 71 00:09:58.650 --> 00:10:05.070 Shiyloh Duncan-Becerril: we really wanted to, the purpose of this training today and what we want to do with this data is to really identify 72 00:10:05.310 --> 00:10:12.360 Shiyloh Duncan-Becerril: how you can best submit this data, because we will use this data for both public reporting and we will use this data for 73 00:10:12.660 --> 00:10:23.220 Shiyloh Duncan-Becerril: monitoring. So it's important that we have a really good perspective on what the data looks like and what we need, and that it's very high quality data, and so we want to provide this training to. 74 00:10:23.220 --> 00:10:27.180 Shiyloh Duncan-Becerril: support both LEAs and non public schools in 75 00:10:29.580 --> 00:10:31.200 Shiyloh Duncan-Becerril: submitting this data accurately. 76 00:10:32.250 --> 00:10:39.780 Shiyloh Duncan-Becerril: So the, obviously there's requirements associated with this as part of the every student succeeds act requirements. 77 00:10:40.320 --> 00:10:52.140 Shiyloh Duncan-Becerril: This identifies instances where we have problems at schools that we want to address, it also allows us to look at suspension expulsion and also incident counts underneath our IDA. 78 00:10:52.140 --> 00:11:00.030 Shiyloh Duncan-Becerril: responsibilities, it is going to be part of our monitoring responsibilities which isn't it a requirement and it fulfills the requirements under. 79 00:11:01.350 --> 00:11:07.590 Shiyloh Duncan-Becerril: Which is codified in education code for 49005. So next slide please. 80 00:11:11.130 --> 00:11:11.730 Shiyloh Duncan-Becerril: So. 81 00:11:13.440 --> 00:11:25.860 Shiyloh Duncan-Becerril: Students involved in incidents involving violations of education code sections 49005,48900 and 48915, even if they did not result in suspension expulsion. 82 00:11:26.820 --> 00:11:40.560 Shiyloh Duncan-Becerril: We also want incidences of restraint and seclusion, even if they were not in violation of education code sections, so we want violations of education sex education code, but we also want restraint and seclusion, even if they were not. 83 00:11:40.560 --> 00:11:41.310 Shiyloh Duncan-Becerril: Part of 84 00:11:42.330 --> 00:11:51.990 Shiyloh Duncan-Becerril: The violations of education code, so you can refer to 49005, i've been talking a little bit before that, and we also have a flash that we've done 85 00:11:52.770 --> 00:12:07.230 Shiyloh Duncan-Becerril: while ago. I know we're up to many higher flash numbers on this, but this flash 159 for summary of how we restructured the discipline file to account for the changes to 49005, so it is, 86 00:12:07.500 --> 00:12:08.190 Brandi: that's kind of where 87 00:12:08.250 --> 00:12:09.450 Shiyloh Duncan-Becerril: We would begin to look at. 88 00:12:11.100 --> 00:12:15.420 Shiyloh Duncan-Becerril: And next slide please. So let's talk about the data we have received so. 89 00:12:15.420 --> 00:12:16.740 Shiyloh Duncan-Becerril: We started to collect this data in 2019/2020 90 00:12:19.050 --> 00:12:20.640 Shiyloh Duncan-Becerril: And we had um, 91 00:12:22.170 --> 00:12:43.080 Shiyloh Duncan-Becerril: And we've collected in 2021 now we do recognize that the entire world changed in the spring of 2020 and that many, many school districts were still not an in person just instruction in 2020 and 2021, and so this data has been. 92 00:12:44.250 --> 00:12:46.590 Shiyloh Duncan-Becerril: inconsistent to say. 93 00:12:46.740 --> 00:12:48.120 Shiyloh Duncan-Becerril: And that's not any faults 94 00:12:48.120 --> 00:12:59.640 Shiyloh Duncan-Becerril: to any individual person or LEAs. it's just because this data is complicated to collect but it's also been it's also very difficult to collect in any sort of remote setting, not impossible. 95 00:13:00.150 --> 00:13:06.120 Shiyloh Duncan-Becerril: it's just part of what happened in the world, but we do want to sort of reset and read and understand a little bit more. 96 00:13:06.540 --> 00:13:21.060 Shiyloh Duncan-Becerril: So let's talk about the data we did see so in 2019, 2020 we would have had an almost full year of the year so remember schools, for the most part, closed in March 17 of 2020 and most. 97 00:13:21.840 --> 00:13:36.810 Shiyloh Duncan-Becerril: Students move to distance learning, and so we would have had from July one all the way up until that time, we would have had incidences and there may have been incidences that occurred in non public schools that stayed open or state accessible to students so. 98 00:13:37.980 --> 00:13:50.340 Shiyloh Duncan-Becerril: You see, we had about 8000 records reported during that year, the number of LEAs reported were 313 however 1631 LEAs that includes our charter LEAs 99 00:13:50.760 --> 00:14:00.120 Shiyloh Duncan-Becerril: did not report any incidences. Now Similarly, as we can expect not to report any incidences, but this is a very high number of LEAs reporting no incidences at all. 100 00:14:00.390 --> 00:14:13.770 Shiyloh Duncan-Becerril: So that indicates to us that there may not be a process in place for collecting this data and reporting it correctly. So we just want to make sure that we have that in place. you can see that's mirrored in our 2021 data 101 00:14:14.970 --> 00:14:19.440 Shiyloh Duncan-Becerril: So in 2020,2021, a lot of 20s. 102 00:14:21.990 --> 00:14:28.860 Shiyloh Duncan-Becerril: Most districts were still in distance learning for a good portion of the year, for some of my son school didn't go back I think,until March 103 00:14:30.030 --> 00:14:33.450 Shiyloh Duncan-Becerril: of that year, and so obviously we would expect 104 00:14:33.450 --> 00:14:41.820 Shiyloh Duncan-Becerril: the skewer incidences to occur because students were not in physically in school, and so we still had incidents with her about 2300. 105 00:14:43.080 --> 00:14:49.800 Shiyloh Duncan-Becerril: Only 173 LEAs reported any incidences at all, and so 1700 reported no incidences at all. 106 00:14:50.220 --> 00:15:06.060 Shiyloh Duncan-Becerril: So again, we do want to see all LEAs to have a process in place, even if they do not submit because they did not have any occur, but there is a process in place. This data indicates to us that there was no process potentially in place in many LEAs for reporting. 107 00:15:07.230 --> 00:15:09.900 Shiyloh Duncan-Becerril: See, of incidences of restraint reported, you can see there 108 00:15:09.900 --> 00:15:11.040 Shiyloh Duncan-Becerril: about 7500. 109 00:15:11.100 --> 00:15:28.560 Shiyloh Duncan-Becerril: Almost 70 520 1920 about, 2020 21 most of them are physical restraints, which is what we would expect to see and then instances of seclusion about 800 in 1920 and then 202 in 2021. 110 00:15:29.190 --> 00:15:43.200 Shiyloh Duncan-Becerril: So sort of an indication of the data that we are seeing we just, I think we're not seeing the numbers in from LEAs that we would expect to see based on the size of an L e a. So if you have an LEA that has 111 00:15:43.530 --> 00:15:44.070 say. 112 00:15:45.540 --> 00:16:00.450 Shiyloh Duncan-Becerril: 30,000 students, we would expect to see it and potentially even one incident and we did have a number of LEAs of that size, who had no expenses at all. so it's a very good timely point to be making this presentation and to be giving you all this information. 113 00:16:01.650 --> 00:16:02.070 Shiyloh Duncan-Becerril: So. 114 00:16:03.120 --> 00:16:09.570 Brandi: there's a question that is, do we have a do you have an idea of how many of these are NPs? 115 00:16:10.110 --> 00:16:11.040 Shiyloh Duncan-Becerril: We had not 116 00:16:11.190 --> 00:16:11.730 Brandi: decided yet. 117 00:16:12.480 --> 00:16:18.000 Shiyloh Duncan-Becerril: We don't have it broken down by NPs, but we do know it is a relatively high number it's usually between 118 00:16:18.570 --> 00:16:28.650 Shiyloh Duncan-Becerril: 30 and 40% of incidences that occur going to happen in school so but we're i'm happy to look at that data a little bit closer and provide the information. 119 00:16:29.280 --> 00:16:35.130 Shiyloh Duncan-Becerril: Because our non public schools tend tend to be more restrictive environments and they have students who have more behavior problems 120 00:16:35.580 --> 00:16:42.780 Shiyloh Duncan-Becerril: They will tend to have more a higher percentage of you will of students who experienced restraint and seclusion that doesn't mean that 121 00:16:43.140 --> 00:16:50.910 Shiyloh Duncan-Becerril: the number one school did anything wrong. It's just that's something we want to be able to see and monitor and if the data is not being reported it's harder for us to see. 122 00:16:54.450 --> 00:16:54.870 OK. 123 00:16:57.150 --> 00:16:58.470 Brandi: OK so. 124 00:16:59.310 --> 00:17:01.680 Brandi: What are our expectations so. 125 00:17:02.220 --> 00:17:21.330 Brandi: The incident data collected, as part of the CALPADS and of year three submission and all of these data are currently stored in an lea's local student information system. after NPs schools you actually have your own student information systems. 126 00:17:22.350 --> 00:17:33.060 Brandi: But the intent is that NPS schools are going to provide LEAs the data that they would need to input this into their student information system. 127 00:17:33.540 --> 00:17:47.220 Brandi: So our end of your submission is capturing data on incidents that occur with, whose occurrence dates are between July 1 of the academic year through June 30 of the academic year. 128 00:17:48.090 --> 00:17:56.640 Brandi: And again NPs is, we know that you track these separately within your own student information systems that what is important is that 129 00:17:58.410 --> 00:18:03.210 Brandi: at some point or somewhere within that student information system or in 130 00:18:04.080 --> 00:18:19.230 Brandi: A separate repository you need to be able to track all of the data that is necessary for state reporting for incidents for students at NPS schools that have been referred by California school districts, and that is an IDEA requirement. 131 00:18:22.500 --> 00:18:33.180 Brandi: And the other thing is, you have to have policies and procedures in place to make sure that you are capturing incidents of restraint and seclusion. 132 00:18:33.570 --> 00:18:43.440 Brandi: So, for those of you in the student information system realm in LEAs, most of you know these as behavioral emergency report. And a lot of the information 133 00:18:43.830 --> 00:18:50.490 Brandi: that you need to report restraint and seclusion is captured in a behavioral emergency report, it may be similar 134 00:18:50.850 --> 00:19:00.630 Brandi: at NPs schools, but you have to have clear documentation as to what constitutes restraints physical and mechanical. What constitutes 135 00:19:01.050 --> 00:19:12.210 Brandi: seclusion. And remember that we're not just capturing this information for students with disabilities we're actually capturing it for all students general ED students, as well as 136 00:19:12.900 --> 00:19:28.890 Brandi: students with disabilities so it's important that staff at NPS school, as well as staff in LEAs are trained to identify a document and report these data to the state. CALPADS administrators 137 00:19:30.300 --> 00:19:31.350 Brandi: and those of you that are 138 00:19:32.460 --> 00:19:38.730 Brandi: data coordinators at CALPADS, it's not your responsibility to determine what records or which 139 00:19:39.900 --> 00:19:51.150 Brandi: incidents constitute or incident results constitute restraint physical restraints and mechanical or seclusion. Right? That's actually up to an administrator. So 140 00:19:52.410 --> 00:19:53.040 Brandi: just be aware. 141 00:19:54.330 --> 00:19:55.680 Brandi: Ok, take it away Nate. 142 00:19:59.700 --> 00:20:04.980 Nate Holmes: About those talking muted so we're going to discuss some terminology, and the reason for this is 143 00:20:05.940 --> 00:20:13.680 Nate Holmes: what you may describe are using practice is going to be different from what's needed in CALPADS in terms of data collection and reporting and so 144 00:20:14.670 --> 00:20:27.570 Nate Holmes: when we restart or report an incident we're describing the event and that incident for reporting purposes is a behavioral emergency or the result of student offense 145 00:20:28.890 --> 00:20:33.150 Nate Holmes: that results in physical or mechanic restraints secclusion or 146 00:20:34.410 --> 00:20:51.600 Nate Holmes: The recording and the result of offenses committed. And so incident result is the outcome and we've changed the name from discipline to incident incident result because not all outcomes are punitive not all outcomes are result of a disciplinary measure 147 00:20:51.930 --> 00:20:53.850 Nate Holmes: in the case of behavior emergencies of 148 00:20:53.850 --> 00:21:07.230 Nate Holmes: course. And and you know restorative justice or alternate discipline measures aren't the traditional outcomes or disciplinary outcomes. And then of course the statutory offense. 149 00:21:07.800 --> 00:21:21.720 Nate Holmes: These are student violations that are outlining ED code sections 48900 and 48915, and 48900 in particular identifies the offences in which students can be suspended and 150 00:21:23.850 --> 00:21:28.650 Nate Holmes: 48915 describes those in which a student may be expelled. And then seclusion.. 151 00:21:29.610 --> 00:21:41.250 Nate Holmes: I found this one to be a little bit personal and the definition of course is the involuntary confinement of the pupil alone in the room, or area in which the people is physically prevented, and I see that there was a 152 00:21:42.420 --> 00:21:44.400 Nate Holmes: question about this in the Q & A. 153 00:21:45.660 --> 00:21:54.750 Nate Holmes: it refers to a restraint and seclusion. The reason why I find this personal is, I was in eighth grade, and I was removed because I talked a lot and 154 00:21:55.440 --> 00:22:06.810 Nate Holmes: you know I wasn't exactly secluded because there was no physical, there was nothing physically preventing me from my seclusion of my isolation from the students. So it's, it's important 155 00:22:07.260 --> 00:22:11.100 Nate Holmes: I think Shiyloh showed you this, the way the statistics were reported that 156 00:22:11.670 --> 00:22:20.220 Nate Holmes: this is, you know the definitions are clearly defined locally, so that you know what your reporting, reporting accurately. And then behavior restraint. 157 00:22:20.580 --> 00:22:28.590 Nate Holmes: You have two types: mechanical and physical restraint. Mechanical being the use of the device or equipment to restrict a student's movement or freedom of movement. 158 00:22:29.040 --> 00:22:34.290 Nate Holmes: And then physical restraint is the personal restriction that immobilizes, that reduces the ability of students to move 159 00:22:35.460 --> 00:22:40.380 Nate Holmes: his torso, arms, legs and head freely. And there's exceptions to this. 160 00:22:41.700 --> 00:22:44.760 Nate Holmes: If a student is being removed by 161 00:22:45.960 --> 00:23:01.620 Nate Holmes: the authorities being the police, at some point handcuffing the student wouldn't be physical restraint in in that definition, so you do need to research a broader definition and that's why we give you the ED code, so that you can get you know the law. So, 162 00:23:03.180 --> 00:23:11.850 Nate Holmes: you know, you want to make sure that your student policies and procedures fall in line with ED code and you're familiar with these this terminology. 163 00:23:12.900 --> 00:23:13.350 Nate Holmes: Next slide. 164 00:23:14.760 --> 00:23:30.000 Brandi: So can I before you go on Nate, Shiyloh, are there any districts out there, that that you feel would be representative of having good policies and procedures in place? I know, at some point, somebody pointed out Clovis. 165 00:23:30.000 --> 00:23:36.780 Shiyloh Duncan-Becerril: I got one, I think. There are a few that have done it. I can go and find and see if we have identified them. 166 00:23:38.160 --> 00:23:45.780 Shiyloh Duncan-Becerril: These and I, and I saw the question about like these are so vague, it's really difficult and and we, we understand that and, and 167 00:23:46.890 --> 00:23:47.460 Shiyloh Duncan-Becerril: I think 168 00:23:48.780 --> 00:23:59.130 Shiyloh Duncan-Becerril: where we've tried to be as you know, as clarifying as we possibly can, without reinterpreting the legislation and that kind of work. It's a little bit complicated 169 00:24:00.390 --> 00:24:10.350 Shiyloh Duncan-Becerril: so I would say that is one area we, we understand that, we hear you, we have not been able to kind of get into a very detailed description yet. 170 00:24:11.100 --> 00:24:17.910 Shiyloh Duncan-Becerril: We may get there at some point soon, but we're not there at this time, what I will say is 171 00:24:18.420 --> 00:24:30.150 Shiyloh Duncan-Becerril: we can look to other LEAs and I can definitely have the discussion with our special education plan areas to determine if there might be some best practices that exists out there. Clovis is one that we do typically point to 172 00:24:30.840 --> 00:24:43.650 Shiyloh Duncan-Becerril: because they brought together a really interdisciplinary state educational partner group to flush out these definitions and to provide district wide training to all of their 173 00:24:43.650 --> 00:24:44.730 Shiyloh Duncan-Becerril: staff on this. So 174 00:24:46.680 --> 00:24:47.940 Shiyloh Duncan-Becerril: we'll continue to look at that. 175 00:24:49.260 --> 00:24:50.580 Shiyloh Duncan-Becerril: I will definitely share the joy. 176 00:24:53.430 --> 00:25:00.720 Nate Holmes: Alright, so in terms of reporting incidents in areas and those of you represented the NPS schools, this is what 177 00:25:01.410 --> 00:25:10.710 Nate Holmes: your school districts for county offices and charter schools have to collect information for. All the different types of scenarios and of course this can't represent everyone. 178 00:25:11.310 --> 00:25:21.540 Nate Holmes: So it starts with the incident that big red bubble in the middle and there's different elements. So each incident is going to have a student. That student was involved in the event. 179 00:25:22.620 --> 00:25:35.850 Nate Holmes: If you have an incident, you have to tell us the result, whether there was suspension, expulsion, the use of restraints, or if the student was secluded, including even if the student received no discipline, right? 180 00:25:36.870 --> 00:25:42.330 Nate Holmes: That is required, so, if you look at scenario one, this is a common example, you have a single student incident. 181 00:25:43.320 --> 00:25:49.440 Nate Holmes: there's a result that's the outcome of the incident and this particular student committed two offenses. 182 00:25:50.040 --> 00:25:55.440 Nate Holmes: Right and so we're not going to go over every scenario, but if you would look at scenario 4 just for contrast, 183 00:25:55.830 --> 00:26:03.870 Nate Holmes: you have two bubbles the purple and the orange bubble, and the red incident bubbles. This is a two student incident and you can see that 184 00:26:04.770 --> 00:26:15.150 Nate Holmes: the purple student has one result and 2 offenses right, to say maybe that student was expelled or suspended, whereas the orange color or yellow colored student 185 00:26:16.350 --> 00:26:24.180 Nate Holmes: has two results. That student may have in school suspension and out of school suspension and so those are two separate results. 186 00:26:24.780 --> 00:26:30.990 Nate Holmes: And a single offence. So there's a great variation in how the data is collected and so that belies the point 187 00:26:31.440 --> 00:26:45.030 Nate Holmes: of you, having accurate way to collect the data, you know what data needs to be collected and there's communication between you know the NPS school and the the LEA representative for the CALPADS coordinator who will be submitting this data. 188 00:26:46.860 --> 00:26:47.970 Nate Holmes: I'm ready for the next one. 189 00:26:49.740 --> 00:26:56.160 Nate Holmes: So this is just another graphic again to kind of organize. We're not going over individual field elements in this slide 190 00:26:56.610 --> 00:27:10.350 Nate Holmes: however, you're going to have key data that you need to relate. And so you know, when you're providing information about a student incident or incident that involves multiple students, the incident date, the incident, 191 00:27:11.670 --> 00:27:18.270 Nate Holmes: an incident ID maybe useful in that it may not be the same ID used when the data submitted to CALPADS. 192 00:27:18.750 --> 00:27:31.140 Nate Holmes: But if you have multiple unrelated incidents at your at your MPS school, how is your campus coordinator going to identify those two separate incidents?, so you want an incident date, some type of identification ID, 193 00:27:31.740 --> 00:27:43.800 Nate Holmes: and then the students involved. if you have local ID numbers in addition to names, or if you have their SSID, that's all important in the the incident. And then you're going to have 194 00:27:44.730 --> 00:27:54.570 Nate Holmes: the incident result: what was the outcome for the student? if there's multiple outcomes, provide a list of all the outcomes per student for each incident, 195 00:27:55.020 --> 00:27:59.820 Nate Holmes: and then the student offense. If there was an offence that 196 00:27:59.910 --> 00:28:03.600 Nate Holmes: was outlined to ECHO sections 48900 or 48915, 197 00:28:03.960 --> 00:28:15.630 Nate Holmes: or the behavioral emergency where there was a restraint and seclusion, you want to provide that information as well, and the important thing, if we go to the next slide I believe. 198 00:28:18.810 --> 00:28:24.960 Nate Holmes: Well, the next two slides - is that this information is coming from three different files. And so that's why 199 00:28:25.680 --> 00:28:34.320 Nate Holmes: we're going to provide you some tools that may help, but you want to be as thorough as possible, because this information is submitted to CALPADS in three different files. 200 00:28:34.890 --> 00:28:47.190 Nate Holmes: It's too much data, too detailed and to varied to submit in a single file, right? And so your CALPADS data coordinators first going to have to identify the students involved in an incident and 201 00:28:48.780 --> 00:29:01.230 Nate Holmes: each student record in that incident has specific student attributes but also attributes that tie all the students to the incident. So that's what we're talking about the incident date an incident ID. 202 00:29:01.800 --> 00:29:07.980 Nate Holmes: And then the next every student involvement in an incident will have a result. There's going to be an outcome. 203 00:29:08.460 --> 00:29:18.180 Nate Holmes: Again, we talked about the different outcomes, or the different possible outcomes, and again that list is varied.. and then you're going to have the offenses for those students who 204 00:29:19.620 --> 00:29:28.410 Nate Holmes: were not involved in the behavior or emergency. Those students that committed ED code violations or a violations that are outlined in 48900 and 48915. 205 00:29:28.890 --> 00:29:39.960 Nate Holmes: So those three files are committed are submitted and described in an incident right? So it's it's going to be a lot of data which Brandy has the pleasure of covering just shortly. 206 00:29:41.520 --> 00:29:43.290 Nate Holmes: and the next one.. 207 00:29:44.820 --> 00:29:58.080 Nate Holmes: And so, this kind of helps you visualize, if you're not the person submitting data to CALPADS, how the record should go in and why it's important to have all the descriptive elements and why we're holding this webinar. 208 00:29:59.460 --> 00:30:02.760 Nate Holmes: First, your students are going to be enrolled at your MPS school and 209 00:30:02.760 --> 00:30:03.570 CALPADS. 210 00:30:04.590 --> 00:30:12.600 Nate Holmes: If you have an incident, you're going to have to establish that incident, whether it's a single student incident or multiple student incident, and then 211 00:30:13.650 --> 00:30:27.150 Nate Holmes: you're always required to have a result for each student in that incident. There has to be a matching record for every student identified in the incident file. There's going to be a student results file that's the search at the bottom. And then again, 212 00:30:27.270 --> 00:30:28.920 Nate Holmes: any student within the offense 213 00:30:29.760 --> 00:30:33.450 Nate Holmes: they have to have an offense record. 214 00:30:34.470 --> 00:30:42.780 Nate Holmes: The soft or the student offense file is not strictly required. Again a great example is behavioral emergencies, those students may not have committed 215 00:30:43.290 --> 00:30:55.200 Nate Holmes: any violations. They may have not done anything necessarily wrong right? It was just a emergency that required restraint and/or seclusion for their safety or the safety of others so, 216 00:30:56.160 --> 00:31:03.120 Nate Holmes: we wouldn't always see a sars r student affairs file, but you always will have an incident and a student result record. 217 00:31:06.090 --> 00:31:06.900 Nate Holmes: All right, we're ready. 218 00:31:11.850 --> 00:31:14.160 Brandi: So thanks Nate. 219 00:31:15.510 --> 00:31:21.840 Brandi: So what you're looking at here is the first one, the first files that Nate referred to as the student incident file, but, so I had 220 00:31:22.560 --> 00:31:29.790 Brandi: a question that was in the Q&A and I just kind of want to to address it, because for some of you, particularly those stats MPS schools, 221 00:31:30.540 --> 00:31:39.390 Brandi: this may be the first time you're actually hearing this information and so somebody asked, well, what is the difference between an incident and an offense? 222 00:31:40.080 --> 00:31:53.580 Brandi: And so you need to think of student incidents as being at the very top of the hierarchy, Okay? A student incident is an event that involves one or more students and those students within that event 223 00:31:54.630 --> 00:32:11.670 Brandi: may have committed one or more offenses, violations of ED code, or that incident may have resulted in restraint or seclusion. Or both for particular stoke students right? So the offense is sort of a a 224 00:32:13.020 --> 00:32:21.750 Brandi: a component of an incident, Okay?, but an incident involves one or more students, so it's an event that happens on a certain date and involves one or more students. 225 00:32:22.500 --> 00:32:32.790 Brandi: Those students may have committed one or more education code violations or, that event may have resulted in restraint or seclusion for those students. So I hope that kind of explains 226 00:32:34.650 --> 00:32:46.410 Brandi: the hierarchy in terms of these different file types. Now, when you're documenting the student incident, if you look at the the columns at the top, that are bolded, 227 00:32:46.860 --> 00:32:58.890 Brandi: okay? So we've got incident ID local, we've got incident occurrence dates, statutory incidence indicator, student instructional support indicator, and then remover removal to interim alternative setting code. 228 00:32:59.460 --> 00:33:07.770 Brandi: All of those are highlighted, because those are actually really key fields in this particular file. And, this is really important information. 229 00:33:08.220 --> 00:33:19.020 Brandi: So what we've done here is we've created two fake incidents. So you'll see incident number one occurred on July 1 2019. 230 00:33:19.590 --> 00:33:37.920 Brandi: And the LEA or in your case and NPS would create a unique incident identifier. So each incident that involves one or more students should have one identifier. In this case, there were two students involved, so we've got pseudo students and phony people and, as you can see 231 00:33:39.000 --> 00:33:48.090 Brandi: both of these students committed what's called a statutory offense which i'll explain in just a second. They also received instructional support 232 00:33:48.990 --> 00:33:58.260 Brandi: for this particular incident which I'll talk about in a second, and neither of them were removed to an interim alternative setting, which is, as you in the 233 00:33:59.070 --> 00:34:03.120 Brandi: community that serve students with disabilities, you know those as 45 days placements. 234 00:34:03.810 --> 00:34:15.060 Brandi: So let's talk about the incident ID. The incident ID is what makes an incident unique Okay? So an incident is unique, because it involves a specific group of students 235 00:34:15.630 --> 00:34:20.760 Brandi: and if it's an event that occurred on a specific date. In this case, it was July 1 2019. 236 00:34:21.570 --> 00:34:26.790 Brandi: The incident occurrence date is the date that the incident occurred, not the date 237 00:34:27.120 --> 00:34:37.560 Brandi: that the incident result was administered. So for example, if it resulted in suspension or expulsion and that happens after the incident occurs date 238 00:34:37.980 --> 00:34:49.980 Brandi: we don't actually capture that information. We, or at least that date. What we do capture is the date that the incident occurred because that determines which academic year you're supposed to report it in. 239 00:34:51.600 --> 00:35:05.430 Brandi: Now, an indication about whether or not that incident involves a statutory offense. In statutory offence what we're talking about is the specific ED code sections 48900 and 48915. 240 00:35:06.000 --> 00:35:19.860 Brandi: In that section of ED code, it outlines all of the things that students can do that are suspendable or expellable offenses. Okay, we call them 48900 and 48915 violations 241 00:35:20.400 --> 00:35:30.750 Brandi: otherwise known as statutory offenses. So if a specific student submitted one of those statutory offenses you're going to see a "yes" in that column. 242 00:35:31.170 --> 00:35:34.230 Brandi: Okay what's really important about that statutory offense indicator 243 00:35:34.500 --> 00:35:46.920 Brandi: is that if there is a "yes" in that column, it means that you're also going to have to tell us in a different file the student offence file, specifically which of those ED codes were violated okay? So we'll talk about that a little bit. 244 00:35:47.850 --> 00:36:00.210 Brandi: Also, some of these students will end up getting either expelled or suspended for some of their statutory offenses. In those cases, and particularly for students with disabilities 245 00:36:01.230 --> 00:36:09.540 Brandi: after 10 days, after they've been suspended or expelled for 10 days you're required by law to provide instructional support 246 00:36:09.930 --> 00:36:17.640 Brandi: that is in alignment with the instructional instruction and services outlined in those students IP, okay?, so 247 00:36:18.180 --> 00:36:33.600 Brandi: you have to tell us whether or not the student received instructional support if, in fact, they were suspended or expelled for those ED code violations. And then finally remember removal to interim alternative setting reason codes. If that student 248 00:36:34.800 --> 00:36:41.340 Brandi: was put into a 45 day placement because they were a danger to themselves or others, and 249 00:36:42.360 --> 00:36:47.790 Brandi: then you would tell us the reason that they were put into that 45 day place. 250 00:36:52.110 --> 00:36:58.020 Brandi: So, moving on we're going to focus here on incident one, okay? So incident one. 251 00:36:59.760 --> 00:37:13.350 Brandi: For every incident, every single one, there will always be results for every student. So if you are reporting an incident that involves multiple students you're going to have to report results for each of those students. 252 00:37:13.800 --> 00:37:30.630 Brandi: So here you'll see again, we've highlighted the key fields here, that there's an incident ID again, and that is what links this file back to the incident file Okay? So you have to use the same incident ID that you created for that particular incident. 253 00:37:31.920 --> 00:37:40.200 Brandi: And you will see that each of the students that were in that incident have a set of results. In this case you'll see the incident result code is 254 00:37:40.590 --> 00:37:56.130 Brandi: 100 for pseudo students and 110 for phony people. So 100 is a suspension and they were suspended. 110 is an in school suspension. So 100 is out of school suspension 110 is in school suspension. 255 00:37:57.270 --> 00:38:05.370 Brandi: You also have to tell us the incident results authority, who was the, the body that administered that 256 00:38:06.450 --> 00:38:11.430 Brandi: incident result. Who suspended the student? Who expelled the student? Was it a 257 00:38:12.690 --> 00:38:15.930 Brandi: Minister personnel, school personnel? Was that 258 00:38:16.980 --> 00:38:18.510 Brandi: a judge? Was it, 259 00:38:20.670 --> 00:38:28.740 Brandi: I don't know, that there's a couple of values in there and we'll go over those in a little bit. But off the top of my head I can't remember exactly what they all are. 260 00:38:29.910 --> 00:38:37.980 Brandi: And for, specifically for suspensions and expulsions, you have to tell us the duration of that suspension or expulsion. So 261 00:38:38.400 --> 00:38:47.940 Brandi: pseudo students, I had out of school suspension for five days and phony people had in school suspension for five days. Now you'll also see 262 00:38:48.690 --> 00:39:02.910 Brandi: at the very last column is an incident results modification code. So when do we use an incident result modification code? That code is used, for example when a student is recommended for expulsion. 263 00:39:04.080 --> 00:39:13.080 Brandi: And the board decides, rather than expelling the student, they want to put the student on a behavioral contract, okay? 264 00:39:13.620 --> 00:39:23.160 Brandi: And that be the terms of that behavioral contract, have to adhere to and if they're not then the the expulsion could eventually be reinstated. 265 00:39:23.610 --> 00:39:29.490 Brandi: Okay, but let's just say for argument's sake that the kid was great, they, they adhere to the terms of the contract. 266 00:39:30.420 --> 00:39:40.350 Brandi: So if that's the case you would still report the expulsion, however, in this incident result modification code, you could tell us that the enforcement was suspended, which means 267 00:39:40.770 --> 00:39:58.260 Brandi: we did not enforce this expulsion, because we put them on a behavioral contract. So if any sort of disciplinary action was modified in any way, either it was shortened or it was the enforcement was suspended, then you go ahead and populate that field. 268 00:40:01.710 --> 00:40:04.320 Brandi: Alright, so now moving on to the student Offence file. 269 00:40:05.640 --> 00:40:19.230 Brandi: Once again, the key link between all three of these files is that incident ID Okay? So you have to use that incident ID in all three of these files in order to connect the data for each of these students. 270 00:40:20.130 --> 00:40:27.510 Brandi: On the student offense file, as I told you, when you submit your data in the incident file and I just kind of want to 271 00:40:28.620 --> 00:40:38.130 Brandi: show you one more time, just so we're clear if you look at the statutory offense indicator for incident number one for both of these students, it's saying "yes". 272 00:40:38.880 --> 00:40:56.160 Brandi: These students committed statutory offenses. Okay? So that, again, is an indication that you're going to need record for those students in the student offence file, because you have to tell us specifically which offenses those students committed. So in this case 273 00:40:57.750 --> 00:41:01.890 Brandi: the student offence code is a three digit code 274 00:41:03.150 --> 00:41:12.870 Brandi: or a specific education code violation. And we're going to go over the code sets in just a little bit so you can kind of get an idea of where to find all of this information. 275 00:41:14.190 --> 00:41:23.310 Brandi: So in this case pseudo student committed offense 506 and then phony people committed offense 510. 276 00:41:24.480 --> 00:41:30.960 Brandi: Now, if either of those offences were associated with any type of weapon brandishing a knife, 277 00:41:32.790 --> 00:41:34.650 Brandi: if it's a firearm related 278 00:41:35.940 --> 00:41:43.140 Brandi: incident, then the weapon category code would have to also be populated. So we do have some dependencies there. 279 00:41:47.940 --> 00:42:00.720 Brandi: Right, so this is what our our complete submission would look like. And again it's just reiterating the previous slide. So you would submit the incident file in blue, 280 00:42:02.340 --> 00:42:02.670 the.. 281 00:42:07.200 --> 00:42:17.220 Brandi: I am I blanking on this, the incident results file, which is the coral color, and then the student offense file 282 00:42:18.630 --> 00:42:32.070 Brandi: which is, which is the green. All three of these files would be required for students who committed statutory offenses. Now, if there were students that did not commit statutory offenses, however, their 283 00:42:33.870 --> 00:42:42.150 Brandi: incident involves restraint or seclusion, specifically let's take a look at incident number two at the top- we've got 284 00:42:43.650 --> 00:42:46.950 Brandi: to use, which is the very last row in blue, 285 00:42:48.000 --> 00:42:50.250 Brandi: you'll see that that individual, 286 00:42:51.330 --> 00:42:59.160 Brandi: their specific incident did not involve a statutory offense. Which means they didn't violate an ED code and what that tells us 287 00:42:59.700 --> 00:43:17.700 Brandi: is that the result was either restraint or seclusion. So for that particular student, you will notice that they do not have they have incident results, which is the coral, which tells us that the student was restrained or secluded, so incident result 501. 288 00:43:19.050 --> 00:43:26.040 Brandi: But you'll notice in green we don't have a record for that student. And that's because they did not commit a statutory offense. 289 00:43:28.680 --> 00:43:32.550 Brandi: Alright, so do you want me to answer some of these questions are you guys kind of handling them? 290 00:43:34.440 --> 00:43:37.860 Shiyloh Duncan-Becerril: Anything we're walking through them. Okay. 291 00:43:38.010 --> 00:43:38.430 Brandi: Perfect. 292 00:43:39.150 --> 00:43:40.860 Shiyloh Duncan-Becerril: We'll save the tough ones for you Brandi. 293 00:43:41.820 --> 00:43:42.570 Brandi: Okay yeah. 294 00:43:43.800 --> 00:43:44.610 Brandi: Not today. 295 00:43:45.930 --> 00:43:57.270 Brandi: Okay um now where are all the templates located that you would need to fill out? So the CALPADS user manual is generally something that 296 00:43:58.470 --> 00:44:07.080 Brandi: is very well known to all of you that actually work in CALPADS, but some of you from the NPS sites may not actually work in CALPADS. This is the link to 297 00:44:07.890 --> 00:44:16.020 Brandi: the batch template file, so we have three batch templates and i'm going to go ahead and open this up and then I will share that screen with you. 298 00:44:26.190 --> 00:44:39.390 Brandi: Okay, so what you should be seeing now is the CALPADS file that says "batch file templates". So we have lots of files in CALPADS that we capture, but specifically the three that you will be interested in our each of these. 299 00:44:40.770 --> 00:44:50.880 Brandi: So what these batch files do as their templates, that basically tell you all of the information that we need. So let's go ahead and open up 300 00:44:52.770 --> 00:44:54.030 Brandi: The student incident 301 00:44:56.070 --> 00:44:56.460 Brandi: template. 302 00:45:01.530 --> 00:45:04.800 Brandi: And I apologize my excel is kind of been acting a little bit wonky today. 303 00:45:06.360 --> 00:45:07.260 Brandi: Or did I not sure it? 304 00:45:13.470 --> 00:45:14.220 Brandi: In a minute. 305 00:45:38.280 --> 00:45:46.980 Brandi: I was trying to get all these documents open before we started this webinar and my excel program is acting very strangely. 306 00:46:02.910 --> 00:46:04.320 Brandi: Doesn't seem to be opening up. 307 00:46:06.300 --> 00:46:08.190 Brandi: Nate, do you happen to have it open, by any chance? 308 00:46:18.390 --> 00:46:19.950 Brandi: Oh there it is. Okay I got it. 309 00:46:21.660 --> 00:46:22.440 Brandi: New share here. 310 00:46:23.610 --> 00:46:26.100 Brandi: Here we go Okay, so you will notice 311 00:46:26.640 --> 00:46:42.030 Brandi: that there are several fields here. And each of these fields are required to be populated and you will see that in cases where the field is required, it'll tell you exactly what is required to be populated in that field. 312 00:46:43.500 --> 00:46:43.710 Brandi: and 313 00:46:46.890 --> 00:46:52.620 Brandi: in some cases, you may have to work with your CALPADS administrators, specifically for the districts that you work with 314 00:46:53.760 --> 00:47:01.530 Brandi: to get some of this related information, for example, the reporting LEA, county district Code, the school of attendance code, 315 00:47:02.880 --> 00:47:05.850 Brandi: things like that. Obviously, for NPS schools 316 00:47:06.900 --> 00:47:10.830 Brandi: we want to know not only the normal school of 317 00:47:12.090 --> 00:47:15.930 Brandi: attendance but also the NPS school of attendance. 318 00:47:18.840 --> 00:47:28.770 Brandi: So there, there are batch templates for each one of these files. The student incidents, student incident result, as well as the student offense file. 319 00:47:31.320 --> 00:47:36.030 Brandi: Anything else that you wanted to touch on Nate, with respect to these templates that folks should know about? 320 00:47:38.490 --> 00:47:49.500 Nate Holmes: Um, I would like yeah, you know a lot of times is daunting. You see a template that you're unfamiliar with. The best thing that thing that they will provide if you use them as a reference, 321 00:47:49.920 --> 00:47:57.120 Nate Holmes: is you can see what is required by your CALPADS LEA administrator. So Brandy, you mentioned that you may not have 322 00:47:57.570 --> 00:48:07.320 Nate Holmes: the students SSID or some of the information. That's fine. Either A- it can be a communication point where you request it, so that you can send them the accurate information, 323 00:48:07.710 --> 00:48:16.680 Nate Holmes: or you can populate what you know. I think it also will kind of shows you why on both ends the communication needs to come early 324 00:48:17.700 --> 00:48:30.780 Nate Holmes: as you both may not be available at the same time. And so you know this is required information regardless if you're the one reporting it or not, so if you don't hear from your CALPADS coordinator 325 00:48:31.710 --> 00:48:35.910 Nate Holmes: don't hesitate to reach out for them. I think we'll discuss how you can do that shortly. 326 00:48:38.790 --> 00:48:39.150 Brandi: Okay. 327 00:48:40.590 --> 00:48:55.590 Brandi: So, by the way the batch templates - they were uploaded to the documentation in the CDE inbox link, so you can get to them from from the CALPADS user manual but I did also put those into the CDE box link. 328 00:48:57.150 --> 00:48:57.480 Brandi: OK. 329 00:48:58.590 --> 00:49:09.510 Brandi: So, the CALPADS file specifications: these are, also there are also several other pieces of documentation that kind of give you some insight into what all of these things mean. 330 00:49:09.960 --> 00:49:17.550 Brandi: So our cloud specifications documents gives you definitions for all of these columns that you're seeing in the batch template. 331 00:49:18.000 --> 00:49:26.730 Brandi: So, for example here here's an excerpt: you see statutory offense indicator, student instructional support indicator. It gives you a comprehensive definition, 332 00:49:27.570 --> 00:49:38.730 Brandi: it tells you whether or not there are required code values for that particular data element. So is there a specific set of values that you have to use when you're populating that. 333 00:49:39.420 --> 00:49:44.820 Brandi: And then the comments column will give you some additional information so, for example 334 00:49:45.600 --> 00:49:53.610 Brandi: the statutory authentic indicator, if you look at the comments says: if the value in here is "yes" then the student offense and student incident result records 335 00:49:53.910 --> 00:50:05.700 Brandi: must be submitted for the incident as students involved. If it's "No", then the student incident result record must be submitted, but the student offense is actually not required. So any everything that I just 336 00:50:06.300 --> 00:50:11.400 Brandi: explained to you on some of the prior slide is also documented here in the CALPADS file specification. 337 00:50:12.510 --> 00:50:20.940 Brandi: Now, if there are other validation that apply to this, and many of these actually may not apply to NPS schools, because this is something that our 338 00:50:21.510 --> 00:50:30.330 Brandi: CALPADS administrators will eventually have to deal with. But if there are any other checks that are done on the data when they're uploaded to CALPADS it will be in the validation column. 339 00:50:30.810 --> 00:50:38.490 Brandi: And then, finally, the required field is "does this field have to be populated?" there's a "Yes" there. It has to be populated. 340 00:50:39.120 --> 00:50:52.560 Brandi: And sometimes you'll see in the student instructional support indicator, it says, "if the statutory ascends indicator equals "Yes", then you have to, you have to tell us whether or not instructional support was provided. 341 00:50:55.950 --> 00:50:57.030 Brandi: All right, the code says: 342 00:50:58.350 --> 00:51:09.210 Brandi: This is an excerpt from our code set document and we're going to take you through sort of a cheat sheet that Nate helped put together for you guys and when we first did this. 343 00:51:10.350 --> 00:51:20.730 Brandi: Each of the data elements that requires a specific range of values or a code set is documented in in our CALPADS code set documents, so what you'll see is the code set name 344 00:51:21.570 --> 00:51:32.520 Brandi: you will see a coded value for that, you will see the actual name of the code and then a comprehensive definition. So as you can see here, we do have definitions for physical restraint 345 00:51:32.880 --> 00:51:45.990Brandi: that do refer to the ED code citations as well as mechanical restraints, occlusion were related arrests, no action, and this is just a subset right? There are obviously more codes in the code set document. 346 00:51:47.130 --> 00:51:49.350 Brandi: All right, reporting timeline key day. 347 00:51:50.970 --> 00:51:53.580 Brandi: So as of yesterday 348 00:51:55.470 --> 00:52:09.510 Brandi: our end of year submissions were scheduled to open on May 9th that has since been delayed Okay? So we will not be opening the end of year submissions on May 9th and for those of you in the NPS rome has 349 00:52:10.230 --> 00:52:18.450 Brandi: everything to do with a major project that we just implemented into CALPADS and some defects and issues associated with that 350 00:52:19.290 --> 00:52:30.330 Brandi: project that we have to get resolved before we decide to open the end of your submission. So just be aware that, you know, it was scheduled to open on May 9, but it was delayed. 351 00:52:31.980 --> 00:52:43.230 Brandi: So, ideally, what should happen in a normal year, is that the NPS schools will take a look at all of the students that they've served for LEAs between July 1 and 352 00:52:44.160 --> 00:52:55.710 Brandi: June 30 and they will compile all of this information in these batch templates and that NPS school is going to send each of the LEA's whose students it serves 353 00:52:56.190 --> 00:53:05.400 Brandi: the student incident, student offense students result files to that particular LEA. So the the timeframe for that is from July 1st, 354 00:53:07.410 --> 00:53:16.440 Brandi: from the prior year, all the way through June 15. I mean if you want to wait, towards the end of the year, you can do that but, but you should have information to those folks 355 00:53:17.430 --> 00:53:23.850 Brandi: ideally by June 15. And our end of year submission does open in May. 356 00:53:24.300 --> 00:53:32.880 Brandi: But you want to set up some sort of regular reporting schedule with your LEA that will make it much easier for them at the end of the year, because remember, 357 00:53:33.300 --> 00:53:46.560 Brandi: those CALPADS administrators have to take the information you give them, they have to put that into their student information system and then submit it up to CALPADS. Okay, so and that process takes a while, particularly right now. 358 00:53:48.030 --> 00:54:00.180 Brandi: Then, that, those data go through an approval process at the LEA level. So ideally LEAs should approve their data by July 15. We should get in some cases 359 00:54:00.750 --> 00:54:10.230 Brandi: for students with disabilities, in particular, there are specific report that has to be reviewed by the SELPA and the SELPA should approve by July 29. 360 00:54:10.980 --> 00:54:28.110 Brandi: Then, finally, we have an amendment window LEAs can make any necessary changes. August 26 is the current amendment window closing. So August 26 is the deadline. But again remember we're reporting incident data from July 1 through June 30 of the academic year. 361 00:54:31.740 --> 00:54:35.400 Brandi: Alright, so next steps for those of you in the NPS realm. 362 00:54:36.930 --> 00:54:54.900 Brandi: Where is this information being tracked locally? I mean one question you really have to ask yourself is "Am I capturing all of the data that are required for IDEA reporting at my MPS for the students?" Am I capturing all of this information? My hope is that the answer is "yes". Okay. 363 00:54:56.610 --> 00:55:07.710 Brandi: If so, where is it going to be tracked? Is it tracked within the student information system within your MPs school, or is it tracked external to that student information system? 364 00:55:08.670 --> 00:55:16.320 Brandi: If you want to put it in your student information system, other changes that have to happen in that student information system in order to get the data in there. 365 00:55:16.980 --> 00:55:27.030 Brandi: Next, who's going to be responsible for tracking all of these incidents or putting these incidents into whatever repository you choose at the NPs school? 366 00:55:27.690 --> 00:55:39.060 Brandi: And then, finally, who is going to be the point of contact to compile this information and communicate it to the LEA whose students do serve on a routine and regular basis? 367 00:55:39.900 --> 00:55:51.840 Brandi: And if you want to contact your CALPADS administrator for the for the districts, who students you serve, we have provided a link here to the LEA contacts list. And that should give you 368 00:55:52.800 --> 00:56:04.170 Brandi: that, we, there are some instances where sometimes the contact information is out of date and, if so, you can contact us at CDE and we'll try to find out who the current CALPADS administrator is. 369 00:56:04.680 --> 00:56:17.190 Brandi: But for the most part the information in that contact database is is is pretty good. And so you can contact those individuals. But it's really important at the NPS that you figure out who's going to be responsible for doing these things locally. 370 00:56:19.890 --> 00:56:28.320 Brandi: Ok. Communication between the NPS and the LEA is absolutely crucial, as Nate said. 371 00:56:28.710 --> 00:56:42.240 Brandi: Sometimes you're not going to have all of the information necessary to complete these files, but your CALPADS administrators, for the most part, are very familiar with the information that's required in these files. So reach out 372 00:56:43.740 --> 00:56:51.210 Brandi: to your LEAs, get the necessary information that you need to compile all of these files, at the end of the year. 373 00:56:53.520 --> 00:57:05.010 Brandi: Now the special education data coordinators, the student information system data coordinators, those should be the first resource, particularly for NPS staff to reach out to. 374 00:57:08.400 --> 00:57:10.740 Brandi: Alright, so here are some additional resources. 375 00:57:12.780 --> 00:57:19.110 Brandi: The first link is for our CALPADS systems documentation. That is where all of the code sets information is. 376 00:57:20.220 --> 00:57:20.460 Brandi: The 377 00:57:21.840 --> 00:57:23.430 Brandi: Code set information, it's 378 00:57:24.570 --> 00:57:37.800 Brandi: the CALPADS file specifications that we went over, we've got the CALPADS user manual and then CSIS, to our training partners, there are lots of resources available on their website, and they also have a link to a YouTube 379 00:57:38.370 --> 00:57:45.210 Brandi: page where eventually the recording of this particular training will be placed once once we've completed it. 380 00:57:46.230 --> 00:57:49.950 Brandi: And the last thing that I wanted to show you was 381 00:57:51.060 --> 00:57:55.650 Brandi: a document that is in the CDE box site that I said, yeah? 382 00:57:56.880 --> 00:58:00.480 Brandi: Before, well, while you do that Brandy, 383 00:58:00.600 --> 00:58:08.400 Nate Holmes: Those of you at an NPs school, you're probably unfamiliar with those of us at CSIS, but the the link on the screen at the very top, 384 00:58:09.420 --> 00:58:21.510 Nate Holmes: ts is intended to be the first line of communication. So of course you're better off contacting your CALPADS coordinator or your school district COEs, representatives, if you have questions. However, 385 00:58:22.200 --> 00:58:32.130 Nate Holmes: if you're trying to find definitions for codes or fields or combinations of what or just what data Do I need? 386 00:58:32.940 --> 00:58:38.430 Nate Holmes: You go blank after you leave this webinar feel free to reach out to us, it would be helpful if you just told us 387 00:58:38.850 --> 00:58:51.600 Nate Holmes: "I'm at NPS school", that way, we understand you're not the person reporting this information, and so the nature of your question will be a little bit clearer, we can provide you the information you need even help you find the contact, if that is what you need. 388 00:58:54.090 --> 00:58:59.160 Brandi: Okay, so what I'm going to show you now, if my computer will cooperate. 389 00:59:04.020 --> 00:59:05.130 Brandi: Is the 390 00:59:06.660 --> 00:59:08.460 Brandi: NPS incident guide. 391 00:59:17.130 --> 00:59:18.420 Shiyloh Duncan-Becerril: Brandi we are almost at 392 00:59:18.420 --> 00:59:20.100 Shiyloh Duncan-Becerril: time. There are 393 00:59:20.700 --> 00:59:24.690 Shiyloh Duncan-Becerril: questions that I don't know if I could answer right off the BAT. 394 00:59:25.200 --> 00:59:26.100 Shiyloh Duncan-Becerril: But you might. 395 00:59:27.480 --> 00:59:36.960 Shiyloh Duncan-Becerril: I'm kind of like, maybe I know multitasking, and so if they did not have a statutory offense, do they need to report 396 00:59:38.460 --> 00:59:44.850 Shiyloh Duncan-Becerril: So if they had a statutory offence, but did not result in a suspension expulsion, they still need to report in the SOSS, right? 397 00:59:47.340 --> 00:59:56.040 Brandi: Yes, Okay, so, if you look at our incident result codes and i'm going to share my screen because, like I said Nate put together 398 00:59:57.210 --> 01:00:00.570 Brandi: an incident guide for you guys, which actually consolidate 399 01:00:01.590 --> 01:00:10.320 Brandi: all of the code set. So if you look at our student offense code set here so there's code sets for each of these. 400 01:00:12.180 --> 01:00:17.460 Brandi: One tells you the definitions of each of these fields, and then there are 401 01:00:18.990 --> 01:00:25.260 Brandi: incident result codes. So so in this case, you had a statutory offense. So let's just say 402 01:00:26.610 --> 01:00:32.520 Brandi: the student physically assaulted another student, so it was a you know, 403 01:00:34.350 --> 01:00:44.820 Brandi: physical altercation. Well, you decided, and the administration decided that it was best not to suspended or expelled the students, but you may have 404 01:00:45.750 --> 01:00:58.050 Brandi: issued them with other means of correction. So the key here is if they violated ED code you report it. Period. If it resulted in something other than suspension and expulsion 405 01:00:58.860 --> 01:01:05.760 Brandi: then you just tell us that. Just tell us that it resulted in other means of correction, and so, for each of these 406 01:01:06.450 --> 01:01:11.700 Brandi: you'll see the student incident results code sets are here so got out of school suspension data, 407 01:01:12.450 --> 01:01:20.040 Brandi: all of the other, so each of the file formats are here as well as each of the code sets that you will be required to populate into those fields. 408 01:01:20.520 --> 01:01:29.970 Brandi: So take a look at the NPS student incident guide and that'll give you a lot of the information that you need to populate those batch templates. Okay, next question. 409 01:01:30.930 --> 01:01:32.040 Shiyloh Duncan-Becerril: So, um, 410 01:01:33.120 --> 01:01:49.140 Shiyloh Duncan-Becerril: and I think this one's a more complicated question or I might have to go back. So the question is related to attendance and suspensions and if we've had this before, but is an in house suspension considered present for ADA? There's some layers there for students with disabilities too. 411 01:01:51.360 --> 01:02:02.880 Brandi: So I mean the short answer is, if a student is, has in school suspension, they they can claim ADA as long as they are supervised by two kids that person. 412 01:02:03.000 --> 01:02:11.760 Shiyloh Duncan-Becerril: And provided services similar to their IEP within the faith in the gallery, which means they have similar 413 01:02:13.980 --> 01:02:17.400 Shiyloh Duncan-Becerril: access to their services and supports and 414 01:02:18.510 --> 01:02:21.300 Shiyloh Duncan-Becerril: students the students, they would have in their placement. 415 01:02:21.630 --> 01:02:23.700 Shiyloh Duncan-Becerril: So general education access. 416 01:02:25.380 --> 01:02:34.140 Shiyloh Duncan-Becerril: Okay, what are the primary keys between the SINC, SIRS and SOFF? Is it SSID or is there a different one? 417 01:02:36.780 --> 01:02:39.360 Brandi: So i'm not sure if you mean foreign keys or primary keys? 418 01:02:39.750 --> 01:02:42.300 Brandi: Primary. you're asking what yeah so. 419 01:02:45.090 --> 01:02:49.140 Brandi: I can't tell you off the top of my head. The CALPADS file specifications 420 01:02:50.220 --> 01:03:06.120 Brandi: has a narrative section between before each of these file formats. And in that narrative section it tells you the primary keys within each of those files. Now if you're asking what the link is between all those three files, it is 421 01:03:07.200 --> 01:03:15.570 Brandi: the reporting LEA, the SSID and the, or excuse me, the reporting LEA and the incident ID. 422 01:03:17.160 --> 01:03:18.180 Brandi: That sound about right Nate? The LEA, 423 01:03:20.100 --> 01:03:21.330 Nate Holmes: School of attendance and the 424 01:03:23.010 --> 01:03:23.970 incident ID. 425 01:03:24.990 --> 01:03:30.390 Brandi: There we go. Academic year, reporting LEA, the school of attendance and incident ID. 426 01:03:32.280 --> 01:03:44.910 Shiyloh Duncan-Becerril: Um, so the intro removal to enter alternative setting is only for students with disabilities, correct? So they'll get an error if they put it on students without disabilities. 427 01:03:47.580 --> 01:03:49.530 Brandi: You will get a certification validation. Yes. 428 01:03:51.630 --> 01:03:57.090 Brandi: Which means, yeah this is this is wrong and also in the past, just to be very 429 01:03:58.050 --> 01:04:05.820 Brandi: promsing, CALPADS administrators, those in the bedrom, know what 45 day placements are. They're very familiar with that terminology, they know what 430 01:04:06.210 --> 01:04:16.290 Brandi: Interim alternatives placements are, however, CALPDADS administrators, you are not the individuals that determine whether or not it's an interim alternative placement. 431 01:04:16.890 --> 01:04:29.160 Brandi: You need to contact your sped staff you don't make an assumption just because they're placed somewhere else, and because it's less than 45 days that it's always an interim alternative placement, I mean interim alternative placements are sort of last 432 01:04:30.180 --> 01:04:30.600 Brandi: You know, 433 01:04:31.980 --> 01:04:35.700 Brandi: The last thing that worked. I don't know what i'm trying to say here, you know? 434 01:04:37.080 --> 01:04:38.220 Brandi: What am I trying to say Shiyloh? 435 01:04:38.940 --> 01:04:44.760 Shiyloh Duncan-Becerril: So when there's some interim alternative placements is when there's an incident where a child is a danger to themselves or others. 436 01:04:45.150 --> 01:04:55.440 Shiyloh Duncan-Becerril: And attending that same setting right, so if the students supposed to be in a regular class, full day with support but attending that setting is not 437 01:04:55.890 --> 01:05:12.720 Shiyloh Duncan-Becerril: safe for them or others, they can be temporarily placed in another setting a lot of times in a different school site. And so and but it's only up to 45 days, and they will hold an IEP meeting to sort of determine what the next steps are, so that, that's why that occurs. 438 01:05:12.930 --> 01:05:14.640 Shiyloh Duncan-Becerril: it's a very unique case. 439 01:05:15.510 --> 01:05:26.850 Shiyloh Duncan-Becerril: But, and then in the alternative setting they need to be provided the similar services and reports in their IEP, but typically it's a different school site because of safety reasons. 440 01:05:31.620 --> 01:05:32.130 Shiyloh Duncan-Becerril: Okay. 441 01:05:33.360 --> 01:05:38.670 Shiyloh Duncan-Becerril: Oh Oh, the list for the your listserv link you,missed a P at the end so. 442 01:05:39.900 --> 01:05:40.440 Shiyloh Duncan-Becerril: I don't know what. 443 01:05:43.980 --> 01:05:46.500 Shiyloh Duncan-Becerril: um and then you already talked about the dates. 444 01:05:50.790 --> 01:06:08.280 Brandi: And we, we you know that that slide as I started going through it, what I realized was that there may be a couple of typos on there. So in terms of the date. The other thing I would say it's just kind of stay tuned with respect to all of those dates 445 01:06:10.170 --> 01:06:14.970 Brandi: because like I said everything right now is sort of in a state of flux so keep an eye out on the litserve for that. 446 01:06:17.610 --> 01:06:22.860 Brandi: county, the NPS incident guide is in the CDE box site. 447 01:06:24.180 --> 01:06:25.260 Brandi: Was provided there. 448 01:06:28.470 --> 01:06:31.110 Brandi: Was the link yeah so we sent up 449 01:06:31.140 --> 01:06:38.820 Shiyloh Duncan-Becerril: A link to this training that would go out to all of our non public schools on our listserv. So it should have gone out to all of them. 450 01:06:41.940 --> 01:06:49.740 Shiyloh Duncan-Becerril: So the instructional support piece, and I sort, of I have actually a little thing I can just throw right into. 451 01:06:52.980 --> 01:07:06.390 Shiyloh Duncan-Becerril: It, I'll find the little, there's a little, yes, so if you are suspending a student and for more than 10 days there's a lot of things that happen, and when that occurs, you have to provide instructional supports. 452 01:07:07.590 --> 01:07:13.650 Shiyloh Duncan-Becerril: and that is typically similar to what they have in their IEP and I have a little blurb I will send it, I will. 453 01:07:13.830 --> 01:07:14.970 try and put it in the chat right now. 454 01:07:16.800 --> 01:07:20.670 Brandi: But bottom line is about, is it's not just having a kid a homework packet. 455 01:07:21.930 --> 01:07:29.250 Brandi: it's making the making sure they have the support and resources necessary to to implement what's outlined in their IEP. 456 01:07:33.360 --> 01:07:40.980 Brandi: And so, and Shiyloh, I'm not sure if you're familiar with the terminology, so even the EUSD, these the student is. 457 01:07:42.270 --> 01:07:49.650 Brandi: An NCA that student has a suspension the NCA reported. NCA i'm assuming is like a 458 01:07:50.820 --> 01:07:51.750 Brandi: NPS score maybe? 459 01:07:52.260 --> 01:07:52.620 yeah. 460 01:07:54.660 --> 01:08:00.420 Brandi: And so,EUSD ultimately is responsible for, the district is responsible for reporting 461 01:08:01.650 --> 01:08:12.570 Brandi: data for students who are attending NPSs. However, it is the responsibility of that NPS school to provide you that information to report, which is why we're all here today. 462 01:08:14.160 --> 01:08:20.040 Shiyloh Duncan-Becerril: So somebody was asking questions about if the internal alternative placement is about parent consent? 463 01:08:20.370 --> 01:08:23.250 Shiyloh Duncan-Becerril: The interim alternative placement doesn't I don't think specific 464 01:08:23.280 --> 01:08:35.490 Shiyloh Duncan-Becerril: to parent consent. I can look it up, I don't have the statue right in front of me but it's not about consent. It's about the placement in the IEP. It's changing the placement of the students 465 01:08:36.420 --> 01:08:40.920 Shiyloh Duncan-Becerril: without holding an IEP meeting so so that, 466 01:08:41.490 --> 01:08:51.150 Shiyloh Duncan-Becerril: you may say you know today, there was an incident tomorrow the student needs to go to another school you envoke that piece in order for the student to go to that school, the next day. 467 01:08:51.510 --> 01:08:59.040 Shiyloh Duncan-Becerril: And then you determine do we need to hold an IEP meeting?, do you need to hold another type of discussion with the parents?, what do we need to do? 468 01:08:59.760 --> 01:09:16.320 Shiyloh Duncan-Becerril: Other things, do we need to hold an amendment? There's a lot of things that need to occur, but the interim alternate placement is about that, it's about making changes to the where the child would sort of go to school and their placement without holding a new IEP or amendment. 469 01:09:21.840 --> 01:09:28.740 Shiyloh Duncan-Becerril: So a lot of people were saying "well I don't like this template doesn't work for me" like "do I have to use it, is it something that's required?' 470 01:09:29.040 --> 01:09:40.440 Shiyloh Duncan-Becerril: And I, and I think the answer is what i'm saying is like, if you have something better that works for you continue to use that this was something we provided to help support you and you didn't have anything else, for me, I don't know if that was you're going to say. 471 01:09:40.470 --> 01:09:58.260 Brandi: Well, I mean, I think the issue here is I get that NPS schools want a template to use that they can track for all LEAs, so I mean here's just a suggestion if, at the beginning of the year, you downloaded these batch file templates and you kept track of all data for every kid, 472 01:09:59.670 --> 01:10:06.930 Brandi: for every LEA that you served, and you kept kept track of them in these three different spreadsheets, right? 473 01:10:09.090 --> 01:10:19.500 Brandi: You can, at the end of the year parse this out and give it to each LEA. You could track it all in one place. I mean the point is you're not you don't want to share 474 01:10:21.210 --> 01:10:26.940 Brandi: data with another LEA for another LEA kid right? We realize NPS schools, 475 01:10:27.960 --> 01:10:42.240 Brandi: you have one student body right, but those students belong to different LEAs. So at however you decide to track it, you're going to need to parse out the data for each LEA whose kids you serve at the end of the year. That's The bottom line. 476 01:10:43.350 --> 01:10:55.230 Brandi: And so, these templates provide you a basis to do that. And I would say, my advice, is work with your technical staff at your NPS site, they can help try and put together some sort of 477 01:10:57.060 --> 01:11:05.820 Brandi: spreadsheet or some sort of database or or again make changes in your student information system in the NPS to be able to track all of these things. 478 01:11:10.320 --> 01:11:23.310 Shiyloh Duncan-Becerril: And I think we have dropped about 100 participants, and we are about 10 minutes of your time we appreciate those two kind of stuck with us, we have answered all the questions that we have so far in the chat. 479 01:11:24.780 --> 01:11:34.890 Shiyloh Duncan-Becerril: or in the Q & A. Thank you all so much for your time on this, this is recorded, we will work on cleaning up the closed captioning and try and get it out, so you all can have access to it 480 01:11:35.520 --> 01:11:46.950 Shiyloh Duncan-Becerril: as quickly as possible. Again we appreciate your time your dedication to this work, because we know it's really tough right now, so, thank you, thank you, thank you so much Brandi. I don't have anything else to say. 481 01:11:48.450 --> 01:11:51.600 Brandi: No, is my tongue tied today, I'm good. 482 01:11:51.960 --> 01:11:54.150 Brandi: This is the 11th hour her talking so she was. 483 01:11:54.660 --> 01:11:55.800 Shiyloh Duncan-Becerril: Thank you Nate, Thank you 484 01:11:55.800 --> 01:12:03.420 Shiyloh Duncan-Becerril: Brandi. We appreciate you all so much, and thank you all to our wonderful folks and we will see you soon. 485 01:12:06.510 --> 01:12:06.810 goodbye.