CALPADS Information Meeting Preferred: Audio default - Computer speakers or headphones. Other: Toll call - click icon at bottom right hand corner 1

CALPADS Information Meeting October 18, 2016 This presentation may be downloaded from: https://csis.fcmat.org/Pages/October-18-2016-CALPADS-Information-Meeting-(CIM).aspx 2

Agenda Agenda Review CDE Update CALPADS Support Update Next Meeting 3

Procedures for Asking Questions To ask a question: Click on the “Chat” in the upper right-hand section of your screen to open the chat box. Do NOT send your message to “Everyone” to minimize chat traffic In the “Send to” dropdown, select “Presenter” Type your question in the chat box and press “Send” We will: Respond to questions during the meeting as time permits Address unanswered questions via an upcoming Flash or in additions to FAQs as appropriate If your question is not answered, please submit a service ticket 4 4 4

Hiding the Chat box Minimize the chat box by selecting the “Chat” icon in the upper right hand side of your WebEx screen (see below). 5 5 5

CDE Update Karen Almquist, Administrator CALPADS/CBEDS/CDS Operations Office, CDE Paula Mishima, Administrator Educational Data Management Division 6

CALPADS Update Topics 2016-17 Submission Calendar Accountability Update Changes Impacting Data Maintained in SIS Assessment Reminders Looking Ahead 7 7 7

Congratulations on 2015-16 Submissions The CDE would like to congratulate 100% of LEAs for certifying Fall 1! About 99% of LEAs for certifying Fall 2 and their End-of-Year submissions! The CDE recognizes that the data LEAs submit to CALPADS have become key to many critical functions, putting more responsibility and workload on those who work on CALPADS We recognize your work and will continue to convey its critical importance to your superintendents

2016-17 Submission Calendar The 2016-17 submission calendar is posted Certification and Amendment Window deadlines have been moved up for all submissions to facilitate more timely use of the data for funding and accountability determinations.

2016-17 Submission Calendar Submission Census Day Snapshot Reports Begin Certification Deadline Close of Amendment Window Fall 1 OCT 5 OCT 5, 2016 DEC 2, 2016 JAN 27, 2017 Fall 2 DEC 28, 2016 MAR 3, 2017 MAR 31, 2017 EOY 1-3 n/a MAY 15, 2017 JUL 31, 2017 AUG 11, 2017 These Fall 1 dates will enable LCFF data to be used for First Principal Apportionment (P1) LEAs may begin submitting Fall 2 at anytime, but snapshot reports will not begin running until December 28 LEAs are encouraged to submit data throughout the year and review EOY reports early, prior to the close of school

Accountability Update

State’s New Accountability System State Board of Education has adopted the framework for the state’s new State Accountability and Continuous Improvement System The new system will meet BOTH state and federal accountability requirements under the Every Student Succeeds Act (ESSA) New state system will be rolled out over time, meaning indicators will be added or enhanced, as data becomes available (and reliable)

State’s New Accountability System Accountability and Continuous Improvement System Local Control and Accountability Plan (LCAP) and Annual Update Local Control Funding Formula (LCFF) Rubrics Support and Assistance System established by LCFF Three statutory purposes for the Rubric To support LEAs in identifying strengths, weaknesses, and areas for improvement – informs their LCAPs To assist in determining whether LEAs are eligible for technical assistance; and To assist the State Superintendent of Public Instruction in determining whether LEAs are eligible for more intensive state support/intervention

State’s New Accountability System The new accountability system is based on multiple measures, not just assessment data, which will provide a more complete picture of how well schools are serving their students CALPADS data will be used as announced Moving away from providing opportunities to view and then amend the student level data used in developing the indicators Emphasizes importance of keeping CALPADS up to date on an ongoing basis, especially enrollments/exits, demographic, and program data

State’s New Accountability System At its September 2016 meeting the State Board of Education (SBE) adopted: 6 State Indicators of School Success CALPADS data will be used for much but not all of these indicators 4 Local Indicators of School Success

State’s New Accountability System Six State Indicators of School Success 4-year Graduation Cohort Rate English Learner Indicator (ELI) – progress of ELs towards English proficiency and reclassification rates Achievement Data – Smarter Balanced results in English Language Arts and Math College/Career Indicator – preparedness for postsecondary Suspension Rates Chronic Absenteeism Rates

State’s New Accountability System Four Local Indicators: Basic conditions at a school Progress in implementing standards Parent engagement School climate

State’s New Accountability System The California Accountability Model is based both on Status: Where a school is today based on the most recent data Change: Progress school is making from one year to the next Both Status and Change have five levels: Status: Very High, High, Medium, Low, Very Low Change: Increase significantly, Increased, Maintained, Declined, Declined Significantly Status and Change are combined to produce Performance Category

State’s New Accountability System Each Performance Category will be displayed as a color: Change Status

State Indicators All indicators will be developed for each student group CALPADS data is critical for identifying student groups Student groups include: Race/ethnicity Socio-economically disadvantaged English Learner Migrant Foster Homeless Special Education

State Indicators 4-Year Graduation Cohort Rate We’ve be doing this! No changes In the future the plan is to have these reports in CALPADS English Learner Indicator The CDE has convened a work group to explore whether Long-Term EL data can be incorporated Key Data: CELDT and eventually ELPAC scores Key CALPADS Data: English Language Acquisition Status

State Indicators Achievement Data Key Data: Smarter Balanced English Language Arts and Mathematics scores Key CALPADS Data: Demographic and program data to determine student groups

College and Career Indicator (CCI) State Indicators College and Career Indicator (CCI) Data will be used to determine students in the 4-year graduation cohort (minus students who take the California Alternate Assessment) who are Prepared Approaching Prepared Not Prepared Based on…..

Accountability Update - Indicators Key Non-CALPADS Data used for CCI: Passing AP and IB exams Scores on Smarter Balanced ELA and Math Key CALPADS Data used for CCI: Met UC/CSU a-g (completion indicator) Completion, with a passing grade, of academic or CTE courses that are Dual Enrollment (State Course Codes: 2190, 2290, 2490, 2690, 2890, 6090) or Identified in Course Section Instructional Level (Field 9.19) as “College Credit” (Code: 16) Completion of CTE pathway State Seal of Biliteracy (new completion indicator) Golden State Seal Merit Diploma (new completion indicator)

Accountability Update - Indicators Multiple ways for students to meet criteria FOR EXAMPLE a graduate is considered “Prepared” if he/she meets at least 1 of the following measures: Criteria for being considered “Prepared” for College or Career A CTE Pathway completion plus one of the following: On Smarter Balanced assessment, at least a Level 3 “Standard Met” on ELA or math, and at least a Level 2 “Standard Nearly Met” in the other subject area One semester/two quarters of Dual Enrollment with passing grade (Academic/CTE) B At least a Level 3 “Standard Met” on both Smarter Balanced ELA & Math C Completion of two semesters/three quarters of Dual Enrollment with passing grade (Academic and/or CTE subjects) D Passing Score on two AP Exams or two IB Exams E Completion of courses that meet UC/CSU a-g criteria plus one of the following: CTE Pathway completion At Least a Level 3 on ELA or Math; and at least a Level 2 in the other subject One semester/two quarters of Dual Enrollment with passing grade (academic/CTE) Passing score on one AP Exam or on one IB Exam

Accountability Update - Indicators Suspension Rates Suspension Rates are calculated using count of suspensions and cumulative enrollment LEAs will certify their cumulative enrollment as part of EOY 3 beginning in 2016-17 NOTE: Importance of cumulative enrollment Chronic Absenteeism Rates More discussion on this to come later in presentation Will not be used as an official indicator until 2019-20 The 2016-17 data will be used for federal reporting

Accountability Update 2016 Accountability Reports (Federal) – last of “old” federal reports Released week of October 17th 2016 Accountability Reports include: 2015-16 Participation Rates 2015-16 Percent proficient Class of 2015 4-year cohort graduation rate 3-year average for the cohort graduation rates (Class of 2012, 2013, 2014) The 3-year average will be used in the new California Model

Accountability Update 2016 Rubrics – for new state accountability LEAs will receive a private preview of the Rubrics for the following state indicators this December prior to public release in January 2017 SBAC ELA results (grades 3-8) SBAC Math results (grades 3-8) English Learner Indicator Graduation Rate Indicator Suspension Rate Indicator

Accountability Update 2016 Rubric indicators: Are to be used to inform LEAs’ development of their annual LCAPs Will not be used by the state to identify LEAs requiring technical assistance or intervention

Changes Impacting Data Maintained in SIS

Changes Impacting Data Maintained in SIS LEAS should: Be maintaining “Military Family” program records Begin maintaining in their local student information systems, students receiving: Golden Merit Seal Diploma Seal of Biliteracy Beginning in spring 2017, LEAs will be able to exit students graduating in 2016-17 with these indicators Keep enrollments in CALPADS up-to-date throughout the year to facilitate certification of a cumulative enrollment count in EOY used for suspension and chronic absenteeism rates Be preparing for submission of Student Absenteeism Summary (STAS) file

Why are we collecting absenteeism data? Student Absenteeism Why are we collecting absenteeism data? Research finds chronically absent students fall behind and often dropout Attendance patterns often begin at the elementary school level and so it is important to identify problems early LEAs should use the attendance data they already collect on a daily basis to identify emerging attendance issues so that problems can be addressed quickly

Student Absenteeism CALPADS data: Is not useful for an early warning system Is useful to identify schools/districts that may require assistance in addressing attendance problems CALPADS data will also be used to meet federal and state reporting requirements The federal Every Student Succeeds Act (ESSA) requires states to report chronic absenteeism data The new State Accountability and Continuous Improvement System will include Chronic Absenteeism as a performance indicator

Student Absenteeism CALPADS will collect for each enrolled student, the following aggregate counts for the year: The number of days a student could have attended The number of days a student attended Regular classroom In-house suspension The number of days a student was absent Excused Unexcused Out-of-school Suspension

Count of Students with % Absence Student Absenteeism CALPADS will use the data to calculate and report counts of students in the following absence categories in Certification Report 14.1 Absence Category Count of Students with % Absence Satisfactory Attendance < 5% At-Risk > 5% and < 10% Moderate Chronic Absent > 10% and < 20% Severe Chronic Absent > 20%

Student Absenteeism LEAs will be required to submit the data in the Student Absenteeism Summary (STAS) file as part of EOY 3 in 2016-17 The data collected on the STAS leverages the attendance data LEAs already collect and maintain in their local student information systems for average daily attendance (ADA) reporting In other words there are no changes to the rules used to collect attendance for ADA purposes, just some differences in how the data is aggregated and reported NOTE: Current ADA reporting process continues

Student Absenteeism The rules for aggregating the data and reporting it to CALPADS were developed in consultation with the SIS vendors and LEAs with custom systems Primary difference is a more simplified way to count days attended for students whose ADA is based on “hourly attendance” It is important to follow the guidance and instruction provided by your SIS Refer to Flash #120, CFS, and User Manual for more details

Assessments and CALPADS

Assessments and CALPADS Update 2015-16 CELDT data in CALPADS will be available soon Loading CAASPP results into CALPADS is still planned, but a lower priority given availability of results in the Test Operations Management System (TOMS), maintained by the assessment vendor, Educational Testing Services (ETS)

CAASPP and CALPADS Update What enrollments are sent to TOMS? CDE sends the most current primary or short-term enrollment each Sunday through Thursday night If a student is concurrently enrolled, CALPADS sends the enrollment with the most recent start date Therefore, a Concurrent Enrollment anomaly does not need to be resolved for a student to test UNLESS the latter LEA enrolled the student in error CHANGE: A student exited with an E155 is no longer treated as an enrollment by TOMS, which means a student must have a current enrollment in CALPADS to access the interim assessments

CAASPP and CALPADS Update What CALPADS student data are sent to TOMS? The most current demographic data from CALPADS are sent daily to ETS for loading into TOMS All the student data displayed on the TOMS Student Demographics screen come from CALPADS TOMS now includes the ability to download the student demographic data that can be used to identify any data issues

CAASPP and CALPADS Update What student data are used in reports? CDE now sends all exits to TOMS For 2017 summative testing ETS will “freeze” the demographic data it receives from CALPADS when the student exits or at the end of the LEA’s testing window, whichever comes first, and use this data for reports in TOMS, the Online Reporting System (ORS), and on the public Website Therefore, it is important that LEAs keep CALPADS up-to-date with student demographic and program participation data to ensure accurate reporting During the testing window, LEAs should review subgroup data available in TOMS and correct any data prior to the end of their testing window

CAASPP and CALPADS Update NOTE: CDE will continue to use the most up-to-date demographics in the CALPADS ODS when using assessment data in the accountability measures CDE will continue to inform LEAs when ODS data will be pulled for this purpose

CAASPP and CALPADS Update What are other important things to remember? Update CALPADS with students’ Special Education and Section 504 plan program records because LEAs will only be able to load accommodations for students with a Special Education or 504 program record loaded from CALPADS to TOMS Ensure CALPADS has students’ current mailing addresses because the mailing address meets both CALPADS purposes for maintaining student addresses: To provide to TOMS for LEAs opting for student addresses on Individual Student Reports (ISRs) For the Direct Certification matching process

CAASPP and CALPADS Update Who should I contact for technical questions, such as when a school or student is not in TOMS? California Technical Assistance Center 800-955-2954 CalTAC@ets.org http://caaspp.org/about/smarter-balanced/ http://caaspp.org/administration/instructions/ Hours of operation: Monday through Friday, 7 a.m. to 5 p.m. PT

CAASPP and CALPADS Who should I contact for policy or program questions? California Department of Education Accommodations, Test Policy, Testing Irregularities CAASPP Office 916-445-8765 caaspp@cde.ca.gov For Security Breaches: 916-319-0969 CAASPPirreg@cde.ca.gov

Looking ahead….

Looking Ahead – Perkins Transition Transition of Perkins E1 to CALPADS Perkins E1: includes CTE participants, concentrators, and completers (concentrators completing a capstone course) 2015-16 Parallel Year: data from Perkins Data System (PDS) will be used for federal reporting 2016-17: CALPADS data will be used for Perkins Reporting

Looking Ahead – CASEMIS Transition CALPADS discipline data is now being used for state and federal reporting for all students including special education students; discipline data no longer collected in California Special Education Management Information System (CASEMIS)

Looking Ahead – CASEMIS Transition The CDE will be transitioning remaining CASEMIS data to CALPADS over the next several years, in this general timeframe: Fiscal Year Primary Activities 2016-17 Requirements development Local integration between SIS and Special Education data systems 2017-18 Modification of Security Model Development 2018-19 Testing 2019-20 Production

Looking Ahead – CASEMIS Transition CALPADS Enhancements to accommodate transition include: Restructuring the CALPADS Security Model to broaden, allow for “view only”, and address other existing issues as well as to enable SELPAs to view and certify data Automating data submission for moving data from local special education data systems (SEDs) to CALPADS Enabling the review of error reports in local SEDs Incorporating accommodations into CDE’s nightly TOMS feed, thus eliminating LEA submission of accommodations to TOMS

Looking Ahead – System Improvements CDE continues to work to address some overall performance issues: Posting: CDE recognizes the need to address the length of time it takes for posting and plans to improve this functionality in the future View Only Functionality: CDE recognizes the value of such functionality to LEAs and plans to implement this functionality with the new security model ODS Report Processing: Migrating ODS reports to use same reporting platform as the snapshot reports

CALPADS Support Update Client Services Officer, FCMAT/CSIS Martha Friedrich Client Services Officer, FCMAT/CSIS 53

CALPADS Support Update Topics EOY Submission Statistics New / Revised Functionality Fall Submission Strategies Recognition Program Support Tips

EOY Submission Statistics Expected LEAs Total Certified Percent Certified EOY 1 1616 1597 99% EOY 2 1814 1801 EOY 3 1799

Fall 1 and 2 Updates

2016-17 Summary of Fall Changes Functionality Change Code Set Retired Grade level UU Added new exit code E170 for Secondary enrollment exits Added Program Code 192 (Pupils of Military Families based on ESSA) Modified Student School Transfer codes 2 and 3 definition Modified the definition of Student Exit Reason Category Codes T160 and T180 to include exits to NPS Schools Here we will discuss the changes for this year and their impact. * Check CALPADS Code Sets document for details and update local SIS as necessary

2016-17 Summary of Fall Changes Functionality Change Code Set Added Two Course Codes that Represent courses with "No Educational Content" per AB 1012 (6021, 6022) Added new AP Computer Principals course (code 2472) Added new courses based on review of SCED codes for military science, religion, and physical education (2518, 2519, 2505) Added New/Modified State Course Codes for Math and Science Modified code name 2467 (from "MYP Algebra I or II" to "MYP Algebra I"), Modified code name 2609 (from "Oceanography" to "Marine Science"). Added new codes (2473, 2484, 2485) for MYP Algebra II, Mathematical Modeling, and Financial Algebra Modified Science course codes (2600 - 2676) Here we will discuss the changes for this year and their impact. * Check CALPADS Code Sets document for details and update local SIS as necessary

2016-17 Summary of Fall Changes Functionality Change Code Set Retired/Added New CTE Course Codes for 2 Industry Sectors (Ag and Art Media Entertainment) in AY2016-2017 & Add 2766 (IB Business Mgmt) as an Academic CTE Course Retired Code/Valid Code Combo for 6004 (Resource Class) and Update Definitions for Codes 6017 (Resource Teacher), 3020 (support/consultation) Here we will discuss the changes for this year and their impact. * Check CALPADS Code Sets document for details and update local SIS as necessary

2016-17 Summary of Fall Changes Functionality Change Valid Code Combo Modified UC/CSU Approved values for CTE Courses in Course Group Master Combo Valid Code Combo Moved state course codes 2535 and 2538 from Content Area code 19-Physical Education to 16 - Health Education category in Valid Code Combo Modified valid grade levels for State Course Codes 2434, 2435, 2446 & 2447 in valid code combos to include Grades 6-8 and 6-12 Here we will discuss the changes for this year and their impact.

2016-17 Summary of Fall Changes Functionality Change Validation Added IVR to prevent LEAs from submitting a SELA record for IN, TD, PS or AD grades (SELA0301) Disabled IVR 30 on Expected School of Attendance since not all district level entities are represented in the dropdown Added new IVR to ensure SENR enrollment status 20 use new exit code (SENR0302) User Interface Added Program Code filter Certification Activated non-trend F1 CVR Warnings (CVR 111/110) CERT110 W Invalid Open or Closed Title I Part C Migrant Record CERT111 W Homeless Program Eligibility Data Expected Here we will discuss the changes for this year and their impact.

2016-17 Summary of Fall Changes Impact Reports Updated Snapshot & C/A Report 1.9 following the retirement of No Show Same School Exit Code N420 Added AY clarification note to Graduates, Dropouts, Exit Reports. Added Age Eligibility Filter to Snapshot Reports 1.19 & 1.20 Modified CALPADS Business Rules for Ethnicity/Race Roll-up on F1 Snapshot Reports to Match DataQuest Updated Socio-Economic Disadvantaged (SED) Glossary term definition for F1 Snapshot reports Added Juvenile Court Students to SED, ED (Economically Disadvantaged), & FRMP Eligible Rules Use ODS 8.2 to find student with Parent Ed level less than High school diploma Use report 1.18 for other SED details (NSLP, Migrant Ed, Homeless, etc)

2016-17 Summary of Fall Changes Impact Reports Modified Snapshot Reports 1.17, 1.18, 1.19, 1.20, CA/1.17 to count free (181) and reduced-price (182) records if the start date is between 7/1 and 10/31 (inclusive) of the selected academic year Added TK subgroup to Snapshot Reports 1.1, 1.2, & C/A 1.1 File Layout Modified CRSE/CRSC with filler for fields (9.11, 9.28) Anomalies Modified the CALPADS display of ERD Type E to include subsequent enrollment records. Modified to display 2 rows of data similar to the display of the ERD Type B. Modified presentation of ERD Type E data on ERD Anomalies report 10.1 to show 2 rows of data similar to the display for the ERD Type B To facilitate the sharing of data between point of sale systems and student information systems, LCFF Reports will now include Free/Reduced Price Meal (FRPM) records with start dates up to 10/31 No longer a need to back date applications received by 10/31

Summary of Changes and Impact Fall 1 submission window shorter – plan accordingly for Thanksgiving break The revision frequency will be based on server load and other factors ODS Reports may not match snapshot reports – use local report to reconcile

File Submission Status There are now two additional file statuses to let you know what state a file is in due to the snapshot changes this Fall. Two new columns related to this change have also been added to the view submission status screen. {Read thru the file statuses on the slide…} File Status Definition Revision in Progress Posted records are being extracted and in process of generating the Snapshot reports Revision Complete New snapshot reports generated successfully

Snapshots: Revision Status Definition Revised Uncertified Most recent revision that has not been certified. In Review Uncertified Revision flagged by the LEA to be kept. Newer revisions may exist. Certified LEA has approved snapshot revision as complete and accurate. Decertified LEA chose to remove its certification. Most recent decertified revision will be kept. Snapshot revisions have an additional status to let you know what state that particular revision is in. Revised Uncertified is typically the first status you will see and just means that your snapshot has been updated but not certified. If you decide to mark a snapshot revision to be kept, the revision’s status will change to In Review Uncertified. Once you decide that your snapshot revision’s data is complete and correct you should certify the snapshot revision. If you certify a snapshot revision its status will change to Certified. If you decide that further changes need to be made to a snapshot after certifying it, you will need to decertify the snapshot revision. If you do, its status will change to Decertified.

All Certification Warnings Disabled LEAs will need to do their own analysis against prior year submissions No data Graduates (among last year’s 12th graders) Dropouts (in a school with grades 9-12) FRPM GATE Special Ed Title I Part C Migrant Title III Significant changes in school School LEA Enrollment X Enrollment by grade Enrollment by race/ethnicity Graduate % Graduate % (UC/CSU requirements met) Dropouts and dropout rate LEP and LEP % ELs / FEPs / RFEPs FEP proportion FRPM Gate Special Ed Title I Part C Migrant Title III Eligible Immigrants Conflicting numbers More Graduates than prior year 12th Graders Normally it is also important to review your certification warnings. However, the certification warnings have been temporarily disabled. It is recommended that your LEA manually review the related counts and records to ensure they do not have these discrepancies. For example, your LEA should compare it’s previous year enrollment counts to the current year counts to make sure any discrepancies are intended. Invalid records FRPM Questionable proportions Over 25% of students in school are in Special Ed Over 25% of students in LEA are in Special Ed

Certification deadline Important Fall 1 Dates Census Day Oct. 5 Certification deadline December 2 Amendment deadline January 27 CALPADS Calendar: http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp

Fall - 1 Suggested Milestones Now Complete Fall 1 data population in local SIS Now – 10/21 Upload SENR, SELA, and SPRG files. Review validation errors and reconcile as needed (SINF optional) Post SENR, SPRG, SELA & optional SINF files 10/24 – 10/28 Resolve anomalies, resolve certification errors, review certification reports and update records if necessary 10/31 – 11/11 Send reports to site leaders for approval 11/14 – 11/23 Certify Fall-1 (level 1 & level 2) 11/28 – 12/2

Submission Strategies Fall Certification Errors and Reports Resolve fatal errors first Review and reconcile aggregate reports Start with 1.1 or 1.5 Refer to Report Mapping Guide Manually check trend edits Use supporting reports to assist in reconciliation Fix local data and re-upload as needed Minimize use of Online Maintenance

Submission Strategies Why meet the Fall 1 deadline? Initial certification data used in P1 apportionment calculations County Office of Education reviews LEA’s Certified Reports Avoid CDE letter to Superintendent Poised to succeed with Fall 2 Preliminary Accountability reports Eligible for Data Management Recognition Be a kind and courteous neighbor

Fall 2 Changes Reminders Fall 2 snapshot refreshes begin December 28 Many Course State Group code changes – consult Code Set document CRSE file format changes – added filler fields Certification validations changes

Fall 2 - Reporting School Librarians LEAs are reminded to report School Librarians: In Staff Job Classification (Field 8.13) as a “Teacher” (Code: 12); and Assigned to State Course Code “(Teacher Librarian) Information and Digital Literacy and Digital Citizenship” (Code 6026) Assigning Teacher Librarians to a Staff Job Classification other than “teacher” will result in an inaccurate count of teacher librarians Pull out and classroom-based info literacy classes should be reported Pullout and classroom-based info literacy classes should be reports

Fall 2 – English Learner Services Ensure all core academic courses in which English Learners (ELs) are enrolled have a coded value in EL Services field (9.20 – Education Service Code) Even courses which provide NO SERVICES must explicitly be coded as such LEAs with EL students enrolled in no courses reported as not providing services may be subject to monitoring Review Report 2.4, Column “No English Learner Services Reported” – Check for accuracy if there are counts in this column

Fall 2 – English Learner Services LEAs are reminded that: Counseling and tutoring do not qualify as EL instructional services Special Education students who are English Learners must receive EL instructional services in accordance with their Individualized Education Plan (IEP) LEAs should not assume that appropriate services are being provided based simply on teachers’ credentials or authorizations

Fall 2 – AB 1012 LEAs are reminded of the new requirements under Assembly Bill 1012 (Chapter 703, Statutes of 2015) which prohibit the assignment of students to courses “with no educational content” unless certain conditions are met Refer to CA Education Section 51228.1-51228.3 for specifics LEAs may submit these courses to CALPADS using the following course codes: 6021 – Student Assistant 6022 – Free period or No Educational Content

Fall 2 – CTE Course Code Redesign Pilot The CTE course codes are being restructured to facilitate the mapping of local CTE courses to state course codes The current structure resulted in inaccurate reporting of students in CTE pathways Under the new structure state course codes will be more generic which will provide more flexibility to LEAs when mapping local courses to a CTE pathway

Fall 2 – CTE Course Code Redesign Pilot The new structure has been implemented for two industry sectors: Arts Media and Entertainment Agriculture An example of the change Local Course: Internet Publishing Previously mapped to State Course Code 5712 – Internet Publishing Now mapped to State Course Code 5621 or 5622 - “Introduction to Graphic Design” or “Intermediate Graphic Design”

Fall 2 – CTE Course Code Redesign Pilot LEAs with these CTE pathways should work with CTE program staff to map local courses into the new state course codes Based on the pilot, the new model will be expanded to all industry sectors in 2017-18

Fall 2 – No HQT Reporting LEAs are reminded that they are no longer required to submit Highly Qualified Teacher (HQT) data The fields used to submit this data are now filler fields

Fall 2 High Profile Validations CERT104 - Course Section Missing Education Service Code (CERT063 retired) CERT081 – No Course Section Data for a Secondarily or Short Term Enrolled Student CERT046 - Staff FTE sum > 200% or <5% CERT005 – Student Course Section for SSID Not Enrolled on Census Day

Fall - 2 Suggested Milestones Now – 12/28 Complete Fall 2 data population in local SIS 1/4/17 – 1/31/17 Upload SDEM, SASS, CRSE, SCSE files. Review validation errors and reconcile as needed Post SDEM, SASS, CRSE, SCSE files 2/1/17 – 2/3/17 Resolve certification errors, review certification reports and update records if necessary 2/6/17 – 2/17/17 Send reports to site leaders for approval 2/20/17 - 2/24/17 Certify Fall-2 (level 1 & level 2) 2/27/17 – 3/3/17

Submission Strategies Fall 2 Certification Strategies Complete Fall 1 Submit and post Staff Demographics Submit and post Staff Assignments Submit and post Course Section Submit and post Student Course Section 2 1 3 4 5

Certification Warnings Disabled LEAs will need to do their own analysis against prior year submissions No data Administrator Staff Assignment Missing (CERT050) No Enrollment for Course Section (CERT079) Significant changes in school School LEA Administrator FTE (CERT026) X English Learners (CERT035) Number of Teachers Providing EL Svcs (CERT036) Percentage Change in Number of ELs Receiving Education Services (CERT065) Pupil Services FTE (CERT080) Teachers FTE (CERT025) Conflicting numbers Normally it is also important to review your certification warnings. However, the certification warnings have been temporarily disabled. It is recommended that your LEA manually review the related counts and records to ensure they do not have these discrepancies. For example, your LEA should compare it’s previous year enrollment counts to the current year counts to make sure any discrepancies are intended. Each subgroup is mapped to the certification warning that did not get implemented this year and LEAs can reference the error list to get more information on them. Not Enough Course Sections to = FTE (CERT070) Questionable proportions Invalid records Enrollment Count for a Course Section Exceeds Expectations (CERT062) Total FTE to Total Staff ratio is greater than 1.25 or less than .75 (CERT108) Staff FTE % (CERT105)

General Submission Strategies Set Up Accounts Submit Data Reconcile Review/ Certify County Level Review

Submission Strategies 2016 2017 September 10/5 10/23 11/20 12/2 12/28 2/12 3/3 Fall 1 Populate local data Census Day Upload data Review reports Fall 1 due Fall 2 Populate local data Census Day Upload data Review reports Fall 2 due

CALPADS Recognitions Recognition Program Counts: Training Recognition, recognizing those who complete the nine core CALPADS trainings 2013-14 Cohort = 96 2014-15 Cohort = 296 2015-16 Cohort = 389 Data Management Recognition, recognizing LEAs that certify on time and maintain quality data 2013-14 Cohort = 1,719 2014-15 Cohort = 1,463 2015-16 Cohort = 1,681

Snapshot Revision Backlog Fall 1 Submission Snapshot Revision Backlog October 5 November 14 December 2 Submission Window

Support Tips Expedite Support Response Time Reference Known Issues Advise site users to contact LEA Admin Configure Security Questions Use email or web form Include Job ID, SSID*, SEID, Error Number *Do not include personally identifiable information; the SSID is sufficient

Support Tips Training Opportunities http://csis.fcmat.org/Pages/Trainings.aspx http://csis.fcmat.org/Pages/Self-Paced-Training.aspx Basic courses Advanced courses Assorted Topics – Documentation Guide Self-Paced Training Modules Create a CSIS/FCMAT account to register for training

Support Tips New Training Courses on Horizon Troubleshooting Guide CALPADS and Data Confidentiality

Support Tips Resources Release Updates and Known Issues Error List (available from “Help”) Flash Updates Data Guide Self-Paced Training Modules Mini Tutorial Clips Glossary (User Guide) FAQs

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Next Meeting April 18, 2017 from 9:30 – 12:00 WebEx from Sacramento 94