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EDCITE now integrates with Google Classroom Gradebook

Edcite Gradebook Integration with Google Classroom Picture

Getting Ready: Changes Coming to AP in 2019-20


Getting Ready: Changes Coming to AP in 2019-20

Starting in 2019-20, all schools that offer AP will institute new annual processes and receive new AP resources that will help more students earn college credit.

A New Exam Ordering Timeline
Registration for AP Exams will now take place in the fall. Every AP student deserves the chance to earn college credit, and we've learned that when they're asked to commit early to taking an AP Exam, their chances of earning a score of 3 or higher on the exam increases.

AP teachers tell us that when students register early, they're more likely to stay engaged in their classes, tackle college-level content and skills, and develop an "all in" commitment to learning, and we've seen early commitment positively impact exam results. More students earned scores of 3 or higher when we asked them to commit early, especially students of color, low-income students, and female students in STEM courses.

Year-Round Resources
To support early commitment, AP teachers and students will receive new classroom resources: an AP question bank, unit guides, personal progress checks, and a performance dashboard. These resources will help AP teachers provide students with focused instruction and actionable feedback throughout the year.

AP coordinators will have access to tools that will help them manage their AP programs, including a new online exam registration and ordering system. And new exam-day resources like personalized student registration labels will greatly reduce time-consuming bubbling of student information.

Preparing Your School
Here are some steps you can start taking now and throughout the rest of this school year to help your AP teachers, students, and parents get ready for these changes:

  • Outreach: Share the new AP Exam ordering deadlines, policies, and fees. You can download detailed handouts from collegeboard.org/ap2019.

  • Training: Connect your AP teachers and coordinators with resources and training opportunities that will be available throughout the year, including videos, live online sessions and tutorials, and in-person workshops at the AP Summer Institutes and the AP Annual Conference.

We'll be providing additional updates throughout the year, so bookmark collegeboard.org/ap2019 to stay informed. 


CALPADS Flash #151


Complying with the Attorney General's Model Policies for K–12 Schools and CALPADS Data Submission

Assembly Bill (AB) 699 (Chapter 493, Statutes of 2018) requires the Attorney General (AG), by April 1, 2018, to "publish model policies limiting assistance with immigration enforcement at public schools, to the fullest extent possible consistent with federal and state law, and ensuring that public schools remain safe and accessible to all California residents, regardless of immigration status." The bill further requires local educational agencies (LEAs) to adopt the model policies by July 1, 2018.

Pursuant to this legislation, the California Attorney General published the document "Promoting a Safe and Secure Learning Environment for All: Guidance and Model Policies to Assist California's K–12 Schools in Responding to Immigration Issues." This document is posted on the Attorney General's website and can be found here: https://oag.ca.gov/sites/all/files/agweb/pdfs/bcj/school-guidance-model-k12.pdf

Section 1 of this document provides model policies for gathering and handling student and family information and addresses the collection of certain student data currently collected in CALPADS. Specifically, this section states:

"While agencies may be required to collect and provide information related to a student's national origin (i.e., information regarding a student's birthplace, entry date into the United States, date of first enrollment in a U.S. school, or departure from the United States after entry) to satisfy certain federal reporting requirements for special programs, to avoid deterring initial school enrollment of immigrants or their children, agencies should collect this information separately from the school enrollment process."

The policy does not prohibit the collection of these data; rather, it states that these data should be collected "separately from the school enrollment process." The CDE recognizes that LEAs typically collect and input these data into their local student information systems (SIS) during the school enrollment or registration process, and that these data are required to be submitted to CALPADS on the Student Enrollment (SENR) and Student Information (SINF) files. While the CDE understands that it may be more difficult to collect these data outside of the enrollment/registration process, it is important that LEAs continue to collect and submit these data to CALPADS for the following reasons:

  • Students' birth country generates federal Title III Immigrant Education funding for California overall, and determines the allocation of funding to specific LEAs.
  • Students' initial U.S. school enrollment date in a K–12 school is used to determine whether a student needs to be tested with the Smarter Balanced assessments and whether an English Learner's assessment results should be included in a school's academic accountability metric.
  • The initial U.S. school enrollment date is also used to measure the length of time students have been English Learners (EL) to determine which (EL) students are Long-Term English Learners (LTEL) or students "At-Risk" of becoming LTEL.

To facilitate compliance with the AG's model policies, the CDE provides the following guidance for how to submit these data:

How These Data Are Collected in CALPADS

CALPADS currently collects the following data:

  • CALPADS requires the population of Field 1.21 – Student Birth County Code on the SENR because it is used as part of the matching algorithm.
  • CALPADS requires the population of Field 2.2 – Student Birth Country Code on the SINF where the LEA can update the student birth country code initially provided on the SENR.
  • CALPADS requires population of Field 2.36 – Student Initial US School Enrollment Date K–12 on the SINF for students in grades K–12 who are English Learners (EL). (This is validated via the Fall 1 submission during the certification process by CVR CERT113 – Missing Student Initial US School Enrollment Date.)
  • CALPADS requires population of Field 2.37 – Enrolled in US School less than Three Cumulative Years Indicator ("yes" or "no") on the SINF for students whose birth country is not equal to U.S. or Puerto Rico. (This is validated by IVR/SINF0061 – Missing Enrolled in US School less than Three Cumulative Years Indicator.)

CALPADS Procedural Guidance to Support the AG's Model Policies

Student Birth Country:
LEAs are required to populate the Student Birth Country field on the SENR. If LEAs do not know a student's birth country at the time of registration or enrollment, LEAs may populate the SENR with Unknown (UU). (See note below.)

Collecting and submitting accurate birth country data, however, is important for LEAs with immigrant students because it generates additional funding that supports services that benefit these students. Federal Title III Immigrant Education funding is determined based on the count of immigrant students. The fields used to determine immigrant counts are birth country and whether the student was enrolled in a U.S. school for less than three cumulative years. Population of Field 2.37 – Enrolled in US School less than Three Cumulative Years Indicator is required for students whose birth country is not U.S. or Puerto Rico. Therefore, LEAs desiring to receive federal Title III Immigrant Education funding, must implement a process for collecting students' birth country and whether the student was enrolled in a U.S. school less than three cumulative years, following the registration/enrollment process. LEAs might consider collecting these data by including a form in the back-to-school packet that includes an explanation that the data are used to generate additional funding for the LEA. Once an updated birth country is collected, the LEA may update the Student Birth Country field using the SINF. Since certified data from the Fall 1 submission are used for immigrant counts, whatever process the LEA implements should occur in the fall, prior to the end of the Fall 1 submission.

NOTE: Currently the SINF will require population of Field 2.37 – Enrolled in US School less than Three Cumulative Years Indicator for a birth country of "Unknown" (UU). The input validation rule (IVR) that checks for this will be modified to not trigger when the birth country is UU. The modification to the IVR will occur as part of the next CALPADS release (Release 15 - 03.12.19). Until that change is made, LEAs may populate birth country with U.S. if the birth country is not known.

Student Initial US School Enrollment Date: LEAs have typically collected the Student Initial U.S. School Enrollment Date during the enrollment process. When submitting these data to CALPADS, LEAs have typically submitted the SENR, followed by the SINF which includes population of this field. Population of this field, however, is not initially required on the SINF; currently this field is only required during the Fall 1 certification process for students whose English Language Acquisition Status (ELAS) is English Learner (EL). It should be noted, however, that LEAs will also be required to populate this field for EL students during the End-of-Year 3 certification process beginning in 2019.

It is important for LEAs to collect EL students' initial U.S. school enrollment date because it is a factor in developing the academic accountability metrics for the California School Dashboard, and to determine which EL students are long-term English Learners (LTEL) or "At-Risk" of becoming LTEL as required by statute. LEAs may consider collecting these data either on a form included in the back-to-school packet, or through a letter sent to parents when students' are identified as English learners.

Questions: CALPADS/CBEDS/CDS Operations Office | | 916-324-6738
Last Reviewed: Wednesday, March 6, 2019


CALPADS Flash #150 - February 15th, 2019


 Spring 2019 Training Offered:CALPADS Course Codes, Assignment Monitoring and LCAP Federal Addendum Equity Data Training

Beginning in March 2019, California Department of Education (CDE) and Commission on Teacher Credentialing (CTC) staff will be conducting training sessions at county offices of education (COEs) throughout California. The training sessions will cover:

  • The new State Assignment Accountability System (CalSAAS)
  • Changes in the California Longitudinal Pupil Achievement Data System (CALPADS)
  • Changes to the state course codes and descriptions

The CalSAAS will use data from the CTC and the CDE to identify potential misassignments and provide a communication platform for counties and school districts to address and resolve them. In addition, CDE staff will be providing information about the Promoting Equitable Access to Teachers (PEAT) Program and Title I equity reporting requirements on the Local Control and Accountability Plan (LCAP) Federal Addendum.

Please visit the CDE CALPADS Training web page at https://www.cde.ca.gov/ds/sp/cl/training.asp for dates and COEs where training sessions will be provided, as well as registration links (if available).


U.S. Department of Education Acts on School Safety Report Recommendation to Improve Understanding of Student Privacy Law


February 12, 2019

Contact: Press Office, (202) 401-1576,

WASHINGTON – The U.S. Department of Education today released a comprehensive set of frequently asked questions (FAQs) on schools' and districts' responsibilities under the Family Educational Rights and Privacy Act (FERPA) in the context of school safety.

The Federal Commission on School Safety (FCSS) released an in-depth report last December, which observed that "substantial misunderstanding remains at the local level among officials and educators concerning (FERPA), and in particular its application to school-based threats."

This FAQ document, titled, School Resource Officers, School Law Enforcement Units and the Family Educational Rights and Privacy Act (FERPA), consolidates previously issued guidance and technical assistance into a single resource to help raise schools' and districts' awareness of these provisions.

"One key takeaway from the commission's work was that the federal government needs to do a much better job of providing useable information that's simple, streamlined and clear," said Secretary DeVos. "FERPA is an area where widespread confusion remains, and this clarification will give local school leaders and law enforcement the tools they need to protect student privacy while ensuring the health and safety of students and others in the school community."

The document consists of 37 commonly asked questions about schools' and school districts' responsibilities under FERPA relating to disclosures of student information to school resource officers (SROs), law enforcement units and others, and seeks to explain and clarify how FERPA protects student privacy while ensuring the health and safety of students and others in the school community.

The FAQ document includes answers to common FERPA questions involving school safety, such as:

  • Can law enforcement unit officials who are off-duty police officers or SROs be considered school officials under FERPA and, therefore, have access to students' education records?
  • Does FERPA permit schools and districts to disclose education records, without consent, to outside law-enforcement officials who serve on a school's threat assessment team?
  • When is it permissible for schools or districts to disclose student education records under FERPA's health or safety emergency exception?
  • Does FERPA permit school officials to release information that they personally observed or of which they have personal knowledge?

The full FAQ document can be found here.

For additional information on the meetings, field visits, listening sessions, roundtables and other resources used to produce the FCSS report, please visit the school safety website.


SiteImprove Academy offers courses for accessibility education


Siteimprove Academy's role-specific courses offer accessibility education and training for every experience level and skill set. So, whether you're a manager looking for training for your entire team or an individual hoping to brush up on your skills, Siteimprove Academy has something for everyone.

Frequently Asked Questions about Siteimprove Academy

Q: What format are the courses in?

A: The courses include quizzes, interactive content, and videos that offer a fun and engaging learning experience.

Q: How many times can I access the courses within my package?

A: Siteimprove Academy Free gives you unlimited access to the Web Fundamentals learning track. Limited-time access to additional premium learning tracks is also included. Siteimprove customers have access to Academy Plus where they can access courses for an unlimited time.

Q: How long are each of the courses?

A: Each individual course within the course packages is estimated to take one hour, but it depends on the individual pace of the learner. It's also good to remember that the Siteimprove Academy
interface tracks your progress, so it's easy to do them little by little or whenever you have the time.

Q: Do I receive a certificate for completing the course?

A: Yes! You get a certificate for completing each course. Additionally, if you complete all the accessibility courses within Siteimprove Academy, you get a certificate that recognizes you as an"Accessibility Champion."

Q: My company has a subscription to the Siteimprove Intelligence

Platform. Are the courses included in the subscription?

A: Yes! All organizations with Siteimprove Intelligence Platform subscriptions have unlimited access to Siteimprove Academy courses and gain additional reporting and administrator capabilities. Simply log in to the Siteimprove Intelligence Platform and select the Help Center and Academy button at the top of the page to get started. Talk to your Customer Success Manager if you want more information!


CALPADS Flash #149 - February 14, 2019

File Name: calpadsupdflash14_20190214-213924_1
File Size: 142 kb
Download File

Date: February14,2019
To: Local Educational Agency (LEA) Representatives

From: California Department of Education (CDE) —
California Longitudinal Pupil Achievement Data System (CALPADS) Team

Guidance for Assigning Statewide Student Identifiers (SSIDs) for Adults Students in CALPADS

Beginning in 2019–20, public K–12 local educational agencies (LEAs) that administer Adult Education Programs (AEPs) are responsible for acquiring statewide student identifiers (SSIDs) for adult students who do not have an SSID, or who do not have a social security number (SSN) in the California Community College Adult Education Data System (California Education Code Sections 52523 and 78401).

Fulfilling this responsibility will require a collaborative effort between the AEP staff and CALPADS staff. It is a local decision as to whether this work is conducted by CALPADS staff or AEP staff. If the decision is for AEP staff to conduct this work, the LEA CALPADS administrator must grant the appropriate roles in CALPADS to AEP staff to search for and assign SSIDs, and is responsible for training, overseeing, and ensuring appropriate use of CALPADS by those staff.

One-time Process

Currently, LEA AEPs submit student-level data to the California Adult Student Assessment System (CASAS) TopsPro Enterprise (TE). To assist LEAs in identifying adult education students who currently do not have SSNs or SSIDs, in the next few months, CASAS will provide to each LEA AEP, an extract of adult education students who do not have SSNs, and who do not already have an SSID in TE. For each of these students, CASAS will provide a file with the following:

  • Student Legal First Name
  • Student Legal Last Name
  • Student Birth Date
  • Student Gender Code

Once the file is received, the LEA AEP should collaborate with the LEA's CALPADS Administrator to search for an existing SSID in CALPADS, and update their local adult education student information system with the SSID if one is found.

If an SSID is not found, the LEA should request an SSID by:

  • Enrolling the student using Enrollment Status Code of 20 (Secondary Enrollment) in the LEA's Adult Education Center/Program (AEC should have a county-district- school code).
  • Assigning the student in a grade level of AD (Adult).
  • Exiting the student in the same record, using the enrollment date as the exit date
    and student Exit Category Code 170 – SecEnrlExit.
  • Uploading the SSID to the LEA's adult education information system.
    LEAs should then return the extract received from CASAS back to them with the SSIDs.
  • NOTE: LEAs may begin searching for/requesting SSIDs for adult students at any time, and do not have to wait for the file from CASAS to begin the process.

Ongoing Process

LEAs will need to acquire SSIDs for adult students enrolled in their AEP on an ongoing basis. AEP staff will have to work with the LEA's CALPADS staff to search for or acquire SSIDs for new adult education students. As noted above, it is a local decision as to whether this work is conducted by CALPADS staff or AEP staff. If the decision is for AEP staff to conduct this work, the LEA CALPADS administrator must grant the appropriate roles in CALPADS to AEP staff to search for and assign SSIDs, and is responsible for training, overseeing, and ensuring appropriate use of CALPADS by those staff.

Beginning in 2019–20, a new enrollment status of 50 (Non-ADA Enrollment Status) will be available to use instead of enrollment status 20. 


New school immunization rules for 2019-20

The California Department of Education is sending out the following information on behalf of the California Department of Public Health. Please contact CDPH with any questions.

Dear School Information System vendors,

Changes to California school immunization regulations will become effective starting July 1st, 2019.

Schools are required to maintain immunization information for each student as outlined in regulation section 6070. The required information may be collected in the revised California School Immunization Record (aka form CDPH 286 or Blue Card) at http://eziz.org/assets/docs/shotsforschool/CDPH-286.pdf.

The changes to the regulations include, but are not limited to:

1) Requiring 2 (rather than 1) doses of chickenpox (varicella) vaccine at

  • Kindergarten entry
  • 7th grade advancement
  • K-12 admission or transfer

2) Requiring 2 MMR doses and 3 Hepatitis B vaccine doses at admission or transfer more uniformly throughout K-12 (age restrictions are removed)

3) Changes to some conditional admission time intervals

Other Links:

New regulations eziz.org/assets/docs/IMM-1080.pdf

FAQs about the new regulations www.shotsforschool.org/laws/regs2019/

General information www.shotsforschool.org

Please send questions about child care and school immunization requirements to .


California Department of Public Health

Immunization Branch



CALPADS Fall 2 staff info form

 Here's the form I mentioned at the LACOE CALPADS group today.

Note:  The username and password for the SEID login are probably way old.  If you don't already know that info you can contact CTC and request access.


File Name: CALPADS_Employee-For_20190214-002339_1
File Size: 115 kb
Download File

Renaissance Product Updates!


What's new? Here's a peek at just a few of the updates available to you now

Access rich content for practice and instruction

  • Assign instructional resources (Renaissance & open educational resources) using the Star Record Book.
  • Enjoy a seamless connection between assessment results, practice, and instruction.
  • Manage lesson plans with the ability to view and delete existing lesson plans.

View updated and enhanced reports

  • View State Standards Mastery reports which show your state standards in reading and math.
  • Know which students are beginning, developing, or secure in each standard.
  • Track progress of grade-level standards mastery for district administrators.
  • See Test Activity reports with separate columns showing incomplete and failed practice Star tests.
  • Gauge student progress on the Star Student Progress Monitoring reports which include expected goal growth rates (Scaled Score/Week) when a Scaled Score or Percentile Rank Goal is set.
  • Find the reports easier with the Reports Page Menu that includes a tab system to separate reports by product and ability to pin your favorite reports.

Improve parent involvement and communication

  • Use Renaissance Home Connect® to send parent email notifications when a student completes an assessment.

Moving forward, what product updates can you expect next?

  • More content and the ability to assign open educational resources (OER's) including over 100,000 items from Knovation®.
  • 32,000 new formative assessment items in Star Custom.
  • Longitudinal reports to look back at the same group of students over the past 3 years.

Additional resources:

The items listed above are only a few of the updates that have occurred. For a complete list of updates, visit the Product Updates page.

On the Product Updates page, there is a link to the Fall 2018 Renaissance Roadmap Report with a video that highlights the product updates roadmap.


Ed-Fi webinar February 7th, 2019 11:00 am


The Ed-Fi association is conducting a free webinar on February 7th (11:00 am PST) to discuss the Ed-Fi standard.  It's only 30 minutes long, and should provide a good overview of this emerging data standard for K-12 schools and vendors..  Follow this link to REGISTER


New Course Offering - Leading with Evidence in Schools


Great new course being offered online from Columbia Teachers College:  
Leading with Evidence in Schools: Data and Research Literacy

March 4, 2019 - March 31, 2019

Upcoming course offerings:
Spring Session - March 4 - 31, 2019
Summer Session - July 1 - 28, 2019

Where: Online asynchronous course

Registration Fee: $595

Group/Team Discount (5 or more):
25% off the registration fee, please contact to register

Units Awarded:

Participants receive 2 CEUs OR 20 clock hours OR 20 CTLEs (applicable only to NYS residents). 

Schools today are awash in data, from grades, to test scores, to discipline reports and attendance to name just a few. Additionally, educators around the world are continually urged to use evidence and best practices around "what works" to inform their decisions in schools. But how are teachers and school leaders to know which forms of data and assessments are most useful to their practice in their schools with their students? How do you find evidence on interventions that not only work, but will work for your teachers and for your students? And how can teachers and school leaders best make sense of the data in schools to bring educators together around the data and assessments that matter most to your school to help build capacity, trust, and collaboration around using evidence together in schools for instructional improvement?

Come join us in this four-week interactive online course to learn how to turn data into evidence-based decisions in schools.

  • 4-week duration
  • 20 hours total time commitment
  • Opportunities to engage with like-minded teachers and leaders on structured discussion boards
  • Weekly Quizzes to check for understanding
  • An optional integrated project

Taking this class will help you:

  • Pinpoint data to measure progress
  • Choose appropriate and reliable assessments to gauge achievement
  • Identify research-based best practices that will work for your students
  • Build you team's capacity, collaboration and trust to use evidence and research to shape improvement strategies

The course is taught by Teachers College, Columbia University Professor Alex J. Bowers, who is a leading expert in data and evidence use in schools, data driven decision making, and education leadership data analytics.

During this course you will network with other like-minded educators who are interested in building their skills in data, assessment and research literacy, through learning together using videos, readings, quizzes, and a writing assignment in which you find, critique and apply an intervention to your school.

Who Should Participate?

This course is designed for current or aspiring teachers, school leaders, and district or state leaders globally who are looking to enhance and hone their skills and capacity around data and evidence use for improving instruction in their schools.

Teams of teachers or schools looking to learn together for their professional development around building their skills for evidence use in their schools are also encouraged to enroll (school teams can be matched within the course upon request).

Additionally, for teachers and school leaders looking for a bridge between their undergraduate or graduate education and additional advanced degrees, this course can provide a bridge for students looking to deepen their practice in evidence use as they prepare to apply to a graduate school program, with a special emphasis on work in the United States.

There are no prerequisites for taking this course. 


IlluminateEd User Conference - San Diego Jan 30-Feb 1

CASDAAP at Illuminate Conference
San Diego Conference Center - Jan 30-Feb 1st

​Attending the Illuminate Education User Conference in San Diego at the end of this month?  Stop by the CASDAAP booth to learn more about the California Association of School Data, Assessment, and Accountability Professionals.  Mention that you saw this announcement and claim your free prize (while dwindling supplies last!)  Or just stop by and talk to Chris or Kate from CASDAAP.

More info about the Illuminate conference:

More info about CASDAAP:


Massive Data Breach hits San Diego USD


Fox 5 news in San Diego reported today a massive data breach involving the San Diego Unified School District.  

Full Story here:  https://fox5sandiego.com/2018/12/21/san-diego-unified-victim-of-massive-data-breach/   


CALPADS Flash #147

CALPADS Fall 2 Functionality Rollout and Deadline

Following the Tuesday, December 11, 2018 release, Local Educational Agencies (LEAs) will be able to:

  • Upload Fall 2 files which include:
    • Staff Demographic (SDEM)
    • Staff Assignment (SASS)
    • Course Section Enrollment (CRSE)
    • Student Course Section Enrollment (SCSE)
  • View and correct Fall 2 Input Validation Rule (IVR) errors
  • Request/retrieve Fall 2 Operational Data Store (ODS) extracts (SDEM, SASS, CRSE, SCSE)

The CDE anticipates the online maintenance functionality for staff and course data and reports (ODS and Certification) will be available in early January. Fall 2 training will be available the second week in January 2019. Fall 2 snapshot revisions will begin running on January 8, 2019.

The Fall 2 final certification deadline is Friday, March 22. LEAs are reminded that there is only one Fall 2 deadline; there will not be a certification deadline that is followed by an amendment window deadline.

Reminder to Not Decertify Immediately Following Fall 1 Deadline

It is critical for school districts and counties to communicate during the Fall 1 Amendment Window (December 10 – January 18). Upon certification, County Offices of Education (COEs) can view certified LEA reports within CALPADS, which they are required by law to review. COEs, however, lose visibility into the certified LEA CALPADS reports if the LEA decertifies. Therefore, to facilitate COE review, LEAs should not immediately decertify after the December 7, 2018 deadline. LEAs may continue to update their data and review “revised uncertified” reports while they remain certified. CALPADS has the ability to show both Certified snapshot reports and Revised Uncertified snapshot reports. During this time LEAs may receive feedback from their COE stemming from the county’s review of the certified CALPADS reports and First Interim budget reports. Once the LEA is satisfied with the new revision, LEAs may then decertify and recertify the reports.

In early January, LEAs that certified by December 7, 2018, will receive a preview of their Unduplicated Pupil Count (UPC) based on the data certified on Report 1.17 – FRPM, EL, Foster Count. These data will be used to calculate the First Principal Apportionment (P1). LEAs that did not certify by December 7, 2018 will not receive a preview of their UPC and last year’s data will be used to calculate P1. LEAs are reminded that any data certified or recertified by the close of the Amendment Window will be used to calculate the Second Principal Apportionment, and after the close of the Amendment Window, there will be no further opportunity to amend these data except through the Local Control Funding Formula audit process.

Please note: Report C/A 1.1 has a defect in which the LEA enrollment counts are wrong. Please use report C/A 1.17 to see LEA enrollment counts.

California Wildfires and Homeless and Program

It is the responsibility of our schools and school districts to enroll homeless students immediately, even when they do not have the necessary paperwork required for registration, such as school records, medical records, proof of residency, or other documents. The term “enroll” is defined as attending classes and participating fully in school activities. California’s homeless liaisons need to assist such families with enrolling students and promoting academic achievement. Students who have been displaced by fires or any other natural disaster will generally meet the federal definition of homeless, although this depends on their individual situations. For example, a family that is only displaced for a day or two and is able to return to their home after a couple of days is not considered homeless; however, it is up to the homeless liaison to make the final determination.

With the recent fires last month, CALPADS administrators should coordinate with their local homeless liaisons to identify and accurately reflect the current situation for any student who may have become homeless. For any student who has become homeless, local educational agencies (LEAs) should submit a Student Program (SPRG) record reflecting an Education Program Code of 191 – Homeless Program, using the date the student became homeless as the program start date. Once the homeless status has been established, these students are categorically eligible for free meals under the National School Lunch Program (NSLP).

It is important for LEAs to update homeless data for students who became homeless due to the recent wildfires that occurred in November. Absent executive or legislative action, while doing so will not impact LEAs’ Unduplicated Pupil Count, it will impact LEAs’ cumulative homeless count at the end of the school year, which is used for federal reporting and funding determinations. The data also provides the state an understanding of how students and families were displaced as a result of the fires.

Homeless Definition

School offers structure, stability, and support to children and youths displaced by disasters. Typically these children, youths, and their families are forced to live in a variety of unstable, temporary arrangements, including facilities set up by relief and community agencies. The McKinney-Vento Act defines homeless children and youths as individuals who lack a fixed, regular, and adequate nighttime residence and includes:

  • Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason.
  • Children and youths who may be living in motels, hotels, trailer parks, or shelters.
  • Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings.
  • Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings.
  • Migratory children who qualify as homeless because they are children who are living in similar circumstances as listed above.


We have 600 members! WOW!


When we started this site back just three years ago, I really had no idea how big it would get - and how quickly.  When you start a blog, or rather, a community, you really don't know what it's going to be like until its there.  

Congrats to Terri Wheeler from Inglewood USD, who became our six hundredth member last week!  Since the beginning our goal has been simple - create a free and useful site for those of us struggling with the California systems/compliance stuff.  

In just the last 3 years, we've created a community site with a question/answer forum, a list of the 400 most used "enterprise" systems in California K-12 schools, a list of the districts that USE those systems, a complete CALPADS solutions area, and a file download area.  

We've even lauched our own professional association (CASDAAP.org) to take the conversation even further.

Here's my New Year's wish:  Let's double our membership to 1,200 by the end of 2019.  All it will take is each member reaching out to just ONE colleague they know who isn't yet on the site.  Invite them, and let's watch this site grow into the best darn resource for California K-12 compliance managers!



Deadline to extract CELDT data December 2018


Dear Local Educational Agency (LEA) Coordinator:

This is a reminder that the California English Language Development Test (CELDT) contract will officially end on December 31, 2018. The CELDT website and secure District Portal (www.celdt.org) will close as of that date and all data and CELDT Program information will no longer be available.

LEA Coordinators should access the CELDT website and District Portal before December 31 to obtain information and data files and/or order electronic data files and/or copies of paper reports prior to December 31.

Refer to the Download and Order CELDT Reports Before the End of the Year email posted on the Communications Log for more information.

For inquiries about this process, please contact the CELDT Customer Support Center by phone at 866-850-1039 or by email at .


CELDT Project Team

Educational Data Systems


Halloween fun! Learn to code


 If you've never checked out codepen.io, I highly recommend it. It's a fun way to learn how to code, especially if you are focused on learning the basics of html / css / javascript.  Here's a fun little page that let's you change Mike's outfit.


SchoolCity Assessment achieves IMS Certification


By becoming IMS Global certified, Illuminate continues to demonstrate a sincere commitment to interoperability standards," said Jason Naile, director of instructional technology and media at Forsyth County Schools in Georgia.

To fulfill its promise to provide collaborative solutions to educators, Illuminate Education, the leading K-12 Education Intelligence Platform (EIP), announces that its suite of SchoolCity personalized learning solutions is IMS Global Standards certified. Through this certification, Illuminate Education is meeting its pledge to open standards in light of the critical needs of schools and districts to standardize the usability of digital teaching and learning tools across the curriculum.

"By becoming IMS Global certified, Illuminate continues to demonstrate a sincere commitment to interoperability standards," said Jason Naile, director of instructional technology and media at Forsyth County Schools in Georgia. "Working with partners who commit to IMS Global specifications lessens the burden on school districts and educators, reduces costs and implementation times, minimizes risk when procuring new products, and thus provides great value at the classroom level."

SchoolCity's OpenSalt v1, Popcorn v0.1, and Suites v4.1, 5.0 and 6+ have all earned IMS certification status. These products assist educators with content creation, assessment, student achievement and more.

Illuminate Education's SchoolCity products have earned IMS conformance certification to the latest versions of the following IMS Global standards:

Competencies and Academic Standards Exchange® (CASE) A framework for digitally transmitting learning standards, competencies, rubrics and the relationships among sets of learning standards.

OneRoster® Allows for the secure use of roster info by teaching and learning systems.

Question and Test Interoperability® (QTI) Enables the exchange of item and test content and results data between authoring tools, item banks, test construction tools, learning platforms, assessment delivery systems and scoring/analytics engines.

Learning Tools Interoperability® (LTI) Establishes a standard and secure way of integrating rich learning applications with platforms like learning management systems, portals or other educational environments.

"Illuminate's support for IMS standards is helping to build the most advanced ecosystem of innovative plug-and-play, data-rich educational technology products available and based on open standards," said Mark Leuba, vice president of product management, IMS Global Learning Consortium.

Illuminate Education acquired SchoolCity in July 2018, and has since incorporated the company into its roster of learning solutions. This certification contributes to the mission of providing educators everywhere with an efficient, streamlined teaching and learning experience.

"The IMS Global Learning Consortium is critical to the interoperability needs of all educational institutions, and Illuminate supports their mission to the fullest," said Christine Willig, CEO of Illuminate Education. "Achieving this certification demonstrates the commitment that we have to providing best-in-class products to educators everywhere and our role within the larger education ecosystem."

To learn more about the IMS certified SchoolCity products, visit https://www.imsglobal.org/content/schoolcity. For information on Illuminate Education, visit http://www.illuminateed.com.

About Illuminate Education
Illuminate Education is the leading provider of integrated K-12 technology systems dedicated to promoting student success. Our innovative tools bridge the gap between instruction, assessment, and data analytics, transforming the potential of teaching and learning. With easy-to-use and customizable features, teachers can track student progress in real time, while schools and districts can gain valuable insights through intuitive reports. Illuminate supports nearly 12 million students and 2000 districts nationwide.


CALPADS Flash # 143

CALPADS Status and Common Problems

As of Monday, October 8th, CALPADS has been up and running. The CALPADS team has mitigated the issue of users suddenly receiving an error message when working in the system; until the issue is fully resolved, we estimate that approximately 10% of users may experience an instance where CALPADS momentarily presents an error message.Should this occur, the user should log back into CALPADS. Our number one priority continues to be to fully address this problem, but note that this may take a few days.

All CALPADS LEA Administrators with a current application on file with the CDE have now been issued an account. If you submitted an LEA Administrator application and have not received an email from CALPADS with your new account, please send in a service ticket to .  

As we work through the transition to the new system, please note the following:

  • Reporting of issues: If you encounter difficulties as you work in CALPADS, please first consult the CALPADS Known Issues list to determine if the problem has already been reported and documented. You can find the Known Issues list via the CDE CALPADS web page at https://www.cde.ca.gov/calpads; select the link for Known Issues. In the table below, we have listed some of the most common problems currently on the Known Issues list, along with a target date for resolution.
  • Bookmark the home page of the new CALPADS system, not the login screen. If you are having difficulty logging in, verify that the URL says: https://www.calpads.org
  • CALPADS LEA Administrators may potentially see users who are not associated with their LEA in the User Management List. This is a result of the new security module allowing “one-to-many” LEA associations.
    • Please note that users on the list who are not associated with your organization are not authorized to view your reports or edit any of your data.
    • To limit the results in the list to users associated only with your LEA type in your email domain (e.g., @fcmat.org) into the Email/Username box, then click Search.

    Below is the list of common problems (known issues) for which you do not need to send in a service ticket:

    List of Commonly Encountered Defects


    Target Fix Date


    Unable to request SSID Extract and Rejected Records Extract by Job ID/Submitter.


    None at this time.

    Accountability reports not displaying or Access denied.


    None at this time.

    ODS Extract Downloads - Need to default to .txt file type extension to open in a text file.


    None at this time.

    OM Dates displayed incorrectly: Student Enrollment/Demographics/SELA: Initial US Enrollment Date differs in grid vs modal.


    None at this time.

    Server Application error accessing 0.0 - Candidate List Report.


    None at this time.

    Certification Status: Snapshot Create Date displays in UTC.


    None at this time.

    SENR SSID Enrollment ODS Extract - Unable to request file by Date Range.


    None at this time.

    Job is not posting - status stays "in Review."


    None at this time.

    SENR0005: IVR is triggering for NPS school.


    None at this time.

    Forward slash (/) in file name causes jobs to get stuck "In Queue."


    Save file without forward slashes in the name.

    CALPADS Student data export to TOMS/ELPAC is not working.


    None at this time.

    SELA0285: IVR False triggering (batch).


    None at this time.

    0.1 Student Submission Error Report: Job ID missing from SENR Submission Error Report.

    No ETA

    None at this time.

    Direct Cert: Certification Status Code filters do not work

    No ETA

    None at this time.

    Fall 1 Access denied message displays for Snapshot report 8.1c Student profile dropouts-State

    No ETA

    None at this time.

    Next Steps

    Below are some suggested steps once you log in:

    • Establish an LEA Admin account and assign roles. For a refresher, view this 5-minute video entitled Quick Demo: LEA Admin First Login, on the CSIS CALPADS Training Channel: https://youtu.be/Eza-yQmLc5I (5 minutes)
    • Prepare local extracts and upload files to CALPADS.
    • Review the CALPADS Known Issues list when encountering problems.
    • Firefox and Chrome are the recommended browsers; Internet Explorer (IE) may cause errors or unexpected behavior.

    CALPADS Deadline Dates

    We appreciate your patience as we work through this transition. We understand that the timing of the transition was not optimal, but were constrained by resources and the critical importance of giving LEAs until September 14, 2018 to update the data required for the 4-year Adjusted Cohort Graduation Rate needed for the California School Dashboard. In addition, this is a phased transition, with Fall 2 and End-of-Year (EOY) features (including historical reports) to be implemented by the end of the year. Given the transition, the CDE is discussing the most appropriate deadlines for the upcoming Fall 1 and Fall 2 submission.