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National Cybersecurity Career Awareness Week, Nov 11-15, 2019

National Cybersecurity Career Awareness Week, brought to you by the National Initiative for Cybersecurity Education (NICE), is an opportunity for government, business, education, community-based organizations, students, and workers to inspire, educate, and engage citizens to pursue careers in cybersecurity. The week-long campaign provides an opportunity to learn about the contributions and innovations of cybersecurity practitioners and the plethora of job opportunities that can be found when exploring cybersecurity as a career choice.

Join us in encouraging awareness and exploration of cybersecurity careers through written or online announcements and resources, conducting outreach to share your career insights with youth or adults, or hosting or participating in an event near you! Throughout the week, you can help spread the word by posting to Twitter, Instagram, and other social media platforms using #CYBERCAREERWEEK and #MYCYBERJOB. By doing so you'll be joining a national movement to elevate and expand the conversation around the positive impact in building the cybersecurity workforce in America.

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CALPADS Update FLASH #164

Postsecondary Status File

The CALPADS File Specifications (CFS) includes a new file, the Postsecondary Status (PSTS) file that will be implemented in 2019–20. This file will be used by LEAs to submit survey data to CALPADS that LEAs previously submitted to the CDE through the Perkins Data System (PDS) and the California Special Education Management Information System (CASEMIS), both of which are now retired. LEAs have generally collected the postsecondary status data for Career Technical Education (CTE) pathway completers and concentrators, and students with disabilities (SWD) who have completed secondary education, through a student survey. LEAs will now submit the data they have collected to CALPADS twice a year. During Fall 2, LEAs will submit data collected for CTE completers only who exited secondary education in 2018–19, and during End-of-Year (EOY) 4, LEAs will submit data collected for SWD who have completed secondary education in 2018–19. This FLASH focuses on the submission of data for CTE pathway completers.

Reporting Postsecondary Status for Career Technical Education

This FLASH summarizes how LEAs will report the postsecondary status for CTE completers using the new PSTS file. All LEAs that reported CTE pathway completers are required to report this data for all CTE completers, regardless if the LEA receives federal Perkins funding.

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V), previously known as the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV), modifies federal reporting requirements and establishes new CTE performance indicators. The CDE is in the process of developing a new state plan that must be approved by the State Board of Education and then submitted to the United States Department of Education (ED). Accordingly, over the next two years, the CDE will be modifying the collection of CTE data and the CALPADS CTE reports to reflect these changes. Fortunately, the new requirements are aligned with reporting under the federal Every Student Succeeds Act (ESSA) and will therefore simplify data collection and reporting for CTE.

The CDE will be implementing the new postsecondary status collection, previously referred to under Perkins IV as the "E-2" collection, in a manner that reflects Perkins V. This data will be used to help develop the "Post-Program Placement" indicator under Perkins V. LEAs will report this data for the first time through CALPADS as part of the 2019–20 Fall 2 data submission, as follows:

What is the data used for?

The Perkins V performance indicators are largely based on students in the 4-year Adjusted Cohort Graduation Rate (ACGR). The data collected on the PSTS file will be used to calculate the 3S1 – Post-Program Placement indicator.

The Post-Program Placement Indicator will be calculated as follows:

Numerator: The number of CTE completers in the 4-year ACGR who are employed, or in postsecondary education, advanced training, military service or service program, or Peace Corps

Denominator: The number of CTE completers in the 4-year ACGR

Who should LEAs survey?

LEAs should survey CTE pathway completers, as currently defined, who were in the 2018–19 4-year ACGR, exiting secondary education in 2018–19. This should include any student who was a CTE pathway completer at any time during high school, and left 12th grade in 2018–19 with a School Completion status of:

  • Graduated, standard HS diploma (1)
  • Students with Disabilities Certification of Completion (120)
  • Adult education high school diploma (250)
  • Received a High School Equivalency Certificate (320)
  • Passed CHSPE (and no standard diploma) (330)
  • Completed grade 12 without completing graduation requirements, not grad (360) 

LEAs can to refer to the students in the CALPADS 2018–19 report 15.2, referred to as the "Cohort report." This report can be found in the Reports menu in CALPADS under Accountability Reports. To determine which of the students in the cohort were CTE Completers, LEAs can run Snapshot Report 3.15 – Career Technical Education Concentrators and Completers – Student List, and filter as follows:

  • Grade: 12
  • CTE Participant Type: Completers
  • Perkins/CTEIG Fundable: All 

To identify students in this cohort who may have been a CTE completer in a prior year, LEAs would need to run Snapshot Report 3.15 for prior years (at least 2018–19) to identify any students in the cohort who were CTE completers in a prior year. Alternatively, LEAs may identify these students through their student information system (SIS) if maintained by those systems. In this first year of submitting this data through CALPADS, the CDE requests that LEAs do their best to capture CTE pathway completers from years prior to 2018–19. In the future, the CDE will try to provide this information on a report. 

When should LEAs survey students?

LEAs should survey students in the second quarter following the end of the 2018–19 school year, which will be some time during December 2019 – January 2020.

How is the survey conducted?

Each LEA mush establish a process to capture the postsecondary status of the specified students. Generally, LEAs conduct some type of student survey. Some SIS and/or special education data systems (SEDS) may already have functionality to facilitate the collection of this data. Since LEAs will be submitting postsecondary status data for both CTE and SWD students, LEAs may want to coordinate the collection of this data by using one survey tool/form and/or process.

What should LEAs collect from students?

The survey that LEAs send to students must include statuses that can be mapped into a code in the CALPADS Postsecondary Status code set. While the Postsecondary Status code set is large and detailed because it includes statuses required for students with disabilities under the federal Individuals with Disabilities Education Act (IDEA), using this code set will facilitate reporting to CALPADS. Additionally, since LEAs must also conduct a similar survey for students with disabilities later in the year, it may be possible for LEAs to develop one survey form that can be used for both purposes.

However, if an LEA opts to send out a survey for CTE completers that includes fewer statuses, the CDE suggests that LEAs collect, at a minimum, the following postsecondary status codes in order for the CDE to map them into the federal placement categories that are used to develop the Post-Program Placement Indicator under Perkins V: 

  • Enrolled in a four-year college/university (200)
  • Enrolled in a community college (210)
  • Enrolled in a vocational or technical school (two year degree program) (220)
  • Enrolled in a vocational or technical certificate program (310)
  • Enrolled in a Work Force Innovation and Opportunity Act (WIOA) Supported Program (330)
  • Enrolled in an Adult Training Program (350)
  • Military enlistment (400)
  • Competitively Employed (910)
  • Other (940) 

Attachment 1 provides a table that displays how the CALPADS postsecondary codes will be mapped into the federal categories for Perkins V. (Note: The CDE will add additional codes in 2020–21 to align with all the federal CTE Post-Program Placement categories.)

What should LEAs report to CALPADS for CTE?

LEAs must submit the Postsecondary Status (PSTS) file to CALPADS, and populate:

  • Field 17.11 – Education Program Participation Type Code with Code 20 – Career Technical Education.
  • Field 17.12 – Postsecondary Status Code with the appropriate code. This is a required field. For students who do not return the survey, report code 950 – Not able to contact.
  • Note that Field 17.13 – CTE Related Program or Employment will remain in the file, but it will be a filler field. 

Since the PSTS file is also used to submit data for students with disabilities as part of the CALPADS EOY 4 data submission, not all of the fields on the PSTS are required for the Fall 2 submission. The CALPADS File Specifications (CFS) specifies which fields are required for the CTE submission. When will LEAs be able to submit the PSTS file? LEAs will be able to submit the PSTS file after January 7, 2020 when the Fall 2 window opens. What reports will LEAs be required to certify? LEAs will be required to certify a new certification report, Postsecondary Status Count, as part of the 2019–20 Fall 2 submission. There will be an accompanying report that lists the students that make up the aggregate counts. The new reports will be available beginning February 2020. 

File Name: Attachment-1
File Size: 113 kb
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DataQuest Update Issue 1

This message is to notify you that the California Department of Education (CDE) has developed the DataQuest Update to keep DataQuest users informed about upcoming data releases, new reports and downloadable data files, enhancements and changes to DataQuest, and to provide tips on how to use DataQuest.

Please see the attached DataQuest Update #1, which provides information about the following topics:

  • Introduction to the DataQuest Update
  • DataQuest Changes and Enhancements
  • Upcoming DataQuest Release
  • Differences Between DataQuest and the Dashboard
  • DataQuest Tips

If you have any questions, please send an email to .

Thank you,

DataQuest Team

File Name: DataQuest-Update-Issue-1-
File Size: 766 kb
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ESSA Implementation Stakeholder Session Oct 18, 2019

 Key Implementation Activities for California's Continuous Improvement and Accountability System

October 18, 2019

File Name: ESSA_CDE_Webinar-2019.10.18
File Size: 421 kb
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Assessment Spotlight Issue #68

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System and English Language Proficiency Assessments of California (ELPAC)—and including, when timely, updates on California's other statewide assessments.

Science Assessment Implementation Modules!

A new resource, the California NGSS 3D Assessment Implementation Modules website, has been developed through a joint effort by the California Science Project, Galt Joint Union Elementary School District, Stanislaus County Office of Education, and Ventura County Office of Education with support from the California County Superintendents Educational Services Association, California Department of Education (CDE), California State Board of Education, and S.D. Bechtel, Jr. Foundation. This website provides teachers with assessment resources for analyzing, modifying, and creating assessment items that support high-quality, three-dimensional science learning. These resources include the following:

  • Unpacking the Performance Expectation module
  • 3D Assessment Analysis module
  • 3D Development/Modification module
  • NGSS Assessment Database
  • Reference resources

Check out this new science assessment resource today!

Reminder—Smarter Content Explorer Now Available

Attention teachers! The Smarter Content Explorer is a user-friendly web tool that helps bridge the gap between the language of test developers and the language teachers use in the classroom every day. It combines the information provided in the Smarter Balanced Content and Item Specifications—key resources used in test and item development—into an easy-to-use search interface. This tool can help teachers better understand how test questions are designed to provide evidence of what students know and can do. Teachers can access customized content that includes—by subject, grade, and target or standard—the following:

  • Sample test items
  • Standard and target alignment
  • Depth of knowledge levels
  • Evidence statements
  • Guidance for selecting appropriate stimuli
  • Task models

The Smarter Content Explorer also includes a PDF feature that allows for downloading and printing customized search results to share in a professional learning community. Assessment blueprints, accessibility guidelines, scoring rubrics, and construct relevant vocabulary can be accessed as well.

A convenient Smarter Content Explorer flyer is available; please share it with colleagues who may find this resource helpful.

1.0 Percent Justification Survey Deadline Extended

Please remember that local educational agencies (LEAs) must submit the 1.0 Percent Justification Survey along with their data on the percentage of students identified to take the California Alternate Assessments (CAAs). The deadline has been extended to November 15, 2019, due to the current fires and power outages. As a component of the CDE's response to the state's having exceeded the 1.0 percent threshold on alternate assessments, all LEAs are required to submit the percentage of students identified for the CAAs in the 2019-20 school year. LEAs that have exceeded the threshold and cannot provide justification could be subject to increased oversight and monitoring of assessment procedures; Title I grant funding for the state itself could be impacted as well. The survey can be found on the CDE CAASPP 2019–20 CAAs 1.0 Percent Threshold Justification Form website.

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San Bernardino City School District Hit with Ransomware Attack

Source: https://www.sbcusd.com/news/what_s_new/u_p_d_a_t_e__ransomware_attack_on_district_network


SBCUSD INFECTED BY RANSOMWARE ATTACK

Student and Parent Data Secure on Independent System

San Bernardino City Unified School District (SBCUSD) was infected by a malicious ransomware attack over the weekend. Ransomware is a type of malware that locks data with threats to perpetually block access unless a ransom is paid.

SBCUSD computer servers are currently inaccessible due to the cyberattack. We don't believe student data and related family information has been compromised. We are working diligently to protect this data.

"It's true that there are significant challenges to access the District network because the District systems are down," said District Safety/Emergency Manager Eric Vetere. "However, student data has not been compromised."

School phones and student meals are not impacted by the cyberattack. Telephone systems for the Transportation Department, which coordinates student busing services with Durham School Services, were briefly affected, but Durham transported students without interruption. Transportation phone systems are now up and running. Lighting and air conditioning systems are not directly impacted by the ransomware.

"We are committed to doing all we can to continue serving our families and to strengthening our systems so something like this doesn't happen again," Superintendent Dr. Dale Marsden said.


SBCUSD is working with law enforcement and a third-party expert to restore the network. At this point, there is no estimated time for restoration of services. As part of the ongoing investigation, SBCUSD cannot disclose the ransom demands.


Families are encouraged to follow SBCUSD on Twitter @SB_CitySchools, on Instagram @sbcusd, and at www.facebook.com/SanBernardinoUSD for updates.


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Message from the California Department of Education regarding the California Physical Fitness Test

File Name: 2019-20-PFT-Welcome-Back-to-School
File Size: 148 kb
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California Department of Education message about the California Physical Fitness Test (PFT). Of special note is the change from submitting PFT results every year to once every two years, in accordance with California Education Code Section 60800. This means the CDE will not be collecting PFT results for the 2019–20 PFT administration. Please note, however, LEAs are still responsible for reporting aggregate results of the PFT in their annual school accountability report card. 2 page PDF file.

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PowerSchool announces definitive agreement to acquire Schoology

​Below is the text sent via email today from PowerSchool CEO, Hardeep Gulati:

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Discipline Downloadable Files Update from DataQuest

Dear DataQuest Users:

This message is to notify you about several discipline related downloadable research files and corresponding file structures that have just been updated for 201112, 201213, 201314, 201415, 201516, 201617 and 201718. These file updates can be found on the California Department of Education's (CDE's) Student and School Data Files page. The following statewide downloadable files and file structures are available:Note: The 2018-19 Suspension, Expulsion, and Chronic Absenteeism data will be released in conjunction with the California School Dashboard the week of December 9th. The CDE developed these updated suspension, expulsion, and Chronic Absenteeism downloadable research files based on data submitted by local educational agencies (LEAs) to the California Longitudinal Pupil Achievement Data System (CALPADS). If you have any questions regarding DataQuest or these updated data files, please contact the Data Reporting Office by phone at 916-327-0219 or by e-mail at .
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Assessment Spotlight - October 9, 2019

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System and English Language Proficiency Assessments of California (ELPAC)—and including, when timely, updates on California's other statewide assessments.

2018–19 Results Release

On October 9, 2019, the California Department of Education (CDE) publicly released the 2018–19 CAASPP results for the following:

  • Smarter Balanced English language arts/literacy (ELA) and mathematics summative assessments in grades three through eight and grade eleven
  • California Alternate Assessments (CAAs) for ELA and mathematics in grades three through eight and grade eleven
The results can be found on the CDE Public Reporting website.

For CAASPP, performance continues to improve slightly overall within grades as measured by the Smarter Balanced ELA and mathematics assessments. Statewide results in all tested grades showed that 50.87 percent of students met or exceeded standards in ELA, a .99 percentage point increase from 2018 and a 6.87 percentage point increase from 2015. In mathematics, 39.73 percent of students met or exceeded standards, a 1.08 percentage point increase from 2018 and a 6.73 percentage point increase from 2015.

Additional information about the results can be found in the CDE news release.

The ELPAC results will be available at the same website, following final verification of the data by the CDE. 

First Operational CAA for Science: Time to Register All Eligible Students!

This week, we include a reminder for local educational agencies (LEAs) to register all eligible students for the first operational administration of the CAA for Science, which takes place this school year. We are happy to report that the Individuals with Disabilities Education Act field in the California Longitudinal Pupil Achievement Data System (CALPADS) has been updated and is being uploaded to the Test Operations Management System (TOMS) (secure logon required). Once TOMS displays the CALPADS Special Education indicator and the indicator displays "Yes," you can register eligible students for the CAA for Science, and administration of the assessment can begin.

The CAA for Science is designed for students with the most significant cognitive disabilities and for whom an individualized education program team has designated the use of an alternate assessment on statewide summative assessments. Students must attempt all four embedded performance tasks to complete the assessment. The administration window for the CAA for Science, which differs from the other CAASPP assessments, opened in September and will remain open through the end of the instructional calendar year or July 15, 2020, whichever comes first.

Early registration will assist test examiners in planning for the administration of the four embedded performance tasks throughout the instructional calendar year. Please log on to TOMS and ensure that all eligible students are registered and ready to begin testing.

Updated Periodic Table and Reference Sheet for CAST

Be prepared for the 2019–20 testing! Two of the California Science Test (CAST) embedded universal tools—the periodic table and the reference sheet of formulas and constants, including the braille versions—have been updated and can be found on the CAASPP Portal Test Administration—CAST web page, under "Science Reference Tools." Be sure to access these resources, which are available as a universal tool during online testing for all grade eight and high school students. Students who are unable to access the online version during testing may use a printed version as a non-embedded designated support. If students use the printed version of these resources during testing, be sure to indicate their use of this non-embedded designated support in TOMS.

We encourage teachers to provide students with printable versions of the periodic table and reference sheet during regular class time to (1) signal to students that they do not need to memorize formulas or elements from the periodic table; and (2) help students become familiar with these resources prior to testing. Note, however, that these resources are not meant to guide instruction.

High School Science Participation Reports Available in TOMS!

Do you administer the science tests to high school students? If so, please remember that the high school participation report is now available on the CAASPP Portal in TOMS (secure logon required). LEAs can use this report to check their high school students' current participation status and whether they have been administered a science test (i.e., the California Science Test or the CAA for Science). This report will provide a "Yes" for completion of a science test and a "No" if the student still needs to complete an assessment.

To access the report, log on to TOMS and go to the Reports page, accessed from the top menu bar of the screen. Then, select the level of the report you wish to view: LEA or site. For the LEA-level report, select "LEA-Level High School Participation Report for the CAST and the CAA for Science" or, for the site-level report, select the "CAASPP School-Level High School Participation Report for the CAST and the CAA for Science" from the drop-down menu. Be sure to use this handy report for help in tracking high school students' science assessment participation status and anticipating the need to register any students! 

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CALPADS Update FLASH #162

CALPADS Information Meeting (CIM) is October 8, 2019

The fall CALPADS Information Meeting (CIM) is scheduled for Tuesday, October 8, 2019 at 9:30 a.m.

LEAs are requested to register for the CIM. Zoom (the video communications platform to be used for this meeting) will send the actual CIM Meeting link to those that register.

The presentation will begin at 9:30, but the Zoom session will be opened early at
9:00 a.m. so that attendees can connect and have time to troubleshoot connectivity issues before the presentation begins.

If you will be viewing the meeting with others, please register only once, and enter the name of the primary person on the registration form to receive the email notification.

If you are unable to use your computer for the audio, you may obtain the phone number after you register. We prefer that you use your computer audio in order to simplify the login.

There is no cost to attend this meeting. LEAs are strongly encouraged to attend in order to learn about changes for the Fall data submissions as well as receive updates on other changes in 2019–20.

CIM Attendee Information for Participants

Topic: CALPADS Information Meeting (CIM)
Date and Time: Tuesday, October 8, 2019, 9:30 a.m.

Event registration for attendees: https://fcmat.zoom.us/webinar/register/WN_hhZE0Vz9S7KiCepnDmbXmA

IMPORTANT NOTICE: This Zoom webinar service includes a feature that allows audio and any documents and other materials exchanged or viewed during the session to be recorded. You should inform all meeting attendees prior to recording if you intend to record the meeting. Please note that any such recordings may be subject to discovery in the event of litigation.

CIM Agenda

October 8, 2019

9:30 a.m. – 12:00 p.m.

  1. Welcome and Agenda Review
  2. 2019–20 Data Collections and Timelines
  3. Submission Success Indicators – Suggested milestones
  4. Building Self-Sufficiency in CALPADS
  5. Accountability and Assessment Update
    1. Initial English Language Proficiency Assessments for California (ELPAC)
  6. Other Major 2019–20 Changes
    1. Reporting Multilingual and English Learner Programs
    2. Perkins E-2
    3. Fall 2 and Assignment Monitoring
    4. Discipline File Restructure

Should you have any questions, please contact the CALPADS Service Desk by:
  • Submitting a service request ticket via the CDE CALPADS Service Request form at https://www2.cde.ca.gov/calpadshelp/default.aspx
  • Emailing:
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New Data Release Notification for Special Education from DataQuest

Dear DataQuest Users:

This message is to notify you about updated Special Education data reports now publicly available on the California Department of Education (CDE) DataQuest website at http://dq.cde.ca.gov/dataquest/
. These reports are based on data submitted to the CDE by local educational agencies (LEAs) through the California Special Education Management Information System (CASEMIS). Please note: Beginning in 2019-20, LEAs will be submitting special education data to the CDE through the California Longitudinal Pupil Achievement Data System (CALPADS). 

These reports include:
2018–19 Special Education Data Reports
·2018-19 Special Education Enrollment by Age and Disability
·2018-19 Special Education Enrollment by Age and Ethnic Group
·2018-19 Special Education Enrollment by Age and Grade
·2018-19 Special Education Enrollment by Ethnicity and Disability

You can access these reports by performing the following steps:

1. Navigate to the DataQuest home page at http://dq.cde.ca.gov/dataquest/
2. Select the desired Level (State, County, or District – School-level not available)
3. Select Special Education located under Student Demographics
4. Click "Submit"
5. Select Year
6. Click "Submit"
7. Select desired report from the menu
8. Click "Submit"

If you have any questions regarding DataQuest or the reports and files included in this data release, please contact the Data Reporting Office by phone at 916-327-0219 or by email at
.
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E-rate News Flash

Announcements

Important Deadline Reminder: Filing FCC Form 500 Service Delivery and Contract Extensions

The deadline for delivery and installation of non-recurring services such as Category One broadband installation and Category Two Internal Connections is generally September 30, following the close of the funding year. Applicants with funding requests that contain non-recurring products or services that have not yet been delivered or installed must start working now on filing the FCC Form 500 to request USAC to extend the service delivery deadline and report extended contract end dates.

The service delivery and/or contract extension requests must be submitted to USAC on or before the September 30, 2019, deadline. Requests received after this deadline cannot be processed by USAC. The applicant must request a service delivery extension by filing the request on an FCC Form 500. Please refer to the E-rate News Flash 19-13 at https://www.k12hsn.org/news/e-rate-news-flash-19-13 for additional information on filing the FCC Form 500.

Important Deadline Reminder: October 29, 2019, Invoice Deadline

The deadline for invoicing of Funding Year 2018 recurring services and one-time special construction is October 28, 2019. This is the last date an applicant may file a FCC Form 472 Billed Entity Applicant Reimbursement (BEAR) form or a service provider may file a FCC Form 474 Service Provider Invoice (SPI) for E-rate reimbursement without an extension.

One-Time Request for Extension

Applicants or service providers may request a single one-time 120-day extension to file additional claims for reimbursement. However, the Invoice Deadline Extension Request must be submitted to USAC on or before the October 28, 2019, deadline. Requests received after this deadline cannot be processed by USAC. There is no penalty to file an extension request, and all requests that are filed by the deadline will be granted. If you are in any doubt as to whether or not invoicing is complete on a Funding Request, it is best to file the request for extension.

California Funding Commitment Summary

Funding Year 2019

USAC released FY2019 Waves 18-20, 22-24 weekly on August 15, 2019, through September 12, 2019. As of September 18, 2019, cumulative commitments for California applicants for Category One are $181,163,078.69 and $45,509,412.39 for Category Two. USAC did not issue a Wave 21.

Funding Year 2018

USAC released FY2018 Wave 61 on September 16, 2019.As of September 18, 2019, cumulative commitments for California applicants for Category One are $219,173,970.67 and $58,674,412.34 for Category Two.

Pending Dates and Deadlines

Applicants may view or calculate their E-rate deadlines on USAC's website at https://www.usac.org/sl/tools/deadlines/default.aspx.

FCC Form 486 Filing Reminder

The FCC Form 486 (Receipt of Service Confirmation and Children's Internet Protection Act Certification Form at https://www.usac.org/_res/documents/sl/pdf/forms/486.PDF) notifies USAC that the billed entity and/or the eligible entities that it represents is receiving, or has received, service in the relevant funding year from the named service provider(s).

Funding Year 2019

The First FCC Form 486 deadline for FY 2019 is October 28, 2019, for funding waves 1-10 with services starting July 1, 2019. Applicants missing these or earlier deadlines should closely monitor their News Feed in the E-rate Productivity Center for an FCC Form 486 Urgent Reminder Letter notification. This letter will allow the applicant a 15-day extension to submit an FCC Form 486 without penalty.

Funding Year 2018

FCC Form 486 must be filed 120 days from the date of the issuance of the Funding Commitment Decision Letter ("FCDL") or the start date of E-rate eligible services, whichever is later. For ongoing recurring services, starting on July 1, 2018, the following deadlines have passed or are approaching in the next month.

Upcoming Training Events

Numerous training opportunities available for E-rate applicants.

USAC Applicant Fall Training Event

USAC still has space available at its October 31 – November 1, 2019 applicant training event to be held at the California State University, San Marcos. The training, available to attendees free of charge, begins with an optional half-day afternoon session targeted to beginners followed by a full-day training that includes separate breakout sessions for beginners and for more advanced users. USAC Applicant Fall Training Event registration is available at https://events.eply.com/2019ErateApplicantandServiceProviderTrainings2955221.

USAC Webinars

Recordings of previous webinars are posted on the USAC website at https://www.usac.org/sl/about/outreach/training/webinars.aspx.

K12 High Speed Network Webinars

Recordings of previous webinars are posted on the K12HSN website at https://www.k12hsn.org/resources/erate/trainings.

E-rate Process: Activities to Work on Now

Review Bills for E-rate Credits and FRN Status Tool for Disbursements

As we approach the invoicing deadlines for Funding Year 2018, it is a good practice for applicants to reconcile bills to determine if the E-rate discounts received are accurate. Category One service providers often post the E-rate discount in the credit section of the bill. Category Two service providers may post it as a discount or a credit on the bill. Remember that these credits are issued as a result of the applicant selecting the Service Provider Invoice (SPI) method of E-rate reimbursement and communicating this preference to the service provider in a timely manner.

Applicants may then compare the discounts or credits received against funds that have been issued by USAC to the service provider by using the FRN Status Tool (FST). If you identify discrepancies between funds issued by USAC and credits received, contact your service provider for further explanation and remediation. Note that it is important to do this now so the service provider has adequate time to submit further invoices to USAC before the approaching invoice deadlines.

FRN Status Tool

Applicants can utilize the FRN Status Tool at https://data.usac.org/publicreports/FRN/Status/FundYear to download E-rate application details by Funding Year for years 2016 through 2019. This report includes the disbursements to date for each funding request. At the very minimum, the applicant can search by its home state. However, the applicant's Billed Entity Number (BEN) will yield more condensed results.

Review Contracts and Services for Upcoming FCC Form 470 and Competitive Bidding Cycle

For Funding Year 2020 applicants should begin reviewing their existing services and contracts to determine:

  • Is the existing service and contract valid for the duration of the 2020 funding year (July 1, 2020 – June 30, 2021)?
  • Does the existing service and contract meet the needs and expected growth anticipated in the 2020 funding year?
If the answer is 'No' to any of the questions above, applicants can further research their original procurement processes, establishing FCC Forms 470, and contract language to determine if services and contracts can be extended and/or amended.

The proposed Funding Year 2020 Eligible Services List is currently out for comment, however applicants can refer to the Funding Year 2019 Eligible Services List at https://www.usac.org/sl/applicants/beforeyoubegin/eligible-services-list.aspx to determine the services for which they may seek funding and begin a competitive bidding and FCC Form 470 process for Funding Year 2020.

Requesting a PIN for the FCC Form 472 Billed Entity Applicant Reimbursement Form (BEAR)

The FCC Form 472 BEAR can only be filed online through the Schools and Libraries Division legacy system.In order to submit the BEAR, the person completing the form must obtain a Personal Identification Number (PIN).A PIN is requested by creating a Customer Service Case through EPC or contacting USAC's Client Service Bureau (CSB) at (888) 203-8100 and submitting a completed PIN Request Template spreadsheet. The PIN Request Template is available at https://www.usac.org/sl/tools/forms/pin.aspx.

USAC will send an email with the assigned Case Number to the EPC user that submitted the Customer Service Case which will contain a link to the Customer Service Case in EPC.Once the PIN has been created, a USAC Notification will be issued indicating that the Case Number has been modified.USAC will notify you that a PIN has been created and will be emailed to you within in a certain timeframe.As always, it's best to be proactive by periodically checking on the status of your Customer Service Cases in EPC.If you do not have a PIN and will need one in order to file a BEAR Form before the October 28, 2019, invoicing deadline for FY 2018 recurring services, submit your request for a PIN as soon as possible.

Schools and Libraries Program Weekly News Briefs on E-rate

The Schools and Libraries Program (SLP), commonly known as E-rate, provides timely information and insight through their Weekly News Brief. If you have not already done so, we encourage you to sign up to receive these communications by visiting the SLP's Web page at http://www.usac.org/sl/tools/news-briefs/Default.aspx. 

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CALPADS Update Flash #163

Changes in reporting for Multilingual and English Learner Programs

The attached CALPADS Update FLASH #163 (3 page PDF file) provides information about the following topics: 
  • New Language Instruction Program Codes for Native and Non-Native English Speakers
  • Reporting English Learner Participation in Language Acquisition Programs
  • Reporting English Learner Services

File Name: calpadsupdflash16_20190926-191911_1
File Size: 145 kb
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CALPADS codes look up table has been updated to Version 11

 There were a lot of changes, especially to the course codes, but also the inclusion of a lot of new categories.

You can find them by going to the "SOLUTIONS" menu and choosing "CALPADS SOLUTIONS".  Then look for the CALPADS Codes button on the left side of the screen.

or bookmark this page:  https://www.schooltechnologyleadership.com/calpadscodes.html


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Assessment Spotlight Issue #62

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System and English Language Proficiency Assessments of California (ELPAC) and including, when timely, updates on California's other statewide assessments.

Survey for LEA Coordinators!

On September 17, the California Department of Education (CDE) opened its annual local educational agency (LEA) coordinator survey with a link to the survey emailed to a sampling of LEA coordinators. If you received the email, we hope you will take a few minutes to tell us about the resources and training you need to be successful in your role as an LEA coordinator. This short survey asks about your awareness and use of several existing resources as well as for your suggestions for additional resources. The survey is a part of the CDE's ongoing effort to support the important work you do!

Assessment Information Meeting Materials Now Posted

The materials from the 2019 Assessment Information Meeting are now posted. These materials include the PowerPoint presentations along with a corresponding notes page to assist LEAs in using the information to train their staff. Please note that because of accessibility guidelines, the video will not be posted.

CAASPP and ELPAC Results and Permanent Student Records

With the advent of electronic Student Score Reports (SSRs), many LEAs have inquired about the requirement regarding retention of student scores. In particular, many LEAs are wondering whether they must place a printed copy of the SSR in the student's cumulative file.

LEAs are not required to retain a copy of the actual SSR as long as they maintain a record of the student's results. The requirement is that LEAs keep a record of the score, but they are not specifically required to retain the official score report. For CAASPP, the California Code of Regulations, Title 5 (5 CCR), Section 863 states, Schools are responsible for maintaining pupil's scores with the pupil's permanent school records or for entering the scores into electronic pupil records, and for forwarding or transmitting the results to schools to which pupils matriculate or transfer. For ELPAC, the California Code of Regulations, 5 CCR, Section 11518.80(a) states, An LEA shall maintain a record of each eligible pupil's most recent participation in an administration of the ELPAC.”

Access to score reports for students in parent and student portals will automatically transfer to the LEA where the student currently is enrolled in CALPADS. In addition, the LEA where a student is currently enrolled has access to the student's results in the Online Reporting System. The LEA where the student was at the end of the previous testing year is still responsible for maintaining a permanent record of the results.

CAASPP and ELPAC results are considered Mandatory Permanent Pupil Records. Per 5 CCR Section 430, Mandatory Permanent Pupil Records are records that are maintained in perpetuity and that schools have been directed to compile by California statute, regulation, or authorized administrative directive.

Check Them Out! Interim Assessment Resources for Educators

As the 2019/20 school year begins, LEAs can look to several resources that are available to support their educators understanding and use of the 2019/20 Smarter Balanced Interim Assessments:

  • The Interim Assessment Overview provides information about the interim assessments available and includes the addition of 42 focused Interim Assessment Blocks as well as the Interim Comprehensive Assessments for grades nine and ten.
  • The three-page Smarter Balanced Interim Assessments: At-a-Glance presents the interim assessments available for the 2019/20 school year, by content area and grade level.
  • The 14-page Interim Assessments Available by Grade for 2019-20 lists all available interim assessments, by grade, claim, and target(s). It includes the total number of test items and items that require local hand scoring. This information is for LEAs to assist them in their planning for the administration and local hand scoring of the interim assessments.
  • The Sandbox training tool is available to help educators become familiar with the features and functions of the Interim Assessment Reporting System (IARS). This tool features virtually the same functions as the IARS, but uses practice test items and fictitious student data in a nonsecure environment with no log-on credentials required. The Sandbox can be accessed on the CAASPP Portal Interim Assessment Administration Resources web page by selecting the button labeled Reporting System Sandbox.”
  • The Interim Assessment Viewing System is a secure-access preview tool that can be used to view the interim assessments for professional development and training as well as to prepare for general assessment administration. The viewing system is located on the CAASPP Portal Interim Assessment Administration Resources web page. Log-on credentials are required for access.

Additional resources related to the Smarter Balanced Interim Assessments are available on the CDE Smarter Balanced Interim Assessments web page.

Remedies for Missing Addresses on Initial ELPAC SSRs

It has come to our attention that many of the Initial ELPAC Student Score Reports (SSRs) in the Local Scoring Tool (LST) do not have the address information populated. Note that when LEAs request Statewide Student Identifiers from the California Longitudinal Pupil Achievement Data System (CALPADS), they should submit the following three files for each student:

  1. Student Enrollment file to submit an enrollment record for the student in CALPADS
  2. Student English Language Acquisition file to submit an English Language Acquisition Status of TBD”
  3. Student Information (SINF) file to submit the address for the SSR.

LEAs that did not submit SINF files with addresses for students who were tested with the Initial ELPAC may choose to remedy missing addresses in one of two ways:

  1. Resubmit the SINF files to CALPADS for all of their students to ensure that addresses are in the feed to Test Operations Management System (TOMS). Once completed, LEAs can contact the California Technical Assistance Center (CalTAC) by phone at 800-955-2954 to request that their Initial ELPAC scores be reset (must provide list of SSIDs). Once approved by CalTAC, LEAs can then re-enter the raw scores into the LST for each individual SSID to generate a new SSR with address.
  2. Using their local student information system, LEAs can generate address labels to put on their SSRs or merge the address information into their the Parent/Guardian Letter Data file that is produced from the LST in TOMS prior to producing letters and attach the SSR without an address.

Note: LEAs are not required to update their SSRs in the local scoring tool once generated. 

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CALPADS Update Flash #161

Special Education Data Collection in CALPADS 

Beginning September 10, 2019, CALPADS will accept data related to Students with Disabilities (SWD) that were previously submitted to the CDE through the California Special Education Management Information System (CASEMIS). 14 page PDF file.

File Name: calpadsupdflash161
File Size: 404 kb
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Assessment Spotlight Issue #61

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System and English Language Proficiency Assessments of California (ELPAC) and including, when timely, updates on California's other statewide assessments.

Single Sign-on for CAASPP and ELPAC Online Components!

All CAASPP and ELPAC systems for the 2019-20 school year became available to California local educational agencies (LEAs) on September 3! We are happy to announce that, by using a single username and password, LEA staff can now access all CAASPP and ELPAC online systems:

  • Test Operations Management System (TOMS)
  • Test Administrator Interface
  • Interim Assessment Viewing System
  • Interim Assessment Hand Scoring System
  • Interim Assessment Reporting System (California Educator Reporting System)
  • Online Reporting System
  • Completion Status and Roster Management
  • Digital Library
  • Data Entry Interface
  • Practice and training tests

A single sign-on flyer is available that illustrates the single sign-on process and systems. This flyer also can be accessed through the CAASPP Portal System Enhancements web page.

Once LEA staff have logged on to TOMS, they can toggle between the systems to which they have access by selecting the tab labeled Links. Note that LEA staff who are assigned any role in TOMS will automatically be provided with access to the Smarter Balanced Digital Library of formative assessment resources.

Coming on September 17: Webinar for New LEA Coordinators

Have you been in your role as an LEA CAASPP or ELPAC coordinator for less than 12 months? We have a webinar designed especially for you: the New Coordinator September Webex. This will be the second of a five-part webinar training series that will take place on Tuesday, September 17, at 2 p.m. This webinar will cover the coordinator tasks for this time frame and will include a Q&A session.

Register online today for September's webinar, which will be archived on the CAASPP Portal for those unable to attend.

Updated Science Test Administration for' High School Students Flyer

The updated flyer  Science Test Administration for High School Students, reflecting the recent changes made to high school science test registration, is now available! This resource assists LEAs in determining whom to test in high school and presents information for planning the administration of the high school California Science Test or the California Alternate Assessment (CAA) for Science, including the recommended high school grades in which to test students (i.e., in grade ten, eleven, or twelve). Be sure to check out this flyer to prepare for the various high school science testing scenarios you may encounter this school year!

2019-20 CAA Test Examiner Tutorial Now Available for CAA for Science

The 2019-20 CAA Test Examiner Tutorial is now available! After opening this link, select CAA for Science as the content area. This tutorial includes important information test examiners need for administering the first operational CAA for Science. Included are:

  • An introduction to the test
  • The purpose of the orienting activities
  • How and when to individualize activities and items

The tutorial introduces additional resources for test examiners, such as the version-assigned CAA for Science Administration Planning Guides and the Directions for Administration, which are available in TOMS, under the Resources tab.

Throughout the tutorial, participants must answer key questions in order to proceed. After completing the tutorial, they have the option of receiving a certificate of completion by email or downloading the certificate. Audio captioning is available.

New CAA for Science Practice Tests Posted!

As we prepare for the launch of the first operational CAA for Science, the new CAA for Science practice tests are now posted on the CAASPP Portal! Students who are eligible to take the CAA for Science, an online assessment designed for students with the most significant cognitive disabilities and for whom an individualized education program team has designated the use of an alternate assessment on statewide summative assessments, can use these practice tests to become familiar with it. Also available on the CAASPP Portal are the accompanying practice test Directions for Administration and the updated CAA for Science training test.

The new practice tests are both domain-specific (i.e., Earth and Space Sciences, Life Sciences, or Physical Sciences) and grade-specific (i.e., grade five or eight or high school). Each practice test assesses only one of the two Science Connectors for each performance task. Next year, however, we anticipate adding the second science connector to each of the practice tests.

We encourage you to check out these handy resources and use them to help your students prepare for the first operational CAA for Science!

Please share this email with any educators in your local educational agency who would be interested in or benefit from this information. To join the email list, send a blank email message to .Are you a new subscriber? Visit the CDE Assessment Spotlight web page to find previous issues. 

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AB 2657 Restraint and Seclusion Implementation Presentation

File Name: AB-2657-Implementation
File Size: 299 kb
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California Department of Education presentation that reviews the newly enacted AB2657 and the requirements for data collection in CALPADS and suggestions for best practices.  18 page PowerPoint file.

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E-rate News Flash

  • Announcements and News

    Comments Due on Proposed Eligible Services List for FY2020

    On August 2, 2019, the FCC released (DA 19-738) seeking comment on the proposed eligible services list (ESL) for the E-Rate program for funding year 2020.

    The ESL does not include substantive changes, however, continued support for Managed Internal Broadband Services (MIBS), caching, and Basic Maintenance of Internal Connections (BMIC) may be subject to change. Absent Commission action on the Category Two Notice of Proposed Rulemaking (NPRM) (FCC 19-58), continued eligibility of MIBS, caching and BMIC will vary for applicants that began their five-year Category Two budget cycle in FY2015 versus those that first received Category Two support in subsequent years.

    Interested parties are encouraged to file comments in the FCC's Electronic Comment Filing System (ECFS) under proceeding 13-184 by September 3, 2019, and reply comments by September 18, 2019. Parties may also view posted comments in EFCS by doing a search in ECFS under proceeding number 13-184.

    CALNET Next Generation Eligibility Certification for Non-State Entities

    The California Network and Telecommunications (CALNET) Program provides telecommunications and Internet master contracts that may be used by certain qualifying California public entities. The California Department of Technology (CDT) is requesting that non-state entities complete a Non-State Entity Service Policy and Agreement (NESPA) Form as soon as possible to assist with the transition from CALNET 3 to the CALNET next generation contracts. CALNET 3 contracts will expire June 30, 2020; non-state entities currently utilizing the CALNET 3 contracts may continue to do so until the contracts expire.

    Any non-state entities wishing to purchase services off of the CALNET next generation contracts must submit a NESPA form even if they previously purchased services under the CALNET 3 contracts. Qualified non-state entities will be required to self-certify that their organization meets one of the following criteria:

    Is a local governmental entity: Local government entities are defined as "any city, county, city and county, district or other governmental body or corporation, including the California State Universities (CSU) and University of California (UC) systems, K-12 schools and community colleges, empowered to expend public funds for the acquisition of products," per Public Contract Code Chapter 2, Paragraph 10298 (a) (b); or

    is entirely 100% tax supported; or

    is an entity with a Joint Powers Agreement (JPA); or

    is a federally recognized Indian Tribe.

    Once completed, the form should be sent to for approval.For further assistance you may contact the CALNET Customer Help Line at (916) 657-9150.

    USAC Requests FCC Form 498 Updates

    The August 9th USAC News Brief and the August 16th USAC News Brief include information and instructions for applicants and services providers to update their business type(s) and DUNS Number information on their FCC Form 498 in the E-rate Productivity Center. Applicants and service providers are to complete these updates as soon as possible so as not to experience delays in reimbursements as the October 28 invoice deadline approaches.

    Please Note: If applicants are receiving and paying bills from their service provider in full, a completed FCC Form 498 is required to receive reimbursements via the FCC Form 472 BEAR invoicing form. However, applicants are not required to file a FCC Form 498 if they are solely using the discounted bill (FCC Form 474 Service Provider Invoice) method of receiving E-rate reimbursements.

    California Funding Commitment Summary

    Funding Year 2019

    USAC released FY2019 Waves 15, 16 and 17 on August 1, 2019, August 8, 2019, and August 15, 2019, respectively. As of August 21, 2019, cumulative commitments for California applicants for Category One are $140,468,803.38 and $25,500,122.35 for Category Two.

    Funding Year 2018

    USAC has not released any FY2018 Waves of Funding Commitment Decision Letters (FCDL) for California since the July 24, 2019, E-rate News Flash.

    Pending Dates and Deadlines

    Applicants may view or calculate their E-rate deadlines on USAC's website.

    Filing FCC Form 500 Service Delivery and Contract Extensions

    The deadline for delivery and installation of non-recurring services such as Category One broadband installation and Category Two Internal Connections is generally September 30 following the close of the funding year. Applicants with funding requests that contain non-recurring products or services that have not yet been delivered or installed must start working now on filing the FCC Form 500 to request USAC to extend the service delivery deadline and report extended contract end dates.

    The service delivery and/or contract extension requests must be submitted to USAC on or before the September 30, 2019, deadline. Requests received after this deadline cannot be processed by USAC. The applicant must request a service delivery extension by filing the request on an FCC Form 500. Requests coming directly from a service provider cannot be processed.

    Applicants should check the expiration date on their contracts and, if allowed by the contract and local Board policy, extend their contracts and notify USAC of the new contract expiration date via the FCC Form 500. USAC will not approve invoices for services or products delivered after the contract expiration date reported on the funding request or after the original (or extended) service delivery deadline.

    To file the FCC Form 500 for Funding Year 2016 and forward, the applicant must prepare its form in the E-rate Productivity Center (EPC). The May 17, 2019, USAC News Brief provides instructions on how to complete and certify the FCC Form 500 in EPC. To file the FCC Form 500 for Funding Year 2015 and previous funding years, refer to the USAC guidance on how to file FCC Form 500.

    For more information on how to review for service delivery deadlines and instructions on how to complete the FCC Form 500 as well as invoice USAC for discounts, please visit the Trainings on the K12 High Speed Network website and view the webinar titled E-rate Invoicing and FCC Form 500.

    FCC Form 486 Filing Reminder

    The FCC Form 486 Receipt of Service Confirmation and Children's Internet Protection Act Certification Form, notifies USAC that the billed entity and/or the eligible entities that it represents is receiving, or has received, service in the relevant funding year from the named service provider(s).

    Funding Year 2019

    The first FCC Form 486 deadline for FY 2019 will be October 28, 2019. Applicants missing these or earlier deadlines should closely monitor their News Feed in the E-Rate Productivity Center for an FCC Form 486 Urgent Reminder Letter notification. This letter will allow the applicant a 15-day extension to submit an FCC Form 486 without penalty.

    Funding Year 2018 FCC Form 486 and Urgent Reminder Letters

    FCC Form 486 must be filed 120 days from the date of the issuance of the Funding Commitment Decision Letter ("FCDL") or the start date of E-rate eligible services, whichever is later. For ongoing recurring services, starting on July 1, 2018, the following deadlines have passed or are approaching in the next month.

    Waves #

    FCDL
    Date

    Form 486 Due Date

    1-54

    4/20/2018-3/22/2019

    Deadline passed for services starting July 1, 2018

    55

    5/14/2019

    9/11/2019

    56

    *No Wave

    57

    6/5/2019

    10/3/2019

    58

    6/13/2019

    10/11/2019

    Upcoming Training Events

    Numerous training opportunities available for E-rate applicants.

    USAC Applicant Fall Training Event

    USAC still has space available at its October 31 – November 1, 2019, applicant training event to be held at the California State University, San Marcos. The training, available to attendees free of charge, begins with an optional half-day afternoon session targeted to beginners followed by a full-day training that includes separate breakout sessions for beginners and for more advanced users. USAC Applicant Fall Training Event registration is available here.

    USAC Webinars

    USAC Webinars

    Recordings of previous webinars are posted on the USAC website. USAC most recently held a webinar on the FCC Form 470 and Competitive Bidding.

    K12 High Speed Network Webinars

    K12 High Speed Network Webinars

    Recordings of previous webinars are posted on the K12HSN website.

    EducationSuperHighway Webinars

    EducationSuperHighway Webinars

    Recordings of previous webinars are posted on the EducationSuperHighway website.

    E-RATE Process: Activities to Work on Now

    Service Substitution Requests

    A service substitution request must be submitted to USAC any time an applicant wants to change the products and/or services on the approved FCC Form 471. In the service substitution request you will be required to provide USAC the original product and/or service that was approved on the FCC form 471 and the substituted product and/or service. Each Funding Request Number (FRN) line item requiring a substituted product and/or service must be requested through the E-rate Productivity Center (EPC) for Funding Year 2016 forward. For Funding Year 2015 and previous years, the service substitution is submitted via an EPC customer service case. For step-by-step instructions, please refer to USAC's user guide.

    When Service Substitutions May Be Submitted

    A service substitution may be submitted to USAC as soon as your FCC Form 471 Receipt Acknowledgement Letter (RAL) is available in EPC which is generally moments after the FCC Form 471 has been certified. Service substitutions must meet the following conditions:

    ·The substituted services or products have the same functionality as the services or products contained in the original proposal

    ·The substitution does not violate any contract provisions or any California or local procurement law

    ·The substitution does not result in an increase in the percentage of ineligible services or functions

    ·The requested change is within the scope of the establishing FCC Form 470, including any Requests for Proposals (RFPs), for the original products and/or services

    If the service substitution results in an increase to the pre-discounted amount the substitution will only be approved at the amount that was originally committed by USAC. If the service substitution results in a decrease to the pre-discounted amount, then the funding request will be approved at the lower amount associated with the substitution.

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