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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
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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 #


    Form 486 Due Date



    Deadline passed for services starting July 1, 2018





    *No Wave







    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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    Assessment Spotlight Issue #59 - August 28, 2019

    2019–20 LEA CAASPP Coordinator Checklist!

    The 2019–20 LEA CAASPP Coordinator Checklist is now available! The California Department of Education (CDE) has produced this checklist for local educational agency (LEA) CAASPP coordinators to assist them in understanding the tasks and other activities necessary to ensure the successful administration of the CAASPP assessments. Tasks are listed for the months in which they are most likely to occur; however, the timing may need to be adjusted to best fit local schedules. The checklist can be found on the CAASPP Portal Manuals and Instructions web page.

    New CDE Alternate ELPAC Web Page

    The CDE is pleased to announce its new Alternate ELPAC web page, which provides a program overview, a high-level development time line, and information for LEAs on how to begin preparing for the Alternate ELPAC. It also includes resources and communications materials for the assessment.

    Posted: 2019–20 ELPAC Information Guide

    The 2019–20 ELPAC Information Guide will be posted on the CDE website by the end of this week! This version includes a "What's New" section that provides the most up-to-date information about the ELPAC, including the following:

    • Minor changes to the Summative ELPAC domains and task types
    • Updates to the reclassification guidelines
    • Information regarding the new 2018–19 Summative ELPAC threshold score ranges, which reflect minor updates to the 2017–18 threshold score ranges

    ELPAC Test Security Affidavit for Non-TOMS Users Now Available

    The new electronic ELPAC Test Security Affidavit for non-Test Operations Management System (TOMS) users is now available on the ELPAC website. This affidavit is to be used for roles including proctor, LEA staff with access to secure ELPAC materials, and Initial ELPAC Test Examiners for kindergarten and grades one and two who do not have a role in TOMS. This form can be accessed on the ELPAC website, under the Test Administration tab. Once the individual selects the Submit Form button, the affidavit will automatically be sent to the site ELPAC coordinator.

    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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    Assessment Spotlight for July 31, 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.

    Accessing Individual Student Score Reports in TOMS

    Local educational agency (LEA) CAASPP and ELPAC coordinators can access, print, or save an individual 2018–19 Student Score Report (SSR) through the Test Operations Management System (TOMS). To download an individual SSR:

    1. Log on to TOMS.
    2. Search for an individual student.
    3. Select the magnifying glass icon in the Actions column.
    4. Select the Reporting tab on the Student Profile page.
    5. Select the link to the SSR PDF, which will appear at the bottom of the page if the student's SSR is available.

    Note that the individual SSRs for the 2018–­19 administration year will be available in TOMS only until September 1, which is when the system will roll over to the 2019–20 test administration year. After September 1, LEAs needing to download SSRs for 2018–19 can use the bulk download option, under the Reports tab.

    Questions can be directed to the California Technical Assistance Center by phone at 800-955-2954 or by email at .

    California Alternate Assessment for Science Preliminary Indicator Communication Toolkit Web Page—Just Updated!

    For the 2018–19 California Alternate Assessment (CAA) for Science field test results, California will again report preliminary indicators, which consist of a percent correct score and an indicator category description. In preparation for this release, we have updated our Preliminary Indicator Communication Toolkit web page. On this web page, you will find a link to the CAA for Science Key Messages, which was developed to help LEAs and school sites communicate about the preliminary indicators. Also included on the CAA for Science Preliminary Indicator Communication Toolkit web page are links to:

    • Helpful timelines about the reporting of the science assessment results and the transitioning of the science assessments to operational status.
    • Letter templates in English and Spanish to assist LEAs in communicating to parents/guardians information regarding individual student scores.
    • Frequently asked questions about the science assessments.

    Be sure to visit the updated web page to learn more about the preliminary indicators for the 2018–19 CAA for Science field test and prepare for the release of the results.

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    Meet our 700th member!

    Say Hi to Aida Wong Gamba, an employee of Brisbane School District.  Aida just happened to be our 700th member, so we sent her a complimentary SchoolTechnologyLeadership mug.  Hi Aida!  Welcome aboard!

    (You gotta have a little fun with this stuff . . . . :)


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    CASDAAP Meet and Greet

    On the last Friday of each month the California Assoc. of School Data, Assessment, and Accountability Professionals holds an informal "meet and greet" session. Hear about the organization's mission, goals, and projects. Learn about how your organization (vendor, school district, non-profit) can benefit from our work.

    If you are interested in learning more about us, please register for our CASDAAP Meet and Greet on Jun 28, 2019 10:00 AM PDT


    After registering, you will receive a confirmation email containing information about joining the webinar.

    Looking forward to seeing you there!

    -Chris Moggia,

    Executive Director, CASDAAP

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    Assessment Spotlight - June 26, 2019

     Assessment Spotlight

    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.

    CAASPP Post-Test Guide Available on CAASPP Portal

    The 2018–19 CAASPP Post-Test Guide has been posted on both the Manuals and Instructions web page and the Score Reporting web page of the CAASPP Portal. This guide provides an overview of each assessment, information and guidelines for interpreting and comparing results, and descriptions of the features of the Student Score Report (SSR) for each subject area as well as additional resources for understanding assessments and scoring.

    "The Results Are In … Now What?" Webcast Now Available!

    Congratulations to LEA and school site staff as the school year comes to a close! With the 2018–19 CAASPP testing season almost finished and the delivery of SSRs under way to students and families, you may be asking yourself … so now what?

    Fortunately, we have something for you—this year's webcast of the workshop "The Results Are In … Now What?" Gather some colleagues, download the materials, and learn from this webcast as education leaders like yourself come together to discuss how a protocol for data analysis can help support your team in examining the CAASPP results and developing concrete action plans that lead to improved teaching and learning.

    The webcast and accompanying materials are available on the CAASPP Portal Summative Assessment Videos and Archived Webcasts web page, under the Training tab.

    Attention New LEA Coordinators: Register Now for In-Person Training

    Registration is now open for in-person training designed especially for new coordinators. These trainings will be held in August on the two days preceding the California Department of Education's annual Assessment Information Meeting. Staff can attend the training and meeting on consecutive days, and then start the school year with the most current information about California's assessment systems.

    August is just around the corner, so visit the registration site today to find all the details and to hold your spot!

    Initial ELPAC Testing Window Closes June 28

    The 2018–19 Initial ELPAC testing window closes this Friday, June 28. LEA ELPAC coordinators are asked to complete testing and enter student raw scores into the Local Scoring Tool (LST) by that date, as the Test Operations Management System will be unavailable during a planned system downtime that will begin at 6 a.m. on Monday, July 1. At that point, LEAs will no longer be able to enter 2018–19 Initial ELPAC raw scores in the LST.

    The 2019–20 Initial ELPAC testing window opens on July 1, 2019. The LST will be available once again when the system resumes at 8 a.m. on July 8, 2019.

    Questions regarding the LST can be directed to the California Technical Assistance Center by phone at 800-955-2954 or by email at .

    Smarter Balanced Members Voted to Approve Updates to UAAG

    Smarter Balanced members recently voted to approve updates to the Usability, Accessibility, and Accommodations Guidelines (UAAG) for the 2019–20 school year. The following motions were approved:

    • Motion 1—New policy for illustration glossaries (embedded designated support)
    • Motion 2—New policy for illustration glossaries (non-embedded designated support)
    • Motion 3—Clarification to existing policy for braille (embedded accommodation)
    • Motion 4—Clarification to existing policy for medical supports (non-embedded designated support)

    The updated UAAG will be available on the Smarter Balanced website on June 27.

    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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    Illuminate Education Joins Forces with FastBridge Learning

    June 25, 2019

    Acquisition unites proven assessments, assessment platforms, data analytics, intuitive reporting, curated item banks and pre-built assessments, and support services

    IRVINE, Calif. and MINNEAPOLIS (June 25, 2019) — Illuminate Education, the leading K-12 student performance system, has acquired FastBridge Learning, a research-driven assessment platform that transforms the way teachers measure and monitor student progress. Together, the companies comprise educator-driven Illuminate Education. The company provides effective formative assessments and assessment platforms, data that informs instruction, and the ability for educators to build strong systems of support within their districts.

    The combination formalizes a long-time partnership between Illuminate Education and FastBridge Learning, aligning the technology, people, and processes required to support the whole child through data and a tiered instructional model.

    "FastBridge Learning has a remarkable history of adding research-driven innovation to assessments while consistently providing exceptional attention to districts," said Christine Willig, CEO of Illuminate Education. "They share our enthusiasm for sustainable MTSS, support for educators, open standards and interoperable solutions. We welcome FastBridge to the Illuminate family."

    Nearly one year ago, Illuminate Education transformed the assessment space and took a giant step toward its vision of supporting educators by providing "a holistic view of the child on a single pane of glass" when it merged five companies serving approximately 15 million K-12 students. The FastBridge Learning acquisition puts the finishing piece in place to realize Illuminate Education's vision to simplify formative assessments for teachers, saving them time and guiding them through evidence-based student instruction and data-driven intervention. These capabilities empower educators in understanding the unique needs of each student, equipping them with the tools needed to serve the whole child.

    "This past school year has demonstrated to us the power and benefit of using solutions from both FastBridge Learning and Illuminate Education," said Crystal Steinmetz, Director of Curriculum and Assessment at Garden City Public Schools USD #457. "The amount of time spent collecting data has been drastically reduced which allows our teachers more time to analyze student performance, collaborate with other professionals and collectively develop a plan of support for students. The prospect of further innovations fueled by deeper integration between the companies is exciting news for Garden City Public Schools. We look forward to the opportunity to use the combined solution for years to come."

    Founded in 2015, FastBridge Learning was invented by Dr. Theodore J. Christ and Dr. Zoheb Borbora, with scholarly contributions from leading educational researchers from the University of Minnesota and colleges of education around the country. The organization, serving nearly 2 million educators and students across 45 states, including a statewide implementation in Iowa, is committed to building knowledge and improving educational assessments. Its Formative Assessment System for Teachers (FAST™) is the only K-12 solution that combines Curriculum-Based Measurement (CBM) and Computer-Adaptive Testing (CAT) for reading, math and social-emotional behavior.

    "Through this collaboration with Illuminate Education, we're able to extend the reach of our research-driven innovation model, accelerating our mission to transform the way educators assess and address the learning needs of students," said Terri Soutor, CEO of FastBridge Learning. "Together, we'll bring broadened capabilities to support a district's sustainable, successful tiered instructional model, enabling greater educator and student success."

    To learn more about Illuminate Education, please visit http://illuminateed.com.

    About Illuminate Education

    Illuminate Education is the leading provider of integrated K–12 technology systems. Illuminate's innovative tools bridge the gap between instruction, assessment, and data analytics, transforming the potential of teaching and learning. With all the data available within a single platform, teachers can assess learning and link to the right resources, while district leaders can receive a holistic view of students. Headquartered in Irvine, California, Illuminate's team of experienced educators and technology specialists serve 12 million students across all 50 states.

    About FastBridge Learning

    FastBridge Learning is the brainchild of the leading educational researchers in the country, including those from the University of Minnesota — the birthplace of CBM and CAT methodologies. At FastBridge Learning, we believe teachers deserve the best tools to help students stay on track, and we strive to transform the way teachers assess and address the learning needs of students by providing one simple solution for faster results that are proven effective. To learn more, visit fastbridge.org.

    Media Contact
    Illuminate Education

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    Sarah Neville-Morgan—New CDE Deputy Superintendent

    California Department of Education News Release

    California Department of Education
    News Release

    California Department of Education
    News Release

    Release: #19-44
    June 6, 2019

    Contact: Cynthia Butler
    Phone: 916-319-0818

    SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that he has appointed Sarah Neville-Morgan as Deputy Superintendent for the Teaching and Learning Support Branch at the California Department of Education (CDE).

    Neville-Morgan is the former Director of the CDE Early Learning and Care Division. In that role she provided leadership and support to the early learning community, providers, and contractors statewide.

    “Sarah is an advocate and champion for learners of all ages throughout the state,” said Thurmond. “Her background and collaboration with partners in the field of early learning and care is unparalleled, and she brings those skills to her new position. Under Sarah’s leadership and strategic focus, her branch will continue the work that ensures students from birth to age twenty-two have access to a quality and equitable public education.”

    Neville-Morgan started her career at CDE as a Child Development Consultant in 2011. In 2013 she left to become the Deputy Director of Program Management at First 5 California. There, she managed a team and funding focused on closing the achievement gap and supporting quality early learning. Neville-Morgan also worked as the Deputy Executive Director of the Governor’s Early Learning Advisory Council during the Schwarzenegger and Brown administrations and as an Academic Child Development Specialist at the University of California, Davis Center for Child and Family Studies. She also has worked in a child care resource and referral agency, with foster care education programs, and has supported school teen parent programs. She returned to the CDE in 2017 to lead the Early Learning and Care Division.

    As the Deputy Superintendent for the Teaching and Learning Support Branch, Neville-Morgan will oversee a branch that is responsible for helping all students—from early learners to adults—reach their academic potential and goals by providing the necessary support to early educators and providers, teachers, administrators, school and district leaders, and community-based organizations. She will continue the work of the Teaching and Learning Support Branch to ensure that inclusion practices are established during classroom hours, before and after school, and in early learning and care programs, and that the programs and instructional resources and supports reflect diversity, accessibility, and equity.

    Neville-Morgan earned a B.A. in Psychology at Earlham College in Richmond, Indiana, and a M.S. in Child Development at the University of California, Davis.

    Neville-Morgan replaces former Deputy Superintendent Tom Adams. She started in her new role on May 31.

    # # # #

    Tony Thurmond — State Superintendent of Public Instruction
    Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

    Last Reviewed: Thursday, June 6, 2019

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    Launch of Mobile App for CA Content Standards

    California Department of Education News Release

    California Department of Education
    News Release

    Release: #19-42
    June 4, 2019

    Contact: Scott Roark
    Phone: 916-319-0818

    SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond has announced the release of the California Department of Education’s (CDE) first-ever mobile app for the California Content Standards, a powerful tool that provides quick, targeted access to standards related to the arts, computer science, health education, history–social science, and mathematics.

     Content standards are utilized by educators to design the knowledge, concepts, and skills that students should acquire for subject areas at each grade level. The California Standards app, designed entirely by CDE staff, can search, filter, and sort content standards to isolate specific content, identify standards that are common across disciplines, and inform decisions around instruction and assessment.

    “This app is an incredible tool for our educators and parents, empowering them with access, knowledge, and understanding of these content standards, which are an essential element to the academic success of each and every one of our students in California,” said Thurmond.

    The launch of the California Standards app is phase 1 of a multiphase plan put in place by CDE. This phase includes 5 of 12 California content standards. In subsequent phases, additional content standards will be included, as well as additional features that will enhance the usefulness of the application to California educators.

    The California Standards mobile app can be found on the iOS App store, the Android Play store, and the Microsoft store by searching the term “CA Standards.” More information about the app and links to the app stores are on the CDE California Standards Mobile Application website.

    More information aboutCalifornia Content Standardscan be found on the CDE website.

    # # # #

    Tony Thurmond — State Superintendent of Public Instruction
    Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

    Last Reviewed: Tuesday, June 4, 2019

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    IMS Global Learning Consortium Standards And Initiatives Fuel GG4L’s Impressive First Year Growth

    Over 300 Organizations Serving 100,000+ K-12 Schools Globally Joined the GG4L Collaborative to Support Its Sustainable Impact Initiatives

    SAN DIEGO, May 20, 2019 /PRNewswire/ — As a Contributing Member of IMS Global Learning Consortium, and a proud Gold Sponsor of the Learning Impact Leadership Institute kicking off here today in San Diego, the Global Grid for Learning (GG4L) is pleased to announce its impressive growth since its launch less than a year ago, as a result of its adoption of the various IMS Global industry standards and strategic initiatives. GG4L Connect™, a hybrid-cloud data interoperability and governance platform, recently achieved IMS certification for IMS OneRoster® 1.1.

    "IMS Global OneRoster, Learning Tools Interoperability® (LTI®), Caliper Analytics®, Comprehensive Learner Records (CLR) and Competencies and Academic Standards Exchange® (CASE®) are all essential standards that the whole EdTech ecosystem must leverage to create a secure and reliable infrastructure for data interoperability across the whole spectrum of educational technology solutions," commented Robert Iskander, Founder & CEO of GG4L. "We plan to adopt all of these standards in our journey to drive sustainable impact initiatives in education."

    "The IMS Global conformance certification program ensures that educational institutions can be confident that their integrations are secure and fully interoperable with other certified products," said Dr. Rob Abel, chief executive officer, IMS Global Learning Consortium. "Congratulations to Global Grid for Learning for joining in the growing IMS ecosystem by certifying the latest version of OneRoster!"

    GG4L is a membership-based collaborative, that is free of charge to all education institutions and government agencies, and available for a modest annual membership fee to any EdTech organization. GG4L leverages its Platform to create an integrated ecosystem of EdTech solutions that could be easily implemented, validated and sustained financially for schools around the world, as they together drive school improvement. To date, over 300 organizations, serving over 100,000 schools globally, have joined as GG4L Members and agreed to GG4L's membership pledge (https://gg4l.com/pledge-now/) to advocate for open data interoperability standards, secure data exchange and strict student data privacy compliance.

    The "Safer Schools in America" Research Grant, launched in November 2018, is GG4L's first impact initiative aimed to address the need for safer schools. The grant program provides support to selected schools for the implementation and usage of select EdTech products from leading education providers who are focused on school safety solutions for K-12. These solutions will be implemented and studied for a period of 3 years – at no cost to the school grant recipients. GG4L has awarded $9M in grants to 72 schools from 36 school districts, geographically distributed across 16 States, who will start the new school year with EdTech tools in place to help them protect their students by creating a secure grid in and around schools' academic, social, and physical environments. For a full list of participating EdTech members, corporate sponsors and the Grant Application, please refer to: https://gg4l.com/initiatives/safer-schools/

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    2019 California Basic Educational Data System (CBEDS) Changes

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    Dear LEA Representatives,

    CALPADS will have a notable change after the regularly scheduled maintenance on Tuesday, May 7th.

    The SSID Enrollment (SENR) file will have 6 new data elements to capture the postsecondary/transition status indicator and five work-based learning indicators.

    It is highly recommended that LEAs finish processing any existing SENR jobs before May 7.

    SSID Enrollment jobs that are currently "In Review" or "Ready for Review" should be posted prior to the May 7th release. That said, jobs in these states can still be posted after the release.

    Note however that the CALPADS Team prefers and strongly recommends that everyone start fresh with the new SENR file format on May 7.

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    Six School Districts Selected to Help Spearhead Statewide Community Engagement Efforts

    Ana Tintocalis
    CCEE Senior Communications Manager
    916-666-2274 mobile

    Christine McGrew
    SBCSS Chief Communications Officer

    Thursday, May 2, 2019


    Six School Districts Selected to Help Spearhead Statewide Community Engagement Efforts

    SAN BERNARDINO – The statewide Community Engagement Initiative (CEI) has selected six school districts to join the groundbreaking effort to build capacity for meaningful community engagement in California's public schools.

    The CEI is an integral part of California's new System of Support, a key component of the state's accountability system.

    The California Collaborative for Educational Excellence (CCEE), San Bernardino County Superintendent of Schools (SBCSS), the California Association for Bilingual Education (CABE), and Families In Schools (FIS) jointly lead the CEI.

    The six districts selected will compose the CEI's inaugural Peer Leading and Learning Network, which will identify and analyze models, metrics, and practices of community engagement in order to help schools, districts, and their communities across the state build their engagement skill and knowledge.

    Each district possesses a deep, systemic commitment to community engagement and the ability to help the CEI strengthen the capacity of school districts and communities to authentically engage each other in difficult conversations and build trusting relationships.

    Below are the six districts selected, an example of the many community engagement initiatives they spearhead in their school communities, a quote from the district's leader or school board member, and contact information should the media or public like more information from one of the districts:
    Example: AUHSD's family and community engagement specialists (FACES) develop student and family leadership.

    "AUHSD is honored to be selected as a CEI participant as it highlights our commitment to our families and broader community." --Michael Matsuda, AUHSD Superintendent

    AUHSD contact: Patricia Karlak,

    Example: AUSD's Parent Advisory Committee, known as the "PAC+," gives families and local stakeholders a strong, institutionalized voice in the Local Control and Accountability Plan (LCAP).

    "The Azusa Unified School District is honored to be part of the CEI's PLLN, we value the authentic engagement of our community, and we look forward to building greater capacity for this work in our district and other districts statewide." --Linda Kaminski, AUSD Superintendent

    AUSD contact: Anjelica Garcia Juarez,

    Example: CVUSD's support and engagement of refugee students and their families.

    "The Cajon Valley Union School District is excited to share our success in authentically engaging all families in cultivating 'Happy kids, engaged in healthy relationships, on a path to gainful employment' with this network of leaders to advance family engagement across our great state." --Dr. David Miyashiro, CVUSD Superintendent

    CVUSD contact: Sandra Candler,

    Example: ESUHSD's success focuses on student engagement and student empowerment.

    "East Side is excited to collaborate as a member of the Community Engagement Initiative to further establish how we include student and community voice to develop equitable communities in our district and across the state." --Chris Funk, ESUHSD Superintendent

    ESUHSD contact: Linda Ornelas,
    Example: OMSD's ability to use community-based organizations to provide true wrap-around services for its students.

    "Community engagement remains a top priority for OMSD and we are proud to have been selected as a Peer Leading and Learning Network district. We look forward to working collaboratively to ensure all students are prepared to successfully access college and career pathways." --Elvia M. Rivas, OMSD Board President

    OMSD contact: Jana Dupree,

    Example: OSD's newcomer program and its "No Me Llames Oaxaquita" resolution helps ensure all students and their families feel welcome at school.

    "OSD is excited to contribute to the collaborative as we all share best practices and stimulate exponential parent engagement practices statewide." --Dr. Cesar Morales, OSD Superintendent

    OSD contact: Marlene Batista,
    "These district teams and their communities have clearly demonstrated their strength in engaging together and we look forward to learning from their experiences in doing so," said Tom Armelino, CCEE Executive Director.

    Each of the six districts that make-up the CEI's inaugural Peer Leading and Learning Network is comprised of:
    • District staff and leadership
    • School site staff and leadership
    • Students and/or family members
    • A representative from the county office of education
    • A representative from a community-based organization
    "By lifting up the promising practices of these six districts, we will deepen our knowledge and understanding of authentic community and family engagement and its value and importance to student success," said Oscar Cruz, Executive Director of Families In Schools, one of the four organizations overseeing the statewide CEI.

    Jan Gustafson-Corea, CEO of the California Association of Bilingual Education, echoed that sentiment. The association is partnering with the CCEE, SBCSS, and FIS in overseeing the statewide CEI.

    "We are thrilled to learn with these districts what impactful community engagement looks like to bring about the ultimate goal of student success—particularly for communities of linguistically and culturally diverse backgrounds," she said.

    The first meeting of the CEI's Peer Leading and Learning Network takes place today. The six district teams will be connected virtually.

    "This is important work for our state, and we look forward to seeing the results in the coming years," said Ted Alejandre, leader of the San Bernardino County Superintendent of Schools, one of the four organizations overseeing the statewide CEI.
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    New Closing the Achievement Gap Initiative Chair

    California Department of Education News Release

    California Department of Education
    News Release

    California Department of Education
    News Release

    Release: #19-31
    May 1, 2019

    Contact: Jonathan Mendick
    Phone: 916-319-0818

    SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that he has appointed Ryan Smith as the new Chair of his statewide Closing the Achievement Gap Initiative. Smith’s work will align with the initiative’s goals, which include addressing ways to close the achievement gap and improving educational outcomes for all California public education students.

    “Ryan is a leader in the efforts to close the achievement gap, and specifically in how we can use policy, advocacy, and research to make change,” said Thurmond.
    “I can’t think of anyone better to lead these efforts for our state, which is one of the priorities of my office.”

    Thurmond launched his Closing the Achievement Gap initiative with a forum in February focusing on schools throughout the state that have shown success in closing the gap for African Americans and other students of color. He followed that up with a second forum in April to address recruitment and retention of teachers of color. Smith’s appointment is the next step in assuring that these efforts continue with the highest priority and level of expertise.

    Smith is currently Chief External Officer of Partnership for Los Angeles Schools, which launched in 2007 as a collaboration between the Los Angeles Unified School District, donors Richard and Melanie Lundquist, the City of Los Angeles, and other public and private partners, to accelerate achievement for students across the district. He was formerly Executive Director of The Education Trust-West, a research and advocacy organization focused on education justice and the high academic achievement of all California students, particularly students of color and those living in poverty. His projects included the Black Minds Matter report, which focused on supporting the educational success of black children in California, as well as the study, “The Majority Report: Supporting the Success of Latino Students in California”.

    # # # #

    Tony Thurmond — State Superintendent of Public Instruction
    Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

    Last Reviewed: Thursday, May 2, 2019

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    CALPADS Course # Changes - A free online discussion & Q&A

    Join us for an informal "Coffee and Donut" discussion about the upcoming changes to the CALPADS course numbering system. We'll give a brief overview of what we believe the changes are, invite questions and comments from the participants, and end on a discussion of the status of SIS vendor's progress in making the updates.

    Join the meeting: join.me/186-237-588

    Thursday, May 9, 2019 10:00 AM 


    Chris Moggia, Ed.D., Executive Director, CASDAAP

    Alex Wilson, Coordinator of Student Information Systems, Norwalk La Mirada USD

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    Assessment Spotlight April 25, 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.

    New for CAASPP and ELPAC: "Get Involved" Web Pages!

    Are you interested in getting involved in the continuing development of the CAASPP and the ELPAC? We need input from California educators, and it is now much easier for you to find out about the activities the California Department of Education (CDE) has scheduled and to let us know which ones hold your interest! To learn about upcoming activities, visit our new Get Involved web pages:

    • CAASPP Opportunities to Get Involved web page. Find opportunities related to the California Alternate Assessments, the California Science Test (CAST), and the California Spanish Assessment here, including item writing (with training beforehand), item review, review of range achievement level descriptors, data review, standard setting, range finding, and braille item review.    Local educational agencies (LEAs) will be reimbursed for the cost of a substitute teacher (if needed) or participants will be paid an honorarium of $150.00 per day (if on non-contract days).

    • ELPAC Opportunities to Get Involved web page. Find opportunities related to the ELPAC and Alternate ELPAC here, including item writing (with training beforehand), content review, bias and sensitivity review, field test threshold score review, range finding, data review, item review, and ALD development.

      As with the CAASPP opportunities, LEAs will be reimbursed for the cost of a substitute teacher (if needed) or participants will be paid an honorarium of $150.00 per day (if on non-contract days).

    In addition, these pages include qualification information, application instructions, and links to create an account and submit your application.

    Educational Testing Service, in partnership with the Sacramento County Office of Education, developed the Get Involved web pages to facilitate educators' participation in upcoming workshops for 2019–20 and beyond. These web pages will be updated throughout the coming months, so please check back often for the latest developments. Remember, your participation and input provide important support in the development of our state assessments!

    If you have questions about how to get involved in these educator opportunities, please contact the CAASPP and ELPAC Project Team by phone at 916-228-2682 or by email at .

    Focus on Test Security—Pause Rules and Grace Period Extensions

    This week, in our focus on test security, we look at the pause rules and grace period extensions. If a test is paused for more than 20 minutes during the Smarter Balanced computer adaptive test (CAT) portion or during the CAST discrete item blocks, the following will apply:

    • The student will be required to log back on to the student interface, using the student's logon information (name, Statewide Student Identifier, and test session).
    • The student will be presented with the page containing the item(s) the student was working on when the assessment was paused if the page contains at least one item to which there is not a complete response; if, however, all items on the page were answered, the student will be presented with the next page.
    • The student will not be permitted to review or change any previously answered items, even if they are marked for review (with the exception of items on a page that contains at least one item to which there is not a complete response).

    Any highlighted text will be saved regardless of how long the test is paused; notes entered on the digital notepad, however, will not be saved. For a performance task (PT), no pause restrictions apply. If a PT is paused for more than 20 minutes, the student can return to the section and continue entering responses.

    Grace period extension (GPE) appeals are only for situations in which one of the following occurs during a Smarter Balanced CAT portion or the CAST:

    • A technical issue beyond the control of the test administrator results in the expiration of the 20-minute pause rule.
    • The 20-minute pause rule expires through no fault of the student; for example, because of a fire drill, illness, or technical difficulty. (A GPE extension will not be granted for student breaks such as recess or lunch lasting for more than 20 minutes or for students who misunderstood the pause rules.)

    A GPE appeal for a CAT portion allows the student to review previously answered questions upon logging back on to the assessment after the expiration of the pause rule. Note that for a PT, having the test administrator open a new testing session may be all that is needed to continue testing.

    To review the rules that govern pausing during testing, refer to Appendix E: CAT Pause Rules Scenarios in the Online Test Administration Manual.

    New Video––ELPAC Accessibility Resources

    The new video "ELPAC Accessibility Resources" demonstrates how the CDE supports accessibility resources (i.e., universal tools, designated supports, and accommodations) for the ELPAC. A useful resource for anyone interested in learning about how to match student needs to the appropriate resources, this video is especially helpful for teachers and parents/guardians.

    Please be sure to view this video, approximately 19 minutes in length, to learn more about the process for identifying the appropriate resources to assist students in fully accessing the ELPAC.

    Reminder: Registration Is Open for 2019 Summer Institute!

    Registration is open for the 2019 Summer Institute, "Analyzing Student Work and Using the Interim and Digital Library Systems to Inform Teaching and Learning." Offered at eight locations throughout California in July and early August, this two-day, in-person professional development opportunity is for classroom teachers, instructional coaches, and teachers on special assignment. Administrators also may find this training useful. The goals of this training are for participants to understand the following:

    • The purpose of different types of assessment and how they work together to support learning
    • The design of Smarter Balanced Interim Assessment items aligned with college- and career-ready standards and the use of hand scoring to analyze student responses
    • How to use interim assessment and Digital Library systems, including accessibility featuresSchools and LEAs may want to consider sending educator teams that divide their participation between the English language arts/literacy and mathematics content areas.

    Visit the CAASPP 2019 Summer Institute registration website for online registration, details about the workshop, and a workshop flyer. Questions about this training should be directed to the California Technical Assistance Center by phone at 800-955-2954 or by e-mail at .

    All About Accessibility

    Spanish stacked translation is an embedded designated support that provides the student with the full translation of each test item. The translation appears above the original item. This designated support is available for students whose primary language is not English and who use dual language supports in the classroom. Caution is advised when considering this resource for students who are not fluent in Spanish. The following questions can help guide the decision:

    ·Are the student's skills in speaking, reading, and writing in Spanish appropriate for this resource?

    ·Has the student had an opportunity to try the practice test with the Spanish stacked translation?

    ·Has the student or parent/guardian provided input on the use of this support?

    ·If the student does not have strong reading skills in Spanish but still needs translation, should read aloud in Spanish be assigned?

    More information on the use of Spanish stacked translation can be found in Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines, available on the Smarter Balanced website, and the Accessibility Guide for CAASPP Online Testing, available on the CAASPP Portal. In addition, short video tutorials are available on the CAASPP Portal. Find them on the Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials web page.

    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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    OTUS Assessments adds Desmos Integration

    Otus is a single platform for teachers that combines an LMS, an assessment management system, a data warehouse, and a collection of classroom management tools in one place- making teachers more efficient than they can be when all of these systems are disconnected. 

    Otus is excited to be releasing an integration with Desmos within the next few weeks. Watch a 45-second video here.

    Since the majority of state-level assessments expect students to use the Desmos calculators on the math portions of their tests, integrating the same tools within Otus assessments will allow students to use the tools throughout the year on district, building, or teacher-created formative and summative assessments.

    The use of Desmos through Otus is included with every Otus subscription! 

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