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CAASPP Update - Issue 197, March 15, 2017


Focusing on the California Assessment of Student Performance and Progress (CAASPP) System, including the Smarter Balanced assessments—a major component of CAASPP—and the California Alternate Assessments and science assessments. 

Accessibility Notes: Updated Guide Now Available!

The updated  Accessibility Guide for CAASPP Online Testing , which includes a change log (in the appendix), is now available on both the  Student Accessibility Resources and Test Settings  Web page and the  Manuals and Instructions  Web page of the CAASP Portal Web site.

March System Downtime Begins Tonight

Tonight at 5 p.m. through March 20 at 7 a.m., the Test Operations Management System, Test Administrator Interface, Interim Assessment (IA) Viewer, IA Hand Scoring, Online Reporting System, and the Appeal, Completion Status, and Roster Management systems will be undergoing system maintenance and will not be accessible.

March 20—California Alternate Assessments and California Science Tests

March 20—the opening of the CAASPP science and alternate assessments administration—is less than a week away! Are you ready?

The high school grade-level assignment for the pilot California Science Test (CAST) and the pilot California Alternate Assessment (CAA) for Science can be confirmed by checking the assignment link on the CAASPP Portal  CAST Web page

Confirm your  CAA version assignments  before you start printing out Directions for Administration (DFAs) or administer the CAA for English Language Arts and CAA for Mathematics.

The new CAA for Science pilot test is a performance task (PT) assessment designed to be administered closer to the student’s instructional activity. This innovative assessment allows test examiners (TEs) some flexibility in the administration of the PT. TEs can select familiar materials for students and allow students to demonstrate what they know. A sample training test is available on the CAASPP Portal  CAAs Web page .

The training test is aligned with the grade five California Next Generation Science Standards but can be used by students in any of the tested grades to familiarize educators, students, parents, and stakeholders with the testing format of the pilot. This training test is the same type of embedded PT that will be administered during this year’s pilot CAA for Science. Designed to be administered one on one, the training test PT is nonsecure and for use in preparing for the pilot CAA for Science. 

Science Fact Sheets

The  California Science Test Pilot Assessment Fact Sheet  is now available! It provides a quick and easy “Who, What, When, Why, and How” for the CAST as well as a timeline for implementation through to the operational assessment in 2019. A fact sheet for the California Alternate Assessment for Science will be posted soon.

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

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To:  Local Educational Agency Representatives

From: California Department of Education - CALPADS Team

Date:  March 14, 2017

Subject: CALPADS Update FLASH #125


The final Fall 2 amendment window closes on March 31, 2017. It is important for local educational agencies (LEAs) to certify the Fall 2 submission on or before March 31, 2017 in order to report their official staff full-time equivalent (FTE), English learner (EL) services, and student course enrollment data.


The spring CALPADS Information Meeting (CIM) is coming up on Tuesday, April 18, 2017. Registration for the CIM is open on the FCMAT/CSIS Events Web page at http://csis.fcmat.org/Pages/Events.aspx.

Please register before Monday, April 17 at 11:00 am in order to receive logon information and meeting materials. If more than one person will be viewing the meeting together, please register only once and enter the name(s) of the other attendees where indicated on the registration form.


The collection of two new data elements, Golden State Seal Merit Diploma and State Seal of Biliteracy, will be added to the Student Enrollment (SENR) file type on May 9, 2017. All SENR batch jobs in the queue that have not been fully posted will be abandoned. LEAs will need to work with the student information system (SIS) vendor to make sure they have the ability to generate the new SENR extract that includes the two new fields.


The Every Student Succeeds Act (ESSA) requires states to report chronic absenteeism rates for schools (Section 1111(h)(1)(C)(viii) of the ESSA). To meet this requirement, LEAs will be required to submit attendance data to CALPADS through a new file type, Student Absence Summary (STAS), in order for the state to calculate chronic absenteeism rates on a student-level basis. The State Board of Education is also considering chronic absenteeism as one of the indicators for state and federal accountability.

The STAS data will be required for the first time as part of the 2016–17 End-of-Year (EOY) 3 - Student Discipline data submission. As part of EOY 3, LEAs will also be required to certify a cumulative enrollment count that is automatically calculated from the enrollment records posted in CALPADS.

Please note that the absenteeism data collected through CALPADS will NOT replace the average daily attendance (ADA) data submitted to the California Department of Education (CDE) for purposes of funding the Local Control Funding Formula (LCFF), or other programs funded based on ADA, although to the extent possible, the same definitions will be used so that LEAs may utilize the data that they already collect.


As a result of the change related to Teacher Librarian reporting in 2015–16, the count of certificated librarians reported dropped drastically. One potential reason for the reduction is that LEAs may be reporting these staff incorrectly. Note: You can no longer use the Staff Assignment (SASS) record to report the Teacher Librarian as a non-classroom based job assignment.

Reporting School Site-Level Teacher Librarians

The table below provides information about several different scenarios regarding how to correctly report Teacher Librarians AT A SCHOOL SITE LEVEL (the table begins on the following page):

Reporting District-Level Teacher Librarians

To report teacher librarians who provide library services to many school sites within a district:

Because most districts do not have district-level master schedules from which to generate a course section record, it is most efficient to use the CALPADS Online Maintenance tool to add a course section record for a district-level staff member.

Another option (which the CDE prefers) would be to report these staff members at each school site at which they serve.

Use Report 4.3 – Staff Teaching Assignment Detail and filter by State Course Code 6026 –Teacher Librarian to see how many teachers were assigned to that course. Here is a link to the CDE School Libraries Web page: http://www.cde.ca.gov/ci/cr/lb/


The Agriculture and Natural Resources (CTE Industry Sector Code = AGR) and Arts, Media, and Entertainment (CTE Industry Sector Code = ART) Industry Sectors have been updated for the 2016–17 academic year. The state course codes within these industry sectors were restructured and revised in July 2016. The remainder of the Career Technical Education (CTE) course codes in all other industry sectors will be restructured beginning in July 2017 for the 2017–18 academic year.

Upcoming CTE Course Mapping Webinar

Career Technical Education and CALPADS staff are hosting the following two webinar sessions (same content at both sessions). This presentation was originally delivered at the Educating for Careers Conference on Sunday, March 5, 2017 in Sacramento. Please encourage relevant staff to attend the webinar:

Title: Mapping and Reporting Career Technical Education Courses for State Reporting

Description: Attendees will understand how to find the CTE course codes in the CALPADS documentation, what constitutes a CTE pathway, what credentials are required to teach CTE courses, and how to select the appropriate State Course Codes when mapping your courses for state reporting to CALPADS.

When: Thursday, April 6, 2017

Times: 9:00 a.m. – 11:00 a.m. or 1:00 p.m. – 3:00 p.m. (same content at both sessions; attendees need only attend ONE of the sessions)

Target Audience: Staff who will be involved in identifying and mapping courses for career technical education (CTE coordinators, CALPADS administrators, counselors)

Registration Information: It is not necessary to register for this webinar. Simply log on to the Webex session shortly before it begins.

Webex Information:

Session 1: 9:00 a.m. – 11:00 am.:

Event number: 661 393 197
Event password: 134778
Event Web address for attendees: https://cdeevents.webex.com/cdeevents/onstage/g.php?MTID=ec9033cc29ac9a dc4116921b508706827

Session 2: 1:00 p.m. – 3:00 p.m.

Event number: 667 808 134

Event password: 134780

Event Web address for attendees: https://cdeevents.webex.com/cdeevents/onstage/g.php?MTID=e9d7c1334b813a 9db1183145dea8637d7

Identifying CTE Courses for the Carl Perkins and CTE Incentive Grant Programs

To ensure that your CTE courses are identified as Carl Perkins or CTE Incentive Grant funding-eligible in CALPADS, you must ensure that one field in the CALPADS Course Section Completion (CRSC) file is populated correctly.

All CTE courses that meet the following criteria should be marked in the CALPADS Course Section Completion (CRSC) file as follows:  

    The course is part of a course sequence that meets the CTE Pathway Standards.

    The course is taught by an appropriately credentialed CTE teacher. Field 9.10 should be left BLANK for any CTE courses that do not meet those criteria. Credentialing Requirements for Teaching CTE Courses Teachers teaching CTE courses are required to either 1) hold a preliminary or clear Designated Subjects Career Technical Education Teaching Credential for a specific industry sector; or 2) hold a Single Subject Credential in a specific subject, which authorizes them to teach in specific industry sectors.

    For more information on the specific requirements for the preliminary and clear Designated Subjects Credentials, please refer to the California Commission on Teacher Credentialing Credentials Leaflet 888 (CL-888) available on this California Commission on Teacher Credentialing Web page: http://www.ctc.ca.gov/credentials/leaflets/cl888.pdf


    See the table below for allowable Single Subject Credentials (the table continues on the following page):


.    Field 9.10 should be left BLANK for any CTE courses that do not meet those criteria.

.    Credentialing Requirements for Teaching CTE Courses

. Teachers teaching CTE courses are required to either 1) hold a preliminary or clear Designated Subjects Career Technical Education Teaching Credential for a specific industry sector; or 2) hold a Single Subject Credential in a specific subject, which authorizes them to teach in specific industry sectors. For more information on the specific requirements for the preliminary and clear Designated Subjects Credentials, please refer to the California Commission on Teacher Credentialing Credentials Leaflet 888 (CL-888) available on this California Commission on Teacher Credentialing Web page: http://www.ctc.ca.gov/credentials/leaflets/cl888.pdf

.  See the table below for allowable Single Subject Credentials (the table continues on the following page):

New EOY 1 Certification Validation Rules (CVRs):

    Student Career Technical Education (SCTE) records (for concentrators and completers) where the CTE Pathway Code is in AGR or ART must have an associated CRSC record with a State Course Code that is in the same pathway.

    SCTE records (for completers) where CTE Pathway Code is in AGR or ART must have an associated CRSC record with a State Course Code that is flagged as the Capstone course in the CALPADS Valid Code Combinations.

    SCTE records (for completers) where CTE Pathway Code is NOT in AGR or ART must have an associated CRSC record with a State Course Code that either has a numerical range of 4000–5999 or is outside of the numerical range 4000–5999 and has a Course Content Code (Field 9.10) of 154 (CTE). Modified EOY 1 Certification Validation Rules (CVRs):

    Modify CVR 116 for missing SCSC records for CTE Concentrators for when no SCSC record is submitted for a CTE course (NOT associated with a CTE Industry Sector code of ARG or ART) and implement as a fatal. Note: Last year, CVR 116 was not implemented, as it was a warning and warnings were suspended in AY 2015–2016.

    Modify CVR 102 (for concentrators or completers) for LEAs that are participating in the Perkins or CTE Incentive Grant (CTEIG) Programs for at least two years are expected to submit at least one SCTE record. Note: CVR 117 (No SCTE records submitted for a Carl Perkins program-funded LEA) will be disabled, as there is no longer a need for a separate CVR focused specifically on Perkins funding.

 Data Element Changes:

   Field 9.10 – CRS-Course Content Code

*Must be populated on all courses that are part of your CTE Pathways for Perkins or the CTEIG Programs.

Report Changes:  

    Non-concentrator student counts will now only be counted at the industry sector level in a separate report.

    CTE reports will have a filter that allows LEAs to see courses considered “Perkins or CTEIG Fundable” (flagged with 154) including Regional Occupational Centers and Programs (ROP) courses and those that are not.

    Concentrator and completer snapshot reports (3.14, 3.15) will now reflect student counts by pathway based on the pathway submitted in the SCTE file and NOT based on the course they completed in the CRSC file.  

    New snapshot reports (aggregate and student detail list) will be created equivalent to snapshot reports 3.14 and 3.15 for Non-Concentrator CTE Participants.

    Disable C/A 3.14 for AY 2016–2017. For AY 2017–2018, C/A 3.14 will be re- activated and modified to only include Concentrators/Completers and a new C/A report will be created to only include Non-Concentrators.



In transitioning the California Special Education Management Information System (CASEMIS) data collection into CALPADS, the CDE has developed a high level timeline that includes a test phase in 2018–19 and full implementation in 2019–20. While full implementation is not happening for some time, it is important that LEAs begin now to modify existing business processes to ensure integrity between data maintained by local student information systems (SIS) and supplemental educational services (SES).

The CDE sent a communication to the Superintendents and Charter School Administrators in October 2016. Here is a link to that memo, which is posted on the CDE CALPADS Communications Web page: http://www.cde.ca.gov/ds/sp/cl/c2c20161025.asp

The CDE has already begun discussions with special education local plan areas (SELPAs) and SES vendors and will begin to reach out to LEA-level special education and CALPADS staff. Project updates will be provided primarily through the CASEMIS to CALPADS (C2C) Listserv. Information regarding how to subscribe to the C2C Listserv can be found on the CDE CALPADS Listservs Web page at http://www.cde.ca.gov/ds/sp/cl/listservs.asp.


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Updated Data Files for the Dashboard and 5-by-5 Grid Placement Reports

Dear Accountability Coordinators: 

March 13, 2017 


On Wednesday, March 8, 2017, an e-mail was sent notifying that updates were made to: (1) the data files for the Suspension, Graduation, and English Learner Progress Indicators, (2) the California School Dashboard, and (3) the Five-by-Five Placement Reports. This is a follow-up to that communication to inform you of the specific revisions made and to notify you that the Academic Indicator will be updated by the end of the day. The specific updates are as follows: 


  • Suspension Rate Indicator: The local educational agency (LEA)-level data now exclude charter and alternative schools’ data. Prior to the update, the LEA-level data included these schools’ data. This update impacted most LEAs’ suspension rate data.
  • Graduation Rate Indicator: The LEA-level data now exclude all alternative schools’ data. Prior to the update, only Alternative Schools Accountability Model (ASAM) schools’ data were excluded. The revisions now exclude both ASAM schools’ data and schools that meet the alternative school definition in the California Education Code (EC) (i.e., continuation, community day, opportunity, juvenile court, county community, etc.). This update impacted a limited number of LEAs only.
  • English Learner Progress Indicator: Prior to the update, LEAs and schools received an automatic assignment of an Orange performance level if they did not test at least 50 percent of their annual California English Language Development Test (CELDT) test takers. The calculation of the 50 percent has been revised to include all CELDT test takers, not just annual test takers. This update reduced the number of schools that were assigned the Orange performance level. (There are no LEAs that received an assignment of an Orange performance level.) 
  • Academic Indicator:Determining the N size of “30 or more” for the Students with Disabilities (SWD) student group has been revised to be based only on students who have a valid primary disability code in the California Longitudinal Pupil Achievement Data System (CALPADS). Therefore, the SWD student group will receive a performance level (color) if the group has 30 or more students with a valid primary disability code in both the current and prior years of data. However, this student group also includes students who exited special education and have not received special education services for up to two years. These students are not used to determine the “30 or more” N size. But, both current and exited SWDs are included in the calculation for Status and Change. For example, a school that has 28 students with a valid primary disability code and two students who exited special education within the past two years would not receive a performance level because students with a valid primary disability code is less than 30. Because the N size is above ten, Status and Change will be reported based on all 30 students. 

This update reduced the number of SWD student groups that receive a performance level. 

If you have any questions regarding this e-mail, please contact the Academic Accountability Unit (AAU) by e-mail at or by phone at 916-319-0863. 

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Dashboard Coordinator Update 3-10-17

Source:  Originally sent as an email to all Dashboard Coordinators on March 10, 2017:

Dear Dashboard Coordinators: 

On Wednesday, March 15, 2017, the California School Dashboard will be released to the public beginning at 10:30 a.m. This letter provides information on the media rollout, Web site address for the launch, additional resources, and updates to the system functionality.

Media Rollout

A press advisory was issued on March 10, 2017, which informed reporters about a Dashboard media orientation Webinar scheduled for 2:30 p.m. on Monday, March 13, during which reporters will receive information about an embargoed preview period.

Reporters who agree to the embargo will be given access to the live site beginning at 8 a.m. on Tuesday, March 14. The embargo will end with the public launch on Wednesday,

March 15, at 10:30 a.m. A press release will be issued simultaneously with the public launch. 

Web site Address

To access the public Web site, please direct users beginning March 15, to https://www.caschooldashboard.org/ . The Dashboard Coordinator log-in address will change to https://coordinator.caschooldashboard.org .


The public release of the downloadable data files and five-by-five grid (by district) placement reports will coincide with the Dashboard public release on March 15. These reports will be available on the California Accountability Model and School Dashboard Web page at http://www.cde.ca.gov/dashboard/ . These resources will also be linked from the Dashboard and DataQuest ( http://dq.cde.ca.gov/dataquest/ ). New and/or updated materials now available on the California Accountability Model and School Dashboard Web page.

System Functionality Updates


The following enhancements are now operational in the Dashboard.

•       Local Performance Indicators: At the State Board of Education meeting on March 8, 2017, the Board directed staff return to the former performance levels (Met, Not Met, and Not Met for Two or More Years ) for the local indicators. All communications will be updated prior to the public launch to reflect this change.

•       Grade 11 Smarter Balanced Assessment Results: The Grade 11 Smarter Balanced Assessment results are now available on the College/Career Single Indicator Report.

•       Additional Data on English Learners: English learner (EL) only and ELs who have not been reclassified as fluent English proficient (RFEP) are now available on the English Language Arts and Mathematics assessments Single Indicator Reports.

•       Optional Narrative Box: The Optional Narrative Box functionality is now operational for LEAs to explain their local context or identify any circumstances that may have impacted their performance.

Thank you for your continued feedback during the preview. If you have any further questions regarding the public release, please contact the Local Agency Systems Support Office by e-mail at .


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USAC’s Schools and Libraries News Brief

Commitments for Funding Years 2016 and 2015

Funding Year 2016. USAC is scheduled to release Funding Year (FY) 2016 Wave 38 Funding Commitment Decision Letters (FCDLs) on March 16. This wave includes commitments for approved applications for all service types and at all discount levels. As of March 10, FY2016 commitments total over $2.34 billion.

On the date the FCDLs are issued, you can access your FCDL notification from the Notifications section of your landing page in the E-rate Productivity Center (EPC).

Funding Year 2015. USAC will release FY2015 Wave 74 FCDLs on March 17. This wave includes commitments for approved requests for all service types and at all discount levels. As of March 10, FY2015 commitments total over $3.31 billion.

The day after the wave runs, you can check to see if you have a commitment by using USAC's Automated Search of Commitments tool. FCDLs for FY2015 will continue to be printed and mailed to applicants and service providers, and emailed to service providers who have signed up to receive electronic notifications.

Top Ten Window Tips

To help you to file successfully for discounted services for the FY2017 application filing window, pay attention to the following tips. Each tip contains one or more hyperlinks to additional information.

1. Familiarize yourself with the application process.

  • Review the application process flow chart. You can find this chart in the Before You Begin section of the USAC website. It contains high-level information about the entire process for both applicants and service providers and will help you understand what you need to do and when.
  • Read through the applicant process steps. Each step in the process is summarized in that step's description, and you can find more details on each step by clicking on the hyperlinks provided within the text.
  • Practice filing forms. USAC has an EPC training site for applicants to use for both training and practice filing forms. The training site page includes a request form for logins and instructions for setting up your test entity.

2. Create and/or delete users in your organization's EPC account.

  • From your landing page in EPC, your account administrator can create new users in your account and delete users who are no longer with your organization. You need at least one user who has full rights – that is, who can create, update, and certify program forms. (Partial-rights users can create and update but not certify forms.)
  • Even though most profile information is locked for the filing window, account administrators can change levels of rights for their users.
  • Note that you also need to assign rights to other activities and forms in addition to the FCC Forms 470 and 471 (e.g., rights to submit post-commitment change requests and complete or certify FCC Form 498).

3. Review the process and requirements to apply for newly eligible fiber.

  • Starting with FY2016, applicants could apply for certain fiber services that were not eligible before. Those newly eligible fiber services come with additional program requirements – for example, if you post for bids to lease and light dark fiber, you must also post for the provision of those services over lit fiber so that you can compare the offerings and choose the most cost-effective solution. Review the following documents on the USAC website before you file your FCC Form 470:
  • Applicants whose states agree to provide up to ten percent of the cost of special construction projects may qualify for an equal match of funds in addition to the discount amount approved by USAC. Review the State Matching Provision page on USAC's website if this could apply to you.
  • Make sure you follow all the program requirements in the guidance documents listed above if you are applying for newly eligible fiber. To get additional help, contact our Client Service Bureau (CSB) by opening a customer service case in EPC or calling 888-203-8100.

4. Run an open and fair competitive bidding process.

  • File and certify an FCC Form 470 to open your competitive bidding process. You should be able to accept bid responses to the services you request on your form. Note that you do not have to certify an FCC Form 470 if an existing contract covers your services (multi-year contract, contract with an exercised voluntary extension, or a state master contract where the state filed the establishing FCC Form 470) or for business class, commercially available low-cost, high speed Internet access. See last week’s SL News Brief and Step 2 - Responding to Bids for details on these contracts and services.
  • Attach your Request for Proposal (RFP) and RFP documents to your FCC Form 470 when you file it. We use "RFP" generically to refer to any official procurement document similar to an RFP, and "RFP document" to refer to any document you produce that gives potential bidders more information about your services and competitive bidding process than you include on your FCC Form 470.
  • Be ready to answer questions from potential bidders. Post those questions and your answers to your website or other location of your choosing so that all potential bidders have access to the same information. Be sure to also post those documents to your certified FCC Form 470, as well as any other RFP documents you issue after you certify your form. Refer to the February 4 SL News Brief for guidance on posting RFP documents to a certified FCC Form 470.

5. Wait your 28 days.

  • You must wait a minimum of 28 days before selecting your service provider, signing a contract (if applicable), and completing and certifying your FCC Form 471. You can wait longer, but do keep the FCC Form 470 and 471 deadlines in mind.
  • If you make a minor change to your project or the services you are requesting that is within the scope of your original FCC Form 470 and/or RFP, consider restarting your 28-day clock. You do not need to certify a new FCC Form 470 (you can add one or more RFP documents explaining the minor change), but you would have to track your new 28-day deadline yourself. However, if you make a fundamental or cardinal change, such as adding new services or enlarging your project beyond the scope of your original FCC Form 470 and RFP, you must certify a new form and include those changes on your FCC Form 470 and RFP documents.
  • Do not delay. April 13, 2017 is the last day you can certify your FCC Form 470, meet the 28-day competitive bidding requirement, and certify your FCC Form 471 within the application filing window.

6. Review your contracts.

  • A signed contract is the best evidence of a legally binding agreement. If you have something other than a contract, be prepared to explain why it is a legally binding agreement.
  • Consider memorializing in your contract the details related to receipt of discounted services that you have agreed upon with your service provider – for example, specifying the invoicing method you will use. (Will you pay for your services in full and invoice USAC yourself, or will you pay discounted bills from the service provider?) See Step 6 - Invoicing for more information about invoice options.
  • For any new contract, create a contract record in your organization's profile in EPC. (You can do this even though your profile is locked.) Contracts with voluntary extensions do not require a new contract record – simply work with your service provider to extend the contract and then, in the appropriate fields on your FCC Form 471 funding request, cite the existing contract record and report the new expiration date.

7. File your FCC Form 471.

  • Answer the connectivity questions for your schools or for your libraries in your organization's profile in EPC. If you answered the questions last year, review your answers to make sure they are still accurate.
  • Talk to your service provider about the products and services that will be featured on your form. For applicants with more than 20 entities or for complex service requests, consider asking your service provider if they can assist you with the bulk upload templates. These templates can be completed and then uploaded to the form rather than completing the funding request information manually within the form.
  • Remember that the filing window will close at 11:59 PM EDT on Thursday, May 11, 2017 with or without your certified form. Plan now to get it in on time.

8. Retain and file all program-related documentation.

  • Create a method for archiving and storing your program documents where you and others in your organization can find them. Examples of documents you should store now – while you still know where they are – include:
    • RFPs and RFP documents
    • Receipt Notification Letter (RNL) modifications to FCC Form 470
    • Bids received, both winning and losing – note that service providers are not required to keep losing bids but applicants are
    • Completed bid evaluation sheets
    • Contracts and legally binding agreements
    • Receipt Acknowledgment Letter (RAL) modifications to FCC Form 471
  • You can store documents electronically – you are not required to keep paper copies.
  • Remember that you must keep all program-related documentation for at least ten years after the later of the last day of the applicable funding year or the service delivery deadline for the funding request.

9. Prepare for USAC's review of your application.

  • Program Integrity Assurance (PIA) may need to ask you to answer questions or provide additional documentation. Monitor your email for notices of outstanding PIA questions, click the link in the email to review the questions, and respond promptly and completely. If you cannot respond to the questions within 15 days, you can request and receive an automatic 7-day extension. (Additional extensions require manual review and approval.)
  • Alert your service provider(s) that you may need help with some PIA questions, especially those related to the services they provide.
  • Review your FCC Form 471 for accuracy. If you see information that is incorrect or incomplete, submit a RAL modification. Be prepared to show documentation in case PIA needs to verify that the correction is a ministerial or clerical error and not information that changed after your form was certified. Refer to the April 29, 2016 SL News Brief for guidance on submitting a RAL modification.
  • If your contact information changes or someone else can answer review questions on your behalf, update your holiday/summer contact information through a RAL modification.
  • Have your supporting documentation ready. Examples of documentation that PIA may ask to review include:
    • Support for your discount calculations – for example, approval of your Community Eligibility Provision (CEP) percentage, copies of income surveys, or documentation of sibling matches. See Alternative Discount Mechanisms on the USAC website for more information.
    • Evidence of your open and fair competitive bidding process – copies of RFPs and RFP documents, winning and losing bids, completed bid evaluation sheets.
    • Copies of your contracts and legally binding agreements, if you did not upload copies to the contract records you created in your profile.
    • Network diagrams, service descriptions, and other information your service provider can supply.

10. Know where to go for help.

  • Client Service Bureau (CSB)
    • CSB is open from 8:00 AM to 8:00 PM ET Monday through Friday. CSB will be open additional hours during the last week of the window, but we suggest that you start your application process early so that you do not need to call them at the last minute.
    • You can also open a customer service case in EPC. In a customer service case, you can type your question, upload files, or submit a case after regular hours for CSB to work through on the following business day. You will have access to the case if you designate yourself as the contact person, and you can monitor the case for USAC's answer or to see if your request has been completed.
    • The applicant steps – and their hyperlinked webpages – provide both general and detailed guidance on the E-rate program.
    • The Online Learning Library contains how-to videos and form walkthroughs that you can watch for help with specific actions. The form videos in particular are helpful if you have two screens or can toggle (Alt+Tab) between two programs on one screen. Using either of these methods, you can watch a section of the video, pause it, work on that section of your form, then return to the video and continue watching.
    • You can also find user guides for FCC Form 470 and for FCC Form 471.
    • Receive program information by subscribing to our weekly newsletter, the Schools and Libraries News Brief. We provide up-to-date information on the E-rate program, including upcoming funding commitment waves, recent developments, and timely program guidance.
    • We encourage you to subscribe to the SL News Brief from more than one email address if that is more convenient for you.

Now that the window is open, we encourage you to follow our tips, file early, and be prepared.


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CALPADS Update #124


The final Fall 2 amendment window closes on March 31, 2017. It is important for local educational agencies (LEAs) to certify the Fall 2 submission on or before March 31, 2017 in order to report their official staff full-time equivalent (FTE), English learner (EL) services, and student courseenrollment data. 



On March 7, 2017, CALPADS will stop using status code “Other” (represented by “O” in the CALPADS interface) for students eligible for free meals. The CALPADS user interface (UI) for the Direct Certification extract will display additional status codes as noted in the table below. CALPADS will replace the “O” sta tus with the appropriate status: “M” for Free MediCal , “R” for Reduced MediCal, or “T” for TANF. The “ S ” status code for SNAP will not change. “Other” (“O”) is the only status being replaced.

 LEAs should be aware there will be four codes that indicate whether a student is flagged for Direct Certification: Codes S, M, R, and T. The CALPADS UI will be changed to show the new Direct Certification Status codes. The status code selection is a multi-selection drop-down menu that can be controlled as follows: With a mouse click plus the Shift key (to select an entire group of continuous options) or with a mouse click plus the CTRL key (to select various status code options in a random order).

As of March 7, 2017, the Direct Certification extract will reflect the following values noted in the table. Note that if you request the Direct Certification extract prior to March 7, 2017, the system will use status codes of “ S, ” “ O, ” and “ N ” (and as mentioned above, “O” will be replaced accordingly as of March 7). (Note: The table below continues on the following page.)




S SNAP – The student is directly certified for free meals because the student is receiving Supplemental Nutrition Assistance Program (SNAP) benefits (also known as CalFresh).


Free MediCal – The student is directly certified for free meals because the student has met the income eligibility criteria through the MediCal program.


Reduced MediCal – The student is directly certified for reduced-price meals because the student has met the income eligibility criteria through the MediCal program.


TANF – The student is directly certified for free meals through TANF, the Temporary Assistance for Needy Families program (CalWORKS).


Not Certified – The student is not directly certified for free meals.

 For more information, please contact the Direct Certification team ( ) in the Nutrition Services Division within the California Department of Education (CDE). For CALPADS-related questions, contact the CALPADS Service Desk at





The CDE is updating the LEA Administrator authorization process to meet current security best practices. A more secure and comprehensive process will be implemented in late summer 2017. Additional information in this regard will be coming out within the month. In the interim, LEA Administrators are being asked for new applications when their passwords expire, in order to ensure that the CDE has current and updated information on file. This process is being administered by the CALPADS Operations Office and not the CALPADS Service Desk.

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CELDT update for CA Assessment Coordinators

Source:  Email sent to California Assessment Coordinators on March 1st, 2017:


Dear District Accountability Coordinators, CELDT and CAASPP Assessment Coordinators, and Bilingual Coordinators:


The purpose of this letter is to provide an update to local educational agencies (LEAs) and charter schools on the development of the new accountability system and a reminder related to the California English Language Development Test (CELDT) correction period.

Specifically, the Annual Measurable Achievement Objectives (AMAOs) are no longer reported. The passage of the Every Student Succeeds Act (ESSA) in December 2015 moved English learner (EL) accountability from Title III to Title I.

The new local, state, and federal continuous improvement accountability system uses CELDT results for the English Learner Progress Indicator (ELPI). All LEAs and schools, other than alternative schools, that have at least 30 annual CELDT takers in the current year CELDT file and at least 30 annual CELDT takers in the prior year’s CELDT file will have a performance level (or color) reported in the ELPI. More information about the new accountability system can be accessed through the California Accountability Model & School Dashboard Web page at http://www.cde.ca.gov/ta/ac/cm/index.asp.

EL accountability will no longer be linked with the Title III funding of districts and consortia. Under the Local Control Funding Formula (LCFF), all LEAs will be eligible for technical assistance if at least one student group meets specified criteria in two or more LCFF state priority areas. (For more information see pages 56 through 60 in the California School Dashboard Technical Guide at http://www.cde.ca.gov/ta/ac/cm/documents/dashboardguidespring17.pdf.) Identification of LEAs will begin in fall 2017. The State Board of Education (SBE) will approve the state plan for ESSA in fall 2017 which will include the criteria for identifying the lowest five percent of Title I schools. Identification of schools under these criteria will begin in fall 2018.

Note: All LEAs and non-alternative schools with the required number of EL annual testers will have EL accountability reported in the ELPI regardless of Title I and Title III funding status.

The 2016–17 CELDT correction period runs from February 27, 2017, to March 24, 2017. This is the only opportunity for LEAs and charter schools to correct their CELDT data. Because the 2016–17 CELDT data will be used in calculating the ELPI for fall 2017, it is imperative that this CELDT data be reviewed for accuracy. Questions about the CELDT 2016–17 Edition Data Review Module (DRM) are posted and answered at http://www.celdt.org/resources/faq/#drm. Please pay special attention to the CELDT fields listed in the attachment as these are used in calculating the ELPI.

If you have questions concerning the ELPI, please contact the Academic Accountability Team by phone at 916-319-0863 or by e-mail at For questions concerning the CELDT, please contact the English Language Proficiency and Spanish Assessments Office by phone at 916-319-0784or by e-mail at For Title III program and policy questions, please contact the Language Policy and Leadership Office by phone at 916-319-0845or by e-mail contact Sandra Covarrubias at .

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LCAP Dashboard Update - March 1, 2017

Note:  This email was originally distributed on March 1st, 2017 to the Calfiornia Dashboard Coordinator's listserv:

Dear Dashboard Coordinators: 

March 1, 2017 


The California School Dashboard local educational agency (LEA) preview period continues through early March. This correspondence provides an update on the public launch, new system functionality, and future system features expected to rollout prior to the public launch. 

Public Launch 

The public launch is tentatively scheduled for the week of March 13, 2017. We encourage LEAs to continue to use this period to share their performance data with local stakeholders. A communications toolkit (see Resources section below) is available to assist in that effort. As the specific date of public launch nears, we will notify Dashboard Coordinators and Public Information Officers about the communications rollout for state, regional, and local media outlets. 

New Web site Features 

Since the LEA preview began on February 10, 2017, several new Dashboard features are now available. Most notably, users can now select Single Student Group Reports to see how a particular student group is performing with respect to any of the state indicators. This feature can be accessed by selecting a state indicator from any of the report tabs and then selecting a student group within the Single Indicator Report. In response to user feedback, updates are now available to assist with navigating throughout the site, including ensuring that report navigation tabs are present on all pages. 

Functionality Under Development 

The following features are under development and are expected to rollout prior to the public launch in March 2017. 


  • Student Group Report Availability: The Student Group Report provides the performance of all students and each student group on the state indicators. Users can choose to highlight only the student groups in the Blue and Green performance levels, the Yellow performance level, or the Orange and Red performance levels.
  • Local Performance Indicators-New Performance Categories: Based on stakeholder feedback, the three performance levels for the local indicators, Met, Not Met, and Not Met for Two or More Years are being changed to Data Reported, Data Not Reported, Data Not Reported for Two or More Years. This change is designed to clarify that meeting the standard is based on whether the LEA collected and reported the local performance data for each of the local indicators.
  • Grade 11 Smarter Balanced Assessment Results: The Grade 11 Smarter Balanced Assessment results will be available on the College/Career Single Indicator Report. This data is a component of the College/Career Indicator that will be made available in fall 2017.
  • Additional Data on English Learners: English learner (EL) only and ELs who have not been reclassified as fluent English proficient (RFEP) will be available on the English Language Arts and Mathematics assessments Single Indicator Reports.
  • Optional Narrative Box: The Optional Narrative Box functionality will be operational prior to the public release to provide LEAs the opportunity to explain their local context or identify any circumstances that may have impacted their performance. 
  • Resources
    In conjunction with the LEA preview of the Dashboard, the embargo of the downloadable data files and five-by-five grid (by district) placement reports continues. These reports display (by district) the schools' and student groups' placement on each of the five-by-five color tables. The embargo will continue until the public launch of the Dashboard in March. Once the embargo is lifted, these files will be available to the general public on the California Accountability Model and School Dashboard Web page at http://www.cde.ca.gov/dashboard/ . These resources will also be linked from the Dashboard and DataQuest ( http://dq.cde.ca.gov/dataquest/ ). 

    Please note that the downloadable data files are being updated and will be posted to the embargoed Web page prior to the public release. These updates will impact the Dashboard report for a select number of LEAs and schools. Additionally, in response to user feedback, the California School Dashboard Technical Guide will also be updated and posted to the public California Accountability Model and School Dashboard Web page prior to the Dashboard’s public release. 

    New resources, including an introductory video, parent resources tab, and translation of select pieces of the communications toolkit will be added prior the public launch to the California Accountability Model and School Dashboard Web pages ( http://www.cde.ca.gov/dashboard/ ). Please note that these Web pages are accessible to the general public and are not subject to the embargo that is in place for the downloadable data files and five-by-five placement grids.

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Ferpa|Sherpa  A guide to understanding education privacy


An Educator’s Guide to Student Privacy.

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Access4Learning Annual Meeting - Scotts Valley, CA

Dr. Larry Fruth kicking off the three day A4L Annual Meeting.  More info soon!

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Harris School Solutions Acquires Quintessential School Systems

Bethel Park, PA: Harris School Solutions (HSS), the premier provider of technology solutions for K-12 districts, charter schools, and continuing education programs across North America, announced the recent acquisition of Quintessential School Systems (QSS), a provider of administrative software and consulting services for those same educational markets.

By purchasing the San Carlos, California-based company, HSS looks not only to expand its line of high-quality software, hardware, and services, but also to increase its presence in California, thereby benefiting – while also expanding – its Financial Solutions business unit’s clientele in the region.

Said Scott Schollenberger, EVP of HSS’ Financial Solutions unit, “We’re excited to bring QSS, its employees, its products, and its services into the Harris School Solutions family. Obviously, this is great news for us as a company in that we’re building a larger presence in California, but more importantly this really is going to make a positive difference for our clients. They’ll have access to even more great resources for their schools and programs.”

The QSS resources to which Schollenberger alluded include, most notably, QSS/OASIS, a complete administrative solution featuring a system of fully integrated modules ranging from General Ledger, Payroll and Fixed Assets to Inventory, Base Personnel, Position Control and more.

Schollenberger pointed to both the current success and the future potential of QSS/OASIS in particular as a major factor behind the decision to make the purchase, saying, “QSS/OASIS is capable of going beyond single school districts; it actually can and already does support multi-district agencies, such as county offices of Education, and also community colleges. We see this product as a way to bolster what we offer now while opening even more doors for HSS in the future.”

Similarly, QSS expressed its excitement over joining with HSS. According to Duane Percox, COO of the company prior to its acquisition, “Harris School Solutions is an outstanding organization, not just because of its products and services, but also because of the people who offer them. The people within the company are the real deal, so I’m thrilled to be working with them. Together, we’re going to offer our same great products and services, but to many, many more schools across North America.”


About Harris School Solutions:

Founded in 1976, Harris School Solutions is a leading provider of diverse and pioneering software solutions for the K-12, Charter School, and Continuing Education markets, offering sophisticated technology, outstanding customer care, and market-driven products. Click here to learn more about Harris School Solutions.

About QSS:

Quintessential School Systems was founded in 1990 by five partners who had already accumulated over 80 years of combined experience providing data processing solutions for public school districts.  With a skilled staff focused on the public school market, QSS provides quality solutions for school-business computing needs.

Contact Information:

Trisha Daniel, Marketing Manager
Harris School Solutions



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USAC’s Schools and Libraries News Brief for this week

Commitments for Funding Year 2016

Funding Year 2016. USAC is scheduled to release Funding Year (FY) 2016 Wave 36 Funding Commitment Decision Letters (FCDLs) on March 2. This wave includes commitments for approved applications for all service types and at all discount levels. As of February 24, FY2016 commitments total over $2.23 billion.

On the date the FCDLs are issued, you can access your FCDL notification from the Notifications section of your landing page in the E-rate Productivity Center (EPC).

FY2017 Filing Window Opens Monday, February 27, 2017

The FY2017 application filing window will open on Monday, February 27 at noon EST and close on Thursday, May 11, 2017 at 11:59 PM EDT. 

April 13, 2017 at 11:59 PM EDT is the last opportunity for applicants to post an FCC Form 470, wait 28 days, and still be able to choose a service provider and certify an FCC Form 471 on the last day of the window.

Sunday Deadline to Complete Applicant Profile Updates

After the deadline, you will still have an opportunity to submit updates while you are filing your FCC Form 471. Your submitted updates will not be reflected on your FCC Form 471 original view, but if approved, will be reflected on your FCC Form 471 current view

Submitting entity profile updates during the filing of your FCC Form 471

  • Start your FCC Form 471 and complete the Basic Information and Entity Information sections of the form.
  • When you reach the Funding Requests section, click the green Add FRN button. Create the FRN. Note that you must create a nickname, provide the service type, include information about a tariffed or month-to-month service or associate a contract record with your FRN, and identify the service provider.
  • When you reach the Narrative section, include a description of the entity profile changes you would like to make along with any other information pertinent to the FRN.
  • Create any remaining FRNs, review your information, and certify the form.

During the review of your application, Program Integrity Assurance (PIA) will be able to help you process your entity update(s).

FCC Form 486 Urgent Reminder Letters for FY2016 Start Next Week

USAC will start sending FCC Form 486 Urgent Reminder Letters for FY2016 next week. USAC will send an email to the contact person on the FCC Form 471 informing them that the letter is available in the organization’s News tab in EPC.

As a reminder, if you have received a positive funding commitment from USAC, the next step is to file an FCC Form 486, Receipt of Service Confirmation and Children's Internet Protection Act Certification Form, no later than 120 days after services have started. If this date is missed, USAC will adjust the service start reported on the FCC Form 486 to the date 120 days before the certification date of the FCC Form 486 and will not pay invoices for services delivered before the adjusted date.

To avoid missing your 120-day deadline, look for the FCC Form 486 Urgent Reminder Letter. The letter is sent based on the service start date the applicants reported on their FCC Form 471. Applicants then have 15 days from the date of this letter to certify an FCC Form 486.

The letter will appear in the organization's News tab in EPC, and also in the Notifications section of the organization's landing page.

To view the letter, follow these steps:

  • Log in to EPC.
  • From the Notifications section of your organization's landing page, choose Notification Type FCC Form 486 120 Day Notification and Funding Year 2016. 
  • In the right-hand column of each notification, choose Generate Notification. The status will then change to View Notification.
  • Click View Notification to view your letter.

Applicants who receive this letter should certify their FCC Form 486 online no later than 15 days after the date of the notification so that USAC is not required to adjust their service start date.

Invoicing Deadline for FY2015 Recurring Services is February 27, 2017

Applicants and service providers who received an approval for an invoice deadline extension for FY2015 recurring services must submit their invoices on or before Monday, February 27 at 11:59 PM EST. USAC cannot process a second invoice deadline extension request for these invoices.

USAC is issuing Personal Identification Numbers (PINs) by email as well as by mail for last-minute requests. Earlier this week, USAC emailed all PINs created on or after >February 3, and is continuing to email PINs created in advance of the deadline.

If you receive a warning message when you are working on an invoice but are able to continue (for example, if an applicant receives a warning message that the service provider has not certified an FCC Form 473), complete and submit your invoice by the deadline so that it is timely filed. USAC denials or reductions on timely filed invoices can be appealed to USAC.

  • The deadline for appealing USAC decisions on BEAR Forms is 60 days after the date of the BEAR Notification Letter.
  • The deadline for appealing USAC decisions on SPI Forms is 60 days after USAC issues the Remittance Statement.

If you want to appeal an invoice decision, we encourage you to appeal to USAC as soon as possible so that we can start your review promptly.

Notice on FCC Form 470 Download Tool

The View an FCC Form 470 tool on the USAC website can only be used to search for FCC Forms 470 certified during the past 30 days. To review an FCC Form 470 and its associated RFP documents that is older than 30 days, you must set both the Start Posting Date and End Posting Date to encompass a period in the past of 30 days or less.

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CALPADS Fall 2 Deadline Update from CSIS

Dear County and District Superintendents and Charter School Administrators and Local Educational Agency (LEA) representatives:


This is a reminder that the certification deadline Fall 2 data submission is March 3, 2017.

The Fall 2 amendment window closes on March 31, 2017.


The CDE recognizes that CALPADS system constraints and flooding evacuations have impacted many LEAs. For LEAs that do not certify by the March 3 deadline, there will be no letter sent to superintendents and charter school administrators advising of a missed deadline. Additionally, missing the March 3 deadline will not affect the Data Recognition Awards for LEAs that do not certify by March 3. In other words, the CDE shall forego the requirement to certify by March 3 in order to be eligible for the Data Recognition Awards.

Source:  Email sent on Feb 24th, 2017 via <>

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State Board tells LBUSD to go fish . . .

Edjoin.org is reporting today that Long Beach Unified's idea to abandon the 11th grade SBAC tests (four separate online tests administered at roughly the same time as AP and SAT tests for 11th graders), and instead use just the SAT as the 11th grade measure for performance has been denied by the State Board of Education.  Bummer.

The April/May time-frame of our high school juniors is SO impacted as to make it almost child abuse.  Students must take the SAT test, multiple AP tests, and then several days of SBAC testing.  And they are also keeping up grades in all of their classes as well.  Seems a shame we couldn't push the SBAC testing in grade 11 back to grades 10 or 9, where there currently is no state data being collected.  By the time we get any actionable data from the 11th grade SBAC tests, the students are already in their senior year!   Spreading out the assessment to minimize the stress created by trying to cram so much testing into such a small window and to create access to data earlier in each student's high school career seems a pretty good idea to me. . . .

I am reminded of the great scene from my "Cousin Vinny":

Full story here at edjoin.org:  https://edsource.org/2017/california-education-officials-reject-long-beachs-request-to-replace-statewide-assessment-with-sat/577701

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Manage Professional Development

Manage Professional Development

Common Core Standards have placed more demands and accountability on teachers and administrators. Professional Development is a key component to delivering this accountability.This guide will help you Manage Professional Development – organize and facilitate registration and professional development tracking.
 It is filled with insights and observations from our experiences to help you manage your professional development learning cycles and provides powerful federal, state and local reports.

Who is this solution for?

This solution is ideal for two types of organizations: professional development organizations that offer courses to K-12 schools, as well as school districts that want to scale their professional development program beyond their district and even monetize those offerings.

Bookend Model

To visualize how GoSignMeUp facilitates professional development, imagine a bookshelf; the books are the online and in-seat courses, and the bookends that hold everything together are GoSignMeUp!  On the front end, GoSignMeUp simplifies enrollment to an external audience by making it easy for users to search for courses, sign-up for them, pay, and get enrolled.


On the back end, GoSignMeUp manages the administration of the program like tracking course education units, transcript reporting, and sending out surveys and completion certificates! Plus, our powerful analytics are perfect for federal, state, and local reporting as well, to fine-tune and modify classes and course pathways.

Download this FREE book and learn the 3 critical areas that are vital
for a successful professional development learning plan:

1. Easy-to-use registration process that provides an efficient way for educators to sign up quickly for professional development that best meet their needs.

2. Automated administrative features such as course confirmations and reminders that will save you time and money.

3. Extensive analytics to help produce good learning cycles as well as federal and state reporting.


For more about how to Manage Professional Development with GoSignMeUp, visit our web site or Reqest a Demo!

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Illuminate Ed Conference - San Diego Feb 21/22

I'll be blogging about the Illuminate Conference today and tomorrow.  Excited to see how large this group has grown over the last few years!

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Updates on E-Rate Deadlines

E-rate Filing Window Opens February 27, 2017

The E-rate application window for the 2017–18 funding year will open on Monday, February 27, 2017 at 12:00 noon EST and close on Thursday, May 11, 2017 at 11:59 PM EST.

The last possible date to submit an FCC Form 470 to start the E-rate bidding process is April 13, 2017.

DEADLINE: Entity Profile Updates in the E-rate Productivity Center

The Schools and Libraries Division (SLD) of the Universal Service Administrative Company (USAC) addressed the unique steps required this year for applying for E-rate in their February 3, 2017 Special Edition News Brief.  This News Brief can be found on the SLD’s Web page at http://www.usac.org/sl/tools/news-briefs/preview.aspx?id=746. 

There has been a significant change in the E-rate process that has resulted in a new deadline. This new deadline is associated with each Local Education Agency (LEA) updating their school profiles in the E-rate Productivity Center (EPC). The deadline for making these changes is 11:59 p.m. (EST) February 26, 2017. The USAC will “lock” the profiles after the deadline.

It is important that the data contained in each entity’s profile match the official data for California schools. This match is intended as an aid in the Program Integrity Review (PIA) process.

To accomplish this, LEAs are encouraged to update the following in each site’s profile:

1.     Update the Entity name and address to match the California School Directory. http://www.cde.ca.gov/re/sd/index.asp

2.     Update the “Number of Fulltime Students” and the “Total Number of Students Eligible for National School Lunch Program (NSLP)” fields to match the CALPADS data from the 2016 collection period. This information should be available from your CALPADS Coordinator.

3.     Enter the full 14-digit County-District-School (CDS) number in the “State School Code” field, with no spaces or dashes. The CDS number can be found on the California School Directory at http://www.cde.ca.gov/re/sd/index.asp.

a.     Some sites that do not have a CDS number may qualify as an Annex. If so, LEAs should create a “Customer Service Case” within the EPC to request the existing Billed Entity Number (BEN) for those sites be listed as “Inactive”, and then added as an Annex to the primary site that does have a CDS number. A detailed discussion of what constitutes an Annex can be found in the March 4, 2016 News Brief on USAC’s Web page at http://usac.org/sl/tools/news-briefs/preview.aspx?id=670 and the March 11, 2016 News Brief on USAC’s Web Page at http://usac.org/sl/tools/news-briefs/preview.aspx?id=671

4.     Verify the contact person’s information on the district’s profile. Since this person will receive communications from USAC, it is important that this be someone who has regular e-mail access and access to the LEA’s EPC account.

Large LEAs may use the bulk upload feature of the EPC to upload a single spreadsheet containing the needed updates or corrections. To use this feature:

1.     Log in to the LEA’s EPC account.

2.     Select the parent entity on the landing page. This will take you to a view of the parent entity’s profile.

3.     From the menu on the left of the screen, select Related Actions.

4.     Scroll down and select Upload Entity Profile Data.

a.     From the next screen, you can upload or download the template.

Schools and Libraries Program Weekly News Briefs on E-rate

The SLD provides timely instruction 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 SLD Web page at http://www.usac.org/sl/tools/news-briefs/Default.aspx.

If you have any questions, please contact the California Department of Education (CDE) Educational Data Management Division by e-mail at .

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Student Tutoring via Cell Phone? YUP!

Yup is a new tutoring company out of Stanford University that connects students to professional tutors in 30 seconds, over their smartphones/tablets. Students simply snap a photo of their Math or Science problem and instantly connect to one of our trained tutors, 24/7, in a secure chat portal.

Yup tutors receive biweekly training on how to keep students engaged, promote a growth mindset, and ensure students are mastering concepts. All of our sessions are monitored and reviewed according to a pedagogy we co-developed with Stanford Professors. This allows us to hold tutors accountable to students' learning outcomes and share a lot of great data with schools on students' learning trajectories.

We currently work with over half-a-million students and a number of schools across the country. We are backed by Stanford University, Sesame Street, and the same venture capital firms as Facebook and Uber. We offer select schools a free pilot of unlimited Yup tutoring and appreciate any and all feedback!


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USAC’s Schools and Libraries News Brief Feb 10, 2017

Commitments for Funding Year 2016

Funding Year 2016. USAC is scheduled to release Funding Year (FY) 2016 Wave 34 Funding Commitment Decision Letters (FCDLs) on February 15. This wave includes commitments for approved applications for all service types and at all discount levels. As of February 10, FY2016 commitments total over $2.15 billion.

On the date the FCDLs are issued, you can access your FCDL notification from the Notifications section of your landing page in the E-rate Productivity Center (EPC).

FY2017 Application Window Filing Tips and Reminders

The FCC Form 471 application filing window for FY2017 will open later this month. Take note of the important dates and reminders below as you plan to apply for discounts on eligible services for FY2017.

Continue reading
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Naiku and Infinite Campus Announce Partnership

Naiku and Infinite Campus announced today a partnership for integrating Naiku assessment software with the Infinite Campus SIS. The companies have achieved interoperability using the IMS LTI standard, demonstrating tasks such as single-signon from Infinite Campus to Naiku and transfer of assessment scores from Naiku to the Infinite Campus gradebook. See this Press Release for additional details.

The integration leverages the IMS® LTI interoperability standard to seamlessly work together, aiding workflow and ease-of-use for teachers and students. Teachers can accomplish tasks in Naiku, such as creating, importing, selecting, and/or assigning tests, directly from their Infinite Campus account. Similarly, students can take tests in Naiku directly from Infinite Campus; no separate login is required into their secure account. Data, such as assessment scores, transfers automatically to Infinite Campus as well.

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