So I wonder how this would impact a California school's dashboard:
So I wonder how this would impact a California school's dashboard:
Schoolzilla is a well established data analysis tool in use by many districts in California, including Redwood City USD and Camino Nuevo Charter Academy. The new tool is just about as closely aligned to the new California Dashboard standards as you can get; the tool maps directly to categories of culture, academics, school climate, and college & career readiness. The overall platform itself evolved out of an effort among California Charter school leaders in the Aspire organization, and continues as a for-profit organization based out of Oakland.
The Mosaic tool syncs directly with your existing SIS and assessments systems (as well as several others). So if you district uses Aeries, eSchoolPlus, Illuminate, Infinite Campus, PowerSchool, Synergy, or Tyler (and 98% of California districts use one of those), then you are IN LUCK! The SchoolZilla connector will sync automatically and bring attendance data, enrollment data, student demographic data, etc. into the SchoolZillla program for extensible and customizable reports.
The integration connectors don't just stop at the SIS level. Assessment systems, behavior management, finance, grading, even teacher observation programs can also be connected and "plugged-in" to the SchoolZilla platform.
Here's an even better video explaining how the new California School Dashboard works and what it replaces. (And why this system is likely a better, more holistic approach to evaluating school progress).
The video was created by two educators from Brea Olinda USD, who gave me permission to link to the video here on the site. Thanks Kerry & Erin!
March 20, 2017
Dear County and District Superintendents and Charter School Administrators:
LAUNCH OF THE PILOT TESTS FOR SCIENCE
The California Department of Education (CDE) is pleased to announce the launch of two new assessments for pilot testing, the California Science Test (CAST) and the California Alternate Assessment (CAA) for Science. These assessments will be available once your local educational agency (LEA) testing windows opens. Please note that students and schools will not receive results from the CAST and CAA for Science pilot tests. I encourage you to use this opportunity to begin the transition to the California Next Generation Science Standards (CA NGSS).
The items on the CAST pilot test reflect the new, innovative approach to teaching science called for in the CA NGSS. Item types used for the CAST pilot range from traditional multiple-choice item types to items that utilize simulations and other technology-enabled item types. The CAST is designed to encompass items that assess at least two of the three learning dimensions in the CA NGSS: Disciplinary Core Ideas; Science and Engineering Practices; and Crosscutting Concepts. The CAST practice test Online Practice and Training Test Portal contains sample items for grades five, eight, and high school and is available on the California Assessment of Student Performance and Progress Portal. The Quick Reference Guide: How to Start a Training Test for Science is a resource for educators and parents on how to access the CAST training test and is available on the CDE CAST Web page.
The CAA for Science pilot test consists of an embedded performance task, that consists of a collection of activities and questions that can be administered after related concepts are introduced and taught to the students. The administration of the embedded performance task following instruction allows students to demonstrate what they know and can do in a less burdensome environment and minimizes the gap between instruction and assessment. A Training Sample of an Embedded Performance Task is posted on the CAASPP portal.
Building the CAST and the CAA for Science tests are a learning process. We are continually seeking new ways to improve our items as California continues to implement the CA NGSS to ensure that the CAST and the CAA for Science best measures what students know and can do. The CDE continues to engage stakeholders, teachers, and science and assessment experts for input on this journey of creating a quality assessment that best reflects the richness of the CA NGSS. Because the science pilot tests serve as a learning process, we encourage educators and students to complete the surveys at the end of the pilots to provide feedback that will be used to refine the science assessments.
In addition, the CDE will be providing new resources to assist you during the transition to these new assessments on the CAASPP System Web page. These resources will include:
• Introductory videos to the CAST and the CAA for Science pilot tests
• CAST and CAA for Science Fact Sheets providing the who, what, where, why and how questions about the pilot tests
• Quick Reference Guide: How to Start a CAST pilot test If you have any questions regarding this information, please contact the CAASPP Office by phone at 916-445-8765 or by e-mail at .
cc: LEA CAASPP Coordinators
We just completed our beta test of our new checklist feature. We hope to build out a library of dozens of checklists for routine tasks associated with each data silo (e.g. CALPADS, CBEDS, TOMS, Dashboard, CRDC).
It's free to use (just have to be a registered member) and we are taking requests for additional checklist ideas.
Basically we'll have a checklist library organized by data silo/system. Users will be able to "check out" a checklist and use it throughout the reporting period. When completed, your checklist can be printed out for documentation/reference, or "reset" for use next time.
Currently we have the CAASPP Checklist up. You can find it currently under the "Solutions" menu or your User Menu.
Questions? Checklist ideas? Send them our way:
Edsource has a podcast! Who knew?
Commitments for Funding Year 2016
Funding Year 2016. USAC is scheduled to release Funding Year (FY) 2016 Wave 39 Funding Commitment Decision Letters (FCDLs) on March 23. This wave includes commitments for approved applications for all service types and at all discount levels. As of March 17, FY2016 commitments total over $2.36 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).
How to Copy an FRN
When completing the FCC Form 471, you can often save time by copying a Funding Request Number (FRN) from the same or another FCC Form 471. The form must exist in EPC so the FRN to be copied must have been created for FY2016 or FY2017 but the form does not have to be certified, as long as all of the information for the FRN you want to copy has been completed.
To copy an FRN from the same or another FCC Form 471, follow these steps:
Keep in mind that the Copy FRN function is probably most useful for those applicants with a large number of FRN line items that are the same or very similar to those from another FCC Form 471. For applicants with only a few FRNs or FRN line items, it is probably easier to enter them manually.
QDRs To Be Issued for Fourth Quarter 2016
At the end of each quarter, USAC issues a Quarterly Disbursement Report (QDR) to each billed entity if any invoicing activity occurred during that quarter. The QDR includes every FCC Form 472 (BEAR Form) and FCC Form 474 (SPI Form) for all funding years that were submitted to USAC and processed during that quarter for that billed entity.
QDRs did not run for the fourth quarter of last year (October 1 December 31, 2016). We have now run these reports, and they will be mailed next week. The date of this QDR cover letter will appear asDecember 31, 2016. This is because the system automatically assigns the day after the last payment file for that quarter as the date of the report, not the date that the report is produced.
Update on New Fields in FCC Form 471 Download Tool
The FCC Form 471 Download Tool allows users to download detailed information from FCC Forms 471 for a particular funding year and state. You can also specify the ORIGINAL version of the form as submitted by the applicant or the CURRENT version that reflects all commitment and post-commitment modifications.
Your search results contain the following seven tabs in a single workbook:
We have added the following eight fields that have been missing from the search results:
|New column header||Added after column ...|
|Authorized Phone Ext||Authorized Phone|
|Last Updated Date||Has a Service Provider listed on any of the FCC Forms 471 filed by this Billed Entity...?|
|New column header||Added after column ...|
|Phone Number Ext||Phone Number|
|New column header||Added after column ...|
|Contract Type||Contract Number|
|How many bids were received for this contract?||Contract Type|
|Based on State Master Contract?||How many bids were received for this contract?|
|Based on a multiple award schedule?||Based on State Master Contract?|
|Was an FCC Form 470 posted for the product and/or services you are requesting?||User-entered Establishing FCC Form 470#|
|Leased or IRU||Fiber Sub-type|
Special Note Regarding Program Integrity Assurance (PIA) and Audit-related Activity
During a consortium's special compliance review, audit, payment quality assurance (PQA) assessment or other program integrity effort, USAC will not hold the consortium financially responsible for any finding that is based on incorrect data entered by a school or library.
We will also include this updated language in the Appeals & Audits section of the USAC website.
Dear Dashboard and Accountability Coordinators:
PUBLIC RELEASE OF CALIFORNIA'S NEW ACCOUNTABILITY SYSTEM
The purpose of this e-mail is to inform you that Californias new multiple measures accountability system is now available on the California Department of Education (CDE) Web site at http://www.caschooldashboard.org. The new system is reported through the California School Dashboard (hereafter referred to as the Dashboard).
Also available on the CDE Web site is the Five-by-Five Placement Report which can be accessed athttp://www.cde.ca.gov/dashboard. While the Dashboard displays the Status (current performance), Change (difference from prior performance), and performance level (color) for each state indicator, it does not identify which of the 25 performance results the district, school, or student group received. The Five-by-Five Placement Report identifies the location of the LEA, school, or student group on the five-by-five grid.
The CDE California Accountability Model & School Dashboard Web page at http://www.cde.ca.gov/dashboard contains five tabs:
Communications Toolkit tab containing sample materials (such as parent notification letters in multiple languages) that districts and schools can customize for local use. There is also a flyer to help communicate the Dashboard to stakeholders and a set of Frequently Asked Questions.
If you have any questions regarding:
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.
To: Local Educational Agency Representatives
From: California Department of Education - CALPADS Team
Date: March 14, 2017
Subject: CALPADS Update FLASH #125
FALL 2 SUBMISSION DEADLINE
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.
CALPADS INFORMATION MEETING (CIM) IS APRIL 18
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.
SENR FILE TYPE CHANGES ON MAY 9
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.
COLLECTION OF ATTENDANCE DATA FOR CHRONIC ABSENTEEISM (STAS)
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.
GUIDELINES FOR REPORTING LIBRARIANS
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/
CAREER TECHNICAL EDUCATION (CTE) CHANGES FOR 2016–17 EOY 1
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.
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.
• 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.
CASEMIS TRANSITION PROGRESS
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.
Dear Accountability Coordinators:
March 13, 2017
INFORMATION REGARDING THE UPDATED DATA FILES FOR THE DASHBOARD AND 5-BY-5 GRID PLACEMENT REPORTS
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:
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.
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.
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.
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.
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.
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.
2. Create and/or delete users in your organization's EPC account.
3. Review the process and requirements to apply for newly eligible fiber.
4. Run an open and fair competitive bidding process.
5. Wait your 28 days.
6. Review your contracts.
7. File your FCC Form 471.
8. Retain and file all program-related documentation.
9. Prepare for USAC's review of your application.
10. Know where to go for help.
Now that the window is open, we encourage you to follow our tips, file early, and be prepared.
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.
Source: Email sent to California Assessment Coordinators on March 1st, 2017:
Dear District Accountability Coordinators, CELDT and CAASPP Assessment Coordinators, and Bilingual Coordinators:
UPDATE ON ACCOUNTABILITY AND THE CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST CORRECTION PERIOD
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 years 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 201617 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 201617 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 201617 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 .
Note: This email was originally distributed on March 1st, 2017 to the Calfiornia Dashboard Coordinator's listserv:
Dear Dashboard Coordinators:
March 1, 2017
UPDATE ON PUBLIC RELEASE AND NEW FUNCTIONALITY
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.
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.
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.
Dr. Larry Fruth kicking off the three day A4L Annual Meeting. More info soon!