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New Dashboard Features preview May 9th

The California Department of Education (CDE) is pleased to announce the availability of new features on the California School Dashboard (Dashboard) being field-tested this spring. These features include the reporting of local indicator data for local educational agencies (LEAs) that have submitted information through the self-reflection tools and the release of the Detailed Reports. 

To assist stakeholders, LEAs, and the public understand these new features, the CDE is hosting a Webinar on May 9, 2017, at 2 p.m. that will review these new features. The PowerPoint slides from the Webinar will be subsequently posted on the CDE California Accountability Model and School Dashboard Web page at http://www.cde.ca.gov/dashboard. 

The login information for the Webinar is included below. Please note that no pre-registration is required. California School Dashboard: Local Indicator Orientation May 9, 2017 2 p.m. 

Attendee Information: Event number: 663 816 317 

Event password: 136936 

Event registration/address for attendees: https://cdeevents.webex.com/cdeevents/onstage/g.phpMTID=e123d544de46193c09915fcb8ec66ea9b 

Sincerely, Local Agency Systems Support Office

California Department of Education 1430 N Street, Suite 5602 Sacramento, CA 95814-5901 

Phone: 916-323-LCFF (5233)

 

http://www.cde.ca.gov/

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Changes to CALPADS SENR file hit May 9th, 2017

From an email sent by CALPADS on May 2, 2017:


Dear LEA Representative, 

The Student Enrollment (SENR) file format will change on May 9, 2017. 

LEAs should complete all SENR transactions by close of business on May 8, 2017. The collection of two new data elements for high school graduates, Golden State Seal Merit Diploma and State Seal of Bi-literacy, will be added to the SENR file type on May 9, 2017. 

All SENR batch jobs in the queue that have not been fully posted will be changed to an "Excluded" status. The LEAs will not be able to take action on the "Excluded" transactions, nor will they be able to download SSID Extracts. LEAs will need to work with their student information system (SIS) vendor to make sure they have the ability to generate the new SENR extract that includes the two new fields in order to continue to obtain SSIDs and update enrollment records in CALPADS.



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A note from CAASPP Operations re: system stability

From an email sent 5/2/2017:

Dear LEA CAASPP Coordinator: 

Testing is in full swing with large volumes of online CAASPP testers—today's peak had over 450,000 students testing concurrently. The usage of the system is monitored, and when it gets close to its maximum concurrent users, it protects the system and those students who are testing by restricting access to new sessions. This situation occurred for about 20 minutes today. At that time, some test administrators received a system message and were able to log on after waiting approximately 10 minutes.

In an abundance of caution to maintain smooth operations of the CAASPP assessments for your test administrators and students, the CAASPP practice and training tests will be unavailable from 8 a.m. through 11 a.m. PT on May 3, 4, and 5, 2017. At this time, we do not anticipate the need to take the interims offline this week but please note that we may modify that decision if volumes increase.

I would like to emphasize that all CAASPP systems are running well. We are taking this step to ensure a positive testing experience for your test administrators and students. We are posting this information as a reminder on caaspp.org. The 2016–17 CAASPP summative assessments include: the Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics; the California Science Test (CAST); and the California Alternate Assessments (CAAs) for ELA, mathematics, and science. 

If you have any questions about this e-mail, please contact the California Technical Assistance Center (CalTAC) by phone at 800-955-2954 or by e-mail at . Thank you for your continued support and patience.

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Getting the Word Out About Your Summer Programs with Help from MySchoolBucks

Here are 5 tools to help get the word out and increase participation in summer programs at your district:

1.) Morning Announcements
-- Come up with a 15 second catchy ad to encourage students to attend a summer day trip

2.) District Website or School Calendar
-- Add links to your summer program events on your schools website or digital calendar

3.) Utilize your Schools' Payments Solution
--Utilize MySchoolBucks and create a custom homepage where you can feature important products.

4.) Flyers and Emails
-- Post flyers around school and send marketing emails to parents to get the word out.

5.) Post, Tweet, Share...
-- Use your school's social media channels to post events, tweet announcements and share photos.


Source: http://blog.heartlandschoolsolutions.com/getting-the-word-out-about-your-summer-program-offering

Those end-of-year events are sneaking up on schools with AP exams, proms, and graduation right around the corner. And what's next?...summer programs! It can be a challenge to promote your summer programs when spring events and exams become a focus.​ 

MySchoolBucks offers free flyers and email templates to help communicate how your parents can pay online.   


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Problems with SBAC interim assessments leading to changes


Interesting story from today's EdSource website.Apparently the efficacy (or lack thereof) of the SBAC Interim assessments is finally getting the attention it deserves.Why it's taken four years is a good question.Hopefully we can find a way to balance these assessments with the existing third party assessments systems already in use in California school districts.

Link: https://edsource.org/2017/teacher-complaints-lead-to-improvements-in-state-tests/580246

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Need for data automation growing in K-12 education

KALAMAZOO, MICH. (March 2017) --- Level Data, a managed solutions company providing data integration solutions for school districts, has announced its Student SyncTM solution now serves more than 170 school districts throughout the nation, a 49 percent increase in a little more than a year. 

"It is an ideal fit for school districts looking to save time and money managing student accounts," shared Matt Betts, president of Level Data. "Student SyncTM automates the creation, deletion, and movement of student accounts, account properties, and home folders within a school's Active Directory, freeing Technology Directors and support staff to focus on their other responsibilities.". 

Level Data serves districts across the nation ranging in size from 500 to 50,000 students. Student SyncTM currently works with all of the most popular student management systems including PowerSchool, Infinite Campus, Genesis, Aeries, Skyward, and EduPoint. Learn more about Level Data and Student SyncTM at www.leveldata.com/studentsync

About Level Data: Level Data is a people and process focused managed solutions company founded in 2007, that works with school districts to move and administer accurate and effective data. With an emphasis on usability, we automate the workflow of student data across multiple systems and applications to improve processes and increase cost savings. Partnering with you, our team works to build a foundation of quality data that is fully managed and scalable across all of your existing applications without the need for additional servers, agents, or on-going support. 

Visit www.leveldata.com​ to learn more. ###

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Chris Moggia
Test
Monday, 17 April 2017 08:56
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New Aeries Webinar Workshops

The Aeries website has been updated with the workshops being offered in the Spring.

Please visit the Aeries website at www.aeries.com/workshops-events for detailed information on the workshops available.


Webinar workshops now open for registration:



Aeries Career Pathways

Aeries Career Pathway Dashboard makes CALPADS reporting a much easier task.  Join us for an interactive session to learn how to identify your Career Pathway students and tag them for 2016-2017 EOY data requirements.

Aeries Web Security & Portal Options

An overview of implementing and managing Aeries security, portal options, portal account management, and portal groups security.

Aeries Database Administrator (DBA) Overview

Understanding the role, responsibilities, and best practices of the Aeries DBA. Best practices for Aeries SQL database management in a production environment.

Aeries Re-Registration E28093 Parent Data Confirmation

Learn how this included feature of the parent portal can save schools a great deal of time and expense normally associated with the printing, packaging, and distribution of New School Year re-registration packets.


CALPADS EOY 2&3

A combined analysis of the first part of the 4 different CALPADS EOY submissions:

1. Course Completion and Career and Technical Education (CTE)
2. Program Participation
3. Discipline
4. *New* STAS file

For each CALPADS EOY submission, an overview of the data management expectations and the Aeries data entry forms will be discussed, as well as an overview of the most common CALPADS submission errors.


CALPADS EOY 1 & STAS

A combined analysis of the second part of the 4 different CALPADS EOY
submissions:

1. Course Completion and Career and Technical Education (CTE)
2. Program Participation
3. Discipline
4. *New* STAS file

For each CALPADS EOY submission, an overview of the data management expectations and the Aeries data entry forms will be discussed, as well as an overview of the most common CALPADS submission errors.


Closing Out the School Year

How the "closing out the school year" process for CALPADS is completed in Aeries. This will include how Aeries handles E155s, exiting students, Graduates/Matriculating students, and the reporting of the UC/CSU eligible students. Also, how to manage new RFEP students so they report correctly in the SELA process.

Register for webinar workshops http://www.aeries.com/workshops-events

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Student Privacy 101: FERPA for Parents and Students


Ever have questions about your rights regarding education records? This short video highlights the key points of the Family Educational Rights and Privacy Act (FERPA).

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Principal suspends 500 students over truancies.

So I wonder how this would impact a California school's dashboard: 

 http://www.foxnews.com/us/2017/03/31/pennsylvania-high-school-gives-nearly-500-students-suspension-notices.html



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Schoolzilla unveils new Mosaic District Progress Monitoring tool

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.



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Dashboard Overview from Brea Olinda USD

​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!


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New California Dashboard - 5 min. Overview

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CAASPP Coordinators Update - March 20, 2017

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

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Chris Moggia
BTW, the new one-page "Cheat Sheet" Quick Reference Guides that the CAASPP team is putting out are EXACTLY what we have been askin... Read More
Tuesday, 21 March 2017 14:47
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New Checklist Feature (Still in beta - but live now!)

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:  


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EdSource Podcast - Ep 5. March 18, 2017

Edsource has a podcast!  Who knew?


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USAC’s Schools and Libraries News Brief - March 17, 2017

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:

  • Start your new FCC Form 471 in EPC. Provide the required data in the Basic Information and Entity Information sections of the form.
  • When you reach the Funding Requests section, click the green Add FRN button.
  • Create a nickname and answer the question, "Is this Funding Request a continuation of an FRN from a previous funding year?"
  • Click the green Copy FRN button.
  • To locate the FRN, you must search for either your FCC Form 471 application number or the FRN. If you do not have your form number or FRN, you can right-click the FCC Forms link on the left-hand menu, choose "Open Link in New Tab," and then perform a search to locate your form.
  • After you identify the form or the FRN, you will then see a list of the FRN(s) you can copy. Check the box next to the FRN you want to copy and click the green Continue button.
  • The system will then copy the FRN you chose. You must click the Refresh button to view the copied FRN in your current form.
  • Review the copied FRN and make any necessary updates. Note that some information cannot be edited. Fields you can edit include:
    • Nickname
    • Service type, but only if you delete all associated FRN line items
    • Contract, if you associated a contract with the original FRN
    • Competitive bidding information, if you identified the original FRN as tariffed or month-to-month (e.g., number of bids received, establishing FCC Form 470 number, service provider, pricing confidentiality).

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.

We apologize for any inconvenience, and we will make sure that this quarter's report (for the period January 1 – March 31, 2017) is properly generated at the end of this month.

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:

  • Basic Information
  • Consultants
  • Discount Calculations
  • FRN
  • FRN Line Items
  • Recipients of Service
  • Connectivity Information

We have added the following eight fields that have been missing from the search results:

  • Basic Information tab
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...?
  • Consultants tab
New column header Added after column ...
Phone Number Ext Phone Number
  • FRN tab
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.

 

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PUBLIC RELEASE OF CALIFORNIA'S NEW ACCOUNTABILITY SYSTEM

Dear Dashboard and Accountability Coordinators:

PUBLIC RELEASE OF CALIFORNIA'S NEW ACCOUNTABILITY SYSTEM

 

The purpose of this e-mail is to inform you that California’s 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.

Resources

The CDE California Accountability Model & School Dashboard Web page at http://www.cde.ca.gov/dashboard contains five tabs:

  1. An Overview tab which provides a general overview of the new accountability system, including a five-minute video in both English and Spanish.
  2. A Parents tab, which includes the five-minute video in both English and Spanish
  3. A Resources tab containing all of the five-by-five colored tables for each of the state indicators.
  4. Data Files and Guide tab containing a quick reference guide, an updated technical guide containing calculation methods, and downloadable data files containing the data used for the Dashboard and the Five-by-Five Placement Report. (See the CDE March 2017 Technical Guide: Appendix G Web page at http://www.cde.ca.gov/ta/ac/cm/appendixgmarch2017.asp to access the major updates made to the technical guide.)
  5. 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.

Questions

If you have any questions regarding:

  • The Five-by-Five Placement Report, downloadable data files, or the calculation methods on all state indicators, including the Grade 11 Distance from Level 3, please contact the Academic Accountability Unit by e-mail at  or by phone at 916-319-0863.
  • Dashboard Coordinators and local indicators, please contact the Local Agency Systems Support Office by e-mail at  or by phone at 916-319-0809.

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CAASPP Update - Issue 197, March 15, 2017

CAASPP Update

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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CALPADS Update FLASH #125

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.

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.

 

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.

 

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

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: 

 

  • 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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